高級(jí)英語(yǔ)視聽(tīng)說(shuō)(第二版) - 教師用書(shū) 與 課后答案

《高英語(yǔ)聽(tīng)說(shuō)第二》教師書(shū)第版明《高級(jí)英語(yǔ)視聽(tīng)說(shuō)為專(zhuān)業(yè)英語(yǔ)程教材供高等院校英語(yǔ)專(zhuān)業(yè)高年級(jí)本科生使用同時(shí)也為高等院校非英語(yǔ)專(zhuān)業(yè)高年級(jí)本科生使用些年學(xué)英語(yǔ)及專(zhuān)門(mén)用途英語(yǔ)教學(xué)改革成果顯著非語(yǔ)專(zhuān)業(yè)學(xué)生的英水平提高很大些甚至好于英語(yǔ)專(zhuān)業(yè)的學(xué)生教師和學(xué)生都感到特別需要更高要求、更深程度內(nèi)容的英語(yǔ)教材滿足這部分學(xué)生的智力和情感需求。這套教材既是很好的選擇教還可以供研究生英語(yǔ)課程使用有等英語(yǔ)水平的自學(xué)者和工作者使用。本套教材于008年榮獲北京市精教材獎(jiǎng)前已經(jīng)重印十余次受到教師和學(xué)生的廣泛歡迎。第二版教材去掉五部舊片，換上五部新片，其中三部電影，一部紀(jì)錄片，以跟進(jìn)時(shí)代。它們分別是《黑天鵝》、《幫助》、《朗讀者》和《精神病人》。這些片子已在北外的課堂使用過(guò)，深受學(xué)生們喜愛(ài)。單元安排根據(jù)學(xué)生的興趣、影片的新舊、影片的難易重新做了調(diào)整現(xiàn)的安排給人一種全新的感受師也可以按照自己的考慮學(xué)生的水平重新安排一學(xué)期的課程順序。第二版教材建議每周學(xué)習(xí)一部片子用學(xué)時(shí)兩小時(shí)絡(luò)的發(fā)展以及各學(xué)校音視頻的建設(shè)使學(xué)生隨時(shí)可以看到新片，這樣使一周完成學(xué)生課前的準(zhǔn)備及課上的討論成為了可能。我們衷心希望第二版能夠受到更多教師和學(xué)生的喜愛(ài)。在內(nèi)容帶給我們更多挑戰(zhàn)的同時(shí)，也希望帶給我們更多思考的快樂(lè)。主編：王鎮(zhèn)平2013年4月23日編寫(xiě)理21紀(jì)是一個(gè)以經(jīng)濟(jì)全球化和信息化為顯著特征的時(shí)代我們的人才培養(yǎng)目標(biāo)要適應(yīng)這個(gè)時(shí)代我們的教材則要適應(yīng)這個(gè)新的培養(yǎng)目標(biāo)英語(yǔ)專(zhuān)業(yè)培養(yǎng)的人才應(yīng)該是具有扎實(shí)的英語(yǔ)語(yǔ)言基礎(chǔ)和廣博的英語(yǔ)文化知識(shí)能在不同的工作和研究領(lǐng)域熟練運(yùn)用英語(yǔ)的復(fù)合型人才要同時(shí)兼具組織能力實(shí)踐能力和創(chuàng)新能力。這套教材就是在這樣的需求中應(yīng)運(yùn)而生的。根據(jù)2000年《高等院校英語(yǔ)專(zhuān)業(yè)英語(yǔ)教學(xué)大綱》（以下簡(jiǎn)稱(chēng)《大綱》）的要求21紀(jì)外語(yǔ)專(zhuān)業(yè)教材應(yīng)具有以下幾個(gè)特征教材內(nèi)容和語(yǔ)言能夠反映快速變化的時(shí)代教材能處理好專(zhuān)業(yè)知識(shí)語(yǔ)言訓(xùn)練和相關(guān)學(xué)科知識(shí)之間的關(guān)系教材不僅僅著眼于知識(shí)的傳授還有助于學(xué)生的鑒賞批判能力思維能力和創(chuàng)新能力的培養(yǎng)；教學(xué)內(nèi)容有較強(qiáng)的實(shí)用性和針對(duì)性；注意充分利用計(jì)算機(jī)、多媒體、網(wǎng)絡(luò)等現(xiàn)代化的技術(shù)手段。本教材的編寫(xiě)理念符合《大綱》的要求，具有以下七大特征：一、內(nèi)強(qiáng)調(diào)趣味性近些年來(lái)，人們?cè)絹?lái)越認(rèn)識(shí)到興趣是學(xué)習(xí)者內(nèi)在動(dòng)力的源泉。所以，我們?cè)谶x擇教材內(nèi)容時(shí)盡量貼近大學(xué)生的生活盡可能地滿足大學(xué)生的智力因素和成長(zhǎng)需求能最大限度地做到這一點(diǎn)就能最大限度地激發(fā)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性。語(yǔ)言學(xué)家MichaelP.和hristopherN.Candlin調(diào)：教材應(yīng)考慮學(xué)生的情感態(tài)度和經(jīng)歷適當(dāng)?shù)膬?nèi)容可激發(fā)學(xué)生的學(xué)習(xí)情趣最終促進(jìn)第二語(yǔ)言的學(xué)習(xí)。我們選擇的影片包括《黑天鵝》、《朗讀者》、《克萊默夫婦》、《畢業(yè)生》、《幫助》、《死亡詩(shī)社》、《聞香識(shí)女人》、《美國(guó)麗人》等，它們大都與時(shí)代同步，反映時(shí)代脈搏，與大學(xué)生的生活貼近。還有根據(jù)名著、名劇改編的《時(shí)時(shí)刻刻加哥等探索人生的電影引人思考視節(jié)《中央公園、《高端訪談》和《精神病人》涉及人與自然的關(guān)系、聯(lián)合國(guó)改革以及醫(yī)療體制的弊病及改革這些內(nèi)容有助于開(kāi)闊學(xué)生的視野會(huì)使他們產(chǎn)生發(fā)自內(nèi)心的學(xué)習(xí)熱情和學(xué)習(xí)動(dòng)力。二、選強(qiáng)調(diào)知識(shí)性當(dāng)今的大學(xué)生不同以往，現(xiàn)代社會(huì)對(duì)他們的要求也比以往高得多，而且是多元的懂外語(yǔ)而缺乏對(duì)其他領(lǐng)域知識(shí)的掌握已經(jīng)落后于時(shí)代的要求綱提到21世紀(jì)英語(yǔ)專(zhuān)業(yè)人才應(yīng)具備的五個(gè)特征之一就是寬廣的知識(shí)面這些知識(shí)指的是英語(yǔ)專(zhuān)業(yè)知識(shí)（即文學(xué)、語(yǔ)言、國(guó)情文化）和相關(guān)專(zhuān)業(yè)知識(shí)（如外交、金融、法律、科技等學(xué)科的知識(shí)）。但目前，許多課程的教學(xué)內(nèi)容中普遍缺少其他相關(guān)學(xué)科的知識(shí)為了擴(kuò)展學(xué)生的知識(shí)面我們?cè)鎏砹穗娨暪?jié)目電視節(jié)目比電影知識(shí)性強(qiáng)，信息量大，涉及面廣，學(xué)生可以在短時(shí)間內(nèi)獲得大量信息，學(xué)習(xí)各領(lǐng)域的知識(shí)我們這里選擇了三個(gè)節(jié)目通過(guò)學(xué)習(xí)這些內(nèi)容學(xué)生可以了解和掌握環(huán)境、醫(yī)療體制、聯(lián)合國(guó)（國(guó)際組織）等方面的知識(shí)及詞匯。這在一定程度上彌補(bǔ)了視聽(tīng)說(shuō)課程相關(guān)學(xué)科知識(shí)不足的缺陷。三、題和體裁注重元化我們認(rèn)為，不斷變換題材才是保護(hù)和保證學(xué)生興趣的手段。我們選擇的題材涉及范圍廣泛，包括家庭、教育、代溝、同性戀、艾滋病、種族、環(huán)境、聯(lián)合國(guó)、醫(yī)療體制、希望、名利場(chǎng)和腐敗、中年危機(jī)等。我們的體裁也較多元化，除了電影這一種藝術(shù)形式外，我們還選擇了電視節(jié)目，其中有著名紀(jì)錄片《精神病人》和電視節(jié)《高端訪談等神病人由美國(guó)著名導(dǎo)演邁克爾（MichaelMoore執(zhí)導(dǎo)制作它抨擊美國(guó)醫(yī)療體制的弊端并期冀改革麥克爾詼諧犀利、大膽以紀(jì)錄片的形式揭露美國(guó)現(xiàn)行社會(huì)尖銳問(wèn)題而著名從中學(xué)生可以了解美國(guó)醫(yī)療體制的現(xiàn)狀并反思中國(guó)醫(yī)療體制中國(guó)中央電視臺(tái)著名主持人水均益他的英語(yǔ)發(fā)音準(zhǔn)確，字句使用恰當(dāng)，表現(xiàn)得沉著、自信、敏銳。他主持的節(jié)目《高端訪談收視率很高受到廣大觀眾的喜愛(ài)和關(guān)注視節(jié)目的特點(diǎn)是內(nèi)容生動(dòng)，形式新穎緊跟時(shí)代節(jié)奏供最新信息可以激發(fā)學(xué)生的強(qiáng)烈好奇心和求知欲。四、以生為中心現(xiàn)代語(yǔ)言教學(xué)的走向是以學(xué)生為中心，教師為主導(dǎo)，教師引導(dǎo)學(xué)生積極地、主動(dòng)地、獨(dú)立地去完成學(xué)習(xí)的全過(guò)程。教材應(yīng)該具有啟發(fā)性、引導(dǎo)性，而不是傳統(tǒng)的知識(shí)存儲(chǔ)所。認(rèn)知理論認(rèn)為，英語(yǔ)學(xué)習(xí)的過(guò)程是新舊語(yǔ)言知識(shí)不斷結(jié)合的過(guò)程，也是語(yǔ)言能力從理論知識(shí)轉(zhuǎn)化為自動(dòng)應(yīng)用的過(guò)程這種結(jié)合與轉(zhuǎn)化都必須通過(guò)學(xué)生的自身活動(dòng)才能得以實(shí)現(xiàn)以學(xué)生為中心符合語(yǔ)言學(xué)習(xí)的規(guī)律因此教師與學(xué)生的角色發(fā)生了很大的變化，教師由原來(lái)知識(shí)的輸出者變成學(xué)生的引導(dǎo)者和協(xié)調(diào)者；學(xué)生由聽(tīng)講者變成自覺(jué)的學(xué)習(xí)者和研究者。以學(xué)生為中心是一種新的教學(xué)模式，而教材又必須體現(xiàn)教學(xué)思想和教學(xué)模式首先這種教學(xué)模式要體現(xiàn)在整套教材的內(nèi)容選擇和編排上內(nèi)容的選擇和編排要順應(yīng)學(xué)習(xí)者的學(xué)習(xí)過(guò)程即內(nèi)容要由淺入深由熟悉到不熟悉而且又有內(nèi)在的連貫性其次這種教學(xué)模式還要體現(xiàn)在教材每一單元課前課堂和課下的語(yǔ)言活動(dòng)設(shè)計(jì)中課前學(xué)生是自覺(jué)的學(xué)習(xí)者他們要按教學(xué)計(jì)劃觀看影片或電視節(jié)目然后分小組活動(dòng)組內(nèi)成員進(jìn)行分工合作按照每人分配的不同任務(wù)分別到圖書(shū)館或網(wǎng)上查找相關(guān)的資料最后小組成員再一起討論教師的任務(wù)則是給予引導(dǎo)，比如，如何觀看影片，如何進(jìn)行思考，如何提出問(wèn)題，如何查詢資料等課上學(xué)生是主要的參與者學(xué)生需要輪流口述對(duì)影片或電視節(jié)目某一方面的評(píng)論每一位學(xué)生講述之后其他同學(xué)向這位講述者提出相關(guān)問(wèn)題講述者要為此做好充分準(zhǔn)備。教師在課堂上是協(xié)調(diào)者，保證每一位學(xué)生都有講話的機(jī)會(huì)，都有運(yùn)用語(yǔ)言的機(jī)會(huì)課后生將口述評(píng)論寫(xiě)成文師進(jìn)行批改并提出建議。教師最后根據(jù)學(xué)生課前、課堂表現(xiàn)和文章的水平給予一個(gè)綜合分?jǐn)?shù)作為本周成績(jī)。以學(xué)生為中心的教學(xué)模式就是把大部分時(shí)間給學(xué)生讓學(xué)生有更多的機(jī)會(huì)在課上和課下進(jìn)行語(yǔ)言運(yùn)用，以達(dá)到外語(yǔ)教學(xué)的最終目的。五、語(yǔ)活動(dòng)的設(shè)計(jì)有啟發(fā)英語(yǔ)專(zhuān)業(yè)教材不僅僅要著眼于知識(shí)的傳授，還要有助于學(xué)生的鑒賞能力、批判能力、思維能力和創(chuàng)新能力的培養(yǎng)。因此，教材只提供語(yǔ)言事實(shí)是不夠的，這些是死的東西無(wú)法培養(yǎng)學(xué)生的思維和創(chuàng)新能力那么語(yǔ)言活動(dòng)的設(shè)計(jì)就十分關(guān)鍵。我們?cè)O(shè)計(jì)的語(yǔ)言活動(dòng)（課前、課堂、和課后的練習(xí)）都試圖培養(yǎng)學(xué)生的批判能力和思維能力語(yǔ)言活動(dòng)應(yīng)是一個(gè)過(guò)程在這個(gè)過(guò)程中學(xué)生既是導(dǎo)演又是演員，他們需要對(duì)該活動(dòng)進(jìn)行分析、設(shè)計(jì)、編排、組織，直到最后實(shí)施。這樣一個(gè)過(guò)程可以激發(fā)學(xué)生的學(xué)習(xí)熱情和主動(dòng)精神也可以開(kāi)啟他們的聰明智慧培養(yǎng)他們的思考能力和創(chuàng)新能力。六、注培養(yǎng)學(xué)生的研能力《大綱》明確提出課堂教學(xué)要注重培養(yǎng)學(xué)生的學(xué)習(xí)能力和科研能力，同時(shí)也明確要求現(xiàn)代英語(yǔ)教學(xué)應(yīng)注重培養(yǎng)學(xué)生利用圖書(shū)館網(wǎng)絡(luò)獲取知識(shí)的能力以適應(yīng)新世紀(jì)的需求。要想真正成為獨(dú)立的研究者，學(xué)生需要學(xué)習(xí)如何使用圖書(shū)館，如何利用網(wǎng)絡(luò)來(lái)獲取知識(shí)為培養(yǎng)學(xué)生獨(dú)立研究的能力視聽(tīng)說(shuō)課程增添了科研內(nèi)容要求學(xué)生在觀看影片或電視節(jié)目之后走進(jìn)圖書(shū)館訪問(wèn)網(wǎng)站尋找自己所需的資料為小組討論和課堂演講尋找依據(jù)這種科研體驗(yàn)為學(xué)生將來(lái)的獨(dú)立學(xué)習(xí)和獨(dú)立工作打下了良好的基礎(chǔ)。七、創(chuàng)實(shí)踐機(jī)會(huì)，現(xiàn)視、、說(shuō)三位一《大綱》要求培養(yǎng)組織能力、實(shí)踐能力、創(chuàng)新能力。外語(yǔ)教學(xué)的目標(biāo)就是將課堂中學(xué)到的語(yǔ)言技能運(yùn)用到實(shí)踐中教材是為教學(xué)服務(wù)的它是通向教學(xué)目標(biāo)的橋梁那么教材就應(yīng)該有實(shí)踐的內(nèi)容踐內(nèi)容不同于某一課后的語(yǔ)言活動(dòng)，它是一個(gè)完整的大型的項(xiàng)目它需要學(xué)生們走出校門(mén)在社會(huì)實(shí)踐中運(yùn)用掌握的英語(yǔ)語(yǔ)言運(yùn)用電視節(jié)目主持人的采訪技巧就某一主題采訪以英語(yǔ)為母語(yǔ)的外國(guó)人。在這樣的實(shí)踐活動(dòng)中，檢驗(yàn)自己的語(yǔ)言能力、知識(shí)面和采訪能力，同時(shí)也鍛煉自己的交際能力、組織能力和創(chuàng)新能力，實(shí)現(xiàn)語(yǔ)言訓(xùn)練的視、聽(tīng)、說(shuō)三位一體。有位學(xué)生感慨地說(shuō)“這樣的實(shí)踐活動(dòng)是我從未體驗(yàn)過(guò)的，我第一次將所學(xué)的知識(shí)運(yùn)用到實(shí)踐中它不僅檢驗(yàn)了我的語(yǔ)言水平同時(shí)也培養(yǎng)了我的合作精神、組織能力和交往能力?！敝骶帲和蹑?zhèn)平20135使說(shuō)本書(shū)是《高級(jí)英語(yǔ)視聽(tīng)說(shuō)（第二版的教師用書(shū)，為使用該教材的高校教師提供參考我們希望教師用書(shū)帶給您的是思路的開(kāi)拓而不是思維的局限因?yàn)槟湍膶W(xué)生在探討問(wèn)題的過(guò)程中必定會(huì)有更廣泛、更深刻的理解。教學(xué)目的及教學(xué)要求已經(jīng)在學(xué)生用書(shū)中詳細(xì)講述，就不再贅言。這里只對(duì)本書(shū)的內(nèi)容作出說(shuō)明：本書(shū)的綜合導(dǎo)視思考題答案是根據(jù)我們的理解得出的您和學(xué)生的理解也許與本書(shū)答案不同那是完全有可能的對(duì)此不必有任何擔(dān)心和顧慮也不必強(qiáng)求一個(gè)答案。我們的重點(diǎn)本來(lái)就不在于選擇了哪個(gè)答案，而在于啟發(fā)學(xué)生的思想，開(kāi)拓學(xué)生的思路挖掘?qū)W生的思想深度在研究性語(yǔ)言活ResearchActivities）部分也是如此關(guān)于影片或問(wèn)題的每一個(gè)方面我們只提供了一部分內(nèi)容而不是全部每一個(gè)方面都有幾個(gè)側(cè)面學(xué)生從哪個(gè)側(cè)面展開(kāi)都可以鼓勵(lì)學(xué)生講述時(shí)注重一個(gè)側(cè)面進(jìn)行深入探討和挖掘不要全面講述全面講述的結(jié)果是對(duì)每個(gè)問(wèn)題的研究都只停留在表面，不能提高學(xué)生深入思考分析的能力。測(cè)試是評(píng)價(jià)教學(xué)效果和學(xué)生表現(xiàn)的重要手段下面我們將詳細(xì)介紹本課程在北京外國(guó)語(yǔ)大學(xué)開(kāi)課時(shí)采用的測(cè)試方法，供任課教師參考?？傇u(píng)成分配比例：為了不把期末考試作為衡量學(xué)生水平的唯一標(biāo)準(zhǔn)們將總評(píng)成績(jī)分為（平時(shí)對(duì)電影、電視節(jié)目的分析和討論10%（項(xiàng)目）和（期末考試）三部分從比例上看我們的重點(diǎn)放在平時(shí)成績(jī)這是為了讓學(xué)生重視日常的學(xué)習(xí)和練習(xí)淡化期末考試的分量同時(shí)也避免出現(xiàn)某些學(xué)生因一次考試失誤而無(wú)法體現(xiàn)在整個(gè)學(xué)期中所付出的努力的情況?？荚噧?nèi)及方法：考試內(nèi)容是針對(duì)一個(gè)電視節(jié)目的主題做演講。教師先提供一些電視節(jié)目，學(xué)生從中選擇自己感興趣的節(jié)目來(lái)準(zhǔn)備電視節(jié)目的長(zhǎng)短在2040鐘左右節(jié)目需要有一個(gè)可供討論的主題。考試要求學(xué)生根據(jù)節(jié)目的主題做一個(gè)三分鐘左右的演講演講的前半部分需要簡(jiǎn)單介紹節(jié)目的內(nèi)容檢查學(xué)生的敘述能力后半部分闡述對(duì)問(wèn)題的看法這部分是考查重點(diǎn)檢查學(xué)生分析問(wèn)題的能力演講之后學(xué)生須準(zhǔn)備回答教師提出的23相關(guān)問(wèn)題，這是為了檢查學(xué)生即席闡述觀點(diǎn)的能力和語(yǔ)言表達(dá)能力。通常教師在考試前兩周告訴學(xué)生可從中選擇的電視節(jié)目范圍以及考試要求，并把這些節(jié)目輸入小型局域網(wǎng)學(xué)生可以在開(kāi)放時(shí)間內(nèi)隨時(shí)觀看我們建議準(zhǔn)備10個(gè)左右的電視節(jié)目，要求每個(gè)學(xué)生挑選其中兩個(gè)最感興趣的節(jié)目進(jìn)行準(zhǔn)備?？荚嚂r(shí)只需要考核一個(gè)節(jié)目，考核哪一個(gè)由教師來(lái)決定。我們衷心希望《高級(jí)英語(yǔ)視聽(tīng)說(shuō)（第二版教師用書(shū)給您帶來(lái)幫助。希望您在教授時(shí)感到得心應(yīng)手。同時(shí)希望聽(tīng)到您和您的學(xué)生真誠(chéng)的建議和意見(jiàn)。主編：王鎮(zhèn)平20135ContentsAcknowledgementsUnit1SwanUnit2GraduateUnit3Kramervs.KramerUnit4Unit5DeadUnit6HelpUnit7Unit8BeautyInformationInterviewUnit9PhiladelphiaUnit10Unit11TopTalk(AnwithKofiUnit12ofUnit13HoursUnit14ParkUnit15

OneFlewovertheCuckoo’sNestUnit16Unit1BlackII.QuestionsforThefortheunderstandingsorthese1.hasbeendreamingWhatisitonNina’sbackthatattractshermother’sattention?NinaisadedicatedballerinawithaprestigiousNewYorkCityballetThenighttheauditionSwanLake,NinahasawhichRothbartthespellturnsPrincesstheWhiteSwan.Laterthatmorning,she'sstandinginfrontofmirror,heronNina'sback.Thoughitasbuthermomworriedbecauselaterasshehashabitofunder2.WhoThomas?WhytoanewofSwanWhatisofSwan?sortofaisThomaslookingThomasistheartdirectorofLake.theformerdancerofLakehasfortoolongatimetokeepofaudience,thecompanyplansherintoretirementpresenttotheaudienceafacetoaseasonofLake.IntheofLake,princess,Odette,isbyRothbartintoshapeofWhiteandonlylovefromthecanthespellandfree.theprinceishisloveforSwanOdile,andseducestheOdette,theWhiteSwan,inherjumpsoffthecliffindeathfindsThomas,director,tofindSwanQueentodualoftheWhiteand3.WhoWhatdoesNinaafterseeingleavingdressingroom?Whyso?istheSwanwhoisforcedoutofbyadmiresBeth'sroleasSwanQueensothatBethleavingtheshestepsinBeth'slipstick.WhatoutofstrongtoSwanasperfectasBethoncewas.4.WhatauditionmeantodoesshefeelherOdile’sHowdoesThomascommentonherdancing?Nina'sperfecttechniquemakeherthebestinForthebeendrivenbythedreamtobeaperfectballetdancer,theauditionchanceelevateherfromanballerinatoafeatureddancer.failureinthe’scodaleavescompletelyAsexplains,Nina'sperfectdancingherfearfulfragilemakeherforWhiteSwan;however,herobsessionwithperfection,herstrongofandself-control,there'snofortoportraytheSwan.5.Whatseeherwayhomethathermuch?WhatitAftertheNinawalkingallofsudden,seesaninblackcomingtheNinaaglimpsealikeherownbutwithwildsmile,aWhatusahintthatpressurehassounbearableNinahertoseekaout,toproduce6.HowcometonextandthepartQueen?WhydoesNina?Howdoesrespondtoherdown,prettywhitedressthicklipstick,toThomas’office.NinatoforachancetoplaySwanQueenassuresthatcanfinishthehardesttechnicalforSwan.Yet,thatlacksoflettinggoforroleofSwan.NinaturnstoatthatThomasakissonher.directormakingalastattempttestpotential.NinaisshockedbybitesThomas,whoisshockedbysuchastronginstinct.7.WhychoosefortheroleHowdoesThomasviewNina’sresponsehiskiss?Itstronghisforcedthatchangesthemind.ThomasinthatNina,wild,fullofself-assurance,allofaretheofSwan.8.HowdoesNina’smothercelebrateherdaughter’softhenewrole?Howdoesherrespondeatthebigpieceofcake?Whytosaylovescakeagain?oftheNina'smompreparescakeofvanillaflavorwithstrawberryfilling,whichclaimstobefavorite.However,Ninashowsobviousreluctancetobigpieceofcake,hermomannoyedbythedaughter’sungratefulness.SheclaimscoldlythatsheshouldwholeifNinadoesn'therwayofcelebration.forfearofmomimmediatelyonassureshermomthatthecakeas9.WhoHowisshedifferentfromNinaintermsThomassayaboutherdancing?Lilyisadancerfromwho'sbythecompanytopartinSwanHertattoo,care-freestylevigorouspersonalitypresenttothefearful,self-controlledNinawhocautiouslyalltherulesofperfection.Lilyfollowsnothingbutownpassiondesire.Therefore,assays,Lilynotabletodancelikewithperfectbuthermovestherefore10.happensNina’snailwhileThomasisannouncingNinastarnewtogueststhecompany?findistocleannailWhenNinapresentedbyThomastheastheQueen,herbleeding.goestryingtocleanitupandoffthetohersurprise,secondlaterperfectInfact,allthepainoutofAsismorebytheroleofQueen,hallucinationsuchalevelthatittoarouseofphysicalpain.mayalsoindicatefromadisciplinedandfragileselfa11.WhydoesfeeluneasyHowfeelwhenlobby?Withownpassionandbeingforatime,NinauneasycorneredbypresenceofLily.ThomasLily'sdancingNinaLilyasherrivalthusthreatenedbyLily.towhenconfrontinginBethofseducingthedirector.Ninaisembarrassedbytheaccusationbutshe'stough12.WhydoesassignmentofatHowdoesthatrelatetoherQueen?TheultimateforThomasistobendNinamoldhertheBlackSwansoshecanSwanevenToNinatodarkimpulsesexualityofSwan,asksNinatobecausehebelievesthishelpNinatheotherself,andthusfromaWhiteaBlackAsanambitiousartallThomassuccessoftheheawaytotheandofhisdancersothatshebemadeintoaSwanQueen.13.bringsheranabruptatinWhatisNinaafraidof?Earlynextmorning,whenNinaistouchingherselfbysheseesmomsleepingtherightbesideherbedandbringsanabruptstopatherallyears,momtryingtoupaperfectgirlonmom'sNinahasreducedtoinfantfreelygrowintofullasmom'sgirl,soofhermom'swatchfuleyesandsobytheideaofofthatshehasbeenheldfor14.WhathappenstoBeth?WhatisThomas’sattitudetowardher?HowdoestheBethtothehitbyaherlegsseriouslyinjured.surethatBethdoesitpurposebecausealwaysactsoutofadestructiveNinaisshockedguiltyfortherolefromThoughThomasassuresNinaitnothingtodowithhershedistractedbythetragictheguiltofthefearofbeinglaterbystilluppressureonNina.Intheirlatehourpractice,howThomasthroughactionwords?thinkThomasisabrilliantteacher?Whyornot?ThomaspicksuptheofprinceNinahowbedominantwhiledancingtheBlackSwan.Atfirst,movesstifflynervously,butsoonshestartstorespondtoThomas’seductivewords,touchesforslowimprovement,sheThomasisabrilliantteacher.istender,stricthelpful,makingmobilizefullpotential,helpingherachievingrealperfectiononstage,makeherdreamcomehasbeenfeelingatnotableperformwelltheSwan.Whatwhensheistakingabath?WhatdoesNinafinallyseeinmirror?WhyishauntedbythefigureofherBackhome,Ninatakingbathandtoagain,tryingthedirector'sletofWhensheherselfintotheopenshersheseesdropsfromsheseesotherselfshowingupabovegivingaevilJumpingoutoftheseesbloodontwoofheroutoftub,Ninainmirrorthebleedingontooffhernailsbuttoviciousselfagaininthemirror,atwith17.WhyNi’smomsoconcernedaboutNina’scareer?HowwouldyouthebetweentheNina'smomisaballerinaalsodreamsbeastarthensheinlovedirector,todaughter,bringsancareer.Nina'smomwantsNinatoachievewhatshefailstoachieveatayoungHowever,mom'shighexpectationandpossessivecontroltoandistancebetweentheof18.HowdoestheatbardoesNinawithLilyinroom?Howdoesemotionally?Ninaresentshermom’scontrolandtoshowprotest,sheacceptsLily'sinvitationtototheforfun.eveningturnsbedramaticadventureNina.BeingbyLily,totryflirtwithguysindulgewithwildmovementsondancefloor.Whilebackhome,underofdrugs,hasaaboutwithLily,outofwhichsheexperiencedthefirsttimeForatimebeing,sheLily'sfacesuddenlyturnherself.ThisshiftofherfantasyindicateshowLilyistakenbyNina’sassomeoneresemblinghersuppressedotherself.whispering"sweetgirl"intootherselffinallythatmomenthersideofmindisfully19.Innextdoesperformdifferentlyprevioustell?Whyawayallheranimalswhengettinghome?Nina'sinthemorningnolongerfrigidandmechanical.ForfirstsheheartyforthefirstThomasgivesherangesture,tellsNinainthatNinastillthepremier.OutofdeepconvincesthatLilyheronsothatshetakeadvantageofherbeinglateforLyinginsheisatinknockstheboxthejumpsupandallstuffedintothegarbage.Whiledoingso,Ninaappearsnomom'sgirl,butagrown-upwithfullandtoofown20.Whyfeelknowingispickedasheralternate?HowdoesThomasrespondtoNina’spleadingatLilyasheralternate?Whydoesissexwithactuallyscaredof?NinaLilyrivalwhohasalltimetofromherofSwanQueen,evenworse,itallpersonalLilyistheretodestroyWhenshegoestopersuadetoassuresthatit'spracticetohaveanalternateshouldbeconfidentandfocusedontheperformanceinsteadofworryingalsosuggestssheshouldrestthatlate,dancingandhauntedtheofLilyherfavor.ThiscanseenfromhallucinationofseeingLilywithThomasthelatterchangesintotheofWhatsheactuallyisreplacedbyLilyandchanceattoaperfectstage.21.WhydoesBeththedoeswithBeth’sstuff?Whatdoessheseemtounderstand?WhatisthatmakesthemsoWhatdoesBethsayherself?doesNinasuchlaterhome?bywhatseesLilyandThomas,Lilyhastakenherpositionandsheseemstohowhavefeltbeingreplaced.Shetothesimilarexperienceofbetrayalanddesperation.NinadashesintotheupofthehospitalinwishtoBeth'sforwhatdonow.However,Bethdoesn'tfeelthesame,sayingsheisnotperfectshenothingall).WhatfeedsNina’sdespairandfinallytriggersamentalbreakdown,whichinturnbringsaboutthemosttwistedpartofNina'sSheseesstabbingherownfaceviolently,yelling"nothing”,andthefaceallofasuddenturnsintoNina'sface.bysheinthehospital,Ninarunsallbackhome,onlybeconfrontedbyahermom'smonstrousallcallingher"sweetgirl".havinghallucinationdeepinhersheisthatbutweakpersonalitywellaswithperfectionshouldbeblamedforherkeeproleofSwanQueen."let-it-go"journeyoftransformingherselfintoselfistooandscaryfortoThehallucinationononepainfear,onthestrongtoself.22.WhyaretheBlackfeathersburstingofNina’sback?WhydobothofherIsitametamorphosis?IfHowwouldregarduncagedherselfinthebedroom,feelpaininherthensheseesfeathersofherskin.Whenhermomtryingtocomeinandcheckonher,shebreaksherwhileviolentlyforcingoutofthat,Ninaherspontaneouslysnapdirections.Unabletostandsteadily,fallsdownpassesout.AllofhallucinationrevealsthefactthatNinalosingofAndthemetamorphosisamomentoftransformationinNina'soncesuppressedbreaksofandrisesuptheposition23.WhydoesNina’smomtrytopreventfromgoingshow?Whatdoesitsaysthatsweetgirlgone?Nina'smomfindsNinaherselfallthenightshefromgoingtoshowforthatshe'snotwellenoughforNinafiercelywithmomofhertomomthesweetgirlgone,Ninameanslongerthefragilegirlstrengthtoforshe'sfullygrownintoselftoshewants.24.Thomassaydressingroomrightbeforeshow?WhatisSwan?WhydoesThomastoNinathatinherselfandsheshoulditgoandlooseonWhileWhiteNinatousualfearfulself.tohallucinationagainseesLilywearingcostumeflirtingwiththemaledancerandsheupnottheQueenbutanordinaryballerinagetsdistractedbythehallucinationthatofffloorwhiletheofthePrinceistryingto25.WhosittingNina’sdressingroomNinarunsintotheroom,WhydostarttoWhothatwithlyingthefloor?WhatdoesdressingroomscenerevealonNina’spsychologicalstruggleandRunningdressingroomtearseyes,NinaisLilysittinghumiliatingher,andshepartofSwan.NinaatLilytwostarttofightonfloorwithpiecesthemirrorfight,thefaceofNina’sopponentshiftsintoherotherselfandwhileherotherselfisstranglingher,cryingfora“turn”ofdomination,wecanseethestrangephysicalchangesonNina.Withanger,apieceofbrokenmirrorandstabswithit,tofindLilylyingdeadfloor.Thissceneuspointofcompletementalonpartofbytimepossessedbyherotherbodymind.26.WhathappenstoNina’sarmswhileshegetsbackontothestage?DoesNinathepartBlackHowmakeHowdoeswhilegettingoffthestageandbeingWhykissdoeskisshim?WhileontodancingtomusicasSwan,Nina'sarmtowithcodacomingclimax,intobigblackwings.danceofishailedbyallasuccessWalkingwithtiptoesaballerinadoesonstage,NinatowardsThomasgivesforcefulasabestsalutethatacantodirector.ThekissgivenbythepassionateaggressiveNinatowhoultimatefreedom.27.isthedoorwhenputtingonhercostumeofSwan?WhyisNinasoather?actuallyhappenstoWhenNinachangesintotheWhiteSwancostume,shetoworryaboutkillingofLily.someoneisthedoorshe'sshockedtoitLilygivingcongratulations.AfterLilyleaves,aroundsuddenlyseesthesharpofstabbeddeepinherWithrollingdown,finallycomestorealizeitisherselfwithallWhatherinthepastdays?Allstruggleinpastdaystosensetoforthetimebeingcomestostrugglesheagainststrugglebetweenself-controlledofpersonalityandaggressiveand29.HowdoesNinathetheend?HowyoutheNinareturnsthestagetheWhiteSwananddanceswithtragicjustliketheWhiteSwanstory.Whilelyingonmatt,NinawithasmiletoThomas“Ifeltit.Itwasperfect…Iwasperfect”.AsThomasoncesaybeingperfectisnotonlyobservingthebutaboutlosingcontrol.AttheofbothofpersonalityblendingintothusenableshergiveperfectonstageandbeingaperfectQueencome30.killsWhatmakesNinasoobsessedwithQueen?WhatbringtoNina,orNinakillsherselfbreakdown.broughtupasasweetandgirl,obsessedwithmakeshestrongself-disciplinesuppressesallknowingaoncecomingtocantoself-destruction.FouraspectstheBackground:historicalthenovelonwhichtheistheauthoroftheofmovie,etc.ideasthatintendstotheconflictswithinoneself,conflictswithconflictswiththesociety,conflictsevents,conflictsPerformances:actor,actress,director,playwright,song,music,Academyetc.Thesecanbeclear-cut;areinterrelated.Theinformationbelowservesassomeonly.freetoanytothefourshouldincludefactualinformationtheiropinionsorcomments.wasinspiredFyodorMikhailovichDostoyevsky'shewasthefilm,firstpublishedin1846asaDouble:.Itcentersclerk,YakovPetrovichwhoturnscrazywithideathathasidentity.Thehekeepsencounteringwhohisinappearancebutmorehiminaspect.FyodorMikhailovichDostoyevsky(1821–wasawriterofnovels,shorthumanpsychologytroubledpolitical,socialspiritualcontextof19th-centuryRussiansociety.worksrealistwriters,notablyDickens,Gogolbestworkand.overallwrote11complete317essays.Heoftenregardedofgreatestinworldliterature.wanLakewascomposedduring18751876byTchaikovsky.Initiallyinitwastales,tellingstoryofOdette,aprincesswhoturnedintoaswanbyanevilsorcerer'sTheoforiginalproductionwasTheballetpremièredon1877thenameLakeof.heconsideredBlackSwanatohisfilmWrestlerwhichreflectsfeaturesofart:anwrestlertoparticipateininordertoresumehis1980sheydayoffailingThefilmaddressesmostoftheconfrontingwomenindayofcomplexrelationshipsNinaisinvolvedin,especiallythepursuitofthevirgin-whoredichotomythemostworthyComplexHumanRelationships:Forcomplexhumanrelationships,particularlymother–weamotherwhoappearstowardwhoalternatelycheersondaughteryetattemptsonthehandlivesvicariouslythroughherdaughterherachievements.Andtheinfluencethe(compoundedwiththatofThomas)Nina’sdeterioration.TheseinfluencesthatnooneblamethemotherforwhatwashappeningtoNinaForotherrelationshipssuchwithLilyThomas,canseeathatbothliberatingcomplicatedbossPerfectionSeeking:themeofisseenthroughoutfilminNina,whostrugglesbothphysicallypsychologicallytogetartisticNinalongsforacceptanceandbeing“chosen”;tobeperfect,sheexperiencessomuchpressurefromtheenvironmentthatshapesone’sveryidentity.Apartfromintensetothefilmdrivehometherealitythatperfectionsomethingthat’sneveractuallyattainable.Onceyou’veachievedonekindofperfection–asNinahadasa“perfect”whiteswan–thegameortheworlddisappointsyoubyfromyouextractingfromyouyoudooffilmaddedaonwhatitbeanartist,portrayingthemanifestationsofthroughtheirmindsinorapproachperfection.c.Virgin/Whoredichotomy:virgin/whoreistoNina’sstory.She’sspentherwholelifetobethepure,perfectballetdancer,hasthatgoaltosomePhysical,emotional,puritiescanallbeseeninhersmall,underdeveloped,andbody.But’swhenshetriestodemandedbytheapart.Sheaskedtoshownotonlyperfectionbutsensualityandsexualityaswell.Shecan’thandletheduality,thedoubleidentity:shecan’tthevirginperfectLily:TotheNinahastowithLily,anewdancer,whoimpressesThomasasNinafitstheWhiteroleperfectlywithinnocenceandgrace,LilyisthepersonificationoftheBlackSwansensuality.thetheirintoatwistedevenaaffair,toowndarkside,anirrationalthatwilltoselfThomas:theroleofNina,wholivestoandwhowantstobelike(theformerprincipledancer)ineveryaspect.isatechnicallyproficientworkingdancercaneasilyplaytheswan,butwhoshehasdarkpassionportrayswan,criticalofher"frigid"adviseshertostopbeingainnocentgetherselftheswan.HerMom:conflictobviousinThemotherhasbeentoNinawhatherselfhastoyetherobsessiveloveandisstranglingNina,who,nolongermother’sbabytobreakthistoherindividuality.Herself:OfallthethematicconflictsinfilmBlack,conflictsoflife,theconfusionsrealityandalltheothercomplicatedconflicts,theprotagoniststruggleswithinherselfoflightdark,goodandevil.conflictisreifiedintheformoftwinswantheinnocentWhiteSwan,aggressiveSwan.hastothatroleisbothatemptressandperfectionisamixtureofchaos.Inthissenseownworstandconflictrealitymetaphorbestseenintheconflictofaninnocentgirl,thenherselftoawhichwillanadversesideofher.ofNina,ofisthatperfectioninoflifehasledtoinmanythetoIndependent,filmBlackSwanconsideredonehighlyanticipated"ofPortmanhaswonforinaLeadingthefilmwasitselfforwithinatotalofforDarrenAronofskyforBestPortmanplayedaveteranballerinainAronofsky'sfilmBlackSwan,aofwhichcriticKurtLoderwrote:"Portmanofcompellinginfilm,whichissomething."Tofortheshewentthroughfivetoeightofdancetrainingeachforand20In2011,wontheGlobeAwardtheAcademyAwardfor12,inYork.Hewasalwaysartistic:asateenager,hespenttimedoingart.gotreputationaintelligentfilmmakeratofwithPi,hisanddebut.InSwaasinhisrepresentativefilms,heusesatechniqueaship-hopmontage,whichisaofshowninfast-motionwithsoundtosimulatecertainastakingdrugs.heemployssoundsthatarenotalwaysAndhiminBlackSwanhe(likeNinatosomeextentherwithstrongobsessionsthatdrivethemtowardsself-destruction.Unit2GraduateII.QuestionsforTheforthepresentownunderstandingsoropinionsj.Howdo’sparentscelebrate’sreturninglikeTheypartyhiscollegeBennotasashisheisreluctanttoguests.Heishewantsdosomethingfurtherhis2.Whototheparty?WhatdoWhy?Theareallparents’oldfriends,sononeofthemisofhisTheyallanboywithpromisingfuture,becausehegraduatedwithgoodrecordsanda3.doeshimselfatdoeshefinallyescapehisupstairs?topolitetobuthebeingtoenjoyanybitoftheFinally,hetohisittoworrieswithanyoneinthehetoalone.4.WhoMrs.HowdoespersuadeBentoherMrs.RobinsonisoftheoldfriendsBen’sparents.Herhusbandhasbeenthebusiness