Metodichka_-_Anglysky_yazyk

Ex. 19 Go to http://ed.ted.com/lessons/the-fundamentals-of-space- time-part-3-andrew-pontzen-and-tom-whyntie, http://ed.ted.com/lessons/the-fundamentals-of-space-time-part-2- andrew-pontzen-and-tom-whyntie to watch a video on the Fundamentals of Space and Time. Use navigation on the right to switch to exercises and additional materials.

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UNIT 3

Lesson 1

Text 1

Pre-reading

Ex. 1 Discuss the questions.

1.What motivates people?

2.What qualities do high-achieving people possess, from your experience?

3.Who is more successful, men or women? Why?

Ex. 2 Fill in the gaps in Maslow's Hierarchy of Needs below.

7.____________________

6.Aesthetic Needs

5.Need to Know and Understanding

4._______________

3.Belonging and Love Needs

2._______________

1.Physiological Needs

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Ex. 3 Match the English phrases with their Russian equivalents.

1.	мотивация достижения	а. need for power
2.	ставить цели	b. domain specific
3.	потребность во власти	c. do better
4.	зависящий от предметной	d. achievement motivation
области		e. strengthened through training
5.	одобрение сверстников	f. peer approval
6.	лучше успевать	g. set goals
7. закреплено путем
тренировок

Reading

Ex. 4 Read Text 1 and say:

a.how the need for achievement can be realised;

b.which gender is considered more achieving and why;

c.if achievement can be taught.

Achievement Motivation

The role of achievement motivation is clear in Maslow's growth needs. How do people with a high need for achievement motivate themselves? Researchers have found that people with a high need for achievement privately set goals for themselves. [1] _________ The researchers also found that people with a high need for power seek to stand out publicly, and do so, for example, by taking more extreme risks.

Achievement motivation seems to be domain specific. For example, some students may be highly motivated to achieve at athletics, but not at academics. [2] ____________ These students may have a high need to achieve, but the need may be directed toward non-school relevant goals, such as peer approval, and sometimes toward goals that damage society, such as gang-related criminal behaviours.

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How do students react to teachers' demands for achievement? Consider a situation in which a teacher knows from past experience that a particular student is able to do much better than she is currently doing. [3] _______________ In this scenario, the teacher's demand for achievement may go unmet, not because the student is incapable, but because she is unaware of her capabilities. The perception of reality, rather than reality itself, is the more powerful predictor of how people, especially children, react to demands of achievement. Unfortunately, girls – particularly as they grow older – often perceive their competence to be lower than boys' perception of their own competence. [4] _______________ The effect emerges as early as kindergarten.

The motivation to achieve seems to be present in many cultures. The goal of one reasonably successful project in India, for example, was to raise the achievement motivation of Indian business people and workers in their companies so that to help these people to improve their lives. [5] ____________

The fact that the need to achieve could be strengthened through training is highly relevant to teachers. [6] ________________ [25, p. 373-374]

Ex. 5 Fill in the gaps in Text 1 with an appropriate sentence from those below. Which clues helped you to complete the task?

Strategy Point

1.To understand which parts of a text are related, firstly, look for words that are the same.

2.Then, try to find synonyms, words with opposite meanings, or related words.

3.After that, try to understand what such words as this, that, these, those, such, some, any, etc. stand for.

4.Also, look for numbers and the words they can be connected to.

5.Finally, think which words such vocabulary items as concept, definition, term; reason, effect, strategy etc. can refer to.

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A.The result can be the lesser expectations for achievement on the part of girls – and, therefore, lesser achievement.

B.Other students may reject school psychologically, instead joining peer groups or even gangs in which school achievement is seen as undesirable.

C.Expert teachers often use similar techniques to get their students to “think big” about their potential and their future life.

D.Because these goals tend to be of intermediate difficulty, the people are likely to have a continuing sense of personal accomplishment.

F.The employees attended an intense series of seminars designed to get them to think, talk, and act like achievement-oriented business people.

G.However, the student herself may not believe in her own competence.

Vocabulary

Ex. 6 Match words 1-4 to their definitions a-d. Give their Russian equivalents.

1.to achieve

2.to approve

3.capable

4.to perceive

a.to consider something good or suitable

b.to understand or think of something in a particular way

c.to be successful after being determined and working hard

d.able to do something

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Ex. 7 Find in the text the words that come from the words in Ex. 5. Identify the part of speech and give their Russian equivalents.

Ex. 8 Look through the text and find the words that collocate with the following:

a.set

b.take

c.do

d.improve

Ex. 9 Distribute the words and phrases below into two groups: the ones that collocate with the verb “to take” and the ones that collocate with the verb “to make”.

improvements, an opportunity, progress, a major breakthrough, action against, a difference, the lead in, initiatives, a distinction, an impact, a chance.

take + ...	make + …
an opportunity, …	improvements, ...

Ex. 10 Fill in the gaps in the sentences below with either take or make in the appropriate form.

1.After years of research into technology, the company … finally … an impact on this sector.

2.If you do not … initiative, no one else will be able to complete the task.

3.The humanity … … a major breakthrough in AIDS research.

4.I would like to … a distinction between what I call innovative and imitative research.

5.Sometimes companies need … a chance and try something new.

6.This is an area in which we are finally starting … a real progress.

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Ex. 11 Find 7 words from Activities 5-9 in the wordsearch below. Words can go in any direction. The first letter of each word is given in bold.

D I S T I N C T I O N H

U C I X A V S G Q I G Q

P P M L N P J T I U C C

G E P P J I P R O F H A

S N R V C N H R E K W P

A E O C H U H T O Q C A

V G V K E T E R U V R B

T C E K K P O I E D A I

W D M A S U T I Y B S L

T A E V I T A I T I N I

X R N D T L P J O L P T

B O T L Q Y Y E C N B Y

Ex. 12 Complete the phrases with prepositions. Look through the text to check. In one case several variants are possible.

1.a high need … achievement/ power

2.directed … some goals

3.react … teachers' demands

4.unaware … one's capabilities

5.perception … reality/ competence

6.highly relevant … teachers

Ex. 13 Fill in the gaps with a prepositional phrase from Ex. 12. Use it in the appropriate form.

Example: How is this … … this discussion? - How is this relevant to this discussion?

1.The financial markets … badly … the latest news on inflation.

2.He went on speaking, seemingly … … my presence.

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3.Our efforts are primarily … … helping children who live in poverty.

4.The public's … … the president is slowly changing.

5.The … … food is one of the basic human necessities.

Grammar

Модальные глаголы (modal verbs) выражают не действие, а отношение к нему: способность, возможность, необходимость, вероятность и т.д. совершения действия, выраженного инфинитивом: подлежащее + мод. глагол + инфинитив (смысловой глагол)

Модальные глаголы имеют следующие особенности:

-они не меняются по лицам (не имеют окончания -s в 3-ем лице единственного числа)

-у них нет сложных видовременных форм (длительных и перфектных времен, пассивного залога)

-они не требуют вспомогательного глагола в вопросах и отрицаниях

These students may have a high need to achieve, but the need may be directed toward non-school relevant goals, such as peer approval. The fact that the need to achieve could be strengthened through training is highly relevant to teachers.

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Модальные глаголы — значение

Can

1.возможность

2.способность совершить действие

3.запрос или просьба

Could

1.прошедшее от can: мог

2.вероятность: мог бы

3.вежливая просьба

May

1.разрешение

2.предположение: может быть, возможно

Might

1.прошедшее от may

2.малая вероятность совершения действия

Must

1.долженствование: приказ, правило, настоятельный совет

2.предположение с высокой долей вероятности

Should

1.совет, рекомендация

2.долженствование (стоит сделать ч.-л.)

Ex. 14 Look through the text and find the sentences in which:

a.the verb may expresses probability;

b.the verb could expresses probability;

c.the verb can expresses possibility.

Ex. 15 Read the sentences and say in which meaning each modal verb is used.

1.Women could not vote until just after the First World War.

2.When I leave university I might travel around a bit, I might do an MA or I suppose I could even get a job.

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3.People must try to be more tolerant to each other.

4.If you want some help with your writing, you can come to classes, or you can get a tutor's help.

5.I think you really must make more effort.

6.If the monitors are used in poorly lit places, some users may experience headaches.

7.The experiment may have been a success, but there is still a lot of work to be done.

8.Could I ask you a personal question?

9.Can you speak Mandarin?

10.May I request a copy of this article?

11.The university should provide better sports facilities.

Modal Verbs that Express Possibility or Probability

100% - absolutely		That can't be the right answer, it just doesn't
sure		make sense.
		He must have a high need for achievement: he
		is very ambitious.
60%	- not so sure	She may be back in her office: the lecture
		finished ten minutes ago.
		I think you could be right, you know.
30%	- rather	He might pass the exam, but he put too little
unsure		effort in his studies.

Ex. 16 Read the sentences and tick how sure the speaker is.

	absolutely	not	so	rather
	sure	sure		unsure
1. The parts of the machine may be
broken and the accuracy may be
lost.
2. Careless actions can lead to
disastrous results.
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