- •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
2.3. Write a detailed passage about one of the pieces of news.
3. Language Focus and Auditory Memory Check
Give the English equivalents for the following sentences.
Чезилворт был выбран, так как он расположен возле главной автодороги и железнодорожной линии.
Взрыв произошел в пустом доме в 10 часов утра.
a) Несмотря на шторм, вертолеты снизили высоту, чтобы отряды спасателей попытались спасти команду.
b) … но яхта отправилась во Францию, несмотря на предупреждения.
… это случилось по причине резкого сокращения заказов на их продукцию.
Полиция застала на месте преступления группу мужчин, проникавших в аптеку.
… он успел забить победный мяч за одну минуту до конца матча.
Зрители смогут посмотреть наиболее интересные фрагменты матча после новостей.
Section 2
TOPIC: ILLNESSES AND THEIR TREATMENT
UNIT 1
Lesson A. IN-CLASS LISTENING
Text Title: Calling a doctor
Cassette: From Synthesis, by W.Fowler, J.Pidcock
1. Pre-Listening Vocabulary
Go through the list of words to clear up any difficulties:
after-shave lotion [] - лосьон после бритья
allergy [] - аллергия
cologne [] - одеколон
condiment [] - приправа
fig [] - инжир
mosquito [] - комар
protein [] - протеин, белок
starch [] - крахмал
violent [] - усиленный, резкий, интенсивный
scratch [] - царапать
cut out - исключать из рациона
be heavy in salt, sugar - зд. содержать много соли, сахара
get bitten - быть покусанным
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:
1. a talk between a patient and a doctor in a consulting room
2. calling for a doctor
3. a phone-in radio programme
2.2. State the general topic of the dialogues:
1. general recommendations how to keep fit
2. medical advice for each caller’s symptoms
3. treatment of serious illnesses
2.3. Now listen to each of the six parts of the recording separately and answer the questions that follow.
Part 1
1. Is Mary a busy mother because she has two kids and a job or because she has three little kids to look after?
2. Does the doctor advise Mary to take a warm or a cool bath every day?
3. Should Mary eat more raw or cooked food?
Part 2
1. Does the doctor advise Pete to eat or to avoid sugary and salty foods?
2. Should Pete drink a lot of water or should he avoid drinks as far as possible?
3. If mosquitoes bite Pete should he thoroughly clean the affected area and apply an after-shave lotion or should he wash the bites with soap and water?
Part 3
1. Is Anne a school or a university student?
2. Is it difficult for Anne to concentrate on studying because she gets tired very quickly or because she doesn’t sleep very well and is always hungry?
3. Does the doctor advise Anne to eat foods that are heavy in sugar or to cut out all sugars?
Part 4
1. Has Allan got no energy because he has too much work to do or because he sleeps badly?
2. Does the doctor recommend some violent exercise or a good walk every day?
3. Should Allan take a warm bath in the morning after his exercise or just before going to bed?
Part 5
1. Should Mark avoid salty things and starches or sugary things, eggs and meet?
2. Should Mark make fish or fresh fruit a big factor in his diet?
3. If Mark wants quick results has he better try living for a couple of days on mineral water or fresh juices?
Part 6
1. Must Meg avoid sudden changes of temperature or getting out in wet and foggy weather?
2. Should Meg avoid cold or hot water?
3. Does the doctor advise Meg to avoid spicy or all condiments?