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Журнал для тех, кто преподает No.11–12 и изучает английский язык eng.1september.ru Учебно-методический журнал Английский язык Around the English-Speaking World The Commonwealth of Australia

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

ноябрьнооябрь–дб ь–дек–ддеккабабрьб

1september.ru 2016

АНГЛИЙСКИЙ ЯЗЫК Подписка на сайте www.1september.ru или по каталогу “Почта России”. Индексы: 79002 INSIDE NEWS IN BRIEF Сдвоенные номера выходят 1 раз в 2 месяца Russian ELT News ...... 3 Издание основано в 1992 г. PROFESSIONAL DEVELOPMENT Главный редактор: Елизавета Богданова Speaking in Tongues ...... 4 Консультанты: Stephen Lapeyrouse, Erin Bouma Научный редактор: Г.Гумовская The Discourse of Creativity in ELT ...... 6 Корректура: М.Гардер METHODS OF TEACHING Набор, верстка: Г.Струкова "I Had Them in My Head" ...... 10 FOCUS ON LANGUAGE ИЗДАТЕЛЬСКИЙ ДОМ “ПЕРВОЕ СЕНТЯБРЯ” Генеральный директор Australian English Idioms ...... 13 Н.Соловейчик British and Australian English Vocabulary ...13 Главный редактор А.Соловейчик CLASSROOM ACTIVITIES Коммерческая деятельность Folk Tales around the World ...... 15 К.Шмарковский (финансовый директор) Реклама, конференции и техническое Tanzania: Building a Local Health Centre ...16 обеспечение Uganda: Gorilla Conservation П.Кузнецов Производство through Public Health ...... 17 С.Савельев Zambia: Community Radio Calling ...... 18 Административно-хозяйственное обеспечение А.Ушков Zimbabwe: Writer and Filmmaker, Педагогический университет Tsitsi Dangarembga ...... 19 В.Арсланьян (ректор) Expressing Regrets about the Past ...... 48 ЖУРНАЛЫ ИЗДАТЕЛЬСКОГО ДОМА: Wishes and Regrets ...... 49 Английский язык – Е.Богданова, Библиотека в школе – О.Громова, LESSON PLANS Биология – Н.Иванова, Сокровища Австралии ...... 20 География – и.о. А.Митрофанов, Дошкольное образование – Д.Тюттерин, "Noughts and Crosses" ...... 23 Искусство – О.Волкова, TOPICAL JOURNEY История – А.Савельев, Классное руководство Australia ...... 27 и воспитание школьников – А.Полякова, SCHOOL THEATRE Литература – С.Волков, Математика – Л.Рослова, The Wizard of Oz ...... 39 Начальная школа – М.Соловейчик, TESTS Русский язык – Л.Гончар, Физика – Н.Козлова, Five-Minute Tests ...... 43 Французский язык – Г.Чесновицкая, PREPARING FOR EXAMS Школа для родителей – Л.Печатникова, Школьный психолог – М.Чибисова Australia ...... 43 Подписной индекс FOR YOUNG LEARNERS По каталогу Почта России: 79002

The Time to Rhyme ...... 46 Учредитель: ООО «Издательский дом “Первое сентября”» Зарегистрировано ПИ № ФС77-58393 от 18.06.14 TEXTS FOR READING в Роскомнадзоре Подписано в печать: по графику 05.10.16, фактически 05.10.16 What is Accessible? ...... 50 Отпечатано в АО “Первая Образцовая типография” Филиал “Чеховский Печатный Двор” Justice ...... 53 ул. Полиграфистов, д. 1, Московская область, г. Чехов, 142300 Сайт: www.chpd.ru. E-mail: [email protected] Cannibal Isles ...... 55 Тел.: 8(499)-270-73-59 Say No to Death ...... 57 Цена свободная Заказ № Тираж YOUTH ENGLISH SECTION 900 экз.(бумажная версия) Tim Minchin ...... 60 21000 экз. (электронная версия) Адрес редакции и издателя: TEACHERS FORUM ул. Киевская, д. 24, Москва, 121165 Телефон: (499) 249-0640 Тел./факс: (499) 249-3138 Confession of a New Comer ...... 61 E-mail: [email protected] Отдел рекламы: (499) 249-9870 www.1september.ru This sign indicates that additional materials can be found in Издательская подписка: (499) 249-4758 Subscriber’s Personal Account on www.1september.ru. E-mail: [email protected]

Unless otherwise indicated images in this issue are from shutterstock.com facebook.com/School.of.Digital.Age Dear Reader! NEWS IN BRIEF English Welcome to our November-December issue of English! Even though the fi rst winter month presupposes some 3 RUSSIAN ELT NEWS November– snowfl akes and Christmas carols on the front page of the December 2016 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 National Association of Teachers of English (NATE) could tell our readers at least one story of this faraway invites you to follow the news and participate in the land. You are already puzzled by the word ‘voice’, aren’t events of your local English teachers associations. you? But it is the sound of the voice which we believe Our annual XXIII Conference for teachers of English every reader of our journal will hear when reading the from all Russian regions will take place in Kolomna in lines from the story written by Nikolay Nikolayevich April. Learn more at www.nate-russia.ru. 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 the spiritual and literary life of Australian continent. As recently 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 Moscow English Language Teachers Association are offering you an inspiring article by Griselda Beacon announces annual festivals and contests: ‘The creativity discourse in ELT’ and an interview with XII MELTA Poetry Festival in February. For students the guru of grammar studies Raymond Murphy, who was of the 8-11 forms. Participants present their own poem kind to share his views with Alexandra Chistyakova, our on one of the topics announced prior to the contest. regular reporter. XII MELTA Storytelling Festival in March. For stu- We would like to attract your special attention to page dents of the 3-8 forms. Participants present their own 9 where you can fi nd a clue to getting an opportunity to three-minute story. experience an online course with Norwich Institute for XII MELTA Public Speaking Contest in April. For stu- Language Education for free! dents of the 8-11 forms. Participants present a three- In exploring Australian studies, we came to believe minute speech on one of the four topics announced that regardless of your starting point, you can achieve a prior to the contest. lot provided you work in a good team and have a well- developed sense of humour! We want you to enjoy the Criteria and topics for all the festivals and contests free spirit of our Aussie issue and to become inspired to are announced at elt-moscow.ru. consider looking at your teaching practice from the other All students get certifi cates of participation, best side of the fence! speakers get prizes and diplomas, teachers get letters of gratitude from MELTA. By Elizaveta Bogdanova, Editor-in-Chief GIFTS FOR OUR SUBSCRIBERS If you teach blind and visually impaired students you need tools to meet their needs. Grammar Cube Уважаемые подписчики (ГрамИК) by Peter A. Stepichev is designed to translate 364 sentences from Russian into English, includ- бумажной версии журнала! ing special and general questions in Present, Past and Future Simple, imperatives and modal verbs. The Все подписчики журнала имеют возможность получать электронную версию. words on the model are given in Braille so that BVI Для получения электронной версии: students can rotate the cubes and read the sentences 1) откройте Личный кабинет на портале “Первое they create. сентября” (www.1september.ru). Subscribers of English who teach BVI students can 2) В разделе “Газеты и журналы/Получение” get the “Grammar Cube” distributed under the Ameri- выберите свой журнал и кликните на кнопку “Я can Center grant for free. Learn more on conditions – подписчик бумажной версии”. and limitations: 3) Появится форма, посредством которой вы www.facebook.com/gramikbvi/ or сможете отправить нам копию подписной кви- via e-mail [email protected] танции. После этого в течение одного рабочего дня Peter A. Stepichev SPECIAL OFFER! будет активирована электронная подписка на MELTA vice-president, NATE executive director весь период действия бумажной. English PROFESSIONAL DEVELOPMENT 4 November– SPEAKING IN TONGUES December 2016

Several years ago, a large group of various Walking around in the famous Quartier Lat- EU specialists came to Akademgorodok near in, the Latin Quarter in Paris, France, this past Novosibirsk to make a presentation in the lo- spring, I could see the educational system in cal House of Scientists. The main purposes of action. There are many schools, universities, this important visit were, fi rst, sharing informa- lyceums, institutes, and academies in this part tion; and second, future recruitment. The local of the city. La Sorbonne, one of the oldest and students, researchers and teachers listened to most renowned universities in the world, is just the descriptions of available academic schol- a fi ve-minute walk away. Book stores abound, arships and grant programs. The visitors also it seems that every second door houses a nice cited some very impressive statistics. For in- little or big shop where one can browse for stance, only straight-A students could apply hours. Antique books of course may display with the hopes of success; out of the huge book prices which look like cell phone num- number of applicants, only 5% were annually bers. But academic books, second-hand book chosen. The cream of “the cream of the crop”, corners draw lots of customers. so to speak. It is obvious by their faces, and by the mul- Stage 1 involves gathering lots and lots of titude of languages spoken with the clear pre- documents which are to be sent to the rele- dominance of English as an international com- vant centers. Every applicant has to take an munication tool, that the absolute majority of international language exam, be it TOEFL, residents are scholars of all levels, ages and IELTS, DAF or any other; the results should professions. It is also obvious that all of them not be lower than the required level or number work a lot, be it at their studies, lectures or sci- of points. Computer skills are not even men- entifi c research and experiments. tioned since they are a given. There may be some tests and examinations to be performed In years past, one could hear the following via the Internet or Skype. sweeping generalization: the French (the Ger- mans, the Italians...) do not speak English. In If a person receives a scholarship, they fact, it seemed that only in the Scandinavian need to obtain a visa, to buy a ticket, and ar- countries and Holland one could expect practi- range medical coverage. They may also be cally everybody to be able to understand Eng- asked to provide recommendations, fi nancial lish. The situation is different today. The Euro- guarantees, and instructed to open up a bank peans know the value of education. account prior to their arrival. This is indeed a lengthy process. The competition is high, the The former debate on whether we should criteria are tough. Once accepted, all the stu- use the abbreviation EFL or ESL is replaced dents need to do is study well, maintaining a by EIL; indeed, what we now teach is English grade point average of “Good”, to use a famil- as an International language. There is a per- iar system, or better. Of course, the better the haps unique feature of la vie Parisienne which results, the more opportunities for their future shows that English is more or less incorporat- career they may have. ed into daily life.

Paris is famous for its many historical monuments. 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 PROFESSIONAL DEVELOPMENT English 5 November– December 2016

book. Chances are you will fi nd it there. The The challenges teachers face today are Abbey, located near St. Severin Church, is a vastly different. There is a fl ood of newcomers pleasant book shop where one can relax af- who often have no idea of what school is, let ter a few hours of sightseeing. These are just alone what such odd concepts as discipline a few places where well-educated customers and motivation mean. For the Western world, spend some time searching for some books teenagers are still children, unaccompanied and speaking English. minors. In other cultures a fi fteen-year-old boy is a soldier and adult. Unimaginable situations When I read yet another interview with arise, for instance, both male parents and ad- a recent arrival to Europe, I cannot help but olescents who are required by the European wonder. “I want to study (any subject)... I want law to attend school, erupt into disobedience a good job... I want a nice house... I want to and protest simply because most teachers are live in a rich country...” What makes people female. We know perfectly well that even one think that they can get whatever they wish just disruptive student may turn any lesson into a by stating their desires, in a country which is circus. If a group of them is suddenly thrust into not their own? As an old saying goes only the a class, what may happen? How are teachers cheese in a mousetrap is free. supposed to cope? Honestly, I don’t know.

Europe did not just appear overnight in its My grandmother began her work as a present shape, it is the result of centuries of teacher at age 14, during the revolution. She hard work by its people. Getting a good educa- taught young adults of both sexes how to read tion, speaking English fl uently, acquiring solid and write. She used to tell us that they were computer skills do not magically materialize, respectful at the lessons – and played hide- they also involve a lot of hard work. and-seek or lapta afterwards. She became her school’s headmistress at 24. She survived two As a teacher trainer and an author of nu- wars and raised a large family. And somehow merous methodological articles, I am used to she managed to continue her studies through- discussing the many challenges EL teachers out her life. When she passed away at 84, face globally. My twenty years of doing inter- thousands of people came to say their fi nal national Internet projects has given me a lot of goodbye. Even we, her immediate family, had material, and a lot of insights. There are some no idea how many people’s lives had been in- staples in my list of topics, like discipline, fl uenced by her. motivation, self-development. Young teachers are often concerned with parent-teacher Today, I often think of her unfl agging enthu- communication. At any age and level, the four siasm for learning and teaching, for helping traditional skills (reading, writing, listening, others. Like her, I believe that Good will pre- speaking) need to be honed. When I hear a vail. After all, sowing the sensible, the good beginner colleague say blithely, “I know Eng- and the eternal is what we teachers do. lish already”, I tell them that I have not yet grown into this stage. For me, any language By Nina M. Koptyug, Ph.D., is a constantly evolving, living and breathing Novosibirsk mechanism. There is never any limit to acquiring new knowledge. Picture above: www.galleriesinparis.com English PROFESSIONAL DEVELOPMENT 6 November– THE DISCOURSE December 2016 OF 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 of group work, in which a great deal of creative work happens And think low and think high. when people interact with other people. Moreover, whenever Oh, the thinks you can think up Sir Ken Robinson, an international advisor on education in If only you try!” the arts, insists in his TED talks, interviews, videos and ar- Dr. Seuss ticles that creativity is putting your imagination to work, he stresses the fact that there is a need for a pedagogy that cre- One of the central aims of formal education nowadays is ates conditions in classrooms to encourage students to think to help students develop critical thinking skills that will en- creatively and imaginatively by giving them tasks that are able them to become independent and responsible citizens, stimulating to work on. He affi rms that creative thinking can both locally and globally. An updated version of Bloom’s be learned and developed through education and practice. taxonomy on Critical Thinking (Anderson and Krathwohl, 2001)1, positions “Creating” at the top of the pyramid of The examples to illustrate how creativity works in ELT are cognitive development. This article delves into the role of taken from a classroom experience at ENSLV “S.B. Span- creativity in foreign language teaching and the intricate re- genberg”, in Buenos Aires, Argentina. During 2015, I was in lationship between creative and critical thinking. It provides charge of a fi rst year secondary class that was part of a pilot concrete examples from classroom work in secondary school project to introduce bilingual education in state secondary with teenagers in Buenos Aires, Argentina. schools. I taught “Aesthetic Discourses”, one of the new sub- Until now, creativity has mostly been considered relevant jects added to the curriculum. There were 30 students, boys within the affective domain. It has been used to help students and girls, aged 13; the language of instruction was English express their emotions through art, to resolve certain diffi cult and we had three 40-minute periods per week, one block of issues in the classroom such as bullying, phobias, bereave- 40 minutes and one of 80 minutes. The level of English was ment etc. and, in many contexts, Art is placed in between intermediate (equivalent to B1 according to the CEFR). highly intellectual activities like Maths or Physics so as to The aim of the subject was to teach students the main give students time to cool down mentally. The challenge now characteristics of (and differences between) the discourses is to become creative in the cognitive domain as well. of diverse artistic domains. It included poetry, narrative, Creativity has been labelled in many different ways, all of drama, visual arts, the cinema, music, dance and any other them divergent from the hegemonic pedagogical approaches means of artistic expression in the contemporary world. It in teaching. It has been called non-linear thinking, out-of- intended to show the variety of unique ways of expressing the-box thinking, back-door thinking, lateral thinking, side- ideas, feelings and thoughts. As soon as I started teaching, ways thinking, spontaneous thinking and low probability I gave this aim a twist and added another dimension that thinking. All of these show that creativity is often considered complemented it: the class had to become a laboratory for marginal to the main pedagogical discourses and is supposed the students to experiment, experience and try out their own to contribute to education tangentially. This peripheral status ways of expressing themselves, following the models of the strongly affects the inclusion of creativity as an essential part aesthetic discourses they were learning about. The purpose of our teaching. Researchers and practitioners, however, give was to offer students another opportunity to use English to importance to creative thinking. Carol Read, for example, express themselves and experiment with the language in includes creativity as one of the eight principal segments of freer contexts while they were learning about the diversity the “C-Wheel,”2 a tool she developed to help teachers create of discourses that surround us. The theory I used to cre- optimal conditions for children’s language learning. Howard ate optimal conditions for creativity in the classroom was Gardner, who developed the theory of multiple intelligenc- “Flow.”3 This theory, developed by the psychologist Mi- es, affi rms that creativity is about liberating human energy, haly Csikszentmihalyi, focusses on “optimal experience,” which relates to Sir Ken Robinson’s view of the importance that is, the state of consciousness called fl ow that makes PROFESSIONAL DEVELOPMENT English 7 November– December 2016

an experience genuinely satisfying. During fl ow, people are so much depends totally involved in, focused on and motivated by what they upon are doing, so that nothing distracts them. It is the state considered to be ideal for learning. In foreign language teach- a purple ing, fl ow happens when teachers plan motivating activities car that have the appropriate language input for the students’ level and pose meaningful challenge. stuck in the mud drowning the unicorn From all the activities we carried out throughout the year, I have chosen two of them to exemplify how creativity, criti- The point of view of the poetic voice was Jack’s, the cal thinking and fl ow work in real school contexts. In both protagonist of the novel, but even if the students positioned examples, a variety of aesthetic discourses interact and over- themselves in the protagonist’s shoes, they also added ele- lap. ments that were their own: the colour purple and the uni- The fi rst activity was actually the second one in the syl- corn. labus. It came after some work done on drama. We began The writing of this fi rst poem as a whole-class activity by reading a book called Love That Dog (2001) by Sharon was the threshold to the second task: individually or in pairs, Creech, a novel written in verse. It is the story of Jack, aged students had to write a personal response to Jack, following 11, who learned to express himself through poetry thanks to the model of the shape poems they had read in the book (The the help of his teacher, who motivated him to do so by giv- Apple by S.C. Rigg and the ‘fi ctional’ poem of Jack’s My ing him different poems to read and to react to in the form Yellow Dog): 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 depends They chose their partners, decided on what to do, started upon 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 a red wheel and we displayed the poems on the walls of the classroom. barrow Here are some examples of the work done:

glazed with rain water

beside the white chickens.

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, offered herself to “draw” the poem as well. Adding the drawing 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: English PROFESSIONAL DEVELOPMENT 8 November– December 2016

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 Both examples show that using a pedagogical approach book they liked the most. One of the aspects of the task they based on teaching through the arts allows for creative think- had to comply with was the inclusion of relevant quotes from ing to develop and for fl ow to take place. The shape poems the book inside their body walls to illustrate the character´s made students see the potential they had and the body walls personality. The completion of the whole activity took two- were an outburst of creativity that was boosted by group and-a-half weeks. All of it was done at school and students work. Throughout this process, in my role as the teacher in brought all the material they needed (cardboard, pieces of charge, I could observe, analyse and register their behaviour cloth, wool, markers, paint, etc.) to do it. These are some and their learning process. I learned to pay attention to their pictures of the work done: 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 teenagers, 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 instructions 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 thinking. Group work, on the other hand, gave them the opportunity 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 PROFESSIONAL DEVELOPMENT English 9 November– December 2016 could put themselves in somebody else’s shoes and develop refl ect upon their progress, I also became aware of my own compassion and empathy. Their responses to Jack’s loss of transformation as a teacher. I have gained much more con- his dog were a clear example of how they felt moved by fi dence in planning activities that involve group work since the protagonist’s suffering. In the case of the body walls, by I have seen the liberation of creative energy in human in- looking for the best quotes to epitomise their characters, they teraction. In other words, these examples show that crea- worked on focused reading. Working through the arts also tive thinking skills are necessary in formal education since gave us a different sense of space and we appropriated every they are common to both the affective and the cognitive single corner of our room and of other areas of the school; domains. the desks, the fl oor, the hall, the playground, for example, were perfect settings for us to use. Endnotes: 1 http://ii.library.jhu. To conclude, it is important to highlight that these tasks edu/2015/01/30/a-guide-to- were incredibly rewarding for everyone involved, both blooms-taxonomy/ students and teachers, and were also food for thought, for 2 https://carolread.wordpress. self-refl ection in terms of teaching and learning processes. com/2010/01/28/c-is-for-c- Throughout the whole year I kept a record of the work done wheel/ by taking pictures of the students’ performance and their ar- 3 For more information about tistic productions. By showing the pictures to the students this theory, please read Flow: and comparing them, the changes the group underwent The Psychology of Optimal could easily be spotted. From the fi rst attempts at writing Experience. (2008) By M. the shape poems in A4 format to the highly elaborate body Csikszentmihalyi. New York, walls, students learned to take risks and to negotiate with NY: Harper Perennial. peers, enjoyed the challenge of the tasks and used English to express themselves in artistic ways. By helping students Photos taken by the author.

: English METHODS OF TEACHING 10 November– “I HAD THEM IN MY HEAD” December 2016 In Celebration of the 30th Anniversary of Raymond Murphy’s English Grammar in Use

Human history is full of examples of inventions and during their self-study sessions. That was the initial incen- breakthrough achievements that come to transform the tive for Murphy to start compiling his fi rst grammar work- very way we live. The Internet, computers, smartphones, sheets, which some time later became so popular among to name but a few, have forever changed the way we com- students that it prompted him to submit them for publica- municate, relax, and perform our everyday tasks. In the tion. world of English language learning and teaching, one of Back in 1970s and early 80s, the Grammar-Translation the groundbreakers like this has undoubtedly been Ray- teaching method, with its emphasis on accuracy and its mond Murphy’s book English Grammar in Use. Not only rather sophisticated academic way of explaining grammar, has it overturned learners’ belief that English grammar is was still quite popular in language teaching circles. On the something tedious and perplexing, but it has also modifi ed other hand, that time also saw the rise of the communica- the way teachers explain and present English grammar to tive approach which shifted focus from accuracy to fl uency, learners. often resulting in the considerable neglect of grammar. In 2015, English Grammar in Use marked its 30 years of Murphy disapproved of such polarized thinking. From sustained success with its fourth edition and a new interac- his point of view, grammar shouldn’t be taken negatively, tive e-book format. Thirty years is a long time for a manual as it sometimes is by both learners and teachers, but at the to stand the test of time, but English Grammar in Use has same time grammar shouldn’t be given the central role in the done it spectacularly well. One might wonder what made language learning either. Grammar, according to Murphy, Murphy’s book so overwhelmingly successful. What is the isn’t the central reason we learn languages for; rather, it is reason for such unprecedented popularity of a grammar a facilitating framework that enables learners to put words book? In order to unravel this mystery, I believe, we should together and communicate more effectively. And that’s how look back at the time when the book was fi rst conceived. we should treat grammar – not as the main aspect of the lan- Raymond Murphy started teaching in 1971. He spent guage but as a facilitator in achieving our language learning the fi rst three years of his career teaching English in pri- goals. That’s why grammar explanation and study should vate language schools in Germany. Then he moved back to assist learning rather than present an obstacle to – or in any the UK and settled in Oxford, where he continued to teach other way hinder – successful language learning. English till 1990. By 1985, the time of the fi rst publication With these ideas in mind, Murphy developed the follow- of English Grammar in Use, Murphy had already accumu- ing principles for his book: lated considerable experience in teaching English to international students, who came from different countries and 1. The book should be easily understood by speakers of had different needs and different language and educational various languages and with a given linguistic competency; backgrounds. For a diverse audience like this, he realized, 2. The book should be usable and appealing to learners there was a need for easy-to-understand grammar materials with different cultural backgrounds; which learners could study at their own pace and choice 3. Exercises should be easy and clarifying. To make his book comprehensible by multilingual students speaking English at pre-intermediate – low-intermediate 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 necessary for linguists or multi-language students, Murphy be- lieves that for those simply studying English, such meta- METHODS OF TEACHING English 11 November– December 2016

ing yourself understood and understanding others. That’s why grammar exercises don’t need to be diffi cult but instead 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, enjoyable, 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 factor 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 language is unhelpful and confusing and presents a con- thinking, “How does this person understand this?”, “Is it siderable challenge to the average learner studying gram- ok to say this to that person?”, “Will that person understand mar. So, instead of writing “The verbs in the list below are it?” – that was my motivation in writing this book.” usually followed by the infi nitive: want, plan, decide etc.”, Raymond provides an explanation like this: “Verbs + to “I had them in my head.” I believe there is little that … (want to do etc.): want, plan, decide etc.”, which easily can be added to that formula of creating beautiful, power- conveys the rule to a low-level learner without unnecessary ful things. That’s what makes great people truly great – the complications and wordiness. genuine care for and thoughtfulness about the real people they are doing things for. But how many times have we In trying to make his book as accessible and usable as teachers overlooked this simple but essential fact when we possible, Murphy was very careful in choosing good ex- rushed to fulfi ll the curriculum, to catch up with the pro- amples. As the book users come from various cultural back- gramme or simply out of tiredness? How often do we pause grounds, the illustrative material should be meaningful and to think about real people we have in our class with their understandable to all of them. That’s why you will never particular interests and needs when we write a lesson plan fi nd anything topical, politically-biased, controversial or or think through the course programme? Do we have them negative in the book. The examples and the language of the in our heads? book are also neutral and universal in style, which makes the book appealing to people of all ages and educational Undoubtedly, teaching is a diffi cult profession which re- backgrounds. quires a lot of energy, motivation, determination and love on the part of the teacher. And sometimes it’s really hard to Everyone who has ever used Murphy’s English Gram- always be a considerate, sensitive and giving person. How- mar in Use has noticed that exercises are very easy to do. ever, even in this humdrum turmoil of chores and duties That’s not accidental. They were deliberately written to be that inevitably accompany the teaching process, we should easy enough and to provide learners with additional illus- never forget the very essence of teaching – making a dif- tration of a given grammar rule. Perhaps unsurprisingly, ference. It seems that it’s only possible to make a positive this particular aspect of the book was the target of some- difference in the lives of others when we truly care about times severe criticism, especially at the beginning. How- the people, when we do things for them and have them in ever, Murphy is adamant that there is nothing wrong with our heads. seemingly mechanical exercises. To quote him, “The point of an exercise is not to test the person or trap the person, or Raymond Murphy was writing his grammar worksheets to assess the person. It is to help the person understand the thinking about his own students and was completely un- point of grammar.” aware that by doing so he would make a difference in the lives of so many other learners all over the world. Murphy strongly disagrees with those who think that grammar exercises should be challenging and make learners think. To arguments like this, he replies that we should By Alexandra Chistyakova make people think about something else but grammar, that teachers and textbooks don’t have to torture people into language learning because there are other truly diffi cult things Photos taken by the Cambridge University Press Offi ce, about learning a language. Such things are speaking, mak- Moscow English РЕКЛАМА 12 FOCUS ON LANGUAGE English AUSTRALIAN ENGLISH 13 November– IDIOMS December 2016

BRITISH AND AUSTRALIAN 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 ENGLISH VOCABULARY horseracing to refer to a horse that moved very quickly out of the Here you will fi nd words which have different mean- starting gates. ings or are spelled differently in British and Austral- Beyond the black stump – An Australian idiom indicating that even if ian English. you go as far as you can, the black stump is still a little further. British English Australian English Beat around the bush – When someone takes ages to say something and doesn’t get to the point they have “beaten around the bush”. A a good job a good lurk Absolutely! Reckon! E.g. “Sam: I hate your shoes. accident prang afternoon arvo Max: You certainly don’t beat around the bush, do you?!” aggressive aggro Big note – To “big note” is to talk yourself up or brag. Someone would alcohol grog “big note” by saying “I got the highest score in the exam. I’m the best”. alcohol booze American Yank Big noting is generally frowned upon in Australia and modesty is fa- angry berko vored. Australian Aussie, Strine Blood is worth bottling – If an Australian says to you “Your blood is B banana nana worth bottling”, they are complimenting or praising you for doing beer amber (fl uid) something or being someone very special. beer glass (285 ml) middy, pot Cut down the tall poppies – If people cut down the tall poppies, they biscuit bickie criticize people who stand out from the crowd. C car paint duco Dog-whistle politics – When political parties have policies that will ap- cheap wine plonk peal to racists while not being overtly racist, they are indulging in dog- criminal bushranger chicken chook whistle politics. chocolate chokkie Don’t give up your day job – If you’re not very good at something Christmas Chrissie someone might say “Don’t give up your day job.”, this infers that D dockworker wharfi e you’re not good enough at something to do it for a living. drunk pissed E.g. “You haven’t hit one pin and we’ve been bowling for hours! Don’t E engine donk give up your day job!” (car or boat) Dry as a wooden god – Very dry area or very thirsty: That desert is as English person pom dry as a wooden god. eucalyptus tree gum tree evening meal tea Fair suck of the sauce bottle – If you demand a fair suck of the sauce exact information good oil bottle, the other person is being unreasonable in what they are asking excellent ace or suggesting you do. (‘Fair suck of the sav’ is also used.) F far away back of beyond Feeling under the weather – This just means that you are feeling sick. If in the outback you ask someone why they aren’t at University and they say that they farm station are “feeling under the weather” they just mean that they are sick. fast sheep shearer ringer (in the country) Flash as a rat with a gold tooth – Someone who’s as fl ash as a rat fi eld paddock with a gold tooth tries hard to impress people by their appearance or food tucker bahaviour. G game brave Flat out like a lizard drinking – An Australian idiom meaning extreme- Go away. Shove off. ly busy, which is a word play which humorously mixes two meanings H Have you Did you eat yet? of the term fl at out. eaten yet? It takes two to tango – When two people are involved in something, or Hi. G’day mate. you are trying to point out that there are two sides to something, you horses neddies How are you? How are you going? can say “it takes two to tango”. E.g. “You have to consider the things that you’ve done wrong as well. I idiot dill, drongo Remember – It takes two to tango.” information oil it she Grinning like a shot fox – If someone is grinning like a shot fox, they it’s fi ne she’s apple are smiling uncomprehendingly or smugly, looking stupid while smil- K kangaroo roo ing, showing that they don’t really understand what’s going on, like the L lavatory loo bared teeth on the corpse of a fox. ª lavatory (outdoor) dunny Liquor Shop Bottle Shop ª English FOCUS ON LANGUAGE

14 Hit the nail on the head – To be right about something or do something November– efﬁ ciently is to “hit the nail on the head”. December 2016 E.g. “Sam hit the nail on the head when he said we need to split this group assignment into parts”. BRITISH AND AUSTRALIAN Hit the road – When someone is going to leave they might say that they ENGLISH VOCABULARY are going to “hit the road”. Even if they are not driving, someone might M middle of nowhere back of bourke say this. milk bar deli E.g “Alright guys, I’m going to hit the road. See you tomorrow.” (South Wales) milkman milko Last straw – When you’ve had enough of something you have “had the money lolly last straw”. (in the country) mosquito mozzie E.g. “That’s the last straw, I’m not talking to you anymore sally – you’re too rude.” N New Zealander kiwi, enzedder nonsense pifﬂ e Like a shag on a rock – If someone feels like a shag on a rock, they are non-stop talk earbush (old) lonely or isolated. A shag is an Australian bird that often perches alone on a rock. P postman postie pub meal counter meal Mad as a cut snake – One who is mad as a cut snake has lost all sense of reason, is crazy, out of control. R remote desert never-never Missed the boat – If you have “missed the boat” you have missed your country road for trucking beef road chance/opportunity or it is too late to do something. cattle by road train E.g. “Kate: Tickets for Uni ball have sold out.

S sandwiches cut lunch Harry: Oh no! Looks like I missed the boat on that one.” sausage snag On the knocker – If you do something on the knocker, you do it imme- shark meat fl ake sheep jumbuck diately or promptly. (mainly in songs) On the wallaby track – In Australian English, if you’re on the wallaby a sheep gummy track, you are unemployed. which has lost all its teeth Piece of cake – When something is easy it was a “piece of cake”. sheepdog kelpie E.g. “Lucy: Have you fi nished your assignment yet? sheepfarmer woolgrower Shut up. Belt up. Ben: Yeah, fi nished last week – it was a piece of cake!” soldier digger stony desert gibber See which way the cat jumps – If you see which way the cat jumps, you (used in the west) postpone making a decision or acting until you have seen how things stupid person alf are developing. swiming costume bathers She’ll be apples – A very popular old Australian saying meaning every- T tasty food num-nums thing will be all right, often used when there is some doubt. (parent to kid talk) Sitting on the fence – When you can’t make up your mind about some- tea kettle Billie teacher chalkie thing, or can’t choose a side, you are “sitting on the fence”. to complain to grizzle E.g. “I’m on the fence about the new Pitbull album. I can’t decide to give up to give it away whether I love it or hate it.” to have a look to gander to hunt to fossick Stone the crows – Stone the crows is used to convey shock or surprise for gemstones similarly to “Oh my God”. “Stone the fl amin’ crows” is a more em- toilet comfort station phatic form of the expression. tomato sauce dead horse (old) trainee on Jackaroo Talk the legs off an iron pot – Somebody who is excessively talkative or a cattle farm is especially convincing is said to talk the legs off an iron pot. (‘Talk the trousers daks, strides legs off an iron chair’ is also used.) U underpants (men) jocks Up a gum tree – If you’re up a gum tree, you’re in trouble or a big undertaker mortician mess. V vegetable extract vegemite Wouldn’t be caught dead – If you would never do something or wear (used for something you can say that you “wouldn’t be caught dead” doing or sandwiches) wearing that thing. E.g. “That is the ugliest dress I’ve ever seen. I vegetables vegies wouldn’t be caught dead in it!” W waterhole billabong Well done! Good on ya! Source: www.usingenglish.com; http://blogs.acu.edu.au Source: http://www.englisch-hilfen.de Compiled by Tatyana Makhrina Submitted by Tatyana Makhrina CLASSROOM ACTIVITIES English 15 FOLK TALES November– AROUND THE WORLD December 2016

THE LUTE PLAYER ACTIVITIES From Russia A. Find the synonym and draw a line. Once there was a happy king and a queen. The king went to war entranced cape with a cruel and evil lord. He took his great army, said goodbye to ransom heart’s desire his wife, and left. When he landed, he had many victories. But then cruel evil ruler lord the evil ruler attacked, the army was defeated and the king was reward silent captured. smuggle to buy freedom So every day for three years the king had to work in the fi elds cloak fascinated with the other prisoners. Every night he returned to the dungeon, speechless to secretly pass something 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 B. Wordsearch the king’s freedom. X L O B E F R I E N D P C The queen read the letter and cried. She thought, “I can’t go to U S V C M E Q A Y N U F O the wicked lord myself, because he will make me one of his wives. L U T E K A B G K R N I M And I can’t send a great ransom with anyone else! What can I do to A S H L V S P W L E G X P free my beloved husband?” O T Y E N T R A N C E D A Suddenly the queen had an idea. She cut off her beautiful, long R R C B M S I J X O O Z N G U A R D E S T U G N Q I hair, and changed into the simple clothes of a minstrel boy. Then V M R A N S O M T N R D O she took up a lute and secretly left the palace. She traveled in dis- S M B T U C N Y L I P H N guise and played her lute to travel on ships. D E S I R E E K G Z J B Z Finally she reached the land of the foreign lord, sat outside his W D P O V T R A V E L E R castle and began playing. Her songs were so beautiful that when the K M I N S T R E L S C A X lord heard them, he sent for her. “Boy,” the lord told her, “please, play your lute and sing for me. guard celebration strummed feast ransom Stay for three days, and I shall give you what you ask for.” The recognize lute traveler desire companion queen bowed, and strummed her lute, fi lling the dark castle with dungeon prisoner minstrel entranced befriend songs of war and love. All that day the ruler was entranced by the queen’s music. С. What does it mean in your own words? The next day, she played even more beautifully, and on the a. The king was captured. ______b. The king befriended a guard. ______third day, too. Then the queen said, “My lord, I must leave. I am c. I can’t send a great ransom with anyone else. ______a traveler, and the road is my home.” “Too bad!” the dark ruler d. “I shall give you your heart’s desire.” ______sighed. “But you stayed for three days, so I shall give you your e. “The road is my home.” ______heart’s desire.” f. “Go in peace.” ______The queen bowed and said, “I travel alone and I am often lonely. g. The two parted. ______Give me one of your prisoners for company and I shall be grateful.” h. “Faithless wife!” ______“That is easy to do,” the lord said and took her to his dungeon. She i. The king ordered a double celebration. ______immediately picked out her husband although he was thin and sick. The king did not know his wife and she said nothing to him. D. Chart the Story. They left and traveled together back to their own country. Still The KING The QUEEN the king did not recognize his wife. “I am the king of this land,” he 1. Lived together happily ______told his companion, “and if you let me go, I shall give you a great ______2. Went to war Stayed Home reward.” “Go in peace,” the queen said. “I need no reward.” 3. ______The king protested. “Let me, at least, honor you with a feast,” Three years ______he said. But the queen said no. The two parted and the king walked 4. Sent letter ______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 5. Waited ______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 6. ______she went away the day she received his letter. “Faithless wife!” the ______king thought. 7. ______The queen went to her room, put on her minstrel’s cloak, went ______Traveled home outside and began to play her lute. The king immediately ran out 8. ______saying, “He is the one who freed me!” Put on the queen’s robes ______9. ______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 10. ______want only you,” the queen said. She took off her disguise and, Asked for king as prize ______for a minute, the king was speechless. 11. Ordered a double ______Then he embraced the queen, and asked her to forgive him. celebration ______He thanked her and ordered a double celebration – one for his rescue and one more for his beautiful, wise queen. By Erin Bouma English CLASSR OOM ACTIVITIES 16 November– December 2016

The British Council is celebrating the diversity of Africa by bringing you this series of articles fromrom around the continent to help you with your English language studies. Today we visit Tanzania.a. Tanzania: Building

a local health centre Tanzania

QUESTIONS AND ANSWERS

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.

What is your own connection What brought your attention to they would have to be taken to see a with Kalalasi? the health problems there? doctor immediately. But at that time When I was growing up in Tanzania Kalalasi is very high up, but due to villagers had to walk 16 kilometres to my father was a schoolteacher, so our changes in climate it has become the nearest medical clinic. We had a family was constantly moving from one much hotter. So mosquitoes have meeting with the villagers and they place to another. Eventually, when he moved into that part of the country, asked if there was a way to set up their retired, we went to live in Kalalasi, and where previously there were none. own local health centre. We struck a so that became my home and the The village was completely deal with the local government that if place I would return to when I was unprepared and they knew nothing we were able to raise the money to put visiting my family. about mosquitoes and malaria. In one up the building and equipment they rainy season 76 young children died of would provide medical staff What is the name of the charity malaria. At that time I was a student in and medicine. that you set up? Dar es Salaam and my father wrote to It’s a small charity called Sumbawanga me and asked if I could help. How long did it take to raise Development Action (SUDA). Our the funds? purpose initially was helping the village What were the ﬁrst steps that People got involved and it took us of Kalalasi, and other nearby villages, you took? about a year raising funds in the UK. by setting up a health centre. We We organised some local doctors to We organised fundraising concerts, raised funds in the UK but it was done go and give talks about malaria and made and sold ceramics, and got a with the villagers and with the support how to prevent the disease. People very generous donation from a church, of the Tanzanian government. were told to get mosquito nets and which made a total of £15,000. to get rid of puddles in the village. If anyone had a high temperature Once you had raised this money, The Kalalasi Health Centre. Photo credit: Sunbawaga Development Action how long did it take to build the clinic? Three weeks.

LEARNING ACTIVITIES Only three weeks? How did you Over to you manage that? Mbeka raised money with lots of different activities. Activity 1 It was the villagers themselves that Make a list of what you could do if you had to get funds Match the two parts of the following sentences: managed that. By the time we arrived to help a charity. with the money, the village already 1. The work was done by A. many children died of malaria. For example: get sponsors for a run, make and sell had the bricks and the foundations for the villagers cakes, etc. the building ready. Then the women carried rocks, the children carried sand 2. We were very pleased B. to raise funds and work Now discuss the idea with a friend. and the men did the heavy-duty work. with the villagers. So it was ﬁnished in three weeks. With For more information and pictures of the work on the the money we bought materials that 3. Mbeka helped to set up C. with our work there. health centre see their website: www.sumbawanga.org.uk couldn’t be provided by the villagers, a small charity like corrugated iron, glass, cement, 4. One rainy season D. and with the support lime, paint and all the furniture the of the government. FACTS health centre needed. 5. My father wrote to me E. we went to live in Kalalasi. Did the local government keep UGANDA KENYA its side of the bargain? RWANDA 6. When my father retired F. and asked if I could help. BURUNDI Oh yes, they did. We are very pleased of CONGO TANZANIA with our work there. It has made a great difference. People living in the When you have matched the two halves, for extra practice you could A ﬁve surrounding villages also use the put them in the right order to retell Mbeka Chifunda’s story of the small MALAWI ZAMBIA clinic. Now we are turning to other charity and its work. TANZANIA ZIMBABWE things – we have lots of plans – and MOZAMBIQUE MADAGASCAR this includes helping with education POPULATION: 43,188,000 Activity 2: Malaria advice for young people. CAPITAL CITY: Dodoma Put these sentences about preventing malaria into the LARGEST CITY: Dar es Salaam right order: AREA: 945,203 km2 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 doctor the to go temperature high a have you If D. places; wet and puddles of rid Get C. Activity 2 2 Activity A. Malaria is spread by mosquitoes; B .You should use a mosquito net around your bed; bed; your around net mosquito a use should .You B mosquitoes; by spread is Malaria A.

Answers: Activity 1 1 Activity Answers: 1D; 2C; 3B; 4A; 5F; 6E (and the suggested original order is: 6, 4, 5, 3, 1, 2). 2). 1, 3, 5, 4, 6, is: order original suggested the (and 6E 5F; 4A; 3B; 2C; 1D; CLASSR OOM ACTIVITIES English 17 November– December 2016

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 Uganda. Uganda: Gorilla Conservation through Public Health

QUESTIONS AND ANSWERS

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.

What is Conservation through an illness, that illness isn’t usually group and they survived. Eventually Public Health? passed on to a cat. But because great they traced the source of the scabies Conservation through Public Health apes are so closely related genetically, to people living around the park, who is a non-governmental charitable that means that some of the illnesses had ‘very little health care and less than organisation based in Uganda that aims that affect one species can also adequate hygiene practices’. to save the mountain gorilla by allowing affect another. people, wildlife and livestock to coexist What does Conservation through by improving human health care in and What is an example of this? Public Health do? around the protected areas of Africa. Wildlife veterinary officer Gladys Gladys set up the organisation. They Kalema was treating mountain gorillas have three related programmes: The What does human health for scabies. Scabies is a very nasty first programme is wildlife health have to do with the health skin disease caused by a very tiny monitoring, which includes checking of mountain gorillas? insect which digs into human skin and mountain gorillas for infection by human Through the study of genetics we know produces a severe allergic rash. It is diseases and treating them. The second that human beings are closely related sometimes called ‘the seven year itch’. programme seeks to improve health for to chimpanzees and gorillas – we are She explains on her organisation’s people living close to gorillas in order all great apes! In fact, scientists tell us website that when she was working to protect both the gorillas and the that chimpanzees and gorillas are more for the Ugandan Wildlife Authority, they people. The third programme is about closely related to humans than they investigated the first ever recorded educating and informing the public are to each other. Usually an illness that scabies outbreak in mountain gorillas. locally and more widely. affects one species of animal does not This resulted in the death of a baby affect another. For example, if a dog has gorilla. They treated the rest of the How does Conservation Mountain Gorilla Photo credit: iStockPhoto through Public Health look after the gorillas? To monitor the health of the gorillas, Conservation Through Public Health LEARNING ACTIVITIES Over to you trains rangers and trackers from the What do you know already about animals that are Uganda Wildlife Authority. The rangers Activity 1: Word Building endangered in the area where you live? Are there go out every day to have a look at Complete this chart (and make new sentences with the words): organisations working to save them? What are the the gorillas. They observe things like most effective methods of conservation? their skin condition, notice if they are Noun Adjective Adverb coughing, anything that might be allergy allergic allergically abnormal. Testing also takes place, as the rangers collect dung samples twice closeness _____ 1 ______closely FACTS a week so that they can be analysed for genetics genetic _____2______traces of illness. health ______3______healthily And how does it help width wide _____4______Ugandan people? _____ 5 _____ public publicly Many communities living near the gorillas depend on tourists coming Activity 2 to the area. Making sure that the Match the two parts of these sentences: gorillas are healthy can, in turn, help UGANDA local villages by creating jobs and POPULATION: 32,369,558 opportunities for the people there. 1. Human beings are closely related A. also affect another. CAPITAL CITY: Kampala 2 2. One species of gorilla B. a very tiny insect which digs AREA: 236,040 km into human skin. 3. Scabies is a disease caused by C. is in danger of extinction.

DJIBOUTI

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

SOUTH

NTRAL AFRICAN REP SUDAN

Activity 2 Activity 5. Illnesses that affect one E. by improving human health care. E 6. A; 5. F; 4. B; 3. C; 2. D; 1.

SOMALIA species can UGANDA disease.) the about warned were

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

6. The non-governmental charity F. be analysed for traces of illness. BURUNDI

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

wants to save the gorilla TANZANIA

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

1 Activity Answers: close (We got close to the gorillas.); gorillas.); the to close got (We close English CLASSROOM ACTIVITIES 18 November– December 2016

The British Council is celebrating the diversity of Africa by bringing you this series of articles frofromm around the continent to help you with your English language studies. Today we visit Zambia.a. Zambia:

Community radio calling Zambia

QUESTIONS AND ANSWERS

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.

Hi Elvis, could you describe where the University of the Witwatersrand in to make calls and send text messages you are right now? Johannesburg, South Africa. in order to air their views. Hi, yes, I am at work at the radio station, Could you describe your station, What is unique about Oblate Radio Liseli, which is in Mongu Oblate Radio Liseli? community radio? Town. It’s a vibrant provincial capital, Yes, it’s a community broadcaster owned Community radio acts as a social with the rich cultural heritage of the Lozi by the Oblates who are an order of networking platform where listeners people. Rice and fish are the main staple brothers and priests in the Catholic Church. communicate with each other by foods here. To venture off-road into this The Radio station broadcasts on FM here sending different messages, such as African terrain you would need a four- in Mongu and also in nearby Senanga, greetings, funeral messages, birthday wheel drive, but locals usually spread Kalabo and Lukulu. It has a radius of about and wedding notifications, lost and rice husks to keep their vehicles ‘afloat’. 150 kilometres and we broadcast daily found notices, and other community What first attracted you to from 0545 to 0000. Our listeners include announcements. It gives a voice to community radio? children from five years old, youths, adults ordinary people so they can express I enjoy sharing information and telling and elderly people. Everyone! themselves about issues happening in inspiring stories, so I thought radio would their lives, and this makes people feel What does your station broadcast provide that platform – it allows you to much closer to the community radio on a typical day? apply your creative ideas. than to commercial stations. We always start and wind-up each How did you learn your skills? day with prayers to give hope to Would you say community radio Experience is the best teacher, so it has the poor and marginalised. Then we plays an important role in Zambia? been a combination of the practice I broadcast Radio Learning programmes Sure. In a democracy like Zambia got at university and the practical skills for remote schools. Also news, health community radio is vital for providing I’ve learnt as a broadcaster at the radio communication, such as HIV/AIDS, checks and balances. People can hold stations I’ve worked for. It’s like learning environment, agriculture, business, their leaders accountable and question to drive: the more you drive the better telecoms ’info-tainments’, but that’s illegal actions, such as misappropriation you become every day. I’m still studying to mention just a few! We have live of tax payers’ money, through community – I am currently completing my Master’s programmes, such as political debates radio. It helps in shaping the political Elvis at work. Photo credit: Elvis Milambo degree in ICT policy and regulation at on good governance, to allow listeners landscape of the country.

LEARNING ACTIVITIES FACTS WORDSEARCH

Activity 1 Correct these statements about Oblate Radio Liseli community QDMYVBHDDU radio. They are all wrong! MKE LDKYE EC 1. The listeners are mainly elderly people. 2. There is only one way to contact the station – by phone. IPSPKBNDBP 3. The station broadcasts each day from 10 a.m. until midnight. 4. Ordinary people cannot express their views on the station. ZAMBIA Y I SKGUEUAW POPULATION: 12,935,000 Activity 2 CAPITAL CITY: Lusaka QYAHMSWCTM 2 Match the beginnings and ends of these sentences: AREA: 752,618 km FUGEL I SAEU

1. Our main staple foods A. rice husks on the ground. DR of CONGO TANZANIA 2. Visitors need a four-wheel B. a rich cultural heritage. LIEAANDTTK drive ANGOLA MALAWI ZAMBIA PMS L L EH I PX 3. But local people spread C. are rice and ﬁsh. ZIMBABWE EPLTLSDOKN NAMIBIA 4. The provincial capital has D. to give hope to the poor. MOZAMBIQUE

BOTSWANA 5. Our programmes start with E. to cross the African terrain. SWAZILAND EJLHMSONPI morning prayers

Find these radio programme topics in the grid.

health education messages Over to you business news debates 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 2 Activity 1. C; 2. E; 3. A; 4. B; 5. D 5. B; 4. A; 3. E; 2. C; 1.

community radio station what kinds of programmes would you choose for station the on views their express to welcome are people y from 5.45 a.m. until midnight; 4. Ordinary Ordinary 4. midnight; until a.m. 5.45 from y

listeners in your area? Discuss with a friend. da each broadcasts station The 3. station; the contact Answers: Activity 1 Activity Answers: 1. The listeners aren’t just elderly people; 2. There are several ways to to ways several are There 2. people; elderly just aren’t listeners The 1. CLASSROOM ACTIVITIES English 19 November– December 2016

iStockPhoto 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 Zimbabwe.

Zimbabwe: Writer and Zimbabwe ﬁlmmaker, Tsitsi Dangarembga

QUESTIONS AND ANSWERS

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. Where are you right now? I write, I direct and I co-produce, but Well no, in fact I am finishing the draft Hi, well I’m in the countryside outside of course I like to use professionals of a novel at present, and I am also Harare talking to you on my cell for the film crew. Nyaminyami was thinking about another play. But if phone! And I have a meeting here a co-production with Poland, so we I do a play it will be a musical. I am with people shortly. have one of the best camera operators thinking about what will appeal to the from Poland! public here in Zimbabwe and I believe What are you working on a musical on stage would draw an at present? Will it be possible to see your new audience. That would be something I’m working on a new film, it’s called film in other African countries? entirely new for me. Nyaminyami – the name of a mythical I would like this but it’s difficult to creature from Zimbabwean folklore. It get distribution. The film will go to So you are working on films, is my first personal film since I made universities and some film festivals. writing a novel and considering a Mother’s Day and it is also a short Right now it’s been selected for the new kind of format for the stage. film. But we are always busy on what short film competition at the Luxor Film This involves a lot of energy – I call ‘bread and butter’ films, too. For Festival in Egypt. It is hard to reach the how do you divide your time? example, films for NGOs and bilateral wider audience, but we are working If I am not creating then I usually fall organisations, but at the same time I on this! ill! The problem is I get tonsillitis when always try to do my own creative films. I overwork also, which happens fairly Right now another one is planned, but Since the success of ‘Nervous often. So I just take things as they raising finance is always a challenge. Conditions’ many people outside come and at any moment I normally Zimbabwe think of you as a have about five projects. Then I just For a film like Nyaminyami novelist. Have you moved away have to prioritise the most urgent! Tsitsi Dangarembga Photo credit: Tsitsi Dangarembga what is your role? from writing novels?

LEARNING ACTIVITIES FACTS WORDSEARCH

Activity 1 Put the words in the spaces to complete this review VQTHR I L LER of Nervous Conditions: NSC I - F I NNM cousin / educate / future / moves / religion / school / when LSJXXSJ IOK Tambu has ambitions but her poor family only plan to ____1_____ her older brother. However, an opportunity arises ____2____ her older ZIMBABWE WO T R X YQ Z V K brother dies. To attend the mission _____3_____ she _____4_____ POPULATION: 12,521,000 in with her well-educated aunt, uncle and ____5_____ Nyasha. Tambu CAPITAL CITY: Harare MYS T ERYUEU is able to ﬁnd success through hard work, but to get there she faces AREA: 390,757 km2 problems of _____6_____, class, identity, culture and gender as she tries SEDAQCSWLM to make a _____7_____ for herself. ANGOLA

MALAWI KB I OGRAPHY ZAMBIA Activity 2 Here is a list of processes a novelist might follow – ZIMBABWE HISTORICAL NAMIBIA MA put them in the right order: MOZAMBIQUE BOTSWANA ZLYROMANCE A. get someone else to review it SWAZILAND B. write a first draft SOUTH LESOTHO AFRICA OIPOETRYWR C. hand it over to your publisher D. put down first thoughts in note form E. write the final version Find these different ‘genres’ of literature in the grid. F. edit your draft copy poetry biography mystery G. have an ideas brainstorm historical thriller novel romance sci-fi

Over to you

Can literature or ﬁlm change the way we see things? Talk about a book Activity 2 Activity

or ﬁlm that you have seen and that has made an impression on you. vary!) may this (but 7C 6E; 5A; 4F; 3B; 2G; 1D; Order: Answers: Activity 1 1 Activity Answers: 1. educate; 2. when; 3. school; 4. moves; 5. cousin; 6. religion; 7. future future 7. religion; 6. cousin; 5. moves; 4. school; 3. when; 2. educate; 1. English LESSON PLANS 20 November– СОКРОВИЩА АВСТРАЛИИ December 2016 Урок-обобщение “География Австралии”

ЗАДАЧИ УРОКА: for my return. Here I’ll give you some information about the Учебные задачи: country. The map and tasks can help you to fi nd and save • развитие навыков монологической и диалогической me. речи учащихся; Good luck, • развитие навыка аудирования как средства развития Captain Nemo диалогической речи; • закрепление лексико-грамматических навыков; T: I have no idea where to search for him. The only thing • расширение знаний об основных фактах истории и I have is a letter from Nemo but seawater has spoiled географии Австралии. it. If you help me read it, we’ll be able to fi nd out Развивающие задачи: where to go. Read the letter and fi ll in the missing • развитие умения анализировать и обобщать знания; letters. • развитие коммуникативных умений; • развитие языковой памяти, логического мышления, It’s a 1) c______t, an 2) i_ _ _ _d and an 3) i_ _ _ _ _- внимания, воображения, самостоятельности и само- _ _ _ _t country. It borders on 4) A_ _a, 5) A______a контроля; and 6) N_w Z_ _ _ _ _d. The 7) I_ _ _ _n Ocean washes it in • развитие навыка работы в парах. the west and the 8) P_ _ _ _ _c Ocean washes it in the east. Воспитательные задачи: It is also washed by the Timor, the Coral and the Tasmanian • воспитание интереса и уважительного отношения к seas. культуре другой страны; Fifty percent of the land is 9) d_ _ _ _t (dry and unin- • воспитание духовно-нравственных ценностей. habited). There are 3 of them: the Great Sandy, the Great Victoria, the Gibson. They are in the west. People live mostly ОБОРУДОВАНИЕ: in the south and southeast of the country. In the northeast 10) • Афанасьева О.В., Михеева И.В. Учебник для VI клас- t______l f_ _ _ _ts cover the coast. са школ с углубленным изучением английского языка, лицеев и гимназий. – М., “Просвещение”, 2011. Раздел Keys: 1) continent; 2) island; 3) independent; 4) Asia; 5) 20; Antarctica; 6) New Zealand; 7) Indian; 8) Pacifi c; 9) desert; • книга для учителя к УМК Афанасьевой О.В., Михее- 10) tropical forests вой И.В. для VI класса; • дидактический материал: контурные карты Австралии, T: Well, do you know what country it is? Yes, it’s Australia. таблица “Досье Австралии”, текст письма с пропущен- Today’s lesson is “In Search of Treasure”. We are going ными буквами; on a trip to Australia. We must fi nd the treasure and ran- • доска; som Captain Nemo. On the way to the treasure you are • экран, проектор, компьютер; going: • презентация MS PowerPoint; – to learn a tongue-twister challenge; • видео “Opportunities Around the World” (документаль- – to work with the map of Australia; ный видеофрагмент “Australia: fact fi le”). – to speak about Australian states and territories; – to watch a documentary video clip and make up a dia- ХОД УРОКА logue; I. Организационный момент. – to practise new vocabulary and the future continuous 1) Приветствие tense; Teacher: Good morning everybody! I’m glad to see you. I – to sing a song. hope you are fi ne and ready to work. If you are fi ne, raise By the end of the lesson you’ll be able to talk on the your hand. Oh, I’m sorry to see that some of you are not “Geography of Australia” and use the continuous tenses so fi ne. properly. Are you ready to start? 2) Сообщение целей урока T: Unfortunately I’m in a bad mood too. Do you want to II. Фонетическая разминка know why? Then read the letter which I received this 1) Разучивание скороговорки. morning from my old friend captain Nemo. 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. Dear friend, Listen to me and say what sound is repeated in it. I need your help! I’m writing to you from an unknown land. Wicked pirates from the Coral Sea kidnapped me from Учащиеся слушают скороговорку и называют отраба- home (when I was sleeping on my ship). They want a ransom тываемый звук – [OI]. LESSON PLANS English 21 November– December 2016

– 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 developed region of Australia? (Northern Territory) – What is the largest Australian city? Where is it situated? (Sydney; in New South Wales) T: Repeat the words with this sound after me: noise, annoys, – What state is a popular place with holidaymakers? oyster. (Quensland) Look at the screen and read the tongue-twister after me. – What city is the national capital? Where is it situated? What ______annoys an oyster? (Canberra; in the Australian Capital Territory) The noise that ______an oyster – What cities are state capitals? (Perth, Darwin, Adelaide, Is a noise that knows no ______. Brisbane, Melbourne, Hobart, Sydney) Now fi ll in the missing words and read it (ученики под- ставляют пропущенные слова и читают скорого- IV. Закрепление знаний ворку). T: Well done. In what way is Australia divided? You are Check your answers (на экране появляются пропущен- right – into six states and two territories. On the next ные слова – ученики проверяют себя). stage of our trip you will work with your individual Try to read the tongue-twister as quickly as you can (уче- outline maps. Your task is to write the names of the six ники читают скороговорку хором и индивидуально, states and two territories on the maps. You will have увеличивая темп). two minutes for this task (учащиеся подписывают названия 6 штатов и 2 территорий на контурных III. Речевая разминка картах). 1) Тренировка в чтении географических названий Your time is up. Check yourselves. Look at the screen T: Map Work is the next stage of our journey. Look at the and correct mistakes if you have made any (на экране map of Australia, please. You can see many names on it. появляются правильные ответы, учащиеся проверя- Let’s remember how to pronounce them. Listen and repeat ют себя). the words after the speaker (ученики хором произносят Repeat after me the names of Australian states and ter- названия за диктором). ritories in chorus: New South Wales The Indian Ocean The Great Sandy Desert South Australia The Pacifi c Ocean The Great Victoria Desert Victoria The Murray River The Southern Hemisphere Tasmania The Gibson Desert The Australian Capital Territory Queensland Europeans New Zealand Northern Territory Australia New South Wales Western Australia Asia Queensland Australian Capital Territory (ACT) Antarctica Brisbane Sydney Adelaide V. Проверка домашнего задания Canberra Western Australia T: Your home task was to learn the main facts about Aus- Melbourne Northern Territory tralian states and territories using information from the Darwin Alice Springs 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 2) Учебный разговор T→P1, P2, P3 it (учащиеся наугад выбирают карточки с названием T: Let us see if you know the geography of Australia. An- штата или территории и называют 3–4 факта, swer my questions, please (учащиеся, отвечая на во- связанных с ним). просы, по очереди выходят к доске и показывают соответствующие объекты на большой карте Ав- NEW SOUTH WALES SOUTH AUSTRALIA стралии). VICTORIA TASMANIA – How many countries are situated on the island? (one) QUEENSLAND NORTHERN TERRITORY – What seas and oceans wash the continent? (the Indian WESTERN AUSTRALIA AUSTRALIAN CAPITAL Ocean, the Pacifi c Ocean, the Coral Sea, the Tasman TERRITORY (ACT) Sea, the Timor Sea) – What is the biggest lake on the continent? (Lake Eyer) VI. Исполнение песни “Yellow Submarine” – What is the most important Australian river? (the Mur- T: Our trip is not easy and I see that some of you are a bit ray River) tired. Let’s have a break and sing “Yellow submarine”. English LESSON PLANS 22 November– December 2016

Yellow Submarine In the town where I was born Lived a man who sailed to sea And he told us of his life In the land of submarines So we sailed up to the sun Till we found the sea of green And we lived beneath the waves In our yellow submarine ными ответами, разбирают ошибки, ставят друг We all live in a yellow submarine, другу оценки, пользуясь расшифровкой на доске.) Yellow submarine, yellow submarine We all live in a yellow submarine, 1. My children ______with koala bears in the national Yellow submarine, yellow submarine. park right now. a) are playing; b) were playing; c) will be playing VII. Тренировка навыка аудирования 2. My brother ______about wildlife in Australia at 5 T: Good job. Next, we will watch a video. The video clip o’clock yesterday. will give us more information about Australia. Watch the a) is reading; b) was reading; c) will be reading video and complete the table. You’ll watch the same clip 3. He ______his friends in Melbourne this time next twice (каждый учащийся получает таблицу, которую week. заполняет, опираясь на информацию, услышанную в a) will be meeting; b) is meeting; c) was meeding видеофрагменте). 4. When the father was sleeping, his children ______a fi lm about dingo dogs. Fact File a) were watching; b) will be watching; c) are watching The largest city Sydney 5. We ______about the continents at the moment. Importan cities Canberra, Melbourne, Perth a) am studying; b) are studying; c) were studying Capital Canberra 6. The girl ______in the ocean when she saw a ship. Size 762,000 sq. km a) were swimming; b) was swimming; c) is swimming Population 20 mln Scenery deserts, rainforests, mountains X. Домашнее задание Animals kangaroo, koala bear, web spider T: Imagine that you have to tell your Australian friend about Economy strong Russia. Speak about your country. You may use the plan Standard of living high of ex. 28 on p. 304. Do ex. 2 on p. 307 to practise the future continuous tense. VIII. Тренировка навыка устной речи на основе про- смотренного видеофрагмента XI. Итоги урока T: Imagine that your partner is a visitor to Australia. He 1) Выставление оценок or she wants to get some information about the coun- T: Excellent, students. I’m proud to have such eager learn- try. You should answer his or her questions using infor- ers. Thanks to you we’ve found the treasure and now mation from your fact fi les. Work in pairs (учащиеся Captain Nemo is free. Our lesson is coming to the end. работают в парах, используя информацию таблицы Most of you have worked hard today. Your marks are … “Досье”). 2) Рефлексия на урок IX. Контроль грамматических навыков по теме “Con- T: Did you like today’s lesson? What was the most interest- tinuous Tenses” ing part of the lesson? What was the most diffi cult for T: Wonderful. Look! We have almost reached the treasure. you? How are you feeling now? I hope that at the end of We are on the last stage of our trip. Let’s check your our lesson you feel better than at the beginning. You may knowledge of continuous tenses. Choose the right form go now. See you later! of the verbs to complete the sentences. Exchange cards. Take a pen of a different colour and cor- By Stella Kushnarenko, rect the mistakes in your neighbour’s work. Put a “fi ve” if School No. 8, there is one mistake, a “four” for two mistakes, a “three” Monchegorsk, Murmansk Region for three mistakes. If there are more mistakes, put a bad mark. (Tестовое задание на выбор правильной грам- Photos taken by the author. матической формы: учащиеся работают самостоя- тельно в бланках, потом сверяют работы с правиль- See presentation in additional materials. LESSON PLANS English “NOUGHTS AND CROSSES” 23 November– Game for the topic “English-speaking countries” December 2016

Тип урока: обобщающее повторение Teacher: Look at the screen (Слайд №1). This is a map. Do Вид урока: комбинированный урок you know the countries which are highlighted in red? Цель: коммуникативно-речевое развитие обучающих- Pupils: Yes, we do. These are English-speaking countries: ся через обобщение знаний об англоговорящих странах the UK, the USA, Canada, Australia and New Zealand. (Соединенное Королевство, США, Канада, Австралия, Our game will be about these countries. Новая Зеландия). Teacher: And now let’s start our game. Задачи: Образовательные: обобщить лексический, лингво- 3. Основной ход урока страноведческий материал по теме “English-speaking Teacher: Let’s divide into two teams. Take the card from the countries”, совершенствовать навыки чтения и аудирова- box (обучающиеся берут карточку с изображени- ния. ем крестика или нолика и таким образом формиру- Воспитательные: воспитывать уважение к культуре ются команды). других народов, прививать любовь и интерес к ино- Teacher: Choose a game fi eld. Task 1 (Слайд №2). I’ll странному языку. read you descriptions of different English-speaking Развивающие: способствовать развитию творческой де- countries and you should guess which country it is ятельности обучающихся, развивать внимание, память, (обучающиеся слушают описание англоговорящей логику, слух, догадку. страны и записывают ее название на бланк для Формируемые УУД: ответов). Личностные: положительное отношение к обучению, познавательной деятельности; участие в творческом 1. This country is situated in northern North America, washed процессе; способность к оценке своих действий; инте- by the Atlantic Ocean in the east, the Pacifi c Ocean in the рес и уважение других народов. west, and the Arctic Ocean in the north. The Davis Strait Регулятивные: постановка учебной задачи; составление (пролив) separates it from Greenland. Its territory, total- плана и последовательности действий; самоконтроль и ing about 10 million square kilometers, is the second larg- коррекция своих действий при выполнении заданий; est in the world. оценка своих достижений. 2. It is situated in the central part of North America. Its Познавательные: выбирать наиболее подходящий спо- west coast borders on the Pacifi c Ocean and its east coast соб решения проблемы, исходя из ситуации; выделять borders on the Atlantic Ocean. This country is separated необходимую информацию; анализировать, устанавли- from its northern neighbour (сосед) by the Great Lakes вать причинно-следственные связи, делать выводы. and from the southern neighbour by the Rio Grande River. Коммуникативные: определение способа взаимодей- The total land area is over 9 million square kilometers. ствия в группе; инициативное сотрудничество в решении 3. There are two large islands and several smaller ones, задач; принятие решения и его реализация; контроль, which lie in the northwest coast off continential Europe. коррекция, оценка действий партнера; умение с доста- It is separated from the continent by the English Channel точной полнотой и точностью выражать свои мысли. and fronts on the Atlantic Ocean. The country is separated Учебная группа: 7 класс from Belgium and Holland by the North Sea, and from Оснащение урока: ноутбук, телевизор, презентация, Ireland by the Irish Sea. раздаточный материал, бланки для ответов. 4. It is an island country in the Southwest Pacifi c Ocean. It lies about 10,500 km southeast of California. This coun- ХОД УРОКА try belongs to a large island group called Polynesia. The country is situated on two main islands – the North Island 1. Организационный этап and the South Island – and several dozen smaller islands. Teacher: Good morning, boys and girls! I’m glad to see 5. It is the only country in the world that is also a continent. you! It is the sixth largest country and the smallest continent. Pupils: Good morning! We’re glad to see you, too! This country lies between the South Pacifi c Ocean and the Teacher: Sit down, please! What is the date today? Indian Ocean. It is situated about 11,000 km southwest of Pupils: Today is the .. of …. North America and about 8,200 km southeast of mainland Teacher: Let’s start our lesson. Asia. The name of the country means “southern”.

2. Сообщение темы и определение цели урока Key: 1. Canada; 2. The USA; 3. The UK; 4. New Zealand; Teacher: Look at the blackboard (на доске расчерчено 5. Australia. игровое поле для игры “Крестики-нолики”). Did you guess what we will be doing today? Teacher: Let’s check your answers (Слайд №3, обучаю- Pupils: Today we will play the game “Noughts and Cross- щиеся самостоятельно проверяют свои записи и es”. подсчитывают количество правильных ответов, English LESSON PLANS (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 24 monarchy for many centuries. The unicorn, a mythical an- November– December 2016 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). определяют победителя). The winner is … (победи- 3. The coat of arms is displayed beneath the crown, which тель в выбранном поле ставит знак своей коман- has been used in the coronations of Canada’s monarchs. ды: крестик или нолик). The escutcheon (щит) is divided into fi ve sections. The Teacher: Choose the next fi eld. The task is … (Слайд №4). fi rst part contains the three golden lions, symbolizing Read the description of the capital and name the city England. The second quarter has the Scottish red lion and (обучающиеся читают текст на карточках и на- the third quarter shows the Irish harp of Tara. The golden зывают столицу одной из англоговоорящих стран. lily is a sign of France. The fi fth representation, a sprig of Побеждает тот, кто быстрее дал правильный red maple leaves at the bottom, is a distinctly Canadian ответ). symbol that became gradually identifi ed with the country throughout the 19th century. This capital city is situated on the picturesque bank of the 4. The shield (щит) is the central point of the coat of arms, river of the same name. One third of its population descend- contained within is the badge (символ) of each state of ed from English and French immigrants. Before coloniza- the country. Above the shield there is the seven-pointed tion, this capital region was an Indian trading (торговый) Commonwealth Star. The Red Kangaroo and Emu that centre. The name of the city comes from the Indian word support the shield are unoffi cial emblems because they meaning “trade”. For a very long time it was a fur (мех) trad- are unique native fauna, and likely chosen because they ing centre. The suburbs of the city house different industrial are the best-known native animals. factories: electronic enterprises, food processing factories, 5. The bald eagle became the national emblem of this coun- paper mills and others. The capital is called a city of bridges try in 1782. It has an olive branch (a symbol of peace) because there are more than 20 bridges in the city. It is fa- and arrows (a symbol of strength) in its two talons. Above mous for its walkways, along which about a million of tulips the eagle there are thirteen stars representing the original bloom in spring. colonies founding the state. You can see the eagle on the back of a dollar bill. Key: Ottawa KEY: 1. New Zealand; 2. The UK; 3. Canada; 4. Australia; Teacher: Let’s check your answers (Слайд №5). The win- 5. The USA. ner is … Teacher: Choose the next fi eld. The task is … (Слайд №6). Teacher: Let’s check your answers (Слайд №7). The win- Match the emblem and its description (обучающиеся ner is … читают текст с описанием эмблемы англоговоря- Teacher: Choose the next fi eld. The task is … (Слайд щей страны и соотносят его с изображением. По- №8–13). Look at the screen and match the country and its беждает тот, кто быстрее дал больше правиль- fl ag (обучающиеся рассматривают флаг и записыва- ных ответов). ют на бланк для ответов):

1. 2.

3. 4.

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 KEY: 1. New Zealand; 2. The USA; 3. Australia; 4. The UK; crown. Beneath the shield there are two silvery leaves of 5. Canada. fern. 2. In the Royal Arms shield, three lions symbolize England, Teacher: Let’s check your answers (Слайд №14). The win- a lion rampant (на задних лапах) – Scotland, and a harp ner is … LESSON PLANS English 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- 25 November– беждает тот, кто быстрее дал больше правильных December 2016 ответов).

Newcastle, Vancouver, New Orleans, Kalgoorlie, Calgary, It is one of the biggest animals in the world. It is 3 meters Invercargill, Liverpool, Esperance, Hastings, Anchorage, long and its weight is about 1,000 kilograms. It has got a Meekatharra, Salt Lake City, Winnipeg, Auckland, Birming- long neck, fl at head, black skin and white fur. It walks on ham 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 KEY: sleeps about 30-50 days in its Arctic home. There are a lot of Newcastle, Liverpool, Birmingham – the UK these animals in Alaska (the USA) and Canada. Winnipeg, Vancouver, Calgary – Canada Salt Lake City, New Orleans, Anchorage – the USA KEY: Polar bear Meekatharra, Kalgoorlie, Esperance – Australia Auckland, Invercargill, Hastings – New Zealand 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 kilograms. 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 unoffi cial symbol of this country. It is drawn on the emblem of Australia.

KEY: Kangaroo

KEY:

Teacher: Let’s check your answers (Слайд №16). The winner is … 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 crossword 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). English LESSON PLANS 3) In 1973 he entered Harvard University but he dropped out two years later. 4) He created the computer program- 26 ming language BASIC. November– 5) He and his friend Allen began their December 2016 own corporation in 1975. 6) He is the richest man on the planet in Teacher: Let’s check your answers (Слайд №19). The win- 1996-2007, 2009, 2015. He has got ner is … $79 billion but some of his money Teacher: Choose the next fi eld. The task is … (Слайд has been donated to education and №20). Match the weather description and the coun- charity (благотворительность). try (обучающиеся читают на карточках описание 7) Picture. погоды и подписывают страну. Побеждает тот, 8) His corporation is “Microsoft”. кто быстрее дал больше правильных ответов): KEY: Bill Gates 1. Local people say: “If you don’t like the weather in our country, wait for 15 minutes”. That’s true. This short time Teacher: The winner is … is enough for the weather to change dramatically. Sun- Teacher: Choose the next fi eld. The task is … (Слайд №25, shine and rain can displace each other, sometimes in the 26). Read these English proverbs and give their Rus- course of a day. That’s why the air is always fresh and sian equivalents (обучающиеся читают английские there a few clouds in the sky. Many years ago, the Maori поговорки и должны дать их русский эквивалент. called this country “The land of a long white cloud”. Побеждает тот, кто быстрее дал правильные 2. This country has different weather in different regions. ответы): For example, in the north, the winter is very cold (-25°– -30°С), while, in summer the temperature can be below KEY: (ниже) zero. In the south, however, the winter temperature East or West, home is best. – В гостях хорошо, а дома is -15°C, and in the summer it is not so very hot (+20°C). лучше. The weather is often rainy. The air is humid (влажный) A friend in need is a friend indeed. – Друг познается в because of the three oceans which wash this country. беде. 3. The climate in this country is temperate (умеренный) No pain, no gain. – Без труда не вытащишь и рыбку из thanks to warm southwest winds from the Atlantic Ocean. пруда. 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 Teacher: The winner is … green all year round and that’s why this country looks like a great park. 4. Подведение итогов 4. The climate in this country varies. It is the most drought- Teacher: So, let’s look at the fi eld. Who is the winner of our ridden (засушливый) English-speaking country. There game? (обучающиеся определяют победителя по are 7 deserts in this country! But you can also fi nd sea- количеству крестиков и ноликов: у какой команды side, tropical forests, and snowy mountains. In winter больше, тот и победитель). The winner will get ex- the temperature is about +26°C, in summer it averages cellent marks and the other team will get good marks. +17°C. 5. The climate in this country differs from one part of the 5. Рефлексия country to another. The coldest climate is in the northern Teacher: And now let’s conclude our lesson. What tasks part, where there is heavy snow in winter and the tem- were more interesting/diffi cult for you? perature may go down to a chilling -40°C. The south, in Pupils: … contrast, has a subtropical climate, with temperatures up Teacher: How would you appraise your activity in the les- to +49°C in summer. son? Pupils: … KEY: 1. New Zealand; 2. Canada; 3. The UK; 4. Australia; Teacher: What new information did you encounter? 5. The USA. Pupils: …

Teacher: Let’s check your answers (Слайд №21). The win- 6. Домашнее задание ner is … Teacher: Your homework is to write an essay about one Teacher: Choose the next ﬁ eld. The task is … (Слайд №22– of the English-speaking countries you’d like to visit. 24). Guess the famous person (обучающиеся чита- Thank you for the lesson. Goodbye! ют по одному факту из биографии знаменитости. Побеждает тот, кто быстрее назовет имя этого Юлия Владимировна Шубенкова, человека): МБОУ “Ленинуглёвская СОШ”, п. Восходящий, Ленинск-Кузнецкий р-он, 1) He was born on October 28, 1955, in Seattle, Washington, Кемеровская область USA. 2) He began his career at age 13. See more in additional materials. TOPICAL JOURNEY English 27 November–

Australia December 2016 Some see no beauty in our trees without shade, our Those who lose “ ﬂ owers without perfume, our birds who cannot ﬂ y, and our beasts who have not yet learned to walk on dreaming are lost. all fours. But the dweller in the wilderness “ acknowledges the subtle charm of this fantastic Australian land of monstrosities. He becomes familiar with the beauty of loneliness. Aboriginal proverb Marcus Clarke

We are not so much as disillusioned but illusion free. TOPICAL JOURNEY Miranda Devine The Birth Place of Australia ...... 28 There’s a sense of humour within the Australian James Cook ...... 28 culture that prevails when one is in a rather diffi cult situation. Australian English ...... 30 Guy Pearce Australian English Slang ...... 30 Every country is like a particular type of person. Australia Quiz ...... 32 America is like a belligerent, adolescent boy; Canada is like an intelligent, 35-year-old woman. Australian Literature ...... 34 Australia is like Jack Nicholson. It comes right up to you and laughs very hard in your face in a highly Female Australian Writers ...... 34 threatening and engaging manner. Wicca in Australia ...... 36 Douglas Adams Nicholas James “Nick” Vujicic .....36 Once people come to Australia, they join the team. Tony Abbott Crossword “Australia” ...... 38 English TOPICAL JOURNEY 28 November– The Birth Place o December 2016 One day I was about to have a particularly exciting experience. I was going JAMES COOK to visit the site of the fi rst landing of Captain Cook. For each geographer such In 1769 Lieutenant James Cook in a places on the world map are full of particularly deep meaning. small British coastal collier ship converted To get to the landing place you have to drive through Kurnell, on the same by the navy sailed into the great southern peninsula of Botany Bay, directly opposite old Sydney. Leaving the city envi- ocean. He had been commissioned to note rons I passed a vast sand pit. Powerful excavators raised dust clouds. The sand the transit of Venus across the sun. (The planet Venus was named after the clas- mining company was called Pioneer which was a bit ambiguous. After all, sical goddess of love who, as the paint- Captain Cook pioneered the exploration of Australia. The present-day corpora- ing by Botticelli shows, was born on the tion had such a romantic name, and seemed ready to raze the entire peninsula, ocean. The reason for its name is because and not even leave the landing spot of the great pioneer and explorer from the the planet passes across the sky in a wa- eighteenth century. tery motion.) Captain Cook came ashore After the sandpit, beside the road stretched the buildings of a chemical plant. in New Zealand. It was indeed a place We broke through the thick veil of pungent smelling reddish smoke to fi nd our- profoundly infl uenced by the watery at- selves near an oil refi nery with more smoke and fumes than ever dreamed of mosphere. The Maoris called it Aotearoa, by Captain Cook! The Land Of The Long White Cloud. Their painted and woven panels show the swirl At the entrance to Kurnell was a small, but very pleasant sign Welcome to Kur- of water. 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 The women (wahine) had spiral moka signs and along the road were bottles, paper, and empty cans. Australia, if you tattooed on their chins and the beautiful could collect fi nes for each piece of trash you would clear the National Debt! heirloom nephrite tiki on twisted fl ax around I drove up to the fence of a small park and there I was: at the landing site of their necks show perpetual liquidity. (These Captain Cook! A large passenger ship was at anchor in Botany Bay. Near the tiki were not owned by the wearer; they shore could be seen a small stone island with fi ve white breasted cormorants were katiaki, to be cared for in a lifetime.) and about thirty delicate gulls. It could have been there that Captain Cook But also clear in the night sky was the moored his boat two hundred years before. red eye of Mars, the classical god of war. On the other side of the bay was Sydney’s jagged silhouette curtained by This fi ery infl uence is also experienced in smoke plumes, particularly along the industrial suburbs. The landing site was New Zealand. The warrior’s haka evokes surrounded by a small picturesque park with a memorial museum and several fl ashing martial sparks and many ances- monuments. The main obelisk, a powerful stele with a base and granite stair- tral depictions are in a fl ickering fl ame-like case, rose from the shore. Children climbed on it, and elderly folk sat quietly style. 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 In Auckland there are fi fty-three volcanic stone there was once a plaque. Clearly this would have been Australia’s oldest cones in the narrow isthmus between two seas so evidence of fi re and water is always memorial sign, and one day, Australians will come to their senses and restore present. There is probably no bird song as this as a precious relic. lovely as the Tui’s water drop sounds on a On the obelisk there was a copper plaque with the inscription: “Captain misty morning. New Zealand is isolated. It Cook landed here 28th April A.D. 1770. This monument was erected A.D. 1870 had no four-footed warm-blooded animals by the honourable Thomas Holt, M.L.C. Victoria Regina”, before rats from Cook’s ship ran down the and then the extract from Capt. Cook’s Journal: mooring ropes. These rats competed with “Saturday 28th April, A.D 1770. At daybreak we discovered a bay, and an- the near blind fl ightless kiwi. 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 Up until then the Maori ate birds and fi sh for protein. And in the years just before S. Longitude 208º37’ W.” Captain Cook, they sometimes ate each A little distance inland there is a monument to Sir Joseph Banks. The distin- other! Theirs was a highly structured ritual- guished botanist, who was at that time a very young man, came here with Cap- istic society, bold and assertive. 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 Perhaps that is why when white settlers fauna, and returned to England with extensive scientifi c material; the basis of came all demanded a universal franchise a magnifi cent herbarium, and various unique collections. On his return Joseph so men and women could vote long before Banks became President and remained so until his death. And now we see all any other country. along the coast the banksia bush, which is just one of the plants that immortal- When Cook discovered the west coast ize the name of this remarkable scientist. of Australia, the bright skies were remarkable. The feeling of earthiness was almost overwhelming. Between the earth and sky the Aboriginal peoples had a spiritual devotion to nature. They were not aggressively militant. When confronted they seemed to Sources: TOPICAL JOURNEY English 29 of Australia November– December 2016

melt away. In the European consciousness they didn’t seem like the usual greedy humans, 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 impossible 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- There is a bronze high relief monument to the scientist Joseph Banks and dent in eucalypt leaves and in the Sydney an adjacent semi-circular bench on which one may sit very comfortably to Opera House. 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. But do you know of the historic connec- A little away from the sad memorial is a tall granite obelisk; in front of it is a tion between New Zealand, Australia and fl agpole. I went up to the monument and read the inscription: “This monument Russia? When Germany was invading is erected to the Memory of the Swedish Scientist, Daniel Carl Solander, who Russia in what the West calls the Great landed with Captain James Cook and Josef Banks at Botany Bay on 28th April, War of 1914–1918, massed troops of Aus- tralian and New Zealanders, the ANZACs, 1770. Erected by his countrymen in Australia, August, 1918.” attacked Turkey to try and fi ght their way Among the Endeavour crew was a Swedish citizen, Dr Daniel Solander, a through to aid Russia! The ANZACs unfor- botanist and student of the great Carl Linnaeus. Joseph Banks and he conduct- tunately landed on the shore of the steep ed research and kept diaries during the voyage. Later his fellow countrymen cliffs of Gallipoli. The Turkish defenders remembered his contribution to the British opening of the fi fth continent. could fi re down on them. In the end after In the small round wooden building of the museum, lit by large, bright win- a long futile campaign the ANZACs were dows, there were a cannon from the ship Endeavour together with old maps used defeated and withdrew. 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 But the attitude of the free soldiers is unique in world history. Not only were museum where mynahs were hopping about, opportunistically feeding. These the survivors commanded later in France Indian starlings (black with yellow eyebrows) were introduced to Australia, by a General who was a Jew (showing a and are well established in gardens and parks. new consciousness free of old European An excerpt from the book “Flying Boomerang” by Nikolay N. Drozdov, prejudices), but after the war ended they translated by Ekaterina Gaevskaya did not immediately erect War Memorial monuments, but they asked themselves why their dead comrades had fought. And Nikolay Drozdov is a Soviet and Russian zoologist, Doctor of Biological Sciences, then the veterans collected money to build Candidate of Geographical Sciences, professor of Moscow State University, social ac- schools for the children of the adversaries tivist, TV and radio host. He is a member of an expert board of national award Crystal who had defeated them, – the Turks! Compass, member of media board of Russian Geographical society, the author of the programme “In the World of Animals”. By David Wansbrough Illustration by the author. English TOPICAL JOURNEY 30 November– December 2016 Australian E AUSTRALIAN ENGLISH AUSTRALIAN ENGLISH SLANG IN THE TWENTIETH CENTURY Origins Australian English differs from other Englishes primarily in its accent and Australians worry about Australian Eng- vocabulary. The major features of the accent were established by the 1830s. In lish as a whole being swamped by Ameri- the period between colonial settlement (1788) and the 1830s, when the foun- can English, but when it comes to our slang dation accent was being forged, new lexical items to describe the new envi- that anxiety becomes acute. It is easy to ronment, especially its fl ora and fauna, were developed either from Aborigi- see how our slang is so derivative. Much nal languages (coolibah, wombat, wallaby, waratah, and so on) or from the of it happens fi rst in American English and ‘transported’ English word stock (native bear, wild cherry, and so on). Many fi lters through to us from that society. What more vocabulary items were later added in response to the nineteenth-century happens, happens there fi rst. There’s really process of settlement and pastoral expansion. All of this seems at once predict- not much left for us to do. Except that there able and inevitable – this is the way a colonial society imposes its linguistic is still the experience of being an Austral- ian, of being in this place, in this society, footprint on a subjected land. in this culture for which we have to fi nd the right words. It is an Australia heavily infl u- PRONUNCIATION: CULTIVATED, BROAD, enced by America, but not wholly overrun. AND GENERAL AUSTRALIAN We have to own the words we use. Even And then, at the end of the nineteenth century, something curious and large- the hand-downs have to become integrat- ed into discourse that is distinctively Aus- ly unpredictable happened to Australian English. In response to a newly de- tralian. veloped concept of Received Pronunciation in Britain, which was closely tied to notions of social prestige, some Australian speakers modifi ed their vowels Our whole history of slang has been a and diphthongs in order to move them towards the British exemplars. From the mixture of the derivative and the original. The fi rst record of Australian English was 1890s, and well into the 1950s, elocution was in the air, and elocution teachers an account of convict language, brought found a ready market for the teaching of British vowels and diphthongs to the to the colony by the thieves of London socially aspirational classes. This modifi ed form of Australian speech came to and generally referred to as “the Flash be called Cultivated Australian. Language”. James Hardy Vaux, a con- As if in response against this new British-based Cultivated Australian, a vict himself, defi ned fl ash as the cant lan- diametrically opposed form of Australian English developed in the fi rst part of guage used by the “family”. To speak good the twentieth century. This form moved the Australian vowels and diphthongs fl ash is to be well versed in cant terms. even further away from what was now the British standard of pronunciation, Although there is no clear knowledge of and emphasized nasality, fl atness of intonation, and the elision of syllables. the origin of the term fl ash, the sugges- tion is that it referred to a specifi c district This second modifi ed form of Australian speech came to be called Broad between Buxton Leek and Macclesford in Australian. While it is true that when non-Australians hear any Australian say northern England. ‘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. Here are some examples Vaux records as “Flash Language” which we would be The majority of Australians continued to speak with the accent that had been familiar with today: 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 awake to something aware of what’s going by Cultivated Australian and Broad Australian, and these forms of Australian on English came to carry with them very different sets of values. Cultivated Aus- old chum/new chum originally referring to tralian, for example, came to express a longing for British values and a nostal- fellow prisoners in a jail or hulk gia for a country that was still regarded by many as ‘home’. Broad Australian conk nose was strongly nationalistic, and carried with it notions of egalitarianism that do the trick originally referring to a success- were antagonistic to a perceived class-obsessed and hierarchical Britain. fully accomplished robbery or other such il- All three forms of Australian English included most of the vocabulary items legal business 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; fossick – perhaps a variant of the midland and southern English fussock (to bustle about) – meaning ‘to search for gold’, and then ‘to rummage around for anything’; 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 LEXIS In lexis, a number of the most culturally important Australian terms developed towards the end of the nineteenth century, at precisely the time that

Picture sources: http://jeffreyhill.typepad.com; https://vincentloy.fi les.wordpress.com TOPICAL JOURNEY English 31 November– n English December 2016 Australian English was generating its Cultivated and Broad forms. Battler (especially 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 battler 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 fence receiver of stolen goods Australian words. The bludger is a person who lives off the efforts of others, a frisk search cadger and an idler, a person who expects others to do all the work. The history of this word helps to explain something of the moral condemnation that gammon deceit, pretence, plausible language 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 grub food to use a bludgeon, a short stout club’. In Australia the bludger became a pimp kid young child, especially a boy who who was prepared to protect his fi nancial stake in a prostitute by resorting to thieves at an early age the violence of the bludgeon. The salient feature in this, and all later senses, is lark fun 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 lush beer or liquor; to drink such liquor abuse. plant to hide or conceal Dinkum emerges at about the same time. Dinkum is from a British dialect, queer unwell 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 quod gaol ‘fairness’ that the particularly Australian meaning ‘reliable, genuine, honest, racket particular kind of fraud true’ developed in the fi rst decade of the twentieth century. It was also at this scotty irritable time that the collocation fair go appeared, an important expression of egalitar- ian principles. The continuing signifi cance of this phrase in Australian society shake someone down to rob someone is evidenced by the fact that a recent Federal Government booklet Life in Aus- sharp swindler tralia (2007), aimed at new migrants, explains what is meant by a fair go in on the sly secretly 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 snitch on someone to tell on someone their talents, work and effort rather than their birth or favouritism. Australians snooze to sleep have a spirit of egalitarianism that embraces mutual respect, tolerance and fair square honest, fair, upright 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, on the square with someone dealing honestly with someone the evidence indicates that its really widespread use occurred during the First World War. stake booty acquired by robbery It was out of the First World War that Anzac (an acronym formed from sting swindle the initial letters of Australian and New Zealand Army Corps) and digger swag bundle (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 swell gentleman soldier’. By the end of the war both terms were being used emblemati- toddler small child cally to refl ect the traditional view of the virtues displayed by those who tout keeping a lookout for business served in the Gallipoli campaign, especially as these virtues were seen as national characteristics. Such terms are part of a rich tradition of Austra- turn up trump to be fortunate lian colloquialisms that became established in the fi rst half of the twentieth wack share century: bonzer ‘excellent’; Buckley’s chance ‘no chance at all’; cobber spinning a yarn telling a story for amuse- ‘mate’; crook ‘dishonest, unpleasant, ill’; dag ‘a character, an entertain- ment 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’; Source: rort ‘an act of fraud or sharp practice’; wog ‘a fl u-like illness’; wowser ‘a http://www.macmillandictionaryblog.com puritanical person, a killjoy’, and many more.

Submitted by Tatyana Makhrina English TOPICAL JOURNEY AUSTRALIAN ENGLISH AND NATIONAL IDENTITY These Australianisms were very much a part of Broad Australian and Gen- 32 eral Australian. They were certainly not a part of Cultivated Australian, the November– December 2016 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- AUSTRALIA QUIZ tual British standards. Here was a paradox: the Australian accent and the core How much do you know about Australia? words that carried and embodied Australian values (and which were therefore Find out by taking the quiz below. central to notions of nationhood and identity) were judged to be substandard 1. What is the capital of Australia? and second-rate. A. Canberra In the second half of the twentieth century, the weakening ties with Britain B. Sydney C. Melbourne (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- 2. Why is Australia called the land down ally reversed. Australian English became ‘naturalized’ in its own country, its under? accent and vocabulary were accepted as a national norm, and it was celebrated A. Most of the continent is under water. B. Most Australians are really short. in such works as the Australian National Dictionary of 1988. In the fi rst half C. It lies below the equator. 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 3. What are native Australian people called? and laughter. As a result, Broad Australian, too, has been in decline, as if this A. Native Americans extreme form was no longer required now that the imperial elements were B. Urulu dead. General Australian is now to the fore – as it had been before the false C. Aborigines dawns of Cultivated and Broad. 4. Which is the biggest state of Australia? A. Western Australia BRITISH ENGLISH INFLUENCES ON AUSSIE SLANG B. New South Wales It is not surprising that colonial society in Australia remained attuned to the C. Victoria colloquialism of British English throughout the 1800s. London was the centre 5. Which is Australia’s smallest state? of Australia’s colonial universe. British English was our model, our aspiration A. Queensland then, as American English is now, at least for the young. B. Victoria It comes as a bit of a shock to realise that some of the key items of Aus- C. Northern Territory tralian English are hand-me-downs from elsewhere. Iconic terms such as the 6. How many people live in Australia? bush and bushranger are in fact borrowings from American English. And a A. 16 million colloquialism that we think of as being central to our culture – fair dinkum – is B. 24 million C. 28 million in fact a borrowing from British dialect. The following are some common items in Australian English for which we 7. When is Australia’s National Day? have to acknowledge our debt to British English. It is true, however, that in A. 26th January some cases we have made more of these words than the British have done. B. 29th February C. 1st March 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 8. What is a famous landmark in Sydney? strong here. Mongrel in the sense of despicable was a colloquialism of the A. Central Bank of Australia 1700s in British English but is alive and well in Australian English, particu- B. Ayers Rock C. Cydney Opera House larly in the expression a mongrel act. Some examples of British English hand- 9. Why does each star on the Australian me-downs: bloke, boomer, go for a Burton, fl ag have seven points? chiack, chook, chuffed, have a derry on A. The points represent Australian deserts. someone, cobber, dink double, duffer, dunny, B. They represent the six Australian fl ummox, a fl uke, fossick, a geek, give some- states. one gip, golly, josh, mollydooker, mully- C. They represent the bodies of water grubber, nick steal, nincompoop, ning nong, surrounding Australia. purler, Rafferty’s rules, a punt, the rozzers, 10. What do Australians call themselves? shivoo, skerrick, skite, slummocky, smidgin, A. Rednecks smoodge, sook, sool, little tackers, tiddler, B. All Blacks tootsy, waffl e, wonky. C. Aussies 11. What is Australian currency called? FROM ORIGIN A. The Australian pound TO ORIGINALITY… B. The Australian dollar Australian English’s special areas of cre- C. The Australian yen ativity would seem to be sport, in particular 12. What is the traditional Aboriginal musi- Aussie Rules, e.g. boundary rider, despera- cal instrument called? tion football, fresh air shot, mongrel kick, A. Didgeridoo rainmaker. From sport it is a short distance B. Bongo C. Steel Drum Sources: http://public.oed.com TOPICAL JOURNEY English 33 November– December 2016

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 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- 16. In which sport does Australia have the ish largesse on), free kick (transfer from the football use to mean ‘an easy best team? opportunity to score off the opposition’), rort (as in ‘rorting or stacking the A. Soccer branches’). B. Rugby Australian slang in popular belief is recognised for two attributes, the fi rst C. Cricket being its black humour and pervasive irony, its constant downplaying of 17. How many states are in Australia? events and downsizing of people. The second is its reportedly huge range and A. Six vast lexicon. B. Eight The black humour comes from its colonial origins where grim humour was C. Ten 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 18. What is the national animal of Australia? useful in the Macquarie Book of Slang: A. The kangaroo useful as …: a bucket under a bull, a dead dingo’s donger, a dry thun- B. The kookaburra derstorm, a glass door on a dunny, an arsehole on a broom, an ashtray on a C. The dingo motorbike, a pocket on a singlet, a roo bar on a skateboard, a submarine with 19. Why is the center of Australia so dry? screen doors, a third armpit, a wart on the hip, a wether at a ram sale, the bot- A. The Australians have used up all of tom half of a mermaid. the water. The belief that Australians have more slang at their disposal than any other B. The heat caused all of the water to English language community I think springs from the Australian habit of us- evaporate. ing slang in situations where other cultures would stick to a formal register. C. The mountains block rainfall from This has the effect of making Australian slang more notable and noted. A mo- reaching Australia’s interior. 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 20. In the Australian bush ballad “Waltzing varieties in these terms, but it would seem that we are all equally gifted in all Matilda” what does “Matilda” refer to? A. A girl the registers of our variety. B. A style of dance There is plenty of evidence in the Macquarie Book of Slang of our reli- C. A bedroll 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 KEY: 1. A; 2. C; 3. C; 4. A; 5. B; 6. B; 7. A; attempt to avoid an undesirable topic of conversation. But there is still an 8. C; 9. B; 10. C; 11. B; 12. A; 13. B; 14. C; awful lot of American slang that we don’t touch, because it doesn’t come 15. B; 16. C; 17. A; 18. A; 19. C; 20. C. 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.

Submitted by Tatyana Makhrina structuresxx / Shutterstock.com English TOPICAL JOURNEY 34 November– Australian L December 2016 Australian 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 FEMALE AUSTRALIAN WRITERS been tightly connected with Britain, its literary tradition began and is still linked to the The Guardian: a tale (1838) was the fi rst Aus- traditions of English literature. At the same time, the unique character of the country tralian novel written by a woman, ANNA MAR- brought to life such themes as “the beauty and the terror” of life in the Australian bush1, IA BUNN. The novel is a competent work that the complexities of Aboriginality, painful interracial relations, settler identity, aliena- mixes the apparently incongruous modes of the 2 Gothic novel and the comedy of manners. The tion, exile and mateship . setting is England and Ireland, with New South Australia’s fi rst novel, Quintus Servinton: A Tale Founded upon Incidents of Real Wales only referred to at times in the text. It is Occurrence (1831) was written by a convict from England, HENRY SAVERY, and written partly in the form of letters between two published anonymously. It was autobiographical and showed the main character as an former school friends and partly in third person individual different to the general convict population. narrative, typical of transitional novels of the Poetry played an important part in the founding of Australian literature. Two poets time. Themes include the search for security, the who are amongst the great Australian poets are CHRISTOPHER BRENNAN and issue of whether to marry for love and the ups ADAM LINDSAY GORDON; Gordon (1833–1870) was once referred to as the “na- and downs of marriage. MILES FRANKLIN (1879–1954) was a femi- tional poet of Australia” and is the only Australian with a monument in Poets’ Corner nist who is best known for her novels My Brilliant of Westminster Abbey in England. Career, and All That Swagger. Elizabeth II quoted from one of Gordon’s more famous poems in her Christmas She did a lot for the development of a unique- Message of 1992, “Kindness in another’s trouble, courage in one’s own…” ly Australian form of literature, and she actively CHRISTOPHER BRENNAN (1870–1932) infl uenced Australian writers of his supported writers, literary journals, and writers’ own generation and many who succeeded him. In remembrance, the Fellowship of organisations. In her will she made a bequest for Australian Writers established the Christopher Brennan Award which is presented an- her estate to establish an annual literary award nually to an Australian poet, recognising a lifetime achievement in poetry. known as the Miles Franklin Award. CHRISTINA STEAD (1902–1983) was a ANDREW BARTON “BANJO” PATERSON, (1864–1941) was a bush poet, jour- novelist and short story writer acclaimed for her nalist and author. He romanticised the outback and the rugged characters who became satirical wit and penetrating psychological char- part of the self-image of the nation. He created what is probably the most famous Aus- acterisations. She was born in Sydney and died tralian verse, Waltzing Matilda. in Sydney but she had spent much of her life out- Waltzing Matilda has been described as the country’s “unoffi cial national an- side Australia. Christina Stead was a committed them”. Marxist, although she was never a member of ‘Waltzing’ means travelling on foot; ‘matilda’ is a bag slung over one’s back. The the Communist Party. ballad tells a story about an itinerant worker who steals a sheep because he is very hun- Stead wrote 15 novels and several volumes of short stories in her lifetime. She taught “Work- gry. When police offi cers try to arrest him, he drowns himself in a river and his ghost shop in the Novel” at New York University in haunts the site. 1943 and 1944, and also worked as a Hollywood HENRY LAWSON (1867–1922) is among the best-known Australian poets and screenwriter in the 1940s. Her fi rst novel, Sev- fi ction writers of the colonial period and is often called Australia’s “greatest short story en Poor Men of Sydney (1934), dealt with the writer”. Unlike Paterson, Lawson had no romantic illusions about a rural ‘idyll’ but lives of radicals and dockworkers. Stead’s best- rather grim views of the outback. known novel, The Man Who Loved Children, is MARCUS CLARKE (1846–1881) was an English-born Australian novelist and largely based on her own childhood. In 2005, the poet, best known for his novel For the Term of His Natural Life, a powerful tale of an magazine Time included this work in their “100 Best Novels from 1923–2005.” Stead’s Letty Australian penal settlement. The story follows the fortunes of Rufus Dawes, a young Fox: Her Luck, often regarded as an equally man transported for a theft that he did not commit. The harsh and inhumane treatment fi ne novel, was offi cially banned in Australia for meted out to the convicts, some of whom were transported for relatively minor crimes, several years because it was considered amoral is clearly conveyed. The conditions experienced by the convicts are graphically de- and salacious. scribed. KATHARINE SUSANNAH PRICHARD PATRICK WHITE (1912–1990) was the fi rst Australian who was awarded the (1883–1969) was born in Australia and lived in Nobel Prize in Literature in 1973. From 1935 to his death, he published 12 novels, three Australia all her life. Prichard was a founding short-story collections and eight plays. His fi ction tackles existential questions as well member of the Communist Party of Australia in 1921 and remained a member for the rest of her as myriad human fl aws, weaknesses and hypocrisies, and it is full of fresh and original life. She worked to organise unemployed work- metaphor. White’s stream of consciousness technique is also often very condensed and ers and founded left-wing women’s groups, and perhaps at fi rst diffi cult to approach. during the 1930s she campaigned in support of White was born in London, and was educated at Cambridge. Towards the end of the the Spanish Republic and other left-wing causes. 1930s, White spent time in the United States. By the time World War II broke out, he Although she had frequent arguments with other had returned to London and joined the British Royal Air Force. He was accepted as an Communist writers, she remained supportive of intelligence offi cer, and was posted to the Middle East. He served in Egypt, Palestine, the Soviet Union and its cultural policies when and Greece before the war was over. The central character in his novel The Twyborn many other intellectuals left the party during the 1950s. Affair tries to conform to expectations of pre-WWII Australian masculinity but cannot, Her massive work The Goldfi elds Trilogy – and instead, post-war, tries out another identity – and gender – overseas. The Roaring Nineties (1946), Golden Miles His fi rst writings were well received in England and the USA but poorly in Australia. (1948), and Winged Seeds (1950) is a major re- Still White decided to persevere. His fi rst breakthrough in Australia came when his construction of social and personal histories in novel Voss won the Miles Franklin Literary Award. Western Australia’s goldfi elds from the 1890s to His name had been mentioned as a contender for the Nobel Prize in Literature, but 1946. in 1971 White lost it to Aleksandr Solzhenitsyn. Feeling hurt, he wrote to a friend: GERMAINE GREER (b. 1939) has spent “That Nobel Prize! I hope I never hear it mentioned again. I certainly don’t want it; the much of her career in England and has been a fi erce critic of her native land. She is regarded machinery behind it seems a bit dirty, when we thought that only applied to Australian as one of the major voices of the second-wave feminist movement in the latter half of the 20th TOPICAL JOURNEY English 35 n Literature November– 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.” century. Greer’s ideas have created controversy Nevertheless, in 1973, White did accept the Nobel Prize “for an epic and psycho- ever since her fi rst book, The Female Eunuch logical narrative art, which has introduced a new continent into literature.” (1970), became an international best-seller and made her a household name. In it Greer offered DAVID MALOUF (b.1934) has received a lot of prestigious awards and prizes a systematic deconstruction of ideas such as both Australian and international for his novels, short stories and plays. He was born womanhood and femininity, arguing that women in Australia to a Christian Lebanese father and an English-born mother of Portuguese are forced to assume submissive roles in society Sephardi Jewish descent. He has lived in England and Tuscany; for the past three dec- to fulfi ll male fantasies of what being a woman ades, most of his time has been spent in Sydney. entails. His fi rst novel, Johnno (1975), is the semi-autobiographical tale of a young man Her work since then has focused on lit- growing up in Brisbane during World War II. His epic novel The Great World (1990) erature, feminism and the environment. Later tells the story of two Australians and their relationship amid the turmoil of two World books include Sex and Destiny: The Politics of Human Fertility, The Change: Women, Age- Wars, including imprisonment by the Japanese during World War II; his Booker Prize- ing and the Menopause, The Whole Woman shortlisted novel Remembering Babylon (1993) is set in northern Australia during the Shakespeare’s Wife and White Beech: The 1850s amid a community of English immigrant farmers (with one Scottish family) Rainforest Years. whose isolated existence is threatened by the arrival of a stranger, a young white man Greer’s idea is a complete liberation rather raised from boyhood by Indigenous Australians. than feminism. She sees equality with men as Other writers have felt that, whatever Australia was, it needed to be escaped. CLIVE assimilation and “agreeing to live the lives of JAMES, ROBERT HUGHES, BARRY HUMPHRIES and GERMAINE GREER unfree men.” “Women’s liberation,” she wrote in are all Australian writers who left Australia in the 1960s for England and America. The Whole Woman, “did not see the female’s potential in terms of the male’s actual.” She argues ROBERT HUGHES (1938–2012) was an Australian-born art critic, writer, and instead that liberation is about asserting differ- producer of television documentaries. His best seller The Fatal Shore (1987) is a study ence and “insisting on it as a condition of self- of the British penal colonies and early history of Australia. He was described in 1997 by defi nition and self-determination.” It is a struggle a critic of The New York Times as “the most famous art critic in the world.” for the freedom of women to “defi ne their own CLIVE JAMES (b.1939) is an author, critic, broadcaster, poet, translator and mem- values, order their own priorities and decide their oirist, best known for his humorous autobiographical series Unreliable Memoirs, for his own fate.” chat shows and documentaries on British television and for his prolifi c journalism. He COLLEEN MCCULLOUGH (1937–2015) has lived and worked in the United Kingdom since 1962. was a novelist; her most well-known novel being The Thorn Birds. In 1983, the novel was BARRY HUMPHRIES (b.1934) is a comedian, actor, satirist, artist, and author. adapted into a television miniseries that, during His biographer described Humphries in 2010 as not only “the most signifi cant theatri- its run 27–30 March, became the United States’ cal fi gure of our time … [but] the most signifi cant comedian to emerge since Charlie second highest-rated miniseries of all time be- Chaplin.” hind Roots. THOMAS KENEALLY (b.1935) is best known for writing Schindler’s Ark, the DOROTHEA MACKELLAR (1885–1968) Booker Prize-winning novel of 1982 which was inspired by the efforts of Poldek Pfef- wrote My Country, an iconic patriotic poem about ferberg, a Holocaust survivor. The book would later be adapted to Steven Spielberg’s Australia, while she was homesick in the United Schindler’s List, which won the Academy Award for Best Picture. Kingdom. She started writing the poem in Lon- don in 1904 and re-wrote it several times before MORRIS WEST (1916–1999) is best known for his novels The Devil’s Advocate, her return to Sydney. 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. I love a sunburnt country, West’s works were often focused on international politics and the role of the Ro- A land of sweeping plains, man Catholic Church in international affairs. One of his best known works, The Shoes Of ragged mountain ranges, of the Fisherman (1963), described the election and career of a Slav as Pope, 15 Of droughts and fl ooding rains. years before the historic election of Karol Wojtyła as Pope John Paul II. The sequel, I love her far horizons, I love her jewel-sea, The Clowns of God, described a successor Pope, who resigned the papacy to live in Her beauty and her terror – seclusion. The wide brown land for me! 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 Core of my heart, my country! in the US. The Book Thief centers around the life of Liesel Meminger, a ten-year-old Land of the Rainbow Gold, girl living in Germany during World War II. Liesel’s experiences are narrated by Death, For fl ood and fi re and famine, She pays us back threefold – who describes both the beauty and destruction of life in this era. The Book Thief was Over the thirsty paddocks, adapted as a fi lm of the same name in 2013. Watch, after many days, The fi lmy veil of greenness NOTES: That thickens as we gaze. 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 An opal-hearted country, refers to any populated region outside of the major metropolitan areas, including A wilful, lavish land – mining and agricultural areas. All you who have not loved her, 2 You will not understand – Mateship is a cultural idiom that embodies equality, loyalty and friendship (also see Though earth holds many splendours, R. Ward The Australian Legend (1958), a study of the “Australian character”). Wherever I may die, I know to what brown country By Olga Sventsitskaya My homing thoughts will fl y. English TOPICAL JOURNEY 36 November– December 2016 Wicca in A New religions in Australia have had their share of controversy, although not NICHOLAS JAMES as much as in some European and former Communist countries. The situation “NICK” VUJICIC with most new religious movements has been remarkably peaceful in Australia, At this point there is no chance that which has come to be more tolerant with its new, more pluralistic approach to you have never come across such names religious and ethnic differences. as: Bill Gates, Oprah Winfrey, Steven Spielberg, Martha Stewart, Steve Jobs, However, there are some who would dispute this assessment and who claim George Lucas and even Donald Trump either that new religious movements cause many problems in Australian soci- – all the names that have been booming ety, or that they themselves suffer considerably at the hands of authorities and for years in media with their fascinating the media. And some scholars argue that the increasing religious and cultural business ideas, questionable work eth- diversity of Australian society might be considered a positive feature because ics, similar yet different life experiences many of the new religions, by virtue of their teachings and practices, actually that have built these tycoons, moguls, world renowned entrepreneurs. Their ex- contribute to a new kind of societal integration in Australia. amples and autobiographical books have James T. Richardson. led us to believe that everything is pos- New Religions in Australia: Public Menace or Societal Salvation? sible. America has yet again cemented the idea of the ‘American dream’ and that you can become anything you want, it just One of these so-called new religions is Wicca which, after fi rst becoming requires… well, frankly speaking, open popular in Great Britain, in the 1990s spread to form relatively wide groups of any of the books and you will surely get a followers in the USA, Canada and Australia. It emerged in Britain in the mid- gazillion number of life hacks to follow on dle of the 20th century after Gerald Gardner published his High Magic’s Aid, the road to the elusive success. Yet is the Witchcraft Today and The Meaning of Witchcraft. In these books he argued that USA the only fertile soil with such impres- he had found and compiled ancient pagan traditions (beliefs and rituals). This sive personalities? Let’s look down, keep paganism he had allegedly discovered had been, as he stated, suppressed by the on going down all the way to the kangaroo continent, yup, we are there, or here. You offi cial religion (Christianity) and despite this oppression had been exercised don’t have to look for long just a bit; this by thousands of witches accused in the era of witchhunts. particular example is similar yet so unbe- Gardner was drawn by the idea of his discovery and was eager to become lievably different. a founder of a spiritual/religious movement himself. Until 1948, he had been Nicholas James “Nick” Vujicic, born trying to revive an English branch of Aleister Crowley’s (a famous English 1982, is an Australian Christian evangelist occultist) magical order, the Ordo Templi Orientis — and only after that at- and motivational speaker born with Phoc- tempt had failed did he begin promoting “pagan witchcraft”. His books obvi- omelia which is a rare disorder character- ised by the absence of legs and arms. You ously derived from what had been propagated in the writings of a British ar- might have already seen him: a limbless chaeologist Margaret Murray some decades before, namely, a statement that person smiling on a cover of a magazine an ancient pagan religion survived (although struggling) well into the 20th or a book, or a couple of Youtube videos century and that the medieval and early modern European witches secretly with him being the guest speaker (e.g. exercised this one pagan cult, which was neither evil nor Satanic but was TED.com). His example and views on life merely intended to bring fertility of crops, animals and people. The magic have been changing opinions throughout spells, Murray argued, indeed were used by the witches, but only against the world. His presence is captivating and their enemies. warm; his infl uence is world-wide and kind. In no sense is he an ordinary example, how As Lynne Hume writes in Creating Sacred Space: Outer expressions of in- can he be? He has no limbs. No legs or ner worlds in modern Wicca, “the regularity of pagan celebrations establishes a arms that most of us take for granted all our spontaneous community...” Most Wiccan groups (covens) in Australia consist lives. He has never had this luxury. How- of a High Priestess and a High Priest who offi ciate at rituals, teach novices, and ever, this is not a pity party and the idea is initiate coven members into the coven and the mysteries of Wicca. The excep- not to make anyone feel sorry for him, on tions to this type of coven are the solitary Wiccans who work alone, and the the contrary – just respect, admiration and groups which are exclusively female, often known as Dianic Wiccans (because inspiration. they are centered around the worship of the goddess Diana). The most trivial information one may get online includes: he has tried to com- Ritual participants all share in basically the same set of beliefs and their mit suicide 2 times; he graduated from yearly celebrations are based on what is known as the Wheel of the Year, a Griffi th University at the age of 21 with mythic cycle which plays out an anthropomorphized version of the agricultural a Bachelor of Commerce degree, with a and seasonal cycle, with kings and queens passing through human cycles of double major in accountancy and fi nancial birth, death and rebirth, refl ecting the natural rhythm of the earth and nature. planning; he has published already seven Sub-groups of Wicca are highly diverse, and so are its foundations that include books that have been translated into more than 30 languages and successfully sold elements taken from neoplatonism, theosophy and spiritualism, as well as in- everywhere where there is a bookshop; fl uences from the freemasons, the Hermetic Order of the Golden Dawn, and he is married and has two boys. He is a Aleister Crowley. successful entrepreneur with profi t and nonprofi t organizations. He has been trav- TOPICAL JOURNEY English 37 November– Australia December 2016 “Like other modern Pagans, Wiccans practise religious ecology, which is elling around the world giving lectures and founded on the belief that the natural world is part of, not apart from, the dei- speeches. He has met presidents, is ac- ties that created it. The physical world within which humans fi nd themselves quainted with the most powerful people, overlaps with the spiritual realms of nature spirits, deities and transitional be- he is an infl uential fi gure on the interna- ings, yet the two worlds are apart. The goal of Wicca is to bridge the gulf tional platform. As one can spot in his vid- between these worlds and to discover self-realization by doing so. Wiccans eos, he is sure enough happy right now. It do not believe that religious intermediaries are either necessary or desirable in actually looks that he has it all, even with- order for this goal to be attained,” says Hume. out the fundamental physiological basics that most of us possess. So what has kept Wiccans now refer to themselves as Pagans and witches, and Wicca is al- him going against all odds? ternatively called Witchcraft (capital W is supposed to distinguish the religion As we know nothing is simple, and yet from the witchcraft understood as a set of evil practices). In another essay, it is. His outlook concentrates on the belief published in 1995, Lynne Hume writes: that one can transform walls that limit into Witches, by reclaiming ancient terms such as “witchcraft” and associating doors, and obstacles into opportunities. In themselves with their “sisters and brothers” of the late Middle Ages, present no way does he imply that it will be a piece of cake, but we really have a choice. Every a problem to the law. Witches in Australia can still be prosecuted under the day we make choices, constantly, con- English Witchcraft Act of 1735, although prosecutors remain uncertain if they sciously and subconsciously. No kidding our can or should enforce the Act when witchcraft might be a protected “religion” world is full of hatred, hurt, pain, unfairness, under other provisions of Australian law. Modern law in Australia, as else- still you decide whether you are going to fall where, has had to come to terms with the nebulous meaning of “religion” and and crumble under all the nastiness around the tricky problem of allowing individual religious freedom without state in- you or keep on going. Do not become your terference, while at the same time retaining the right to protect individuals and own biggest discouragement; do not believe society as a whole from religious beliefs and practices that threaten the life and the lies that scar, words are powerful but welfare of citizens. even they can do only so much. Even the worst darkest moments in one’s life can be Most witches in Australia see witchcraft as an innovation of an old idea. turned into good ones. Your choices affect Today’s witches have reclaimed the word “witch,” using it in a positive sense your present, future, all the people around to revivify what they see as ancient occult practices being used in a mod- you, your eternal life. You have the power ern context. Although some profess to be hereditary witches, claiming to over you. Mind over matter. be the product of generations of witches whose beliefs and practices have Appreciate yourself. Value who you are been passed down from parent to child (through the male or the female), few and what you, by simply being alive, bring see their religion as unbroken continuation through time from the ancient into the world. Every life has value and here the measure is not materialistic as you can pre-Christian goddess-centered religions. Most admit that their beliefs and take nothing into the afterlife. Acknowledg- practices are a creation or an extension of a fairly recent set of beliefs and ing that you are here for a reason is a cru- practices stemming from people such as Gerald Gardner and Alex Sanders in cial point. One’s life might not be pretty and this century and Aleister Crowley and some occult groups in the nineteenth fl uffy with no miracles or blessings from the century. 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 With the increase of interest in Wicca and Neo-paganism in general, there aren’t and don’t possess. By purely and is little doubt that there will be an increase of litigation involving witchcraft. simply being the best of who you are, you In one recent case in Queensland, an individual’s rights were transgressed be- might be a beacon for somebody. cause he openly identifi ed himself as a pagan. He has taken the case to the As Mark Twain’s quote goes “The two Queensland Anti-Discrimination Commission and is awaiting further advice most important days in your life are the on the matter. Should this case be litigated, it will tell us a great deal about the day you are born and the day you fi nd out status of law and religion in Australia, including the status and effect of the why.” However, if you have no clue to the ‘why’ part, then just be. Sometimes only Witchcraft Act of 1735 and the more recent legislative enactments throughout being is enough. Being true to yourself, be- the nation that deal specifi cally with witchcraft. ing there for your family and friends (even colleagues or that person on the platform), Resources: or being near is enough. We all have probably heard that, read it (scanned, let’s be Hume, Lynne (2008) Creating sacred space: Outer expressions of inner worlds in mod- frank), maybe even avoided as a useless ern Wicca, Journal of Contemporary Religion, 13:3, pp. 309-319. nuisance on the news scroll, but it is impor- Hume, Lynne (1995) Witchcraft and the Law in Australia, Journal of Church and State, tant to be reminded that you are enough Vol. 37, No. 1 (WINTER, 1995), pp. 135-150. just the way you are. You have it all. Don’t Richardson, James T. (2001) New Religions in Australia: Public Menace or Societal be shy, dream big! Nick could and so can Salvation? Nova Religio: The Journal of Alternative and Emergent Religions, Vol. 4, you, why not anyway? No. 2 (April), pp. 258-265. By Ekaterina Androsova School No. 179, Moscow Compiled by Mikhail Garder English TOPICAL JOURNEY 38 November– Crossword “Australia” December 2016

ACROSS: 17. One of the top ten countries Australian goods are ex- 6. The second most populous state in Australia named after ported to. a British queen. 18. The present sovereign of Australia. 7. An Australian animal that has thick gray fur, large hairy ears, sharp claws for climbing, and no tail. DOWN: 9. An area of very dry land that most of Australia is cov- 1. An Australian animal that moves by hopping on its pow- ered with. erful rear legs. 11. An international multi-sport event which was celebrated 2. A small animal from Australia that has a bill like the bill between 16 September and 1 October 2000 in Sydney, of a duck, webbed feet, and a wide ﬂ at tail. New South Wales, Australia. 3. The surname of Australia’s ﬁ rst female prime minister. 12. One of Australia’s resorts. 4. The capital city of Australia. 15. One of Australia’s main natural hazards. 5. One of Australia’s two largest cities. 16. The name of one of the six Australian states. 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 English THE WIZARD OF OZ1 39 November– A play for staging in a school theatre or in a linguistic camp December 2016

Number of actors: 30-55 СЦЕНА 2 Duration of the performance: about 60 minutes На сцене Дороти. Прибегает Тотошка. Дороти играет Characters in the play: с Тотошкой. The Wicked Witch of the East (Злая Ведьма Востока) Helpers (Помощники Злой Ведьмы Востока) 2–3 children Dorothy: Toto, you are my only friend. I wish you could Crows (Вороны) 3–4 children talk. Dorothy (Дороти) Toto: Woof-woof! Toto (Тотошка) Dorothy: See? You understand everything! Oh, Toto, if only Scarecrow (Страшила) we lived in a wonderful place where no one had to work, Tin Man (Железный Дровосек) where everything was possible… The Good Witch of the North (Добрая Ведьма Севера) The Good Witch of the South (Добрая Ведьма Юга) Дороти поет песню Somewhere Over the Rainbow (слова Poppies (Маки) 3–4 children песни см. в дополнительных материалах). Тото и цыпля- Mayor (Мэр жевунов) та танцуют. Munchkins (Жевуны) 7–10 children Начинается ураган. Apple trees (Яблони) 7–10 children Дороти слышит гром, отводит цыплят в безопасное The Wizard of Oz (Волшебник страны Оз) место. Тото убегает с лаем, прячется за стоящий на Guard (Стражник) сцене домик. The Wicked Witch of the West (Злая Ведьма Запада) Oz Dwellers (Жители страны Оз) 6–10 children Dorothy: Toto, quick, the cyclone is coming. We must run Monkey Leader (Предводитель летучих обезьян) for the cellar! Come back! Flying Monkeys (Летучие обезьяны) 6–10 children Дороти тоже вбегает в домик. Он поднимается СЦЕНА 1 и перелетает на другую часть сцены, где колдует На сцене злая Ведьма Востока. Злая ведьма Востока. Домик опускается на ведьму. Из-под него торчат только ноги в красных башмач- The Wicked Witch of the East: Oh how I hate these silly ках. people. They know nothing at all. I am going to make a huge hurricane. It will destroy all of them. Ha-ha-ha! СЦЕНА 3 Buck, Chuck, where on earth are you? На сцене Дороти и Тото. Жевуны и жевуньи прячутся под зонтиками, украшенными травой и цветами. Входят помощники. Выглядывают из-за них и шушукаются.

Helper 1: We are here, Your Wickedness! Dorothy: Aunt Em, Uncle Henry! Where are you? Oh, how The Wicked Witch of the East: Buck, bring me some beautiful! lizards. And you, Chuck, I need three rocks and a big Toto: It’s nice! Woof! bowl. Dorothy: You can talk, Toto! I guess we are not in Kansas anymore! Помощники уходят, возвращаются с миской и ящерицами. The Good Witch of the North: You are welcome, most no- ble Sorceress, to the land of the Munchkins. Helper 2: Here you are. The Good Witch of the South: You have killed the Wicked The Wicked Witch of the East: Let’s make a spell. Witch of the East, and we are grateful to you! Helpers: Let’s make a spell. Dorothy: Thank you, but there’s some mistake, I haven’t The Wicked Witch of the East: Put in all the things that we killed anyone. like best. The Good Witch of the North: Your house did. But are you Helper 1: A little bit of this… a good witch or a bad witch? Helper 2: A little bit of that... Dorothy: Who? Me? I’m not a witch at all! I’m Dorothy Helper 1: What shall we put in fi rst? from Kansas. The Wicked Witch of the East: So we shall mix in the The Good Witch of the South: Nice to meet you, Dorothy frogs… of Kansas, I’m the Good Witch of the South. Helper 1: Lizards and rocks? The Good Witch of the North: And I’m the Good Witch The Wicked Witch of the East and the Helpers: Stir and of the North. stir and stir and stir and stir. Both witches: Welcome to Munchkinland! The Wicked Witch of the East: The cyclone is coming, the Toto: Woof! Who are the munchkins? cyclone is coming! Ha-ha-ha! The Good Witch of the South: The people who live here. English SCHOOL THEATRE 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. 40 The Good Witch of the South: There is some charm con- November– December 2016 nected with them, but what it is we never knew. The Good Witch of the North: We are not very strong witches, you know. Жевуны потихоньку выглядывют из-за зонтиков и The Good Witch of the South: That’s why we couldn’t set поют. the munchkins free ourselves. The Good Witches Come out, come out, wherever you are Появляется Злая Волшебница Запада. And meet the young lady who fell from the star! She fell from the sky, she fell very far The Wicked Witch of the West: Who’s killed my sister? And Kansas, she says, is the name of the star. Who’s killed the Wicked Witch of the East? Was that you? Answer me! Жевуны оставляют по краям сцены свои зонтики и вы- Dorothy: No-no! That was an accident! ходят вперед, все еще опасаясь. Toto: Woof! Go away! The Good Witch of the South: Leave her alone! Munchkins (поют): Kansas, she says, is the name of the The Wicked Witch of the West: Arh? The ruby slippers? star. They are mine! I’m the only one who knows how to use The Mayor of the Munchkins: Dearest Dorothy, the Good them! Give them to me and get out of Oz. Witch of Kansas! As mayor of Munchkin City I’d like The Good Witch of the North: Stand back! to welcome you here! The Wicked Witch of the East has The Wicked Witch of the West: I’ll take care of you later! ruled this country. And we were her slaves. (Все жевуны начинают шмыгать носами и плакать.) But you have Ведьма исчезает. set us free! Munchkin 1: We thank you very sweetly… Dorothy: I want to go home to Kansas! Munchkin 2: For doing it so neatly. Toto: Me too-oo-oo! Munchkin 3: You’ve killed her so completely… The Good Witch of the South: Unfortunately we can’t get Munchkin 4: That we thank you very sweetly. you there. The Mayor of the Munchkins: The Good Witch of the North: But you should go to the Let the joyous news be spread! Emerald City and ask the Wizard of Oz. The wicked, old witch, at last, is dead! Mayor: Oh yes, he’s the greatest wizard in this land! And it’s easy to get there. Just follow the yellow brick road. THE WICKED WITCH IS DEAD Mayor: Ding Dong! The Witch is dead. FOLLOW THE YELLOW BRICK ROAD Munchkins: Which old Witch? Жевуны поют: Mayor: The Wicked Witch! Follow the Yellow Brick Road. Follow the Yellow Brick All: Ding Dong! The Wicked Witch is dead. Road. Wake up, you sleepy head, Follow, follow, follow, follow, Rub your eyes, get out of bed. Follow the Yellow Brick Road. Wake up, the Wicked Witch is dead. Follow the Yellow Brick, Follow the Yellow Brick, She’s gone where the goblins go, Follow the Yellow Brick Road. Below, below, below. Yo-ho, let’s open up and sing You’re off to see the Wizard, The Wonderful Wizard of Oz. And ring the bells out. You’ll fi nd he is a whiz2 of a Wiz! If ever a Wiz there was. Ding Dong’ the merry-oh, If ever, oh ever a Wiz there was, The Wizard of Oz is one Sing it high, sing it low. because, Let them know Because, because, because, because, because. The Wicked Witch is dead! Because of the wonderful things he does. You’re off to see the Wizard. The Wonderful Wizard of Oz. Ноги злой волшебницы, торчавшие из -под домика, исче- зают. Дороти и Тото уходят. Жевуны машут им вслед.

Munchkin 5: Look, the feet have disappeared. She’s gone! СЦЕНА 4 Munchkin 6: But the ruby slippers are still here. На сцене Страшила и вороны. Mayor: I think Dorothy should have them. Do you agree? Munchkins: Yes! DINGLE DANGLE SCARECROW3 Munchkin 7 (подбирает башмачки. Передает другим When all the cows were sleeping, жевунам по цепочке): They are so beautiful! And the sun had gone to bed, Munchkin 8: They are yours now! (Приносит ей башмач- Up jumped the Scarecrow, ки.) And this is what he said: SCHOOL THEATRE English Chorus: “I’m a dingle-dangle Scarecrow With a great big ﬂ oppy hat. I can shake my hands like this, 41 November– And I can shake my feet like that.” December 2016 When all the hens were roosting, And the moon behind a cloud, Up jumped the Scarecrow, Scarecrow And shouted very loud: Oh, I would tell you why Chorus The ocean’s near the shore. I could think of things I never thunk before, Scarecrow: Shoo! Shoo! And then I’d sit and think some more.

Вороны с криками разлетаются. I would not be just a nuffi n’, Входят Дороти и Тотошка. My head all full of stuffi n’, My heart all full of pain, Dorothy: Now… Which way do we go? I would dance and be merry, Scarecrow: That way is a very nice way. Life would be a ding-a-derry, Dorothy: Who said that? If I only had a brain. Toto: The Scarecrow! Woof-woof! Dorothy: Don’t be silly Toto, scarecrows don’t talk, or do they? Страшила поет и танцует, очень нетвердо стоя на Scarecrow: Certainly. How do you do? ногах. В конце песни он все-таки падает. Дороти под- Dorothy: I’m pretty well, thank you. How do you do? нимает его. Scarecrow: I’m not feeling well, for it is very tedious being perched up here. Moreover, I haven’t got a brain, only Dorothy: Oh, I’m awfully sorry for you. If you come with straw. me I’ll ask Oz to do all he can for you. Dorothy: But if you haven’t got a brain, how can you talk? Scarecrow: Thank you! Scarecrow: I don’t know. Some people without brains do an Dorothy: So, come on! awful lot of talking, don’t they? Scarecrow: To Oz? Dorothy: I guess you’re right. Why don’t you get down? Dorothy: To Oz! Scarecrow: You see, the pole is stuck up my back. If you will, please, take away the pole I shall be greatly obliged WE’RE OFF TO SEE THE WIZARD to you. (Дороти снимает Страшилу с шеста.) Thank We’re off to see the Wizard, the Wonderful Wizard of Oz. you very much. I feel like a new man. We’ll fi nd he is a whiz of a Wiz! If ever a Wiz there was. Scarecrow: Who are you? (Потягивается и зевает.) And If ever, oh ever a Wiz there was the Wizard of Oz is one where are you going? because, Dorothy: My name is Dorothy, and I’m going to the Emer- Because, because, because, because, because. ald City, to ask the Great Oz to send me back to Kansas. Because of the wonderful things he does. Scarecrow: K-kansas? Emerald City? Oz? What are all We’re off to see the Wizard, these things? The Wonderful Wizard of Oz. Dorothy: Why, don’t you know? Scarecrow: No, indeed. I don’t know anything. Oh, if I only Яблони образуют круги с двух сторон от Страшилы, had a brain I could… Дороти и Тото и двигаются, имитируя движение по дороге. Пока Страшила поет, вороны вылетают из-за кулис и клюют зерно, подпевают. СЦЕНА 5 IF I ONLY HAD A BRAIN На сцене яблоневый сад. В руках у каждой яблони по Scarecrow яблоку. I could while away4 the hours, Conferrin’ with5 the fl owers, Dorothy: I am hungry. Oh, look, Scarecrow, apples! Consultin’ with the rain, And my head I’d be scratchin’, Дороти подходит к дереву и срывает яблоко. Яблоня While my thoughts were busy hatchin’6, стегает ее веткой и отбирает яблоко. If I only had a brain. I’d unravel any riddle, Apple tree 1: What did you do it for? For any individ’le, Apple tree 2: She said she was hungry! In trouble or in pain. Apple tree 3: Hungry! How would you like if someone came and picked something off you? Crows Dorothy: I’m sorry, I keep forgetting we’re not in Kansas. With the thoughts you’d be thinkin’, Scarecrow (говорит тихо Дороти): Come on Dorothy. You could be another Lincoln, You wouldn’t want any of those apples anyway. Yuck! If you only had a brain. Those apples have worms! English SCHOOL THEATRE 42 November– December 2016

Apple tree 4: Worms? We have no worms! That’s a lie! And yet I’m torn apart. Scarecrow: Not only worms long and slimy, but probably a Just because I’m presumin’ whole bunch of green-lice! That I could be kind – a human, Apple tree 5 (начинает чесаться): Where? Where? I can’t If I only had a heart. see any! Apple tree 6: How dare you! Let’s get them, trees! I’d be tender – I’d be gentle Apple tree 7: Here are your apples! There! And there! And awful sentimental All apple trees: How do you like these apples? Regarding Love and Art I’d be friends with sparrows... Яблони бросают в Дороти и Страшилу яблоки, те бы- And the boy who shoots the arrows стро подбирают их и складывают в корзинку. If I only had a heart. Деревья перегруппируются и теперь видно, что за ними стоит Железный Дровосек с поднятым вверх то- Picture me... a balcony... пором. Above a voice sings low. I hear a beat... how sweet! СЦЕНА 6 Just to register emotion Dorothy: Why, it’s a man! A man made of tin! Jealousy – Devotion – Scarecrow: What? And really feel the part, Dorothy: Yes. Oh – look – I could stay young and chipper, Tin Man: Oil can... Oil can... And I’d lock it with a zipper, Scarecrow: Oil can what? If I only had a heart...! Dorothy: Oil can? Oh – oh, here it is! Tin Man: My mouth – my mouth! Dorothy: Come with us to the City of Emeralds to ask the Dorothy: Here – here – wizard of Oz for a heart. Tin Man: Mm...... mm...mm...... m...m...my, my, my, my Tin Man: Do you think he can help me? goodness – I can talk again! Oh – oil my arms, please – Scarecrow: It won’t hurt to try! To Oz? oil my elbows. Tin Man: To Oz!

Дороти и Страшила смазывают Железного Дровосека. WE’RE OFF TO SEE THE WIZARD We’re off to see the Wizard, the Wonderful Wizard of Oz. Tin Man: It feels wonderful. I’ve held that axe up for ages. We’ll ﬁ nd he is a whiz of a Wiz! If ever a Wiz there was. Oh – If ever, oh ever a Wiz there was, the Wizard of Oz is one Scarecrow: Oh, goodness! How did you ever get like this? because, Tin Man: Oh – well, about a year ago – I was chopping Because, because, because, because, because. that tree – minding my own business – when sud- Because of the wonderful things he does. denly it started to rain... and right in the middle of a We’re off to see the Wizard. chop, I... I rusted solid. And I’ve been that way ever The Wonderful Wizard of Oz. since. Dorothy: Well, you’re perfect now. NOTES: Tin Man: Perfect? Oh – bang on my chest if you think I’m 1 This is an adaptation of the 1939 ﬁ lm The Wizard of Oz, perfect. Go ahead – bang on it! (https://sfy.ru/?script=wizard_of_oz_1939). It also in- Dorothy: Oh –! cludes musical scenes from the 2011 musical, “The Wiz” Scarecrow: Beautiful! What an echo! adapted by Andrew Lloyd Webber and Jeremy Sams. Ad- Tin Man: It’s empty. The tinsmith forgot to give me a ditional music was written by Andrew Lloyd Webber and heart. additional lyrics by Tim Rice. Dorothy and Scarecrow: No heart? 2 Whiz – знаток, дока ( разг.) Tin Man: No heart. 3 Traditional song Dorothy: Oh – 4 While away – приятно проводить (время) Tin Man: All hollow. Oh – 5 Confer with – обсуждать, совещаться 6 Hatch – вылупляться Дровосек поет, яблони ему помогают и танцуют на за- днем плане. Anna Beregovskaya, IF I ONLY HAD A HEART Linguastart Language Learning Centre When a man’s an empty kettle, He should be on his mettle. See more in additional materials. PREPARING FOR EXAMS TESTS English 43 November– December 2016

AUSTRALIA F ive-Minute Tests READING 1. Read the text and decide which of the statements are True, False or Not 1 I Stated. Australian Scientists, Nobel Prize Winners Use the word given in capitals to form a The large number of Australian scientists who have won the Nobel prize is word or a proper tense of a verb that fi ts in strong evidence of the high quality of education in Australia and especially of the sentence. the reputation of the medical school. It is also proof that research and innovation Canberra are top priorities of the various organisations involved in scientifi c work. The centre of Canberra is a small hill. Sev- Twelve famous Australians have received the prestigious Nobel awards, eral streets run from that hill. A special charm eleven for science and one for literature. The prize in literature went to novelist (1)______(GIVE) to Canberra by an artifi - Patrick White in 1973. cial lake in the centre of the city. A fountain Seven of the eleven prizes awarded to scientists were for physiology or medi- more than 100 metres high is in the western cine. The latest prize went to Brian Schmidt in 2011 and the previous one to part of the lake. At night (2)______(POW- Elizabeth Blackburn in 2009. ER) lights illuminate the water. It is the Cap- Professor Brian Schmidt of the Australian National University shared the tain Cook Fountain, one of the main places of 2011 Nobel prize in physics together with two American researchers. Born in interest in Canberra. the USA, Schmidt relocated Down Under in the 1990s and calls Australia home. Another attraction is a (3)______(MEM- Working as an astronomer at the Mt Stromlo Observatory near Canberra, the ORY) military museum. Also of interest, the distinguished professor found out that the universe is expanding at an increasing building of the Australian Academy of Sci- rate, which can imply that it is on a never-ending growth trajectory. And all that ences is quite (4)______(USUAL) in form because of some bizarre dark energy. The theory was actually put forward by – it is like a huge (5)______(TURNED) Albert Einstein, so Professor Schmidt demonstrated what his illustrious forerun- bowl. ner had suggested. Melbourne Born and educated in Australia, Elizabeth Blackburn is currently a biology Melbourne is the (6)______(TWO) researcher at the University of California in San Francisco. Among the many distinctions that recognize her achievements, she received an Australia Prize in largest city in Australia. It (7)______(BE) 1998 for her contribution to molecular science. the capital of the country until 1927 and now The other famous people from Australia who have won scientifi c research is the centre of Australian business world. It Nobels are: is also one of the largest ports in the coun- • Father and son, William and Lawrence Bragg for physics in 1915; try. • Howard Florey, in 1945 for the discovery of penicillin, together with Alexan- Melbourne is a beautiful city with der Fleming and Ernest Chain; (8)______(NUMBER) skyscrapers, • Frank Macfarlane Burnet, for his work in immunology, in 1960; straight boulevards and large parks and gar- • Neurophysiologist John Carew Eccles, in 1963 for his research on brain and dens. One of Melbourne’s places of interest is synaptic transmission; the house of Captain Cook, the famous Brit- • John Warcup Cornforth, for chemistry in 1975; ish (9)______(NAVIGATE). • 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 Key: 1. is given; 2. powerful; 3. memorial; 4. unusual; 5. overturned; 6. second; 7. was; 8. numer- ulcers and innovations to the treatment of this disease, in 2005. ous; 9. navigator. With the twelve Nobel awards, Australia can boast one laureat for every two million people or less, which is quite impressive. 2 I

1. Education in Australia has a reputation for being excellent. ____ For questions 1–5, read the text below and 2. The most prestigious awards were received due to the medical school. ____ think of the word which best fi ts each space. 3. Australian scientists discovered what caused ulcers. ____ Use only one word in each space. 4. Australian National University collaborated with American Universities. Sydney ____ 5. One outstanding scientist confi rmed a prominent predecessor’s theory. ____ Sydney is Australia’s largest and oldest 6. The fi rst antibiotic was discovered by an Australian scientist. ____ city. It was the fi rst British settlement. Syd- 7. Humanitarian fi elds are not top priorities of the Australian National Univer- ney (1)______the oldest Australian botan- sity. ____ ical gardens and the zoo. One of (2)______8. Elizabeth Blackburn received the prestigious Nobel award for biology. main places of interest of the city is the ____ ª famous bridge (3)______the Bay ª English TESTS PREPARING FOR EXAMS

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 44 need to use. November– A Kangaroo December 2016 The 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)______, including Qantas. The kangaroo is important to both Australian culture and the na- Five-Minute Tests tional image and, consequently, there are numerous popular culture references. of Port Jackson. Another one is the Opera A common myth about the kangaroo’s English name is that “kangaroo” was House, whose (4)______resembles large a Guugu Yimithirr phrase for “I don’t understand you.” According to this leg- white shells. It is surrounded (5)______end, Lieutenant Cook and naturalist Sir Joseph Banks were exploring the area the sea on three sides. Sydney also boasts (2)______. They asked a nearby local what the creatures were called. The local three universities. responded “Kangaroo”, meaning “I don’t understand you”, which Cook took (3)______. The Kangaroo myth was debunked in the 1970s by linguist John B. Key: 1. has; 2. the; 3. over; 4. shape/form/de- Haviland in his research with the Guugu Yimithirr people. sign; 5. by. 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 3 I 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 Put in articles (a/an/the) where necessary. Endeavour was beached for almost seven weeks (4)______Great Barrier Reef. Captain James Cook (1728–1779) was Guugu Yimithirr is the language of the people of the area. (1)______English explorer, navigator and Male kangaroos are called bucks, boomers, jacks, or old men; females are does, cartographer, ultimately rising to (2)______fl yers, or jills, and the young ones are joeys. The collective noun for kangaroos is a rank of (3)______Captain in (4)______mob, troop, or court. Mobs usually have 10 or more kangaroos in them. Living in Royal Navy. Cook was (5)______fi rst to mobs (5)______. Kangaroos are often colloquially referred to as “roos”. Larger kangaroos have adapted much better to changes brought to the Aus- map (6)______Newfoundland prior to tralian landscape by humans and though many of their smaller cousins are en- making three voyages to (7)______Pacif- dangered, (6)______. They are not farmed to any extent, but wild kangaroos ic Ocean. While in the Southern Hemisphere are shot for meat, leather hides, sport, and to protect grazing land for sheep and he achieved (8)______fi rst European cattle. Although there is some controversy, harvesting kangaroo meat has many contact with (9)______eastern coastline environmental and health benefi ts over traditional meats. of (10)______Australia and (11)_____ Hawaiian Islands, as well as the fi rst record- A. when they happened upon the animal ed circumnavigation of (12)______New B. provides protection for some of the weaker members of the group Zealand. C. by some of Australia’s best known organisations D. to describe the largest species from this family Key: 1. an; 2. the; 3. –; 4. the; 5. the; 6. –; 7. the; 8. the; 9. the; 10. –; 11. the; 12. –. E. to be the name of the creature F. they are plentiful 4 I G. to repair damage sustained on the Complete the text using these words. There USE OF ENGLISH are two words which you don’t need to use. 3. Use the word given in capitals to form a word or a proper tense of a verb that fi ts in the sentence. immediate rural greatness What You Don’t Know about the Land Down Under remote culture continuous What do you think of when Australia is mentioned? “Crocodile Dundee”, non-profi t 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)! Australia It is the 6th largest country in the world, occupying an entire continent of Has a “Flying Doctor” Service some 7.6 million square kilometers. It is also the only nation-continent of 20 The service “Flying doctor” provides million people in the world. More than 80 percent of Australians live within (1)______emergency assistance to resi- 100 kilometers of the coast, making Australia one of the (2)______(WORLD) dents of remote (2)______areas. This is most urbanized coastal dwelling populations. a (3)______organization providing assis- It has the world’s 3rd largest ocean territory, spanning three oceans and tance to people who cannot get to hospitals covering around 12 million square kilometers. It contains an amazing from (4)______areas. The fl ying doctor (3)______(ECOLOGY SYSTEM) with unique fl ora and fauna, including is one of the symbols of Australia and its pristine rainforest, ancient rock formations and beautiful beaches. (5)______. 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 Key. 1. immediate; 2. rural; 3. non-profi t; 4. remote; 5. culture. its total population participating at least once a week in a particular (5)______(RECREATE) activity or sport. By Youdif Boyarskaya, Despite having a convict colony history, Australia’s homicide rate is 1.2 per School No. 814, Moscow 100,000 population (6)______(COMPARE) to the 6.3 per 100,000 in the PREPARING FOR EXAMS English

United States. (7)______(AUSTRALIA) refer to English people as Pome(s), which is actually the acronym for Prisoners of Mother England. 45 November– Australia Day is a celebration of diversity and (8)______December 2016 (TOLERATE) in Australian society, embracing all ethnic backgrounds, racial differences and political viewpoints. To- Captain Phillip left Australia in December 1792. When he day’s Australia is very (9)______(CULTURAL) with indige- returned to England he took samples of Australian plants and nous peoples and migrants from some 200 countries. Over 200 animals. He (14)______took two indigenous people. different languages and dialects (10)______(SPEAK) in Aus- At fi rst, convicts worked on government land for provisions tralia, including 45 indigenous languages. The most common but, starting in 1793, those (15)______behaved well were non-English spoken languages are Italian, Greek, Cantonese, freed and given grants of land. Also, the fi rst free settlers ar- Arabic, Vietnamese and Mandarin. rived the same year. Although hopes of growing fl ax in Austra- (11)______(VEGETATE) covers nearly 7 million square lia came to nothing, whales were hunted in the Pacifi c and seals kilometers or 91 percent of Australia. The largest cattle station were hunted in the Bass Strait. in the world is Anna Creek Station in South Australia at over 34,000 square kilometers, which is even larger than Belgium. 6. Use the word given in capitals to form a word or a proper tense of a verb that fi ts in the sentence. 4. Use the word given in capitals to form a word or a proper Never-Never land (Australian saying) tense of a verb that fi ts in the sentence. The term ‘never-never land’ is now usually applied with The Australian National Flag a sense of dismissiveness – used when someone is dreaming The Australian National Flag is Australia’s foremost national (1)______(REALISTIC) about a utopian future. symbol. It (1)______(FLY) fi rst in 1901 and (2)______(BE- Never-Never Land is a real place, though. The name was fi rst COME) an expression of Australian identity and pride. recorded in the late 19th century, describing the (2)______(IN- The Australian National Flag has three elements on a blue HABIT) regions of Australia – then called just ‘The Never-Nev- background: the Union Jack, the Commonwealth Star and the er’. The more remote outback regions of the Northern Territory Southern Cross. The Union Jack in the upper left corner (or and Queensland (3)______still (KNOW) by that name. canton) (3)______(ACKNOWLEDGE) the history of Brit- A lot of writers appropriated the term into their works as a ish settlement. metaphor for a fantasy land. In 1906, Henry Lawson (4)______Below the Union Jack is a white Commonwealth or Fed- (PUBLISH) a poem – The Never-Never Country and in 1908, eration star. It has seven points representing the (4)______Jeannie Gunn published a popular autobiographical novel, We (UNITE) of the six states and the territories of the Common- of the Never Never. Of course, the (5)______(KNOWN) use wealth of Australia. The star (5)______also (FEATURE) on is in J. M. Barrie’s Peter Pan, 1904: the Commonwealth Coat of Arms. Wendy: Where do you live now? The Southern Cross is shown on the fl y of the fl ag in white. Peter: With the lost boys. They are the children who fall This constellation of fi ve stars (6)______(CAN SEE) only out of their prams when the nurse is looking the other way. If from the southern (7)______(SPHERE) and is a reminder of they (6)______(NOT CLAIM) in seven days they are sent far Australia’s geography. away to the Never Land. It is Barrie that (7)______(BRING) the term to everyday lan- 5. For questions 1-15, read the text below and think of the guage and that’s where we get the current meaning. Where did word which best fi ts each space. Use only one word in each Barrie get it though, from imagination or from Australia? 19th space. century emigrant travels in Australia were well reported on back The First Convicts Transported to Australia in England and, although Barrie’s version is truncated to ‘Never Getting rid of undesirable members of society may not Land’, it’s (8)______(LIKELY) that he was unaware of the Aus- (1)______been the sole motive for founding a colony in Aus- tralian region when he coined the name for the play. It would have tralia. The British may have hoped to found a naval base in sounded remote and exotic to people in Edwardian England and it (2)______Pacifi c. They also hoped Australia (3)______be seems probable that Barrie adapted the name for use in the play. a source of timber and fl ax. At any rate, on 13 May 1787 a fl eet of 11 ships (4)______7. Use the word given in capitals to form a word or a proper sail from Portsmouth. On board were 759 convicts, most of tense of a verb that fi ts in the Australian saying. them men, along with sailors and marines (5)______guard 1. Those who lose dreaming ______(LOSE). the prisoners. Captain Arthur Philip commanded them. With 2. In the planting season, visitors come ______(SINGLE), (6)______they took seeds, farm implements, livestock such and in harvest time they come in crowds. (7)______cattle, sheep, pigs, goats, horses and chickens and 3. None so deaf as ______(THESE) who would not hear. a 2-year supply of food. The fi rst colonists came (8)______at 4. Don’t blow ______(YOU) own trumpet. Port Jackson on 26 January 1788. 5. A bad worker ______(BLAME) his tools. At fi rst things were diffi cult (9)______the colonists and 6. Once bitten, ______(TWO) shy. food was short, although Phillip sent a ship to South Africa for 7. The more you know, the ______(LITTLE) you need. (10)______provisions which returned in May 1789. Food was 8. Keep your eyes on the sun and you ______(NOT SEE) the rationed and the rations were anything (11)______generous. shadow. However, things gradually improved. A second fl eet arrived in 9. The clash of ideas brings forth the spark of ______(TRUE). 1790 and a (12)______fl eet came in 1791. At fi rst, the settlers lived in simple wooden huts but later convicts (13)______By Youdif Boyarskaya, School No. 814, Moscow bricks for houses. See keys in additional materials. English FOR YOUNG LEARNERS 46 November– THE TIME TO RHYME December 2016

В ЗООПАРКЕ bamboo [bxm'bH]. Панда черно-белая и довольно боль- Сегодня мы с мамой и моим младшим братиком со- шая. Я всегда удивляюсь тому, что она такая чистая и бираемся пойти в зоопарк zoo [zH]. Я так рад, правда пушистая. Как ей удается совсем не запачкаться? Думаю, true [trH]! Я очень люблю ходить в зоопарк. Мы там ча- недавно я нашел ключ к разгадке clue [klH]. Уверен, что сто бываем, тем более что живем совсем рядом с ним, целая команда crew [krH] сотрудников зоопарка моет ее да и билеты в зоопарк стоят недорого – не нужно быть каждый день с шампунем shampoo [Sxm'pH] и потом состоятельным well-to-do [weltq'dH] человеком, чтобы расчесывает. Интересно, а знает ли эта панда приемы часто туда ходить. кунг-фу kung fu [kuN'fH]? Хоть парочку? Пока я ищу свою синюю blue [blH] курточку, мама Вот вольер с обезьянками. Они скачут и улюлюкают надевает братику его любимые ботиночки shoe [SH] – boo [bH]. Интересно, как можно трактовать construe ведь ему всего два two [tH] года, и он не может сделать [kqn'strH] их крики? Радуются они или волнуются? Что do [dH] это сам. Он только может сам развязать undo они хотят нам сказать? В соседнем с ними вольере сто- [An'dH] шнурки, если ботиночки уже надеты. Когда-то ит жираф. Он всегда пребывает в задумчивости и всегда эти ботиночки были моими, но у одного из них оторва- что-то неторопливо жует chew [CH]. У некоторых во- лась подошва. Тогда папа взял клей glue [glH] и прикле- льеров так много людей, что приходится протискиваться ил подошву на место – так что теперь ботиночки почти через through [TrH] толпу, чтобы посмотреть на очеред- как новые! ного обитателя зоопарка. 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].

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- А вот и панда. Она приехала к нам из Китая. Она си- ки. Мама сказала, что в связи due to [djH tH] с этим нам дит на полу клетки и держит в лапах веточки бамбука 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, бамбуковый blue [blH] синий boo [bH] улюлюкать FOR YOUNG LEARNERS English 47 November– December 2016

chew [CH] жевать clue [klH] ключ к разгадке construe [kqn'strH] толкование, трактовать crew [krH] команда cuckoo ['kVkH] кукушка do [dH] делать due to [djH tH] в связи с glue [glH] клей kangaroo [kxNgq'rH] кенгуру kung fu [kuN'fH] кунг-фу screw [skrH] винт shampoo [Sxm'pH] шампунь shoe [SH] ботинок through [TrH] через too [tH] тоже true [trH] правда two [tH] два undo [An'dH] развязывать вазочке всегда стоял букет свежих ромашек chamomile well-to-do [weltq'dH] состоятельный ['kxmqmaIl]. who [hH] кто? Очень даже ничего себе был Крокодил. У него был Winnie the Pooh ['wInI Dq Винни-Пух свой стиль style [staIl] – одет он был в нарядный костюм, pH] носил папочку ﬁ le [faIl] с документами подмышкой. И улыбка smile [smaIl] у него всегда была такая широкая, yahoo [jq'hH] отвратительное существо дружелюбная. zoo [zH] зоопарк chamomile ['kxmqmaIl] ромашка compile [kqm'paIl] составлять, собирать МОЙ ЗНАКОМЫЙ КРОКОДИЛ crocodile ['krPkqdaIl] крокодил Был у меня знакомый – Крокодил crocodile ['krP- ﬁ le [faIl] папка, файл; напильник kqdaIl]. Он был родом из тех мест, где протекает Нил fragile ['frxGaIl] хрупкий, ломкий Nile [naIl] – это много-много миль mile [maIl] отсюда. hostile ['hPstaIl] враждебный Только там его почему-то считали мерзкой vile [vaIl] I’ll [aIl] я буду рептилией reptile ['reptaIl]. И вот что обидно – к юношеский другим крокодилам относились хорошо, а к этому juvenile ['GHvInaIl] Крокодилу отношение было враждебным hostile ['hP- mile [maIl] миля staIl]. Nile [naIl] Нил С юношеских juvenile ['GHvInaIl] лет не мог наш pile [paIl] куча, стопка, ворс Крокодил примириться reconcile ['rekqnsaIl] с таким reconcile ['rekqnsaIl] примирять отношением к себе и мечтал уехать из тех мест. В reptile ['reptaIl] рептилия один прекрасный день он сказал сам себе: “Теперь я буду I’ll [aIl] жить в другом месте!” Собрал com- servile ['sWvaIl] угодливый pile [kqm'paIl] Крокодил свой чемодан и переехал smile [smaIl] улыбка в наши края. style [staIl] стиль Поселился Крокодил со мной по-соседству, в домике tile [taIl] плитка, черепица с черепичной tile крышей. В то время как while [taIl] vile [vaIl] мерзкий, подлый [waIl] все соседи побаивались Крокодила и вели себя while [waIl] в то время как с ним неискренне и угодливо servile ['sWvaIl], я с ним даже подружился, ходил к нему в гости. Дома у него Ксения Зайцева было очень уютно – ковер на полу с толстым ворсом pile [paIl], аккуратные стопочки pile [paIl] книг на полках и Другие рассказы смотрите в дополнительных изящная хрупкая fragile ['frxGaIl] вазочка на столе. В материалах в Личном кабинете. English CLASSROOM ACTIVITIES 48 November– EXPRESSING REGRETS December 2016 ABOUT THE PAST Speaking Activity

Classroom Activity: pair work Language Level: intermediate, upper-intermediate, advanced Age: 10+ Time: 20 minutes Target: 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/ CLASSROOM ACTIVITIES English 49 WISHES AND REGRETS November– December 2016 Use 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 By Anastasia Pozhidaeva, Moscow English TEXTS FOR READING 50 November– WHAT IS ACCESSIBLE? December 2016

1a. Divide the words into two groups: positive and nega- a group of wheelchair-players. My future is open. I study tive. Consult the dictionary if necessary. Think if there journalism and mass communication at the Open Univer- are words that can be included into both groups. Explain sity. A journalist? I don’t accept the role of a pensioner for why. myself or the position of remaining apart.” accessible, dependence, liberation, social inclusion, inacces- 2. “I turned my wheelchair into a scuba chair to prove the sible, pass, gain, barrier, favouring, support, accessibility, point that you don’t have to be restricted by a disability and exclusion, resistance, inaccessibility, restriction, bullying, that anything is possible. The chair represented liberation obstacle, equality, internal limitations, freedom, reduction, for me, but everyone saw it as a limitation. Wheelchairs external circumstances, assistance, discrimination. give disabled people more freedom and more access to the world, but people see them as a sign of the disability, and 1b. Find pairs of opposites. any disability as a reduction on what’s possible. I scuba dive with a “limiting” on-land disability, but scuba offers Answer Key: accessible – inaccessible; accessibility – inac- an equality of ability, activity, sport and space.” cessibility; social inclusion – exclusion; resistance – support; barrier – pass; restriction – liberation; internal limitations – external circumstances; freedom – dependence; equality – discrimination; reduction – gain; obstacle – assistance; bullying – 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.

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 2a. Listen to three people talking about their lives with dis- others. (F) abilities and match the speakers with the pictures. 1. “I haven’t had to stay in bed. With my home assistant I run 3a. You are going to read the text called “Legally blind”. the household just like everybody else. I act in different Which abstract in ex. 2 is taken from the text? Judging by kinds of organizations as an activist. I play basketball in the abstract, try to guess what the text is about. TEXTS FOR READING English 51 November– December 2016

3b. Read the text and answer the questions. 3c. Find synonyms for the highlighted words. 1) What does it mean “to be legally blind”? notice, disability, destroy, intent, overvalued, look in sur- 2) Why does Nicole like to work with farm animals? prise, additional, lengthy, to look with eyes partly closed 3) How does the disability infl uence Nicole’s everyday life? 3d. Match the phrasal verbs in bold with the defi nitions and LEGALLY BLIND use them in the sentences. By Nicole A., Upton, MA a) to become similar to other people or objects Walking down the hallway at school, I hear a deep voice b) to stretch out your arm to try to touch say, “Hi, Nicole.” As I turn to determine the speaker, all I c) to fi ght or compete against something see is a blur of graying hair and a dark shirt walking in the 1) He will ______his chief political opponent in the opposite direction. Although I could reach out and touch his next debate. arm, I can’t see his face. 2) The girl tried to ______to grab a chocolate, but the “Hi,” I respond politely, hoping he won’t realize I don’t shelf was too high. know who he is. 3) Many animals ______the surroundings to protect As a legally blind teenager, I routinely face obstacles that themselves. may seem like major challenges. I may need larger print or extended time on tests, but I am just like everyone else. 4a. Look at the picture. What needs of people with disabili- When others see my enlarged worksheets or tests, they stare, ties are emphasized? Do you think the doctors understand and to the few who ask about them, I explain that I am le- them? 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 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 extra-curricular activities just like anyone, 4b. Read the quotes by Robert M. Hensel, an international including dance and working with farm animals. I blend in poet-writer and public activist who was born with a birth and feel just like everyone else. Working with the animals defect, and choose those that are connected with the pic- makes me feel like an equal because I can do anything with ture. them. Sometimes in class, I prefer it if a teacher forgets to Ability: enlarge a paper because I feel normal. But then again, normal 1. I choose not to place “DIS”, in my ability. is overrated. 2. We, the ones who are challenged, need to be heard. To be I don’t often get asked about my handicap because it’s not seen not as a disability, but as a person who has and will immediately obvious. I might not be able to drive a car, but continue to bloom. I have had seven years of orientation and mobility training 3. As a disabled man, let my life be a refl ection of the end- in how to read a map and travel by train, bus, or foot. I feel less amount of ability that exists in each and every one ready to take on the world even if I don’t get my driving of us. permit. 4. Know me for my abilities, not my disability. It may seem strange, but I love to read. As a child, I was 5. Limitations only go so far. very shy and rarely talked to others, so I read books. My 6. Placing one foot in front of the other, I’ve climbed to visual impairment doesn’t disrupt my daily routine much higher lengths. Reaching beyond my own limitations, to because I have learned to adapt. I have been very success- show my inner strength. No obstacle too hard, for this ful in school and when I am particularly challenged, I get in warrior to overcome. I’m just a man on a mission, to a I’m-never-going-to-give-up-even-if-it-kills-me mood and prove my disability hasn’t won. triumph over the challenge. Just because someone can’t see 7. My disability has opened my eyes to see my true abili- well doesn’t mean they are less determined to succeed. ties. English TEXTS FOR READING 52 November– December 2016

8. When everyone else says you can’t, determination says, 5b. What is the next stage? Discuss in groups how you “YES YOU CAN.” would modify the sign and what changes you’d make to its 9. I have a Disability – yes that’s true – but all that really usage. Present to the class. means is I may have to take a slightly different path than (For the teacher: Ultimately, Powell and Ben-Moshe hope you. that access will be so universally designed into public build- 10. I don’t have a dis-ability, I have a different-ability. 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 Source: http://roberthensel.webs.com/ person considered “normal”, but instead would be designed for the range of people who will use the spaces. This full 4c. Think of your own examples of communication with integration would mean that differently-abled people would differently-abled people. Tell the class about any situations be considered just “people” and we wouldn’t need an icon you witnessed involving physically or mentally challenged at all.) people? How did you feel? What did you see? Possible Extension 5a. Here are the stages in the development of the interna- Watch the fi lm “Radio” and discuss the message of the fi lm tional symbol of accessibility. Match the pictures with the and how the attitude of the main character has changed descriptions. 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-challenged 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 because 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 1. In the late ‘60s Rehabilitation International partnered with Gender issues Physical or mental ability the United Nations and the International Standards Or- Other differences ganisation to sponsor an international competition for an 4. List the main characters and give a brief outline about icon. The winner, a Danish design student named Susanne their issues with diversity. Koefoed, had submitted the icon. 5. How did the movie make you feel? Were you angry, sad, 2. In committee, they noted that Koefoed’s design erased sympathetic or amused? the person in the wheelchair. They added a head, creating 6. Do you think the movie meant to make you experience what people around the world recognize as a symbol of these feelings? accessibility. 7. Write the message you believe the movie was trying to 3. Recent revisions have been aimed at emphasizing that make. people in wheelchairs are active users, not passive ones. 8. Was a problem solved in a way that satisﬁ ed all parties? Accordingly, some organizations have shifted to using a What was the resolution? symbol that captures the fact that people in wheelchairs 9. Could you imagine yourself in a situation like the one get themselves around. depicted in the ﬁ lm? 10. If so, how would you have reacted? By Lisa Wade, “Disability Rights and the Interational Symbol Анастасия Геннадьевна Ходакова, of Accessibility” ТГПУ им. Л.Н. Толстого TEXTS FOR READING English 53 JUSTICE November– December 2016

In every school yard there is a dominant boy who excels awarded for a boundary strike as the outfi elder had to run at everything. In our Victorian colonial wooden school at Te round the building, climb a fence and cross the road, and ask Aroha we had a hero. He was beaut at rugby football, he a little old lady if... At least 40 runs could have been earned. could knock a cricket ball out of the grounds, he did out- That teacher really wasn’t pleased. run us all, and would swim further and faster. And inside The next lunchtime the teacher arrived to bat wearing the classroom he was very good at arithmetic and spelling white leg pads and his rep cap to impress a cute Teachers and he wouldn’t tell a lie. He never bullied smaller boys but College student on a prac section. He measured out the bat- helped them. Was he the teacher’s pet? He was not. ting area (a bat length plus an extra handle). My friend was The teacher disliked him and each day strapped him for: to bowl. He directed everyone to crowd the batsman in and 1) speaking the Maori language in the playground, called out in Maori, “Don’t be afraid, he’s holding it like a 2) for being late to school, granny.” The teacher took a few mimed practice strokes then 3) for not having the school uniform, nodded that he was ready. 4) for not wearing shoes or sandals to school, and for playing He was cleanly bowled. The prefect who was umpire had bare foot in rugby matches against other schools, to walk back to pick up the middle stump and even further to 5) for loitering after school, and get the bales. But the teacher and the umpire conferred and 6) for just being himself, a Maori who was cleverer and bet- both agreed the bowl didn’t count as the bell rang for the end ter looking and would obviously go further in life than the of lunch while the ball was in fl ight. white teacher. The following lunchtime my friend said, “Let’s not Well, to be honest, he was often late for play. Let’s eat smoked trouts and eels. I’ve school and he didn’t go straight home. When brought a feast for everyone. While nobody his dog waited at the gate we’d go the long took to the fi eld, Sir came to bat. But there way to my place along the bank of a creek. was no bowler. He raged. “Stand up you He’d point out the secret eel pools, and he boys! I demand that you play.” My friend knew where rainbow trout paused under the very politely said that we were all still eat- cover of rushes while water sluiced along ing.” He held up a fi sh by the tail to shoo their sides. He taught me how to lie on the off the wasps. “Would you like a piece of grasses and reach over to gently caress a fi sh trout too, Sir? There is plenty.” Orange- behind its gills. When it was in a trance we’d haired and red-faced, the teacher stamped grip its slippery body and lift it out of the like Rumpelstiltskin and told all 21 of us to stream. Sometimes we caught a dozen. My go to his classroom. friend would twist fl ax and pull it through The fi rst whack on my hand with the strap gills and out the mouths and tie them into a was across the pad of the palm. A blue light hanging spiral to the end of a cut pole and of pain burst through me. It took real cour- carry them home. (He always offered me the age to stick the hand out straight again for lot but my mother used to say, ‘Get those the next. Across the fi ngers. This bastard was slime covered things out of the house. Do an expert. The third went beyond pain into you expect me to gut them? No way!’) agony. Twenty of us got 3. My friend was My friend was usually late for school. But to get 6-of-the-best. The teacher grasped when I went to his house I couldn’t see any clocks. His un- the barber’s razor-sharpening strap and took a sort of skip- cles made him do duties before school. He’d chop fi rewood ping run up, and thwack! The slap sounded terrible as it hit for the stove and take 3 cows through 5 paddocks and shut diagonally to include the wrist. I wanted to look away but the gates before he came to school. couldn’t. I can only guess at the thoughts of the other 20 boys No wonder he was late! He was trusted with a sharp axe but I knew that one single hit was the hardest of all. Two to chop fi ne kindling and split logs into manageable lengths. more came down. My friend kept his hand steady, and didn’t He had a pocketknife. put out his other hand after 3. He was going to have 6 whacks At school one of the teachers on playground duty fancied on one hand! My friend smiled after the 5th and looked the himself as a bit of a bowler. He bowled out several ten and sadist in the eye. This teacher lost control. He smashed the eleven year olds and even twelve year olds. He was ace. He strap down. My friend grabbed it for an instant (how could spat on the ball and rubbed it against his leg. His run-up was his fi ngers still move?) and quickly tugged and let go. It was terrifying. But not to my friend. He hit the ball so far over all so fast that no one could defi nitely say that it had actually the trees into the gorse that a new ball had to be signed for by happened. The teacher was caught off balance and blundered the teacher. Anyway, it was just a lucky whallop. The teacher into the boy. The boy stood with dignity. “My uncle’s lawyer bowled again. My friend was careful not to put his leg before is Mr Gilchrist and the Education Act of 1953 states that you the wicket as the end of his bat struck the ball and his swing may hit me 6 times with a strap but you can never lay a hand followed through. We all watched as the ball rose over the on me. These are my witnesses. You just body-slammed me. school and disappeared. It is a pity that only 6 runs can be That is not assault but Actual Battery.” The teacher raged, he English TEXTS FOR READING 54 November– December 2016 hit the boy’s leg with tremendous force, – just as the head- My family moved back to Auckland. Just before Hamil- master walked in. My friend staggered a little but stood as ton the cat jumped out of the Morris 8’s window and ran off. straight as possible. The teacher went home and the head- I became very sick from a liver infection and spent a long master took our class for the afternoon. time off school. The next day my friend was on time and wearing shoes 25 years went by. My father took me down to Gisborne and the school shirt. He came with his father and uncles and and I told him of my friend. He said we could take a diver- his grandfather wore his First World War Maori Battalion sion and come back via Te Aroha. On the way he phoned uniform with his French medal and Military Medal. Also old masonic lodge brothers so they could make enquiries. with them was Mr Gilchrist who wanted to see the signed My friend’s family had moved to Thames but his uncle lived incident book. There was no entry. The headmaster refused in Paeroa and wanted to see us. We drove up the path to the to resign to avoid scandal and would not sack the teacher. He house and were welcomed and invited to dinner. would deal with it. The visitors left and classes resumed. 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 My other friend was Hori, his third cous- said at the tangi that the boy was the best in. I used to go round to Hori’s place after of us. He could have grown up to do any- church on Sunday. I was glad he was my thing. He could have been a prime minister cobber. It was always good to have a rough or a general or a vicar. Now God had him. tough-guy as a mate in Te Aroha. The atmos- And Dad put his First World War medals in phere around his house was more informal the coffi n with his grandson and said that and Hori’s aunty said that my friend’s folk they were for what he would have earned. were too posh for them. They didn’t know Dad’s heart was broken and he never came how to have a good time. But after the strap- right. He died soon after. But he said to my ping incident, old family barriers seemed to brother that the boy was crook after the fi re come down, and there was a unifi ed anger at school and took it real hard, and when against the Pakehas. Pakehas didn’t under- he got sick he couldn’t fi ght the infection. stand friendship I was told, but they looked He’d lost his confi dence. He just died. We after each other’s interests. (I was even at know the boy is with God but we would’ve that age able to understand that I was includ- liked to see him grow to be a leader of his ed in Hori’s family and wasn’t a Pakeha to people.’’ There was a long pause before the them.) The Pakehas had broken the Treaty uncle continued. “Dad said that the boy was of Waitangi and now they were cheating blessed from the moment he fi rst breathed. them of equal justice again. He had mana. Even if none of us had actual- Later that year the school burnt to the ground. ly lit the fi re, it was my brother’s fault and all of our fault. We But the musical instruments and the cricket bats and the should have prayed for the poor mad teacher. We shouldn’t best children’s paintings and the past pupils’ military honour have had thoughts of utu as Christ died to change all that. We board with crosses beside the dead, were all found unburnt should’ve left justice to Mr Gilchrist. Dad said everything in in the bike shed. Some fi reman must have rescued them al- the world had gone wrong because no one should be outside though none could remember doing so. the Law of Man and God. Soon after that the geyser became The newspaper carried the fi re report. Rats had eaten old toxic from mining far off, and the hot spring were poisonous electrical wiring. so the family moved away. I’m starting to understand the old The next weekend the families combined and all the rela- man. Some things about courage were clear cut and easier to tives were invited to my friend’s place. I went with Hori to deal with in the Second World War. You knew what was what Sunday lunch and a hangi feast. then. Now just keeping going is tough.” Steamed food in baskets was dug up from the fi re pit. His He and my father shook hands. There was nothing we grandfather prayed over it and we tucked in. Then full of could say. tucker we slept on woven mats with dogs for pillows. The We left with a gift of a smoked wild duck, some home grandfather put his Bible box on the table and took out the brewed beer and promises to keep in touch… massive book and turned to the right page. “David is our My father was a quiet man by nature and drove silently. guest. He’ll read the story with a big voice so we can all hear. After a long time he said, “We spend our lives learning things Don’t be shy. Start where David sings for Ariki Saul.” After- not written in the school curriculum. These people only have wards we were allowed to go swimming in the Piako River. their dignity when very little justice is granted them. If the Once, after a storm, on a Saturday we swam out to an is- boy’s uncle is anything to go by, your friend must have been land but it was a drowned cow caught in a snag. As we tried remarkable.” to climb on the bloated beast it exploded. We were covered in muck and the smell didn’t wash off. Text and pictures by David Wansbrough TEXTS FOR READING English 55 CANNIBAL ISLES November– December 2016 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 vegetation. 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 In front of the President Palace in Suva fi fteen minutes and all 400 British passengers and 170 crew members were allowed to go ashore. for a tourist to walk on his own in a remote village in Viti Levu?” I and Leonid, a pianist from the ship orchestra, joined a “We do not hush up our disgraceful past. Many years ago, group of 30 tourists who were waiting on the berth for their tribes on Fiji were constantly at war with one another. The guide. A brown-skinned middle-aged man with a mop of victors ate their enemies. Eating an enemy was considered dark hair soon appeared and introduced himself: “I am Lesy, the ultimate humiliation, and some victims were kept alive your guide. My grandparents were cannibals.” Hearing his while body parts were sliced off and cooked in front of them. words, an elderly English woman standing near him, shrank Sexual organs were hung from trees as trophies of battle. back. Cannibalism died in the mid-19th century as the warring “But I am not dangerous,” smiled the aborigine. He turned came to an end and the islands adopted Christianity. It was out to be a good and competent tour guide. a dangerous and heroic labour for missionaries to convert In excellent English, Lesy told us the most important in- Fijian cannibals to Christianity. Some of them risked their formation about the country. From 1874 till 1970 Fiji was a lives and were murdered and consumed by their parishion- British colony. The English rulers brought from India more ers. We are going to Fiji History Museum and you’ll learn than 300,000 hard-working Hindus and doubled the popula- of Reverend Baker’s fate, who was sent to Viti Levu by the tion of the country. London Missionary Society.” Agriculture is the basis of local economy. They grow sug- In fi ve minutes the bus stopped and we entered a spacious ar cane, coconut palms, mango, rice and sorghum. hall of the town’s museum. The main exposition was a big He explained that “viti” in local language means “inci- glazed showcase with a large photo of a man in his middle sion” and “levu” means “big”. When people went into the thirties with a rounded face. The inscription reads: “Thomas jungle, they left big marks on trees in order not to get lost and Baker, a missionary who was eaten by his parishioners in fi nd their way back home. The word “suva” means a place 1867.” fenced in with stones. Lesy told us some details of his life. He was born in 1832 In 1970, Fiji became an independent state and established in Playden, East Sussex in the family of a carpenter. He be- diplomatic relations with many countries including Russia. came a missionary and was sent to Fiji in 1859, together All children from 6-14 years go to school. The state language with his wife. He travelled throughout Viti Levu and worked is English. hard to convert the aborigines to Christianity. In July 1867, Recently, tourism has become the backbone of the Fiji he came to a little village of Nabutautau (northwest of Viti economy. With easy access, along with a warm climate and Levu). The local tribal chief took Baker’s hat and Thomas, a good hospitality infrastructure, famous Fijian friendliness in trying to retrieve it, touched the chief’s hair. But this is makes Fiji one of the world’s most popular tropical destina- taboo in cannibal culture. The chief ordered the murder of tions. Thomas Baker. As the guide fi nished his narration, one of the tourists, a Visitors can see the axe with which the savages mangled grey-haired gentleman, got up from his seat and said: “Mr. his body, a pot where they boiled the parts of fl esh, also there Lesy, thank you very much for your information but you did was a four-tonged fork with which cannibals ate slices of not say a word about cannibalism in Fiji. Is it not dangerous fl eshy meat. All the exibits were genuine, claims the inscrip- English TEXTS FOR READING 56 November– December 2016

“Alexander Pushkin” is welcomed by a brass band

tion. Our guide said that this was the last registered case of Leonid began playing by heart F. Chopin’s nocturnes and cannibalism in Viti Levi. As to the other islands, the culi- waltzes, then F. List’s Love Dreams and the famous S. Rach- nary tastes of Fijians changed very slowly. Old customs and maninoff’s Prelude C Sharp Minor. habits die hard. I was sitting on a chair in the back of the dark lecture hall Before leaving the museum, Lesy proposed the tourists listening. Leonid performed classical music for 35 minutes. visit the grave of Ratu Udre, a famous cannibal chief who, Then, thinking, “We mustn’t outstay our welcome”, Leonid reportedly, had eaten 872 people. The elderly lady who was stopped playing. afraid of the guide, sarcastically asked: “Should we lay ﬂ ow- At once we heard loud applause. It is the unexpected ers on his grave?” that always happens. The light was switched on and we saw “Show us other and better tourist attractions in Suva!” about ﬁ fty smiling men’s and women’s faces in the hall. suggested others, since all of them felt ill at ease after listen- Leonid bowed and we began leaving the stage. The guard ing to Lesy’s horrible stories about Fijian savages. came up to us and handed Leonid a basket with apples. It was a gift in return for his performance. We thanked the au- I and Leonid decided to roam the streets of the unfamil- dience, wondering why they had given us such a common iar town. Soon we approached a one-storey mansion with a fruit, when their country grows bananas, mangoes, pine- signboard: Town Hall. The door was open and near it was apples, kiwis, peaches, avocados and many other tropical sitting a brown-skinned man resembling our guide Lesy. fruits. “Good afternoon!” he greeted us. “Are you tourists from the Stepping outside the Town Hall, we saw the tourist bus Russian ship?” approaching the mansion and we climbed aboard. “Yes,” we nodded. On our way to the port we dropped in at a local market. The watchman invited us to come in. We found ourselves The traveller’s eye sees the clearest. We at once saw the prices in a lecture hall. To the right of the entrance there was a stage of different fruits: in Fijian dollars, bananas cost 10 cents for with a black Steinway grand piano. Every pianist dreams to one kg, mangoes and pineapples 60 for one kg, but apples play such a musical instrument. brought from Australia were 1.65. “Could we ask the man to allow me to play a Steinway?” Our impressions of cannibals’ descendants were very Leonid inquired with agitation. positive: they are fond of classical music, amicable and socia- He approached the grand piano and touched the keyboard. ble. Today, they are men of the world, abreast of the time. The sound was clear and beautiful. The guard switched off the light in the hall. There was By Evgeny Kunitsyn, only a small electric bulb on the wall of the stage. former purser m/s Alexander Pushkin TEXTS FOR READING English 57 SAY NO TO DEATH November– by Dymphna Cusack December 2016

Dymphna Cusack (21 September Bart’s voice was suddenly bitter. “It doesn’t do anything 1902 – 19 October 1981) was one of to me. I reckon that people who have kids the way things are Australia’s most prolifi c and translated today are mad.” writers. Born in West Wyalong, New Jan glanced at him, the light going out of her face. “I don’t South Wales, she was educated at St Ur- know how you can expect people to stop living just because sula’s College, and graduated from Syd- the world’s in a mess. After all, if you want anything worth ney University with an honours degree having, you’ve got to take a risk.” in Arts and a diploma in Education. She Bart tossed an empty cigarette packet over the rail, his worked as a teacher until she retired in mouth hard, his eyes shadowed. 1944 for health reasons. “Depends on how you look at it. I suppose if somebody Cusack’s literary career took off in 1935 when her fi rst didn’t look at it that way, and everybody stopped having novel, Jungfrau, was published to critical acclaim. She wrote kids, there’d be no cannon fodder for World War Three.” twelve novels, seven plays, three travel books, two children’s He spat out the words savagely. Jan looked at him tearing books and one non-fi ction book. Her collaborative novels the cellophane from a new packet of cigarettes, a furrow were Pioneers on Parade (1939) with Miles Franklin, and between her eyes. If only she could fi nd what lay behind the Come In Spinner (1951) with Florence James. The drama moodiness that settled over him at times! It was as though he Red Sky at Morning was fi lmed in 1944, starring Peter Finch. had a grudge against life, she thought, watching the lines that The biography Caddie, the Story of a Barmaid, to which Cu- carved his cheeks from the rim of the nose to the mouth, so sack wrote an introduction and helped the author write, was set that you forgot he could ever smile. The sun glinted on produced as the fi lm Caddie in 1976, starring Helen Morse his wind-blown hair and on the weather-tanned face. It’s an and Jack Thompson. The novel Come In Spinner was pro- old face for twenty-fi ve, Jan thought, watching the wrinkles duced as a television series by the Australian Broadcasting that fanned out from eyes to temple. It’s hard to believe it’s Corporation in 1989. only two and a half years since I met him, and that then he Cusack’s books were translated into over 30 languages was only a boy. Now he’s a man, and not a young man. If worldwide, making her one of Australia’s most translated au- they told you he was thirty-fi ve you’d believe it. I wish I’d thors. In 1963, Cusack was a founding member of the Aus- known what he’d been through up there in the jungle, but he tralian Society of Authors. In 1975, she was named Woman shuts it all away from me or makes a joke of it unless he’s of the Year by the Union of Australian Women. In 1976, she had too many drinks. It’s only then some of the hurt comes refused the Order of the British Empire due to her repub- out. lican ideals, but in 1981, shortly before her death, she was The ferry’s bell clanged warningly. There were yells from appointed a Member of the Order of Australia (AM) for her the lower deck and they felt the boat shudder as its speed contribution to Australian literature. slackened. A yacht lay across the ferry’s path, and they The scene of the novel Say No to Death is laid in Sydney. watched it as it rocked slowly in the swell, the sails fl apping The main characters of the book are Bart, a young Austral- idly in the momentary calm. Then the fi rst puff of the nor’- ian soldier who has just returned home from Japan and Jan, easter ruffl ed the sea and fi lled the sails, and the craft moved the girl who loves Bart and is sincerely devoted to him. At off, stately and insolent, and the ferry picked up speed and fi rst, Bart treats Jan lightly, but when it turns out that the went on. girl is seriously ill he understands that he does not want to Jan felt the pressure of Bart’s body against hers, as she lose her. stood by the rail looking across the water to where the dark trees ran down to Forty Baskets Beach and the sand curved Three children came running along the deck, sliding golden against the olive green. She gazed at it, feeling the unsteadily, as the Curl Curl rolled in a swell. The smallest of shadow of Bart’s inex plicable mood heavy upon her. And them stag gered, lost his balance and lurched against Jan. Her then his arm came around her shoulders and the feeling van- arm went round him to steady him and he looked up to her ished as his voice whispered against her ear: “Great to think and grinned into her face showing the gap in his front teeth. we’ve really got ten days together, isn’t it?” “Sorry, miss.” She smiled back at him reassuringly. Bart thought that when she smiled like that it was like VOCABULARY AND GRAMMAR TASKS watching a light go on inside her. Then the child straightened 1. Translate the following word combinations into Russian. himself and was gone after the others, skittering and lurch- Describe the situations in which they were used. ing and laugh ing aloud for sheer joy. • to slide unsteadily “Funny little kid,” Bart looked after him. • to lose one’s balance “I love them when they lose their front teeth. It does • to smile back reassuringly some thing to you when they smile at you out of a mass of • for sheer joy freckles, doesn’t it?” • to be in a mess English TEXTS FOR READING 58 November– December 2016

• to take a risk 4. Read the sentences below. Use the word given in capitals • to spit out words savagely at the end of each line to form the part of speech that is • to have a grudge against smth necessary. • a weather-tanned face 0) Can you straighten your leg? STRAIGHT • to feel the pressure 1) By my ______, we have 2. Study the following: 12,000 clients. RECKON 1. to stagger – to walk or move unsteadily, almost falling over [= stumble]. E.g.: The old man staggered drunk- 2) She used to ______you enly to his feet. with her politeness. MAD 2. to lurch – to walk or move suddenly in an uncontrolled or unsteady way. E.g.: Paul lurched sideways as the boat 3) Anne left Germany with the ______rolled suddenly. of seeing her family again before 3. to steady – to hold someone or something so they be- very long. EXPECT come more balanced or controlled. E.g.: When she looked as though she was going to fall, Eddie’s arm im- 4) Doctors say it’s too ______mediately went out to steady her. to try and operate. RISK 4. to grin – to smile widely. E.g.: She kept grinning at me as if we were old friends. 5) Keith had seemed ______5. gap – a space between two objects or two parts of an ob- all morning. MOOD ject, especially because something is missing. E.g.: The neighbors’ dog got in through a gap in the hedge. 6) He ______admitted he’d 6. to skitter – to move very quickly and lightly, like a small been wrong. GRUDGE animal [= scurry]. E.g.: Something skittered across the alley. 7) The plot is ______, but the 7. to reckon – to think or suppose something. E.g.: Do you characters aren’t very interesting. BELIEVE reckon he’ll agree to see us? 8. to toss – to throw something, especially something light, 8) The weather report gave a ______with a quick gentle movement of your hand. E.g.: She of more snow and icy roads. WARN crumpled the letter and tossed it into the fi re. 9. furrow – a deep line or fold in the skin of someone’s 9) There was no water ______face, especially on the forehead [= wrinkle]. E.g.: A deep in the bathroom this morning. PRESS furrow appeared between his brows. 10. to glint – to give out small fl ashes of light [= sparkle]. 10) The lamp suddenly went out, leaving E.g.: The gold rims of his spectacles glinted in the us in ______. DARK sun. 11. yell – a loud shout. E.g.: She let out a yell when she saw Key: 1) reckoning; 2) madden; 3) expectation; 4) risky; me. 5) moody; 6) grudgingly; 7) believable; 8) warning; 9) pres- 12. to shudder – to shake violently. E.g.: The car shuddered sure; 10) darkness briefl y as its engine died. 13. to slacken – to gradually become slower, weaker, less 5. Open the brackets choosing a suitable form. active etc. E.g.: The boat surged forwards as he slack- 0) Grinning (to grin) shyly, he offered her a drink. ened the rope. 1) We already ______(to show) our critics that we can 14. stately – done slowly and with a lot of ceremony. E.g.: succeed. She turned and walked back in the same stately manner 2) He can make people ______(to smile) just by as before. walking into a room. 15. inexplicable – too unusual or strange to be explained 3) Tony ______(to laugh) so hard he had to steady him- or understood [= incomprehensible, strange]. E.g.: For self on the table. some inexplicable reason, he felt depressed. 4) I didn’t know why Mike ______(to lose) his appetite. 16. to vanish – to disappear suddenly, especially in a way 5) We ______(to expect) Alison home any minute now. that cannot be easily explained. E.g.: My keys were here 6) It’s no use ______(to take) a risk in such a situation! a minute ago but now they’ve vanished. 7) Derek’s eyes ______(to glint) when he saw the money. 8) I wish he ______(to believe) me. 3. Make up as many sentences as you can using the words 9) He doesn’t want ______(to hurt) by his colleagues. from exercise 2. 10) They made me ______(to whisper) these words again. TEXTS FOR READING English 59 November– December 2016

Key: 1) have already shown; 2) smile; 3) was laughing/ DISCUSSING THE TEXT laughed; 4) had lost; 5) are expecting; 6) taking; 7) glinted; 1. Say why: 8) would/could believe; 9) to be hurt; 10) whisper. 1. It seemed to Jan that Bart didn’t love kids. 2. There was a furrow between Jan’s eyes. CHECKING COMPREHENSION 3. Bart didn’t look his age. Say whether these statements are true or false. 4. Bart didn’t tell Jan about his life in the jungle. True False 1. Bart felt tenderness when kids smiled at 2. What can you say about the main characters of the story him. (Bart and Jan)? Pick out all the words, word combinations and quotations where their characters become most 2. Jan thought that people who had children revealed. were mad. 3. Jan didn’t know the reason for Bart’s 3. Comment on the words. moodiness. • “… I reckon that people who have kids the way things are 4. Bart’s face was old for twenty-fi ve. today are mad.” (Bart) 5. Bart and Jan met each other fi ve years • “I don’t know how you can expect people to stop living ago. just because the world’s in a mess. After all, if you want 6. Bart told Jan many interesting stories anything worth having, you’ve got to take a risk.” (Jan) about his life in the jungle. 7. Bart and Jan were going to spend two 4. Make up a dialogue between Bart and Jan. They are discussing how they imagine their future life together. months together. Светлана Юнёва, Key: 1) false; 2) true; 3) true; 4) true; 5) false; 6) false; Губернский профессиональный колледж 7) false. РЕКЛАМА English YOUTH ENGLISH SECTION 60 November– TIM December 2016 MINCHIN 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 lines not because he doesn’t know the difference between “just happen to be funny, and he fi nds himself primarily as them. They are grouped together to emphasize the main idea a songwriter and musician. However, he said in one of his that rich women are more suited to marry rich men. interviews: “I’m a good musician for a comedian and I’m The lyric hero of this song images one more parallel real- a good comedian for a musician, but if I had to do any of ity: them in isolation I dunno.” That means that his strength is Which is to say, there exists his synthesis of both comedy and music. Indeed, a lot of his A theoretical, hypothetical parallel life, songs are full of humor and satire on the modern world and Where what is is not as it is, its troubles, traditions and lifestyle. He also writes songs in And I am not your husband and you are not my wife which he dramatizes different sides of human relationships. And I am a stuntman living in LA One of those songs is “If I didn’t have you”. When you Married to a small blonde Portuguese skier… 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- The reason why the writer shows us these alternate lives ever, this song is surprisingly different, for example, from a with lots of details is that it looks more truthful and realistic famous song “Est si tu n’existe pas” written by Joe Dassin. than abstract space. In the beginning of “If I didn’t have you” the problem is However, there are not only imaginary lives of our hero, stated: there are also pictures of his real life, which help us to under- If I didn’t have you to hold me tight stand the whole process of his thinking: If I didn’t have you to lie with at night <…> I think you are unique and beautiful And to kiss me and dry my tears when I cry… You make me happy just by being around...

He then asks himself, “What would happen, if I didn’t Moreover, it is important to notice the key phrases, such have my love?” A practical answer to this question and a as: solution of this moral issue is found in the next line: Your love is one in a million “Well, I really think that I would… Have somebody You couldn’t buy it at any price... else.” Tim Minchin takes the topic of a love relationship and Which means that one’s object of love is invaluable and stands it on its head. It is not easy to fi nd other poets or song- precious. This comparison between the reality of the hero writers who wrote about changing the object of affection so and his theoretically possible alternative lives is a creative easily. In comparison with Joe Dassin’s song, Tim Minchin method of revealing the core value of one life that all people breaks with the literary tradition of “there’s only one pos- have. sible true love” and “it is impossible to love another”. The These words and combination of humor and serious con- lyric hero tries to put logic over emotion: clusions which we can see during the continuation of this I mean I reckon it’s pretty likely that, if for example, song, open the door to understanding the main idea: My fi rst girlfriend Jackie hadn’t dumped me, Our songwriter stresses that it is very important to appre- After I kissed Winston’s ex-girlfriend Neah ciate people who are beloved by you. One chance encounter At Steph’s party back in 1993… in the past could reshape your whole future. That means that and he understands that there were some events in the past love and fate can exist apart and together at the same time. which had an impact on his life today and on his relationship I love Tim Minchin’s songs because they are meaning- with a woman that he loves. That is why the lyric hero builds ful and they have amazing instrumental music. Moreover, different versions of his life in his imagination: if you want to take aesthetic pleasure in music, you have But of the 9,999 hundred thousand possible loves, to watch his shows online and enjoy the atmosphere of his Statistically some of them would be equally nice. funny cabaret show. <…> In Tim Minchin’s performances everything is important: If I were a rich man, from rhythm to his facial expression. That is why he is not And did a diddle diddle <…> only a person who is enjoyable to listen to, he is also very I guess I would be with a surgeon or a model nice to look at. And that is why he has already stolen hearts Or with any of the royals or a Kennedy. of millions of people all around the globe. Here it is important to notice that words such as “surgeon”, “model”, “royals” and “Kennedy” exist in a space of two By Victoria Zakharova TEACHERS FORUM English 61 CONFESSION November– OF A NEW COMER December 2016 Yesterday Facebook kindly reminded me that the very medicines against teachers’ illnesses) and a course of semi- same day a year ago I published a photo. In it, I’m standing nars, where experienced teachers help you answering the fol- beside my alma mater holding my honors degree, carelessly lowing questions: how to sleep at night? what to do if you grinning from ear to ear. My absolute happiness is quite un- run out of coffee too fast? how to convince your family that derstandable: you see, behind my back there are fi ve years you are normal? twitching eyes, trembling hands and baggy of lectures and seminars, numerous theses and essays, three eyes at the end of term, is it ok? Instead of PE, I would rath- fi nal examinations. On the other hand, a great future is re- er suggest yoga classes to learn to abstract your mind from served for me. I have succeeded in a job interview and I’m an fuss and noise. Banter aside, but this is the knowledge that I English teacher. Can you imagine that? This was a summit lacked during my fi rst year, because at the end of it I felt so of my ambition at that time. For two months, I was looking exhausted and desperate as if I was sledding all of my stu- forward to the beginning of a school year. If only I knew... dents. Up the hill. In spring. With no snow. No, no, this is not an essay of a former teacher about the Talking about diffi culties, I must confess that there were a biggest delusion in her life and the most dreadful school year lot. Notwithstanding the fact that you are a newcomer for your (to be exact, it’s pretty much the other way). It’s rather a colleagues and students and you need to establish credi-bility confession of a newcomer. and learn to be part of a team, you will also have to face the ...So there I was in October, feeling like a small child, realities of a concrete school. We had quite a distinct objective whom parents brought to sea and he couldn’t swim. Well, – to motivate students to learn English in a mixed ability class. in my case, university professors were my parents who had It made life even more diffi cult than I expected it to be. explained every small detail about water body school and By trial and error I also found out that a certain plan or a various techniques and secrets of swimming teaching and in concrete scheme does not work all the time. To be honest, I September they just pushed me off the pier and said “come tried to ease my routine and to organize lessons in some sort on, sweetie, swim!” To be fair enough, I had some lessons of a pattern, which in my head fi tted all groups of all ages. in my bathroom at university practice, but it didn’t change How silly of me! There is no way to ease your routine if you much. What I’m trying to say is that I didn’t have enough are a teacher. To me teaching is the same as balancing or practice at university. In total, I spent three absolutely uncon- even as an everlasting search for the golden mean, if I dare scious months at school just to observe formalities. Thanks to say so. What I’m trying to say is, that you shouldn’t be to them I got a demo version of school life, its system, some too strict or too gracious, too involved or too detached, too sort of scheme of how a lesson should be held. However, the friendly or too bossy, you need to be able to strike a perfect biggest neglect, to my mind, was that we didn’t analyze our balance. It is rather challenging to stop in time not to become lessons and didn’t get an objective evaluation of our work. a teacher who entertains, rather than educates, at least it was That is why it took me some time to get into the habit of re- for me. Keeping in mind the fact that we work in mixed abi- fl ecting on each lesson, and later it taught me to comprehend lity groups, it is hard to sustain motivation of strong students my actions and reduce the amount of ineffective ones. and to facilitate the learning process for weaker ones at the I was also quite indignant that at university we didn’t have same time. The best thing you can do is to learn to be fl exible the following subjects: Parentology (where it was explained and to always have a backup plan. how to communicate with parents, how to stay reasonable, After a year of the resentment at my professors for their polite and how to calm them, or maybe sometimes give push on the quiet I considered for a moment: what if it was hope), Crash Course of Remedies for Teachers (where they just the thing I needed? what if this was the beginning of the tell about different herbs like sage, camomile for a nervous only one possible way to the formation of a teacher with capi- system, lozenges for a sore throat, sleeping pills and other 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 lessons 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 Kalugina School No. 179, Moscow Издательский дом «ПЕРВОЕ СЕНТЯБРЯ»

2016/17 учебный год

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