- •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
4. Follow-Up Activities
4.1. In your opinion, should there be a minimum age for teenagers becoming professional?
4.2. Think of some children who have excelled in the world of sport, music, art, films and entertainment. How were they affected by their success and fame?
Lesson B. OUT-OF-CLASS LISTENING
Text Title: Our theme is keeping fit
Cassette: From Kernel Two, by R.O’Neill
1. Pre-Listening Vocabulary
Make sure you know these words and word combinations.
Text 1 Text 2
be a lot longer (about hours) be overweight
‘expense account’ lunch jog
do a test yoga exercises
2. Listening Exercises
2.1. Listen to two stories and think of the suitable titles for them. Choose from the list below:
- Health Problems
- The Way I Live
- Keeping Fit
- Better Late than Never
- Prevention Is Better than Cure
2.2. Identify the following statements as True or False:
Text 1
1. Ten years ago the man used to be very fit.
2. About 8 years ago he got a much better job.
3. Two months ago he was taken to hospital and spent a few weeks there.
4. The doctor advised the man to work less and the man decided to get another job.
Text 2
1. It all started a few months ago.
2. In those days Laura used to smoke a lot and was overweight.
3. Laura’s husband and daughter don’t approve of her new way of life.
2.3. While listening to the man’s story again write down the following information about him.
|
The things he used to do |
The things he does now |
|
|
|
2.4. Now listen to Laura’s story and note down the answers to the following questions.
1. What made Laura change her way of life?
2. What was the first thing she tried to do?
3. When did she sell her car?
4. What has she started doing recently?
3. Language Focus
Give the English equivalents for the following Russian sentences using the language of the recording.
Десять лет назад я был здоровым и бодрым.
На работу я ездил на велосипеде и много занимался физкультурой по выходным дням.
Затем, где-то 8 лет назад, я перешел на более высокооплачиваемую работу.
Оклад был выше, но рабочий день был намного больше.
Я стал приглашать людей на дорогие ленчи и начал прибавлять в весе.
На работе у меня часто возникают стрессовые ситуации.
Обычно я выпивал только полстакана виски, когда возвращался домой, но потом я стал наполнять стакан до краев.
Я провел в больнице несколько дней, и врачи сделали много анализов.
Врач посоветовал мне меньше работать и больше заниматься физкультурой. Но у меня нет времени. Работа отнимает у меня все силы и все свободное время.
Мне нужно содержать семью.
Я никогда не выходила на свежий воздух, если не считать магазины.
На другой день я попробовала немного пробежаться.
Сейчас я полностью изменила свой образ жизни.
Я перестала есть мясо и начала употреблять в пищу намного больше свежих овощей.
Они оба похудели и стали намного здоровее, чем были раньше.
4. Follow-Up Activity
Write a passage about Laura and her family. Be sure to describe
1. the way Laura used to live
2. what happened one day about 2 years ago
3. the things she and her family started doing in the last 2 years
UNIT 2
Lesson A. IN-CLASS LISTENING
Text Title: Eddie the Eagle
Cassette: From The Listening File, by J.Harmer, S.Elsworth
1. Pre-Listening Exercises
1.1. Go through the list of words below and clear up any difficulties.
eagle - орел
lift pass - разрешение на подъем
luge [] - санный спорт
ski-jump (hill) [] - трамплин
take-off [] - взлет
shovel [] - убирать (сгребать)
have a go at sth - попробовать что-либо сделать
jump on/off a hill - прыгать с горы
push off - оттолкнуться
1.2. Can you guess from the vocabulary given what this programme is about?
2. Listening Exercises
2.1. You will now hear a man who is a sport star and the national ski hope. He is talking about how he started doing a new kind of sport when he decided to stay in Lake Placid.
Listen and define a) the subject-matter of the talk and b) the speaker’s intention, choosing from the prompts below.
a) the subject-matter
1. skiing in the speaker’s life
2. ski-jumping as the speaker’s main interest
3. speed skating as the new hobby of the speaker
b) the speaker’s intention
1. to boast of his success and to impress the audience
2. to convince the listeners that there’s nothing extraordinary about his story
2.2. Listen to the tape again to find the answers to these questions.
Why did the speaker decide to find some work when he stayed in Lake Placid?
What kind of work could the speaker find in Lake Placid at that time?
Why did the speaker have to start a new kind of sport?
What important sport event took place in Lake Placid and when?
Had the speaker known anything about ski-jumping before he came to Lake Placid?
What is the speaker’s name and nationality?
How did he get his first pair of skis?
What was the price of the pair of skis he got?
Did the speaker buy a pair of boots or did he borrow them?