- •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
2.4. 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.
1. a) Now, your hand is in this upright position, and you start meditation.
b) Now, your hand in this upright position becomes, for you, a signal to enter a state of meditation.
2. a) Even if you want to carry on smoking, it’s almost impossible.
b) Even if you decide to go on smoking, it’s almost unreal ...
3. a) I think that’s exactly what everybody likes.
b) I feel that it’s a thing to please everyone.
4. a) You are not allowed to smoke, actually, is what it results in.
b) They’re just not allowing you to smoke, really, is what it comes down to.
5. a) California seems to be on the avant-garde of non-smoking regulations.
b) California seems to be very conscious about non-smoking regulations.
3.2. Translation
Вам дорого ваше здоровье или нет?
Одним из способов прекратить курить являются гипноз и медитация.
Я думаю, что должны быть салоны для курящих и некурящих. Я за это.
Если вы знаете заранее, что это ресторан для некурящих, это хорошо.
Обычно некурящие бьют себя в грудь, топают и кричат о своих правах на жизнь. И они берут верх, они выигрывают.
4. Follow-Up Activity
Tape Dictation
Listen to the last two interviews and write down exactly what they say in the pauses provided.
CONSOLIDATION 2
Lesson A. IN-CLASS-LISTENING
TEST
Lesson B. OUT-OF-CLASS LISTENING
Text Title: Two gentlemen of Verona
Listen to the story “Two gentlemen of Verona” twice and write a reproduction of its contents.
SECTION 3
TOPIC: SPORT
UNIT 1
Lesson A. IN-CLASS LISTENING
Text Title: Children in sport
Cassette: From Headway Intermediate, by J. and L.Soars
1. Pre-Listening Vocabulary
Go through the following words to clear up any difficulties.
motivate sb - заинтересовывать кого-либо
pressure - давление, воздействие, трудное положение
Proper names:
Tracy Austin []
Andrea Jaeger []
Pam de Grushy []
2. Listening Exercises
2.1. Listen to the programme and identify its subject matter by completing the sentence below.
The programme
a) gives advice to children about how to become professionals
b) suggests that children should not become professional
c) says that children should live a normal life
d) says that children should specialize as early as possible
2.2 Answer the following questions.
1. What is the name of the programme?
2. How many people take part in the discussion of the problem?
3. Are they all of the same opinion?
4. What are the pressures mentioned in the programme?
5. Where do they come from?
2.3. Listen to the recording again and focus on the names of the people speaking, their occupation and arguments for and against children in sport. Fill the necessary information in the chart below.
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Names |
Occupation |
Arguments For |
Arguments Against |
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3. Language Focus and Auditory Memory Check
3.1. Look through the following lists of words and cross out:
a) professions, b) kinds of sports which were not mentioned in the recording.
|
a) a coach a press reporter a trainer a tennis player a manager a musician a referee a photographer |
b) swimming football tennis gymnastics jogging athletics running |
3.2. Complete the following sentences using the words and word combinations given in the box.
|
to represent |
to get upset |
to train |
running |
|
to motivate |
to train under a coach |
to find |
|
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to play against |
to win a gold |
to lose |
|
The problem is that you want ... ... these children at quite a young age, ... ... them and ... them ... ... ... ... .
Tennis is one of the sports where youngsters can ... ... their elders ... ... ... ... ... of success.
Of course, I’d like to go to the next Olympics and ... Great Britain, and of course I’d like ... ... ... ... but ...
I ... ... ... ... for three days a week, and then decid how much ... to do.
I mean if you start ... ... every time you ... , I think it’s time to stop.
3.3. Listen to the recording once more, pick out and a) note down the English equivalents for the following Russian expressions; b) substitute the underlined words and word combinations for the ones used in the recording; c) choose the best Russian equivalents for the following parts of sentences from the recording.
a. 1. заинтересовать ребенка как можно раньше,
2. учиться в перерывах между тренировками,
3. выиграть золотую медаль,
4. избегать неприятностей,
5. бегать.
b. 1. ... so they devote all their life to their sport.
2. In America there are tennis schools which take children when they become 9.
3. ... and now their sport has bad influence both on their bodies and their minds.
4. ... it’s the parents without any doubt.
5. They want to make their children have quicker progress.
6. He ... told me some words about his training programme.
7. A coach helps me to train for three days a week.
8. I like photography very much.
c. 1. ... and the pressures they can be under ...
давление, которое они могут испытывать
сложные ситуации, в которых они могут оказаться
... where youngsters can play against their elders with more than a chance of success.
где дети могут играть против взрослых и побеждать со значительным перевесом
где дети могут играть против взрослых с большой вероятностью победы
There are lots of other things I like doing with my life too.
Есть много других планов, которые я хотел бы осуществить в своей жизни.
В моей жизни есть масса других вещей, которыми мне нравится заниматься.