- •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. Talk about the speaker’s education, experience, interests, social status and family. Make use of the vocabulary from ex. 1.1, 1.2, 4.1, 4.2.
4.2. Share your opinion of the speaker’s ambitions, interests and turns of circumstances in his life and career.
Lesson B. OUT-OF-CLASS LISTENING
Text Title: I’d like to boss people around
Cassette: A Native Speaker’s Recording
1. Listening Exercises
Listen to Nicolle speaking about what job she would like to get when she graduates from the University.
1.1. Say if the following statements are True or False.
a) Nicolle studies languages at the University.
b) Nicolle finds the work of an interpreter boring.
c) She is the type of person who likes to stay at home.
d) She can’t stand having a normal 9 to 5 job.
e) She wouldn’t like to have a job with a lot of responsibility.
1.2. Listen to the recording again paying attention to how Nicolle explains why she:
a) will have to start thinking about what to do with her life very soon;
b) can’t decide what she wants to do;
c) doesn’t want to become an interpreter;
d) would prefer to be in business.
2. Language Focus and Auditory Memory Check
2.1. While listening to the recording this time pick out and note down:
a) synonyms of the following words and word combinations:
for sure to be realized
completely to give people orders
to be different dull, uninteresting
subordinate, requiring no skills
b) words denoting jobs Nicolle would like to have
2.2. After listening translate the following sentences using the vocabulary of the recorded text. (The word combinations in the box below will help you.)
to make decisions for oneself, a job with responsibility of one’s own,
to have a normal 9 to 5 job, to keep smb interested, to boss around,
to come out (about one’s plans), to be totally bored by,
to be the type of person, to use one’s languages
1. Мне предстоит учиться в университете еще 1 год. 2. Я хочу работать с языками, но не знаю точно, каким образом. 3. Я не хочу быть переводчиком, так как чувствую, что эта работа была бы очень скучной. 4. Я принадлежу к тем людям, которые не смогли бы сидеть дома, поэтому мне нужно работать. 5. Я не думаю, что смогла бы выдержать работу с 9 до 17 часов. 6. Я бы предпочла работу, за которую я бы отвечала и где я сама могла бы принимать решения и даже руководить людьми. 7. Мне нужна работа, которая поддерживала бы во мне постоянный интерес и была бы разнообразной. 8. Я не думаю, что я бы получала удовольствие от работы, где мне нужно было бы выполнять чьи-то поручения. 9. Может быть, я буду делать что-то, связанное с рекламой или банковским делом. 10. Это мои планы, хотя я точно не знаю, как они реализуются.
UNIT 3
Lesson A. IN-CLASS LISTENING
Text Title: Interview
Cassette: From Listening. Upper-Intermediate, by S.Rixton
1. Pre-Listening Vocabulary
1.1. Go through the following vocabulary list to avoid any difficulty of understanding.
civil engineer - инженер гражданского строительства
evidence [] - свидетельство
ignorance [] - неосведомленность, незнание
job-holder - работодатель
prejudice [] - предрассудок
survey [] - опрос
apparent [] - очевидный
insecure [] - ненадежный
reasonable - обоснованный
1.2. The following words are familiar to you in meaning. Make sure you pronounce them correctly.
stereotype (n) [] - стереотип
status (n) [] - статус
2. Listening Exercises
You will now listen to a talk between an interviewer and a sociologist. They discuss the results of a recent survey into attitudes to different professions.
2.1. Listen to the recording and choose the title that best conveys the main topic of the text.
a) Advantages and disadvantages of various professions
b) Sociological studies in modern society
c) Stereotyped views of professions and a career choice
2.2. Check your understanding of the major points by choosing the correct continuation for the following statements.
1. The subjects of the survey were
a) young people b) children c) job-holders
2. The technique used by the investigator was
a) to answer questions b) to fill in a form c) to choose the appropriate variant
3. The results of the survey were striking concerning the profession of
a) a sales representative b) an engineer c) a physicist
3. Intensive Comprehension Exercises
3.1. Listen to Part 1 of the interview. Pick out and note down the names of the professions mentioned (there are ten of them in all.)
3.2. Listen to Part 2 of the interview. State the characteristics the children associated with the profession of an engineer.
A. The job of an engineer is:
1. clean/dirty 4. secure/insecure
2. of high status/of low status 5. well paid/poorly paid
3. responsible/subordinate 6. interesting/boring
B. An engineer is likely to be:
1. interesting company/boring company
2. well dressed/badly dressed
3. cheerful/gloomy
3.3. Listen to Part 3. Note down the professions which the following results of the survey correspond to.
a) ___________ collected by far the greatest number of positive opinions
b) ___________ were right at the bottom of the rating list
c) ___________ came out top as the more civilized sort of chap
d) ___________ were just above the sales representatives
e) ___________ was the only one that the majority of subjects thought would be gloomy rather than cheerful
3.4. Listen to Part 3 again and make a complete list of professions. Mark the order in which they came out in the results of the rating.
4. Language Focus and Auditory Memory Check
4.1. Listen to the interview again and do the following tasks.
4.1.1. State the meaning of these words as they are used in this text.
1. false 2. by far 3. technique
a) artificial a) much more (than the others) a) equipment
b) incorrect b) approximately b) methods
4. point 5. come out
a) feature a) leave
b) idea b) result in
4.1.2. Pick out and note down synonyms of the following words and word combinations.
keep to a point of view unsafe
widely group together
aim at judge (v)
be pleasant to deal with come out first
be dull to deal with fellow
broad be the last on the list
connect
4.2. Recall the contexts with the words and word combinations you picked out in the previous exercise.
5. Follow-Up Activities
5.1. Answer the questions.
1. Did any of the prejudices about the jobs mentioned in the interview surprise you?
2. Are there any types of jobs in your country that people joke about or are prejudiced against?
3. Which jobs do you think have the highest (the lowest) rating in your country?
Lesson B. OUT-OF-CLASS LISTENING
Text Title: Do you enjoy your work?
Cassette: From International Business English,
by L.Jones, R.Alexandre
1. Pre-Listening Exercises
1.1. Go through the following list of business vocabulary.
accounts - счета
assets [] - средства банка: денежные средства, иностранная валюта, ценные бумаги, золото, чеки, векселя, аккредитивы
bottom-line profit - итоговая прибыль
excess funds [] - сверхфонды
investment [] - вложение капитала
issue [][] - выпуск, эмиссия
lender - заимодавец, кредитор
loan - заем, ссуда
mortgage [] - ипотека (залог недвижимого имущества для получения ссуды)
portfolio [] - ценные бумаги, пакет акций
profit - прибыль
sales manager - заведующий отделом продаж
defer [] - откладывать, отсрочивать
recompense for sth [] - компенсировать, вознаграждать за что-либо
make mortgages - закладывать имущество