SITUATIONS FOR PROBLEM-SOLVING ACTIVITY - раздел Образование, Ключи к учебнику Аракина What Would You Do?
Instructions: R...
What would you do?
Instructions: Read the following problems individually. Consider the possible solutions. Decide on one solution that you think is the best one and be able to justify it. Then discuss your solutions in your group, giving your preferences and discussing the advantages and disadvantages of each.
If pupils pass notes or talk when you feel they should be listening, there are ways of dealing with the situation. But what can be done if a quiet boy of twelve just does not belong? He just sits with an absent-minded look and nothing can arouse his interest.
"Are you here, Pete?" I asked him when I felt I could not have it any longer. He looked up startled. A minute passed and he was off again. I insisted. Then he said, "But I'm not doing anything wrong."
There was a provocative note in his answer.
— You're riot listening. You're day-dreaming.
He had to admit that.
— I can't help it. I like it.
— But why is it that you dream at the lesson?
— I don't know.
That's it! He does not know.
We often talk about Peter's case in the teachers' room but cannot find the proper solution.
And what would you do?
My first observation of Mike's flair for drawing cartoons 
was accidental: I saw a few faces on the back cover 
of his exercise-book. I could even recognize them — the mischievous J., the lazy N., the pretty M.
Remembering the necessity of developing creative approaches in education, I said, "You do it well but why not draw things on separate sheets of paper?"
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A few weeks later I saw them passing some sheet of paper at the lesson. Some were giggling.
"Give it to me! Do you hear?" I attacked M. furiously.
N. who had just passed it back to him protested, "Please, don't! It's private 
."
She was evidently lying and I insisted. So M. gave in. It was a cartoon all right. Of whom do you think? Of me, of course.
I was at a loss for a moment. But then I came up with a fitting response to it.
What was it?
I was not exactly a fully-fledged teacher yet, but I had already gained some experience when I had to face up to the fact that I could not reach my class of sixth-formers. I struggled hard to gain acceptance but a month had passed since September and they were still unmanageable. (If you have a feeling for atmosphere 
— and you should if you teach — you always know when there is something wrong.)
I kept looking for clues in whatever they said or wrote. I went to the theatre with them, I went on outings and excursions, together with their class-mistress. (There are a number of rewards in this line of work, you know!) But it had no effect this time.
After some meditation on this problem, I came up with a fitting response.
What was it?
I soon discovered that M. did her homework in a very careless way though her handwriting looked nice on test papers. Later I discovered her secret: she lived within an hour's distance from the school and used her travel time in the bus to do her homework.
"You shouldn't do it," I said firmly. "You'll become a bad writer in general. You'll spoil your eye-sight."
I did my best to convince her it was doing her harm. "Besides, your homework looks nasty," I added.
Once as I was travelling to the school by Metro busy with my finalizing chores '(correcting the student's test papers, of all things), I caught sight of M. sitting opposite me also busy with her homework.
Goodness! I had been sitting there huddled in my corner seat, M. just in front of me!
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That served me right. But I had to tell her something.
What would you say to a girl offourteen in that kind of situation?
At school you can easily notice that most of the teachers repeat instructions too many times. It is not that the pupils are regular trou- ble-makers. It is just that you are struggling for communication when their minds are occupied with something more absorbing.
I have always looked for interesting attention catchers to be used if the necessity has arisen.
What would you advise to q teacher of ten-formers?
Today I have sent P. home from school for smoking in the lavatory. That is bad enough for a thirteen-year-old boy, but the more serious part is that he regularly takes money from his parents' pockets. His father, a respectable-looking researcher, confessed it last week.
He is a rather easily led boy, so they tried to reason with him, but to no avail.
I wonder if sending him home with a note to his parents was a good idea.
And what would you do?
With all my eagerness to teach I cannot find a suitable solution to my problem. The fact is I cannot keep order well. I devised a number of tactics but it did not help. Next year they will be trying to enter different institutes. They like to talk art, music and fashions... But if you observed one of my classes, you would never guess that! You'd hear noise which makes whatever you are trying to explain uninteresting in the extreme.
So today when I saw K. rude and contemptuous 
презрительный, hands in pockets at the blackboard, I suddenly made up my mind...
What would you do?
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M. had always strived to be different from others. He used to be at war with everybody. A sort of outsider. So I felt something should be done. It was simply necessary to interfere into his relationships with the class.
By and by вскоре things were becoming worse and worse. He was becoming a real grumbler and fault-finder.
Once he went as far as this; he threatened the deputy head master. He said, "Tell the class master to stop summoning my parents and tell them about my bad progress 
."
Certainly the deputy head master was taken aback.
"You're being impudent, don't you think? You sound rather categoric for a student. The next step on your part will be the ultimatum."
"This is the ultimatum!"
"And if nobody responds?"
"Then I'll take measures."
"What measures?"
No answer.
I
"What's the world coming to?" we thought.
So when he passed all his final exams and left school, we felt relieved, you may believe me.
But four years later things took an unexpected turn. M. appeared 
in the school. He looked grown up and mature 
— he was just after the Army. In fact — a different person.
The preparations for the winter camp were on and he tried to help. He avoided the teachers, but helped the children. And suddenly (it was a sort of verbal bomb 
) he asked the head master to let him work as a sport instructor.
We really had to do a lot of thinking.
What would you do?
The performance 
of the scenes from "Romeo and Juliet" was a terrible success. There were many people in the play, but it was O. who really starred in it. There was a lot of smiling, joking and handshaking after the first night and he felt smug, I think.
Though, frankly speaking, I don't think it was all so perfect. For example, he said the last line in the final scene in a small flat voice
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which I hated so much during the rehearsals. But I could not make him change it, as he believed he was doing it well.
And now I dimly sense in him that growing self-esteem. More than that, he started putting on airs. For example, the other day I asked him to fetch a few books from the library.
"Why me?" he said.
I insisted. "Hurry please and do so. Don't keep me waiting." He obeyed reluctantly.
I must certainly do something.
What / wonder?
That boy had been a newcomer for a month or so, when I noticed he hated doing homework I gave to the class. He was known to have come from a far-away place, but his English was rather good. (Much better than other subjects.) I had the impression that he had learnt English not through textbooks, but from detective stories.
"Why don'tyou do your homework?" I asked. "It's dull," he said, "Do you mean to say you would like to do something different?" He nodded in agree.ment.
And I feel now I need some good advice.
What kind of work would you give to this kind of ninth-former?
Never in history have people been travelling, relocating their families so much as they are doing now. (Some sociologists even say we are witnessing a historic decline in the significance of place to human life.) I personally disagree here, as "East or West, home is best" to me, but professionally more than once did I have to solve 
problems resulting from that phenomenon.
For example, last year N, a boy of 12, showed a remarkable in- 'difference to the class members by saying he "was not interested in communication."
"How come?" I asked. "Wouldn't you like to make friends?"
"It makes no sense," answered the twelve-year-old sophisticate.
"I'm sure we'll have to move to a new place very soon."
And that was it.
How would you manage this kind of situation? Do you think you could get him involved?
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It was more than a flair for painting. He had a real talent. That was clear to all the members of the teaching staff. To everybody but his parents who insisted that he should go on with English as a speciality. (Otherwise what was a school specializing in English for?) They even came to see me and pleaded 
попросил not to interfere.
I must admit he had a gift for languages too, a perfect ear for accent and pronunciation.
In his final term at school he did a wonderful piece of painting, so I made up my mind. I couldn't help it. I said to him: "We know you're undecided about your future. You and I must have a real heart-to- heart talk about it."
My "talk-in" took a lot of thinking but it worked.
What do you think I told him?
Do you let your students leave the class-room during their written test with an easy heart? I don't.
I have always suspected Nina was using the lavatory as a reference 
room when she wrote a test in any subject. Later we had a mutual understanding about it in the teachers' room.
This time there was a definite proof about it again. Her paper was excellent but I made up my mind to do something about it this time.
And how would you do it?
For reasons of his own D. from the 8th В stole away the register. It was strange because he had always been a top student and there was no evident reason for him to do it.
He confessed at the class meeting it was he who did it but would not tell anybody why he had done it and where the register was at the moment.
Later he was summoned to the head master's office and got a lot of talking there but would not say a word about it.
What could the reason be? How do you think we should have dealt with him?
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Many members of the teaching profession hold strong views on prompting in class. Really, those who prompt do a disservice to the one they think they are helping.
Frankly speaking, as for me, I have always been against stern measures (I mean giving a bad mark or something of the kind both to the receiver and to the giver, or to either of them). Still I thought I had had enough of that in my class and launched "a campaign" against prompting taking up a different approach.
What would you do in this kind of situation?
The other day it was too noisy in class. The boys fidgeted and whispered, the girls giggled. I asked what the fidgeting was about. Averted eyes. As I half-turned to the blackboard, everything started again.
What could I do? I said I wanted "their undivided attention". Nothing. Suddenly I noticed that one of the boys who had been sort of labelled as a trouble-maker since he appeared in this school made a move. So I rushed upon him and made him leave the class-room. I knew I was wrong, but I had to do something to impose discipline 
.
What would you do? Do you think I was wrong?
When I met my new 9th form, I immediately saw that N. was not just a good thinker and talker, but he had an astonishingly good memory.
I have no doubt that we should recognize the unique potential of an individual approach to each member of the class. So I gave him a lot of attention.
But one day I recognized that the class became jealous... Or may be there was something wrong about his relationships with the class? I do not know.
What would you do about it?
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It is common knowledge that access to oceans of information and the rapid development of science and technology are fascinating, but I think that in terms of the teaching situations it can be embarrassing to a teacher.
The well-read M. of the 10th A always uses most fascinating information with facts and figures for his reports. Sometimes I even feel ill at ease about it as I simply do not know whether it is true or not.
How do you think we should act in such cases?
Yesterday I had a few panicky moments as I heard a "cu-coo" chimed by somebody instead of "Good morning". I froze. At first I had no idea what to do. Then I made up my mind. I saw no sense in trying to dodge it. Inwardly I swallowed the threat 
угрозы of tears and decided to take firm action to set the class of fifth-formers to order.
I answered, "Cu-coo, cu-coo! Good morning!"
What do you think about it? What would you do?
No one in my 5th В can look so crestfallen over unprepared homework as P. can. His forte is facial expressions and the class enjoys them very much indeed.
Yesterday I called upon him. (The homework was to memorize a poem.) He stood in front of the class without saying a word, just making faces. He was obviously entertaining the children.
I thought I should take up something immediately to stop his clowning.
I wonder what is the best way to deal with this kind of situation?
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CONTENTS
ESSENTIAL COURSE
Insight into Profession.......................................................... 6
Unit One
Text One: "The Passionate Year" by James Hilton.............. 13
Commentary............................................................................... 15
Essential Vocabulary.................................................................. 15
Exercises............................................................................... 19
Profession-oriented Questions and Activities...................... 26
Conversation and Discussion:
What Makes a Good Teacher?......................................... 26
Insight into Profession.......................................................... 37
Unit Two
Text Two: "The Escape" by Somerset Maugham....................... 41
Commentary......................................................................... 44
Essential Vocabulary............................................................ 45
Exercises............................................................................... 49
Profession-oriented Questions and Activities...................... 55
Conversation and Discussion:
Books and Readers................................................................ 56
Insight into Profession.......................................................... 67
Unit Three
Text Three: "One Stair Up" by Campbell Nairne.................. 71
Commentary......................................................................... 73
Essential Vocabulary............................................................ 74
Exercises............................................................................... 79
Profession-oriented Questions and Activities...................... 87
Conversation and Discussion:
Cinema: Its Past, Present and Future............................... 88
Insight into Profession.......................................................... 99
Unit Four
Text Four: "Dangerous Corner" by John B. Priestley........... 101
Essential Vocabulary............................................................ 104
Exercises.................................................................................. Ю7
Profession-oriented Questions and Activities......................... 116
Conversation and Discussion:
The Theatre.......................................................................... 116
Insight into Profession.......................................................... 127
Unit Five
Text Five: "Up the Down Staircase" by Bel Kaufman......... 131
Commentary............................................................................ 133
Essential Vocabulary............................................................... 134
Exercises................................................................................ 136
Profession-oriented Questions and Activities...................... 144
Conversation and Discussion:
New Challenges in Education.......................................... 145
Insight into Profession............................................................. 154
Unit Six
Text Six: "Anthony in Blue Alsatia" by Eleanor Farjeon........ 158
Essential Vocabulary............................................................. 161
Exercises.................................................................................. 164
Profession-oriented Questions and Activities......................... 174
Conversation and Discussion: Travelling. Holiday-Making. Environmental
Protection.......................................................................... 174
Insight into Profession............................................................. 188
Unit Seven
Text Seven: "The Angel Pavement"
by John B. Priestley................................................................. 192
Essential Vocabulary............................................................... 194
Exercises.................................................................................. 197
Profession-oriented Exercises.................................................. 205
Conversation and Discussion:
The Generation Gap. The Problems of the Young........... 205
Insight into Profession............................................................. 213
APPENDIX
Situations for Problem-solving Activity............................... 219
Учебное издание
Аракин Владимир Дмитриевич, Антрушина Галина Борисовна, Кириллова Елена Петровна, Левина Эмма Леонидовна, Петрушин Сергей Иванович, Самохина Татьяна Сергеевна
ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА
5 курс
Учебник для студентов высших учебных заведений 4-е издание, исправленное и дополненное
Редактор О. Б. Саакян Дизайн обложки Е.В. Чичилое Компьютерная верстка А.Р. Комлев
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*Ellen and Sylvia Barrett had been at college together.
* By "experience" the author means facts, opinions or ideas — whether acquired firsthand (through direct perceptions, and/or actions) or secondhand (through reading or hearsay).
* One of the most popular oral methods abroad. Its basic principles are the following: use of the students' native language should be avoided; a foreign language should be learned through imitation and analogy; foreign-language patterns should be practised through intensive drills such as repetition of dialogue or through exercises (substitution, transformation, etc.); listening and speaking habits should precede reading and writing habits, etc.
* The cognitive-code method (approach) is based on the following principal assumptions: language learning is a creative process, therefore the student should be as mentally active as possible: drills and exercises should be meaningful, rote learning is to be avoided; reading and writing should be taught at early stages along with listening and speaking, occasional use of the student's native language for explanation of new grammar and vocabulary is beneficial.
Все темы данного раздела:
I. a) Read the following text about public speaking.
1. Aim of communicator must be clear. If you don't know where you are going, any road will lead there — so says an old saying. But in a world where there are many enticing side-paths — both to spea
C) Make a speech on any topic you choose trying to use all the helpful hints given above.
d) Answer the following questions:
I. Do you think public speaking is difficult? Can any intelli gent, well-informed person seize
A) Read the following text.
Special attention should be paid to the role of the conference leader. His duties are: 1) to plan for the conference, 2) to encourage general participation, 3) to make frequent summaries, 4) to k
Some more phrases for less formal occasions
Would you care to comment on He хотите ли высказаться по
that? этому поводу?
Aren't you losing sight of some He упускаете ли вы из виду
facts? некоторые факты?
I
By James Hilton
(Fragments)
James Hilton (1900—1954) was born in England and educated at Ca
Commentary
1. to take prep:to be in charge дежурный of preparation of lessons in a regular period at school.
2. to rag(coll): to play practical jokes on; tre
Vocabulary Notes
1. subdue 1) а) подчинять, покорять, подавлять (физически) б) подавлять, с
Word Combinations and Phrases
to carry well (voice, music, etc.) хорошо проводить; (to have) a feeling for atmosphere to be hard on smb. (coll.)
A) Listen to the recording of Text One and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
2. Consult a dictionary, transcribe the following words and practise their pronunciation:
Vaultlike
Read the text and consider its following aspects.
a) Comment upon the choice of words in:
watched the school straggling
Copy out from Text One the sentences containing the word combinations and phrases and translate them into Russian.
8. Paraphrase the following sentences using the word combinations and phrases:
1. Our life in the house followed a quiet pattern. - Our life in the house passed entirely w
Study the vocabulary notes and translate the examples into Russian.
14.Translate the following sentences into Russian paying attention to the words and word combinations in italics:
A. 1. Subduing a wilful child is not an easy task.
Give a summary of Text One.
19.Relate the incident that took place during the preps at Millstead from the point of view of: a) Speed who tells it to his colleague Clanwell in a facetious way; convey proper attitudes b
Topics for Written Composition
1. Teaching foreign languages. What should it be like?
2. What makes a good language teacher?
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PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES
I.
V. Prepare a list of specific features of English school system and school life that would be of particular interest to Russian schoolchildren.
VI. Prepare yourself to speak on the points of item 2 of Ex. IV of this section at your class level. Use pictures, charts, slides or filmstrips to illustrate the material. Use the following
Topical Vocabulary
academic1) академический; педагогический; учебный (связанный с преподавани
Make up your own list of qualities that make a good foreign language teacher and compare it with the one given in the article.
4. Read the following text for obtaining its main idea:
Quite properly, one may argue
A)Study the extracts given below and single out the main idea of the author.
b)If you agree with the author, expand on his idea. If you don't, give your counter-arguments.
c) Discuss the problems in class giving your own "for and a
Now after your teaching practice you have some first-hand experience which you may use doing the tasks below.
a) Answer the following questions about certain aspects of the teaching-learning process:
1. What do you think about the penalty
С) Make up situations using the following conversational formulas of threat or warning and act the dialogues in class.
Don't you dare! If I catch you. Do that again! You'd better not... I won't have that sort of thing again! Look sharp! Look out! I won't hear it again! ...did you hear me? Mark my words! I'll give i
С самого первого урока
Нина Сергеевна чувствовала, что терпит поражение. Сначала она старалась, как умела, ничем не выдавать себя. Первой выходила из класса: быстрой, независимой походкой направлялась к учительской. А
III. Make a round-table discussion based on the talking points of this section.
KeyWords and Expressions:to have discipline problems; to keep order (said
By Somerset Maugham
W. Somerset Maugham, a famous English writer, was born in 1874 in Paris. He received his medical degree, but he never practised medicine; the ambition to write dominated his entire life. In 1897 &q
Commentary
1. He went down like a row of ninepins,(fig.) here: He was defeated at once and surrendered without resisting.
2. She never had a little lamb but it was su
Vocabulary Notes
1. hazard1) риск, опасность 2) вид азартной игры в кости 3) шанс; случай,
Word Combinations and Phrases
to be as hard as nails быть выносливым, закаленным; to be apt
A) Listen to the recording of Text Two and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
2.Consult a dictionary, transcribe the following words and practise their pronunciation:
Inevitable неизбежный, menacingly
Copy out from Text Two the sentences containing the word combinations and phrases given above and translate them into Russian.
8.Paraphrase the following sentences using the word combinations and phrases:
1. Conflict almost tore her apart – She almost took to her bed over the conflict. She was not
Compose short situations in dialogue form using the word combinations and phrases. Pay attention to the intonation of the stimuli and responses.
11.Translate the following sentences into English using the word combinations and phrases:
1. Она обратилась к врачу, но ей не стало лучше, и она слегла. She consulted a d
Study the vocabulary notes and translate the examples into Russian.
14.Translate the following sentences into Russian paying attention to the words and word combinations in italics:
A. 1. "There are certain hazards in looking t
Write a one-page summary of Text Two.
19.Retell the story of Roger's "narrow escape" using your active vocabulary, word combinations, phrases and patterns: a) as Ruth Barlow sees it: she is, certainly, bewildered and
Topical Vocabulary
acquirev (to - an idea/knowledge/a habit)
anticipate
A) Read the following text dealing with comprehension of literature on school level.
What does the reader bring to the study of his first literary work литературного произведения in a foreign language? Acquaintance
A) Read it and pay attention to his argument.
I contend утверждаю, quite bluntly прямо, that marking up аннотация a book is not an act of mutilation искажения but of love.
You shouldn't mark up a book which isn't yours. Librarians
One of the ways is regular reading of digests, i. e. short condensed accounts and summaries of the most important books.
a) Read a few book digests taken from "Thesaurus of Book Digests" and "Book Review Digest". See if you can get a good idea of the books under consideration.
A) Here are some helpful hints how to read better and faster. (Certainly it is not a course of speed reading.)
1. Approach the printed page with an active mind. Ask questions of your author and search for the answers.
2. Ask yourself how the material that you are reading relates to what you knew be
C) Discuss the effect of such techniques with the group members.
3. Answer the following questions. Think up some more to raise a little discussion in class.
1. To some people reading is a relaxation as to other people a game of cards,
Read the following text and make a round-table talk on the point raised by the author.
Часто приходится слышать: «Когда читать? Работа непростая. Прихожу поздно. Телевизор — и то не всегда смотрю. Раньше еще пытался кое-как связать концы с концами, а потом махнул рукой — за всем не п
INCREASING THE STUDENTS VOCABULARY
Talking Points:
1. How can the student improve his vocabulary when working on his own? What are the techniques that can be recommended by the teacher for the purpose?
ONE STAIR UP
Campbell Nairne [nεən]
(Fragment)
Nairne, Campbell, a Scottish novelist, the author of two books "One Stair Up" (1932) and "Stony Ground" (193
Commentary
1. Gee baby, you're a swell отличный kid: These words are coming from the screen. Gee [dgi:] is an interjection which in American English expresses approval.
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2
Vocabulary Notes
1. dim 1) тусклый, неяркий; слабый (о светящихся объектах) 2) полутёмный 3) неясный, неотчётливый, смутный 4) матовый, тусклый (о цвете) 5) слабый (о зрении) 6) плохо соображающий,
Word Combinations and Phrases
to (be) hung with portraits (pictures, photos, etc.) быть обвешанным…; to be too funny for sink into stillness (silence) words (coll.) быть необычайно смешным (приятным и т. п.); погрузитьс
EXERCISES
1. a) Listen to the recording of Text Three and mark the stresses and tunes. b| Repeat the text in the intervals after the model.
2. Consult a dictionary, tran
Copy out from Text Three the sentences containing the word combinations and phrases given above and translate them into Russian.
9.Paraphrase the following sentences using the word combinations and phrases:
1. His words were interrupted by a strange noise coming from the next room. – His words were
Compose two dialogues using the word combinations and phrases. Mind the intonation patterns in the stimuli and responses to convey proper attitudes.
11.Translate the following sentences into English using the word combinations and phrases:
1. До чего смешной рассказ, правда?— К сожалению, я не разделяю твоего мнения. T
Study the vocabulary notes and translate the examples into Russian.
14.Translate the following sentences paying attention to the words and word combinations in italics:
A. 1. The room had changed as if something sinister had been removed
Give the gist of Text Three.
20.Compose dialogues in the course of which:
a) Rosa and Andrew discuss the film. Rosa's impression of the film is not favourable, therefore she s
Topical Vocabulary
acceleratedускоренный a (- motion)
actorn (leadi
Silent Movies
Talk to people who saw films for the first time when they were silent, and they will tell you the experience was magic. The silent film, with music, had extraordinary
A) Read the text for obtaining information.
Room at the Top (1959) is commonly spoken of as a turning point поворотный пункт in British cinema and a forerunner предвестником of the new realism.
The first signs of change are a
IV. Group Discussion. The Future of Cinematography.
Topic 1. Video: is it a blessing or a curse?
a) Read the text that can serve as a starting point for your discussion.
Video
B) Consider the following talking points. Choose one of them, express your opinion and make practical suggestions for the effective use of video.
Talking points:
1. Video and cinema. The effect of the future availability of videoproductions on the cinema.
2. Video and television.
3. Video and book-
A) Make a round-table talk on the state of film-making in this country. Be ready to make suggestions about the possible improvements in film-making.
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b) Choose the necessary adjectives from the ones given below to describe films |hat should satisfy your requirements:
appealing
By John Boynton Priestley
(Three fragments from the play)
John Boynton Priestley (1894 - 1984) is one of the outstanding English authors of today. His early books (1922-26) were of a critical nature. It was
Vocabulary Notes
1. malicious 1) злобный, злой 2) злоумышленный, злонамеренный, сове
Word Combinations and Phrases
get at smth. (coll.) добраться до; run short of smth. испытывать недостаток в чем-либо;
set eyes on увидеть (за
A) Listen to the recording of Text Four and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
2. Consulting a dictionary, transcribe the following words and practise their pronunciation:
Intimate
Read the text and consider its following aspects.
a) Comment upon the choice of words in:
I'm always fibbing привираю (why not "lying" ?); I never want to set eyes on видеть you again (why not "I never want
Copy out from Text Four the sentences containing the word combinations and phrases and translate them into Russian.
7. Paraphrase the following sentences using the word combinations and phrases:
1. We've very little sugar left. You'll have to go out and get some. – We are run short of s
Compose two dialogues using the word combinations and phrases. Mind the intonation patterns in the stimuli and responses to convey proper attitudes.
9.Translate the following sentences into English using the word combinations and phrases:
1. Ричард Стэнли был из тех людей, которые не умеют и не хотят взглянуть в лицо р
Study the vocabulary notes and translate the examples into Russian.
12 Translate the following sentences into Russian paying attention to the words and word combinations in italics:
A. 1. He heard Mrs. Baines's voice like
Give the gist of Text Four.
17. Answer in detail and discuss the following questions:
1. Why is the play called "Dangerous Corner" ? What is meant by "dangerous corner"? 2. What i
Reread Text Four to speak on the following points of style.
a) Exemplify the use of colloquialisms. How can you explain their compara tively limited number in a dramatic text?
b) Is the speech of the characters individualiz
Topical Vocabulary
appealпривлекательность, притягательность n (the - of the theatre; visual -; auditory
A) Read the. following.
What is a Play?
A play is a story devised придуманная to be presented by actors on a stage before an audience.
This plain statement of fact presents an exceeding
C) Summarize in one paragraph the main ideas of the extract.
d) Confirm or refute:
1.The appeal of the play is primarily visual rather than auditory.
2. The dramatist
F) Read the following text and summarize it in English.
В. Дмитриев — это воистину художник для театра, божьей милостью театральный художник, он не просто «оформляет пьесу», он раскрывает ее, раскрывает так же, как и режиссер.
Сад, созданный им
A) Read the following extract from an essay by V. Belinsky and summarize it in English.
...Любите ли вы театр так, как я люблю его, т.е. всеми силами души вашей, со всем энтузиазмом, со всем исступлением, к которому только способна пылкая молодость, жадная и страстная до впечатлений
Use the following conversational formulas of encouraging people to speak and avoiding being misunderstood.
(a) Do tell us what you think about it, will you? Really! So, what do you suggest? You don't care for it, you mean. And what is wrong with it? What about...? It's very interesting indeed. But don't
David Stone, 42, artist
I am quite fond of the theatre, even though I don't go there too often. In my opinion, the value of the theatre is rather the same as of art in the broad sense of the word: it is the focus of the s
Charles Sanders, 30, musician
The theatre is a splendid art. It is also a very difficult art, and a defenceless уязвимый one, because everyone sees only the tip of the iceberg
Eugene Morris, 25, worker
I've never given a thought to the reason why I go to the theatre. My parents took me when I was a child, and the habit stuck осталась.
With me, the theatre is rest, work and a festive occa
Irene Finch, 50, teacher
Today the theatre means nothing to me. Yet, there was a time when I was a passionate theatr
Helen Green, 16, schoolgirl
I don't understand why people go to the theatre. All these talks on the stage make me sick меня тошнит от этих разговоров. I prefer films, variety
Elisabeth Allen, 20, student
The theatre is not only my favourite pastime. It occupies an immense part of my life. I th
III. In the extract that follows several actors are discussing their trade.
1. Read the text carefully making notes of the main problems raised in the conversation:
When they had finished with parts and personalities, they started off on начали
Debate the following. Keep it in mind that some of the statements are disputable.
1. The actor, when on the stage, should wholly concentrate on his part and on his co-actors. He should act as if the audience didn't exist.
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Note. It is actually
THE TEACHING OF MEANING
Talking Points:
1. How are meanings of new words to be taught in class? Can the teacher resort to translating the new words into the students' moth er tongue or is it an e
UNIT FIVE
TEXT FIVE
UP THE DOWN STAIRCASE лестница
By Bel Kaufman
(Fragmen
Vocabulary Notes
1. negotiate 1) а) вести переговоры, договариваться; обсуждать условия б)
Word Combinations and Phrases
to set the alarm (-clock) for поставить будильник на; to work magic творить чудеса
A) Listen to the recording of Text Five and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
2. Consult a dictionary, transcribe the following words and practise their pro nunciation:
Blouse
Read the following words;
a) observing the principal and secondary stresses:
congratulation, ne,goti'ation, .fede'ration, ,individualization, .aspi'ration, .insti'tution, .requisition, ,indig'natio
Read out the following words and word combinations paying attention to the phonetic phenomena of connected speech.
1) Assimilation: a) The alveolar consonants [t, d, n, 1] become dental before [р, ε]:
set the alarm
Read the text and consider its following aspects.
a) Comment on the syntax and the rhythmic effect achieved in "I can wash a blouse, think a thought, write a letter."
b) Explain:
teachi
Copy out from Text Five the sentences containing the word combinations and phrases and translate them into Russian.
9. Translate the following sentences into Russian:
1. Disputed wills were always painful. They brought out the worst in everybody. Оспариваемые завещания всегда были непри
Compose short situations in dialogue form using the word combinations and phrases.
13. Answer the following questions:
1. What advice did Miss Barrett get a) from her college professor b) from the English Syllabus c) from Dr. Bester, her immediate
Study the vocabulary notes and translate the examples into Russian.
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15. Translate the following sentences into Russian paying special attention to the words and word combinations in italics:
A. 1. A high-ranking offici
Give the gist of Text Five.
20.Discuss Browning's words "A man's reach should exceed his grasp, or what's a heaven for?", a) Comment on the quotation, b) How would you answer Miss Barrett's question as to wh
Reread Text Five to speak on the following points of its style.
a) The story is told in the form of a letter. Is it a modem or an old-fashioned form? (Prove your point) What is the author's purpose in resorting to it? Point out some of the characteristi
IV. Ask your fellow-student to read the passages given in Ex. 5 observing the intonation of parentheses; correct his mistakes.
V. Comment on Professor Winters' recommendation to teach not the subject but the whole child. What does it imply in terms of foreign-language teaching?
VI. What do
Topical Vocabulary
access доступ n (to provide wide - to knowledge/cultural treasures, etc.)
adjust приспосабливаться, привыкать v (to - one's mind to smth.)
Scientific and technological revolution
speed n (to proceed at one's own -)
subject matterтема, предмет обсуждения
substitute
In this text the author presents a personalized view of what has happened in the first decades of modern computers in American education.
a) Read the text for obtaining its information:
Throughout the 1960's far-reaching далеко идущие claims
Mind that besides asking questions the interviewer should encourage people to speak.
Model: Mrs. Brown, tell us what happened, will you? — Really! — So what did you do about it? — The computer, you mean... — Read it for us, will you? — And what about you, Mr. Green?
John Kemeny, 60, mathematician
I believe that education will continue to be one of the important areas for computer applications. I have, however, two major prejudices
Dan Bright, 23, primary school teacher
There are too many old-fashioned people in the teaching profession and it's difficult for them to communicate with kids. It's a pity they don't go to conferences
Figure out the problems raised by the speakers. Give your opinion and tell the class how you would solve those professional problems.
III. The average rate of success in learning a foreign language achieved by learners today is probably much higher than that of their parents. Still language teachers continue to speak of m
Problem Child
How shall I deal with Roger,
Mrs. Prodger? I've never yet been
able To sit him at table And make him
paint a label ярлык For the salmon
HOW TO TEACH WRITING
Talking Points:
1. What do you think are the basic differences between written and spoken language as types of communicative activities?
2. Teaching writing has b
By Eleanor Farjeon
Eleanor Faijeon wrote delightful and distinctive характерные poems for children. Her first novel was "Ladybrook", a tale of Sussex
A Minor Mystery
Anthony's eye roved блуждал no more. He felt that the gauze
Vocabulary Notes
1. skip 1) а) прыгать, скакать; бежать вприпрыжку 2) прыгать через скакалку 3) перепрыгивать 4) а) = skip over пропускать, не затрагивать б) (skip to) сразу переходить в) перескаки
Word Combinations and Phrases
a different order of mind from smb.'s отличный от другого time and again много раз, склад ума; неоднократно; то и дело,
A) Listen to the recording of Text Six and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
2. Find the following words. Consult a dictionary, transcribe the following words and practise their pronunciation:
Bewildered
Read the text and consider its following aspects.
a) Explain:
vital жизненно важными facts about Home Rails, Questi
J) Comment on the composition device used in the last three lines of the story.
7. Copy out from Text Six the sentences containing the word combinations and phrasesand translate them into Russian.
8. Paraphrase the following sentences using th
Study the vocabulary notes and translate the examples into Russian.
13. Fill in the blanks with "shimmer", "glimmer", "glitter», "sparkle", "glisten", "gleam" and their derivatives:
Reread Text Six to speak on the following points of its composition and style.
a) Comment on the merits (or demerits) of the composition. What do they call this type of composition (the end returning the reader to the place and time indi cated in the beginning)?
G) Point out lines bearing touches of irony or humour. Prove which И is.
h) How does the author use epithets? What is the author's рифове in repeatedly using the epithet "blue"?
i) Find examples of the author's keen sensibili
Topical Vocabulary
air travelпутешествие по воздуху
beauty spotsживописные места
be swarming with tourists
Get back to nature
in the middle of nowhereнеизвестно в каком месте; непонятно где
laze around бездельничать
litter сор, мусор n, сорить, мусорить
Travel for pleasure
wind-surf v
I. I am sure we'll all agree that travelling is one of the most fascinating pastimes. Seeing new places, probably new countries (and why not?!), meeting new p
C) Summarize in one paragraph the essentials of the extract.
d) Confirm or refute:
1. ...tourism ... is a conventionalizing
The Only Way to Travel is On Foot
The past ages of man have all been carefully labelled отмечены by anthropologists . Descri
D) Study the counter-arguments to the text and discuss it in teams using both the arguments of the text and the counterarguments below.
1. Travelling at high speeds is a means, not an end.
2. It is also a pleasure in itself.
3. Air travel is exciting and presents one with an unusual view of the world.
4.
II Environmental Protection.
One of the favourite pursuits of people travelling for pleasure is visiting the famous beauty spots. But — alas
Read the texts and enact them either in the form of interviews or as role plays enlarging on the words of each speaker.
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Use the conversational formulas of encouraging people to speak (see Unit 4, Conv. and Disc. II. l.(a) and the following formulas of persuading:
You'd
Situation
For 30 years the Crowchester Chemical
Characters
Mabel Bloxford, the wife of a former employee of the Crowchester Chemical Company w
Leonard Miles
For the last 30 years, Crowchester Chemical
Henry Murdoch
I do not accept that my company is responsible. We can't be held responsible. If people choose to work here or live nearby, they must accept the risks. We did not bring the company to the town. The
Brian Thatcher
We are suing возбуждаем иск for over a million pounds in compensation, and we're also askin
Veronica Wade
Already many towns are worse than Crowchester . If we don't act soon, this country will bec
Ted Sherwood
Pollution загрязнение from factories is not the only problem. Motor
Nina Haines
The problem of litter reflects a lack of responsibility on all sides. The local government has a duty to provide litter cans and the citizens have a duty to use them. The police have a duty to rep
Reg Giles
Littering is a crime and carries a heavy penalty наказание. But the police are too busy pre
Albert Greaves
We used to sell drinks in glass bottles and we refunded получаем компенсацию a little money when empty bottles were returned to us, because we could wash them and use them again. But glass is heavy
Characters
An old peasant крестьянин from a village situated in the district under discussion.
By W. Davis
(abridged сокр.)
If travel writers are to be believed, nowadays it won't do to idl
Sum up the content of the text in six sentences.
3. Explain the following:
Snorkeling плавать под водой с маской и
Debate the following in pairs or in teams.
What is the best way of spending a holiday? Lying on a beach ? Splashing in a lake ? Walking in a forest ? Sightseeing in new and unfamiliar places? Going abroad and seeing sights i in a foreign co
IV. Arrange discussions and round-table talks on the following.
1. Travel as I see it.
2. Tourism as organized travelling: advantages and inconven
THE UNEXPECTED INTO THE CLASSROOM
Talking Points:
1. Every teacher is advised to have something "up his sleeve" in case the lesson (sometimes a carefully planned lesson!) falls flat. What kind of
Test Your Power of Observation and Memory
Making the learners use their power of observation and memory is one of the ways of introducing interest into the teaching-learning process. The following game is a good example of this.
&
Shopping at the Grocery Store
All the players in the game should sit in a circle. One player begins the game by saying: "I am going to the grocery store. I'll buy a sack of flour." The next says: "I'm going to th
A Story Without Adjectives
The teacher offers the class a story in which the adjectives are left out. The players offer various adjectives one after another. The teach-
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er fills in the blanks i
Sustained Speech Exercises
In the following games students speak on a variety of topics for a short time, so that ther
C) Discuss each game in terms of suitability to different teaching levels.
II. The success of any classroom game or gamelike activity depends on thorough preparation by the teacher. Write a list of pointers to teachers on using games in class. Discuss the techniq
By John B. Priestley
(Two extracts from the novel)
"Cut some off for George," said Mrs. Smeeth, "and I'll keep it hot for him. He's going to be late again. You're a bit late yourself tonight, Da
Vocabulary Notes
1. pursue 1) преследовать (кого-л.) ; гнаться, бежать (за кем-л.) 2) а) пр
Word Combinations and Phrases
for the time being на данный момент; на некоторое время; to work oneself up to a good
for that matter что касается этого position готовить себя к высокому положению;
to take offen
B) Repeat the text in the intervals after the model.
2. Find the following words in a dictionary, translate them and practise the pro nunciation:
Wriggle
Read the text and consider its following aspects.
a) What can be deduced from the first five paragraphs about the relations be tween the parents and the daughter? Point out the sentences which indirectly re veal the relations.
Copy out from Text Seven the sentences containing the word combinations and phrases given above and translate them into Russian.
10. Paraphrase the following sentences using the word combinations and phrases:
1. He was quite conscious of the general disapproval, but regarded his critics indifferent
Compose two dialogues using the word combinations and phrases. Mind the intonation patterns in the stimuli and responses to convey proper attitudes.
Suggested situations: 1. Conversation between father and son about the boy's future career
Study the vocabulary notes and translate the examples into Russian.
15. Translate the following sentences paying attention to the words and word combinations in italics:
A. 1. The next moment the cat was shooting out of the room, hotly pur
Translate the following sentences into English using the essential vocabulary.
1. Увлечение искусством — это не только способ заполнить свободное время; это — дверь в новый мир, мир ярких красок и высоких чувств. Pursuit of art - it's not just a way to fill in time, it’s the
Compose dialogues.
Suggested situations: 1. Mr. Smeeth is talking with his son George about the letter's career
Reread Text Seven to discuss the following points of its style.
a) There are four characters in the extracts. What methods of characterization are used in the portrayal of each? Do a thorough analysis of all the portrait-sketches illustrating what you s
Topical Vocabulary
adolescence юность, подростковый возраст n
adolescent
Parent-child relationship
permissive позволяющий, разрешающий a
permissiveness
The Younger Generation Knows Best
Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young
II. 1. Read the following dialogue dealing with the same problems of the generation gap.
An After-School Youth-Centre Dance
Darley: I was thinking.
Discuss the following in dialogues arguing the point.
1. "Paul feels free to express himself with me just as he would with his friends. He accepts me as a kind of friend."
Do you think that this kind of teacher-pupil relationship is
Use the following conversational formulas of agreeing and disagreeing.
a) I couldn't agree more. Perfectly true! How right you are! Very nicely put! I'm of the same opinion. I fully support this. I accept this point of view. I won't deny it. It stands to reason. On th
Childhood is Certainly not the Happiest Time of your Life
It's about time somebody exploded разражается that hoary почтенный old myth about childhoo
Against
1. Childhood means complete freedom from care, responsibility, social and economic pressures. Isn't it happiness? By comparison, adults are anxiety-ridden во власти беспокойства, tired, worried.
IV. Arrange discussions and round-table talks on the following.
1.The generation gap: myth or reality?
2. The teacher's choice: permissiveness
V. Not Looking Before You Leap
Enthusiasts among oral approach teachers — like all fashions — change rapidly, because there's always someone coining a tasty new phrase, which is seized and used for a few weeks until the new one
Give a summary of the article.
П. What are the current trends in foreign-language teaching abroad? Read the following for information:
Many teachers using the audio-lingual method[3][5] had long wished
Новости и инфо для студентов