How would you express your complaints talking to: a foreign friend?
Through Listening to Speaking
And Writing
Учебное пособие по аудированию
по специальности 031201 Теория и методика преподавания иностранных языков и культур и
031202 Перевод и переводоведение
ОПД.Ф.04.1
Издательско-полиграфический центр
Воронежского государственного университета
Утверждено научно-методическим советом РГФ (15 января 2008г, протокол №1)
Составители: Обуховская Л.М., Михайлова И.В.
Науч. ред. Доктор фил. наук, проф. Кашкин В.Б.
Учебное пособие подготовлено на кафедре английской филологии факультета
Воронежского государственного университета.
Рекомендуется для 1 курса в/о и I семестра 2 курса в/о и
для самостоятельной работы студентов 2 курса д/о
Введение
Данное учебно-методическое пособие по практике языка имеет своей целью помочь студентам в одном из наиболее сложных для них аспектов на начальном этапе обучения – аудировании, а именно научить их слышать и понимать иноязычную речь, а также развивать у них речевые навыки и навыки письма.
Данное учебно-методическое пособие предназначено для аудиторной работы на занятиях по аудированию студентов 1-2 курса в/о, а также для самостоятельной работы студентов 2 курса д/o как дополнительное пособие в помощь для самообразования.
Пособие состоит из 8 блоков (Units), рассчитанных на 36 аудиторных часов (18 часов на 1 курсе II семестре и 18 часов на 2 курсе I семестре) и 18 часов самостоятельной работы, согласно программам этих курсов.
Помимо решения сугубо языковых задач, пособие предполагает сформировать у студентов потребность рассматривать факты в их комплексе. Авторы считают важным, чтобы студенты научились видеть универсальные закономерности взаимодействия людей с окружающим миром, с природными объектами, осмысливая единство всех этносов как представителей человечества. Изучая и анализируя в рассказах факты, студенты учатся определять типы культур и цивилизаций, что формирует у студентов потребность к культуроведческой наблюдательности.
Тематика текстов для аудирования подбиралась с учетом необходимости интеграции языка и культур.
Каждый урок начинается с разминки (Warming up activity) по тематике текста, которая проводится самостоятельно, в паре, в виде дискуссии в группах и в аудитории под контролем преподавателя. Параллельно студенты выполняют разнообразные задания, способствующие расширению словарного запаса. Наглядность делает эту работу более интересной и эффективной.
Вторая часть урока – Listening. В целях развития у студентов умения лучше понимать текст на слух, разработан комплекс предваряющих упражнений с объяснением реалий текста. Этот вид работы сопровождается прослушиванием текста. Первое прослушивание завершается выполнением упражнения, которое позволяет выявить общее понимание текста. Далее, работа в паре дает возможность студенту прояснить моменты, которые оказались трудными, и далее определить, на сколько их предсказания были верными. Вторичное прослушивание проходит одновременно с выполнением упражнений на выявление деталей. На этом этапе снимаются языковые трудности и студенты готовы к беседе по содержанию текста, используя его лексику.
Третья часть урока (Extension activity) предполагает дальнейшее совершенствование ведения диалогической беседы на темы, выходящие за пределы содержания услышанного.
Завершающая часть (Writing) выполняется самостоятельно. Это – домашнее задание. Студенту предлагается написать сочинение на тему, это может быть письмо, эссе либо продолжение истории с некоторыми подсказками.
Итак, интегрированный комплекс целого спектра упражнений помогает студенту расширить словарный запас, разобраться в некоторых трудностях грамматических явлений и, самое главное, облегчить понимание иноязычной речи на слух и высказываться с использованием новой лексики, а подбор текстов дает студенту возможность интерпретировать их в комплексе духовной и материальной культуры носителей языка, соединяя обучение иностранному языку с приобщением студентов к истории и иноязычной культуре.
Авторы
U N I T O N E “BY HEART”
PART I. WARMING UP ACTIVITY
TASK I. Work in pairs. Do you have any problems with your studies? Ask your partner about it using the following ideas:
- you don’t like the subject
- you don’t like the teacher
- other students seem to be better than you
- you can’t follow the lesson
- you can’t concentrate
- the lessons are usually boring
TASK II. A student, Ann by name has some problems with studying. This is her letter to a magazine problem page for advice. List her problems and tell your partner about them. What are her fears? Make a list of them.
Dear Susanne,
I’m having some problems at University. It is very difficult to concentrate in the evenings because I’m always sleepy. What is more, I find it difficult to get down to work. I think that other students are much better than me and I’m afraid I won’t be able to keep up with them. The teacher has told me that I’m falling behind with my studies. I’m not good at writing dictations and “Making a Message” comes difficult to me.
I’m sure I’m not going to getthrough my winter exams. I scraped through my mid-term tests with only 67% and I’m depressed now.
What do you think I should do?
Yours desperately,
Ann.
Try to work out what the italicized words mean.
TASK III. In pairs, through discussion, match the words in column A with the definitions in column B. Using the expressions below give Ann your advice.
A B
1. to get down to doing sth a. to pass an exam or test
2. to keep up with someone/sth b. to pass an exam with a very low
grade
3. to fall behind with sth c. to start work on
4. to come easy/difficult to smb d. to remain at the same standard
as someone else
5. to learn parrot fashion e. to be behind with sth, not at the
level expected
6. to scrape through sth f. to cause some/no problem
7. to get through sth g. to learn sth without understanding
a word of it
TASK IV. Take turns to ask and answer the questions below about your studies:
1. How are you getting on with your studies?
2. Are you good at using computers?
3. Is it always easy to keep up with the group?
4. How do you think you will do in your future exams?
Report to the rest of the group of what you have found out.
TASK V. Discuss the following questions:
1. What are the arguments for and against learning by heart?
2. What do you think is a good way to learn new words and expressions?
3. How useful is it to learn things parrot fashion?
4. Why do people find it difficult to get down to work?
TASK VI. Discuss in pairs how teenagers express their complaints about their problems in studies.
Neutral Formal Informal
I’m sorry, I’m afraid… I’m not completely satisfied… I’m sick & tired of.
It’s really bad… I wish to complain about… I’m fed up with…
I’m sorry to say this, I’m not the person who I’ve just about had
but… usually complains, but… enough of…!
There’s something to
complain about…
How would you express your complaints talking to: a foreign friend?
An adult?
Role-play.
In most Canadian schools, teachers ask parents to come to parent-teacher conferences. The teacher and parents discuss the child’s progress in school, and other problems.
Role-play the following situations:
Teacher: Parent:
- the pupil’s bad marks Listen to the teacher’s complaints.
- the recent missing 5 classes Respond to the complaints.
on your subject
the pupil’s bad behaviour
PART II. LISTENING
TASK I. Study the meaning of the following words and expressions:
- to run (about plays/films) for years on end - continuously, without break
- to be cast in a role - to be chosen to act a role
- to falter - to say in a weak and broken manner
- a jailer - a person who is in charge of a prison or prisoners
- to write out in full – to write a complete text
- eagerly – with strong interest
- to squint one’s eyes – to look with almost closed eyes in order to make out what is written
- promptly (adv) – quickly
TASK II. Look at the words below and try to guess what the story on tape is going to be about. Discuss it with your partner.
By heart, to falter, to play a joke on somebody, a jailer, behind bars, dim light, to squint one’s eyes, much to smb’s amusement, an aristocrat.
TASK III. Listen to the tape and having got a general idea decide how far or close you were in your predictions. Discuss it with your partner.
TASK IV. Now you will listen to the tape again. As you listen, fill in the missing information in the sentences below.
Some plays run for years because _____________________.1
In many ways, this is unfortunate for___________________2, who are required to go on repeating the same lines night after night.
One would expect them ____________________.3
A famous actor was cast in the role of ________________4, who had been imprisoned in the Bastille for ____________5. years.
In the last act, a jailer would always ________________6 which he would _______________.7
The noble man insisted that the letter should _________________.8
One night, the “jailer” decided ________________9 on his colleague to find out if he knew the contents of the letter by heart.
He entered the cell and gave the noble man the letter which was ______________.10
The noble man stared at the letter, then squinted his eyes and said that _______________.11
Then he asked the jailer to _______________12 and promptly handed him the sheet of paper.
Finding that he couldn’t remember a word of the letter___________13, he agreed that _________________14 and went to fetch _________.15
Much to the noble’s amusement, the jailer returned with ___________16 which he preceded to read to the prisoner.
TASK V. Listen to the tape one more time and answer the following questions:
1. Why do some plays run for years on end?
2. Why are the actors expected to know their part by heart?
3. What is the layout of the story?
4. Who was imprisoned in the Bastille for twenty years?
5. What did the actor always insist on?
6. Why did the “jailer” decide to play a joke on his colleague?
7. When the curtain went up on the final act, what did it reveal?
8. What did the “jailer” present to the aristocrat? Was it a usual letter?
9. What proves the fact that the noble was a quick-witted man?
10. Did the “jailer” get puzzled?
11. Why did he go to fetch his glasses? What else did he bring?
12. Did the audience guess anything?
TASK VI. Now restore the context in pairs helping each other.
TASK VII. At home make up a dialogue between the “jailer” and the noble after the performance and act it out.
TASK VIII. Give short answers to these questions in your own words as far as possible:
a) Why are actors in successful plays in many ways unfortunate?
b) In which act of the play was the aristocrat given a letter to read?
c) What are the relationships between the colleagues in this theatre?
TASK IX. Read the following sentences and do the following tasks given in brackets.
1). Some plays are so successful that they run for years on end. (Write two sentences illustrating the use of
so + adj/adv +that
such + (a) noun + that.)
2). In the last act, a “jailer” would always come on to the stage with a letter. (Which verb could be used in place of “would”? Write two sentences illustrating the use of “would” and “used to”.)
3). The noble was expected to read the letter at each performance. He always insisted that the letter should be written out in full. (Join these sentences using “even though” and a pronoun.)
4). He always insisted that the letter should be written out in full. (Write sentences using the following:
He suggested that…
He insisted that…
He demanded that…)
5). The “jailer” entered the cell. He presented the letter to the aristocrat. (Join these sentences so that a new one could sound natural.)
6). I must get my glasses. (Which verb can we use in place of “must” here?)
PART III. EXTENSION ACTIVITY. Have a talk with your partner or teacher on the following questions.
1. Which is more popular now, cinema or theatre? Why? Which of them speaks more to the eye than to the ear?
2. What is the role of the theatre in the intellectual life of a country? of a person?
3. What world-famous theatres do you know or have you heard of?
4. Which do you prefer, going to the theatre or to the cinema? Why? What films do you enjoy?
5. Do you ever go to concerts? Why? Why not?
PART IV. WRITING (supposed as home-assignment)
Write a composition of about 2OO words using the ideas given below. Do not write more than four paragraphs.
Title: SIX SHORT WEEKS
Introduction: A new play – called by “The World Tomorrow” to be shown
Development: First night – not play well – received – supposed to be funny – nobody laughed – people walked out – bad reviews
Conclusion: The play ran for six weeks – last performance – small audience – actors struggled through - the audience found the last line of the play very funny: “Our six short weeks have hastened to their end” – even the actors laughed.
UNIT II. THE “CUTTY SARK”
PART I. WARMING UP ACTIVITY
TASK I. Look at the race. How are the ships doing?
№ 2 № 6
№1 № 5 №3 № 4
Complete the sentences below using the following expressions:
to keep up with
to fall behind
to catch up with
to take the lead
Number 1 is ______________________.
Number 2 is ______________number 5.
Number 6 is ________________number 3.
Number 4 is _____________.
TASK II. What kinds of ships are they? Discuss it with your partner and then label the pictures using the words below.
_____________________________________________________
power boat, rubber dinghy, dinghy, rowing boat, canoe, yacht, motorboat