- •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. Listening Exercises
Listen to the recording. Identify the variety of speech:
a) speaking in public
b) talking to a small group of people
c) reading a letter from a friend
d) reading a letter on a professional radio programme
2.2. Listen to the recording again. State the overall topic of the text using the prompts given below.
The problems children have at school
The problem of keeping discipline in class
The problem of teaching difficult children
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.
1. Some teachers can no longer teach their classes effectively
a) because some teenage pupils deliberately disrupt lessons
b) because the majority of pupils have lost interest in school
c) because they don’t use modern teaching resources
2. Pupils cannot accept school discipline
a) because personal enjoyment prevails over serious academic work in modern schools
b) because they are accustomed to expressing their individuality without any restriction
c) because the teacher’s requirements are impossible to meet
3. The problem of discipline can be solved
a) by better co-operation between the schools and the parents
b) by using modern teaching techniques more reasonably
c) by re-introducing caning
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.
What are teachers in some secondary schools in Britain worried about?
What kind of schools does the problem of discipline concern most of all?
Who is responsible for the present situation at school?
What’s the drawback of modern teaching techniques?
What other ways of solving the problem are mentioned in the letter?
3. Language Focus
Listen to the text again and note down the word combinations to do with teaching and school problems. The list of Russian equivalents below will help you.
восстанавливать дисциплину
небольшое число учеников подросткового возраста
преднамеренно срывать уроки
эффективно проводить занятия
выражать свою индивидуальность без всяких ограничений
неохотно подчиняться школьной дисциплине
делать акцент на личном удовольствии в ущерб серьезной учебе
ставить личные интересы выше обязанностей перед обществом
более тесное сотрудничество между школой и родителями
плохо себя вести
заново вводить телесное наказаниe.
4. Follow-Up Activities
4.1. Act out the following situations:
The editor who got the letter is telling his colleague about the problems that the author of the letter is worried about.
Two teachers are arguing about the letter written by their former colleague.
4.2. Give your point of view on the following problems:
Advantages and disadvantages of modern teaching techniques.
Co-operation between schools and parents.
TEXT 2. Teaching at school
1. Pre-Listening Exercises
1.1. Answer the following questions.
Have you ever wanted to be a school teacher?
What age would you prefer to teach? Why?
Are career prospects for school teachers good in our country?
What sort of qualities are important in a teacher of young children?
1.2. Go through the word list below to clear up any difficulty.
authority [] - административный округ
scale [] - категория
to be adaptable [] - уметь приспосабливаться
1.3. Study the following information. It will help you to understand the text of the recording.
-
Stage
School
Age
I
primary or first
5-8
II
junior or middle
9-13
III
secondary or high
11-16
2. Listening Exercises
2.1. You will now hear a recording in which Isabel talks about her work. Listen and state the general topic of her talk, choosing from the options given below.
personal problems that she used to have when she was working with older children;
teaching in a middle and high school;
positive and negative aspects of a high school
2.2. Give Yes/No answers to these questions.
Does Isabel enjoy the job she is doing?
Is she an experienced teacher?
Does she mind the fact that the career prospects are not very good in her position?
2.3. Listen to the 1st part of the recording and answer the questions below:
How long has Isabel been teaching young children?
What sort of personal qualities does Isabel think are needed to be a teacher of children?
What sort of skills and qualifications does she consider necessary for a teacher?
2.4. Copy the chart below into your workbooks. Listen to the second part of the recording and compare the middle and high schools along the given features.
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Middle school |
High school |
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a variety of subjects for teaching |
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children’s attitude to learning |
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the process of teaching |
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teacher’s salary |
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career prospects for teachers |
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3. Language Focus
3.1. Listen to the recording again. Pick out and note down the past activities Isabel talks about (She mentions 3 of them.)
3.2. In each pair of statements below choose the one from the tape-recording.
1. a) ... about 8 years ago I left the secondary school for the middle school section.
b) ... about 8 years ago I moved into the middle school section.
2. a) You teach a lot more subjects.
b) You teach a greater variety of subjects.
3. a) ... so you need to be able to meet their enthusiasms and be as enthusiastic as they are.
b) ... so you need to be able to follow their enthusiasms and be as enthusiastic as they are.
4. a) I wanted my job to be more variable.
b) I wanted more variety in my job.
5. a) How do the salaries compare between middle school teachers and secondary school teachers ?
b) How can you compare the salaries in a middle school and in a high school?
6. a) There is a lot less chance of promotion in a middle school than in a high school.
b) The career prospects are worse in a middle school than in a high school.
7. a) What sort of people normally become teachers like you of this age?
b) What sort of people tend to become teachers like you of this age?
8. a) People become teachers for lots of different reasons.
b) People go into teaching for lots of different reasons.
9. a) Very difficult to generalise.
b) Very difficult to say in general.