Реферат Курсовая Конспект
ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс - раздел Иностранные языки, Практический Курс Английского Языка ...
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ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА
4 курс
В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская,
С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина,
ББК 81.2Англ-923
ПРЕДИСЛОВИЕ
Настоящая книга является четвертой частью серии комплексных учебников английского языка под общим названием «Практический курс английского языка» и предназначается для студентов 4 курса факультетов и отделений английского языка педагогических вузов. Данный учебник рассчитан на дальнейшее развитие навыков устной и письменной речи в результате овладения речевыми образцами, содержащими новые лексические и грамматические явления.
Учебник состоит из Основного курса (Essential Course) и Приложения (Appendix).
Основной курс (авторы В. Д. Аракин, И. А. Новикова, Г. В. Аксенова-Пашковская, С. Н. Бронникова, Ю. Ф. Гурьева, Е. М. Дианова, Л. Т. Костина, И. Н. Верещагина, С. И. Петрушин, М. С. Страшникова) состоит из 8 уроков, каждый из которых делится на две части, дополняющие друг друга. Первая часть урока содержит оригинальный текст, где главный упор делается на углубленную работу над речевыми образцами, на изучение, интерпретацию, перевод, пересказ текста, а также на расширение словарного запаса студентов и анализ изучаемых лексических единиц (выявление многозначности, подбор синонимов, антонимов и т. д.) в целях дальнейшего развития навыков устной (в том числе и спонтанной) и письменной речи.
В четвертое издание авторы включили в активный вокабуляр существительные широкой семантики и фразовые глаголы, чтобы еще более наглядно показать национальную специфику английского языка.
Тексты, на которых строится работа в первой части каждого урока, взяты из произведений английских и американских авторов XX в. (или из изданных в Англии учебников), все тексты несколько сокращены. По своему содержанию они связаны с темой второй части урока. Работа над оригинальным текстом на 4 курсе, ломимо краткого лексико-грамматического анализа, предполагает толкование имеющихся в нем реалий, перевод на русский язык и, наконец, интерпретацию текста для выявления его идейного содержания и стилистических особенностей.
При отборе текстов авторы стремились, с одной стороны, дать образцы высокохудожественной литературы, в которых прослеживаются функцио-нальносгилевые особенности современного английского языка, а с другой стороны, максимально приблизить их к программной тематике 4 курса, чтобы подвести студентов к беседе на определенные темы: «Образование в Соединенных Штатах», «Суд и судопроизводство», «Писатель и его творчество», «Музыка», «Средства массовой информации» и др.
За текстом следуют пояснения (Сommentary), список речевых образцов (Speech Patterns, Phrases and Word Combinations) и лексические пояснения (Essential Vocabulary). Отбор речевых образцов обусловлен их употребительностью в устной или письменной речи.
Раздел упражнений на звуки речи и интонацию предназначен для завершающего этапа работы над английской фонетикой и является продолжением аналогичных разделов учебника 3 курса. Его основная цель — расширение и
углубление отработанного на первых трех курсах материала. Эти упражнения состоят из серии обучающих, контролирующих и творческих заданий для дальнейшей автоматизации воспроизведения и употребления основных интонационных структур в английской речи.
Специальные задания на транскрибирование, интонирование и графическое изображение интонации могут быть даны при работе над любым упражнением.
Упражнения по обучению чтению на материале основного текста урока составлены с учетом принципа нарастания трудностей и призваны развивать у будущего учителя иностранного языка высокую культуру чтения, формировать способность интерпретировать художественное произведение во всем многообразном идейном и художественном богатстве.
Одновременно с работой над содержанием текста изучается активный словарь, отличающийся высокой степенью сочетаемости и большими словообразовательными возможностями. Значительное место отводится наблюдению над семантической структурой слова, развитием переносных значений, сужением и расширением значения слов.
Упражнения на предлоги преследуют цель систематизации употребления английских предлогов, которые даются в упражнениях во всех их значениях, с тем чтобы были показаны все основные случаи их употребления.
Вторая часть урока (Соnversation and Discussion) представляет собой дальнейшее развитие соответствующей темы и рассчитана на расширение и закрепление запаса речевых образцов и лексики.
Система упражнений по дальнейшему развитию навыков диалогической и монологической речи строится на речевых образцах, материале основного текста урока, активном словаре урока и завершается при работе над тематикой курса в разделе «Соnversation and Discussion». Этот раздел пополнился такими активными формами речевой деятельности, функционально связанными с профессией учителя, как ролевая игра, диспут, дискуссия. Разговорные формулы, организованные по целевому признаку, должны послужить опорой студенту в построении творческого высказывания.
Во всех восьми уроках упражнения по обучению речевому общению написаны по единой схеме:
1. Упражнения на свертывание и развертывание информации к тексту информативно-тематического характера.
2. Упражнения коммуникативного характера и клише, сгруппированные по функционально-семантическому признаку. Предлагаемые разговорные формулы, как правило, не содержат новой лексики. Их назначение — помочь студентам облечь свои мысли в естественную языковую форму.
3. Упражнения дискуссионного характера на основе научно-популярных и публицистических текстов.
4. Упражнения для коллективного обсуждения, в которых студенты должны использовать речевые клише и тематическую лексику. Раздел заканчивается перечнем тем для творческого высказывания и ситуацией для ролевой игры.
При подготовке четвертого издания учебника авторы стремились в первую очередь пополнить учебник упражнениями творческого характера. Полностью переработаны и значительно расширены разделы, посвященные работе над устной темой, которые теперь имеют комплексную структуру и состоят из нескольких блоков. Значительно усилен раздел профессионально-ориентированных упражнений, предусматривающих дальнейшее закрепление профессионально-значимых умений.
Авторы старались обновить материалы учебников за счет новых публикаций (Урок 7), заново написанной 2-й части (Урок 3, The Reader’s Choice), расширения иллюстративного материала, существенной переработки приложения к учебнику.
В Приложение внесены инструкции по написанию письменных работ, практикуемых на 4 курсе: сочинение-повествование и сочинение-описание с обязательным выражением своего мнения, отношения к заданной теме. Кроме того, в него вошли дополнительные тексты по высшему образованию в США, по системе телевешания. Добавлено окончание к рассказу «W.S.» by L.P. Heartley, Unit 3. Специально подобраны ситуации для ролевых игр, совпадающие по тематике с разделами учебника, а также методические рекомендации студентам, готовящимся к проведению микроуроков (автор И.Н. Верещагина).
Авторы
ESSENTIAL COURSE
Unit One
text
From: DOCTOR IN THE HOUSE
Phrases and Word Combinations
to cheat in exams to adopt an attitude of…
to tick smth off …towards
to swot up colloq. for to study to get through
to keep an eye open for smth/smb to cut smb short
to mark and grade the papers to rally one's thoughts
to come out (about results) to call out names
to raise one's voice
Use proper intonation groups and observe the rhythm. Bear in mind the character of the passage.
Make up five sentences on each pattern.
VOCABULARY EXERCISES
B) Make up and act out the stories illustrating the given proverbs.
CONVERSATION AND DISCUSSION
HIGHER EDUCATION IN THE UNITED STATES OF AMERICA
B) Find in the text the factors which determine the choice by in individual of this or that college or university.
Average College Expenses
(University of Pennsylvania — private)
Tuition and General Fee $ 11,976
Room and meals $ 4,865
Books and supplies $ 380
Educational Technology Fee $ 200
Personal expenses (e. g. clothing, laundry, $ 1,009
recreation)
_________________________
Total: $ 18,430
In trying to persuade others, people use different tactics which can be classified into 3 basic strategies — hard, soft, and rational. Hard tactics aUenate the people being influenced and create a climate of hostility and resistance. Soft tactics — acting nice, being humble —may lessen self-respect and self-esteem. People who rely chiefly on logic reasons and compromise to get then-way are the most successful.
1) As you read the extracts below pay attention to the difference between the 3 different strategies of persuasion — hard, soft and rational:
a) (parent to child) Get upstairs and clean your room! Now. (hard); b) (professor to student) I'm awfully sorry to ask you to stay late but I know I can't solve this problem without your help, (rational); c) (professor to student) I strongly suggest that you work this problem out, if not, I will have to write a negative report about you. (hard); d) (teacher to freshman) That was the best essay I ever read. Why don't you send it to the national competition ? You could do very well there, (soft).
2) Turn the given situation below into four possible dialogues by supplying the appropriate request of the first speaker:
John, a high school undergraduate, asks his Latin teacher to write a recommendation for him to apply to the University of Pennsylvania for admission.
a) J.:
T.: Sure, John.
b) J.:
T.: Of course, John.
c) J.:
T.: I suppose that's all right, John.
d) J.:
T.: Yeah, that's OK, John.
3) In the text below: The teacher is giving Jeff, talented but a very lazy student, his advice, a) Decide if the teacher's strategies are hard, soft or rational:
I guess there is nothing more I can say or do to persuade you to try harder, Jeff. At this point it is crucial that you decide what you really want to do in order to know the language well. It's important to start early. You are very bright but it is still essential that you practise on a daily basis. It is also very important for you to come to class regularly. No one can do these things for you and no one should. It's necessary that you decide yourself whether to make these changes in your attitude or to give up your future as a teacher of English.
b) Act out a dialogue based on the above given situation. Vary the teacher's strategies by changing the Subjunctive Clauses to Infinitive Clauses and the Infinitive Clauses to Subjunctive Clauses.
6. Pair work. 1) From the dialogue in Ex. 4 Use the problems which young people face choosing a career in the USA. Team up with another student and discuss the problem of a career choice. Try to be convincing in defending your views. 2) Use the art of persuasion in making your son apply to the university of your choice which does not appeal to him. Vary the strategies from soft to hard.
In some US universities and high schools there are summer schools where high school students may repeat the courses to improve then grades or they may take up some additional courses to get better opportunities while applying for admission to a university. College students attend summer schools for the above mentioned reasons and also to speed up getting a degree by earning additional credits. (The classes are paid for on per hour basis). There have been years of debate to introduce a year-round compulsory schooling. Below is the text about an experiment which was made in Los Angeles.
A) Read it carefully and note down the arguments for and against the idea of a year-round compulsory schooling.
B) The issue of putting your school on a year-round schedule is to be debated at the sitting of the school board of education. Pair work. Enact a dialogue between a parent and a teacher on the issue offering valid arguments noted down from the text above.
C) Work in groups of 3 or 4 (buzz groups) and assign one of the views on the issue of a year-round schooling to each group.
Unit Two
TEXT
From: TO KILL A MOCKINGBIRD
II. Make up two or three sentences of your own on each phrase and word combination.
Give a summary of the text.
VOCABULARY EXERCISES
COURTS AND TRIALS
D) Act out the situation similar to the one given above. Use various tactics of attack and response.
7. In a students' debating club the motion is "punks, heavy metal fans, rockers, nostalglsts, green hippies and others should be prosecuted by law."
A) Make a list of arguments for and against any legal sanctions against such groups of young people.
b) Define your own attitudes to these groups. Do you think they pose a threat to public order?
C) Participate in the discussion. Use the technique of defending your views by being forceful in presenting your arguments. Use the functional phrases of attack and response.
The success of a lawyer, especially a prosecutor, among other things depends on a skill in making a capital speech, based in some cases on the ability to attack, to force bis opinion on the Jury. Act as an attorney for the state in an imaginary case and prove at least one piece of evidence against the accused. Exercise your ability to ask the right kind of question, to be forceful in proving your point in attacking the counterarguments.
9. Panel discussion:
Suppose the fundamentals of a new criminal code of Russia are being worked out. Six experts are invited to a panel discussion to your University. They are Dr. Kelina (LL.D.), a leading researcher with the Institute of State and Law of the Russian Academy of Sciences, Dr. Orlov (LL.D.), the same Institute,
Dr. Stem (LLJD.), professor of the Cincinnati University, Mr D. Fokin, a people's assessor, Mr S. Panin, a people's judge and a criminal reporter for the national newspaper.
A) Open group discussion. Describe the members of the panel and elect the chairperson.
Write an article (3 paragraphs). In the newspaper to contribute to the discussion of a new Criminal Code. The topic can be chosen from the list of the problems given in exercise 9 (d).
Unit Three
TEXT
From: W.S.
Make up two sentences of your own on each pattern.
Make up and act out in front of the class a suitable dialogue using the speech patterns. (Pair work)
Give a summary of the text.
17. Make up and act out dialogues between: 1) Walter Streeter and his friend whom he showed the postcard from York Minster; 2) Walter Streeter and the police officer about the postcard business.
18. Trace oat on the map of Great Britain W.S.'s itinerary and do library research on die geographical names mentioned.
Write your own ending of the story. Share it with the students of your group and decide which of the different possible endings seems most likely.
2ft. Read the story "W.S." by L.P. Hartley to the end (p. 275), and say whether it has come up to your expectations. What do you think is the point of the story?
21. Write an essay praising your favourite contemporary novelist and advancing reasons why other members of the class would enjoy this writer's novels/ stories.
VOCABULARY EXERCISES
B) Explain in English the meaning of each proverb.
C) Make up a dialogue to illustrate one of the proverbs.
CONVERSATION AND DISCUSSION
BOOKS AND READING
A) Turn the above passages into dialogues and act them out.
b) Choose an author, not necessarily one of the greats, you'd like to talk about. Note down a few pieces of factual information about his life and work. Your fellow-students will ask you questions to find out what you know about your subject.
Pair work. Discussing books and authors involves exchanging opinions and expressing agreement and disagreement. Team up with another student to talk on the following topics (Use expressions of agreement and disagreement (pp.290).
"A man ought to read just as inclination leads him; for what he reads as a task will do him little good."
(Samuel Johnson)
"A classic is something that everybody wants to have read and nobody wants to read."
(Mark Twain)
"There's an old saying that all the world loves a lover. It doesn't. What all the world loves is a scrap. It wants to see two lovers struggling for the hand of one woman."
(Anonymous)
"No furniture is so charming as books, even if you never open them and read a single word."
(Sydney Smith)
"Books and friends should be few but good."
(a proverb)
Unit Four
TEXT
From: RAGTIME1
VOCABULARY EXERCISES
B) Explain in English the meaning of each proverb.
C) Make up a dialogue to illustrate one of the proverbs.
CONVERSATION AND DISCUSSION
MAN AND MUSIC
C) Summarize the text in five paragraphs specifying the development of 1) opera, 2) operetta and musicals, 3) instrumental music, 4) Jazz and 5) rock.
2. Use the topical vocabulary in answering the following questions:1
1. What musical genres do you know and what role does folk music play in all of them? 2. What is meant by the terms classical or serious music, pop, rock, jazz and contemporary music? 3. Do you think the different musical genres named above are strictly separated or do they overlap in some ways? In what ways? What genre do you prefer? 4. What role does music play in your life? Do you want music just to make you happy or does the music that you prefer vary with your mood? How does it vary? 5. Do you think that at school music should be given the same emphasis as subjects such as maths, literature, etc.? 6. Of which instruments does a symphony/chamber orchestra consist? What are the most popular instruments of pop groups, jazz or rock? 7. Why has the guitar become a very popular instrument in recent years? Do you prefer V. Vysotsl^s performances with an entire orchestra or simply with a guitar? Why? 8. What is your favourite instrument? Can you play it? Does it help you to
___________
1 You may wish to bring in record jackets (sleeves), tapes, and advertisements for concerts or programmes, which depict current popular or classical music. These can serve as supplementary materials for several activities in the unit.
understand music? 9. The;human voice is regarded as a most refined instrument the proper use of which requires a great deal of training. How do you Jfeel about this characterization? Who areyour favourite singers? 10. Do you like opera? Do you agree with the opinion that operas are hard to follow while musicals are more up-to-dale and easier to understand? What other forms have appeared of late? 11. How can you account for the large scale popularity of rock? Is it only an entertainment to young people or does rock music represent their values? What values? 12. Why are some rock fans less interested in the music of the past? Can you think of any similar examples when people attracted by a new style of music forget about the past? 13. What do you know about video clips? How do they affect music? 14. What do you know about the International Tchaikovsky Competitions? How often are they held and on what instruments, do contestants perform? Can you give some names of prize winners or laureates of the Tchaikovsky Competitions? What do you know about their subsequent careers?
3. Give your impressions of a concert (recital) you have recently attended. Use the topical vocabulary. Outline for giving impressions:
1. Type of event. 2. What orchestra, group performed? 3. Programme. Were the musical pieces well-known, popular, new, avant-guard, etc.? 4. Who was the conductor? 5. Was the event interesting and enjoyable in your opinion? 6. Name the soloists. 7. What did critics say about the event? Do you share their points of view? 8. What impression did the event make on you? Did you take a solemn oath never to attend one/again ?
4. Pair work. Make up and act out a dialogue. (Use the chiches of agreement, disagreement and reacting to opinion or persuasion (pp. 287, 290, 291):
1. You are at a concert of contemporary music, about which you are not very knowledgeable. Your friend tries to initiate you in it. 2. Your father/mother cannot stand rock music and he/she never listens to it. You try to convince him/her that rock music is important in your life. 3. You are talking on the telephone with your friend who wants you to accompany her to a piano recital. You are reluctant to join her. 4. You are an accomplished jazz musician. But you never participated in jazz sessions. Your friend urges you to be more daring and try your
hand at it. 5. Your sister has just come back from the Bolshoi Theatre where she heard Glinka's Ruslan and Ludmtia. She tries to describe how much she enjoyed the opera, but you, being no great lover of opera music, turn a deaf ear. 6. You are fond of Tchaikovsky's music and always ready to talk about it. Your friend asks you to tell him/her more.
B) Now discuss the opinions with your partner. One of the students is supposed to play the role of a student who is not knowledgeable in music. The other — to present a student whose hobby is music. Keep interrupting each other with questions. Use the topical vocabulary.
B) Team up with your partner who will be ready to give critical remarks on the statements given above. Use the cliches expressing criticism.
Most of the expressions which you found in the dialogue (Ex. 7) are used to criticise something or somebody.
Below is a review of the Russian Festival of Music hi which a Scottish journalist extolls the virtues of Russian music, a) Read the text and note down any useful expressions in giving a positive appraisal of music,
B) Discuss the text with your partner.
Unit Five
TEXT
From: THE LUMBER-ROOM
Make up five sentences on each pattern (p. 140).
Give a summary of the text, dividing it into several logical parts.
16. Make up and act out dialogues between:
1. The aunt and Nicholas.
2. The two aunts after the tea.
3. Nicholas and the children after they all went to bed.
17. Suppose Nicholas turned up at the same house 20 years later after his aunt's death. Describe his reactions to his childhood surrounding.
VOCABULARY EXERCISES
B) Explain in English the meaning of each proverb.
C) Make up a dialogue to illustrate one of the proverbs.
CONVERSATION AND DISCUSSION
DIFFICULT CHILDREN
B) Be ready to act out the dialogue in class.
Here is a letter expressing concern, opinion and advice. Please note its respectful tone and polite wording.
Unit Six
TEXT
GROWING UP WITH THE MEDIA
SPEECH PATTERNS
1. What I really lackedwas experience.
What he suffered from was inferiority complex.
2. I will say this for Sue,she was a kind soul.
I will say this for Ann, she taught me a lot.
3. Little did she guess whathe had on his mind.
Little did they realize why he was being so nice to them.
Phrases and Word Combinations
to come first (second, ...) to become addicted to
up to date to come into existence (being,
to date back to usage)
ill-informed for that matter
(ill-mannered, ill-bred, etc.)
Make up two sentences of your own on each pattern (p. 169).
Make up a short situation using the speech patterns.
VOCABULARY EXERCISES
B) Explain in English the meaning of the proverbs.
C) Make up a dialogue to illustrate them.
CONVERSATION AND DISCUSSION TELEVISION
Read the following and extract the necessary information.
B) Spend a few minutes individually thinking of further arguments you will use to back up the opinion you have been assigned.
c) Now discuss the issue with other members of the minigroup using the arguments you have prepared. Do your best to support those who share a similar point of view and try and persuade those who don't agree with you. (Use cliches of agreement/disagreement and persuasion.)
8. In a students' debating club the topic of the next session is "Educational TV. Who is it for?”
A) Study educational programmes and decide upon the one you would speak on.
B) Make a list of its strong and weak points.
c) Think of some possible improvements if you were to prepare the programme.
A) Pair work.
Student A:
You are doing research into the types of television programmes people watch. You stop people in the street to ask them questions and write down their answers. Student B is a passer-by.
Unit Seven
From: THE TIME OF MY LIFE
By Denis Healey
TEXT
Phrases and Word Combinations
to cany the seeds of to be all the rage
destruction to sweep (the country, the
to reinforce the hostilily place) like a hurricane
to be restored to glory to be in key positions
to see smb at smb's best to be beyond price
to give smb a headache an ally against smb
in the early years after the War signs of the cultural thaw
Make up five sentences on each pattern (p. 204).
B) Explain in English the meaning of each proverb.
C) Make up a dialogue to illustrate one of the proverbs.
CONVERSATION AND DISCUSSION
CUSTOMS AND HOLIDAYS
B) Spend a few moments individually thinking of further arguments you will use to back up the opinion.
B) Summarize the dialogue.
Guy
When one person says of another, "What a guy!" it isn't always meant as a compliment, and this can be explained by the history of the word. On November 5th in the year 1605 the famous Gunpowder Plot was perpetrated as a protest against the sharp enforcement of the anti-Catholic laws of King James I. The anniversary of this event is celebrated each year in England and is called Guy Fawkes Day in memory of the chief character in the drama. This fellow Fawkes took a house adjoining the Houses of Parliament in London, tunneled through to the cellar, and concealed a nice fat charge of gunpowder in the coal bin. Unfortunately one of those conspirators betrayed their leader and this led to the discovery of the plot and Guy Fawkes being tortured and hanged. On this day it is customary in England to carry an effigy of Fawkes through the streets and then to burn it. 1) The children ask passers-by the traditional phrase "Have you got a penny for the guy, please?" collecting the money to buy fireworks with. In the evening on the 5th of November, the children have a big bonfire, eat roast chestnuts and let off the fireworks. 2) Many other people, besides Guy Fawkes, have been burned as dummies on November 5th... Napoleon Bonaparte became a "Guy" many times during his lifetime, and in 1945 a dummy of Hitler was burned on hundreds of fires all over Britain. 3) "Beefeaters" still search the cellars of the House of Commons and the House of Lords on the first day of a new Parliament, before members take their seats. They have always done so since 1605.
B) Make up a dialogue with your partner similar to the one on Halloween. Use conversational formulas of correcting people, agreement and disagreement.
Talking points. Group work.
a) Split into small buzz groups of 3-4 and get ready to represent a certain country's national customs and traditions at an international conference or festival.
B) Do some library research prior to the discussion.
C) Elect the chairperson to conduct and run the conference.
D) Delegate a speaker from a buzz group to take part in making a talk and a panel discussion.
Problems for Discussion
1. The advantages and problems of multinational states for the development of national traditions.
2. The continuity of folk tradition in modern world (pros and cons).
10. Do some library research and write a composition on the problem given below:
Family traditions in the urban communities and in the country.
Unit Eight
TEXT
From: THURSDAY EVENING
Make up two sentences of your own on each pattern.
Make up and act out in front of the class a suitable dialogue using the speech patterns. (Pair work.)
Write a chatty personal letter to a good friend saying how life has changed since your sister married a year ago. When you have written the letter, deliver it to another student. He or she should then write an answer to it.
VOCABULARY EXERCISES
C) Make up a dialogue to illustrate one of the proverbs.
conversation and discussion
FAMILY LIFE
A) Draw a family tree for yourself and using the topical vocabulary explain the relationship between your immediate ancestors and any interesting facts about them.
b) Answer the following questions using the topical vocabulary:
1. What are the usual steps that precede marriage? 2. Have you ever witnessed a wedding ceremony? Describe it naming all the participants and their activities. 3. Under what circumstances can a family foster a child? Think of some example. 4. Do you believe house chores should be distributed among the members of the family? 5. What would you take into consideration while distributing house chores in your family? 6. What do you like to do about the house and what do you dislike?
7. What would you do if your husband/wife comes home from work tired and irritated? 8. If you feel ill-treated or hurt by your husband/wife do you think you should have, the matter out at once or would you wait till you cool down ?
c) Consider the following "Being married or being single". You should: 1. discuss the differences between them; 2. discuss the advantages and disadvantages they have; 3. say what you would do if you were given the choice (use the topical vocabulary).
3. Marriage has always been argued about. Below are statements about marriage which express different opinions. Imagine that they are your opinions, and change them into subjective arguments:
1. Society would not exist without marriage. 2. Marriage is unnecessary. 3. Marriage is important for the children. 4. Marriage keeps couples together. 5. A marriage licence is a worthless piece of paper. 6. Marriage restricts freedom. 7. A lot of married people get divorced.
4. Choose one of the following topics and prepare to give your views on it for 1 1/2 to 2 minutes. You may make notes, but do not try to write out a whole speech. (The students are allowed 15 minutes to prepare this beforehand):
1. Husbands and wives who both work should share domestic chores. 2. The problems of having a granny in the family. 3. Courses on marriage and family matters in secondary school might be helpful in preserving the family. 4. Home life feels the stress of social life. 5. Divorce is morally wrong and marriage should be preserved at all costs. 6. Marriages at later ages are more stable. 7. Love begins at home.
5. What are the characteristics of a wife/husband and a mother-in-law?
a) Study the following characteristics of:
1. Wife or husband: tolerant, considerate, faithful, affectionate to husband/wife, affectionate to children, hard-working, tidy, home-loving, good-looking, rich, thrifty, quiet, well-educated.
2. Mother-in-law: willing to baby-sit, attractive, generous, young (relatively), well-dressed, rich, good at organizing home, has telephone, has many interests, does not interfere, has other married children, lives nearby.
B) Put the characteristics in order of priority.
APPENDIX
Unit One
Unit Three
COMPOSITION SUBJECTS
CONVERSATIONAL EXPRESSIONS
(Units One — Eight)
Unit One
PERSUASION
Persuasion involves not only making a suggestion but actively trying to convince someone to agree with you and accept it. As such, it is a mild and (usually) acceptable form of arguing.
But evidently to use cliches is by far not enough. What you need is valid arguments to really persuade a person to do this or that. Remember that to be convincing you must abide by certain rules in logics:
Persuasion
(Oh) come on I don't know, but
Don't you think I'll tell you what
After all Look
What you don't seem to Why don't we
understand is that I know you can do it
I'm awfully sorry to ask It's crucial for you
you ... but It's important for you
If you'll do it... I'll It's necessary for you
Going in to persuasions
(Well) I guess so All right
Maybe you're right Look — I'll tell you what
Oh, if you insist We'll see
Making suggestions
I wonder/was wondering how Why don't you try
to attend What do you say Don't you think
Maybe you could If I were you
I was wondering if you'd ever I have an idea
thought of I think it might be a good idea to
Resisting persuasion
I don't know No way
Oh (with using information) Absolutely not
We'll see I don't care
I know, but That's all out of the
I don't see how question
That's a good idea, but That might be OK, but
That's true, but I see what you mean, but
Unit Two
Unit Three
Unit Four
Unit Five
Unit Six
INTERVIEWING PEOPLE
Asking for opinions
What's your opinion of...
What do you think of...
How do you feel about...
I was wondering what your opinion of... (tentative)
What about... (informal)
Expressing personal opinions
In my opinion
From my point of view
Personally, I think that
It would seem to me that (tentative)
As far as I'm able to judge (tentative)
As I see it (direct)
Frankly, I think (direct)
I reckon (informal)
Unit Seven
CORRECTING PEOPLE
Let's get this straight from the start...
There appears to have been a slight misunderstanding here.
I'm afraid you've got it all wrong...
Actually...
Haven't I already mentioned...
I think I should point out, however...
If I may say so, I believe you've confused...
Am I mistaken in thinking that...
Unit Eight
GIVING ADVICE AND ACCEPTING ADVICE OR REJECTING IT
Rejecting advice
can
I’m not sure I do that. You see
‘d be able to + EXCUSE
Isn't there anything else I can/could DO...?
I'm sure that's excellent advice, only + EXCUSE (tentative)
I'm afraid that's not really possible/out of the question. (direct)
ROLE PLAYING
COLLEGE LIFE/ITS YOUR CHOICE
Situation
A group of students earned some money during their summer holidays. At a special meeting they discuss the best way to spend the money.
There are the proposals to be discussed:
1. a trip to St. Petersburg
2. purchase of some equipment to launch a disco club
3. distribution of the money among the students
What you must decide
Which two of the proposals would most benefit everybody concerned and the English department? A vote must be taken.
Possible follow-ups
1. Do you think the students' summer work should be related to their future profession? Whatever your answer, give your reasons.
2. Write up this role-play as a newspaper article.
3. Prepare a talk by a visiting student from Great Britain on students' life (unions, clubs, societies).
EXAMS OR CONTINUOUS ASSESSMENT?
Situation
A special meeting of the staff of the English Department will be held to discuss a possible shift from exams to continuous assessment, i. e. a student's final mark is an average of the marks for all the work he/she has done during the course/ term.
What you must decide
What form of assessment is more efficient and reliable: exams or continuous assessment? A vote must be taken.
Possible follow-ups
1. Speak on the following topic: "Exams or Continuous Assessment".
a) a student's view; b) a teacher's view.
2. Prepare a talk on the comparative study of the British and the Russian marking systems.
3. Write a composition on the following'topics:
a) The most adequate (revealing) tasks for teaching the students' skills in the senior stage.
b) My first exam.
DISCUSSING A TEXTBOOK
Situation
A school textbook is to be re-edited. At a special meeting possible changes to be introduced are discussed.1
Cast list
The author
A representative of the publishers
TeacherS.
Teacher D.
Ann/Michael
Jane/Andrew final-year students
Helen/Peter
Dorothy/Donald Parker, a visiting English teacher
What you must decide
What possible changes should be introduced into the second edition of the textbook?
Possible follow-ups
1. How should the exercises on translation be dealt with:
a) gone over by the teacher in class;
b) corrected by the teacher out of class;
c) corrected by the students themselves by the given keys. Give your reasons.
TELEVISION
What you must decide
Whose arguments sounded more convincing?
THE INVESTIGATION
Cast list
Mrs June Brown, the accused
Mrs Mary Baker, a store detective
Miss Becky Smith, a sales assistant
Mr Clark Timpson, the sales manager
Miss Nora Lain, a customer in the shop
Counsel for the Prosecution
Counsel for the Defence
What you must decide (after the role play)
On the basis of the evidence collected by the two counsels during the investigation you must decide whether the matter should be brought to court.
Possible follow-ups
1. Give an account of the incident as it was seen by Anne, Mrs Brown's daughter.
2. Give an account of the investigation as it was seen and heard by a newspaper reporter (mind your style).
3. Write a letter which Mr Brown, the husband of the accused, might have sent to a local newspaper, protesting about the actions of the staff of the store (mind your style).
AN INCIDENT AT SCHOOL
Cast list
Teacher W.
Teacher K.
Teacher R.
Teacher B.
Julia/Peter
Lucy/Eugene pupils
Nina/Alex
Helen
Dorothy Parker, a visiting teacher from Great Britain
Donald/Daisy, an English pupil
What you must decide
What can be the outcome of the confession and the punishment inflicted on the pupil?
Cast list
M.N. Semenova, mother
Helen Semenova, daughter
L.G. Bobrova, a form tutor
N.M. Petrova, an English teacher
Dorothy Parker, a visiting English teacher
What you must decide
Should M.N. Semenova arrange her son a birthday party at all? If not, when should she punish her son, before or after the party?
Possible follow-ups
1. Do you believe in the effect of punishing children?
2. Discuss different sanctions for misbehaviour used in Russian and British schools.
3. Argue the following talking point: "Parents are too permissive with their children nowadays".
STUDENTS' WEDDING
Cast list
Nick Petrov, a student
Ann Semenova, a student
Irene Nosova, a student, a member of the ESC
Tom/Dorothy Walter, an English student
Helen Bobrova, a student, Ann's roommate
What you must decide
Should Nick and Ann have a lavish wedding reception or make it a more modest affair and spend the money otherwise?
Possible follow-ups
1. What is your attitude towards a lavish wedding reception?
2. Write a letter which Ann might have sent to her friend Mary.
3. Should household chores be shared and to what extent?
4. Prepare a talk: "The pros and cons of living together with parents".
РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ МИКРОУРОКОВ
ПО РАБОТЕ НАД ФОНЕТИЧЕСКОЙ СТОРОНОЙ
РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ МИКРОУРОКОВ
ПО ПИСЬМЕННОМУ КОНТРОЛЮ ВЫРАБОТАННЫХ
СХЕМА ПРОВЕДЕНИЯ АНАЛИЗА УРОКА
При анализе урока вычлените и охарактеризуйте:
1. Обучающий эффект урока. Соответствие характера упражнений формируемой деятельности. Качество и количество упражнений, их разнообразие и последовательность. Использование различных средств наглядности.
2. Темп микроурока. Чувство времени (в проведении всего микроурока, при проведении отдельных упражнений, паузы и т. д.).
3. Поведение учителя:
— Речь (правильность, эмоциональность, лаконичность и доступность формулировок заданий и т. д.).
— Охват класса (все ли учащиеся равномерно принимали участие во всех видах работы).
— Умение пользоваться доской, средствами наглядности и т.д.
— Работа над ошибками: умение услышать (и увидеть) все ошибки, фиксировать и классифицировать их; характер исправления ошибок — обучающий или необучающий и т. д.
CONTENTS
Essential Course
Unit One
Text. From: "Doctor in the House" by R. Gordon...................................................................... 6
Conversation and Discussion:
Higher Education in the United States of America ................................................................... 27
Unit Two
Text From: To Kill a Mockingbird" by H. Lee........................................................................... 39
Conversation and Discussion:
Courts and Trial........................................................................................................................... 61
Unit Three
Text. "W.S." by L.P. Hartley....................................................................................................... 73
Conversation and Discussion:
Books and Reading..................................................................................................................... 90
Unit Four
Text. From: "Ragtime" by E.L. Doctorow ................................................................................ 104
Conversation and Discussion:
Man and Music........................................................................................................................... 121
Unit Eight
Text. From: "Thursday Evening" by Ch. Morley....................................................................... 230
Conversation and Discussion:
Family Life................................................................................................................................. 250
Методические рекомендации студентам, готовящимся
К проведению микроуроков ............................................................................................................................... 319
Учебное издание
. Аракнн Владимир Дмитриевич,
Новикова Ирина Александровна,
Аксенова-Пашковская Галина Васильевна,
Бронникова Софья Николаевна, Гурьева Юлия Федоровна,
Дианова Елена Михайловна, Костина Людмила Тихоновна,
Верещагина Ирина Николаевна,
Страшникова Маргарита Семеновна,
Петрушин Сергей Иванович
Государственное унитарное предприятие
Смоленский полиграфический комбинат
Государственного комитета Российской Федерации по печати.
Смоленск, ул. Смольянинова, 1.
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