- •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
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.
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a) be more adult in one’s approach to everything b) be adaptable c) age range d) be stimulating |
a) быть гибким, уметь приспосабливаться b) побуждать, воодушевлять c) возрастная группа d) иметь на все более зрелые взгляды |
4. Foolow-Up Activities
4.1. Answer the following questions:
Have you ever met teachers like Isabel?
Who was your favourite teacher at school? What was so special about her / him that you liked?
What kind of teachers are more popular with pupils?
4.2. Now that you have heard and discussed the talk between an interviewer and a middle school teacher go back to the problems listed in ex. 1.1. Develop your ideas using the information and the language of the recording.
Lesson B. OUT-OF-CLASS LISTENING
Text Title: Peter Parker
Cassette: From London Intermediate English Course, by
1. Listening Exercises
Listen to the text. Identify the type of speech choosing the suitable prompt:
reading aloud
speaking before a group of people at a meeting
telling a story about a friend
introducing a person in a radio or TV programme
1.2. Listen to the text again. State the general topic of the text choosing the suitable prompt:
Peter Parker’s life story
Peter Parker’s career as an English language teacher
Advantages and disadvantages of a foreign language teacher’s job
1.3. Listen to the recording again. Note down the major facts of Peter Parker’s life filling them into the appropriate box in the suggested scheme.
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school |
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2. Language Focus and Auditory Memory Check
2.1. Listen again and in each pair of verb combinations below tick the one used in the text.
1. finish one’s University studies
graduate from the University
2. start working as a secondary school teacher
begin teaching in a secondary school
3. offer sb a job
make sb a suggestion of a job
4. enjoy one’s work immensely
like one’s job very much
5. give sb a chance of doing sth
enable sb to do sth
6. intend to go somewhere
plan going somewhere
7. adapt to different living conditions
adjust to different ways of life
8. regret one’s decision
be sorry about making a decision
2.2. Give synonyms from the recording for the following words and word combinations.
1. run into someone
2. grown-ups
3. in different corners of the world
4. all kinds of people
5. go to some place for a year
2.3. Give the English equivalents for the sentences below keeping to the text:
Он всегда имел способности к языкам, поэтому он решил специализироваться в немецком и французском языках.
Его студентами были взрослые люди, и ему очень нравилась эта работа.
Он обнаружил, что одним из преимуществ его работы было то, что он мог найти работу в любой точке мира.
Он научился ладить со всякими людьми и приспосабливаться к разным стилям жизни.
Пока он не пожалел о своем решении работать преподавателем и в дальнейшем.
3. Follow-Up Activities
3.1. Write a passage about possible choices in a foreign language teacher’s career.
3.2. Get ready to talk with your group-mates about your would-be career.
CONSOLIDATION 1
Lesson A. IN-CLASS LISTENING
TEST
Lesson B. OUT-OF-CLASS LISTENING
Text Title: The eight o’clock news
Cassette: From Streamline. Destinations, by B.Hartley, P.Viney
1. Pre-Listening Exercises
1.1. Go through the list of the following words and word combinations and make sure you understand them.
blast [] - взрыв, взрывная волна
breed - порода животных
custody - заключение, заточение
enquiry [] - опрос
hat trick - хет-трик (прием в футболе)
redundancy [] - сокращение штатов
saloon [] - автомобиль “седан”
shot-gun [] - дробовик (ружье)
town-hall [] - ратуша
appalling [] - ужасный
capsize [] - опрокинуть(ся) (о лодке, судне)
1.2. Study the following list of proper names and practise their pronunciation. While listening to the news for the first time check your pronunciation.
Chesilwort [] Jaguar []
Mickle New Forest
RAF Sopworth Bransley
Devon [] Brighton Belle XIV
Neptune III [] Eastfield United
Poole [] European Cup
Fernside Engineering Dumromin Rangers
Tadworth Trevor Franklin []
Lyndford
2. Listening Exercises
2.1. Listen to the tape. State what the above mentioned proper names stand for (town, street, sports team and so on). If you can’t decide on all of them, listen again or look them up in a dictionary.
2.2. Listen to the tape for one more time and give answers to the following questions:
2.2.1. 1. How many people went on a march in Chesilworth?
2. What were they protesting against?
3. Was there any trouble?
4. Where did the demonstrators march?
5. What are the reasons in favour of the suggested location of a new international airport?
2.2.2. 1. Why were families evacuated from the centre of Glasgow today?
2. When and where did the explosion occur?
3. What was the explosion due to?
4. Was the house empty? How long?
5. What was cracked? Why?
6. What have the police done?
2.2.3. 1. How many people were on the boat?
2. How many were rescued?
3. How many survived?
2.2.4. 1. What was announced today?
2. How many jobs will be lost? Why?
3. Was it unexpected? How do you know?
4. Why did the closure become inevitable?
5. What will results of the closure be?
2.2.5. 1. Why did the police chase the men?
2. Where did they chase them?
3. How did they chase them?
4. What kind of car were the thieves in?
5. How fast did they drive?
6. How did the police stop the car?
7. Were the men armed? What with?
8. Where did the police chase them?
9. How many shots were fired?
10. Was anybody injured?
11. What happened in the end?
2.2.6. 1. How many dogs were there?
2. How many breeds were represented?
3. How many judges were there?
4. How much were the dogs worth?
5. Which dog became “Supreme Champion”?
6. What kind of dog was it?
7. It’s worth a lot of money, isn’t it? Why?
2.2.7. 1. It was a European Cup match, wasn’t it?
2. Where was it played?
3. What was the final score?
4. Who lost?
5. Why was it an exciting match?
6. Why was Trevor Franklin mentioned especially?
7. What was the weather like?
8. Why was the game stopped twice?
9. What’s on television after the news?