- •Карневская е.Б. Абламейко в.С. Дмитриева л.Ф. Каленик т.К. Митева т.П. Павлович н.А. Панова и.И. Таболич е.В.
- •Introduction
- •Section 1
- •2.4. Listen to the part of the recording describing the social programme and sort the pieces of information given below into two columns.
- •4. Follow-Up Activities
- •4. Follow-Up Activities
- •1.2. Make sure you know these words and word combinations.
- •1. Pre-Listening Exercises
- •1.1 Study the meaning of the words and word combinations below.
- •1.2. Read this advertisement carefully. The information will help you understand the recording better.
- •2. Listening Exercises
- •Candidate c
- •3.3. Insert fairly, rather, too in the sentences from the recording.
- •4. Follow-Up Activities
- •2. Listening Exercises
- •2.2. Listen to the recording again. State the overall topic of the text using the prompts given below.
- •2.3. Listen to the text again so as to be able to outline its contents. Expand each of the items choosing the appropriate arguments from the prompts given below.
- •2.4. Listen to the text another time paying attention to the details of the contents and the language. Give answers to the following questions.
- •3. Language Focus
- •4. Follow-Up Activities
- •3.3. Check your understanding of the vocabulary of the recording by matching the English and Russian word combinations in the left and right columns.
- •2.3. Write a detailed passage about one of the pieces of news.
- •3. Language Focus and Auditory Memory Check
- •Section 2
- •1. Pre-Listening Vocabulary
- •2. Listening Exercises
- •2.1. Listen to the text as a whole. Identify the speech variety and the speech situation choosing the suitable prompt below:
- •2.2. State the general topic of the dialogues:
- •2.3. Now listen to each of the six parts of the recording separately and answer the questions that follow.
- •2.4. Listen to each part of the recording again and note down each caller’s symptoms and the doctor’s suggested remedies.
- •3. Language Focus
- •3.1. While listening to the tape again focus your attention on the way the doctor gives advice to each caller. Note down the words and expressions:
- •3.2. Give the English equivalents for the sentences below from the recording you’ve listened to.
- •4. Follow-Up Activities
- •4. Follow-Up Activity
- •2. A day in my life
- •1. Listening Exercises
- •1.2. Say if the following statements are True or False.
- •1. Pre-Listening Vocabulary
- •3. Language Focus
- •3.1. Listen to the tape again. Pick out and note down the words which mean:
- •3.2. Give the English equivalents for the following sentences.
- •4. Follow-Up Activity
- •1. Pre-Listening Vocabulary
- •2. Listening Exercises
- •2.7. Listen to the speakers once more and note down the arguments for and against vivisection. Make use of the table below.
- •3. Language Focus
- •4. Follow-Up Activity
- •1. Pre-Listening Exercises
- •1.2. Discuss the following situation
- •2.3. Listen to the text again and focus on the right action you have to take when an accident happens. Complete the following sentences.
- •3. Language Focus
- •4. Follow-Up Activities
- •1.2. Answer the following questions:
- •1.3. Read the menu given below and say if it is a pub or a wine bar.
- •Vegetarian Crepes £3.75
- •1.4. Go through the list of words and clear up any difficulties.
- •1.5. Read some of the sentences from the interview and see if you understand them.
- •3.2. Go through the list of word combinations and phrases below and find their equivalents in the recording while listening to it again.
- •2.3. Listen to the recording again and put the questions asked in the interviews in the order they appear on the tape.
- •2.4. Listen to the interviews again and focus on the answers given to the questions from ex. 2.3. Write down the necessary information in brief.
- •3. Language Focus and Auditory Memory Check
- •3.1. In each pair of sentences given below choose the one from the recording.
- •3.2. Translation
- •4. Follow-Up Activities
- •4. Follow-Up Activity
- •2.3. Listen to the recording again and note down a) the range of sports; b) the sports facilities they had at Lake Placid at that time.
- •3.3. Listen and note down the English equivalents for the following Russian expressions and sentences.
- •3. Language Focus
- •1. Pre-Listening Vocabulary
- •2. Listening Exercises
- •4. Discussion
- •Consolidation 3
- •1. Pre-Listening Vocabulary
- •2. Listening Exercises
- •1. Pre-Listening Vocabulary
- •2. Listening Exercises
- •Section 4
- •2. Listening Exercises
- •2.1.While listening focus on the essential characteristics of the towns: their having a cathedral, a market; their origin and inhabitants.
- •2.2. Check your understanding by choosing the right alternative.
- •2.3. Listen to each text separately and note down the information needed to answer the questions.
- •3. Language Focus
- •4. Follow-Up Activities
- •2. Listening Exercises
- •2.1. Now you will hear part of a lecture about London. State the subject matter of the text by choosing the suitable prompt.
- •2.3. Listen to the text extract by extract according to the sub-topics of the outline and concentrate on the details of the contents. Write down:
- •3. Language Focus
- •3.1. As you listen to the lecture now concentrate on the details of the vocabulary. Pick out and note down:
- •4. Follow-Up Activity
- •4. Follow-Up Activities
- •2. Comprehension Exercises
- •1.2. Learn the following words:
- •4. Language Focus
- •4.1. Listen to the recording again and give the English equivalents from the tape for the following Russian expressions.
- •4.2. Fill in the prepositions where necessary.
- •5. Follow-Up Activities
- •4. Follow-Up Activity
- •3. Intensive Comprehension Exercises
- •4. Follow-Up Activity
- •Section 6
- •1. Pre-Listening Vocabulary
- •2. Listening Exercises
- •4. Follow-Up Activity
- •4. Follow-Up Activity
- •1.2. Copy the grid below.
- •3.2. Give the English equivalents for the following Russian word combinations.
- •3. Language Focus
- •3.2. Give the synonyms from the recording for the following word combinations. Listen to the recording again if necessary.
- •2. Listening Exercises
- •3. Language Focus and Auditory Memory Check
- •3.1. Listen again and pay attention to the context in which these expressions are used. Get ready to reproduce it after listening.
- •3.2. Look through the chart below and state who these words belong to by ticking the right box.
- •3.3. Listen again and note down the cases of incorrect pronunciation and incorrect grammar.
- •2. Listening Exercises
- •1. Pre-Listening Exercises
- •1.2. Read the information below.
- •1.3. Read the plot summary of the play. Act 1
- •1.4. Use the sentences from the ex. 1.3. To help you match a word in a with a definition in b.
- •2. Listening Exercises
- •4. Follow-Up Activity
- •Consolidation 6
- •1. General Comprehension
- •2. Intensive Comprehension
- •3. Writing Based on Listening Recognition. Recognition Accuracy Check
- •Section 7
- •2. Listening Exercises
- •2.1. Listen to the fairy tale and identify the following statements as True or False. Correct the false ones.
- •2.2. Arrange the suggested subtopics according to their order in the text.
- •2.3. Listen to the fairy tale once again and in each pair of statements tick the True one.
- •2.4. Read the sentences below and identify the speaker. Reproduce the situations which these statements belong to.
- •3. Enriching your Vocabulary
- •3.1. Recognising new vocabulary in the speech flow.
- •3.2. Making use of new vocabulary
- •4. Follow-Up Activities
- •2. Listening Exercises
- •2.1. Listen to the tape to identify whether the fairy tale was
- •2.2. Answer the following alternative questions:
- •2.3. Say if the following statements are True or False.
- •2.4. Listen to the tape and say whose these words are? Choose the answers from the list below.
- •3. Language Focus
- •3.1. Fill in the gaps with a) the prepositions and b) the intensifiers used in the text. Then listen to the recording again and check your answers.
- •3.2. Match the verbs in the left-hand columns with the postpositions in the right hand columns to make phrasal verbs which were used in the recording.
- •2. Listen to Alice’s song and focus on some language features.
- •2. Listen to the same extract again and focus on some text features. Pick out and put down word combinations and phrases:
- •1. Listen to a new passage of the text and trace down the events that happened to Alice here. Expand the suggested outline by making use of the key words and phrases in the brackets.
- •2. Listen to the talk between Alice and the Caterpillar and the song they perform together. Make sue you’ve grasped the contents of the conversation by completing the statements which follow:
- •3. Listen to the song “You are Old, Father William” again and focus on some language features.
- •You are Old, Father William by Robert Southey (1774-1843)
- •Literature
- •Contents
- •Карневская Елена Борисовна
Candidate c
2.5.3. Mark the following statements as True or False.
The candidate is interested in the job.
The candidate has no experience in sales.
He once worked at a toy factory but then left because he found a better job.
The candidate has A levels in all the subjects.
The candidate doesn’t like travel possibilities of the job.
2.6. Listen to the phone calls again and fill the available information in the chart below:
Candidate |
A |
B |
C |
name |
|
|
|
age |
|
|
|
educational background |
|
|
|
previous work |
|
|
|
reasons for applying |
|
|
|
career perspective |
|
|
|
salary |
|
|
|
3. Language Focus and Auditory Memory Check
3.1. Identify the speaker (the manager, the secretary and the candidates) who the following sentences belong to.
I think you’re asking quite a lot.
Well, I am ambitious.
... there is a considerable travel element in this job.
I’m phoning about the job that was in the paper last night.
Could you tell me what it’s paying?
Well, this is to be negotiated ...
What kind of money are you paying then?
Well, could I ask what sort of salary youre offering?
3.2. Indicate the meanings the following words and word combinations have in the conversations you’ve heard.
1. right up one’s street a) to be close to the place where you live
b) to be right for you, to suit you
2. a short list a) brief information
b) candidates selected for further consideration
3. to get on a) to be promoted
b) to have good relations with ...
4. to put down to sth a) to refer to
b) to note down
5. to feel one’s way around a) to get to know sth better
b) to find the right way
6. to talk like a gutter a) to talk very fast and indistinctly b) to talk uneducated, vulgar English
7. plenty of drive a) plenty of ambition
b) plenty of travel
8. not to look at the clock all the time a) to be ready to work long hours
b) not to be punctual
9. cocks of the walk a) those who have an upright posture
b) those who think they are better and more important than other people
3.3. Insert fairly, rather, too in the sentences from the recording.
Oh, well, somebody ... young.
It’s really ... demanding.
The sort of situations that they get into are much ... difficult I think for a young woman to deal with ...
I’m not really ... worried about getting a large salary to start with.
Well, we’re really looking for someone who is anxious to get on, and who is not ... concerned about working ... long hours.
I’m ... interested in applying for this job.
... this would be a ... responsible position from the outset ...
- Er would that be immediately?
Well, er, ... immediately, yes.
4. Follow-Up Activities
Give your opinion on:
Which of the candidates fits the qualities the manager requires?
If you were applying for a job what information would you inquire about?
Lesson B. OUT-OF-CLASS LISTENING
Text Title: Looking for a job
Cassette: From Synthesis, by W.Fowler, J.Pidcock
Part 1
1. Pre-Listening Exercises
1.1. Before you listen to the tape read this newspaper advertisement.
|
Go-Ahead Young Computer Software Company Needs go-ahead young secretary with fluent foreign languages for export division. For details phone Melanie Hart (0868. 2233
|
|
division – a large part of an organisation, company, etc.
1.2. Go through the vocabulary list given below and clear up any difficulties.
Timble - the names of the companies
IQL
software company - a company which deals with computer’s programmes, etc.
word- processor - a computerised device consisting of an electronic typewriter, videoscreen, printer
install (an office system) - to fix in position for use
rusty - if someone’s skill in a particular activity or subject is rusty, it is not as good as it used to be, because he (she) has not practised it for a long time.
1.3. Study the table given below. Copy it out before listening to the recording.
Questions |
Trudy |
Ruth |
Stanley |
Ursula |
ever worked in computer company? |
|
|
|
|
present job? |
|
|
|
|
experience with computers? |
|
|
|
|
languages? |
|
|
|
|
ever lived / worked abroad |
|
|
|
|
2. Listening Exercises
You will hear four people phoning Melanie Hart about the advertisement. Note down the answers given by each of the four.
3. Language Focus and Auditory Memory Check
3.1. Listen to the recording again paying special attention to the vocabulary and structure of the text. Note down parenthetical words and phrases. There are 12 of them in all.
3.2. Listen to the recording once more and note down the words and phrases associated with computers. There are 8 words in all.
3.3. Translate the sentences below using the words and word combinations from the text you’ve been listening to.
Я ушел из компьютерной компании 2 года назад.
Когда-то он работал на компьютерную компанию, но вот уже 10 месяцев, как он оставил работу.
С тех пор он нигде не работает.
Мы надеемся, что она быстро освоит эту работу.
Я хорошо говорю по-французски, но испанский я немного забыл.
Есть ли у вас опыт работы с компьютерами?
4. Follow-Up Activity
Compare the qualifications of the four people. Who of them do you think is more likely to get the job? Give your arguments in writing. Get ready to discuss them in class.
Part 2
1. Pre-Listening Vocabulary
Before you listen go through the following word-list.
Mercury
Pineapple - the names of the companies
Amstrad
the Peak District - geographical name
rambling (n) [] - going on a walk for pleasure
defect (n) [] - a fault
2. Listening Exercises
2.1. You’ll hear part of an interview with Trudy. Listen and focus your attention on what Trudy says about the companies she used to work for. Fill the information in the chart below.
Name of the company |
Positive points |
Negative points |
Timble |
1. |
1. |
|
2. |
2. |
Mercury |
1. |
1. |
|
2. |
2. |
2.2. Listen to the recording again and answer the following questions:
Has Trudy heard much about Pineapple company?
Has she ever used a Pineapple computer?
If she gets the job, how long does she expect to work there?
What does Trudy think is the main defect of her character?
3. Language Focus
3.1. Insert prepositions where necessary.
Well, I enjoyed working ... Timble.
But ... Mercury you haven’t been so happy.
It’s all the same day ... day...
How often do you go ... rambling then?
Oh ... one weekend ... a month, actually.
3.2. Translate the following sentences, using the language of the text you’ve been listening to.
И сколько времени Вы уже заняты поиском новой работы?
В компании “Меркурий” получают более высокую зарплату.
Работа не очень разнообразная. Все повторяется изо дня в день.
Иногда мне бывает трудно сдержаться.
Так хорошо оставить все и уехать подышать свежим воздухом.
UNIT 5
Lesson A. IN-CLASS LISTENING
Text Titles: 1. Problem children
2. Teaching at school
Cassette: 1. From London Intermediate English Course, by D.Ware
2. From Developing Strategies, by B.Abbs, I.Freebairn
TEXT 1. Problem children
1. Pre-Listening Vocabulary
Before listening to the text go through the following list of noun and verbal combinations. Learn the meaning of the words which are not familiar to you.
modern teaching techniques [] - современные обучающие методы
academic work - учеба
small minority [] - небольшая часть
caning [] - наказание розгами
restore discipline [] - добиваться дисциплины
disrupt lessons [] - срывать уроки
be reluctant to do sth - не иметь желания делать что-либо
stress sth at the expense of sth - уделять внимание чему-то за счет чего-то