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Alone of all the races on earth, they seem to be free from the ‘Grass is Greener on the other side of the fence’ syndrome, and roundly proclaim that Australia is, in fact, the other side of that fence.Douglas Adams

Around the English-Speaking World

The Commonwealth of Australia

No.11–12

на сайтев Личном кабинете

э л е к т р о н н а я

ВЕРСИЯ ЖУРНАЛА

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INSIDE

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ИЗДАТЕЛЬСКИЙ ДОМ “ПЕРВОЕ СЕНТЯБРЯ”Генеральный директорН.СоловейчикГлавный редакторА.СоловейчикКоммерческая деятельностьК.Шмарковский (финансовый директор)Реклама, конференции и техническое обеспечениеП.КузнецовПроизводствоС.СавельевАдминистративно-хозяйственное обеспечениеА.УшковПедагогический университетВ.Арсланьян (ректор)

ЖУРНАЛЫ ИЗДАТЕЛЬСКОГО ДОМА: Английский язык – Е.Богданова,Библиотека в школе – О.Громова,Биология – Н.Иванова,География – и.о. А.Митрофанов,Дошкольное образование – Д.Тюттерин,Искусство – О.Волкова,История – А.Савельев,Классное руководство и воспитание школьников – А.Полякова,Литература – С.Волков,Математика – Л.Рослова, Начальная школа – М.Соловейчик, Русский язык – Л.Гончар, Физика – Н.Козлова, Французский язык – Г.Чесновицкая, Школа для родителей – Л.Печатникова,Школьный психолог – М.Чибисова

Подписной индексПо каталогу Почта России: 79002

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Цена свободная Заказ № Тираж

900 экз.(бумажная версия)21000 экз. (электронная версия)

NEWS IN BRIEFRussian ELT News .................................... 3

PROFESSIONAL DEVELOPMENTSpeaking in Tongues ................................... 4

The Discourse of Creativity in ELT ............. 6

METHODS OF TEACHING"I Had Them in My Head" .......................10

FOCUS ON LANGUAGEAustralian English Idioms .......................... 13

British and Australian English Vocabulary ... 13

CLASSROOM ACTIVITIESFolk Tales around the World ....................... 15

Tanzania: Building a Local Health Centre ...16

Uganda: Gorilla Conservation

through Public Health ...............................17

Zambia: Community Radio Calling ............18

Zimbabwe: Writer and Filmmaker,

Tsitsi Dangarembga ...................................19

Expressing Regrets about the Past ............. 48

Wishes and Regrets .................................. 49

LESSON PLANSСокровища Австралии ............................ 20

"Noughts and Crosses" ............................. 23

TOPICAL JOURNEYAustralia .................................................. 27

SCHOOL THEATREThe Wizard of Oz .................................... 39

TESTSFive-Minute Tests .................................... 43

PREPARING FOR EXAMSAustralia .................................................. 43

FOR YOUNG LEARNERSThe Time to Rhyme ................................. 46

TEXTS FOR READINGWhat is Accessible? ................................. 50

Justice .......................................................53

Cannibal Isles ............................................55

Say No to Death .......................................57

YOUTH ENGLISH SECTIONTim Minchin ............................................ 60

TEACHERS FORUMConfession of a New Comer .......................61

3English NEWS IN BRIEF

SP

EC

IAL

OF

FE

R!

Уважаемые подписчикибумажной версии журнала!Все подписчики журнала имеют возможность

получать электронную версию.Для получения электронной версии:

1) откройте Личный кабинет на портале “Первое сентября” (www.1september.ru).2) В разделе “Газеты и журналы/Получение” выберите свой журнал и кликните на кнопку “Я – подписчик бумажной версии”.3) Появится форма, посредством которой вы сможете отправить нам копию подписной кви-танции.

После этого в течение одного рабочего дня будет активирована электронная подписка на весь период действия бумажной.

Dear Reader! RUSSIAN ELT NEWS

National Association of Teachers of English (NATE) invites you to follow the news and participate in the events of your local English teachers associations. Our annual XXIII Conference for teachers of English from all Russian regions will take place in Kolomna in April. Learn more at www.nate-russia.ru.

Moscow English Language Teachers Association announces annual festivals and contests:

XII MELTA Poetry Festival in February. For students of the 8-11 forms. Participants present their own poem on one of the topics announced prior to the contest.

XII MELTA Storytelling Festival in March. For stu-dents of the 3-8 forms. Participants present their own three-minute story.

XII MELTA Public Speaking Contest in April. For stu-dents of the 8-11 forms. Participants present a three-minute speech on one of the four topics announced prior to the contest.

Criteria and topics for all the festivals and contests are announced at elt-moscow.ru.

All students get certifi cates of participation, best speakers get prizes and diplomas, teachers get letters of gratitude from MELTA.

GIFTS FOR OUR SUBSCRIBERSIf you teach blind and visually impaired students

you need tools to meet their needs. Grammar Cube (ГрамИК) by Peter A. Stepichev is designed to trans-late 364 sentences from Russian into English, includ-ing special and general questions in Present, Past and Future Simple, imperatives and modal verbs. The words on the model are given in Braille so that BVI students can rotate the cubes and read the sentences they create.

Subscribers of English who teach BVI students can get the “Grammar Cube” distributed under the Ameri-can Center grant for free. Learn more on conditions and limitations:

www.facebook.com/gramikbvi/ orvia e-mail [email protected]

Peter A. StepichevMELTA vice-president, NATE executive director

November–December 2016

Welcome to our November-December issue of English!Even though the fi rst winter month presupposes some

snowfl akes and Christmas carols on the front page of the journal, this year we are going to celebrate New Year Eve on the opposite side of the globe where summer is in full swing! Our around-the-English-speaking-world adven-tures are coming to an end and we are delighted to invite you to our fi nal issue in the series which is devoted to Australia.

Despite the evident remoteness of Australia from our ‘natural habitat’, we were lucky to fi nd a voice which could tell our readers at least one story of this faraway land. You are already puzzled by the word ‘voice’, aren’t you? But it is the sound of the voice which we believe every reader of our journal will hear when reading the lines from the story written by Nikolay Nikolayevich Drozdov, a prominent Russian biologist and the author of the programme ‘In the World of Animals’, who kindly agreed to share with us an excerpt from his book ‘Flying Boomerang’ about his journey to Australia.

Apart from this treasured fi nding, our Topical Jour-ney includes materials that can throw some light on thespiritual and literary life of Australian continent. As re-cently it has been discovered that Australian English has a signifi cant infl uence on British English through Austral-ian soap-operas, which are very popular in the English-speaking world, we decided to explore the peculiarities of this version of English on the pages of the central part of the journal.

To provide some methodological food for thought, we are offering you an inspiring article by Griselda Beacon ‘The creativity discourse in ELT’ and an interview with the guru of grammar studies Raymond Murphy, who was kind to share his views with Alexandra Chistyakova, our regular reporter.

We would like to attract your special attention to page 9 where you can fi nd a clue to getting an opportunity to experience an online course with Norwich Institute for Language Education for free!

In exploring Australian studies, we came to believe that regardless of your starting point, you can achieve a lot provided you work in a good team and have a well-developed sense of humour! We want you to enjoy the free spirit of our Aussie issue and to become inspired to consider looking at your teaching practice from the other side of the fence!

By Elizaveta Bogdanova,Editor-in-Chief

4English PROFESSIONAL DEVELOPMENT

SPEAKING IN TONGUESNovember–December 2016

Several years ago, a large group of various EU specialists came to Akademgorodok near Novosibirsk to make a presentation in the lo-cal House of Scientists. The main purposes of this important visit were, fi rst, sharing informa-tion; and second, future recruitment. The local students, researchers and teachers listened to the descriptions of available academic schol-arships and grant programs. The visitors also cited some very impressive statistics. For in-stance, only straight-A students could apply with the hopes of success; out of the huge number of applicants, only 5% were annually chosen. The cream of “the cream of the crop”, so to speak.

Stage 1 involves gathering lots and lots of documents which are to be sent to the rele-vant centers. Every applicant has to take an international language exam, be it TOEFL, IELTS, DAF or any other; the results should not be lower than the required level or number of points. Computer skills are not even men-tioned since they are a given. There may be some tests and examinations to be performed via the Internet or Skype.

If a person receives a scholarship, they need to obtain a visa, to buy a ticket, and ar-range medical coverage. They may also be asked to provide recommendations, fi nancial guarantees, and instructed to open up a bank account prior to their arrival. This is indeed a lengthy process. The competition is high, the criteria are tough. Once accepted, all the stu-dents need to do is study well, maintaining a grade point average of “Good”, to use a famil-iar system, or better. Of course, the better the results, the more opportunities for their future career they may have.

Walking around in the famous Quartier Lat-in, the Latin Quarter in Paris, France, this past spring, I could see the educational system in action. There are many schools, universities, lyceums, institutes, and academies in this part of the city. La Sorbonne, one of the oldest and most renowned universities in the world, is just a fi ve-minute walk away. Book stores abound, it seems that every second door houses a nice little or big shop where one can browse for hours. Antique books of course may display book prices which look like cell phone num-bers. But academic books, second-hand book corners draw lots of customers.

It is obvious by their faces, and by the mul-titude of languages spoken with the clear pre-dominance of English as an international com-munication tool, that the absolute majority of residents are scholars of all levels, ages and professions. It is also obvious that all of them work a lot, be it at their studies, lectures or sci-entifi c research and experiments.

In years past, one could hear the following sweeping generalization: the French (the Ger-mans, the Italians...) do not speak English. In fact, it seemed that only in the Scandinavian countries and Holland one could expect practi-cally everybody to be able to understand Eng-lish. The situation is different today. The Euro-peans know the value of education.

The former debate on whether we should use the abbreviation EFL or ESL is replaced by EIL; indeed, what we now teach is English as an International language. There is a per-haps unique feature of la vie Parisienne which shows that English is more or less incorporat-ed into daily life.

Paris is famous for its many historical monu-ments. It is also well-known as a great place for book-lovers, as well as a haven for writers. All along the Seine one can see book stalls. On Rue de Rivoli, right across the street from Le Louvre and the Tuilleries Gardens, there are two famous bookstores. Galignani’s, opened in 1801, insists that it is the fi rst British bookstore in Paris. The family has been in the book pub-lishing business since 1520! W.H. Smith, also on Rue Rivoli, is a large and comfortable shop which sells books in English. It also has a huge selection of magazines for all tastes. Shake-speare & Company, situated next door to No-tre Dame, sells new and used books; it also organizes lots of literary events. Rumour has it that sometimes a traveling writer may spend a night right there if they need accommodation. Gilbert & Joseph on Boulevard St. Michel oc-cupies several buildings; it is defi nitely a place to visit if you are searching for a particular

5English


book. Chances are you will fi nd it there. The Abbey, located near St. Severin Church, is a pleasant book shop where one can relax af-ter a few hours of sightseeing. These are just a few places where well-educated customers spend some time searching for some books and speaking English.

When I read yet another interview with a recent arrival to Europe, I cannot help but wonder. “I want to study (any subject)... I want a good job... I want a nice house... I want to live in a rich country...” What makes people think that they can get whatever they wish just by stating their desires, in a country which is not their own? As an old saying goes only the cheese in a mousetrap is free.

Europe did not just appear overnight in its present shape, it is the result of centuries of hard work by its people. Getting a good educa-tion, speaking English fl uently, acquiring solid computer skills do not magically materialize, they also involve a lot of hard work.

As a teacher trainer and an author of nu-merous methodological articles, I am used to discussing the many challenges EL teachers face globally. My twenty years of doing inter-national Internet projects has given me a lot of material, and a lot of insights. There are some staples in my list of topics, like discipline, motivation, self-development. Young teach-ers are often concerned with parent-teacher communication. At any age and level, the four traditional skills (reading, writing, listening, speaking) need to be honed. When I hear a beginner colleague say blithely, “I know Eng-lish already”, I tell them that I have not yet grown into this stage. For me, any language is a constantly evolving, living and breathing mechanism. There is never any limit to ac-quiring new knowledge.

The challenges teachers face today are vastly different. There is a fl ood of newcomers who often have no idea of what school is, let alone what such odd concepts as discipline and motivation mean. For the Western world, teenagers are still children, unaccompanied minors. In other cultures a fi fteen-year-old boy is a soldier and adult. Unimaginable situations arise, for instance, both male parents and ad-olescents who are required by the European law to attend school, erupt into disobedience and protest simply because most teachers are female. We know perfectly well that even one disruptive student may turn any lesson into a circus. If a group of them is suddenly thrust into a class, what may happen? How are teachers supposed to cope? Honestly, I don’t know.

My grandmother began her work as a teacher at age 14, during the revolution. She taught young adults of both sexes how to read and write. She used to tell us that they were respectful at the lessons – and played hide-and-seek or lapta afterwards. She became her school’s headmistress at 24. She survived two wars and raised a large family. And somehow she managed to continue her studies through-out her life. When she passed away at 84, thousands of people came to say their fi nal goodbye. Even we, her immediate family, had no idea how many people’s lives had been in-fl uenced by her.

Today, I often think of her unfl agging enthu-siasm for learning and teaching, for helping others. Like her, I believe that Good will pre-vail. After all, sowing the sensible, the good and the eternal is what we teachers do.

By Nina M. Koptyug, Ph.D.,Novosibirsk

Picture above: www.galleriesinparis.com

PROFESSIONAL DEVELOPMENT


THE DISCOURSEOF CREATIVITY IN ELT

Griselda Beacon holds an MA in Literature in English from Philipps-Universität Marburg, Germany. A graduate EFL teacher, an OUP and NILE trainer, she delivers teacher training workshops in Argentina and abroad with special focus on young learners and literature. She lives in Buenos Aires, where she lectures in American Literature at Universidad de Buenos Aires, teaches Children and Young Adolescents´ Literature at Teacher Training College IESLV “Juan Ramón Fernández” and “Aesthetic Discourses” in fi rst year within the bilingual Secondary programme at ENSLV “S. B. de Spangenberg.” Griselda Beacon also coordinates English Language and Didactics as part of the teacher-training programme at Universidad Autónoma de Entre Ríos in Concepción del Uruguay. Since 2006 she coordinates the English Department in Primary at the Ministry of Education in the province of Buenos Aires.


“Think left and think right And think low and think high.

Oh, the thinks you can think upIf only you try!”

Dr. Seuss

One of the central aims of formal education nowadays is to help students develop critical thinking skills that will en-able them to become independent and responsible citizens, both locally and globally. An updated version of Bloom’s taxonomy on Critical Thinking (Anderson and Krathwohl, 2001)1, positions “Creating” at the top of the pyramid of cognitive development. This article delves into the role of creativity in foreign language teaching and the intricate re-lationship between creative and critical thinking. It provides concrete examples from classroom work in secondary school with teenagers in Buenos Aires, Argentina.

Until now, creativity has mostly been considered relevant within the affective domain. It has been used to help students express their emotions through art, to resolve certain diffi cult issues in the classroom such as bullying, phobias, bereave-ment etc. and, in many contexts, Art is placed in between highly intellectual activities like Maths or Physics so as to give students time to cool down mentally. The challenge now is to become creative in the cognitive domain as well.

Creativity has been labelled in many different ways, all of them divergent from the hegemonic pedagogical approaches in teaching. It has been called non-linear thinking, out-of-the-box thinking, back-door thinking, lateral thinking, side-ways thinking, spontaneous thinking and low probability thinking. All of these show that creativity is often considered marginal to the main pedagogical discourses and is supposed to contribute to education tangentially. This peripheral status strongly affects the inclusion of creativity as an essential part of our teaching. Researchers and practitioners, however, give importance to creative thinking. Carol Read, for example, includes creativity as one of the eight principal segments of the “C-Wheel,”2 a tool she developed to help teachers create optimal conditions for children’s language learning. Howard Gardner, who developed the theory of multiple intelligenc-es, affi rms that creativity is about liberating human energy, which relates to Sir Ken Robinson’s view of the importance

of group work, in which a great deal of creative work happens when people interact with other people. Moreover, whenever Sir Ken Robinson, an international advisor on education in the arts, insists in his TED talks, interviews, videos and ar-ticles that creativity is putting your imagination to work, he stresses the fact that there is a need for a pedagogy that cre-ates conditions in classrooms to encourage students to think creatively and imaginatively by giving them tasks that are stimulating to work on. He affi rms that creative thinking can be learned and developed through education and practice.

The examples to illustrate how creativity works in ELT are taken from a classroom experience at ENSLV “S.B. Span-genberg”, in Buenos Aires, Argentina. During 2015, I was in charge of a fi rst year secondary class that was part of a pilot project to introduce bilingual education in state secondary schools. I taught “Aesthetic Discourses”, one of the new sub-jects added to the curriculum. There were 30 students, boys and girls, aged 13; the language of instruction was English and we had three 40-minute periods per week, one block of 40 minutes and one of 80 minutes. The level of English was intermediate (equivalent to B1 according to the CEFR).

The aim of the subject was to teach students the main characteristics of (and differences between) the discourses of diverse artistic domains. It included poetry, narrative, drama, visual arts, the cinema, music, dance and any other means of artistic expression in the contemporary world. It intended to show the variety of unique ways of expressing ideas, feelings and thoughts. As soon as I started teaching, I gave this aim a twist and added another dimension that complemented it: the class had to become a laboratory for the students to experiment, experience and try out their own ways of expressing themselves, following the models of the aesthetic discourses they were learning about. The purpose was to offer students another opportunity to use English to express themselves and experiment with the language in freer contexts while they were learning about the diversity of discourses that surround us. The theory I used to cre-ate optimal conditions for creativity in the classroom was “Flow.”3 This theory, developed by the psychologist Mi-haly Csikszentmihalyi, focusses on “optimal experience,” that is, the state of consciousness called fl ow that makes

7EnglishPROFESSIONAL DEVELOPMENT


an experience genuinely satisfying. During fl ow, people are totally involved in, focused on and motivated by what they are doing, so that nothing distracts them. It is the state con-sidered to be ideal for learning. In foreign language teach-ing, fl ow happens when teachers plan motivating activities that have the appropriate language input for the students’ level and pose meaningful challenge.

From all the activities we carried out throughout the year, I have chosen two of them to exemplify how creativity, criti-cal thinking and fl ow work in real school contexts. In both examples, a variety of aesthetic discourses interact and over-lap.

The fi rst activity was actually the second one in the syl-labus. It came after some work done on drama. We began by reading a book called Love That Dog (2001) by Sharon Creech, a novel written in verse. It is the story of Jack, aged 11, who learned to express himself through poetry thanks to the help of his teacher, who motivated him to do so by giv-ing him different poems to read and to react to in the form of poetic discourse. As readers, we encounter the voice of the child, his refl ections, the poems he reads, and his own poems. In the process of reading and writing, the child dis-covers his own voice, is able to face his trauma, the death of his beloved dog, and write about it, and we are witnesses to the process of self-discovery he undergoes. The fi rst activity the students carried out in class was the writing of a poem on the board that had the same structure as the model chosen. It was a whole-class activity on the imagist poem The Red Wheelbarrow (1923) by William Carlos Williams:

so much dependsupon

a red wheelbarrow

glazed with rainwater

beside the whitechickens.

I introduced them to the world of Modernist writing and to the main tenets of imagism. The students wrote their own poems on the board and a student, who loves drawing, of-fered herself to “draw” the poem as well. Adding the draw-ing to the poem is an example of how creativity works in the classroom where certain fl exibility with regard to the lesson plan is needed to allow for spontaneous interactions that were not planned but that contribute to and add another dimension to the lesson. The surprise factor is highly motivating and stimulating for both students and teachers alike. The fi nal version of the collective poem is the following:

so much dependsupon

a purplecar

stuck in the muddrowning the unicorn

The point of view of the poetic voice was Jack’s, the protagonist of the novel, but even if the students positioned themselves in the protagonist’s shoes, they also added ele-ments that were their own: the colour purple and the uni-corn.

The writing of this fi rst poem as a whole-class activity was the threshold to the second task: individually or in pairs, students had to write a personal response to Jack, following the model of the shape poems they had read in the book (The Apple by S.C. Rigg and the ‘fi ctional’ poem of Jack’s My Yellow Dog):

They chose their partners, decided on what to do, started the work in class and fi nished it at home. In the following class, each pair presented their work to the rest of the class and we displayed the poems on the walls of the classroom. Here are some examples of the work done:



This was their fi rst attempt at expressing themselves in the form of poetic discourse combined with visual art, since shape poetry needs the image to complete the meaning of the poem, which is to be found in the convergence of words and images. This task, done individually or in pairs on an A4 sheet, paved the way for more complex and more daring activities that involved more commitment, more work and more people.

The next example was the last activity we carried out in the year, our fi nal project. It involved working collaborative-ly with other subjects, in this case, Literature. As the class was reading Alice in Wonderland (1865) by Lewis Carroll in their Literature class, we worked together to contribute to the reading. This time the proposal was group work (up to 5 students per group) to build ‘body walls’ with the shape of human bodies (their own) to present the characters in the book they liked the most. One of the aspects of the task they had to comply with was the inclusion of relevant quotes from the book inside their body walls to illustrate the character´s personality. The completion of the whole activity took two-and-a-half weeks. All of it was done at school and students brought all the material they needed (cardboard, pieces of cloth, wool, markers, paint, etc.) to do it. These are some pictures of the work done:

Both examples show that using a pedagogical approach based on teaching through the arts allows for creative think-ing to develop and for fl ow to take place. The shape poems made students see the potential they had and the body walls were an outburst of creativity that was boosted by group work. Throughout this process, in my role as the teacher in charge, I could observe, analyse and register their behaviour and their learning process. I learned to pay attention to their routines and respected the time they needed to get to work. It was a challenge for me to use teaching strategies that were less traditional with such a large group of loud, active teen-agers, especially when it came to giving instructions for task completion. Consequently, through observation, I became aware of the moment they were the quietest to share with them the aims of the lesson and to give the necessary instruc-tions to carry out the activity proposed. That moment took place during the daily greeting routine. It was necessary to use that time for instructions and slightly change the routine. When I entered the classroom, the students would stand up and greet me. I greeted them back but asked them to remain standing until I fi nished with the report of the day. After that, they could start working on the task. As most of the activities were done in groups, I had to learn to lower my own anxiety and give students enough time to get organised. It took them between 5 and 7 minutes of loud talking and moving around, but once they started, they worked at a pace that amazed me. I could see fl ow working since most of the students were 100% committed to the work carried out. They enjoyed the tasks given and were proud to show their fi nal product to their classmates. In a holistic way, they used English to express themselves, to write poems, to present their work to others, to refl ect upon the work done, etc., while they were learning about the main characteristics of aesthetic discourses. Stu-dents also became aware of their creative potential which is essential to innovate, one of the main tenets of critical think-ing. Group work, on the other hand, gave them the opportu-nity to strengthen their bonds with their classmates and the work done outside the classroom walls (i.e. story-reading to primary school children) gave them a sense of togetherness that enhanced the work done in class. Through poetry, they

9EnglishPROFESSIONAL DEVELOPMENT


could put themselves in somebody else’s shoes and develop compassion and empathy. Their responses to Jack’s loss of his dog were a clear example of how they felt moved by the protagonist’s suffering. In the case of the body walls, by looking for the best quotes to epitomise their characters, they worked on focused reading. Working through the arts also gave us a different sense of space and we appropriated every single corner of our room and of other areas of the school; the desks, the fl oor, the hall, the playground, for example, were perfect settings for us to use.

To conclude, it is important to highlight that these tasks were incredibly rewarding for everyone involved, both students and teachers, and were also food for thought, for self-refl ection in terms of teaching and learning processes. Throughout the whole year I kept a record of the work done by taking pictures of the students’ performance and their ar-tistic productions. By showing the pictures to the students and comparing them, the changes the group underwent could easily be spotted. From the fi rst attempts at writing the shape poems in A4 format to the highly elaborate body walls, students learned to take risks and to negotiate with peers, enjoyed the challenge of the tasks and used English to express themselves in artistic ways. By helping students

refl ect upon their progress, I also became aware of my own transformation as a teacher. I have gained much more con-fi dence in planning activities that involve group work since I have seen the liberation of creative energy in human in-teraction. In other words, these examples show that crea-tive thinking skills are necessary in formal education since they are common to both the affective and the cognitive domains.

Endnotes:1 h t t p : / / i i . l i b r a r y . j h u .

edu/2015/01/30/a-guide-to-blooms-taxonomy/

2 https://carolread.wordpress.com/2010/01/28/c-is-for-c-wheel/

3 For more information about this theory, please read Flow: The Psychology of Optimal Experience. (2008) By M. Csikszentmihalyi. New York, NY: Harper Perennial.

Photos taken by the author.

!

:

10English METHODS OF TEACHING

“I HAD THEM IN MY HEAD”In Celebration of the 30th Anniversaryof Raymond Murphy’s English Grammar in Use


Human history is full of examples of inventions and breakthrough achievements that come to transform the very way we live. The Internet, computers, smartphones, to name but a few, have forever changed the way we com-municate, relax, and perform our everyday tasks. In the world of English language learning and teaching, one of the groundbreakers like this has undoubtedly been Ray-mond Murphy’s book English Grammar in Use. Not only has it overturned learners’ belief that English grammar is something tedious and perplexing, but it has also modifi ed the way teachers explain and present English grammar to learners.

In 2015, English Grammar in Use marked its 30 years of sustained success with its fourth edition and a new interac-tive e-book format. Thirty years is a long time for a manual to stand the test of time, but English Grammar in Use has done it spectacularly well. One might wonder what made Murphy’s book so overwhelmingly successful. What is the reason for such unprecedented popularity of a grammar book? In order to unravel this mystery, I believe, we should look back at the time when the book was fi rst conceived.

Raymond Murphy started teaching in 1971. He spent the fi rst three years of his career teaching English in pri-vate language schools in Germany. Then he moved back to the UK and settled in Oxford, where he continued to teach English till 1990. By 1985, the time of the fi rst publication of English Grammar in Use, Murphy had already accumu-lated considerable experience in teaching English to inter-national students, who came from different countries and had different needs and different language and educational backgrounds. For a diverse audience like this, he realized, there was a need for easy-to-understand grammar materials which learners could study at their own pace and choice

during their self-study sessions. That was the initial incen-tive for Murphy to start compiling his fi rst grammar work-sheets, which some time later became so popular among students that it prompted him to submit them for publica-tion.

Back in 1970s and early 80s, the Grammar-Translation teaching method, with its emphasis on accuracy and its rather sophisticated academic way of explaining grammar, was still quite popular in language teaching circles. On the other hand, that time also saw the rise of the communica-tive approach which shifted focus from accuracy to fl uency, often resulting in the considerable neglect of grammar.

Murphy disapproved of such polarized thinking. From his point of view, grammar shouldn’t be taken negatively, as it sometimes is by both learners and teachers, but at the same time grammar shouldn’t be given the central role in the language learning either. Grammar, according to Murphy, isn’t the central reason we learn languages for; rather, it is a facilitating framework that enables learners to put words together and communicate more effectively. And that’s how we should treat grammar – not as the main aspect of the lan-guage but as a facilitator in achieving our language learning goals. That’s why grammar explanation and study should assist learning rather than present an obstacle to – or in any other way hinder – successful language learning.

With these ideas in mind, Murphy developed the follow-ing principles for his book:

1. The book should be easily understood by speakers of various languages and with a given linguistic competency;

2. The book should be usable and appealing to learners with different cultural backgrounds;

3. Exercises should be easy and clarifying.

To make his book comprehensible by multilingual stu-dents speaking English at pre-intermediate – low-inter-mediate levels, he decided to avoid using sophisticated linguistics terms and lengthy explanations. For example, he excluded some unnecessary terminology (e.g. he used “the” instead of “the defi nite article”, “if-clauses” instead of “conditionals”, or “he/she/it” instead of “the third person singular” etc); some confusing terminology (e.g. “present participle” that can be used as part of a past form of a verb); and some problematic or irrelevant terminology (like “an infi nitive”, “gerund” or “zero article” etc).

While these technical terms might be useful and neces-sary for linguists or multi-language students, Murphy be-lieves that for those simply studying English, such meta-

11EnglishMETHODS OF TEACHING

language is unhelpful and confusing and presents a con-siderable challenge to the average learner studying gram-mar. So, instead of writing “The verbs in the list below are usually followed by the infi nitive: want, plan, decide etc.”, Raymond provides an explanation like this: “Verbs + to … (want to do etc.): want, plan, decide etc.”, which easily conveys the rule to a low-level learner without unnecessary complications and wordiness.

In trying to make his book as accessible and usable as possible, Murphy was very careful in choosing good ex-amples. As the book users come from various cultural back-grounds, the illustrative material should be meaningful and understandable to all of them. That’s why you will never fi nd anything topical, politically-biased, controversial or negative in the book. The examples and the language of the book are also neutral and universal in style, which makes the book appealing to people of all ages and educational backgrounds.

Everyone who has ever used Murphy’s English Gram-mar in Use has noticed that exercises are very easy to do. That’s not accidental. They were deliberately written to be easy enough and to provide learners with additional illus-tration of a given grammar rule. Perhaps unsurprisingly, this particular aspect of the book was the target of some-times severe criticism, especially at the beginning. How-ever, Murphy is adamant that there is nothing wrong with seemingly mechanical exercises. To quote him, “The point of an exercise is not to test the person or trap the person, or to assess the person. It is to help the person understand the point of grammar.”

Murphy strongly disagrees with those who think that grammar exercises should be challenging and make learn-ers think. To arguments like this, he replies that we should make people think about something else but grammar, that teachers and textbooks don’t have to torture people into lan-guage learning because there are other truly diffi cult things about learning a language. Such things are speaking, mak-

ing yourself understood and understanding others. That’s why grammar exercises don’t need to be diffi cult but in-stead they should be clarifying.

These three factors – simple explanations, neutral and realistic examples, and easy clarifying exercises – make English Grammar in Use so fascinatingly user-friendly, en-joyable, understandable and massively popular. However, there was one more key factor that infl uenced not only the contents but the very spirit of the book. That magic fac-tor was Murphy’s attitude toward teaching. When he was writing his grammar worksheets, he was thinking about the particular students he was making those materials for. He was writing the materials not for an abstract learner but for real people he taught in his classes in Oxford. This is how he puts it, “I had them [the students] in my head. I was thinking, “How does this person understand this?”, “Is it ok to say this to that person?”, “Will that person understand it?” – that was my motivation in writing this book.”

“I had them in my head.” I believe there is little that can be added to that formula of creating beautiful, power-ful things. That’s what makes great people truly great – the genuine care for and thoughtfulness about the real people they are doing things for. But how many times have we teachers overlooked this simple but essential fact when we rushed to fulfi ll the curriculum, to catch up with the pro-gramme or simply out of tiredness? How often do we pause to think about real people we have in our class with their particular interests and needs when we write a lesson plan or think through the course programme? Do we have them in our heads?

Undoubtedly, teaching is a diffi cult profession which re-quires a lot of energy, motivation, determination and love on the part of the teacher. And sometimes it’s really hard to always be a considerate, sensitive and giving person. How-ever, even in this humdrum turmoil of chores and duties that inevitably accompany the teaching process, we should never forget the very essence of teaching – making a dif-ference. It seems that it’s only possible to make a positive difference in the lives of others when we truly care about the people, when we do things for them and have them in our heads.

Raymond Murphy was writing his grammar worksheets thinking about his own students and was completely un-aware that by doing so he would make a difference in the lives of so many other learners all over the world.

By Alexandra Chistyakova

Photos taken by the Cambridge University Press Offi ce, Moscow


12English РЕКЛАМА

13English

BRITISH AND AUSTRALIAN ENGLISH VOCABULARY

FOCUS ON LANGUAGE


Be off like a bride’s nightie – Depart quickly, move with a sud-den burst of speed. It is likely that this expression was fi rst used in horseracing to refer to a horse that moved very quickly out of the starting gates.

Beyond the black stump – An Australian idiom indicating that even if you go as far as you can, the black stump is still a little further.

Beat around the bush – When someone takes ages to say something and doesn’t get to the point they have “beaten around the bush”.

E.g. “Sam: I hate your shoes. Max: You certainly don’t beat around the bush, do you?!”Big note – To “big note” is to talk yourself up or brag. Someone would

“big note” by saying “I got the highest score in the exam. I’m the best”. Big noting is generally frowned upon in Australia and modesty is fa-vored.

Blood is worth bottling – If an Australian says to you “Your blood is worth bottling”, they are complimenting or praising you for doing something or being someone very special.

Cut down the tall poppies – If people cut down the tall poppies, they criticize people who stand out from the crowd.

Dog-whistle politics – When political parties have policies that will ap-peal to racists while not being overtly racist, they are indulging in dog-whistle politics.

Don’t give up your day job – If you’re not very good at something someone might say “Don’t give up your day job.”, this infers that you’re not good enough at something to do it for a living.

E.g. “You haven’t hit one pin and we’ve been bowling for hours! Don’t give up your day job!”

Dry as a wooden god – Very dry area or very thirsty: That desert is as dry as a wooden god.

Fair suck of the sauce bottle – If you demand a fair suck of the sauce bottle, the other person is being unreasonable in what they are asking or suggesting you do. (‘Fair suck of the sav’ is also used.)

Feeling under the weather – This just means that you are feeling sick. If you ask someone why they aren’t at University and they say that they are “feeling under the weather” they just mean that they are sick.

Flash as a rat with a gold tooth – Someone who’s as fl ash as a rat with a gold tooth tries hard to impress people by their appearance or bahaviour.

Flat out like a lizard drinking – An Australian idiom meaning extreme-ly busy, which is a word play which humorously mixes two meanings of the term fl at out.

It takes two to tango – When two people are involved in something, or you are trying to point out that there are two sides to something, you can say “it takes two to tango”.

E.g. “You have to consider the things that you’ve done wrong as well. Remember – It takes two to tango.”

Grinning like a shot fox – If someone is grinning like a shot fox, they are smiling uncomprehendingly or smugly, looking stupid while smil-ing, showing that they don’t really understand what’s going on, like the bared teeth on the corpse of a fox.

Here you will fi nd words which have different mean-ings or are spelled differently in British and Austral-ian English.

British English Australian English

A a good job a good lurk Absolutely! Reckon! accident prang afternoon arvo aggressive aggro alcohol grog alcohol booze American Yank angry berko Australian Aussie, Strine

B banana nana beer amber (fl uid) beer glass (285 ml) middy, pot biscuit bickie

C car paint duco cheap wine plonk criminal bushranger chicken chook chocolate chokkie Christmas Chrissie

D dockworker wharfi e drunk pissed

E engine donk (car or boat) English person pom eucalyptus tree gum tree evening meal tea exact information good oil excellent ace

F far away back of beyond in the outback farm station fast sheep shearer ringer (in the country) fi eld paddock food tucker

G game brave Go away. Shove off.

H Have you Did you eat yet? eaten yet? Hi. G’day mate. horses neddies How are you? How are you going?

I idiot dill, drongo information oil it she it’s fi ne she’s appleK kangaroo roo

L lavatory loo lavatory (outdoor) dunny Liquor Shop Bottle Shop

AUSTRALIAN ENGLISHIDIOMS

14English FOCUS ON LANGUAGE


Hit the nail on the head – To be right about something or do something effi ciently is to “hit the nail on the head”.

E.g. “Sam hit the nail on the head when he said we need to split this group assignment into parts”.

Hit the road – When someone is going to leave they might say that they are going to “hit the road”. Even if they are not driving, someone might say this.

E.g “Alright guys, I’m going to hit the road. See you tomorrow.”Last straw – When you’ve had enough of something you have “had the

last straw”. E.g. “That’s the last straw, I’m not talking to you anymore sally – you’re

too rude.”Like a shag on a rock – If someone feels like a shag on a rock, they are

lonely or isolated. A shag is an Australian bird that often perches alone on a rock.

Mad as a cut snake – One who is mad as a cut snake has lost all sense of reason, is crazy, out of control.

Missed the boat – If you have “missed the boat” you have missed your chance/opportunity or it is too late to do something.

E.g. “Kate: Tickets for Uni ball have sold out. Harry: Oh no! Looks like I missed the boat on that one.”On the knocker – If you do something on the knocker, you do it imme-

diately or promptly.On the wallaby track – In Australian English, if you’re on the wallaby

track, you are unemployed.Piece of cake – When something is easy it was a “piece of cake”. E.g. “Lucy: Have you fi nished your assignment yet? Ben: Yeah, fi nished last week – it was a piece of cake!”See which way the cat jumps – If you see which way the cat jumps, you

postpone making a decision or acting until you have seen how things are developing.

She’ll be apples – A very popular old Australian saying meaning every-thing will be all right, often used when there is some doubt.

Sitting on the fence – When you can’t make up your mind about some-thing, or can’t choose a side, you are “sitting on the fence”.

E.g. “I’m on the fence about the new Pitbull album. I can’t decide whether I love it or hate it.”

Stone the crows – Stone the crows is used to convey shock or surprise similarly to “Oh my God”. “Stone the fl amin’ crows” is a more em-phatic form of the expression.

Talk the legs off an iron pot – Somebody who is excessively talkative or is especially convincing is said to talk the legs off an iron pot. (‘Talk the legs off an iron chair’ is also used.)

Up a gum tree – If you’re up a gum tree, you’re in trouble or a big mess.

Wouldn’t be caught dead – If you would never do something or wear something you can say that you “wouldn’t be caught dead” doing or wearing that thing. E.g. “That is the ugliest dress I’ve ever seen. I wouldn’t be caught dead in it!”

Source: www.usingenglish.com; http://blogs.acu.edu.au

Compiled by Tatyana Makhrina

M middle of nowhere back of bourke milk bar deli (South Wales) milkman milko money lolly (in the country) mosquito mozzie

N New Zealander kiwi, enzedder nonsense piffl e non-stop talk earbush (old)

P postman postie pub meal counter meal

R remote desert never-never country road for trucking beef road cattle by road train

S sandwiches cut lunch sausage snag shark meat fl ake sheep jumbuck (mainly in songs) a sheep gummy which has lost all its teeth sheepdog kelpie sheepfarmer woolgrower Shut up. Belt up. soldier digger stony desert gibber (used in the west) stupid person alf swiming costume bathers

T tasty food num-nums (parent to kid talk) tea kettle Billie teacher chalkie to complain to grizzle to give up to give it away to have a look to gander to hunt to fossick for gemstones toilet comfort station tomato sauce dead horse (old) trainee on Jackaroo a cattle farm trousers daks, strides

U underpants (men) jocks undertaker mortician

V vegetable extract vegemite (used for sandwiches) vegetables vegies

W waterhole billabong Well done! Good on ya!

Source: http://www.englisch-hilfen.de

Submitted by Tatyana Makhrina

BRITISH AND AUSTRALIAN ENGLISH VOCABULARY

15English CLASSROOM ACTIVITIES

FOLK TALESAROUND THE WORLD


THE LUTE PLAYERFrom Russia

Once there was a happy king and a queen. The king went to war with a cruel and evil lord. He took his great army, said goodbye to his wife, and left. When he landed, he had many victories. But then the evil ruler attacked, the army was defeated and the king was captured.

So every day for three years the king had to work in the fi elds with the other prisoners. Every night he returned to the dungeon, worn out. The king befriended a guard, who smuggled a letter to the queen. He told her to sell everything and use the money to buy the king’s freedom.

The queen read the letter and cried. She thought, “I can’t go to the wicked lord myself, because he will make me one of his wives. And I can’t send a great ransom with anyone else! What can I do to free my beloved husband?”

Suddenly the queen had an idea. She cut off her beautiful, long hair, and changed into the simple clothes of a minstrel boy. Then she took up a lute and secretly left the palace. She traveled in dis-guise and played her lute to travel on ships.

Finally she reached the land of the foreign lord, sat outside his castle and began playing. Her songs were so beautiful that when the lord heard them, he sent for her.

“Boy,” the lord told her, “please, play your lute and sing for me. Stay for three days, and I shall give you what you ask for.” The queen bowed, and strummed her lute, fi lling the dark castle with songs of war and love. All that day the ruler was entranced by the queen’s music.

The next day, she played even more beautifully, and on the third day, too. Then the queen said, “My lord, I must leave. I am a traveler, and the road is my home.” “Too bad!” the dark ruler sighed. “But you stayed for three days, so I shall give you your heart’s desire.”

The queen bowed and said, “I travel alone and I am often lonely. Give me one of your prisoners for company and I shall be grateful.” “That is easy to do,” the lord said and took her to his dungeon. She immediately picked out her husband although he was thin and sick. The king did not know his wife and she said nothing to him.

They left and traveled together back to their own country. Still the king did not recognize his wife. “I am the king of this land,” he told his companion, “and if you let me go, I shall give you a great reward.” “Go in peace,” the queen said. “I need no reward.”

The king protested. “Let me, at least, honor you with a feast,” he said. But the queen said no. The two parted and the king walked eagerly to his castle. The queen got there fi rst and put on her royal gowns. Everyone welcomed the king, but when the queen went to him, he turned away. “Who is this woman,” the king asked angrily, “who left me to die in prison?” The king’s ministers told him that she went away the day she received his letter. “Faithless wife!” the king thought.

The queen went to her room, put on her minstrel’s cloak, went outside and began to play her lute. The king immediately ran out saying, “He is the one who freed me!”

Then he took the minstrel’s hand. “Now,” said the king, “you must tell me your heart’s desire, and I shall give it to you.” “I want only you,” the queen said. She took off her disguise and, for a minute, the king was speechless.

Then he embraced the queen, and asked her to forgive him. He thanked her and ordered a double celebration – one for his rescue and one more for his beautiful, wise queen.

ACTIVITIESA. Find the synonym and draw a line.entranced caperansom heart’s desirecruel evilruler lordreward silentsmuggle to buy freedomcloak fascinatedspeechless to secretly pass something

B. WordsearchX L O B E F R I E N D P CU S V C M E Q A Y N U F OL U T E K A B G K R N I MA S H L V S P W L E G X PO T Y E N T R A N C E D AR R C B M S I J X O O Z NG U A R D E S T U G N Q IV M R A N S O M T N R D OS M B T U C N Y L I P H ND E S I R E E K G Z J B Z W D P O V T R A V E L E RK M I N S T R E L S C A X

guard celebration strummed feast ransomrecognize lute traveler desire companiondungeon prisoner minstrel entranced befriend

С. What does it mean in your own words?a. The king was captured. _______________________________b. The king befriended a guard. ___________________________c. I can’t send a great ransom with anyone else. ______________d. “I shall give you your heart’s desire.” _____________________e. “The road is my home.” _______________________________f. “Go in peace.” _______________________________________g. The two parted. ______________________________________h. “Faithless wife!” _____________________________________i. The king ordered a double celebration. ___________________

D. Chart the Story.The KING The QUEEN1. Lived together happily _______________ _______________2. Went to war Stayed Home3. ______________ _______________ Three years _______________4. Sent letter _______________ _______________5. Waited _______________ _______________6. _______________ _______________ _______________ _______________7. _______________ _______________ _______________ Traveled home8. _______________ _______________ Put on the queen’s robes _______________9. _______________ _______________ _______________ _______________

10. _______________ _______________ Asked for king as prize _______________11. Ordered a double _______________ celebration _______________

By Erin Bouma

16English CLASSR OOM ACTIVITIES


Answers: Activity 1 1D; 2C; 3B; 4A; 5F; 6E (and the suggested original order is: 6, 4, 5, 3, 1, 2).

Activity 2 A. Malaria is spread by mosquitoes; B .You should use a mosquito net around your bed;

C. Get rid of puddles and wet places; D. If you have a high temperature go to the doctor

QUESTIONS AND ANSWERS

What is your own connection

with Kalalasi?

When I was growing up in Tanzania

my father was a schoolteacher, so our

family was constantly moving from one

place to another. Eventually, when he

retired, we went to live in Kalalasi, and

so that became my home and the

place I would return to when I was

visiting my family.

What is the name of the charity

that you set up?

It’s a small charity called Sumbawanga

Development Action (SUDA). Our

purpose initially was helping the village

of Kalalasi, and other nearby villages,

by setting up a health centre. We

raised funds in the UK but it was done

with the villagers and with the support

of the Tanzanian government.

What brought your attention to

the health problems there?

Kalalasi is very high up, but due to

changes in climate it has become

much hotter. So mosquitoes have

moved into that part of the country,

where previously there were none.

The village was completely

unprepared and they knew nothing

about mosquitoes and malaria. In one

rainy season 76 young children died of

malaria. At that time I was a student in

Dar es Salaam and my father wrote to

me and asked if I could help.

What were the first steps that

you took?

We organised some local doctors to

go and give talks about malaria and

how to prevent the disease. People

were told to get mosquito nets and

to get rid of puddles in the village.

If anyone had a high temperature

they would have to be taken to see a

doctor immediately. But at that time

villagers had to walk 16 kilometres to

the nearest medical clinic. We had a

meeting with the villagers and they

asked if there was a way to set up their

own local health centre. We struck a

deal with the local government that if

we were able to raise the money to put

up the building and equipment they

would provide medical staff

and medicine.

How long did it take to raise

the funds?

People got involved and it took us

about a year raising funds in the UK.

We organised fundraising concerts,

made and sold ceramics, and got a

very generous donation from a church,

which made a total of £15,000.

Once you had raised this money,

how long did it take to build

the clinic?

Three weeks.

Only three weeks? How did you

manage that?

It was the villagers themselves that

managed that. By the time we arrived

with the money, the village already

had the bricks and the foundations for

the building ready. Then the women

carried rocks, the children carried sand

and the men did the heavy-duty work.

So it was finished in three weeks. With

the money we bought materials that

couldn’t be provided by the villagers,

like corrugated iron, glass, cement,

lime, paint and all the furniture the

health centre needed.

Did the local government keep

its side of the bargain?

Oh yes, they did. We are very pleased

with our work there. It has made a

great difference. People living in the

five surrounding villages also use the

clinic. Now we are turning to other

things – we have lots of plans – and

this includes helping with education

for young people.

In the Rukwa region of south-western Tanzania lies a small village called Kalalasi in the Sumbawanga Rural

District. High up in the plains, it is home to around 2,500 people. In response to a health crisis in Kalalasi,

Mbeka helped to set up a small charity to raise money and work with the villagers. Chifunda talked to us

about the steps they have taken to find solutions.

The British Council is celebrating the diversity of Africa by bringing you this series of articles from

around the continent to help you with your English language studies. Today we visit Tanzania.

Tanzania: Building a local health centre

rom

a.

Tanzania

The Kalalasi Health Centre. Photo credit: Sunbawaga Development Action

LEARNING ACTIVITIES

Activity 1

Match the two parts of the following sentences:

1. The work was done by

the villagers

A. many children died of malaria.

2. We were very pleased B. to raise funds and work

with the villagers.

3. Mbeka helped to set up

a small charity

C. with our work there.

4. One rainy season D. and with the support

of the government.

5. My father wrote to me E. we went to live in Kalalasi.

6. When my father retired F. and asked if I could help.

When you have matched the two halves, for extra practice you could

put them in the right order to retell Mbeka Chifunda’s story of the small

charity and its work.

Activity 2: Malaria advice

Put these sentences about preventing malaria into the

right order:

1. is / mosquitoes / spread / Malaria / by

2. your bed / should / You / mosquito net / use / a / around

3. rid / Get / wet places / puddles / of / and

4. go to / a / high temperature / If / you / the doctor / have

TANZANIAPOPULATION: 43,188,000

CAPITAL CITY: Dodoma

LARGEST CITY: Dar es Salaam

AREA: 945,203 km2

FACTS

Over to you

Mbeka raised money with lots of different activities.

Make a list of what you could do if you had to get funds

to help a charity.

For example: get sponsors for a run, make and sell

cakes, etc.

Now discuss the idea with a friend.

For more information and pictures of the work on the

health centre see their website: www.sumbawanga.org.uk

ZIMBABWE

ZAMBIA

TANZANIA

KENYA

RWANDA

of CONGO

UGANDA

A

BURUNDI

MADAG

ASC

AR

MALAWI

MO

ZAM

BIQ

UE

CLASSR OOM ACTIVITIES

17English



around the continent to help you with your English language studies. Today we visit Uganda.

Uganda: Gorilla Conservation through Public Health


What is Conservation through

Public Health?

Conservation through Public Health

is a non-governmental charitable

organisation based in Uganda that aims

to save the mountain gorilla by allowing

people, wildlife and livestock to coexist

by improving human health care in and

around the protected areas of Africa.

What does human health

have to do with the health

of mountain gorillas?

Through the study of genetics we know

that human beings are closely related

to chimpanzees and gorillas – we are

all great apes! In fact, scientists tell us

that chimpanzees and gorillas are more

closely related to humans than they

are to each other. Usually an illness that

affects one species of animal does not

affect another. For example, if a dog has

an illness, that illness isn’t usually

passed on to a cat. But because great

apes are so closely related genetically,

that means that some of the illnesses

that affect one species can also

affect another.

What is an example of this?

Wildlife veterinary officer Gladys

Kalema was treating mountain gorillas

for scabies. Scabies is a very nasty

skin disease caused by a very tiny

insect which digs into human skin and

produces a severe allergic rash. It is

sometimes called ‘the seven year itch’.

She explains on her organisation’s

website that when she was working

for the Ugandan Wildlife Authority, they

investigated the first ever recorded

scabies outbreak in mountain gorillas.

This resulted in the death of a baby

gorilla. They treated the rest of the

group and they survived. Eventually

they traced the source of the scabies

to people living around the park, who

had ‘very little health care and less than

adequate hygiene practices’.

What does Conservation through

Public Health do?

Gladys set up the organisation. They

have three related programmes: The

first programme is wildlife health

monitoring, which includes checking

mountain gorillas for infection by human

diseases and treating them. The second

programme seeks to improve health for

people living close to gorillas in order

to protect both the gorillas and the

people. The third programme is about

educating and informing the public

locally and more widely.

How does Conservation

through Public Health

look after the gorillas?

To monitor the health of the gorillas,

Conservation Through Public Health

trains rangers and trackers from the

Uganda Wildlife Authority. The rangers

go out every day to have a look at

the gorillas. They observe things like

their skin condition, notice if they are

coughing, anything that might be

abnormal. Testing also takes place, as

the rangers collect dung samples twice

a week so that they can be analysed for

traces of illness.

And how does it help

Ugandan people?

Many communities living near the

gorillas depend on tourists coming

to the area. Making sure that the

gorillas are healthy can, in turn, help

local villages by creating jobs and

opportunities for the people there.

Did you know that there are only around 130,000 gorillas left in the world, and all of them live in Africa? But one

species of gorilla is in immediate danger of extinction. It’s the mountain gorilla, there are only 700 and they

live in Uganda as well as neighbouring Rwanda and the Democratic Republic of Congo. An organisation called

‘Conservation through Public Health’ seeks to save the gorillas and other wildlife by making human beings

healthier. We find out about its work and its founder, the well-known Ugandan veterinarian, Gladys Kalema.

Mountain Gorilla Photo credit: iStockPhoto

LEARNING ACTIVITIES

Activity 1: Word Building

Complete this chart (and make new sentences with the words):

Noun Adjective Adverb

allergy allergic allergically

closeness _____ 1 ______ closely

genetics genetic _____2_______

health ______3______ healthily

width wide _____4______

_____ 5 _____ public publicly

Activity 2

Match the two parts of these sentences:

1. Human beings are closely related A. also affect another.

2. One species of gorilla B. a very tiny insect which digs

into human skin.

3. Scabies is a disease caused by C. is in danger of extinction.

4. Samples of dung can D. to chimpanzees and gorillas.

5. Illnesses that affect one

species can

E. by improving human health care.

6. The non-governmental charity

wants to save the gorilla

F. be analysed for traces of illness.

UGANDAPOPULATION: 32,369,558

CAPITAL CITY: Kampala

AREA: 236,040 km2

TANZANIA

ETHIOPIA

KENYA

RWANDA

DR of CONGO

UGANDA

NTRAL AFRICAN REP

BURUNDI

SOMALIA

DJIBOUTI

SOUTHSUDAN

FACTS

Over to you

What do you know already about animals that are

endangered in the area where you live? Are there

organisations working to save them? What are the

most effective methods of conservation?

Answers: Activity 1 close (We got close to the gorillas.);

genetically (They were genetically tested.); healthy (It is

important to eat well and keep healthy.); widely (It is widely

known that gorillas are endangered.); public (The public

were warned about the disease.)

Activity 2 1. D; 2. C; 3. B; 4. F; 5. A; 6. E

18English


CLASSROOM ACTIVITIES


around the continent to help you with your English language studies. Today we visit Zambia.

Zambia:Community radio calling


Hi Elvis, could you describe where you are right now?Hi, yes, I am at work at the radio station, Oblate Radio Liseli, which is in Mongu Town. It’s a vibrant provincial capital, with the rich cultural heritage of the Lozi people. Rice and fish are the main staple foods here. To venture off-road into this African terrain you would need a four-wheel drive, but locals usually spread rice husks to keep their vehicles ‘afloat’.

What first attracted you to community radio?I enjoy sharing information and telling inspiring stories, so I thought radio would provide that platform – it allows you to apply your creative ideas.

How did you learn your skills?Experience is the best teacher, so it has been a combination of the practice I got at university and the practical skills I’ve learnt as a broadcaster at the radio stations I’ve worked for. It’s like learning to drive: the more you drive the better you become every day. I’m still studying – I am currently completing my Master’s degree in ICT policy and regulation at

the University of the Witwatersrand in Johannesburg, South Africa.

Could you describe your station, Oblate Radio Liseli?Yes, it’s a community broadcaster owned by the Oblates who are an order of brothers and priests in the Catholic Church. The Radio station broadcasts on FM here in Mongu and also in nearby Senanga, Kalabo and Lukulu. It has a radius of about 150 kilometres and we broadcast daily from 0545 to 0000. Our listeners include children from five years old, youths, adults and elderly people. Everyone!

What does your station broadcast on a typical day? We always start and wind-up each day with prayers to give hope to the poor and marginalised. Then we broadcast Radio Learning programmes for remote schools. Also news, health communication, such as HIV/AIDS, environment, agriculture, business, telecoms ’info-tainments’, but that’s to mention just a few! We have live programmes, such as political debates on good governance, to allow listeners

to make calls and send text messages in order to air their views.

What is unique about community radio?Community radio acts as a social networking platform where listeners communicate with each other by sending different messages, such as greetings, funeral messages, birthday and wedding notifications, lost and found notices, and other community announcements. It gives a voice to ordinary people so they can express themselves about issues happening in their lives, and this makes people feel much closer to the community radio than to commercial stations.

Would you say community radio plays an important role in Zambia?Sure. In a democracy like Zambia community radio is vital for providing checks and balances. People can hold their leaders accountable and question illegal actions, such as misappropriation of tax payers’ money, through community radio. It helps in shaping the political landscape of the country.

Community radio station manager Elvis Milambo grew up near the famous Victoria Falls in Livingstone City,

Southern Zambia, but he is now based in Barotseland in Western Zambia, the hottest part of the country.

We asked Elvis to talk to us about his work and community radio.

WORDSEARCH

Answers: Activity 1 1. The listeners aren’t just elderly people; 2. There are several ways to

contact the station; 3. The station broadcasts each day from 5.45 a.m. until midnight; 4. Ordinary

people are welcome to express their views on the station Activity 2 1. C; 2. E; 3. A; 4. B; 5. D

LEARNING ACTIVITIES

Q D M Y V B H D D U

M K E L D K Y E E C

I P S P K B N D B P

Y I S K G U E U A W

Q Y A H M S W C T M

F U G E L I S A E U

L I E A A N D T T K

P M S L L E H I P X

E P L T L S D O K N

E J L H M S O N P I

Activity 1

Correct these statements about Oblate Radio Liseli community

radio. They are all wrong!

1. The listeners are mainly elderly people.

2. There is only one way to contact the station – by phone.

3. The station broadcasts each day from 10 a.m. until midnight.

4. Ordinary people cannot express their views on the station.

Activity 2

Match the beginnings and ends of these sentences:

1. Our main staple foods A. rice husks on the ground.

2. Visitors need a four-wheel

drive

B. a rich cultural heritage.

3. But local people spread C. are rice and fish.

4. The provincial capital has D. to give hope to the poor.

5. Our programmes start with

morning prayers

E. to cross the African terrain.

ZAMBIAPOPULATION: 12,935,000

CAPITAL CITY: Lusaka

AREA: 752,618 km2

BOTSWANA

NAMIBIA

ZIMBABWE

ZAMBIA

TANZANIADR of CONGO

ANGOLA

SWAZILAND

MALAWI

MO

ZAM

BIQ

UE

FACTS

from

a.

Zambia

Elvis at work. Photo credit: Elvis Milambo

Over to you

Elvis Milambo describes many kinds of programmes broadcast by his

community radio station.

What would you enjoy listening to? If you were the manager of a local or

community radio station what kinds of programmes would you choose for

listeners in your area? Discuss with a friend.

Find these radio programme topics in the grid.

health business

education news

messages debates

19English


CLASSROOM ACTIVITIES


around the continent to help you with your English language studies. Today we visit Zimbabwe.

Zimbabwe: Writer and filmmaker, Tsitsi Dangarembga


Where are you right now?

Hi, well I’m in the countryside outside

Harare talking to you on my cell

phone! And I have a meeting here

with people shortly.

What are you working on

at present?

I’m working on a new film, it’s called

Nyaminyami – the name of a mythical

creature from Zimbabwean folklore. It

is my first personal film since I made

Mother’s Day and it is also a short

film. But we are always busy on what

I call ‘bread and butter’ films, too. For

example, films for NGOs and bilateral

organisations, but at the same time I

always try to do my own creative films.

Right now another one is planned, but

raising finance is always a challenge.

For a film like Nyaminyami

what is your role?

I write, I direct and I co-produce, but

of course I like to use professionals

for the film crew. Nyaminyami was

a co-production with Poland, so we

have one of the best camera operators

from Poland!

Will it be possible to see your new

film in other African countries?

I would like this but it’s difficult to

get distribution. The film will go to

universities and some film festivals.

Right now it’s been selected for the

short film competition at the Luxor Film

Festival in Egypt. It is hard to reach the

wider audience, but we are working

on this!

Since the success of ‘Nervous

Conditions’ many people outside

Zimbabwe think of you as a

novelist. Have you moved away

from writing novels?

Well no, in fact I am finishing the draft

of a novel at present, and I am also

thinking about another play. But if

I do a play it will be a musical. I am

thinking about what will appeal to the

public here in Zimbabwe and I believe

a musical on stage would draw an

audience. That would be something

entirely new for me.

So you are working on films,

writing a novel and considering a

new kind of format for the stage.

This involves a lot of energy –

how do you divide your time?

If I am not creating then I usually fall

ill! The problem is I get tonsillitis when

I overwork also, which happens fairly

often. So I just take things as they

come and at any moment I normally

have about five projects. Then I just

have to prioritise the most urgent!

Tsitsi Dangarembga’s novel Nervous Conditions, published in the late 1980s, brought her to the attention

of audiences around the world, and the book is considered a modern African classic. In 1990 she wrote the

screenplay for Neria which became the highest grossing film in Zimbabwe. Forming a film company, Tsitsi

Dangarembga went on to write and produce many award-winning films. She also continues to work in fiction

and to encourage other women writers and filmmakers. What is she doing now? We caught up with her on a

crackly phone line.

WORDSEARCH

Answers: Activity 1 1. educate; 2. when; 3. school; 4. moves; 5. cousin; 6. religion; 7. future

Activity 2 Order: 1D; 2G; 3B; 4F; 5A; 6E; 7C (but this may vary!)

LEARNING ACTIVITIES

Activity 1

Put the words in the spaces to complete this review

of Nervous Conditions:

cousin / educate / future / moves / religion / school / when

Tambu has ambitions but her poor family only plan to ____1_____ her

older brother. However, an opportunity arises ____2____ her older

brother dies. To attend the mission _____3_____ she _____4_____

in with her well-educated aunt, uncle and ____5_____ Nyasha. Tambu

is able to find success through hard work, but to get there she faces

problems of _____6_____, class, identity, culture and gender as she tries

to make a _____7_____ for herself.

Activity 2

Here is a list of processes a novelist might follow –

put them in the right order:

A. get someone else to review it

B. write a first draft

C. hand it over to your publisher

D. put down first thoughts in note form

E. write the final version

F. edit your draft copy

G. have an ideas brainstorm

ZIMBABWEPOPULATION: 12,521,000

CAPITAL CITY: Harare

AREA: 390,757 km2

BOTSWANA

LESOTHO

NAMIBIA

ZIMBABWE

ZAMBIA

ANGOLA

MA

SWAZILAND

MALAWI

SOUTH

AFRICA

MO

ZAM

BIQ

UE

FACTS

V Q T H R I L L E R

N S C I - F I N N M

L S J X X S J I O K

W O T R X Y Q Z V K

M Y S T E R Y U E U

S E D A Q C S W L M

K B I O G R A P H Y

H I S T O R I C A L

Z L Y R O M A N C E

O I P O E T R Y W R

Find these different ‘genres’ of literature in the grid.

poetry historical romance

biography thriller sci-fi

mystery novel

Tsitsi Dangarembga Photo credit: Tsitsi Dangarembga

Over to you

Can literature or film change the way we see things? Talk about a book

or film that you have seen and that has made an impression on you.

Zimbabwe

iStockPhoto

20English LESSON PLANS

СОКРОВИЩА АВСТРАЛИИУрок-обобщение “География Австралии”


ЗАДАЧИ УРОКА:Учебные задачи:• развитие навыков монологической и диалогической речи учащихся;

• развитие навыка аудирования как средства развития диалогической речи;

• закрепление лексико-грамматических навыков;• расширение знаний об основных фактах истории и географии Австралии.

Развивающие задачи:• развитие умения анализировать и обобщать знания;• развитие коммуникативных умений;• развитие языковой памяти, логического мышления, внимания, воображения, самостоятельности и само-контроля;

• развитие навыка работы в парах.Воспитательные задачи:• воспитание интереса и уважительного отношения к культуре другой страны;

• воспитание духовно-нравственных ценностей.

ОБОРУДОВАНИЕ:• Афанасьева О.В., Михеева И.В. Учебник для VI клас-са школ с углубленным изучением английского языка, лицеев и гимназий. – М., “Просвещение”, 2011. Раздел 20;

• книга для учителя к УМК Афанасьевой О.В., Михее-вой И.В. для VI класса;

• дидактический материал: контурные карты Австралии, таблица “Досье Австралии”, текст письма с пропущен-ными буквами;

• доска;• экран, проектор, компьютер;• презентация MS PowerPoint;• видео “Opportunities Around the World” (документаль-ный видеофрагмент “Australia: fact fi le”).

ХОД УРОКАI. Организационный момент.1) ПриветствиеTeacher: Good morning everybody! I’m glad to see you. I

hope you are fi ne and ready to work. If you are fi ne, raise your hand. Oh, I’m sorry to see that some of you are not so fi ne.

2) Сообщение целей урокаT: Unfortunately I’m in a bad mood too. Do you want to

know why? Then read the letter which I received this morning from my old friend captain Nemo.

Dear friend,I need your help! I’m writing to you from an unknown

land. Wicked pirates from the Coral Sea kidnapped me from home (when I was sleeping on my ship). They want a ransom

for my return. Here I’ll give you some information about the country. The map and tasks can help you to fi nd and save me.Good luck,Captain Nemo

T: I have no idea where to search for him. The only thing I have is a letter from Nemo but seawater has spoiled it. If you help me read it, we’ll be able to fi nd out where to go. Read the letter and fi ll in the missingletters.

It’s a 1) c_ _ _ _ _ _ _t, an 2) i_ _ _ _d and an 3) i_ _ _ _ _-_ _ _ _t country. It borders on 4) A_ _a, 5) A_ _ _ _ _ _ _ _a and 6) N_w Z_ _ _ _ _d. The 7) I_ _ _ _n Ocean washes it in the west and the 8) P_ _ _ _ _c Ocean washes it in the east. It is also washed by the Timor, the Coral and the Tasmanian seas.

Fifty percent of the land is 9) d_ _ _ _t (dry and unin-habited). There are 3 of them: the Great Sandy, the Great Victoria, the Gibson. They are in the west. People live mostly in the south and southeast of the country. In the northeast 10) t_ _ _ _ _ _l f_ _ _ _ts cover the coast.

Keys: 1) continent; 2) island; 3) independent; 4) Asia; 5) Antarctica; 6) New Zealand; 7) Indian; 8) Pacifi c; 9) desert; 10) tropical forests

T: Well, do you know what country it is? Yes, it’s Australia. Today’s lesson is “In Search of Treasure”. We are going on a trip to Australia. We must fi nd the treasure and ran-som Captain Nemo. On the way to the treasure you are going:

– to learn a tongue-twister challenge; – to work with the map of Australia; – to speak about Australian states and territories; – to watch a documentary video clip and make up a dia-

logue; – to practise new vocabulary and the future continuous

tense; – to sing a song. By the end of the lesson you’ll be able to talk on the

“Geography of Australia” and use the continuous tenses properly.

Are you ready to start?

II. Фонетическая разминка1) Разучивание скороговорки.T: First I’d like you to learn a new tongue-twister. Look at

the picture. It’s an oyster. The tongue-twister is about it. Listen to me and say what sound is repeated in it.

Учащиеся слушают скороговорку и называют отраба-тываемый звук – [OI].

21EnglishLESSON PLANS


T: Repeat the words with this sound after me: noise, annoys, oyster.

Look at the screen and read the tongue-twister after me. What ________ annoys an oyster? The noise that ________ an oyster Is a noise that knows no ________. Now fi ll in the missing words and read it (ученики под-

ставляют пропущенные слова и читают скорого-ворку).

Check your answers (на экране появляются пропущен-ные слова – ученики проверяют себя).

Try to read the tongue-twister as quickly as you can (уче-ники читают скороговорку хором и индивидуально, увеличивая темп).

III. Речевая разминка1) Тренировка в чтении географических названийT: Map Work is the next stage of our journey. Look at the

map of Australia, please. You can see many names on it. Let’s remember how to pronounce them. Listen and repeat the words after the speaker (ученики хором произносят названия за диктором).

The Indian Ocean The Great Sandy DesertThe Pacifi c Ocean The Great Victoria DesertThe Murray River The Southern HemisphereThe Gibson Desert The Australian Capital TerritoryEuropeans New ZealandAustralia New South WalesAsia QueenslandAntarctica BrisbaneSydney AdelaideCanberra Western AustraliaMelbourne Northern TerritoryDarwin Alice Springs

2) Учебный разговор T→P1, P2, P3T: Let us see if you know the geography of Australia. An-

swer my questions, please (учащиеся, отвечая на во-просы, по очереди выходят к доске и показывают соответствующие объекты на большой карте Ав-стралии).

– How many countries are situated on the island? (one) – What seas and oceans wash the continent? (the Indian

Ocean, the Pacifi c Ocean, the Coral Sea, the Tasman Sea, the Timor Sea)

– What is the biggest lake on the continent? (Lake Eyer) – What is the most important Australian river? (the Mur-

ray River)

– What are the three Australian deserts? (the Great Sandy Desert, the Great Victoria Desert, the Gibson Desert)

– What territory is the least populated and the least devel-oped region of Australia? (Northern Territory)

– What is the largest Australian city? Where is it situ-ated? (Sydney; in New South Wales)

– What state is a popular place with holidaymakers? (Quensland)

– What city is the national capital? Where is it situated? (Canberra; in the Australian Capital Territory)

– What cities are state capitals? (Perth, Darwin, Adelaide, Brisbane, Melbourne, Hobart, Sydney)

IV. Закрепление знанийT: Well done. In what way is Australia divided? You are

right – into six states and two territories. On the next stage of our trip you will work with your individual outline maps. Your task is to write the names of the six states and two territories on the maps. You will have two minutes for this task (учащиеся подписывают названия 6 штатов и 2 территорий на контурных картах).

Your time is up. Check yourselves. Look at the screen and correct mistakes if you have made any (на экране появляются правильные ответы, учащиеся проверя-ют себя).

Repeat after me the names of Australian states and ter-ritories in chorus:

New South Wales South Australia Victoria Tasmania Queensland Northern Territory Western Australia Australian Capital Territory (ACT)

V. Проверка домашнего заданияT: Your home task was to learn the main facts about Aus-

tralian states and territories using information from the text of ex. 21. Get the card with the name of the state or a territory, identify it on the map and tell us 3–4 facts about it (учащиеся наугад выбирают карточки с названием штата или территории и называют 3–4 факта, связанных с ним).

NEW SOUTH WALES SOUTH AUSTRALIAVICTORIA TASMANIA

QUEENSLAND NORTHERN TERRITORYWESTERN AUSTRALIA AUSTRALIAN CAPITAL

TERRITORY (ACT)

VI. Исполнение песни “Yellow Submarine” T: Our trip is not easy and I see that some of you are a bit

tired. Let’s have a break and sing “Yellow submarine”.

22English


Yellow SubmarineIn the town where I was bornLived a man who sailed to seaAnd he told us of his lifeIn the land of submarinesSo we sailed up to the sunTill we found the sea of greenAnd we lived beneath the wavesIn our yellow submarineWe all live in a yellow submarine, Yellow submarine, yellow submarineWe all live in a yellow submarine, Yellow submarine, yellow submarine.

VII. Тренировка навыка аудированияT: Good job. Next, we will watch a video. The video clip

will give us more information about Australia. Watch the video and complete the table. You’ll watch the same clip twice (каждый учащийся получает таблицу, которую заполняет, опираясь на информацию, услышанную в видеофрагменте).

Fact FileThe largest city SydneyImportan cities Canberra, Melbourne, PerthCapital CanberraSize 762,000 sq. kmPopulation 20 mlnScenery deserts, rainforests, mountainsAnimals kangaroo, koala bear, web spiderEconomy strongStandard of living high

VIII. Тренировка навыка устной речи на основе про-смотренного видеофрагментаT: Imagine that your partner is a visitor to Australia. He

or she wants to get some information about the coun-try. You should answer his or her questions using infor-mation from your fact fi les. Work in pairs (учащиеся работают в парах, используя информацию таблицы “Досье”).

IX. Контроль грамматических навыков по теме “Con-tinuous Tenses”T: Wonderful. Look! We have almost reached the treasure.

We are on the last stage of our trip. Let’s check your knowledge of continuous tenses. Choose the right form of the verbs to complete the sentences.

Exchange cards. Take a pen of a different colour and cor-rect the mistakes in your neighbour’s work. Put a “fi ve” if there is one mistake, a “four” for two mistakes, a “three” for three mistakes. If there are more mistakes, put a bad mark. (Tестовое задание на выбор правильной грам-матической формы: учащиеся работают самостоя-тельно в бланках, потом сверяют работы с правиль-

ными ответами, разбирают ошибки, ставят друг другу оценки, пользуясь расшифровкой на доске.)

1. My children __________ with koala bears in the national park right now.

a) are playing; b) were playing; c) will be playing2. My brother __________ about wildlife in Australia at 5

o’clock yesterday. a) is reading; b) was reading; c) will be reading3. He __________ his friends in Melbourne this time next

week. a) will be meeting; b) is meeting; c) was meeding4. When the father was sleeping, his children __________ a fi lm about dingo dogs.

a) were watching; b) will be watching; c) are watching5. We __________ about the continents at the moment. a) am studying; b) are studying; c) were studying6. The girl __________ in the ocean when she saw a ship. a) were swimming; b) was swimming; c) is swimming

X. Домашнее заданиеT: Imagine that you have to tell your Australian friend about

Russia. Speak about your country. You may use the plan of ex. 28 on p. 304. Do ex. 2 on p. 307 to practise the future continuous tense.

XI. Итоги урока1) Выставление оценокT: Excellent, students. I’m proud to have such eager learn-

ers. Thanks to you we’ve found the treasure and now Captain Nemo is free. Our lesson is coming to the end. Most of you have worked hard today. Your marks are …

2) Рефлексия на урокT: Did you like today’s lesson? What was the most interest-

ing part of the lesson? What was the most diffi cult for you? How are you feeling now? I hope that at the end of our lesson you feel better than at the beginning. You may go now. See you later!

By Stella Kushnarenko, School No. 8,

Monchegorsk, Murmansk Region

Photos taken by the author.

See presentation in additional materials.

LESSON PLANS

23English


LESSON PLANS

“NOUGHTS AND CROSSES”Game for the topic “English-speaking countries”Тип урока: обобщающее повторениеВид урока: комбинированный урокЦель: коммуникативно-речевое развитие обучающих-ся через обобщение знаний об англоговорящих странах (Соединенное Королевство, США, Канада, Австралия, Новая Зеландия).Задачи: Образовательные: обобщить лексический, лингво-страноведческий материал по теме “English-speaking countries”, совершенствовать навыки чтения и аудирова-ния.Воспитательные: воспитывать уважение к культуре других народов, прививать любовь и интерес к ино-странному языку.Развивающие: способствовать развитию творческой де-ятельности обучающихся, развивать внимание, память, логику, слух, догадку.Формируемые УУД:Личностные: положительное отношение к обучению, познавательной деятельности; участие в творческом процессе; способность к оценке своих действий; инте-рес и уважение других народов.Регулятивные: постановка учебной задачи; составление плана и последовательности действий; самоконтроль и коррекция своих действий при выполнении заданий; оценка своих достижений.Познавательные: выбирать наиболее подходящий спо-соб решения проблемы, исходя из ситуации; выделять необходимую информацию; анализировать, устанавли-вать причинно-следственные связи, делать выводы.Коммуникативные: определение способа взаимодей-ствия в группе; инициативное сотрудничество в решении задач; принятие решения и его реализация; контроль, коррекция, оценка действий партнера; умение с доста-точной полнотой и точностью выражать свои мысли.Учебная группа: 7 классОснащение урока: ноутбук, телевизор, презентация, раздаточный материал, бланки для ответов.

ХОД УРОКА

1. Организационный этапTeacher: Good morning, boys and girls! I’m glad to see

you!Pupils: Good morning! We’re glad to see you, too!Teacher: Sit down, please! What is the date today?Pupils: Today is the .. of ….Teacher: Let’s start our lesson.

2. Сообщение темы и определение цели урокаTeacher: Look at the blackboard (на доске расчерчено

игровое поле для игры “Крестики-нолики”). Did you guess what we will be doing today?

Pupils: Today we will play the game “Noughts and Cross-es”.

Teacher: Look at the screen (Слайд №1). This is a map. Do you know the countries which are highlighted in red?

Pupils: Yes, we do. These are English-speaking countries: the UK, the USA, Canada, Australia and New Zealand. Our game will be about these countries.

Teacher: And now let’s start our game.

3. Основной ход урокаTeacher: Let’s divide into two teams. Take the card from the

box (обучающиеся берут карточку с изображени-ем крестика или нолика и таким образом формиру-ются команды).

Teacher: Choose a game fi eld. Task 1 (Слайд №2). I’ll read you descriptions of different English-speaking countries and you should guess which country it is (обучающиеся слушают описание англоговорящей страны и записывают ее название на бланк для ответов).

1. This country is situated in northern North America, washed by the Atlantic Ocean in the east, the Pacifi c Ocean in the west, and the Arctic Ocean in the north. The Davis Strait (пролив) separates it from Greenland. Its territory, total-ing about 10 million square kilometers, is the second larg-est in the world.

2. It is situated in the central part of North America. Its west coast borders on the Pacifi c Ocean and its east coast borders on the Atlantic Ocean. This country is separated from its northern neighbour (сосед) by the Great Lakes and from the southern neighbour by the Rio Grande River. The total land area is over 9 million square kilometers.

3. There are two large islands and several smaller ones, which lie in the northwest coast off continential Europe. It is separated from the continent by the English Channel and fronts on the Atlantic Ocean. The country is separated from Belgium and Holland by the North Sea, and from Ireland by the Irish Sea.

4. It is an island country in the Southwest Pacifi c Ocean. It lies about 10,500 km southeast of California. This coun-try belongs to a large island group called Polynesia. The country is situated on two main islands – the North Island and the South Island – and several dozen smaller islands.

5. It is the only country in the world that is also a continent. It is the sixth largest country and the smallest continent. This country lies between the South Pacifi c Ocean and the Indian Ocean. It is situated about 11,000 km southwest of North America and about 8,200 km southeast of mainland Asia. The name of the country means “southern”.

Key: 1. Canada; 2. The USA; 3. The UK; 4. New Zealand; 5. Australia.

Teacher: Let’s check your answers (Слайд №3, обучаю-щиеся самостоятельно проверяют свои записи и подсчитывают количество правильных ответов,

LESSON PLANS

24English


определяют победителя). The winner is … (победи-тель в выбранном поле ставит знак своей коман-ды: крестик или нолик).

Teacher: Choose the next fi eld. The task is … (Слайд №4). Read the description of the capital and name the city (обучающиеся читают текст на карточках и на-зывают столицу одной из англоговоорящих стран. Побеждает тот, кто быстрее дал правильный ответ).

This capital city is situated on the picturesque bank of the river of the same name. One third of its population descend-ed from English and French immigrants. Before coloniza-tion, this capital region was an Indian trading (торговый) centre. The name of the city comes from the Indian word meaning “trade”. For a very long time it was a fur (мех) trad-ing centre. The suburbs of the city house different industrial factories: electronic enterprises, food processing factories, paper mills and others. The capital is called a city of bridges because there are more than 20 bridges in the city. It is fa-mous for its walkways, along which about a million of tulips bloom in spring.

Key: Ottawa

Teacher: Let’s check your answers (Слайд №5). The win-ner is …

Teacher: Choose the next fi eld. The task is … (Слайд №6). Match the emblem and its description (обучающиеся читают текст с описанием эмблемы англоговоря-щей страны и соотносят его с изображением. По-беждает тот, кто быстрее дал больше правиль-ных ответов).

1. The shield has got 5 parts. The fi rst part contains four stars, the other four parts refl ect economic spheres of the country. The shield is fl anked by a woman with a fl ag and a Maori warrior. Above the shield you can see the British crown. Beneath the shield there are two silvery leaves of fern.

2. In the Royal Arms shield, three lions symbolize England, a lion rampant (на задних лапах) – Scotland, and a harp

(арфа) – Ireland. The whole is encircled and is supported by a lion and a unicorn (единорог). The lion has been used as a symbol of national strength and of the British monarchy for many centuries. The unicorn, a mythical an-imal that looks like a horse with a long straight horn, has appeared on the Scottish and British royal coats of arms for many centuries, and is a symbol of purity (чистота).

3. The coat of arms is displayed beneath the crown, which has been used in the coronations of Canada’s monarchs. The escutcheon (щит) is divided into fi ve sections. The fi rst part contains the three golden lions, symbolizing England. The second quarter has the Scottish red lion and the third quarter shows the Irish harp of Tara. The golden lily is a sign of France. The fi fth representation, a sprig of red maple leaves at the bottom, is a distinctly Canadian symbol that became gradually identifi ed with the country throughout the 19th century.

4. The shield (щит) is the central point of the coat of arms, contained within is the badge (символ) of each state of the country. Above the shield there is the seven-pointed Commonwealth Star. The Red Kangaroo and Emu that support the shield are unoffi cial emblems because they are unique native fauna, and likely chosen because they are the best-known native animals.

5. The bald eagle became the national emblem of this coun-try in 1782. It has an olive branch (a symbol of peace) and arrows (a symbol of strength) in its two talons. Above the eagle there are thirteen stars representing the original colonies founding the state. You can see the eagle on the back of a dollar bill.

KEY: 1. New Zealand; 2. The UK; 3. Canada; 4. Australia; 5. The USA.


Teacher: Choose the next fi eld. The task is … (Слайд №8–13). Look at the screen and match the country and its fl ag (обучающиеся рассматривают флаг и записыва-ют на бланк для ответов):

1. 2.

3. 4.

5.

KEY: 1. New Zealand; 2. The USA; 3. Australia; 4. The UK; 5. Canada.


25EnglishLESSON PLANS


Teacher: Choose the next fi eld. The task is … (Слайд №15). Find the following towns and cities on the map and name the country (обучающиеся получают карты англого-ворящих стран и находят предложенные города. По-беждает тот, кто быстрее дал больше правильных ответов).

Newcastle, Vancouver, New Orleans, Kalgoorlie, Calgary, Invercargill, Liverpool, Esperance, Hastings, Anchorage, Meekatharra, Salt Lake City, Winnipeg, Auckland, Birming-ham

KEY:Newcastle, Liverpool, Birmingham – the UKWinnipeg, Vancouver, Calgary – CanadaSalt Lake City, New Orleans, Anchorage – the USAMeekatharra, Kalgoorlie, Esperance – AustraliaAuckland, Invercargill, Hastings – New Zealand


Teacher: Choose the next fi eld. The task is … (Слайд №17–18). One of you should show the animal which is described in the card, the others should do the cross-word puzzle (один из участников команды получает карточку с описанием животного и должен изо-бразить его с помощью пантомимы. Если одно-классники угадывают, команда получает 1 балл. Пока ученик готовится, остальные члены коман-ды разгадывают кроссворд. Каждое правильно за-писанное слово приносит 1 балл. Побеждает та команда, которая набрала больше баллов).

It is one of the biggest animals in the world. It is 3 meters long and its weight is about 1,000 kilograms. It has got a long neck, fl at head, black skin and white fur. It walks on four feet, and likes eating fi sh and other sea animals. It can swim very well and quickly (nearly 6.5 km/h). In winter it sleeps about 30-50 days in its Arctic home. There are a lot of these animals in Alaska (the USA) and Canada.

KEY: Polar bear

This is a very unique animal in our world. It is 1.5 meters long, but its tail is about 1 meter. Its weight is 35-85 kilo-grams. It has got strong back feet and a pouch where its baby lives during its fi rst months. This animal’s hands look almost human. It can jump very well (up to 10 meters length and 3 meters high). It is only found in Australia and is an unof-fi cial symbol of this country. It is drawn on the emblem of Australia.

KEY: Kangaroo

KEY:

26English LESSON PLANS



Teacher: Choose the next fi eld. The task is … (Слайд №20). Match the weather description and the coun-try (обучающиеся читают на карточках описание погоды и подписывают страну. Побеждает тот, кто быстрее дал больше правильных ответов):

1. Local people say: “If you don’t like the weather in our country, wait for 15 minutes”. That’s true. This short time is enough for the weather to change dramatically. Sun-shine and rain can displace each other, sometimes in the course of a day. That’s why the air is always fresh and there a few clouds in the sky. Many years ago, the Maori called this country “The land of a long white cloud”.

2. This country has different weather in different regions. For example, in the north, the winter is very cold (-25°– -30°С), while, in summer the temperature can be below (ниже) zero. In the south, however, the winter temperature is -15°C, and in the summer it is not so very hot (+20°C). The weather is often rainy. The air is humid (влажный) because of the three oceans which wash this country.

3. The climate in this country is temperate (умеренный) thanks to warm southwest winds from the Atlantic Ocean. Its winters are not very cold (-10°C) and summers are not very hot (+18°C). But it’s very often foggy. The grass is green all year round and that’s why this country looks like a great park.

4. The climate in this country varies. It is the most drought-ridden (засушливый) English-speaking country. There are 7 deserts in this country! But you can also fi nd sea-side, tropical forests, and snowy mountains. In winter the temperature is about +26°C, in summer it averages +17°C.

5. The climate in this country differs from one part of the country to another. The coldest climate is in the northern part, where there is heavy snow in winter and the tem-perature may go down to a chilling -40°C. The south, in contrast, has a subtropical climate, with temperatures up to +49°C in summer.

KEY: 1. New Zealand; 2. Canada; 3. The UK; 4. Australia; 5. The USA.


Teacher: Choose the next fi eld. The task is … (Слайд №22–24). Guess the famous person (обучающиеся чита-ют по одному факту из биографии знаменитости. Побеждает тот, кто быстрее назовет имя этого человека):

1) He was born on October 28, 1955, in Seattle, Washington, USA.

2) He began his career at age 13.

3) In 1973 he entered Harvard University but he dropped out two years later.

4) He created the computer program-ming language BASIC.

5) He and his friend Allen began their own corporation in 1975.

6) He is the richest man on the planet in 1996-2007, 2009, 2015. He has got $79 billion but some of his money has been donated to education and charity (благотворительность).

7) Picture.8) His corporation is “Microsoft”.

KEY: Bill Gates

Teacher: The winner is … Teacher: Choose the next fi eld. The task is … (Слайд №25,

26). Read these English proverbs and give their Rus-sian equivalents (обучающиеся читают английские поговорки и должны дать их русский эквивалент. Побеждает тот, кто быстрее дал правильные ответы):

KEY:East or West, home is best. – В гостях хорошо, а дома лучше.A friend in need is a friend indeed. – Друг познается в беде.No pain, no gain. – Без труда не вытащишь и рыбку из пруда.

Teacher: The winner is …

4. Подведение итоговTeacher: So, let’s look at the fi eld. Who is the winner of our

game? (обучающиеся определяют победителя по количеству крестиков и ноликов: у какой команды больше, тот и победитель). The winner will get ex-cellent marks and the other team will get good marks.

5. РефлексияTeacher: And now let’s conclude our lesson. What tasks

were more interesting/diffi cult for you? Pupils: …Teacher: How would you appraise your activity in the les-

son?Pupils: …Teacher: What new information did you encounter?Pupils: …

6. Домашнее заданиеTeacher: Your homework is to write an essay about one

of the English-speaking countries you’d like to visit. Thank you for the lesson. Goodbye!

Юлия Владимировна Шубенкова,МБОУ “Ленинуглёвская СОШ”,

п. Восходящий, Ленинск-Кузнецкий р-он,Кемеровская область

See more in additional materials.

27English TOPICAL JOURNEY

Those who lose Those who lose dreaming are lost.dreaming are lost.

AustralianAustralianAboriginal proverbAboriginal proverb

TOPICAL JOURNEY

The Birth Place of Australia .........28

James Cook .................................28

Australian English .......................30

Australian English Slang ..............30

Australia Quiz .............................32

Australian Literature ....................34

Female Australian Writers ............34

Wicca in Australia .......................36

Nicholas James “Nick” Vujicic .....36

Crossword “Australia” .................38

“

“AustraliaSome see no beauty in our trees without shade, our fl owers without perfume, our birds who cannot fl y,

and our beasts who have not yet learned to walk on all fours. But the dweller in the wilderness

acknowledges the subtle charm of this fantastic land of monstrosities. He becomes familiar with the

beauty of loneliness.Marcus Clarke

We are not so much as disillusioned but illusion free.Miranda Devine

There’s a sense of humour within the Australian culture that prevails when one is in a rather diffi cult

situation.Guy Pearce

Every country is like a particular type of person. America is like a belligerent, adolescent boy;

Canada is like an intelligent, 35-year-old woman. Australia is like Jack Nicholson. It comes right up

to you and laughs very hard in your face in a highly threatening and engaging manner.

Douglas Adams

Once people come to Australia, they join the team. Tony Abbott



Sources:


One day I was about to have a particularly exciting experience. I was going to visit the site of the fi rst landing of Captain Cook. For each geographer such places on the world map are full of particularly deep meaning.

To get to the landing place you have to drive through Kurnell, on the same peninsula of Botany Bay, directly opposite old Sydney. Leaving the city envi-rons I passed a vast sand pit. Powerful excavators raised dust clouds. The sand mining company was called Pioneer which was a bit ambiguous. After all, Captain Cook pioneered the exploration of Australia. The present-day corpora-tion had such a romantic name, and seemed ready to raze the entire peninsula, and not even leave the landing spot of the great pioneer and explorer from the eighteenth century.

After the sandpit, beside the road stretched the buildings of a chemical plant. We broke through the thick veil of pungent smelling reddish smoke to fi nd our-selves near an oil refi nery with more smoke and fumes than ever dreamed of by Captain Cook!

At the entrance to Kurnell was a small, but very pleasant sign Welcome to Kur-nell, – the Birthplace of Australia. Close by were more road signs stating: The Dumping of Trash is Prohibited, Violations Incur a $100 fi ne. All around these signs and along the road were bottles, paper, and empty cans. Australia, if you could collect fi nes for each piece of trash you would clear the National Debt!

I drove up to the fence of a small park and there I was: at the landing site of Captain Cook! A large passenger ship was at anchor in Botany Bay. Near the shore could be seen a small stone island with fi ve white breasted cormorants and about thirty delicate gulls. It could have been there that Captain Cook moored his boat two hundred years before.

On the other side of the bay was Sydney’s jagged silhouette curtained by smoke plumes, particularly along the industrial suburbs. The landing site was surrounded by a small picturesque park with a memorial museum and several monuments. The main obelisk, a powerful stele with a base and granite stair-case, rose from the shore. Children climbed on it, and elderly folk sat quietly on the steps. Higher on the slope was a magnifi cent slim araucaria. By its trunk was a meter and a half high stone. Obviously from the different colour of the stone there was once a plaque. Clearly this would have been Australia’s oldest memorial sign, and one day, Australians will come to their senses and restore this as a precious relic.

On the obelisk there was a copper plaque with the inscription: “Captain Cook landed here 28th April A.D. 1770. This monument was erected A.D. 1870 by the honourable Thomas Holt, M.L.C. Victoria Regina”,

and then the extract from Capt. Cook’s Journal:“Saturday 28th April, A.D 1770. At daybreak we discovered a bay, and an-

chored under the south shore, about two miles within the entrance, in six fath-oms water: the south point bearing S.E, and the north point East. Latitude 34º S. Longitude 208º37’ W.”

A little distance inland there is a monument to Sir Joseph Banks. The distin-guished botanist, who was at that time a very young man, came here with Cap-tain Cook. He was only twenty-seven years old, but he was already a member of the British Royal Society. He conducted research on Australia’s fl ora and fauna, and returned to England with extensive scientifi c material; the basis of a magnifi cent herbarium, and various unique collections. On his return Joseph Banks became President and remained so until his death. And now we see all along the coast the banksia bush, which is just one of the plants that immortal-ize the name of this remarkable scientist.

The Birth Place o JAMES COOK

In 1769 Lieutenant James Cook in a small British coastal collier ship converted by the navy sailed into the great southern ocean. He had been commissioned to note the transit of Venus across the sun. (The planet Venus was named after the clas-sical goddess of love who, as the paint-ing by Botticelli shows, was born on the ocean. The reason for its name is because the planet passes across the sky in a wa-tery motion.) Captain Cook came ashore in New Zealand. It was indeed a place profoundly infl uenced by the watery at-mosphere. The Maoris called it Aotearoa, The Land Of The Long White Cloud. Their painted and woven panels show the swirl of water.

The women (wahine) had spiral moka tattooed on their chins and the beautiful heirloom nephrite tiki on twisted fl ax around their necks show perpetual liquidity. (These tiki were not owned by the wearer; they were katiaki, to be cared for in a lifetime.)

But also clear in the night sky was the red eye of Mars, the classical god of war. This fi ery infl uence is also experienced in New Zealand. The warrior’s haka evokes fl ashing martial sparks and many ances-tral depictions are in a fl ickering fl ame-like style.

In Auckland there are fi fty-three volcanic cones in the narrow isthmus between two seas so evidence of fi re and water is always present. There is probably no bird song as lovely as the Tui’s water drop sounds on a misty morning. New Zealand is isolated. It had no four-footed warm-blooded animals before rats from Cook’s ship ran down the mooring ropes. These rats competed with the near blind fl ightless kiwi.

Up until then the Maori ate birds and fi sh for protein. And in the years just before Captain Cook, they sometimes ate each other! Theirs was a highly structured ritual-istic society, bold and assertive.

Perhaps that is why when white settlers came all demanded a universal franchise so men and women could vote long before any other country.

When Cook discovered the west coast of Australia, the bright skies were remark-able. The feeling of earthiness was almost overwhelming. Between the earth and sky the Aboriginal peoples had a spiritual devo-tion to nature. They were not aggressively militant. When confronted they seemed to

29English


There is a bronze high relief monument to the scientist Joseph Banks and an adjacent semi-circular bench on which one may sit very comfortably to look at the image of the great man. The name BANKS is stamped in big letters on the back of the bench. Nearby are three bronze panels inscribed with: “In Grateful Memory of SIR JOSEPH BANKS 1743–1820 Famous British Sci-entist who visited these shores with Captain James Cook, R.N., in 1770. His advocacy of British settlement in New South Wales, his benefi cial infl uence on its early administration, his comprehensive researches into its fl ora, his vigor-ous personality and breadth of vision, merit his recognition as THE PATRON OF AUSTRALIA.”

Further along the coast another monument is visible. It has the inscription: “Forby Sutherland, a seaman on the Endeavour under Captain Cook, the fi rst British subject to die in Australia, was buried here, 1st May (log date), 2nd May (calendar date), 1770. R.A.H.S.”

So this one member of the large crew of Captain’s Cook’s ship (who had died of dysentery only three days after the landing) would become immortal-ized as the fi rst Englishman to die on the fi fth continent. A sad way to become famous. I remember that one of the areas of Sydney, Sutherland, has the name of the poor fellow.

A little away from the sad memorial is a tall granite obelisk; in front of it is a fl agpole. I went up to the monument and read the inscription: “This monument is erected to the Memory of the Swedish Scientist, Daniel Carl Solander, who landed with Captain James Cook and Josef Banks at Botany Bay on 28th April, 1770. Erected by his countrymen in Australia, August, 1918.”

Among the Endeavour crew was a Swedish citizen, Dr Daniel Solander, a botanist and student of the great Carl Linnaeus. Joseph Banks and he conduct-ed research and kept diaries during the voyage. Later his fellow countrymen remembered his contribution to the British opening of the fi fth continent.

In the small round wooden building of the museum, lit by large, bright win-dows, there were a cannon from the ship Endeavour together with old maps used by Captain Cook, and some paintings depicting the landing of Cook and his crew.

And of course, an ornithologist would fi x his gaze on the land around the museum where mynahs were hopping about, opportunistically feeding. These Indian starlings (black with yellow eyebrows) were introduced to Australia, and are well established in gardens and parks.

An excerpt from the book “Flying Boomerang” by Nikolay N. Drozdov, translated by Ekaterina Gaevskaya

Nikolay Drozdov is a Soviet and Russian zoologist, Doctor of Biological Sciences, Candidate of Geographical Sciences, professor of Moscow State University, social ac-tivist, TV and radio host. He is a member of an expert board of national award Crystal Compass, member of media board of Russian Geographical society, the author of the programme “In the World of Animals”.

of Australiamelt away. In the European consciousness they didn’t seem like the usual greedy hu-mans, so Australia was called Terra Nul-lius – empty of people. This would later be a justifi cation for terrible crimes. England transported convicts to settle the land. As Charles Dickens shows, ex-criminals who had served their time were given land and sheep and became wealthy. The book Great Expectations shows that it was im-possible for a rich ex convict to ever return to England because this would confuse the class system.

The adaptation of nature to light is evi-dent in eucalypt leaves and in the Sydney Opera House.

But do you know of the historic connec-tion between New Zealand, Australia and Russia? When Germany was invading Russia in what the West calls the Great War of 1914–1918, massed troops of Aus-tralian and New Zealanders, the ANZACs, attacked Turkey to try and fi ght their way through to aid Russia! The ANZACs unfor-tunately landed on the shore of the steep cliffs of Gallipoli. The Turkish defenders could fi re down on them. In the end after a long futile campaign the ANZACs were defeated and withdrew.

But the attitude of the free soldiers is unique in world history. Not only were the survivors commanded later in France by a General who was a Jew (showing a new consciousness free of old European prejudices), but after the war ended they did not immediately erect War Memorial monuments, but they asked themselves why their dead comrades had fought. And then the veterans collected money to build schools for the children of the adversaries who had defeated them, – the Turks!

By David WansbroughIllustration by the author.

TOPICAL JOURNEY


Picture sources: http://jeffreyhill.typepad.com; https://vincentloy.fi les.wordpress.com

Australian ENovember–December 2016

AUSTRALIAN ENGLISHIN THE TWENTIETH CENTURY

Australian English differs from other Englishes primarily in its accent and vocabulary. The major features of the accent were established by the 1830s. In the period between colonial settlement (1788) and the 1830s, when the foun-dation accent was being forged, new lexical items to describe the new envi-ronment, especially its fl ora and fauna, were developed either from Aborigi-nal languages (coolibah, wombat, wallaby, waratah, and so on) or from the ‘transported’ English word stock (native bear, wild cherry, and so on). Many more vocabulary items were later added in response to the nineteenth-century process of settlement and pastoral expansion. All of this seems at once predict-able and inevitable – this is the way a colonial society imposes its linguistic footprint on a subjected land.

PRONUNCIATION: CULTIVATED, BROAD,AND GENERAL AUSTRALIAN

And then, at the end of the nineteenth century, something curious and large-ly unpredictable happened to Australian English. In response to a newly de-veloped concept of Received Pronunciation in Britain, which was closely tied to notions of social prestige, some Australian speakers modifi ed their vowels and diphthongs in order to move them towards the British exemplars. From the 1890s, and well into the 1950s, elocution was in the air, and elocution teachers found a ready market for the teaching of British vowels and diphthongs to the socially aspirational classes. This modifi ed form of Australian speech came to be called Cultivated Australian.

As if in response against this new British-based Cultivated Australian, a diametrically opposed form of Australian English developed in the fi rst part of the twentieth century. This form moved the Australian vowels and diphthongs even further away from what was now the British standard of pronunciation, and emphasized nasality, fl atness of intonation, and the elision of syllables. This second modifi ed form of Australian speech came to be called Broad Australian. While it is true that when non-Australians hear any Australian say ‘mate’ or ‘race’ they are likely to mistake the words for ‘mite’ and ‘rice’, the mishearing is most likely to occur with speakers of Broad Australian.

The majority of Australians continued to speak with the accent that had been established in the fi rst fi fty years of settlement, and this form of speech came to be known as General Australian. General Australian was now book-ended by Cultivated Australian and Broad Australian, and these forms of Australian English came to carry with them very different sets of values. Cultivated Aus-tralian, for example, came to express a longing for British values and a nostal-gia for a country that was still regarded by many as ‘home’. Broad Australian was strongly nationalistic, and carried with it notions of egalitarianism that were antagonistic to a perceived class-obsessed and hierarchical Britain.

All three forms of Australian English included most of the vocabulary items that had developed in the second half of the nineteenth century: billy ‘a cook-ing utensil’; swag (transferred from the underworld sense of ‘booty’) as the collection of belongings of a bush traveller, and swagman as their bearer; fos-sick – perhaps a variant of the midland and southern English fussock (to bustle about) – meaning ‘to search for gold’, and then ‘to rummage around for any-thing’; the outback and the never-never to describe country far from urban areas; brumby ‘a wild horse’; larrikin ‘an urban hooligan’; and so on.

THE RISE OF AUSTRALIAN LEXISIn lexis, a number of the most culturally important Australian terms de-

veloped towards the end of the nineteenth century, at precisely the time that

AUSTRALIAN ENGLISH SLANGOrigins

Australians worry about Australian Eng-lish as a whole being swamped by Ameri-can English, but when it comes to our slang that anxiety becomes acute. It is easy to see how our slang is so derivative. Much of it happens fi rst in American English and fi lters through to us from that society. What happens, happens there fi rst. There’s really not much left for us to do. Except that there is still the experience of being an Austral-ian, of being in this place, in this society, in this culture for which we have to fi nd the right words. It is an Australia heavily infl u-enced by America, but not wholly overrun. We have to own the words we use. Even the hand-downs have to become integrat-ed into discourse that is distinctively Aus-tralian.

Our whole history of slang has been a mixture of the derivative and the original. The fi rst record of Australian English was an account of convict language, brought to the colony by the thieves of London and generally referred to as “the Flash Language”. James Hardy Vaux, a con-vict himself, defi ned fl ash as the cant lan-guage used by the “family”. To speak good fl ash is to be well versed in cant terms. Although there is no clear knowledge of the origin of the term fl ash, the sugges-tion is that it referred to a specifi c district between Buxton Leek and Macclesford in northern England.

Here are some examples Vaux records as “Flash Language” which we would be familiar with today:

awake to something aware of what’s going on

old chum/new chum originally referring to fellow prisoners in a jail or hulk

conk nose

do the trick originally referring to a success-fully accomplished robbery or other such il-legal business

31EnglishTOPICAL JOURNEY

n English November–December 2016

Australian English was generating its Cultivated and Broad forms. Battler (es-pecially in its present manifestation of little Aussie battler) is one of the most positive words in Australian English, and it usually refers to a person who works hard to make a decent living in diffi cult circumstances. Initially, the bat-tler was a person who scrounged a living on the edges of society: an itinerant and irregularly employed rural worker struggling to survive (1898); a person who frequented racecourses in search of a living (1895); a prostitute (1898). Battler eventually divested itself of the associations of the mug punter and the prostitute, but even in its earliest uses there is evidence of strong sympathy and admiration for working-class people who eke out their existence with re-silience and courage.

The opposite of the battler is the bludger – one of the most derogatory of Australian words. The bludger is a person who lives off the efforts of others, a cadger and an idler, a person who expects others to do all the work. The his-tory of this word helps to explain something of the moral condemnation that bludger and its verb to bludge typically carry. Australian bludger is a form of Standard English bludgeoner ‘a person who is armed with and doesn’t hesitate to use a bludgeon, a short stout club’. In Australia the bludger became a pimp who was prepared to protect his fi nancial stake in a prostitute by resorting to the violence of the bludgeon. The salient feature in this, and all later senses, is that the person who is called a bludger is living off the work of another and, from this sense, it is a short step to the use of bludger as a generalized term of abuse.

Dinkum emerges at about the same time. Dinkum is from a British dialect, where it meant primarily ‘work; a fair share of work’. The notion of ‘fairness’ has always been associated with dinkum, and it is from this connotation of ‘fairness’ that the particularly Australian meaning ‘reliable, genuine, honest, true’ developed in the fi rst decade of the twentieth century. It was also at this time that the collocation fair go appeared, an important expression of egalitar-ian principles. The continuing signifi cance of this phrase in Australian society is evidenced by the fact that a recent Federal Government booklet Life in Aus-tralia (2007), aimed at new migrants, explains what is meant by a fair go in Australia: ‘Australians value equality of opportunity and what is often called a “fair go”. This means that what someone achieves in life should be a product of their talents, work and effort rather than their birth or favouritism. Australians have a spirit of egalitarianism that embraces mutual respect, tolerance and fair play. … The aim is to ensure there are no formal class distinctions in Australian society’. Although dinkum (and its variant fair dinkum) appeared in the 1890s, the evidence indicates that its really widespread use occurred during the First World War.

It was out of the First World War that Anzac (an acronym formed from the initial letters of Australian and New Zealand Army Corps) and digger (originally a soldier engaged in the digging of trenches, echoing its earlier use for a person digging for gold) emerged in the sense ‘an Australian soldier’. By the end of the war both terms were being used emblemati-cally to refl ect the traditional view of the virtues displayed by those who served in the Gallipoli campaign, especially as these virtues were seen as national characteristics. Such terms are part of a rich tradition of Austra-lian colloquialisms that became established in the fi rst half of the twentieth century: bonzer ‘excellent’; Buckley’s chance ‘no chance at all’; cobber ‘mate’; crook ‘dishonest, unpleasant, ill’; dag ‘a character, an entertain-ing eccentric’ (later ‘an unfashionable person, a nerd’); plonk ‘cheap wine’ (an example of a word of Australian derivation adopted in Britain, and elsewhere, with little awareness of its origin); pom ‘an English person’; rort ‘an act of fraud or sharp practice’; wog ‘a fl u-like illness’; wowser ‘a puritanical person, a killjoy’, and many more.

fence receiver of stolen goods

frisk search

gammon deceit, pretence, plausible lan-guage

grub food

kid young child, especially a boy who thieves at an early age

lark fun

lush beer or liquor; to drink such liquor

plant to hide or conceal

queer unwell

quod gaol

racket particular kind of fraud

scotty irritable

shake someone down to rob someone

sharp swindler

on the sly secretly

snitch on someone to tell on someone

snooze to sleep

square honest, fair, upright

on the square with someone dealing hon-estly with someone

stake booty acquired by robbery

sting swindle

swag bundle

swell gentleman

toddler small child

tout keeping a lookout for business

turn up trump to be fortunate

wack share

spinning a yarn telling a story for amuse-ment

Source:

http://www.macmillandictionaryblog.com



Sources: http://public.oed.com


AUSTRALIAN ENGLISH AND NATIONAL IDENTITYThese Australianisms were very much a part of Broad Australian and Gen-

eral Australian. They were certainly not a part of Cultivated Australian, the prestige form of Australian English in the public domain where, in the fi rst half of the twentieth century, the Australian accent and the colloquial elements of the Australian vocabulary were condemned, with reference to putative and ac-tual British standards. Here was a paradox: the Australian accent and the core words that carried and embodied Australian values (and which were therefore central to notions of nationhood and identity) were judged to be substandard and second-rate.

In the second half of the twentieth century, the weakening ties with Britain (especially as a result of Britain’s joining of the European Economic Commu-nity) and the emergence of new forms of nationalism, this situation was gradu-ally reversed. Australian English became ‘naturalized’ in its own country, its accent and vocabulary were accepted as a national norm, and it was celebrated in such works as the Australian National Dictionary of 1988. In the fi rst half of the twentieth century Cultivated Australian had been the socially prestigious accent; by the end of the century its utterance was likely to generate derision and laughter. As a result, Broad Australian, too, has been in decline, as if this extreme form was no longer required now that the imperial elements were dead. General Australian is now to the fore – as it had been before the false dawns of Cultivated and Broad.

BRITISH ENGLISH INFLUENCES ON AUSSIE SLANGIt is not surprising that colonial society in Australia remained attuned to the

colloquialism of British English throughout the 1800s. London was the centre of Australia’s colonial universe. British English was our model, our aspiration then, as American English is now, at least for the young.

It comes as a bit of a shock to realise that some of the key items of Aus-tralian English are hand-me-downs from elsewhere. Iconic terms such as the bush and bushranger are in fact borrowings from American English. And a colloquialism that we think of as being central to our culture – fair dinkum – is in fact a borrowing from British dialect.

The following are some common items in Australian English for which we have to acknowledge our debt to British English. It is true, however, that in some cases we have made more of these words than the British have done. Some of them are still limited to British dialect, the word chook being a notable case in point. Others have died out of British colloquialism while remaining strong here. Mongrel in the sense of despicable was a colloquialism of the 1700s in British English but is alive and well in Australian English, particu-larly in the expression a mongrel act.

Some examples of British English hand-me-downs: bloke, boomer, go for a Burton, chiack, chook, chuffed, have a derry on someone, cobber, dink double, duffer, dunny, fl ummox, a fl uke, fossick, a geek, give some-one gip, golly, josh, mollydooker, mully-grubber, nick steal, nincompoop, ning nong, purler, Rafferty’s rules, a punt, the rozzers, shivoo, skerrick, skite, slummocky, smidgin, smoodge, sook, sool, little tackers, tiddler, tootsy, waffl e, wonky.

FROM ORIGINTO ORIGINALITY…

Australian English’s special areas of cre-ativity would seem to be sport, in particular Aussie Rules, e.g. boundary rider, despera-tion football, fresh air shot, mongrel kick, rainmaker. From sport it is a short distance

AUSTRALIA QUIZHow much do you know about Australia? Find out by taking the quiz below.

1. What is the capital of Australia? A. Canberra B. Sydney C. Melbourne

2. Why is Australia called the land down under?

A. Most of the continent is under water. B. Most Australians are really short. C. It lies below the equator.3. What are native Australian people

called? A. Native Americans B. Urulu C. Aborigines4. Which is the biggest state of Australia? A. Western Australia B. New South Wales C. Victoria5. Which is Australia’s smallest state? A. Queensland B. Victoria C. Northern Territory6. How many people live in Australia? A. 16 million B. 24 million C. 28 million7. When is Australia’s National Day? A. 26th January B. 29th February C. 1st March

8. What is a famous landmark in Sydney? A. Central Bank of Australia B. Ayers Rock C. Cydney Opera House

9. Why does each star on the Australian fl ag have seven points?

A. The points represent Australian deserts.

B. They represent the six Australian states.

C. They represent the bodies of water surrounding Australia.

10. What do Australians call themselves? A. Rednecks B. All Blacks C. Aussies

11. What is Australian currency called? A. The Australian pound B. The Australian dollar C. The Australian yen

12. What is the traditional Aboriginal musi-cal instrument called?

A. Didgeridoo B. Bongo C. Steel Drum

33English



to politics where older colloquialisms like dorothy dixer and donkey vote have now become standard terms. Others are: duchess (to treat as if a duchess, lav-ish largesse on), free kick (transfer from the football use to mean ‘an easy opportunity to score off the opposition’), rort (as in ‘rorting or stacking the branches’).

Australian slang in popular belief is recognised for two attributes, the fi rst being its black humour and pervasive irony, its constant downplaying of events and downsizing of people. The second is its reportedly huge range and vast lexicon.

The black humour comes from its colonial origins where grim humour was a strategy for coping with grim situations. It is particularly evident in phrases allowing for an allusive surprise such as the following found at the headword useful in the Macquarie Book of Slang:

useful as …: a bucket under a bull, a dead dingo’s donger, a dry thun-derstorm, a glass door on a dunny, an arsehole on a broom, an ashtray on a motorbike, a pocket on a singlet, a roo bar on a skateboard, a submarine with screen doors, a third armpit, a wart on the hip, a wether at a ram sale, the bot-tom half of a mermaid.

The belief that Australians have more slang at their disposal than any other English language community I think springs from the Australian habit of us-ing slang in situations where other cultures would stick to a formal register. This has the effect of making Australian slang more notable and noted. A mo-ment’s refl ection on the wealth of American slang would make one query the pre-eminence of Aussie slang. There is no scientifi c measurement of language varieties in these terms, but it would seem that we are all equally gifted in all the registers of our variety.

There is plenty of evidence in the Macquarie Book of Slang of our reli-ance on American slang, as for example in such catchphrases as HeLLO with a heavy emphasis on the second syllable, and Don’t go there! as an attempt to avoid an undesirable topic of conversation. But there is still an awful lot of American slang that we don’t touch, because it doesn’t come our way or it seems irrelevant to our circumstances or it just doesn’t take our fancy.

Australia is still building on its heritage with, for example, boundary rider. In colonial Australia the boundary rider patrolled fences that stretched for hun-dreds of miles. Today we have the boundary rider at an Australian Rules Foot-ball game – the mediaperson who patrols the sidelines, occasionally reporting to the commentary box.

We borrow, we adapt, we interpret, we bend things to our use. It’s a skill that we should be proud of. It’s probably Australian culture. The end result is still a unique Australian blend and a unique Australian view.

13. What is the Aboriginal name for Ayers Rock?

A. Ururu B. Uluru C. Urubu

14. How many stars are there on the fl ag of Australia?

A. Four B. Five C. Six

15. What is strine? A. Aussie money B. Aussie slang C. Aussie food

16. In which sport does Australia have the best team?

A. Soccer B. Rugby C. Cricket

17. How many states are in Australia? A. Six B. Eight C. Ten

18. What is the national animal of Australia? A. The kangaroo B. The kookaburra C. The dingo

19. Why is the center of Australia so dry? A. The Australians have used up all of

the water. B. The heat caused all of the water to

evaporate. C. The mountains block rainfall from

reaching Australia’s interior.

20. In the Australian bush ballad “Waltzing Matilda” what does “Matilda” refer to?

A. A girl B. A style of dance C. A bedroll

KEY: 1. A; 2. C; 3. C; 4. A; 5. B; 6. B; 7. A; 8. C; 9. B; 10. C; 11. B; 12. A; 13. B; 14. C; 15. B; 16. C; 17. A; 18. A; 19. C; 20. C.

TOPICAL JOURNEY

structuresxx / Shutterstock.com


Australian LNovember–

December 2016Australian literature began soon after the settlement of the country by Europeans

in the late 18th century. As Australia, or the Commonwealth of Australia, has always been tightly connected with Britain, its literary tradition began and is still linked to the traditions of English literature. At the same time, the unique character of the country brought to life such themes as “the beauty and the terror” of life in the Australian bush1, the complexities of Aboriginality, painful interracial relations, settler identity, aliena-tion, exile and mateship2.

Australia’s fi rst novel, Quintus Servinton: A Tale Founded upon Incidents of Real Occurrence (1831) was written by a convict from England, HENRY SAVERY, and published anonymously. It was autobiographical and showed the main character as an individual different to the general convict population.

Poetry played an important part in the founding of Australian literature. Two poets who are amongst the great Australian poets are CHRISTOPHER BRENNAN and ADAM LINDSAY GORDON; Gordon (1833–1870) was once referred to as the “na-tional poet of Australia” and is the only Australian with a monument in Poets’ Corner of Westminster Abbey in England.

Elizabeth II quoted from one of Gordon’s more famous poems in her Christmas Message of 1992, “Kindness in another’s trouble, courage in one’s own…”

CHRISTOPHER BRENNAN (1870–1932) infl uenced Australian writers of his own generation and many who succeeded him. In remembrance, the Fellowship of Australian Writers established the Christopher Brennan Award which is presented an-nually to an Australian poet, recognising a lifetime achievement in poetry.

ANDREW BARTON “BANJO” PATERSON, (1864–1941) was a bush poet, jour-nalist and author. He romanticised the outback and the rugged characters who became part of the self-image of the nation. He created what is probably the most famous Aus-tralian verse, Waltzing Matilda.

Waltzing Matilda has been described as the country’s “unoffi cial national an-them”.

‘Waltzing’ means travelling on foot; ‘matilda’ is a bag slung over one’s back. The ballad tells a story about an itinerant worker who steals a sheep because he is very hun-gry. When police offi cers try to arrest him, he drowns himself in a river and his ghost haunts the site.

HENRY LAWSON (1867–1922) is among the best-known Australian poets and fi ction writers of the colonial period and is often called Australia’s “greatest short story writer”. Unlike Paterson, Lawson had no romantic illusions about a rural ‘idyll’ but rather grim views of the outback.

MARCUS CLARKE (1846–1881) was an English-born Australian novelist and poet, best known for his novel For the Term of His Natural Life, a powerful tale of an Australian penal settlement. The story follows the fortunes of Rufus Dawes, a young man transported for a theft that he did not commit. The harsh and inhumane treatment meted out to the convicts, some of whom were transported for relatively minor crimes, is clearly conveyed. The conditions experienced by the convicts are graphically de-scribed.

PATRICK WHITE (1912–1990) was the fi rst Australian who was awarded the Nobel Prize in Literature in 1973. From 1935 to his death, he published 12 novels, three short-story collections and eight plays. His fi ction tackles existential questions as well as myriad human fl aws, weaknesses and hypocrisies, and it is full of fresh and original metaphor. White’s stream of consciousness technique is also often very condensed and perhaps at fi rst diffi cult to approach.

White was born in London, and was educated at Cambridge. Towards the end of the 1930s, White spent time in the United States. By the time World War II broke out, he had returned to London and joined the British Royal Air Force. He was accepted as an intelligence offi cer, and was posted to the Middle East. He served in Egypt, Palestine, and Greece before the war was over. The central character in his novel The Twyborn Affair tries to conform to expectations of pre-WWII Australian masculinity but cannot, and instead, post-war, tries out another identity – and gender – overseas.

His fi rst writings were well received in England and the USA but poorly in Australia. Still White decided to persevere. His fi rst breakthrough in Australia came when his novel Voss won the Miles Franklin Literary Award.

His name had been mentioned as a contender for the Nobel Prize in Literature, but in 1971 White lost it to Aleksandr Solzhenitsyn. Feeling hurt, he wrote to a friend: “That Nobel Prize! I hope I never hear it mentioned again. I certainly don’t want it; the machinery behind it seems a bit dirty, when we thought that only applied to Australian

FEMALE AUSTRALIAN WRITERSThe Guardian: a tale (1838) was the fi rst Aus-

tralian novel written by a woman, ANNA MAR-IA BUNN. The novel is a competent work that mixes the apparently incongruous modes of the Gothic novel and the comedy of manners. The setting is England and Ireland, with New South Wales only referred to at times in the text. It is written partly in the form of letters between two former school friends and partly in third person narrative, typical of transitional novels of the time. Themes include the search for security, the issue of whether to marry for love and the ups and downs of marriage.

MILES FRANKLIN (1879–1954) was a femi-nist who is best known for her novels My Brilliant Career, and All That Swagger.

She did a lot for the development of a unique-ly Australian form of literature, and she actively supported writers, literary journals, and writers’ organisations. In her will she made a bequest for her estate to establish an annual literary award known as the Miles Franklin Award.

CHRISTINA STEAD (1902–1983) was a novelist and short story writer acclaimed for her satirical wit and penetrating psychological char-acterisations. She was born in Sydney and died in Sydney but she had spent much of her life out-side Australia. Christina Stead was a committed Marxist, although she was never a member of the Communist Party.

Stead wrote 15 novels and several volumes of short stories in her lifetime. She taught “Work-shop in the Novel” at New York University in 1943 and 1944, and also worked as a Hollywood screenwriter in the 1940s. Her fi rst novel, Sev-en Poor Men of Sydney (1934), dealt with the lives of radicals and dockworkers. Stead’s best-known novel, The Man Who Loved Children, is largely based on her own childhood. In 2005, the magazine Time included this work in their “100 Best Novels from 1923–2005.” Stead’s Letty Fox: Her Luck, often regarded as an equally fi ne novel, was offi cially banned in Australia for several years because it was considered amoral and salacious.

KATHARINE SUSANNAH PRICHARD (1883–1969) was born in Australia and lived in Australia all her life. Prichard was a founding member of the Communist Party of Australia in 1921 and remained a member for the rest of her life. She worked to organise unemployed work-ers and founded left-wing women’s groups, and during the 1930s she campaigned in support of the Spanish Republic and other left-wing causes. Although she had frequent arguments with other Communist writers, she remained supportive of the Soviet Union and its cultural policies when many other intellectuals left the party during the 1950s.

Her massive work The Goldfi elds Trilogy –The Roaring Nineties (1946), Golden Miles (1948), and Winged Seeds (1950) is a major re-construction of social and personal histories in Western Australia’s goldfi elds from the 1890s to 1946.

GERMAINE GREER (b. 1939) has spent much of her career in England and has been a fi erce critic of her native land. She is regarded as one of the major voices of the second-wave feminist movement in the latter half of the 20th

35English

By Olga Sventsitskaya

TOPICAL JOURNEY

n LiteratureNovember–December 2016

awards. In my case to win the prize would upset my life far too much, and it would embarrass me to be held up to the world as an Australian writer when, apart from the accident of blood, I feel I am temperamentally a cosmopolitan Londoner.”

Nevertheless, in 1973, White did accept the Nobel Prize “for an epic and psycho-logical narrative art, which has introduced a new continent into literature.”

DAVID MALOUF (b.1934) has received a lot of prestigious awards and prizes both Australian and international for his novels, short stories and plays. He was born in Australia to a Christian Lebanese father and an English-born mother of Portuguese Sephardi Jewish descent. He has lived in England and Tuscany; for the past three dec-ades, most of his time has been spent in Sydney.

His fi rst novel, Johnno (1975), is the semi-autobiographical tale of a young man growing up in Brisbane during World War II. His epic novel The Great World (1990) tells the story of two Australians and their relationship amid the turmoil of two World Wars, including imprisonment by the Japanese during World War II; his Booker Prize-shortlisted novel Remembering Babylon (1993) is set in northern Australia during the 1850s amid a community of English immigrant farmers (with one Scottish family) whose isolated existence is threatened by the arrival of a stranger, a young white man raised from boyhood by Indigenous Australians.

Other writers have felt that, whatever Australia was, it needed to be escaped. CLIVE JAMES, ROBERT HUGHES, BARRY HUMPHRIES and GERMAINE GREER are all Australian writers who left Australia in the 1960s for England and America.

ROBERT HUGHES (1938–2012) was an Australian-born art critic, writer, and producer of television documentaries. His best seller The Fatal Shore (1987) is a study of the British penal colonies and early history of Australia. He was described in 1997 by a critic of The New York Times as “the most famous art critic in the world.”

CLIVE JAMES (b.1939) is an author, critic, broadcaster, poet, translator and mem-oirist, best known for his humorous autobiographical series Unreliable Memoirs, for his chat shows and documentaries on British television and for his prolifi c journalism. He has lived and worked in the United Kingdom since 1962.

BARRY HUMPHRIES (b.1934) is a comedian, actor, satirist, artist, and author. His biographer described Humphries in 2010 as not only “the most signifi cant theatri-cal fi gure of our time … [but] the most signifi cant comedian to emerge since Charlie Chaplin.”

THOMAS KENEALLY (b.1935) is best known for writing Schindler’s Ark, the Booker Prize-winning novel of 1982 which was inspired by the efforts of Poldek Pfef-ferberg, a Holocaust survivor. The book would later be adapted to Steven Spielberg’s Schindler’s List, which won the Academy Award for Best Picture.

MORRIS WEST (1916–1999) is best known for his novels The Devil’s Advocate, The Shoes of the Fisherman and The Clowns of God. His books have been published in 27 languages. Each new book he wrote after he became an established writer sold more than one million copies.

West’s works were often focused on international politics and the role of the Ro-man Catholic Church in international affairs. One of his best known works, The Shoes of the Fisherman (1963), described the election and career of a Slav as Pope, 15 years before the historic election of Karol Wojtyła as Pope John Paul II. The sequel, The Clowns of God, described a successor Pope, who resigned the papacy to live in seclusion.

MARKUS FRANK ZUSAK (b.1975) is an Australian/German writer. He is best known for The Book Thief and The Messenger (US title, I Am the Messenger), two nov-els for young adults which have been international best-sellers. He won the annual Mar-garet Edwards Award in 2014 for his contribution to young-adult literature published in the US. The Book Thief centers around the life of Liesel Meminger, a ten-year-old girl living in Germany during World War II. Liesel’s experiences are narrated by Death, who describes both the beauty and destruction of life in this era. The Book Thief was adapted as a fi lm of the same name in 2013.

NOTES:1 The Bush has a special meaning in Australia. In reference to the landscape, “bush”

stands for any sparsely-inhabited region, regardless of vegetation. The Bush also refers to any populated region outside of the major metropolitan areas, including mining and agricultural areas.

2 Mateship is a cultural idiom that embodies equality, loyalty and friendship (also see R. Ward The Australian Legend (1958), a study of the “Australian character”).

century. Greer’s ideas have created controversy ever since her fi rst book, The Female Eunuch (1970), became an international best-seller and made her a household name. In it Greer offered a systematic deconstruction of ideas such as womanhood and femininity, arguing that women are forced to assume submissive roles in society to fulfi ll male fantasies of what being a woman entails.

Her work since then has focused on lit-erature, feminism and the environment. Later books include Sex and Destiny: The Politics of Human Fertility, The Change: Women, Age-ing and the Menopause, The Whole Woman Shakespeare’s Wife and White Beech: The Rainforest Years.

Greer’s idea is a complete liberation rather than feminism. She sees equality with men as assimilation and “agreeing to live the lives of unfree men.” “Women’s liberation,” she wrote in The Whole Woman, “did not see the female’s po-tential in terms of the male’s actual.” She argues instead that liberation is about asserting differ-ence and “insisting on it as a condition of self-defi nition and self-determination.” It is a struggle for the freedom of women to “defi ne their own values, order their own priorities and decide their own fate.”

COLLEEN MCCULLOUGH (1937–2015) was a novelist; her most well-known novel be-ing The Thorn Birds. In 1983, the novel was adapted into a television miniseries that, during its run 27–30 March, became the United States’ second highest-rated miniseries of all time be-hind Roots.

DOROTHEA MACKELLAR (1885–1968) wrote My Country, an iconic patriotic poem about Australia, while she was homesick in the United Kingdom. She started writing the poem in Lon-don in 1904 and re-wrote it several times before her return to Sydney.

…I love a sunburnt country,A land of sweeping plains,Of ragged mountain ranges,Of droughts and fl ooding rains.I love her far horizons,I love her jewel-sea,Her beauty and her terror –The wide brown land for me!

…

Core of my heart, my country!Land of the Rainbow Gold,For fl ood and fi re and famine,She pays us back threefold –Over the thirsty paddocks,Watch, after many days,The fi lmy veil of greennessThat thickens as we gaze.

An opal-hearted country,A wilful, lavish land –All you who have not loved her,You will not understand –Though earth holds many splendours,Wherever I may die,I know to what brown countryMy homing thoughts will fl y.


Wicca in ANovember–December 2016

New religions in Australia have had their share of controversy, although not as much as in some European and former Communist countries. The situation with most new religious movements has been remarkably peaceful in Australia, which has come to be more tolerant with its new, more pluralistic approach to religious and ethnic differences.

However, there are some who would dispute this assessment and who claim either that new religious movements cause many problems in Australian soci-ety, or that they themselves suffer considerably at the hands of authorities and the media. And some scholars argue that the increasing religious and cultural diversity of Australian society might be considered a positive feature because many of the new religions, by virtue of their teachings and practices, actually contribute to a new kind of societal integration in Australia.

James T. Richardson.New Religions in Australia: Public Menace or Societal Salvation?

One of these so-called new religions is Wicca which, after fi rst becoming popular in Great Britain, in the 1990s spread to form relatively wide groups of followers in the USA, Canada and Australia. It emerged in Britain in the mid-dle of the 20th century after Gerald Gardner published his High Magic’s Aid, Witchcraft Today and The Meaning of Witchcraft. In these books he argued that he had found and compiled ancient pagan traditions (beliefs and rituals). This paganism he had allegedly discovered had been, as he stated, suppressed by the offi cial religion (Christianity) and despite this oppression had been exercised by thousands of witches accused in the era of witchhunts.

Gardner was drawn by the idea of his discovery and was eager to become a founder of a spiritual/religious movement himself. Until 1948, he had been trying to revive an English branch of Aleister Crowley’s (a famous English occultist) magical order, the Ordo Templi Orientis — and only after that at-tempt had failed did he begin promoting “pagan witchcraft”. His books obvi-ously derived from what had been propagated in the writings of a British ar-chaeologist Margaret Murray some decades before, namely, a statement that an ancient pagan religion survived (although struggling) well into the 20th century and that the medieval and early modern European witches secretly exercised this one pagan cult, which was neither evil nor Satanic but was merely intended to bring fertility of crops, animals and people. The magic spells, Murray argued, indeed were used by the witches, but only against their enemies.

As Lynne Hume writes in Creating Sacred Space: Outer expressions of in-ner worlds in modern Wicca, “the regularity of pagan celebrations establishes a spontaneous community...” Most Wiccan groups (covens) in Australia consist of a High Priestess and a High Priest who offi ciate at rituals, teach novices, and initiate coven members into the coven and the mysteries of Wicca. The excep-tions to this type of coven are the solitary Wiccans who work alone, and the groups which are exclusively female, often known as Dianic Wiccans (because they are centered around the worship of the goddess Diana).

Ritual participants all share in basically the same set of beliefs and their yearly celebrations are based on what is known as the Wheel of the Year, a mythic cycle which plays out an anthropomorphized version of the agricultural and seasonal cycle, with kings and queens passing through human cycles of birth, death and rebirth, refl ecting the natural rhythm of the earth and nature. Sub-groups of Wicca are highly diverse, and so are its foundations that include elements taken from neoplatonism, theosophy and spiritualism, as well as in-fl uences from the freemasons, the Hermetic Order of the Golden Dawn, and Aleister Crowley.

NICHOLAS JAMES“NICK” VUJICIC

At this point there is no chance that you have never come across such names as: Bill Gates, Oprah Winfrey, Steven Spielberg, Martha Stewart, Steve Jobs, George Lucas and even Donald Trump – all the names that have been booming for years in media with their fascinating business ideas, questionable work eth-ics, similar yet different life experiences that have built these tycoons, moguls, world renowned entrepreneurs. Their ex-amples and autobiographical books have led us to believe that everything is pos-sible. America has yet again cemented the idea of the ‘American dream’ and that you can become anything you want, it just requires… well, frankly speaking, open any of the books and you will surely get a gazillion number of life hacks to follow on the road to the elusive success. Yet is the USA the only fertile soil with such impres-sive personalities? Let’s look down, keep on going down all the way to the kangaroo continent, yup, we are there, or here. You don’t have to look for long just a bit; this particular example is similar yet so unbe-lievably different.

Nicholas James “Nick” Vujicic, born 1982, is an Australian Christian evangelist and motivational speaker born with Phoc-omelia which is a rare disorder character-ised by the absence of legs and arms. You might have already seen him: a limbless person smiling on a cover of a magazine or a book, or a couple of Youtube videos with him being the guest speaker (e.g. TED.com). His example and views on life have been changing opinions throughout the world. His presence is captivating and warm; his infl uence is world-wide and kind. In no sense is he an ordinary example, how can he be? He has no limbs. No legs or arms that most of us take for granted all our lives. He has never had this luxury. How-ever, this is not a pity party and the idea is not to make anyone feel sorry for him, on the contrary – just respect, admiration and inspiration.

The most trivial information one may get online includes: he has tried to com-mit suicide 2 times; he graduated from Griffi th University at the age of 21 with a Bachelor of Commerce degree, with a double major in accountancy and fi nancial planning; he has published already seven books that have been translated into more than 30 languages and successfully sold everywhere where there is a bookshop; he is married and has two boys. He is a successful entrepreneur with profi t and nonprofi t organizations. He has been trav-

37English

Compiled by Mikhail Garder

TOPICAL JOURNEY

Australia November–December 2016

“Like other modern Pagans, Wiccans practise religious ecology, which is founded on the belief that the natural world is part of, not apart from, the dei-ties that created it. The physical world within which humans fi nd themselves overlaps with the spiritual realms of nature spirits, deities and transitional be-ings, yet the two worlds are apart. The goal of Wicca is to bridge the gulf between these worlds and to discover self-realization by doing so. Wiccans do not believe that religious intermediaries are either necessary or desirable in order for this goal to be attained,” says Hume.

Wiccans now refer to themselves as Pagans and witches, and Wicca is al-ternatively called Witchcraft (capital W is supposed to distinguish the religion from the witchcraft understood as a set of evil practices). In another essay, published in 1995, Lynne Hume writes:

Witches, by reclaiming ancient terms such as “witchcraft” and associating themselves with their “sisters and brothers” of the late Middle Ages, present a problem to the law. Witches in Australia can still be prosecuted under the English Witchcraft Act of 1735, although prosecutors remain uncertain if they can or should enforce the Act when witchcraft might be a protected “religion” under other provisions of Australian law. Modern law in Australia, as else-where, has had to come to terms with the nebulous meaning of “religion” and the tricky problem of allowing individual religious freedom without state in-terference, while at the same time retaining the right to protect individuals and society as a whole from religious beliefs and practices that threaten the life and welfare of citizens.

Most witches in Australia see witchcraft as an innovation of an old idea. Today’s witches have reclaimed the word “witch,” using it in a positive sense to revivify what they see as ancient occult practices being used in a mod-ern context. Although some profess to be hereditary witches, claiming to be the product of generations of witches whose beliefs and practices have been passed down from parent to child (through the male or the female), few see their religion as unbroken continuation through time from the ancient pre-Christian goddess-centered religions. Most admit that their beliefs and practices are a creation or an extension of a fairly recent set of beliefs and practices stemming from people such as Gerald Gardner and Alex Sanders in this century and Aleister Crowley and some occult groups in the nineteenth century.

With the increase of interest in Wicca and Neo-paganism in general, there is little doubt that there will be an increase of litigation involving witchcraft. In one recent case in Queensland, an individual’s rights were transgressed be-cause he openly identifi ed himself as a pagan. He has taken the case to the Queensland Anti-Discrimination Commission and is awaiting further advice on the matter. Should this case be litigated, it will tell us a great deal about the status of law and religion in Australia, including the status and effect of the Witchcraft Act of 1735 and the more recent legislative enactments throughout the nation that deal specifi cally with witchcraft.

Resources:Hume, Lynne (2008) Creating sacred space: Outer expressions of inner worlds in mod-ern Wicca, Journal of Contemporary Religion, 13:3, pp. 309-319.Hume, Lynne (1995) Witchcraft and the Law in Australia, Journal of Church and State, Vol. 37, No. 1 (WINTER, 1995), pp. 135-150.Richardson, James T. (2001) New Religions in Australia: Public Menace or Societal Salvation? Nova Religio: The Journal of Alternative and Emergent Religions, Vol. 4, No. 2 (April), pp. 258-265.

elling around the world giving lectures and speeches. He has met presidents, is ac-quainted with the most powerful people, he is an infl uential fi gure on the interna-tional platform. As one can spot in his vid-eos, he is sure enough happy right now. It actually looks that he has it all, even with-out the fundamental physiological basics that most of us possess. So what has kept him going against all odds?

As we know nothing is simple, and yet it is. His outlook concentrates on the belief that one can transform walls that limit into doors, and obstacles into opportunities. In no way does he imply that it will be a piece of cake, but we really have a choice. Every day we make choices, constantly, con-sciously and subconsciously. No kidding our world is full of hatred, hurt, pain, unfairness, still you decide whether you are going to fall and crumble under all the nastiness around you or keep on going. Do not become your own biggest discouragement; do not believe the lies that scar, words are powerful but even they can do only so much. Even the worst darkest moments in one’s life can be turned into good ones. Your choices affect your present, future, all the people around you, your eternal life. You have the power over you. Mind over matter.

Appreciate yourself. Value who you are and what you, by simply being alive, bring into the world. Every life has value and here the measure is not materialistic as you can take nothing into the afterlife. Acknowledg-ing that you are here for a reason is a cru-cial point. One’s life might not be pretty and fl uffy with no miracles or blessings from the universe and still your life can be a mira-cle for someone else. Concentrate on what you are and have rather than on what you aren’t and don’t possess. By purely and simply being the best of who you are, you might be a beacon for somebody.

As Mark Twain’s quote goes “The two most important days in your life are the day you are born and the day you fi nd out why.” However, if you have no clue to the ‘why’ part, then just be. Sometimes only being is enough. Being true to yourself, be-ing there for your family and friends (even colleagues or that person on the platform), or being near is enough. We all have prob-ably heard that, read it (scanned, let’s be frank), maybe even avoided as a useless nuisance on the news scroll, but it is impor-tant to be reminded that you are enough just the way you are. You have it all. Don’t be shy, dream big! Nick could and so can you, why not anyway?

By Ekaterina AndrosovaSchool No. 179, Moscow


Crossword “Australia”November–December 2016

ACROSS:6. The second most populous state in Australia named after

a British queen.7. An Australian animal that has thick gray fur, large hairy

ears, sharp claws for climbing, and no tail.9. An area of very dry land that most of Australia is cov-

ered with.11. An international multi-sport event which was celebrated

between 16 September and 1 October 2000 in Sydney, New South Wales, Australia.

12. One of Australia’s resorts.15. One of Australia’s main natural hazards.16. The name of one of the six Australian states.

17. One of the top ten countries Australian goods are ex-ported to.

18. The present sovereign of Australia.

DOWN:1. An Australian animal that moves by hopping on its pow-

erful rear legs.2. A small animal from Australia that has a bill like the bill

of a duck, webbed feet, and a wide fl at tail.3. The surname of Australia’s fi rst female prime minister.4. The capital city of Australia.5. One of Australia’s two largest cities.8. The world’s smallest continent.

10. A wild dog of Australia.13. A type of tree that grows naturally in western Australia

and that is grown in other places for the products (such as wood and oil) that it provides.

14. The second most commonly spoken language in Australia.

KEY:ACROSS: 6. Victoria; 7. Koala; 9. Desert; 11. Olympics;12. Brisbane; 15. Cyclone; 16. Tasmania; 17. Japan; 18. Queen.DOWN: 1. Kangaroo; 2. Platypus; 3. Gillard; 4. Canberra;5. Melbourne; 8. Australia; 10. Dingo; 13. Eucalyptus; 14. Italian.

Compiled by Tatyana Makhrina

SCHOOL THEATRE

39English

THE WIZARD OF OZ1

A play for staging in a school theatre or in a linguistic campNovember–December 2016

Number of actors: 30-55Duration of the performance: about 60 minutesCharacters in the play:The Wicked Witch of the East (Злая Ведьма Востока)Helpers (Помощники Злой Ведьмы Востока) 2–3 childrenCrows (Вороны) 3–4 childrenDorothy (Дороти)Toto (Тотошка)Scarecrow (Страшила)Tin Man (Железный Дровосек) The Good Witch of the North (Добрая Ведьма Севера)The Good Witch of the South (Добрая Ведьма Юга)Poppies (Маки) 3–4 childrenMayor (Мэр жевунов)Munchkins (Жевуны) 7–10 childrenApple trees (Яблони) 7–10 childrenThe Wizard of Oz (Волшебник страны Оз)Guard (Стражник)The Wicked Witch of the West (Злая Ведьма Запада)Oz Dwellers (Жители страны Оз) 6–10 childrenMonkey Leader (Предводитель летучих обезьян)Flying Monkeys (Летучие обезьяны) 6–10 children

СЦЕНА 1На сцене злая Ведьма Востока.

The Wicked Witch of the East: Oh how I hate these silly people. They know nothing at all. I am going to make a huge hurricane. It will destroy all of them. Ha-ha-ha! Buck, Chuck, where on earth are you?

Входят помощники.

Helper 1: We are here, Your Wickedness!The Wicked Witch of the East: Buck, bring me some

lizards. And you, Chuck, I need three rocks and a big bowl.

Помощники уходят, возвращаются с миской и ящерицами.

Helper 2: Here you are.The Wicked Witch of the East: Let’s make a spell.Helpers: Let’s make a spell.The Wicked Witch of the East: Put in all the things that we

like best.Helper 1: A little bit of this…Helper 2: A little bit of that...Helper 1: What shall we put in fi rst?The Wicked Witch of the East: So we shall mix in the

frogs…Helper 1: Lizards and rocks?The Wicked Witch of the East and the Helpers: Stir and

stir and stir and stir and stir.The Wicked Witch of the East: The cyclone is coming, the

cyclone is coming! Ha-ha-ha!

СЦЕНА 2На сцене Дороти. Прибегает Тотошка. Дороти играет с Тотошкой.

Dorothy: Toto, you are my only friend. I wish you could talk.

Toto: Woof-woof!Dorothy: See? You understand everything! Oh, Toto, if only

we lived in a wonderful place where no one had to work, where everything was possible…

Дороти поет песню Somewhere Over the Rainbow (слова песни см. в дополнительных материалах). Тото и цыпля-та танцуют.Начинается ураган.Дороти слышит гром, отводит цыплят в безопасное место. Тото убегает с лаем, прячется за стоящий на сцене домик.

Dorothy: Toto, quick, the cyclone is coming. We must run for the cellar! Come back!

Дороти тоже вбегает в домик. Он поднимается и перелетает на другую часть сцены, где колдует Злая ведьма Востока. Домик опускается на ведьму. Из-под него торчат только ноги в красных башмач-ках.

СЦЕНА 3На сцене Дороти и Тото. Жевуны и жевуньи прячутся под зонтиками, украшенными травой и цветами. Выглядывают из-за них и шушукаются.

Dorothy: Aunt Em, Uncle Henry! Where are you? Oh, how beautiful!

Toto: It’s nice! Woof!Dorothy: You can talk, Toto! I guess we are not in Kansas

anymore!The Good Witch of the North: You are welcome, most no-

ble Sorceress, to the land of the Munchkins.The Good Witch of the South: You have killed the Wicked

Witch of the East, and we are grateful to you!Dorothy: Thank you, but there’s some mistake, I haven’t

killed anyone.The Good Witch of the North: Your house did. But are you

a good witch or a bad witch? Dorothy: Who? Me? I’m not a witch at all! I’m Dorothy

from Kansas.The Good Witch of the South: Nice to meet you, Dorothy

of Kansas, I’m the Good Witch of the South.The Good Witch of the North: And I’m the Good Witch

of the North.Both witches: Welcome to Munchkinland!Toto: Woof! Who are the munchkins?The Good Witch of the South: The people who live here.

40English

40November–

December 2016

Жевуны потихоньку выглядывют из-за зонтиков и поют.The Good WitchesCome out, come out, wherever you areAnd meet the young lady who fell from the star!She fell from the sky, she fell very far And Kansas, she says, is the name of the star.

Жевуны оставляют по краям сцены свои зонтики и вы-ходят вперед, все еще опасаясь.

Munchkins (поют): Kansas, she says, is the name of the star.

The Mayor of the Munchkins: Dearest Dorothy, the Good Witch of Kansas! As mayor of Munchkin City I’d like to welcome you here! The Wicked Witch of the East has ruled this country. And we were her slaves. (Все жевуны начинают шмыгать носами и плакать.) But you have set us free!

Munchkin 1: We thank you very sweetly… Munchkin 2: For doing it so neatly.Munchkin 3: You’ve killed her so completely…Munchkin 4: That we thank you very sweetly.The Mayor of the Munchkins: Let the joyous news be spread! The wicked, old witch, at last, is dead!

THE WICKED WITCH IS DEADMayor: Ding Dong! The Witch is dead. Munchkins: Which old Witch? Mayor: The Wicked Witch! All: Ding Dong! The Wicked Witch is dead. Wake up, you sleepy head, Rub your eyes, get out of bed. Wake up, the Wicked Witch is dead. She’s gone where the goblins go, Below, below, below. Yo-ho, let’s open up and sing And ring the bells out. Ding Dong’ the merry-oh, Sing it high, sing it low. Let them know The Wicked Witch is dead!

Ноги злой волшебницы, торчавшие из-под домика, исче-зают.

Munchkin 5: Look, the feet have disappeared. She’s gone!Munchkin 6: But the ruby slippers are still here.Mayor: I think Dorothy should have them. Do you agree?Munchkins: Yes!Munchkin 7 (подбирает башмачки. Передает другим

жевунам по цепочке): They are so beautiful! Munchkin 8: They are yours now! (Приносит ей башмач-

ки.)

Dorothy: Oh, thank you so much! But my shoes are fi ne.The Good Witch of the North: The Witch of the East was

proud of those ruby slippers.The Good Witch of the South: There is some charm con-

nected with them, but what it is we never knew.The Good Witch of the North: We are not very strong

witches, you know.The Good Witch of the South: That’s why we couldn’t set

the munchkins free ourselves.

Появляется Злая Волшебница Запада.

The Wicked Witch of the West: Who’s killed my sister? Who’s killed the Wicked Witch of the East? Was that you? Answer me!

Dorothy: No-no! That was an accident!Toto: Woof! Go away!The Good Witch of the South: Leave her alone!The Wicked Witch of the West: Arh? The ruby slippers?

They are mine! I’m the only one who knows how to use them! Give them to me and get out of Oz.

The Good Witch of the North: Stand back!The Wicked Witch of the West: I’ll take care of you later!

Ведьма исчезает.

Dorothy: I want to go home to Kansas!Toto: Me too-oo-oo!The Good Witch of the South: Unfortunately we can’t get

you there.The Good Witch of the North: But you should go to the

Emerald City and ask the Wizard of Oz.Mayor: Oh yes, he’s the greatest wizard in this land! And it’s

easy to get there. Just follow the yellow brick road.

FOLLOW THE YELLOW BRICK ROADЖевуны поют:Follow the Yellow Brick Road. Follow the Yellow Brick

Road. Follow, follow, follow, follow, Follow the Yellow Brick Road. Follow the Yellow Brick, Follow the Yellow Brick, Follow the Yellow Brick Road.

You’re off to see the Wizard, The Wonderful Wizard of Oz. You’ll fi nd he is a whiz2 of a Wiz! If ever a Wiz there was. If ever, oh ever a Wiz there was, The Wizard of Oz is one

because, Because, because, because, because, because. Because of the wonderful things he does. You’re off to see the Wizard. The Wonderful Wizard of Oz.

Дороти и Тото уходят. Жевуны машут им вслед.

СЦЕНА 4На сцене Страшила и вороны.

DINGLE DANGLE SCARECROW3

When all the cows were sleeping, And the sun had gone to bed, Up jumped the Scarecrow, And this is what he said:

SCHOOL THEATRE

41English


Chorus: “I’m a dingle-dangle Scarecrow With a great big fl oppy hat. I can shake my hands like this, And I can shake my feet like that.” When all the hens were roosting, And the moon behind a cloud, Up jumped the Scarecrow, And shouted very loud: Chorus

Scarecrow: Shoo! Shoo!

Вороны с криками разлетаются.Входят Дороти и Тотошка.

Dorothy: Now… Which way do we go?Scarecrow: That way is a very nice way.Dorothy: Who said that?Toto: The Scarecrow! Woof-woof!Dorothy: Don’t be silly Toto, scarecrows don’t talk, or do they?Scarecrow: Certainly. How do you do?Dorothy: I’m pretty well, thank you. How do you do?Scarecrow: I’m not feeling well, for it is very tedious being

perched up here. Moreover, I haven’t got a brain, only straw.

Dorothy: But if you haven’t got a brain, how can you talk?Scarecrow: I don’t know. Some people without brains do an

awful lot of talking, don’t they?Dorothy: I guess you’re right. Why don’t you get down?Scarecrow: You see, the pole is stuck up my back. If you

will, please, take away the pole I shall be greatly obliged to you. (Дороти снимает Страшилу с шеста.) Thank you very much. I feel like a new man.

Scarecrow: Who are you? (Потягивается и зевает.) And where are you going?

Dorothy: My name is Dorothy, and I’m going to the Emer-ald City, to ask the Great Oz to send me back to Kansas.

Scarecrow: K-kansas? Emerald City? Oz? What are all these things?

Dorothy: Why, don’t you know? Scarecrow: No, indeed. I don’t know anything. Oh, if I only

had a brain I could…

Пока Страшила поет, вороны вылетают из-за кулис и клюют зерно, подпевают.IF I ONLY HAD A BRAINScarecrowI could while away4 the hours,Conferrin’ with5 the fl owers,Consultin’ with the rain,And my head I’d be scratchin’,While my thoughts were busy hatchin’6,If I only had a brain.I’d unravel any riddle,For any individ’le,In trouble or in pain.

CrowsWith the thoughts you’d be thinkin’,You could be another Lincoln, If you only had a brain.

ScarecrowOh, I would tell you whyThe ocean’s near the shore.I could think of things I never thunk before,And then I’d sit and think some more.

I would not be just a nuffi n’,My head all full of stuffi n’,My heart all full of pain,I would dance and be merry,Life would be a ding-a-derry,If I only had a brain.

Страшила поет и танцует, очень нетвердо стоя на ногах. В конце песни он все-таки падает. Дороти под-нимает его.

Dorothy: Oh, I’m awfully sorry for you. If you come with me I’ll ask Oz to do all he can for you.

Scarecrow: Thank you!Dorothy: So, come on!Scarecrow: To Oz?Dorothy: To Oz!

WE’RE OFF TO SEE THE WIZARDWe’re off to see the Wizard, the Wonderful Wizard of Oz. We’ll fi nd he is a whiz of a Wiz! If ever a Wiz there was. If ever, oh ever a Wiz there was the Wizard of Oz is one

because, Because, because, because, because, because. Because of the wonderful things he does. We’re off to see the Wizard,The Wonderful Wizard of Oz.

Яблони образуют круги с двух сторон от Страшилы, Дороти и Тото и двигаются, имитируя движение по дороге.

СЦЕНА 5На сцене яблоневый сад. В руках у каждой яблони по яблоку.

Dorothy: I am hungry. Oh, look, Scarecrow, apples!

Дороти подходит к дереву и срывает яблоко. Яблоня стегает ее веткой и отбирает яблоко.

Apple tree 1: What did you do it for?Apple tree 2: She said she was hungry!Apple tree 3: Hungry! How would you like if someone came

and picked something off you?Dorothy: I’m sorry, I keep forgetting we’re not in Kansas.Scarecrow (говорит тихо Дороти): Come on Dorothy.

You wouldn’t want any of those apples anyway. Yuck! Those apples have worms!

SCHOOL THEATRE

42English SCHOOL THEATRE


Apple tree 4: Worms? We have no worms! That’s a lie!Scarecrow: Not only worms long and slimy, but probably a

whole bunch of green-lice!Apple tree 5 (начинает чесаться): Where? Where? I can’t

see any!Apple tree 6: How dare you! Let’s get them, trees! Apple tree 7: Here are your apples! There! And there!All apple trees: How do you like these apples?

Яблони бросают в Дороти и Страшилу яблоки, те бы-стро подбирают их и складывают в корзинку.Деревья перегруппируются и теперь видно, что за ними стоит Железный Дровосек с поднятым вверх то-пором.

СЦЕНА 6Dorothy: Why, it’s a man! A man made of tin!Scarecrow: What? Dorothy: Yes. Oh – look –Tin Man: Oil can... Oil can...Scarecrow: Oil can what?Dorothy: Oil can? Oh – oh, here it is!Tin Man: My mouth – my mouth!Dorothy: Here – here –Tin Man: Mm......mm...mm......m...m...my, my, my, my

goodness – I can talk again! Oh – oil my arms, please – oil my elbows.

Дороти и Страшила смазывают Железного Дровосека.

Tin Man: It feels wonderful. I’ve held that axe up for ages. Oh –

Scarecrow: Oh, goodness! How did you ever get like this?Tin Man: Oh – well, about a year ago – I was chopping

that tree – minding my own business – when sud-denly it started to rain... and right in the middle of a chop, I... I rusted solid. And I’ve been that way ever since.

Dorothy: Well, you’re perfect now.Tin Man: Perfect? Oh – bang on my chest if you think I’m

perfect. Go ahead – bang on it! Dorothy: Oh –!Scarecrow: Beautiful! What an echo! Tin Man: It’s empty. The tinsmith forgot to give me a

heart.Dorothy and Scarecrow: No heart?Tin Man: No heart.Dorothy: Oh –Tin Man: All hollow. Oh –

Дровосек поет, яблони ему помогают и танцуют на за-днем плане.IF I ONLY HAD A HEARTWhen a man’s an empty kettle,He should be on his mettle.

And yet I’m torn apart.Just because I’m presumin’That I could be kind – a human,If I only had a heart.

I’d be tender – I’d be gentleAnd awful sentimentalRegarding Love and ArtI’d be friends with sparrows...And the boy who shoots the arrowsIf I only had a heart.

Picture me... a balcony...Above a voice sings low.I hear a beat... how sweet!Just to register emotionJealousy – Devotion –And really feel the part,I could stay young and chipper,And I’d lock it with a zipper,If I only had a heart...!

Dorothy: Come with us to the City of Emeralds to ask the wizard of Oz for a heart.

Tin Man: Do you think he can help me?Scarecrow: It won’t hurt to try! To Oz?Tin Man: To Oz!

WE’RE OFF TO SEE THE WIZARDWe’re off to see the Wizard, the Wonderful Wizard of Oz. We’ll fi nd he is a whiz of a Wiz! If ever a Wiz there was. If ever, oh ever a Wiz there was, the Wizard of Oz is one

because, Because, because, because, because, because. Because of the wonderful things he does. We’re off to see the Wizard.The Wonderful Wizard of Oz.

NOTES:1 This is an adaptation of the 1939 fi lm The Wizard of Oz,

(https://sfy.ru/?script=wizard_of_oz_1939). It also in-cludes musical scenes from the 2011 musical, “The Wiz” adapted by Andrew Lloyd Webber and Jeremy Sams. Ad-ditional music was written by Andrew Lloyd Webber and additional lyrics by Tim Rice.

2 Whiz – знаток, дока ( разг.)3 Traditional song4 While away – приятно проводить (время)5 Confer with – обсуждать, совещаться6 Hatch – вылупляться

Anna Beregovskaya,Linguastart Language Learning Centre

See more in additional materials.

43English

Five-Minute Tests

I2

I1

AUSTRALIA

PREPARING FOR EXAMS TESTS


READING1. Read the text and decide which of the statements are True, False or Not Stated.

Australian Scientists, Nobel Prize WinnersThe large number of Australian scientists who have won the Nobel prize is

strong evidence of the high quality of education in Australia and especially of the reputation of the medical school. It is also proof that research and innovation are top priorities of the various organisations involved in scientifi c work.

Twelve famous Australians have received the prestigious Nobel awards, eleven for science and one for literature. The prize in literature went to novelist Patrick White in 1973.

Seven of the eleven prizes awarded to scientists were for physiology or medi-cine. The latest prize went to Brian Schmidt in 2011 and the previous one to Elizabeth Blackburn in 2009.

Professor Brian Schmidt of the Australian National University shared the 2011 Nobel prize in physics together with two American researchers. Born in the USA, Schmidt relocated Down Under in the 1990s and calls Australia home. Working as an astronomer at the Mt Stromlo Observatory near Canberra, the distinguished professor found out that the universe is expanding at an increasing rate, which can imply that it is on a never-ending growth trajectory. And all that because of some bizarre dark energy. The theory was actually put forward by Albert Einstein, so Professor Schmidt demonstrated what his illustrious forerun-ner had suggested.

Born and educated in Australia, Elizabeth Blackburn is currently a biology researcher at the University of California in San Francisco. Among the many distinctions that recognize her achievements, she received an Australia Prize in 1998 for her contribution to molecular science.

The other famous people from Australia who have won scientifi c research Nobels are:• Father and son, William and Lawrence Bragg for physics in 1915; • Howard Florey, in 1945 for the discovery of penicillin, together with Alexan-

der Fleming and Ernest Chain; • Frank Macfarlane Burnet, for his work in immunology, in 1960; • Neurophysiologist John Carew Eccles, in 1963 for his research on brain and

synaptic transmission; • John Warcup Cornforth, for chemistry in 1975; • Peter Doherty, for his achievements in the fi eld of the immune system, in 1996; • Barry Marshall and Robin Warren for the discovery of a bacterium that causes

ulcers and innovations to the treatment of this disease, in 2005. With the twelve Nobel awards, Australia can boast one laureat for every two

million people or less, which is quite impressive.

1. Education in Australia has a reputation for being excellent. ____2. The most prestigious awards were received due to the medical school. ____3. Australian scientists discovered what caused ulcers. ____4. Australian National University collaborated with American Universities.

____5. One outstanding scientist confi rmed a prominent predecessor’s theory. ____6. The fi rst antibiotic was discovered by an Australian scientist. ____7. Humanitarian fi elds are not top priorities of the Australian National Univer-

sity. ____8. Elizabeth Blackburn received the prestigious Nobel award for biology.

____

Use the word given in capitals to form a word or a proper tense of a verb that fi ts in the sentence.

CanberraThe centre of Canberra is a small hill. Sev-

eral streets run from that hill. A special charm (1)________(GIVE) to Canberra by an artifi -cial lake in the centre of the city. A fountain more than 100 metres high is in the western part of the lake. At night (2)________(POW-ER) lights illuminate the water. It is the Cap-tain Cook Fountain, one of the main places of interest in Canberra.

Another attraction is a (3)________(MEM-ORY) military museum. Also of interest, the building of the Australian Academy of Sci-ences is quite (4)________(USUAL) in form – it is like a huge (5)________(TURNED) bowl.

MelbourneMelbourne is the (6)________(TWO)

largest city in Australia. It (7)________(BE) the capital of the country until 1927 and now is the centre of Australian business world. It is also one of the largest ports in the coun-try.

Melbourne is a beautiful city with (8)________(NUMBER) skyscrapers, straight boulevards and large parks and gar-dens. One of Melbourne’s places of interest is the house of Captain Cook, the famous Brit-ish (9)________(NAVIGATE).

Key: 1. is given; 2. powerful; 3. memorial; 4. un-usual; 5. overturned; 6. second; 7. was; 8. numer-ous; 9. navigator.

For questions 1–5, read the text below and think of the word which best fi ts each space. Use only one word in each space.

Sydney Sydney is Australia’s largest and oldest

city. It was the fi rst British settlement. Syd-ney (1)________ the oldest Australian botan-ical gardens and the zoo. One of (2)________ main places of interest of the city is the famous bridge (3)________ the Bay

44English TESTS PREPARING FOR EXAMS

Five-Minute Tests

I3

I4


2. Six sentenses in the text are incomplete. Choose from the list A-G the one which fi ts each gap (1-6). There is one extra letter in the list which you do not need to use.

A KangarooThe kangaroo is a national symbol of Australia: its emblem is found on the

Australian coat of arms, on some of its currency, as well as (1)_______, includ-ing Qantas. The kangaroo is important to both Australian culture and the na-tional image and, consequently, there are numerous popular culture references.

A common myth about the kangaroo’s English name is that “kangaroo” was a Guugu Yimithirr phrase for “I don’t understand you.” According to this leg-end, Lieutenant Cook and naturalist Sir Joseph Banks were exploring the area (2)_______. They asked a nearby local what the creatures were called. The local responded “Kangaroo”, meaning “I don’t understand you”, which Cook took (3)_______. The Kangaroo myth was debunked in the 1970s by linguist John B. Haviland in his research with the Guugu Yimithirr people.

The word kangaroo actually derives from the Guugu Yimithirr word gan-gurru, referring to a grey kangaroo. The name was fi rst recorded as “Kangooroo or Kanguru” on 4 August 1770, by Lieutenant (later Captain) James Cook on the banks of the Endeavour River at the site of modern Cooktown, when HM Bark Endeavour was beached for almost seven weeks (4)_______ Great Barrier Reef. Guugu Yimithirr is the language of the people of the area.

Male kangaroos are called bucks, boomers, jacks, or old men; females are does, fl yers, or jills, and the young ones are joeys. The collective noun for kangaroos is a mob, troop, or court. Mobs usually have 10 or more kangaroos in them. Living in mobs (5)_______. Kangaroos are often colloquially referred to as “roos”.

Larger kangaroos have adapted much better to changes brought to the Aus-tralian landscape by humans and though many of their smaller cousins are en-dangered, (6)_______. They are not farmed to any extent, but wild kangaroos are shot for meat, leather hides, sport, and to protect grazing land for sheep and cattle. Although there is some controversy, harvesting kangaroo meat has many environmental and health benefi ts over traditional meats.

A. when they happened upon the animalB. provides protection for some of the weaker members of the groupC. by some of Australia’s best known organisationsD. to describe the largest species from this familyE. to be the name of the creatureF. they are plentifulG. to repair damage sustained on the

USE OF ENGLISH3. Use the word given in capitals to form a word or a proper tense of a verb that fi ts in the sentence.

What You Don’t Know about the Land Down UnderWhat do you think of when Australia is mentioned? “Crocodile Dundee”,

Steve Erwin, Nicole Kidman, Hugh Jackman, kangaroos, crocodiles, the Out-back, the Great Barrier Reef, Sydney Opera House, or Aborigines? Australia is much more than this. So much more (1)_______ (OFFER)!

It is the 6th largest country in the world, occupying an entire continent of some 7.6 million square kilometers. It is also the only nation-continent of 20 million people in the world. More than 80 percent of Australians live within 100 kilometers of the coast, making Australia one of the (2)_______(WORLD) most urbanized coastal dwelling populations.

It has the world’s 3rd largest ocean territory, spanning three oceans andcovering around 12 million square kilometers. It contains an amazing (3)_________(ECOLOGY SYSTEM) with unique fl ora and fauna, including pristine rainforest, ancient rock formations and beautiful beaches.

Melbourne topped 140 global rivals to be crowned the world’s most (4)_______(LIVE) city. As the sports capital of the world, it has 70 percent of its total population participating at least once a week in a particular (5)_______(RECREATE) activity or sport.

Despite having a convict colony history, Australia’s homicide rate is 1.2 per 100,000 population (6)_______(COMPARE) to the 6.3 per 100,000 in the

of Port Jackson. Another one is the Opera House, whose (4)________ resembles large white shells. It is surrounded (5)________ the sea on three sides. Sydney also boasts three universities.

Key: 1. has; 2. the; 3. over; 4. shape/form/de-sign; 5. by.

Put in articles (a/an/the) where necessary.Captain James Cook (1728–1779) was

(1)______ English explorer, navigator and cartographer, ultimately rising to (2)______ rank of (3)________ Captain in (4)________ Royal Navy. Cook was (5)________ fi rst to map (6)________ Newfoundland prior to making three voyages to (7)________ Pacif-ic Ocean. While in the Southern Hemisphere he achieved (8)________ fi rst European contact with (9)________ eastern coastline of (10)________Australia and (11)_____ Hawaiian Islands, as well as the fi rst record-ed circumnavigation of (12)________ New Zealand.

Key: 1. an; 2. the; 3. –; 4. the; 5. the; 6. –; 7. the; 8. the; 9. the; 10. –; 11. the; 12. –.

Complete the text using these words. There are two words which you don’t need to use.

immediate rural greatnessremote culture continuousnon-profi t

AustraliaHas a “Flying Doctor” Service

The service “Flying doctor” provides (1)________ emergency assistance to resi-dents of remote (2)________ areas. This is a (3)________ organization providing assis-tance to people who cannot get to hospitals from (4)________ areas. The fl ying doctor is one of the symbols of Australia and its (5)________.

Key. 1. immediate; 2. rural; 3. non-profi t; 4. re-mote; 5. culture.

By Youdif Boyarskaya,School No. 814, Moscow

PREPARING FOR EXAMS

45English


United States. (7)_______ (AUSTRALIA) refer to English people as Pome(s), which is actually the acronym for Prisoners of Mother England.

Australia Day is a celebration of diversity and (8)_______(TOLERATE) in Australian society, embracing all ethnic backgrounds, racial differences and political viewpoints. To-day’s Australia is very (9)_______(CULTURAL) with indige-nous peoples and migrants from some 200 countries. Over 200 different languages and dialects (10)_______(SPEAK) in Aus-tralia, including 45 indigenous languages. The most common non-English spoken languages are Italian, Greek, Cantonese, Arabic, Vietnamese and Mandarin.

(11)_______(VEGETATE) covers nearly 7 million square kilometers or 91 percent of Australia. The largest cattle station in the world is Anna Creek Station in South Australia at over 34,000 square kilometers, which is even larger than Belgium.

4. Use the word given in capitals to form a word or a proper tense of a verb that fi ts in the sentence.

The Australian National FlagThe Australian National Flag is Australia’s foremost national

symbol. It (1)_______ (FLY) fi rst in 1901 and (2)_______(BE-COME) an expression of Australian identity and pride.

The Australian National Flag has three elements on a blue background: the Union Jack, the Commonwealth Star and the Southern Cross. The Union Jack in the upper left corner (or canton) (3)_______(ACKNOWLEDGE) the history of Brit-ish settlement.

Below the Union Jack is a white Commonwealth or Fed-eration star. It has seven points representing the (4)_______(UNITE) of the six states and the territories of the Common-wealth of Australia. The star (5)_______ also (FEATURE) on the Commonwealth Coat of Arms.

The Southern Cross is shown on the fl y of the fl ag in white. This constellation of fi ve stars (6)_______(CAN SEE) only from the southern (7)_______(SPHERE) and is a reminder of Australia’s geography.

5. For questions 1-15, read the text below and think of the word which best fi ts each space. Use only one word in each space.

The First Convicts Transported to AustraliaGetting rid of undesirable members of society may not

(1)_______ been the sole motive for founding a colony in Aus-tralia. The British may have hoped to found a naval base in (2)_______ Pacifi c. They also hoped Australia (3)_______ be a source of timber and fl ax.

At any rate, on 13 May 1787 a fl eet of 11 ships (4)_______sail from Portsmouth. On board were 759 convicts, most of them men, along with sailors and marines (5)_______ guard the prisoners. Captain Arthur Philip commanded them. With (6)_______ they took seeds, farm implements, livestock such (7)_______ cattle, sheep, pigs, goats, horses and chickens and a 2-year supply of food. The fi rst colonists came (8)_______ at Port Jackson on 26 January 1788.

At fi rst things were diffi cult (9)_______ the colonists and food was short, although Phillip sent a ship to South Africa for (10)_______ provisions which returned in May 1789. Food was rationed and the rations were anything (11)_______ generous. However, things gradually improved. A second fl eet arrived in 1790 and a (12)_______ fl eet came in 1791. At fi rst, the settlers lived in simple wooden huts but later convicts (13)_______ bricks for houses.

Captain Phillip left Australia in December 1792. When he returned to England he took samples of Australian plants and animals. He (14)_______ took two indigenous people.

At fi rst, convicts worked on government land for provisions but, starting in 1793, those (15)_______ behaved well were freed and given grants of land. Also, the fi rst free settlers ar-rived the same year. Although hopes of growing fl ax in Austra-lia came to nothing, whales were hunted in the Pacifi c and seals were hunted in the Bass Strait.

6. Use the word given in capitals to form a word or a proper tense of a verb that fi ts in the sentence.

Never-Never land (Australian saying)The term ‘never-never land’ is now usually applied with

a sense of dismissiveness – used when someone is dreaming (1)_______(REALISTIC) about a utopian future.

Never-Never Land is a real place, though. The name was fi rst recorded in the late 19th century, describing the (2)_______(IN-HABIT) regions of Australia – then called just ‘The Never-Nev-er’. The more remote outback regions of the Northern Territory and Queensland (3)_______ still (KNOW) by that name.

A lot of writers appropriated the term into their works as a metaphor for a fantasy land. In 1906, Henry Lawson (4)_______(PUBLISH) a poem – The Never-Never Country and in 1908, Jeannie Gunn published a popular autobiographical novel, We of the Never Never. Of course, the (5)_______(KNOWN) use is in J. M. Barrie’s Peter Pan, 1904:

Wendy: Where do you live now? Peter: With the lost boys. They are the children who fall

out of their prams when the nurse is looking the other way. If they (6)_______(NOT CLAIM) in seven days they are sent far away to the Never Land.

It is Barrie that (7)_______(BRING) the term to everyday lan-guage and that’s where we get the current meaning. Where did Barrie get it though, from imagination or from Australia? 19th century emigrant travels in Australia were well reported on back in England and, although Barrie’s version is truncated to ‘Never Land’, it’s (8)_______(LIKELY) that he was unaware of the Aus-tralian region when he coined the name for the play. It would have sounded remote and exotic to people in Edwardian England and it seems probable that Barrie adapted the name for use in the play.

7. Use the word given in capitals to form a word or a proper tense of a verb that fi ts in the Australian saying.1. Those who lose dreaming _______(LOSE).2. In the planting season, visitors come _______(SINGLE),

and in harvest time they come in crowds.3. None so deaf as _______(THESE) who would not hear.4. Don’t blow _______(YOU) own trumpet.5. A bad worker _______(BLAME) his tools.6. Once bitten, _______(TWO) shy.7. The more you know, the _______(LITTLE) you need.8. Keep your eyes on the sun and you _______(NOT SEE) the

shadow.9. The clash of ideas brings forth the spark of _______(TRUE).

By Youdif Boyarskaya, School No. 814, MoscowSee keys in additional materials.

46English FOR YOUNG LEARNERS

THE TIME TO RHYMENovember–December 2016

В ЗООПАРКЕСегодня мы с мамой и моим младшим братиком со-

бираемся пойти в зоопарк zoo [zH]. Я так рад, правда true [trH]! Я очень люблю ходить в зоопарк. Мы там ча-сто бываем, тем более что живем совсем рядом с ним, да и билеты в зоопарк стоят недорого – не нужно быть состоятельным well-to-do [weltq'dH] человеком, чтобы часто туда ходить.

Пока я ищу свою синюю blue [blH] курточку, мама надевает братику его любимые ботиночки shoe [SH] – ведь ему всего два two [tH] года, и он не может сделать do [dH] это сам. Он только может сам развязать undo [An'dH] шнурки, если ботиночки уже надеты. Когда-то эти ботиночки были моими, но у одного из них оторва-лась подошва. Тогда папа взял клей glue [glH] и прикле-ил подошву на место – так что теперь ботиночки почти как новые!

Вот мы и в зоопарке. Знаете, кто who [hH] нам встре-тится первым? Как и всегда, первый, кого мы видим – это кенгуру kangaroo [kxNgq'rH]. Он так забавно пры-гает внутри своего вольера! А рядом с ним прыгает его маленький сыночек – кенгуренок. Мы с мамой зовем его крошка Ру. В честь сказочного крошки Ру – он тоже ма-ленький кенгуренок и один из друзей всем известного Винни-Пуха Winnie-the-Pooh ['wInI Dq pH].

А вот и панда. Она приехала к нам из Китая. Она си-дит на полу клетки и держит в лапах веточки бамбука

bamboo [bxm'bH]. Панда черно-белая и довольно боль-шая. Я всегда удивляюсь тому, что она такая чистая и пушистая. Как ей удается совсем не запачкаться? Думаю, недавно я нашел ключ к разгадке clue [klH]. Уверен, что целая команда crew [krH] сотрудников зоопарка моет ее каждый день с шампунем shampoo [Sxm'pH] и потом расчесывает. Интересно, а знает ли эта панда приемы кунг-фу kung fu [kuN'fH]? Хоть парочку?

Вот вольер с обезьянками. Они скачут и улюлюкают boo [bH]. Интересно, как можно трактовать construe [kqn'strH] их крики? Радуются они или волнуются? Что они хотят нам сказать? В соседнем с ними вольере сто-ит жираф. Он всегда пребывает в задумчивости и всегда что-то неторопливо жует chew [CH]. У некоторых во-льеров так много людей, что приходится протискиваться через through [TrH] толпу, чтобы посмотреть на очеред-ного обитателя зоопарка.

Мы проходим дальше по дорожке и вдруг обраща-ем внимание на непонятное отвратительное существо yahoo [jq'hH]. Мама говорит, что оно приехало из Тим-букту и довольно симпатичное, но я даже смотреть на него не могу.

Спустя некоторое время мой братик проголодался и устал. Я тоже too [tH] почувствовал, как постепенно на-капливается accrue [q'krH] усталость от долгой прогул-ки. Мама сказала, что в связи due to [djH tH] с этим нам надо поторопиться домой – дома мы сможем поесть и отдохнуть.

Дома животных у нас, к сожалению, нет. Мой млад-ший брат пока думает, что кукушка cuckoo ['kVkH] в настенных часах – живая. Только и она перестала появ-ляться и куковать с тех пор, как из часов выпал винтик screw [skrH]. И я очень надеюсь, что скоро мы все-таки заведем котеночка или щенка!

accrue [q'krH] начислять, накапливаться

bamboo [bxm'bH] бамбук, бамбуковыйblue [blH] синийboo [bH] улюлюкать

47English


chew [CH] жеватьclue [klH] ключ к разгадкеconstrue [kqn'strH] толкование, трактоватьcrew [krH] командаcuckoo ['kVkH] кукушкаdo [dH] делатьdue to [djH tH] в связи сglue [glH] клейkangaroo [kxNgq'rH] кенгуруkung fu [kuN'fH] кунг-фуscrew [skrH] винтshampoo [Sxm'pH] шампуньshoe [SH] ботинокthrough [TrH] черезtoo [tH] тожеtrue [trH] правдаtwo [tH] дваundo [An'dH] развязыватьwell-to-do [weltq'dH] состоятельныйwho [hH] кто?Winnie the Pooh ['wInI Dq pH]

Винни-Пух

yahoo [jq'hH] отвратительное существо

zoo [zH] зоопарк

МОЙ ЗНАКОМЫЙ КРОКОДИЛБыл у меня знакомый – Крокодил crocodile ['krP-

kqdaIl]. Он был родом из тех мест, где протекает Нил Nile [naIl] – это много-много миль mile [maIl] отсюда. Только там его почему-то считали мерзкой vile [vaIl] рептилией reptile ['reptaIl]. И вот что обидно – к другим крокодилам относились хорошо, а к этому Крокодилу отношение было враждебным hostile ['hP-staIl].

С юношеских juvenile ['GHvInaIl] лет не мог наш Крокодил примириться reconcile ['rekqnsaIl] с таким отношением к себе и мечтал уехать из тех мест. В один прекрасный день он сказал сам себе: “Теперь я буду I’ll [aIl] жить в другом месте!” Собрал com-pile [kqm'paIl] Крокодил свой чемодан и переехал в наши края.

Поселился Крокодил со мной по-соседству, в домике с черепичной tile [taIl] крышей. В то время как while [waIl] все соседи побаивались Крокодила и вели себя с ним неискренне и угодливо servile ['sWvaIl], я с ним даже подружился, ходил к нему в гости. Дома у него было очень уютно – ковер на полу с толстым ворсом pile [paIl], аккуратные стопочки pile [paIl] книг на полках и изящная хрупкая fragile ['frxGaIl] вазочка на столе. В

вазочке всегда стоял букет свежих ромашек chamomile ['kxmqmaIl].

Очень даже ничего себе был Крокодил. У него был свой стиль style [staIl] – одет он был в нарядный костюм, носил папочку fi le [faIl] с документами подмышкой. И улыбка smile [smaIl] у него всегда была такая широкая, дружелюбная.

chamomile ['kxmqmaIl] ромашкаcompile [kqm'paIl] составлять, собиратьcrocodile ['krPkqdaIl] крокодилfi le [faIl] папка, файл; напильникfragile ['frxGaIl] хрупкий, ломкийhostile ['hPstaIl] враждебныйI’ll [aIl] я будуjuvenile ['GHvInaIl] юношескийmile [maIl] миляNile [naIl] Нилpile [paIl] куча, стопка, ворсreconcile ['rekqnsaIl] примирятьreptile ['reptaIl] рептилияservile ['sWvaIl] угодливыйsmile [smaIl] улыбкаstyle [staIl] стильtile [taIl] плитка, черепицаvile [vaIl] мерзкий, подлыйwhile [waIl] в то время как

Ксения Зайцева

Другие рассказы смотрите в дополнительных материалах в Личном кабинете.

FOR YOUNG LEARNERS

48English CLASSROOM ACTIVITIES


EXPRESSING REGRETSABOUT THE PASTSpeaking Activity

Classroom Activity: pair workLanguage Level: intermediate, upper-intermediate, advancedAge: 10+Time: 20 minutesTarget: speaking practice, expressing regrets (I wish I + Past Perfect, If only I + Past Perfect, I should have + V3/ed)Anticipated Problems: If Past Perfect has not been explained to students before this lesson it might be hard for them to use its form.

Procedure: 1. Draw a map of Australia with the Great Victoria Desert. Next to this map draw a person whose name is Richard. 2. Tell your students that Richard is going to drive across the Great Victoria Desert from the east to the west by his car. Ask them to

think of things which Richard should take with him or do to make his trip more comfortable and interesting and write them down on the board. Tell your students to use more options when they start speaking.

For example: a map, a spare wheel, lots of water, a travelling companion, food, a fi rst aid kit, etc. 3. Then tell your students that a week has passed, Richard has fi nished his trip, but his trip was terrible because he had made NO

preparations from the list. Draw unhappy Richard on the board. The students are supposed to work in pairs and make sentences using the target constructions to express Richard’s regrets.

For example: I should have taken a spare wheel. If only I had invited my friend to go with me. I wish I had made more sandwiches. 4. The students do this activity orally, but when it is over you can randomly ask some students to share their possible answers with

the class. Do plenary check.

Picture sources:1. http://www.clker.com; 2. http://it.123rf.com; 3. http://kids.britannica.com/

49EnglishCLASSROOM ACTIVITIES

By Anastasia Pozhidaeva, Moscow


WISHES AND REGRETSUse I wish/If only + Past Perfect to speak about regrets about the past.Use I wish/If only + Past Simple to speak about wishes/regrets about the present/future.Use I wish/If only + Past Continuous to speak about wishes/regrest about the present moment.

Edward has come to a job interview. He is sitting in the offi ce ans thinking:

Picture source: http://aliimmam.com

TEXTS FOR READING

50English

WHAT IS ACCESSIBLE?November–December 2016

1a. Divide the words into two groups: positive and nega-tive. Consult the dictionary if necessary. Think if there are words that can be included into both groups. Explain why.accessible, dependence, liberation, social inclusion, inacces-sible, pass, gain, barrier, favouring, support, accessibility, exclusion, resistance, inaccessibility, restriction, bullying, obstacle, equality, internal limitations, freedom, reduction, external circumstances, assistance, discrimination.

1b. Find pairs of opposites.

Answer Key: accessible – inaccessible; accessibility – inac-cessibility; social inclusion – exclusion; resistance – support; barrier – pass; restriction – liberation; internal limitations – external circumstances; freedom – dependence; equality – discrimination; reduction – gain; obstacle – assistance; bul-lying – favouring.

1c. Choose pictures to illustrate one pair of the notions. Describe it and say how it represents the pair of opposites you’ve chosen.

2a. Listen to three people talking about their lives with dis-abilities and match the speakers with the pictures.1. “I haven’t had to stay in bed. With my home assistant I run

the household just like everybody else. I act in different kinds of organizations as an activist. I play basketball in

a group of wheelchair-players. My future is open. I study journalism and mass communication at the Open Univer-sity. A journalist? I don’t accept the role of a pensioner for myself or the position of remaining apart.”

2. “I turned my wheelchair into a scuba chair to prove the point that you don’t have to be restricted by a disability and that anything is possible. The chair represented liberation for me, but everyone saw it as a limitation. Wheelchairs give disabled people more freedom and more access to the world, but people see them as a sign of the disability, and any disability as a reduction on what’s possible. I scuba dive with a “limiting” on-land disability, but scuba offers an equality of ability, activity, sport and space.”

3. “People ask what my vision is like and I fi nd it hard to describe because I don’t really know what theirs is like. I can see people’s faces when they stand four feet away, but without very much detail. I can read without glasses, but the text needs to be very close. When objects are near, I can see more detail. I take part in extracurricular activities just like anyone, including dance and working with farm animals. I blend in and feel just like everyone else.”

2b. Listen again and say if the statements are true or false.1) All speakers are involved with some sports activities. (T)2) All speakers have hobbies that help them to fi t in. (T)3) None of the speakers encountered negative attitudes from

others. (F)

3a. You are going to read the text called “Legally blind”. Which abstract in ex. 2 is taken from the text? Judging by the abstract, try to guess what the text is about.

51EnglishTEXTS FOR READING


3b. Read the text and answer the questions.1) What does it mean “to be legally blind”?2) Why does Nicole like to work with farm animals?3) How does the disability infl uence Nicole’s everyday life?

LEGALLY BLINDBy Nicole A., Upton, MA

Walking down the hallway at school, I hear a deep voice say, “Hi, Nicole.” As I turn to determine the speaker, all I see is a blur of graying hair and a dark shirt walking in the opposite direction. Although I could reach out and touch his arm, I can’t see his face.

“Hi,” I respond politely, hoping he won’t realize I don’t know who he is.

As a legally blind teenager, I routinely face obstacles that may seem like major challenges. I may need larger print or extended time on tests, but I am just like everyone else. When others see my enlarged worksheets or tests, they stare, and to the few who ask about them, I explain that I am le-gally blind. This doesn’t mean that I can’t see at all, but that my vision is worse than 20/200 and can’t be improved with corrective lenses. For example, a legally blind person with 20/200 vision has to be as close as 20 feet to identify objects that people with normal vision can spot from 200 feet away.

I was born with albinism, which means I have little pig-ment in my eyes, skin or hair. I am sensitive to light and squint a lot when I am outside, even with a hat. (I don’t wear sunglasses because they affect the little I can see.) I wear glasses for up-close work, but not for distance because they don’t help. In school, I use a monocular, a small telescope.

People ask what my vision is like and I fi nd it hard to de-scribe because I don’t really know what theirs is like. I can see people’s faces when they stand four feet away, but without very much detail. I can read without glasses, but the text needs to be very close. When objects are near, I can see more detail.

I take part in extra-curricular activities just like anyone, including dance and working with farm animals. I blend in and feel just like everyone else. Working with the animals makes me feel like an equal because I can do anything with them. Sometimes in class, I prefer it if a teacher forgets to enlarge a paper because I feel normal. But then again, normal is overrated.

I don’t often get asked about my handicap because it’s not immediately obvious. I might not be able to drive a car, but I have had seven years of orientation and mobility training in how to read a map and travel by train, bus, or foot. I feel ready to take on the world even if I don’t get my driving permit.

It may seem strange, but I love to read. As a child, I was very shy and rarely talked to others, so I read books. My visual impairment doesn’t disrupt my daily routine much because I have learned to adapt. I have been very success-ful in school and when I am particularly challenged, I get in a I’m-never-going-to-give-up-even-if-it-kills-me mood and triumph over the challenge. Just because someone can’t see well doesn’t mean they are less determined to succeed.

3c. Find synonyms for the highlighted words.notice, disability, destroy, intent, overvalued, look in sur-prise, additional, lengthy, to look with eyes partly closed

3d. Match the phrasal verbs in bold with the defi nitions and use them in the sentences.a) to become similar to other people or objectsb) to stretch out your arm to try to touchc) to fi ght or compete against something1) He will __________ his chief political opponent in the

next debate.2) The girl tried to __________ to grab a chocolate, but the

shelf was too high.3) Many animals _________ the surroundings to protect

themselves.

4a. Look at the picture. What needs of people with disabili-ties are emphasized? Do you think the doctors understand them?

4b. Read the quotes by Robert M. Hensel, an international poet-writer and public activist who was born with a birth defect, and choose those that are connected with the pic-ture.Ability:

1. I choose not to place “DIS”, in my ability.2. We, the ones who are challenged, need to be heard. To be

seen not as a disability, but as a person who has and will continue to bloom.

3. As a disabled man, let my life be a refl ection of the end-less amount of ability that exists in each and every one of us.

4. Know me for my abilities, not my disability.5. Limitations only go so far.6. Placing one foot in front of the other, I’ve climbed to

higher lengths. Reaching beyond my own limitations, to show my inner strength. No obstacle too hard, for this warrior to overcome. I’m just a man on a mission, to prove my disability hasn’t won.

7. My disability has opened my eyes to see my true abili-ties.

52English TEXTS FOR READING


8. When everyone else says you can’t, determination says, “YES YOU CAN.”

9. I have a Disability – yes that’s true – but all that really means is I may have to take a slightly different path than you.

10. I don’t have a dis-ability, I have a different-ability.

Source: http://roberthensel.webs.com/

4c. Think of your own examples of communication with differently-abled people. Tell the class about any situations you witnessed involving physically or mentally challenged people? How did you feel? What did you see?

5a. Here are the stages in the development of the interna-tional symbol of accessibility. Match the pictures with the descriptions.

1. In the late ‘60s Rehabilitation International partnered with the United Nations and the International Standards Or-ganisation to sponsor an international competition for an icon. The winner, a Danish design student named Susanne Koefoed, had submitted the icon.

2. In committee, they noted that Koefoed’s design erased the person in the wheelchair. They added a head, creating what people around the world recognize as a symbol of accessibility.

3. Recent revisions have been aimed at emphasizing that people in wheelchairs are active users, not passive ones. Accordingly, some organizations have shifted to using a symbol that captures the fact that people in wheelchairs get themselves around.

By Lisa Wade,“Disability Rights and the Interational Symbol

of Accessibility”

5b. What is the next stage? Discuss in groups how you would modify the sign and what changes you’d make to its usage. Present to the class.(For the teacher: Ultimately, Powell and Ben-Moshe hope that access will be so universally designed into public build-ings that it will eliminate the need for an icon at all: archi-tecture would no longer be designed around a specifi c type of person considered “normal”, but instead would be designed for the range of people who will use the spaces. This full integration would mean that differently-abled people would be considered just “people” and we wouldn’t need an icon at all.)

Possible ExtensionWatch the fi lm “Radio” and discuss the message of the fi lm and how the attitude of the main character has changed throughout the fi lm. What two opinions and school systems were opposed in the fi lm?

About the fi lm“Radio” was directed by Mike Tollin in 2003 and set

in 1970s. It is based on the true story of T. L. Hanna High School football coach Harold Jones and a mentally-chal-lenged young man James Robert “Radio” Kennedy. The fi lm’s lead character, Radio, grew up fascinated by radios. His nickname, Radio, was given to him by townspeople be-cause of the radio he carried everywhere he went. He still attends T. L. Hanna High School and helps coach the football team and the basketball team.

Fill in the form prior to discussion.1. What is the name of the movie and in which year was it

produced? 2. Write a small review about the movie, including the

theme of diversity.3. Which areas of diversity are addressed? Cultural difference Age discrimination Issues of race Religious issues Gender issues Physical or mental ability Other differences4. List the main characters and give a brief outline about

their issues with diversity.5. How did the movie make you feel? Were you angry, sad,

sympathetic or amused? 6. Do you think the movie meant to make you experience

these feelings? 7. Write the message you believe the movie was trying to

make. 8. Was a problem solved in a way that satisfi ed all parties?

What was the resolution?9. Could you imagine yourself in a situation like the one

depicted in the fi lm?10. If so, how would you have reacted?

Анастасия Геннадьевна Ходакова,ТГПУ им. Л.Н. Толстого



JUSTICEIn every school yard there is a dominant boy who excels

at everything. In our Victorian colonial wooden school at Te Aroha we had a hero. He was beaut at rugby football, he could knock a cricket ball out of the grounds, he did out-run us all, and would swim further and faster. And inside the classroom he was very good at arithmetic and spelling and he wouldn’t tell a lie. He never bullied smaller boys but helped them. Was he the teacher’s pet? He was not.

The teacher disliked him and each day strapped him for: 1) speaking the Maori language in the playground, 2) for being late to school, 3) for not having the school uniform, 4) for not wearing shoes or sandals to school, and for playing

bare foot in rugby matches against other schools, 5) for loitering after school, and 6) for just being himself, a Maori who was cleverer and bet-

ter looking and would obviously go further in life than the white teacher. Well, to be honest, he was often late for

school and he didn’t go straight home. When his dog waited at the gate we’d go the long way to my place along the bank of a creek. He’d point out the secret eel pools, and he knew where rainbow trout paused under the cover of rushes while water sluiced along their sides. He taught me how to lie on the grasses and reach over to gently caress a fi sh behind its gills. When it was in a trance we’d grip its slippery body and lift it out of the stream. Sometimes we caught a dozen. My friend would twist fl ax and pull it through gills and out the mouths and tie them into a hanging spiral to the end of a cut pole and carry them home. (He always offered me the lot but my mother used to say, ‘Get those slime covered things out of the house. Do you expect me to gut them? No way!’)

My friend was usually late for school. But when I went to his house I couldn’t see any clocks. His un-cles made him do duties before school. He’d chop fi rewood for the stove and take 3 cows through 5 paddocks and shut the gates before he came to school.

No wonder he was late! He was trusted with a sharp axe to chop fi ne kindling and split logs into manageable lengths. He had a pocketknife.

At school one of the teachers on playground duty fancied himself as a bit of a bowler. He bowled out several ten and eleven year olds and even twelve year olds. He was ace. He spat on the ball and rubbed it against his leg. His run-up was terrifying. But not to my friend. He hit the ball so far over the trees into the gorse that a new ball had to be signed for by the teacher. Anyway, it was just a lucky whallop. The teacher bowled again. My friend was careful not to put his leg before the wicket as the end of his bat struck the ball and his swing followed through. We all watched as the ball rose over the school and disappeared. It is a pity that only 6 runs can be

awarded for a boundary strike as the outfi elder had to run round the building, climb a fence and cross the road, and ask a little old lady if... At least 40 runs could have been earned.

That teacher really wasn’t pleased. The next lunchtime the teacher arrived to bat wearing

white leg pads and his rep cap to impress a cute Teachers College student on a prac section. He measured out the bat-ting area (a bat length plus an extra handle). My friend was to bowl. He directed everyone to crowd the batsman in and called out in Maori, “Don’t be afraid, he’s holding it like a granny.” The teacher took a few mimed practice strokes then nodded that he was ready.

He was cleanly bowled. The prefect who was umpire had to walk back to pick up the middle stump and even further to get the bales. But the teacher and the umpire conferred and both agreed the bowl didn’t count as the bell rang for the end of lunch while the ball was in fl ight.

The following lunchtime my friend said, “Let’s not play. Let’s eat smoked trouts and eels. I’ve brought a feast for everyone. While nobody took to the fi eld, Sir came to bat. But there was no bowler. He raged. “Stand up you boys! I demand that you play.” My friend very politely said that we were all still eat-ing.” He held up a fi sh by the tail to shoo off the wasps. “Would you like a piece of trout too, Sir? There is plenty.” Orange-haired and red-faced, the teacher stamped like Rumpelstiltskin and told all 21 of us to go to his classroom.

The fi rst whack on my hand with the strap was across the pad of the palm. A blue light of pain burst through me. It took real cour-age to stick the hand out straight again for the next. Across the fi ngers. This bastard was an expert. The third went beyond pain into agony. Twenty of us got 3. My friend was to get 6-of-the-best. The teacher grasped

the barber’s razor-sharpening strap and took a sort of skip-ping run up, and thwack! The slap sounded terrible as it hit diagonally to include the wrist. I wanted to look away but couldn’t. I can only guess at the thoughts of the other 20 boys but I knew that one single hit was the hardest of all. Two more came down. My friend kept his hand steady, and didn’t put out his other hand after 3. He was going to have 6 whacks on one hand! My friend smiled after the 5th and looked the sadist in the eye. This teacher lost control. He smashed the strap down. My friend grabbed it for an instant (how could his fi ngers still move?) and quickly tugged and let go. It was all so fast that no one could defi nitely say that it had actually happened. The teacher was caught off balance and blundered into the boy. The boy stood with dignity. “My uncle’s lawyer is Mr Gilchrist and the Education Act of 1953 states that you may hit me 6 times with a strap but you can never lay a hand on me. These are my witnesses. You just body-slammed me. That is not assault but Actual Battery.” The teacher raged, he

TEXTS FOR READING

54English


hit the boy’s leg with tremendous force, – just as the head-master walked in. My friend staggered a little but stood as straight as possible. The teacher went home and the head-master took our class for the afternoon.

The next day my friend was on time and wearing shoes and the school shirt. He came with his father and uncles and his grandfather wore his First World War Maori Battalion uniform with his French medal and Military Medal. Also with them was Mr Gilchrist who wanted to see the signed incident book. There was no entry. The headmaster refused to resign to avoid scandal and would not sack the teacher. He would deal with it. The visitors left and classes resumed.

***My other friend was Hori, his third cous-

in. I used to go round to Hori’s place after church on Sunday. I was glad he was my cobber. It was always good to have a rough tough-guy as a mate in Te Aroha. The atmos-phere around his house was more informal and Hori’s aunty said that my friend’s folk were too posh for them. They didn’t know how to have a good time. But after the strap-ping incident, old family barriers seemed to come down, and there was a unifi ed anger against the Pakehas. Pakehas didn’t under-stand friendship I was told, but they looked after each other’s interests. (I was even at that age able to understand that I was includ-ed in Hori’s family and wasn’t a Pakeha to them.) The Pakehas had broken the Treaty of Waitangi and now they were cheating them of equal justice again.

Later that year the school burnt to the ground. But the musical instruments and the cricket bats and the

best children’s paintings and the past pupils’ military honour board with crosses beside the dead, were all found unburnt in the bike shed. Some fi reman must have rescued them al-though none could remember doing so.

The newspaper carried the fi re report. Rats had eaten old electrical wiring.

The next weekend the families combined and all the rela-tives were invited to my friend’s place. I went with Hori to Sunday lunch and a hangi feast.

Steamed food in baskets was dug up from the fi re pit. His grandfather prayed over it and we tucked in. Then full of tucker we slept on woven mats with dogs for pillows. The grandfather put his Bible box on the table and took out the massive book and turned to the right page. “David is our guest. He’ll read the story with a big voice so we can all hear. Don’t be shy. Start where David sings for Ariki Saul.” After-wards we were allowed to go swimming in the Piako River.

Once, after a storm, on a Saturday we swam out to an is-land but it was a drowned cow caught in a snag. As we tried to climb on the bloated beast it exploded. We were covered in muck and the smell didn’t wash off.

My family moved back to Auckland. Just before Hamil-ton the cat jumped out of the Morris 8’s window and ran off. I became very sick from a liver infection and spent a long time off school.

25 years went by. My father took me down to Gisborne and I told him of my friend. He said we could take a diver-sion and come back via Te Aroha. On the way he phoned old masonic lodge brothers so they could make enquiries. My friend’s family had moved to Thames but his uncle lived in Paeroa and wanted to see us. We drove up the path to the house and were welcomed and invited to dinner.

After we had eaten, the uncle said, “I must tell a tragic tale of how my nephew died. He caught some liver illness from the river. Old Dad said at the tangi that the boy was the best of us. He could have grown up to do any-thing. He could have been a prime minister or a general or a vicar. Now God had him. And Dad put his First World War medals in the coffi n with his grandson and said that they were for what he would have earned. Dad’s heart was broken and he never came right. He died soon after. But he said to my brother that the boy was crook after the fi re at school and took it real hard, and when he got sick he couldn’t fi ght the infection. He’d lost his confi dence. He just died. We know the boy is with God but we would’ve liked to see him grow to be a leader of his people.’’ There was a long pause before the uncle continued. “Dad said that the boy was blessed from the moment he fi rst breathed. He had mana. Even if none of us had actual-

ly lit the fi re, it was my brother’s fault and all of our fault. We should have prayed for the poor mad teacher. We shouldn’t have had thoughts of utu as Christ died to change all that. We should’ve left justice to Mr Gilchrist. Dad said everything in the world had gone wrong because no one should be outside the Law of Man and God. Soon after that the geyser became toxic from mining far off, and the hot spring were poisonous so the family moved away. I’m starting to understand the old man. Some things about courage were clear cut and easier to deal with in the Second World War. You knew what was what then. Now just keeping going is tough.”

He and my father shook hands. There was nothing we could say.

We left with a gift of a smoked wild duck, some home brewed beer and promises to keep in touch…

My father was a quiet man by nature and drove silently. After a long time he said, “We spend our lives learning things not written in the school curriculum. These people only have their dignity when very little justice is granted them. If the boy’s uncle is anything to go by, your friend must have been remarkable.”

Text and pictures by David Wansbrough

TEXTS FOR READING

55English


Our next sailing destination was Viti Levu, the biggest island of the Fiji archipelago, situated in the southwest Pa-cifi c Ocean.

It was an early warm morning when our M.S. Alexander Pushkin slowly approached the port of Suva, the capital of the Republic of Fiji. In the distance we saw one- and two-storey houses surrounded by magnifi cent tropical vegeta-tion.

My knowledge of the place was rather scanty. I know the islands were discovered in the 17-18th century by a Portu-guese seaman, A. Tasman and an English seafarer, J. Cook. Later many ships sailed in these waters, but seamen were afraid to put ashore as these islands had a very bad reputation and were known as the Cannibal Isles.

The population in all 333 islands came to about 700,000. The biggest island is Viti Levu.

On the pier we saw a brass band of 32 musicians wearing short black shirts and white trimmed skirts. They greeted us with military music. Our immigration formalities took only fi fteen minutes and all 400 British passengers and 170 crew members were allowed to go ashore.

I and Leonid, a pianist from the ship orchestra, joined a group of 30 tourists who were waiting on the berth for their guide. A brown-skinned middle-aged man with a mop of dark hair soon appeared and introduced himself: “I am Lesy, your guide. My grandparents were cannibals.” Hearing his words, an elderly English woman standing near him, shrank back.

“But I am not dangerous,” smiled the aborigine. He turned out to be a good and competent tour guide.

In excellent English, Lesy told us the most important in-formation about the country. From 1874 till 1970 Fiji was a British colony. The English rulers brought from India more than 300,000 hard-working Hindus and doubled the popula-tion of the country.

Agriculture is the basis of local economy. They grow sug-ar cane, coconut palms, mango, rice and sorghum.

He explained that “viti” in local language means “inci-sion” and “levu” means “big”. When people went into the jungle, they left big marks on trees in order not to get lost and fi nd their way back home. The word “suva” means a place fenced in with stones.

In 1970, Fiji became an independent state and established diplomatic relations with many countries including Russia. All children from 6-14 years go to school. The state language is English.

Recently, tourism has become the backbone of the Fiji economy. With easy access, along with a warm climate and a good hospitality infrastructure, famous Fijian friendliness makes Fiji one of the world’s most popular tropical destina-tions.

As the guide fi nished his narration, one of the tourists, a grey-haired gentleman, got up from his seat and said: “Mr. Lesy, thank you very much for your information but you did not say a word about cannibalism in Fiji. Is it not dangerous

for a tourist to walk on his own in a remote village in Viti Levu?”

“We do not hush up our disgraceful past. Many years ago, tribes on Fiji were constantly at war with one another. The victors ate their enemies. Eating an enemy was considered the ultimate humiliation, and some victims were kept alive while body parts were sliced off and cooked in front of them. Sexual organs were hung from trees as trophies of battle.

Cannibalism died in the mid-19th century as the warring came to an end and the islands adopted Christianity. It was a dangerous and heroic labour for missionaries to convert Fijian cannibals to Christianity. Some of them risked their lives and were murdered and consumed by their parishion-ers. We are going to Fiji History Museum and you’ll learn of Reverend Baker’s fate, who was sent to Viti Levu by the London Missionary Society.”

In fi ve minutes the bus stopped and we entered a spacious hall of the town’s museum. The main exposition was a big glazed showcase with a large photo of a man in his middle thirties with a rounded face. The inscription reads: “Thomas Baker, a missionary who was eaten by his parishioners in 1867.”

Lesy told us some details of his life. He was born in 1832 in Playden, East Sussex in the family of a carpenter. He be-came a missionary and was sent to Fiji in 1859, together with his wife. He travelled throughout Viti Levu and worked hard to convert the aborigines to Christianity. In July 1867, he came to a little village of Nabutautau (northwest of Viti Levu). The local tribal chief took Baker’s hat and Thomas, in trying to retrieve it, touched the chief’s hair. But this is taboo in cannibal culture. The chief ordered the murder of Thomas Baker.

Visitors can see the axe with which the savages mangled his body, a pot where they boiled the parts of fl esh, also there was a four-tonged fork with which cannibals ate slices of fl eshy meat. All the exibits were genuine, claims the inscrip-

CANNIBAL ISLES

In front of the President Palace in Suva



tion. Our guide said that this was the last registered case of cannibalism in Viti Levi. As to the other islands, the culi-nary tastes of Fijians changed very slowly. Old customs andhabits die hard.

Before leaving the museum, Lesy proposed the tourists visit the grave of Ratu Udre, a famous cannibal chief who, reportedly, had eaten 872 people. The elderly lady who was afraid of the guide, sarcastically asked: “Should we lay fl ow-ers on his grave?”

“Show us other and better tourist attractions in Suva!” suggested others, since all of them felt ill at ease after listen-ing to Lesy’s horrible stories about Fijian savages.

I and Leonid decided to roam the streets of the unfamil-iar town. Soon we approached a one-storey mansion with a signboard: Town Hall. The door was open and near it was sitting a brown-skinned man resembling our guide Lesy. “Good afternoon!” he greeted us. “Are you tourists from the Russian ship?”

“Yes,” we nodded.The watchman invited us to come in. We found ourselves

in a lecture hall. To the right of the entrance there was a stage with a black Steinway grand piano. Every pianist dreams to play such a musical instrument.

“Could we ask the man to allow me to play a Steinway?” Leonid inquired with agitation.

He approached the grand piano and touched the keyboard. The sound was clear and beautiful.

The guard switched off the light in the hall. There was only a small electric bulb on the wall of the stage.

Leonid began playing by heart F. Chopin’s nocturnes and waltzes, then F. List’s Love Dreams and the famous S. Rach-maninoff’s Prelude C Sharp Minor.

I was sitting on a chair in the back of the dark lecture hall listening. Leonid performed classical music for 35 minutes. Then, thinking, “We mustn’t outstay our welcome”, Leonid stopped playing.

At once we heard loud applause. It is the unexpected that always happens. The light was switched on and we saw about fi fty smiling men’s and women’s faces in the hall. Leonid bowed and we began leaving the stage. The guard came up to us and handed Leonid a basket with apples. It was a gift in return for his performance. We thanked the au-dience, wondering why they had given us such a common fruit, when their country grows bananas, mangoes, pine-apples, kiwis, peaches, avocados and many other tropical fruits.

Stepping outside the Town Hall, we saw the tourist bus approaching the mansion and we climbed aboard.

On our way to the port we dropped in at a local market. The traveller’s eye sees the clearest. We at once saw the pricesof different fruits: in Fijian dollars, bananas cost 10 cents for one kg, mangoes and pineapples 60 for one kg, but apples brought from Australia were 1.65.

Our impressions of cannibals’ descendants were verypositive: they are fond of classical music, amicable and socia-ble. Today, they are men of the world, abreast of the time.

By Evgeny Kunitsyn,former purser m/s Alexander Pushkin

“Alexander Pushkin” is welcomed by a brass band



Dymphna Cusack (21 September 1902 – 19 October 1981) was one of Australia’s most prolifi c and translated writers. Born in West Wyalong, New South Wales, she was educated at St Ur-sula’s College, and graduated from Syd-ney University with an honours degree in Arts and a diploma in Education. She worked as a teacher until she retired in 1944 for health reasons.

Cusack’s literary career took off in 1935 when her fi rst novel, Jungfrau, was published to critical acclaim. She wrote twelve novels, seven plays, three travel books, two children’s books and one non-fi ction book. Her collaborative novels were Pioneers on Parade (1939) with Miles Franklin, and Come In Spinner (1951) with Florence James. The drama Red Sky at Morning was fi lmed in 1944, starring Peter Finch. The biography Caddie, the Story of a Barmaid, to which Cu-sack wrote an introduction and helped the author write, was produced as the fi lm Caddie in 1976, starring Helen Morse and Jack Thompson. The novel Come In Spinner was pro-duced as a television series by the Australian Broadcasting Corporation in 1989.

Cusack’s books were translated into over 30 languages worldwide, making her one of Australia’s most translated au-thors. In 1963, Cusack was a founding member of the Aus-tralian Society of Authors. In 1975, she was named Woman of the Year by the Union of Australian Women. In 1976, she refused the Order of the British Empire due to her repub-lican ideals, but in 1981, shortly before her death, she was appointed a Member of the Order of Australia (AM) for her contribution to Australian literature.

The scene of the novel Say No to Death is laid in Sydney. The main characters of the book are Bart, a young Austral-ian soldier who has just returned home from Japan and Jan, the girl who loves Bart and is sincerely devoted to him. At fi rst, Bart treats Jan lightly, but when it turns out that the girl is seriously ill he understands that he does not want to lose her.

Three children came running along the deck, sliding unstead ily, as the Curl Curl rolled in a swell. The smallest of them stag gered, lost his balance and lurched against Jan. Her arm went round him to steady him and he looked up to her and grinned into her face showing the gap in his front teeth.

“Sorry, miss.” She smiled back at him reassuringly. Bart thought that when she smiled like that it was like

watch ing a light go on inside her. Then the child straightened himself and was gone after the others, skittering and lurch-ing and laugh ing aloud for sheer joy.

“Funny little kid,” Bart looked after him.“I love them when they lose their front teeth. It does

some thing to you when they smile at you out of a mass of freckles, doesn’t it?”

Bart’s voice was suddenly bitter. “It doesn’t do anything to me. I reckon that people who have kids the way things are today are mad.”

Jan glanced at him, the light going out of her face. “I don’t know how you can expect people to stop living just because the world’s in a mess. After all, if you want anything worth having, you’ve got to take a risk.”

Bart tossed an empty cigarette packet over the rail, his mouth hard, his eyes shadowed.

“Depends on how you look at it. I suppose if somebody didn’t look at it that way, and everybody stopped having kids, there’d be no cannon fodder for World War Three.”

He spat out the words savagely. Jan looked at him tearing the cellophane from a new packet of cigarettes, a furrow between her eyes. If only she could fi nd what lay behind the moodiness that settled over him at times! It was as though he had a grudge against life, she thought, watching the lines that carved his cheeks from the rim of the nose to the mouth, so set that you forgot he could ever smile. The sun glinted on his wind-blown hair and on the weather-tanned face. It’s an old face for twenty-fi ve, Jan thought, watching the wrinkles that fanned out from eyes to temple. It’s hard to believe it’s only two and a half years since I met him, and that then he was only a boy. Now he’s a man, and not a young man. If they told you he was thirty-fi ve you’d believe it. I wish I’d known what he’d been through up there in the jungle, but he shuts it all away from me or makes a joke of it unless he’s had too many drinks. It’s only then some of the hurt comes out.

The ferry’s bell clanged warningly. There were yells from the lower deck and they felt the boat shudder as its speed slackened. A yacht lay across the ferry’s path, and they watched it as it rocked slowly in the swell, the sails fl apping idly in the momentary calm. Then the fi rst puff of the nor’-easter ruffl ed the sea and fi lled the sails, and the craft moved off, stately and insolent, and the ferry picked up speed and went on.

Jan felt the pressure of Bart’s body against hers, as she stood by the rail looking across the water to where the dark trees ran down to Forty Baskets Beach and the sand curved golden against the olive green. She gazed at it, feeling the shadow of Bart’s inex plicable mood heavy upon her. And then his arm came around her shoulders and the feeling van-ished as his voice whispered against her ear: “Great to think we’ve really got ten days together, isn’t it?”

VOCABULARY AND GRAMMAR TASKS1. Translate the following word combinations into Russian. Describe the situations in which they were used.• to slide unsteadily• to lose one’s balance• to smile back reassuringly• for sheer joy• to be in a mess

SAY NO TO DEATH by Dymphna Cusack



• to take a risk• to spit out words savagely• to have a grudge against smth• a weather-tanned face• to feel the pressure

2. Study the following:1. to stagger – to walk or move unsteadily, almost falling

over [= stumble]. E.g.: The old man staggered drunk-enly to his feet.

2. to lurch – to walk or move suddenly in an uncontrolled or unsteady way. E.g.: Paul lurched sideways as the boat rolled suddenly.

3. to steady – to hold someone or something so they be-come more balanced or controlled. E.g.: When she looked as though she was going to fall, Eddie’s arm im-mediately went out to steady her.

4. to grin – to smile widely. E.g.: She kept grinning at me as if we were old friends.

5. gap – a space between two objects or two parts of an ob-ject, especially because something is missing. E.g.: The neighbors’ dog got in through a gap in the hedge.

6. to skitter – to move very quickly and lightly, like a small animal [= scurry]. E.g.: Something skittered across the alley.

7. to reckon – to think or suppose something. E.g.: Do you reckon he’ll agree to see us?

8. to toss – to throw something, especially something light, with a quick gentle movement of your hand. E.g.: She crumpled the letter and tossed it into the fi re.

9. furrow – a deep line or fold in the skin of someone’s face, especially on the forehead [= wrinkle]. E.g.: A deep furrow appeared between his brows.

10. to glint – to give out small fl ashes of light [= sparkle]. E.g.: The gold rims of his spectacles glinted in the sun.

11. yell – a loud shout. E.g.: She let out a yell when she saw me.

12. to shudder – to shake violently. E.g.: The car shuddered briefl y as its engine died.

13. to slacken – to gradually become slower, weaker, less active etc. E.g.: The boat surged forwards as he slack-ened the rope.

14. stately – done slowly and with a lot of ceremony. E.g.: She turned and walked back in the same stately manner as before.

15. inexplicable – too unusual or strange to be explained or understood [= incomprehensible, strange]. E.g.: For some inexplicable reason, he felt depressed.

16. to vanish – to disappear suddenly, especially in a way that cannot be easily explained. E.g.: My keys were here a minute ago but now they’ve vanished.

3. Make up as many sentences as you can using the words from exercise 2.

4. Read the sentences below. Use the word given in capitals at the end of each line to form the part of speech that is necessary.

0) Can you straighten your leg? STRAIGHT

1) By my ________, we have 12,000 clients. RECKON

2) She used to ________ you with her politeness. MAD

3) Anne left Germany with the ______ of seeing her family again before very long. EXPECT

4) Doctors say it’s too ________ to try and operate. RISK

5) Keith had seemed ________ all morning. MOOD

6) He ________ admitted he’d been wrong. GRUDGE

7) The plot is ________, but the characters aren’t very interesting. BELIEVE

8) The weather report gave a ________ of more snow and icy roads. WARN

9) There was no water ________ in the bathroom this morning. PRESS

10) The lamp suddenly went out, leaving us in ________. DARK

Key: 1) reckoning; 2) madden; 3) expectation; 4) risky;5) moody; 6) grudgingly; 7) believable; 8) warning; 9) pres-sure; 10) darkness

5. Open the brackets choosing a suitable form.0) Grinning (to grin) shyly, he offered her a drink.1) We already ________ (to show) our critics that we can

succeed.2) He can make people __________ (to smile) just by

walking into a room.3) Tony ________ (to laugh) so hard he had to steady him-

self on the table.4) I didn’t know why Mike _______ (to lose) his appetite.5) We ________ (to expect) Alison home any minute now.6) It’s no use ________ (to take) a risk in such a situation!7) Derek’s eyes ______ (to glint) when he saw the money.8) I wish he ________ (to believe) me.9) He doesn’t want ________ (to hurt) by his colleagues.

10) They made me ______ (to whisper) these words again.



Key: 1) have already shown; 2) smile; 3) was laughing/laughed; 4) had lost; 5) are expecting; 6) taking; 7) glinted; 8) would/could believe; 9) to be hurt; 10) whisper.

CHECKING COMPREHENSIONSay whether these statements are true or false.

True False1. Bart felt tenderness when kids smiled at him.2. Jan thought that people who had children were mad.3. Jan didn’t know the reason for Bart’s moodiness.4. Bart’s face was old for twenty-fi ve.5. Bart and Jan met each other fi ve years ago.6. Bart told Jan many interesting stories about his life in the jungle.7. Bart and Jan were going to spend two months together.

Key: 1) false; 2) true; 3) true; 4) true; 5) false; 6) false;7) false.

DISCUSSING THE TEXT1. Say why:1. It seemed to Jan that Bart didn’t love kids.2. There was a furrow between Jan’s eyes.3. Bart didn’t look his age.4. Bart didn’t tell Jan about his life in the jungle.

2. What can you say about the main characters of the story (Bart and Jan)? Pick out all the words, word combina-tions and quotations where their characters become most revealed.

3. Comment on the words.• “… I reckon that people who have kids the way things are

today are mad.” (Bart)• “I don’t know how you can expect people to stop living

just because the world’s in a mess. After all, if you want anything worth having, you’ve got to take a risk.” (Jan)

4. Make up a dialogue between Bart and Jan. They are dis-cussing how they imagine their future life together.

Светлана Юнёва,Губернский профессиональный колледж

РЕК

ЛА

МА

60English


TIM MINCHIN

YOUTH ENGLISH SECTION

Tim Minchin is maybe one of the most unusual artists you have never heard about. He is an Australian poet, composer, singer, musician, actor and comedian. He is best-known as a performer who creates entertaining cabaret shows.

Elaborating on this, Tim Minchin says that his songs “just happen to be funny, and he fi nds himself primarily as a songwriter and musician. However, he said in one of his interviews: “I’m a good musician for a comedian and I’m a good comedian for a musician, but if I had to do any of them in isolation I dunno.” That means that his strength is his synthesis of both comedy and music. Indeed, a lot of his songs are full of humor and satire on the modern world and its troubles, traditions and lifestyle. He also writes songs in which he dramatizes different sides of human relationships.

One of those songs is “If I didn’t have you”. When you hear the name of this song for the fi rst time, you may suspect that it is an ordinary song about love and suffering. How-ever, this song is surprisingly different, for example, from a famous song “Est si tu n’existe pas” written by Joe Dassin. In the beginning of “If I didn’t have you” the problem is stated:

If I didn’t have you to hold me tightIf I didn’t have you to lie with at night <…>And to kiss me and dry my tears when I cry…

He then asks himself, “What would happen, if I didn’t have my love?” A practical answer to this question and a solution of this moral issue is found in the next line:

“Well, I really think that I would… Have somebody else.”

Tim Minchin takes the topic of a love relationship and stands it on its head. It is not easy to fi nd other poets or song-writers who wrote about changing the object of affection so easily. In comparison with Joe Dassin’s song, Tim Minchin breaks with the literary tradition of “there’s only one pos-sible true love” and “it is impossible to love another”. The lyric hero tries to put logic over emotion:

I mean I reckon it’s pretty likely that, if for example,My fi rst girlfriend Jackie hadn’t dumped me,After I kissed Winston’s ex-girlfriend NeahAt Steph’s party back in 1993…

and he understands that there were some events in the past which had an impact on his life today and on his relationship with a woman that he loves. That is why the lyric hero builds different versions of his life in his imagination:

But of the 9,999 hundred thousand possible loves,Statistically some of them would be equally nice.<…>If I were a rich man,And did a diddle diddle <…>I guess I would be with a surgeon or a model Or with any of the royals or a Kennedy.

Here it is important to notice that words such as “surgeon”, “model”, “royals” and “Kennedy” exist in a space of two

lines not because he doesn’t know the difference between them. They are grouped together to emphasize the main idea that rich women are more suited to marry rich men.

The lyric hero of this song images one more parallel real-ity:

Which is to say, there exists A theoretical, hypothetical parallel life,Where what is is not as it is, And I am not your husband and you are not my wifeAnd I am a stuntman living in LAMarried to a small blonde Portuguese skier…

The reason why the writer shows us these alternate lives with lots of details is that it looks more truthful and realistic than abstract space.

However, there are not only imaginary lives of our hero, there are also pictures of his real life, which help us to under-stand the whole process of his thinking:

I think you are unique and beautiful You make me happy just by being around...

Moreover, it is important to notice the key phrases, such as:

Your love is one in a millionYou couldn’t buy it at any price...

Which means that one’s object of love is invaluable and precious. This comparison between the reality of the hero and his theoretically possible alternative lives is a creative method of revealing the core value of one life that all people have.

These words and combination of humor and serious con-clusions which we can see during the continuation of this song, open the door to understanding the main idea:

Our songwriter stresses that it is very important to appre-ciate people who are beloved by you. One chance encounter in the past could reshape your whole future. That means that love and fate can exist apart and together at the same time.

I love Tim Minchin’s songs because they are meaning-ful and they have amazing instrumental music. Moreover, if you want to take aesthetic pleasure in music, you have to watch his shows online and enjoy the atmosphere of his funny cabaret show.

In Tim Minchin’s performances everything is important: from rhythm to his facial expression. That is why he is not only a person who is enjoyable to listen to, he is also very nice to look at. And that is why he has already stolen hearts of millions of people all around the globe.

By Victoria Zakharova

61English TEACHERS FORUM


Yesterday Facebook kindly reminded me that the very same day a year ago I published a photo. In it, I’m standing beside my alma mater holding my honors degree, carelessly grinning from ear to ear. My absolute happiness is quite un-derstandable: you see, behind my back there are fi ve years of lectures and seminars, numerous theses and essays, three fi nal examinations. On the other hand, a great future is re-served for me. I have succeeded in a job interview and I’m an English teacher. Can you imagine that? This was a summit of my ambition at that time. For two months, I was looking forward to the beginning of a school year. If only I knew...

No, no, this is not an essay of a former teacher about the biggest delusion in her life and the most dreadful school year (to be exact, it’s pretty much the other way). It’s rather a confession of a newcomer.

...So there I was in October, feeling like a small child, whom parents brought to sea and he couldn’t swim. Well, in my case, university professors were my parents who had explained every small detail about water body school and various techniques and secrets of swimming teaching and in September they just pushed me off the pier and said “come on, sweetie, swim!” To be fair enough, I had some lessons in my bathroom at university practice, but it didn’t change much. What I’m trying to say is that I didn’t have enough practice at university. In total, I spent three absolutely uncon-scious months at school just to observe formalities. Thanks to them I got a demo version of school life, its system, some sort of scheme of how a lesson should be held. However, the biggest neglect, to my mind, was that we didn’t analyze our lessons and didn’t get an objective evaluation of our work. That is why it took me some time to get into the habit of re-fl ecting on each lesson, and later it taught me to comprehend my actions and reduce the amount of ineffective ones.

I was also quite indignant that at university we didn’t have the following subjects: Parentology (where it was explained how to communicate with parents, how to stay reasonable, polite and how to calm them, or maybe sometimes give hope), Crash Course of Remedies for Teachers (where they tell about different herbs like sage, camomile for a nervous system, lozenges for a sore throat, sleeping pills and other

medicines against teachers’ illnesses) and a course of semi-nars, where experienced teachers help you answering the fol-lowing questions: how to sleep at night? what to do if you run out of coffee too fast? how to convince your family that you are normal? twitching eyes, trembling hands and baggy eyes at the end of term, is it ok? Instead of PE, I would rath-er suggest yoga classes to learn to abstract your mind from fuss and noise. Banter aside, but this is the knowledge that I lacked during my fi rst year, because at the end of it I felt so exhausted and desperate as if I was sledding all of my stu-dents. Up the hill. In spring. With no snow.

Talking about diffi culties, I must confess that there were a lot. Notwithstanding the fact that you are a newcomer for your colleagues and students and you need to establish credi-bility and learn to be part of a team, you will also have to face the realities of a concrete school. We had quite a distinct objective – to motivate students to learn English in a mixed ability class. It made life even more diffi cult than I expected it to be.

By trial and error I also found out that a certain plan or a concrete scheme does not work all the time. To be honest, I tried to ease my routine and to organize lessons in some sort of a pattern, which in my head fi tted all groups of all ages. How silly of me! There is no way to ease your routine if you are a teacher. To me teaching is the same as balancing or even as an everlasting search for the golden mean, if I dare to say so. What I’m trying to say is, that you shouldn’t be too strict or too gracious, too involved or too detached, too friendly or too bossy, you need to be able to strike a perfect balance. It is rather challenging to stop in time not to become a teacher who entertains, rather than educates, at least it was for me. Keeping in mind the fact that we work in mixed abi-lity groups, it is hard to sustain motivation of strong students and to facilitate the learning process for weaker ones at the same time. The best thing you can do is to learn to be fl exible and to always have a backup plan.

After a year of the resentment at my professors for their push on the quiet I considered for a moment: what if it was just the thing I needed? what if this was the beginning of the only one possible way to the formation of a teacher with capi-tal letter T and thus I’m making tiny steps to my goal? And the resentment has disappeared. What is more I realized that this is the solution to my problem with sledges, too. My les-sons turned out to be teacher-centered and to ease my routine I need to push students off the pier and be there for them if they need help.

Despite all these groans and moans, I’m really proud of myself, because I have managed to reach the shore. Of course, I would have never done it without a life jacket my colleagues and my mentor, who were always there for me with advice, a portion of criticism, their experience, and good sence of humour.

By Julia KaluginaSchool No. 179, Moscow

CONFESSIONOF A NEW COMER

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