Данного исследования, обучение аудированию в русле коммуникативно-ориентированной методике, является одной из самых актуальных тем в современной методике обучения английскому языку, так как без аудирования невозможно речевое общение
Контроль понимания при выполнении упражнений по аудированию
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Муз онер, Педагогикадагы статистика сурактары, Педагогикадагы статистика сурактары, Лекция ЦС каз , Жүрінов Ғ., AZhK3324 Ақпараттық жүйелер құрылымы, Аннотация, Ташимбаева Ұлбосын 5.3, Ташимбаева Ұлбосын 5.3, Таубай.Б 5.4, Ташимбаева Ұлбосын 5.3, Ташимбаева Ұлбосын 5.3, оқу бағдарлама, Дефектология силлабус, Силлабус Мінез-құлық психологиясы
| 2.4 Контроль понимания при выполнении упражнений по аудированию
В данном подразделе мы остановимся непосредственно на контроле понимания текста и уровнях его понимания. Прежде чем приступить к прослушиванию текста учитель должен дать предварительную инструкцию, создав мотивацию и организационную установку, мобилизируя школьников на активную работу. Инструкция включает в себя формулировку задания, разъясняет пути его выполнения, ориентирует в трудностях, иногда указывает формы последующей проверки понимания, а также содержит опоры и ориентиры столь необходимые в понимании речи на слух. Например: Прослушайте текст еще раз и заполните пропуски. По ходу прослушивания заполните предлагаемую вам анкету Прослушайте текст-загадку; догадайтесь, о ком идет речь и т.д. Вот некоторые слова и отдельные выражения, которые вызовут у вас трудности. Они предварительно выписываются на доску и затем проговариваются хором. Ответы на следующие наводящие вопросы помогут вам понять текст. В качестве особого приема можно использовать индивидуальную мотивационную установку к аудиотексту. Эксперименты доказывают, что если обучаемого предупредить заранее, что он должен будет пересказать или воспроизвести в какой-то другой форме аудиотекст, то эффективность восприятия значительно увеличится. Так, учащийся, которому было известно, что его спросят по данному аудиотексту, понял текст на 90 %, в то время как другие равно успевающие ученики этого же класса поняли предложенную информацию всего на 50 %[31,54]. В условиях класса можно обеспечить аудирование каждого отдельного ученика, дав распределенную установку типа: первый ряд следит за приметами времени и места действия, второй - за репликами персонажа, третий - называет кульминационный момент. Таким образом индивидуальная мотивированность создает повышенную заинтересованность, учащиеся вовлекаются в соревнование, кто лучше выполнит задание. Подобная «здоровая» конкуренция ведет к эффективизации учебного процесса. Так как задания соревновательного характера стимулируют активность слухового восприятия учащихся. Мотивационная установка в любом случае показывает учащимся, на что обратить внимание, какие возникнут трудности и как учащемуся в связи с ними организовать свою работу. Задача учителя мотивационной установкой возбудить интерес школьников к предстоящей школьной работе. «Сегодня, - объявляет учитель, - вашему вниманию будет представлен монолог ученого-психолога. Речь пойдет о влиянии телевидения на психику человека, особенно подростка. У вас будет возможность прослушать этот монолог только один раз, поэтому будьте максимально внимательны, постарайтесь понять, о чем говорит ученый, выберите интересный, с вашей точки зрения, вопрос или проблему для обсуждения, аргументируйте ваше мнение. На доске даны ключевые слова, которые облегчат вам понимание. Давайте прочитаем их и преступим к прослушиванию». Целью любого контроля является определение уровня сформированности речевых умений, и того, насколько точно и полно восприняли учащиеся тот или иной аудиотекст. Наиболее известной (применительно к аудированию) является типология А.C. Лурье[32,47], который выделяет четыре уровня понимания: уровень слов, уровень предложений, уровень сложного синтаксического целого (смыслового куска) и уровень текста. Понимание на уровне слов носит фрагментарный характер, оно зависит от соотношения между активным, пассивным и потенциальным словарями слушающего и от его способности использовать детерминирующую функцию словосочетаний и контекста. При аудировании иноязычного текста учащиеся часто различают на слух отдельные слова и наиболее легкие фразы, догадываясь на этом основании о теме сообщения и только. Понимание предложений зависит от их синтаксической особенности. Простое предложение не представляет собой сложности, так как оно является привычной и хорошо упроченной единицей разговорной речи. Особую сложность представляет понимание логико-грамматической структуры сложного предложения. Мыслительные операции связанные в данном случае с особой формой синтеза отдельных элементов и одновременной, а не последовательной обозримостью всего предложения. Понимание сложного синтаксического целого происходит путем расчленения речевого сообщения на части и его смысловой группировки, определение средств соединения предложений, составляющий смысловой кусок, определение его темы, начало и конца мысли по основным синтаксическим признакам (инверсия, вводные слова, союзы, в начале и в конце смыслового куска и др.). Восприятие целого текста зависит от понимания предикативной соотношения между активным, пассивным и потенциальным словарями связи предложений, ибо она наиболее стабильна и информативна от композиционно- смысловой структуры текста, стиля и жанра. Эта типология уровней понимания представляет интерес с точки зрения развития прогностических умений и позволяет проследить за сложностью выдвижения формальных и смысловых гипотез, однако для организации контроля мало пригодна. Руководствуясь критериями полноты и правильности понимания, мы придерживаемся градации предложенной Н.И.Гез[33,97]. 1) уровень фрагментального (поверхностного) понимания, 2) уровень глобального (общего) понимания, 3) уровень детального (полного) понимания, 4) уровень критического понимания. Поэтому, отталкиваясь от всего, что сказано выше, упражнения с помощью которых проверяется степень глубины и полноты понимания, должны относится только к 3 уровням (2-4), с их помощью может быть выявлена и фрагментарность понимания, с которого и следует начинать обучение аудированию. Теперь перчислим основные виды упражнений принятые для проверки понимания. Итак, общее понимание текста проверяется обычно с помощью выбранного ответа на вопросы (такие как: правильный/не правильный ответ; выполнения текстов типа «multiple choice» (выбор правильного ответа как правило из четырех). Уровень детального понимания определяется путем заполнения пропусков в графическом ключе (close test), представляющем собой сокращенное или полное изложение прослушиваемого. В зависимости от языковой подготовки слушающих и сложности текста пропуски могут иметь большие или меньшие интервалы, пропускается каждое седьмое или шестое слово. Уровень критического понимания связан с оценкой прослушанного, с выделением основной информации, с комментированием и обсуждением, т.е. со всякого рода творческими, проблемными заданиями, предполагающими понимание эмоционально-оценочных элементов текста и наличия умения соотносить содержание с ситуацией общения. Теперь рассмотрим упражнения, предложенные Сахаровой Т.Е. и Рабинович Ф.М.[34,118]связанные с установкой слушающего на понимание основной и личностно-значимой информации, получением сведений, представляющих ценность для практической деятельности и для общения в коллективе сверстников. В связи с этим задание для проверки понимания текста могут быть следующих трех типов: ) задание на понимание содержания прослушанного; ) задание на творческую переработку воспринятой информации; ) задание на использование полученных сведений в общении и других видах деятельности. Коммуникативные задания первого типа связаны с развитием умений целенаправленно, в соответствии с коммуникативной задачей воспринимать информацию учебного текста на уровне фактов и на уровне идей, в общем или детально, либо осуществлять мыслительный поиск по определенному заданию, что необходимо для полного овладения языком. Выполняя задание этого типа, слушающий выделяет опорную мысль, основную идею, основные утверждения, как они обосновываются автором. Например: скажите, что показалось вам самым важным и интересным в прослушанном тексте, и обоснуйте свое мнение; подумайте, как бы вам хотелось завершить описанные в тексте cобытия и т. д. Коммуникативные задания второго типа предполагают творческую переработку воспринятой информации, активную мыслительную работу учащихся, выражение своего отношения к общему содержанию, к отдельным проблемам к утверждениям автора, то есть задействуют речемыслительную деятельность, например: скажите, как вы относитесь к событиям и действующим лицам; сравните факты, о которых вы узнали, с тем, что вам было известно ранее; Третий тип коммуникативных заданий связан с включением полученной информации в процесс общения, с ее передачей тому адресату, который указан в коммуникативной задаче, или с ее использованием в других видах деятельности: беседе, дискуссии по проблеме, затронутой в сообщении, изготовление подарков, поделок своими руками по услышанным рекомендациям и т.п. Таким образом усвоенный материал непосредственно тренируется в речи. Мы объеденили эти две (Гез Н.И.и РабиновичФ.М., СахаровойТ.Е.) системы упражнений контроля понимания в своей методике обучения аудированию. Используя тестовые задания, учитель имеет преимущество, так как ему удается вовлечь в работу всех учащихся одновременно и оценить результаты каждого. Вместе с тем не следует забывать и о том, что тесты - привлекательная форма контроля. Они мало пригодны в классе с хорошей языковой подготовкой, особенно тогда, когда речь идет о взаимосвязанном обучении слушанию и говорению. Так мы считаем, что применять такой вид проверки нужно в тех лишь случаях, когда необходимо проверить именно понимание, то есть тест должен применяться, по нашему мнению, в тех случаях, когда учитель ставит перед собой целью-проверку уровня способностей учащихся понимать иноязычную речь большого объема на слух, пользуясь своим потенциальным словарем и прибегая к языковой догадке. В процессе подготовки к аудированию учителю необходимо четко определить конкретные задачи: 1) формирование умений и навыков восприятия иноязычной речи; 2) обсуждение прослушанного; 3) организация сообщений учащихся по аналогии с прослушанным образцом (диалоги, описания и т. д.). Содержание текста на аудирование и выбор упражнений и заданий по нему должны быть адекватны поставленной цели. На наш взгляд, на среднем этапе установочные задания и задания по прослушанному тексту следует формулировать таким образом, чтобы с их помощью стимулировать мотивацию школьников, создавать для них проблемные ситуации, развивать выборочное восприятие наиболее значимой информации, показывать способы практического использования полученных в ходе аудирования знаний. [35,18] Итак, из всего сказанного выше мы делаем вывод, что существует реальная возможность формирования умений и навыков устной речи на основе аудирования. Наиболее предпочтительными являются способы, которые создают ситуации естественного речевого общения, стимулируют учащихся высказаться, обменяться мнениями. Задания по прослушанному тексту должны быть творческими, действия учащихся должны быть внутренне мотивированы. Желательно, чтобы они имели проблемный характер, побуждали учащихся применять в ответах полученные ранее знания, ставили их перед необходимостью сравнивать, догадываться, искать решение в самом тексте, то есть решать коммуникативные задачи учащиеся должны самостоятельно, используя лексико-семантические опоры в виде таблиц или записей фактического и языкового материала на доске. Опоры служат не только речевой поддержкой, но и способствуют лучшему пониманию и запоминанию аудитивного материала. Итак в настоящем параграфе мы описали на наш взгляд самые эффективные способы проверки понимания, также мы коснулись методов мотивации и стимуляции интереса учащихся Заключение Итак, в данной дипломной работе был исследован сам процесс аудирования, способы обучения ему как одному из труднейших и важнейших видов речевой деятельности, пути преодоления трудностей, с которыми учащиеся сталкиваются. Также при использовании углубленного изучения методической и психолого-педагогической литературы был изучен и изложен интенсивная методика обучения аудированию на среднем этапе, который основывался на положении о возможности обучения аудированию, одновременно используя его и как цель и как средство. Данному положению было уделено особое внимание и указаны основные методы подходы к углубленному обучению аудированию. Таким образом, владение аудированием как видом речевой деятельности, должно обеспечивать успешный процесс коммуникации, развивать умение учащихся говорить и понимать иностранный язык, а так как этот процесс сложный и трудный, то в школах надо уделять большее внимание данной процедуре. Очень важно повысить и мотивацию у учащихся к пониманию иностранной речи на слух. А ведь к совершенствованию процесса обучения аудированию есть все предпосылки: техника в современное время развивается высокими темпами, и у учителей появляется все больше возможностей использовать различные виды технических средств обучения. Говорение и аудирование образуют вместе один акт устного общения. Оба эти процесса тесно связаны, но сравнительные границы знания иностранного языка для слушания и говорения неодинаковы. Графически мы могли бы это изобразить в виде двух окружностей, где внутренний круг представляет вокабуляр активного говорения, а внешний-понимание речи на слух, причем с увеличением объема изученного материала оба круга будут соответственно увеличиваться и внутренний будет приближаться к внешнему, но они никогда не совпадут. Внешний круг всегда будет больше. Таким образом по нашему мнению необходимо придерживаться тенденции сближения размеров внешнего и внутреннего кругов, т.е. приближать умение активно пользоваться языком к возможности понимать иностранную речь. Необходимо систематически давать учащимся слушать речь изучаемого иностранного языка, построенную на знакомом лексико-грамматическом материале. Мы наблюдали, что в процессе аудирования внимание учащихся напряжено, запоминание произвольное, ориентация на фиксацию запрашиваемой информации преимущественно в оперативной памяти, а фиксация в долгосрочной памяти увлекательной информации может быть великолепной в связи с эмоциональным настроем. Процесс аудирования очень активный. Ему присуще напряженное, равномерно распределяемое внимание и произвольное запоминание. Список использованной литературы 1 Вайсбурд М.Л. Обучение учащихся средней школы пониманию иностранной речи на слух. - М.: Просвещение, 1985. Кузнецова С.А. Из опыта обучения диалогического общения с помощью “Теле курса Добровольского Д.О.”//Иностр.яз. в школе. №1, 1991. Ляховицкий М.В. Кошман И.М. Методика преподавания иностранного языка.М., 1981. Гез Н.И., Ляховицкий М.В., Миролюбов А.А. и др. Методика обучения иностранным языкам в средней школе: учебник. - М.: Высш. шк., 1982. Рогова Г.В. «О речи учителя на уроке»: Ж. «Иностранные языки в школе».- 1984 - №5 - с. 6. Комков Я. Ф., Круглова В. Я. Уровни абстракции активного (коммуникативного) метода//Проблемы активного метода обучения иностранным языкам: Сб. статей/Гл. ред. И. Ф. Комков. Минск, 1970 Воронин Л. Г. Физиология и биохимия памяти. М., 1984. Драгунова Т. В., Элъконин Д. Б. Некоторые психические особенности личности подростка//Советская педагогика. 1975. № 6. Ительсон Е. Я. Элементы методических приемов и их сочетания//Иностранные языки школе. 1985. № 3. Елухина Н.В «Основные трудности аудирования и пути их преодоления»: Ж.«Иностранные языки в школе». - 1987 - №1 - с. 18. Панкевич Л.В. Сегаль М.М. Применение технических средств обучения для интенсификации обучения иностранному языку. Рига., 1983. Ткаченко Р.Г., Роговская Б.И. Карлайл М.С. «О речи учителей на уроке»: Ж. «Иностранные языки в школе». - 1984 - №2 - с. 57. Гез. Н.И. «Роль условий общения при обучении слушанию и говорению»: Ж.«Иностранные языки в школе». - 1981 - №5 - с. 32. Елухина Н.В «Основные трудности аудирования и пути их преодоления»: Ж.«Иностранные языки в школе». - 1987 - №1 - с. 51. Раушенбах В.Э. Краткий обзор основных методов преподавания иностранных языков с 1 по 20 век. М., 1991. Тункель В. Д. К вопросу об устной передаче речевого сообщения: Дис. канд. пед. наук. М., 1986. Раушенбах В.Э. Краткий обзор основных методов преподавания иностранных языков с 1 по 20 век. М., 1991. Голубь Я.В. Соотношение образа и иностранного слова. М., 1972. Хэгболдт П. Изучение иностранных языков/Пер, с англ. М., 1983. Старков А.П. Основы обучения устной иноязычной речи.-М.: Просвещение,1988. Яхно П.С. Понимание как предпосылка обучения беседе.//Иностр.яз.в школе. №6, 1976. Елухина Н. В., Каспарова М. Г. Подготовка учебного текста для аудирования//Там же. 1984. № 2. Елухина Н. В., Каспарова М. Г. Подготовка учебного текста для аудирования//Там же. 1984. № 2. Смирнов А. А. Проблемы координации в области памяти//Возрастные и индивидуальные различия памяти: Сб. статей/Под ред. А. А. Смирнова. М.,1992. Леонтьев А. Язык, речь, речевая деятельность. М., 1985. Пассов Е.И. Коммуникативный метод обучения иноязычному говорению. М.,1985. Пиотровский Р. Г. О теоретико-информационных параметрах устной и письменной форм языка//Проблемы структурной лингвистики. М., 1982. Панкевич Л.В. Сегаль М.М. Применение технических средств обучения для интенсификации обучения иностранному языку. Рига., 1983. Елухина Н. В., Каспарова М. Г. Подготовка учебного текста для аудирования//Там же. 1984. № 2. Елухина Н.В «Основные трудности аудирования и пути их преодоления»: Ж.«Иностранные языки в школе». - 1987 - №1 - с. 18. Сахарова Т.Е., Рабинович Ф.М., Рогова Г.В. Методика обучения иностранным языкам в средней школе. - М.: Просвещение., 1991. Старков А.П. Основы обучения устной иноязычной речи.-М.: Просвещение,1988. Мильруд Р.П. Современный методический стандарт обучения и.я.в школе.//Иностр.яз.в школе. №1, 1996. Гез Н.И., Ляховицкий М.В., Миролюбов А.А. и др. Методика обучения иностранным языкам в средней школе: учебник. - М.: Высш. шк., 1982. Старков А.П. Основы обучения устной иноязычной речи.-М.: Просвещение,1988. Елухина Н.В «Основные трудности аудирования и пути их преодоления»: Ж.«Иностранные языки в школе». - 1987 - №1 - с. 18. Приложение Тексты для аудирования экспериментально-опытной работы и задания к ним. Тема 1: Film and television. Урок 1.you listen and read the text, please answer the following questions. . What this text is about (take a look at the title)? . What programs do like to watch? . Do you like films? What kind of films do you prefer? . Does television have any effect on us?and read simultaneously. It will be difficult for you to understand the following words so these are their meanings: to commit (v.)-perform a crime; copycat (n.)-imitation violence (n.)-cruelty, fighting with force screen (adj.)-showed on televisionand television.is getting more violent everyday. Young people are committing terrible crimes, which they didn’t dream of committing say 30 years ago. I think it’s because of television. When I was a little girl a few people were shot in unrealistic cowboy films now there are hours of realistic violence almost every night. After that terrible film “Natural Born Killers” there were a number of copycat murders. A teenager in America watched it ten times and then killed his mother and half-sister. The problem is that children can’t really tell the difference between fantasy and real violence. On television dead people sometimes come back to life. Children think that real people can do the same. Films have a powerful effect on all of us. They make you laugh, cry, get angry or feel happy. Films can cause you to buy certain things or even change you life style. So why shouldn’t they make you violent? This is not just my opinion. There are a number of scientific studies by psychologists, which suggest a link between screen violence and real life violence.these questions. Prove your answer. . Do you agree in general with the opinion expressed in this text? . Do you agree that children cannot differentiate between the screen violence and the real life violence? . What can you say about the effect that television have on us?in the blanks.is getting more violent everyday. …(1) people are committing terrible crimes, which …(2) didn’t dream of committing say …(3) years ago.think it’s …(4) television. When I was a little …(5) a few people were shot in …(6) cowboy films now there are hours …(7) realistic violence almost every night. After that …(8) film “Natural Born Killers” there …(9) a number of copycat murders. A …(10) in America watched it ten times …(11) then killed his mother and half-…(12). The problem is that children …(13) really tell the difference between…(14) and real violence. On television dead …(15) sometimes come back to life. Children …(16) that real people can do the …(17). Films have a powerful effect on …(18) of us. They make you laugh,…(19), get angry or feel happy. Films …(20) cause you to buy certain things or …(21) change you life style. So …(22) shouldn’t they make you violent? This is …(23) just my opinion. There are a …(24) of scientific studies by psychologists, which …(25) a link between screen violence and real life violence. Урок 2.
. What this text is about (take a look at the title)? . Do you like to be an actor or a director? . Do you think to shoot a movie is a hard work or not?and write down simultaneously. It will be difficult for you to understand the following words so these are their meanings:names: Charles Olsen, Steve Newman, Rachel Evans.(n.)-couch;turn on (v.)-activate, switch on;start the camera-begin to shoot;!-Start!a movie.Olsen is a film director he is in the studio. He is withNewman and Rachel Evans. Steve’s an actor, Rachel’s an actress. They are film stars. Everybody be quiet, please! OK. Steve, now open the door! Come in! Walk to the sofa! Walk, don’t run! OK. Sit down! Don’t move! Now take Rachel’s hand, look into her eyes! Don’t laugh! Smile! Rachel, smile at Steve! Look into his eyes! Don’t laugh! Now close your eyes! Steve, kiss her! That’s fine. Now, Steve, go to the door! Go out and close the door! OK. Turn the lights on! Turn the microphone on! Start the camera! Action!answer these questions. Enlarge your answers. . How do you think what this film is about? . Which title has this film? . Is this film going to be an interesting one or not? . What is you favorite film star? Tell us about him or her? . What is your favorite film? Урок 3.
. What this text is about (take a look at the title)? . Do you like watching television? . Do you often argue over the choice of programs with you family? Who wins usually?to the dialogue. It will be difficult for you to understand the following words so these are their meanings:a television channel At your mother’s-in your mother’s house Fight for the right to watch TV. Hallo, darling. I’m home. Hallo, John. Are you tired, dear? Yes, I am. What time is it? It’s six o’clock. Oh, what’s on television tonight? It’s a good program at quarter past eight. Paul McCartney in concert. Yes. And there’s a good film after the news. Oh, and “Mary in Love” at quarter to seven before “Police Story”. Oh, I can’t watch that. And there’s a football match on ATV at half past six. But, John, it’s my favorite program! Well, go and watch it at your mother’s!whether these statements are true or false. John is not tired. . There are good programs tonight. . Tonight is “Paul McCartney in film”. . John does not like “Mary in Love”. . His wife does not like it too. . There isn’t a football match tonight., answer these questions. . How does John feel himself? . What time is it? . What is on television at quarter past eight? . What is on television before “Police Story”? . What does John want to watch?listen to this dialogue once again and be ready to dramatize one of the parts during the pauses. ) -Hallo, darling. I’m home. pause Yes, I am. What time is it? pause Oh, what’s on television tonight? pause Yes. And there’s a good film after the news. pause Oh, I can’t watch that. And there’s a football match on ATV at half past six. Well, go and watch it at your mother’s! ) pause Hallo, John. Are you tired, dear? pause It’s six o’clock. pause It’s a good program at quarter past eight. Paul McCartney in concert. pause Oh, and “Mary in Love” at quarter to seven before “Police Story”. pause But, John, it’s my favorite program! pause Тема 2: Different life styles. Урок 1.
. What this text is about (take a look at the title)? . Who do you like to be in the future? . Which professions do you respect most of all? Why?will find difficult the following words so these are their meanings:Royce-a car modelbe broke-to be out of moneynames: Gloria Gastow, Hollywood, Rolls Royce, Tom Atkins, Terry, London, Oxford.to the cassette. You will hear pieces of information about three quite different people. Be very attentive, some statements you will find useful to write down. Life is bad and life is good. Hi, there! My name is Gloria Gastow. I am an actress. I’m from London. I’ve got a flat in London and a house in Hollywood with the swimming pool. I’ve got a new Rolls Royce and a lot of money in the bank. I’ve got a husband and three wonderful children in Hollywood. Life’s great! I’ve got everything! Hallo! My name is Tom Atkins. I’m from London too. I’m broke. I haven’t got a job or a house or a car. I haven’t got anything. Look at this man, his name is Terry Archer. He isn’t from London. He is from Oxford. He is a factory worker. He’s got a good job. He’s got a car. He hasn’t got a big house. He’s got a flat. He’s got a wife but he hasn’t got any children. Life’s alright!Choose the best answer for each question. Gloria Gastow is a(an)… a-worker b-teacher c-actress d-singer She has got … children. a-one b-three c-none d- two Tom Atkins is from … a-Glasgow b-Manchester c-London d-Newcastle He thinks that life is… a-good b-bad c-terrible d-nice Terry Archer is from… a-London b-Oxford c-Hollywood d-Miami He has got a… a-flat b-house c-swimming pool d-Rolls Roycethe gaps in the text. Hi, there! My name is …(1) Gastow. I am an actress. I’m …(2) London.’ve got a flat …(3) London and a house in Hollywood …(4) the swimming pool. I’ve got a …(5) Rolls Royce and a lot of …(6) in the bank. I’ve got a …(7) and three wonderful children in Hollywood. …(8)’s great! I’ve got everything! Hallo! …(9) name is Tom Atkins. I’m …(10) London too. I’m broke. I haven’t …(11) a job or a house or a …(12). I haven’t got anything. Look …(13) this man, his name is Terry …(14). He isn’t from London. He…(15) from Oxford. He is a factory …(16). He’s got a good job. He’s…(17) a car. He hasn’t got a …(18) house. He’s got a flat. He’s got a…(19) but he hasn’t got any children. Life’s …(20)!all of you will comment on the following.do you think which fact is our success in life mostly depend on? Урок 2.
. What this text is about (take a look at the title)? . Do you have a day timer of your own? . Do you think everything should be planned for a day?and simultaneously complete the form. It will be difficult for you to understand the following words so these are their meanings: Duchess-wife of a duke The Times-an English newspaper Proper names: Robin Nite, Duchess of Wessex, The Times, Phillip. A day timer of a duchess. Robin Nite the television reporter is interviewing the Duchess of Wessex for the program “The English at Home”. Now, Duchess, tell us about an ordinary day of your life. Well, I wake up at seven o’clock. Really? Do you get up then? No, of cause, I don’t get up at that time. I have breakfast at bed and I read “The Times”. What time do you get up? I get up at ten. What do you do then? I read my letters and dictate the replies to my secretary. And then? At eleven I walk in the garden with Phillip. Oh, who is Phillip? Phillip is my dog. What time do you have lunch? I have lunch at twelve thirty. And after lunch? Oh, I rest until six o’clock. And at six, what do you do at six? I dress to dinner. We have dinner at eight o’clock. What time do you go to bed? Well, I have a bath at nine thirty and I go to bed at ten. Thank you, Duchess. You certainly have a busy and interesting life.:does Duchess do at this time? .00-… .00-… .00-… .30-… .00-… .00-… .30-… .00-…the following questions. Prove and enlarge your answer. . How do you think is it a spoof (parody) of a day of a real Duchess? . What does real Duchess do during her day? . Do you find this dialogue funny? Why? Урок 3.
. What this text is about (take a look at the title)? . Do you like riddles? Why? . Would you like to take part in a quiz show?and simultaneously complete the form choosing between Yes or No (cross out the right answer). It will be difficult for you to understand the following words so these are their meanings: Competitor-a person who takes part in a competitionspecial identifying set of clothes for the members of an organization, such as soldiers Diploma (diplomas plural form)-document confirming qualification and education Proper names: Moore, Jessica Gale, Ken Carter. What’s my job? Good evening Ladies and Gentlemen! Welcome to “What’s my job?”! here’s our first competitor. We’ve got three famous people here: professor Moore the scientist, Jessica Gale the film star and Ken Carter the pop singer. They are going to ask the questions. First-professor Moore! Do you work outside? No, I don’t. Do you wear a uniform? No, I don’t. I see. Do you work in an office? No, I don’t. Next-Jessica Gale! Oh, is your job important? Yes, it is. Do you got any special diplomas? Yes, I have. Thank you, Jessica. And now Ken Carter. Hallo! Do you work with you hands? Yes, I do. Do you work at weekends? No, I don’t You travel. No, I don’t. That’s the ninth question. Now you’re going to ask one last question. Oh, are you a doctor? No, I am a dentist..
try to guess his job according to the form you have. Prove your answer.the following questions. Find examples in the real life situation. . What profession is the most important in your opinion? . Do you think a dentist is an important job? . Were you afraid to visit a doctor when you were a child? And now? . Why do you think it is so significant to find an occupation for yourself? Урок 4.
. What this text is about (take a look at the title)? . What does a career mean to you? . Can crime be called a career? Why?and simultaneously complete the form (write down the suitable information for each of the year). It will be difficult for you to understand the following words so these are their meanings:a car modelrob-to stealescape-to run awaycomfortable, enjoyablelarge boat used for racing or pleasure cruisingnames: Herbert Berg, James Stevens, Mary Foot, Charlie Fillips,, pacific island, Australia..Berg, James Stevens, Mary Foot and Charlie Fillips all went to the same school. They left school at 1960 and they had very different careers. . Herbert Berg became a politician ten years ago. He is very successful.bought a country house five years ago and bought a Jaguar at the same time. He’s been a Member of Parliament for ten years. He’s had his house and car for five years. 2. James Stevens is a criminal. He robbed the bank in 1971 and escaped to a pacific island. He bought a luxury yacht the same year. He’s still on the island. He’s been there since 1971. He’s had a yacht since 1971. . Mary Foot and Charlie Fillips fell in love at school. He gave her a ring when they left school. She wears it every day and she’s never taken it off.’ve got married in 1963 and they are still in love. They moved toin 1968.. - Herbert Berg, James Stevens, Mary Foot and Charlie Fillips… years ago- Herbert Berg … years ago- Herbert Berg… - James Stevens… - James Stevens … - James Stevens… - Mary Foot and Charlie Fillips … - Mary Foot and Charlie Fillips…these questions. Prove your answer. . Do you think this piece of information about James Stevens is a bit ironic? . Can you remember some examples from the real life similar to Mary Foot and Charlie Fillips? . What qualities do you think need a good politician as Herbert Berg? Тема 3: Chats Урок 1.
. What this text is about (take a look at the title)? . Do you like to visit bars, cafes or restaurants? . What is your favorite food? . What is a menu? . Which vegetables do you prefer potatoes or peas?to the dialogue you will find difficult the following words so these are their meanings:steak-a piece of meat which is not properly roasted;done steak-a piece of meat which is properly roasted;steak- roasted piece of meat between row and well done.. Waiter, I’d like the menu, please. I’d like some soup. Tomato soup. Yes, please. And I’d like a steak. Row, medium or well done. Medium, please. Which vegetables would you like? I’d like some potatoes, some peas and a salad, please. Certainly, sir. And I’d like some wine. Which wine would you like, sir? A bottle of red wine, please.whether the statement true or false. . The client wants some soup. . He wants fried fish. . He wants some tomatoes and cucumbers. . He wants a salad. . He wants a bottle of white wine.answer these questions. . What did the client order first? . Which steak would he like to eat? . Which vegetables did he order? . Which wine would he like to drink?listen to this dialogue once again and be ready to dramatize one of the parts during the pauses. There are some words used for naming food that you will need for replacing:fish juiceeggs mineral waterbeef coffeechicken teapork ice-cream ) pause Tomato soup. pause Row, medium or well done. pause Which vegetables would you like? pause Certainly, sir. pausewine would you like, sir? pause ) -Waiter, I’d like the menu, please. I’d like some soup. pause Yes, please. And I’d like a steak. pause Medium, please. pause I’d like some potatoes, some peas and a salad, please. pause And I’d like some wine. pause A bottle of red wine, please. Урок 2.
. What these texts are about (take a look at the titles)? . Do you like funny stories? . Do you know the meanings of all the words in the world? . Would you like to perfect your English, that is to make it better? . What can be the results if something is freshly painted?to the dialogue you will find difficult the following words so these are their meanings:stranger, immigrant;unable to hear;brush-to clean.pen. Oh, dear! What’s wrong? I can’t find my pen. Really?! (laughs) Oh, you mustn’t laugh. It isn’t funny. Oh yes, it is. Is it? Why? It’s in your hand. Oh, yes.foreigner. Are you a foreigner? Pardon? Are you a foreigner? You needn’t shout. I’m not deaf. Oh, I’m sorry. That’s all right. I just didn’t understand. What does foreigner mean?door is painted. Be careful! Why? I’ve just painted the door. It’s all right. I haven’t touched it. Haven’t you? What’s that on your arm?your English! I’m bored. Well, do something! What for example? Wash your hair! I have already washed it. Brush your shoes! I’ve already brushed them. Why don’t you clean your room? I’ve already cleaned it. Well, perfect your English! Hmm…the best answer for each question. . (first dialogue) A man cannot find a… a-pen b-pencil c-paper d-glasses . (second dialogue) A woman cannot understand the word … a-stranger b-local c-foreigner d-alien . (third dialogue) A man has painted a… a-window b-bench c-floor d- door . (fourth dialogue) A woman has washed… a-her hair b-her clothes c-her hands d-plates . (fourth dialogue) A woman has brushed… a-shoes b-teeth c-clothes d-hair . (fourth dialogue) A woman advises to perfect her… a- English b-behavior c-appearance d- livingfill in the blanks, please.pen. Oh, dear! What’s wrong? I…(1)’t find my pen. Really?! (laughs) Oh, you …(2)’t laugh. It isn’t …(3). Oh yes, it is. Is it? Why? It’s …(4) your hand. Oh, yes.foreigner. Are you a foreigner? …(1)? Are you a foreigner? You …(2) shout. I’m not deaf. Oh, I’m …(3). That’s all right. I …(4) didn’t understand. What does foreigner …(5)?door is painted. Be careful! Why? I’ve just …(1) the door. It’s all …(2). I haven’t touched …(3). Haven’t you? What’s that …(4) your arm?your English! I’m bored. Well, do…(1)! What for example? …(2) your hair! I have …(3) washed it. Brush your shoes! I’ve already …(4) them. Why don’t you …(5) your room? I’ve already cleaned …(6). Well, perfect …(7) English! Hmm…answer the following questions. Prove your answer. . Why do you think the first dialogue is so funny? . How could you define the word “foreigner”? . Have you ever touched a newly painted door or something else? . What do you usually do when you are bored? . How do you think it is possible to perfect your English? (Give examples.) Тема 4: Serious issues. Урок 1
. What this text is about (take a look at the title)? . Why do you think our environment needs to be protected? . What do you know about the rain forests?and read simultaneously. It will be difficult for you to understand the following words so these are their meanings:umbrella, cover made of leaves;reptilian;kind, class of animals or plants, AIDS -deadly diseases;organs that allow us to breathe;dioxide-gas mixture mainly because of fumes;an important part of the air we breathe.Issues.have just spent two months in rain forest of Brazil. It is one of the most beautiful places on earth. Simply because there are so much life in there if you climb to the canopy, to the tops of the trees, you see birds, insects, snakes, tree frogs, lizards, monkeys. It’s incredible! Like nowhere else in the world!you know that nearly half of the world’s animal and plant species live in rain forests? Over one thousand types of tree, most of the plants have never been properly studied. And many important medicines come from tropical plants. A treatment for cancer or AIDS may be hidden here just waiting to be discovered or destroyed. It is tragic that the world’s rain forests are being destroyed since . We have lost more than 50% of them. We must stop now or it’ll be too late.forests are the lungs of the earth. They breathe in the carbon dioxide and breathe out oxygen and water. We have to save them. Otherwise there will be a catastrophic change in the whole world’s climate.these questions. Prove your answer. . Why rain forests are so important for our planet? . How could we save them? . Why do rain forests so rapidly extinct? . What can ordinary people do for the environment? . Which so to say “green” organizations do you know? Say a few words about them.complete the gaps.have just spent two months …(1) rain forest of Brazil. It is …(2) of the most beautiful places on …(3). Simply because there are so much …(4) in there if you climb to the …(5), to the tops of the trees, …(6) see birds, insects, snakes, tree frogs, …(7), monkeys. It’s incredible! Like nowhere …(8) in the world! Did you know …(9) nearly half of the world’s …(10) and plant species live in rain …(11)? Over one thousand types of tree, …(12) of the plants have never been …(13) studied. And many important medicines come …(14) tropical plants. A treatment for cancer or …(15) may be hidden here just waiting to…(16) discovered or destroyed. It is …(17) that the world’s rain forests …(18) being destroyed since . We have …(19) more than 50% of them. We …(20) stop now or it’ll be too …(21). The forests are the lungs of the …(22). They breathe in the carbon dioxide and …(23) out oxygen and water. We have to …(24) them. Otherwise there will be a …(25) change in the whole world’s …(26). Урок 2.
. What this text is about (take a look at the title)? . How did the computers change human life some 30 years ago? . Can you operate a computer? . Do you think computers are really so helpful for us or not? Why?and read simultaneously. It will be difficult for you to understand the following words so these are their meanings:processing-typing, preparing reports, handling correspondence, keeping records;poisoning;technology.computers play an important part in our lives. Because of computers our lives are easier and better in so many ways. Take, for example, computer systems in super markets. They make the whole operation quicker and cheaper it’s easier for the shop and for the customer.example is word processing, these days anybody can type documents, make copies, keep them safe and easy to find, send them by fax and so on. At the same time we use less paper and we send fewer documents by post so there is less pollution. Look at CD-ROMs you can get incredible quantities of information on one little CD. It can replace a big heavy 24-volume encyclopedia and it’s easier to find things on a CD-ROM. Think about industry, robots controlled by computer are making all sorts of things from watchers to cars. They are more accurate and cheaper than human workers and they don’t get tired. Today we are only at the very beginning. Just imagine what computers will be able to do in a hundred years from now.answer these questions. Prove your answer. . Can your imagine what computers will be able to do in a hundred years from now? . What do you know about artificial intelligence? . Can you play computer games? Which one do your prefer? . Is it good or bad to spend a whole day at the computer?in the blanks.computers play an important …(1) in our lives. Because of computers …(2) lives are easier and better in so …(3) ways. Take, for example, computer systems in …(4) markets. They make the whole operation …(5) and cheaper it’s easier for the …(6) and for the customer. Another example is …(7) processing, these days anybody can type …(8), make copies, keep them safe and …(9) to find, send them by …(10) and so on. At the same …(11) we use less paper and we …(12) fewer documents by post so there is less …(13). Look at CD-ROMs you can get …(14) quantities of information on one little …(15). It can replace a big heavy 24-volume …(16) and it’s easier to find things …(17) a CD-ROM. Think about industry, robots …(18) by computer are making all sorts …(19) things from watchers to cars. They are …(20) accurate and cheaper than human …(21) and they don’t get tired. …(22) we are only at the very beginning. Just …(23) what computers will be able to …(24) in a hundred years from …(25). Тема 5: Travel Урок 1.
. What this text is about (take a look at the title)? . Do you know what a customs office is? . Do you know that some goods are restricted or even forbidden to transport? What do you know about it?to the dialogue you will find difficult the following words so these are their meanings:declare-to state officially the goods;alcoholic drink;the customs office. Good morning! Can I see your passport? Certainly. Here it is. Yes. That’s all right. Have you got anything to declare? Yes, I have. And what have you got? I’ve got some whiskey and some cigarettes. How much whiskey have you got? A liter. That’s all right. And how many cigarettes have you got? Two hundred. Fine. What about perfume? Have you got any perfume? No, I haven’t. Good. Open your case, please. Pardon? Open your case, please. Open it now. Oh, dear! Look at this! You’ve got three bottles of whiskey, four hundred cigarettes and a lot of perfume. Hmm…say whether the statement is true or false. . A passenger has something to declare. . He has got a liter of whiskey. . He has not got any perfume. . He has four hundred cigarettes.these questions. . What does a customs officer want to see at first? . How many bottles of whiskey does a passenger have? . How many cigarettes does the passenger have? . What does the officer ask the passenger to do with the case? . What is the end of this story?listen to this dialogue once again and be ready to dramatize one of the parts during the pauses. ) -Good morning! Can I see your passport? pause Yes. That’s all right. Have you got anything to declare? pause And what have you got? pause How much whiskey have you got? pause That’s all right. And how many cigarettes have you got? pause Fine. What about perfume? Have you got any perfume? pause Good. Open your case, please. pause Open your case, please. Open it now. Oh, dear! Look at this! You’ve got three bottles of whiskey, four hundred cigarettes and a lot of perfume. ) pause Certainly. Here it is. pause Yes, I have. pause I’ve got some whiskey and some cigarettes. pause A liter. pause Two hundred. pause No, I haven’t. pause Pardon? pause Урок 2. you listen to the dialogue, please answer the following questions. . What this text is about (take a look at the title)? . Do you like to travel? . Have you ever been abroad? . Do you like to travel by train or by plane? . Which exotic or interesting places have you been to?to the dialogue you will find difficult the following words so these are their meanings:remembrance of the place or event;of film-film for taking photographs;names: Elmer, Prague, Paris, Vienna, Texas.American in Europe. Hallo, Elmer! Is that you? Yes, mama. Where are you now, Elmer? I’ve just arrived in Prague, mama. You haven’t sent me any postcard yet? Yes, I have. I’ve sent one from every city. Have you been to Paris yet, Elmer? Yes, I have. Have you been to Vienna yet? No, I haven’t. We’re going to Vienna tomorrow. Elmer, are you still there? Yes, mama. How many countries have you seen now, Elmer? Well, this is the eighth day so I’ve already seen eight countries. Have you spent much money, Elmer? Yes, mama. I’ve bought a lot of souvenirs and I want to buy some more.you send me a thousand dollars? All right, Elmer. Elmer, are you listening to me? Yes, mama. Have you taken many photographs, Elmer? Yes, mama. I’ve taken a lot. I’ve used three rolls of film. Have you met any nice girl yet, Elmer? Oh yes, mama. There’s a girl from Texas on the tour. We’ve done everything together. Elmer? Elmer? Are you still there, Elmer?the right answer for each question. . Elmer has just arrived in… a-Prague b-Moscow c-Paris d-Vienna . He have sent from every city… a-letters b-parcels c-money d-postcards . He have seen … countries. a-nine b- four c-six d- eight . He wants his mother to send him … dollars. a-5 thousand b-a thousand c-2 thousand d-a hundred He has used three rolls of… a-film b-material c- paper d-money . He has met a girl from… a-Alabama b-Texas c-California d-Arizonacomplete the gaps. Hallo, Elmer! Is that you? Yes, …(1). Where are you now, Elmer? I’ve just …(2) in Prague, mama. You haven’t …(3) me any postcard yet? Yes, I …(4). I’ve sent one from every …(5). Have you been to …(6) yet, Elmer? Yes, I have. Have you …(7) to Vienna yet? No, I haven’t. We’re going to Vienna …(8). Elmer, are you still there? Yes, …(9). How many countries have you seen …(10), Elmer? Well, this is the eighth …(11) so I’ve already seen eight …(12). Have you spent much money, Elmer? …(13), mama. I’ve bought a lot of …(14) and I want to buy some …(15).you send me a thousand …(16)? All right, Elmer. Elmer, are you …(17) to me? Yes, mama. Have you …(18) many photographs, Elmer? Yes, mama. I’ve taken a …(19). I’ve used three rolls of …(20). Have you met any nice girl …(21), Elmer? Oh yes, mama. There’s a …(22) from Texas on the tour. We’ve done…(23) together. Elmer? Elmer? Are you still …(24), Elmer?answer the questions. Enlarge your answer. . How do you think Elmer likes his mother? . Does his tour seem interesting for you? . Tell us where do you like to travel, how and why? . Тема: Family life. Урок 1.you listen to the dialogue, please answer the following questions. . What this text is about (take a look at the title)? . Is marriage a serious challenge? . What tasks on your opinion has to obtain a wife and a husband?to the dialogue you will find difficult the following words so these are their meanings:drink-a quantity of alcohol;pub-a bar in Great Britain;almost;butcher’s- a shop where meat is sold;baker’s- a shop where bread is sold;roll-a kind of scrolled bread;quarrel.Saturday Mr. Brown goes to town. He went to town last Saturday.usually has a drink in the pub with his friends. Last Saturday he had four or five drinks. After the pub he usually goes to the super market and gets the food for his wife. He got the food last Saturday. He usually comes home on foot. Last Saturday he came home by taxi. His wife was very angry., is that you? Yes, dear. I’m back. Did you come home by taxi? Yes, dear, the bags were very heavy. Did you get everything? Yes, dear. I’ve got everything. Nearly everything. Nearly everything? Yes, dear. I went to the butcher’s but they didn’t have any steak. They didn’t have any steak! No, dear. So I’ve got some hamburgers. Did you go to the baker’s? Yes, dear. But I didn’t get any bread. So I’ve got some rolls. How many rolls did you get? I can’t remember, dear. John? Yes, dear. Did you go to the pub again? Yes, dear. How many drinks did you have? Only four or five, dear. Small ones.say whether the statement is true or false. . Mr. Brown goes to town every Sunday. . His wife was happy. . He usually has a drink in the pub. . He gets food for his mother. . Last Saturday he came home by bus. . He has got some hamburgers. . He has bought some bread.these questions. Prove your answer by the text. . Where does Mr. Brown go every Saturday? . With whom does he usually have his drinks in the pub? . Where does he usually go after the pub? Why? . Why did he come home by taxi last Saturday? . What has he got from the butcher’s? . What has he got from the baker’s? . How many drinks did he have?continue after the actor. (Retell the dialogue in your own words.)Saturday Mr. Brown goes to town. He went to town last Saturday. He usually has a drink in the pub with his friends. Last Saturday he had four or five drinks. After the pub he usually goes to the super market and gets the food for his wife. He got the food last Saturday. He usually comes home on foot. Last Saturday he came home by taxi. His wife was very angry. №1 Контрольный тест, предваряющий экспериментально-опытную работу ) Задания к контрольному тесту по чтению: Диагностирование количества незнакомой лексики:the following text and write down all unknown words.SERENADE (by G. Bernard Shaw)Bernard Shaw, the famous English playwright, came from a middle class family. He was born in Dublin, the capital of Ireland, in 1856, and was proud of being an Irishman.1876 he left his hometown for London, where he became a journalist. In 1884 he joined the Fabian Society, a socialist organization of petty bourgeois intellectuals. After a few unsuccessful attempts at writing novels, Shaw turned to plays. His first play appeared in 1892. Later on he wrote a large number of plays, all of which are known for their brilliant dialogue and sharp political satire. Bernard Shaw died in 1950 at the age of ninety-four. I celebrated my fortieth birthday by putting on one of the amateur theatrical performances for which my house at Beckenham is famous. The play, written by myself, was in three acts, and an important feature was the sound of a horn in the second act. I had engaged a horn player to blow the horn. He was to place himself, not on the stage, but downstrairs in the hall so as to make it sound distant.The beautiful Linda Fitznightingale occupied the best seat. The next chair, which I had intended for myself, had been taken by Mr.Porcharlester, a young man of some musical talent. As Linda loved music, Porsharlester's talent gave him in her eyes an advantage over older and cleverer men. I decided to break up their conversation as soon as I could. After I had seen that everything was all right for the performance, I hurried to Linda's side with an apology for my long absence. As I approached, Porcharlester rose, saying, "I'm going behind the stage if you don't mind." "Boys will be boys," I said when he had gone. "But how are your musical studies progressing?" "I'm full of Schubert now. Oh, Colonel Green, do you know Schubert's serenade?" "Oh, a lovely thing. It's something like this, I think..." "Yes, it is little like that. Does Mr Porcharlester sing it?" I hated to hear her mention the name, so I said, "He tries to sing it." "But do you like it?" she asked. "Hm, well the fact is..." I tried to avoid a straight answer. "Do you like it?" "I love it. I dream of it. I've lived on it for the last three days." "I hope to hear you sing it when the play's over." "I sing it! Oh, I'd never dare. Ah, here is Mr. Porcharlester, I'll make him promise to sing it to us." "Green," said Porcharlester, "I don't wish to bother you, but the man who is to play the horn hasn't turned up." "Dear me," I said, "I ordered him at exactly half-past seven. If he fails to come in time, the play willl be spoilt." I excused myself to Linda, and hurried to the hall. The horn was there, on the table. But the man was nowhere to be seen. At the moment I heard the signal for the horn. I waited for him, but he did not come. Had he mixed up the time? I hurried to the dining room. There at the table he sat, fast asleep. Before him were five bottles, empty. Where he had got them from was beyond me. I shook him, but could not wake him up. I ran back to the hall promising myself to have him shot for not obeying my orders. The signal came again. They were waiting. I saw but one way to save the play from failure. I took up the instrument, put the smaller end into my mouth and blew. Not a sound came from the thing. The signal was given a third time. Then I took the horn again, put it to my lips and blew as hard as I could.result was terrible. My ears were deafened, the windows shook, the hats of my visitors rained from their pegs,and as I pressed my hands to my head, the horn playercame out, shaky on his feet, and looked at the guests, who began to appear on the stairs... For the next three months I studied horn-blowing. I did not like my teacher and hated to hear him always saying that the horn was more like the human voice than any other instrument. But he was clever, and I worked hard without a word of complaint. At last I asked him if he thought I could play something in private to a friend. "Well, Colonel," he said, "I'll tell you the truth: it would be beyond your ability. You haven't the lip for it. You blow too hard, and it spoils the impression. What were you thinking of playing to your friend?" "Something that you must teach me, Schubert's serenade." He stared at me, and shook his head. "It isn't written for the instrument, sir," he said, "you'll never play it." But I insisted. "The first time I play it through without a mistake, I'll give you five pounds," I said. So the man gave in. Уровень глобального понимания.the following questions, using the active vocabulary of the lesson. . What was one of the important features of the play? . What made Colonel Green think that Mr. Porcharlester had an advantage over him in Linda's eyes? . What did Colonel Green do after making all the necessary arrangements? . Why didn't the horn player turn up at the appointed time? Had he really mixed anything up? . Was it clear to Colonel Green how the horn player had managed to get so drunk, or was it beyond him? . What did Colonel Green think was the only way to save the play from failure? . Why did Colonel Green press his hands to his head after blowing the horn? . What did Colonel Green hate to hear his teacher say? . Did Colonel Green complain that horn-blowing was hard work? . What did the teacher say about Colonel Green's ability to play the horn? . What did Colonel Green wish to play in private to a friend? № 2 Задания к контрольному тесту по говорению Диалогup a dialogue using the following vocabulary: to avoid, to put down to, to mention, to guess, to turn out; to rely on, to mix up, to complain (of), to be unfair, shameful; private, to complain (of), to spoil, to apologize, to put up with, to ask to put off, to insist on, urgent, (not) to give in, within; to rely on, to fail, (not) to apologize, (not) to deal with, to mix up; to have an advantage over, beyond one’s abilities, to put a lot of energy into, (not) to complain (of), as a result. №3 Монолог the following questions proving your statements and using the active vocabulary. Enlarge your answer. . Why did Colonel Green mention the place where the horn player was to sit? . Why did Colonel Green hate to hear Linda mention the young man’s name? . Why did Colonel Green try to avoid a straight answer to Linda’s question? . Why didn’t the horn player turn up at the appointed time? . What would the horn player’s absence mean for the success of the play? . Why did Colonel Green insist on being taught to play the serenade? . Why did the teacher stare at the Colonel on hearing that Colonel Green wanted to play the serenade? . Why did the teacher finally give in? . Was it clear to Colonel Green how the horn player had managed to get so drunk, or was it beyond him? . Had the horn player really mixed anything up? . Why Colonel Green didn't complain that horn-blowing was hard work? . Describe the main caracters of the story as you see them. № 4 Задания к контрольному тесту по письму Write a composition (100 words) based on the text “The Serenade”. Make up a follow-up for this story using as many of the new words as you can. №5 Задания к контрольному тесту по аудированию Текст для аудирования.status of women in our world.concrete ceiling while women are up against it. Someone once observed that a glass ceiling blocks women rise to the top but it seems more like a concrete ceiling. The following could be what’s stopping us: Because boys are taken more seriously than girls at school. Because some female high achievers such as Margaret Thutcher often don’t promote other women. Because women have babies. Because men think women won’t be as committed to their job once they have a child. Because a woman is still judged on her looks. Because women think men won’t love them anymore if they are successful. Because women are busy doing housework when they could be training, impressing the boss and networking. Because women’s brains are smaller. Because working mothers are made to feel guilty. Because women are taught to start out as secretaries and good secretaries rarely get promoted. Because not enough women have the courage or confidence to speak out about inequality. Because women say-sorry, sorry, sorry all the time. Because women are either too tough or not tough enough. Because men fear and distrust powerful women. Because no one ever thinks of calling the father when a child is ill. Because a lot of men genuinely think of themselves as superior to women. Because some men just don’t listen to what women are saying. - Just because… Задания: Уровень глобального (общего) понимания текста: Listen to the following monologue about women’s position in the world and say whether the statement is true or false. A glass ceiling blocks women’s rise to the top. Men think women will be as committed to their job once they have a child . A woman isn’t judged upon her looks. . Working mothers are made to feel guilty. . Women say-it’s your fault, all the time. . Men do not fear and distrust powerful women. . Some men just don’t listen to what women are saying. Уровень детального (полного) понимания текста: Listen to the monologue and then complete the text.concrete ceiling while women …(1) up against it. Someone once …(2) that a glass ceiling blocks women …(3) to the top but it seems more like a …(4) ceiling. The following could be what’s stopping us: - Because boys are taken more … (5) than girls at school. - Because some…(6) high achievers such as Margaret Thutcher …(7) don’t promote other women. - Because …(8) have babies. Because men …(9) women won’t be as …(10)to their job once they …(11) a child. - Because a …(12) is still judged on her …(13). - Because women think men won’t …(14) them anymore if they are successful. - Because women are …(15) doing housework when they…(16) be training, impressing the …(17) and networking. - Because women’s …(18) are smaller. - Because working mothers … (19) made to feel guilty. - Because women are …(20) to start out as …(21) and good secretaries rarely get ... (22). - Because not enough women …(23) the courage or confidence to … (24) out about inequality. - Because women …(25) sorry, sorry, sorry all the ... (26).- Because women are either too…(27) or not tough enough. - Because… (28) fear and distrust powerful …(29). - Because no one ever thinks of …(30) the father when a…(31) is ill. - Because a lot…(32) men genuinely think of themselves…(33) superior to women. - Because some …(34) just don’t listen to…(35) women are saying. - Just because… Уровень критического понимания текста:to the cassette and answer these questions. How could you explain the following: Someone once observed that a glass ceiling blocks women rise to the top but it seems more like a concrete ceiling? Define the meaning of the following phrase “high achievers” and find examples in real life. Why do you think women are judged on their looks? How do you think a woman can impress her boss? Why do you think secretaries rarely get promoted? Prove your statement. Do you really think that men fear and distrust powerful women? Why? Try to make a connection between the following phrase: “Some men just don’t listen to what women are saying.” and the real life situation. №6 Заключительный контрольный тест после опытно-экспериментальной работы ) Задания к контрольному тесту по чтению: Диагностирование количества незнакомой лексики:the following text and write down all unknown words.CUSTOM HOUSE INCIDENT (By Nigel Balchin)the passengers travelling home by train from Florence there was a certain Miss Bradley. I only noticed her when passing down the corridor, because of her really remarkable plainness. She was rather a large, awkward woman of about thirty-five with a big, red nose, and large spectacles. Later on, when I went to the dining car, Miss Bradley was already seated, and the attendant placed me opposite. I think we may have exchanged half a dozen words at dinner, when passing one another the sugar or the bread. But they were certainly all we exchanged, and after we left the dining-car, I did not see Miss Bradley again until we reached Calais Maritime. And then our acquaintance really began, and it began entirely on my initiative. There were plenty of porters, and I called one without difficulty from the window of the train. But as I got off, I saw Miss Bradley standing on the platform with two large very old suit-cases. The porters were passing her by. I am quite sure that had she been an even slightly attracive woman, I should not have gone up to her, but she was so ugly and looked so helpless that I approached her, and said: "My porter has a barrow. Would you like him to put your cases on it too?" Miss Bradley turned and looked at me. "Oh - thank you. It is very kind of you." My porter, without great enthusiasm, added her luggage to mine; and in a few minutes we found ourselves on board the Channel ferry. Before the boat had been under way for ten minutes, I realized that Miss Bradley was a remarkable bore. Shyly and hesitantly she kept on talking about nothing, and made no remark worth taking notice of. I learned that she had been in Italy a fortnight, visiting her sister who was married to an Italian. She had never been out of England before. I did not look forward to travelling to London with her for another four hours, so excusing myself I went along to the booking-office on board the boat and booked myself a seat on the Golden Arrow. Miss Bradley was travelling by the ordinary boat train, so this would mean that we should part at Dover. At Dover I hired one of the crew to carry our luggage. Normally, passengers for the Golden Arrow are dealt with by the customs first, as the train leaves twenty minutes before the ordinary boat train. When the boy asked if we were going on the Golden Arrow, I hesitated and then said "Yes". It was too difficult to explain that one of us was and one of us wasn't, and then it would get Miss Bradley through the customs quickly. As we went towards the Customs Hall, I explained carefully to her that my train left before hers, but that I would see her through the customs; the boy would then take the luggage to our trains, and she could sit comfortably in hers till it left. Miss Bradley said, "Oh, thank you very much." The boy, of course, had put our suit-cases together on the counter, and Miss Bradley and I went and stood before them. In due course the customs examiner reached us, looked at the four suit-cases in that human X-ray manner which customs examiners must practise night and morning, and said, "This is all yours?" I was not quite sure whether he was speaking to me, or me and Miss Bradley. So I replied, "Well - mine and this lady's". The examiner said, "But you're together?" "For the moment," I said rather foolishly, smiling at Miss Bradley. "Yes," said the customs man patiently. "But are you travelling together?this your joint luggage?" "Well, no. Not exactly. We're just sharing a porter." I pointed my cases out. I had nothing to declare, and declared it. Without asking me to open them, the examiner chalked the cases and then, instead of moving to my left and dealing with Miss Bradley, moved to the right, and began X-raying somebody else's luggage. The boy took my cases off the counter. I hesitated for a moment, but then decided it was no use waiting for Miss Bradley since we were about to part, so I said: "Well, I'll say good-bye now, and go and find my train. I expect the examiner'll come back and do you next. The porter will stay and bring our luggage up to the trains when you're through. Good-bye." Miss Bradley said, "Oh... good-bye and thank you so much." We shook hands and I left.found my seat in the Golden Arrow and began to read. It must have been about twenty minutes later that I suddenly realized the train was due to leave in five minutes and that the porter had not yet brought my luggage. I was just going to look for him when he appeared, breathing heavily, with my suit-cases. I asked him rather what he had been doing. "The lady is still there," said the boy, "and will be for some time, I think. They are going through her things properly.' "But why?" "Well, they'd found forty watches when I came away, and that was only the start, so I thought maybe you wouldn't want me to wait." I have often wondered whether, when Miss Bradley stood so helplessly on the platform at Calais, she had already chosen me as the person to come to her rescue, or whether she was just sure that somebody would. Looking back, I think she must have chosen me.am fairly sure of that though exactly how, I have never been clear. I am quite sure she never made the slightest effort to make my acquaintance. Уровень глобального понимания.the following questions, using the active vocabulary of the lesson. . From which town was travelling the train? . Describe the appereance of Miss Bradley. . How did the acquaitance between Miss Bradley and the author begin? . How did Miss Bradley look? . Why did Miss Bradley stay in Italy? . By which was travelling the author and by which Miss Bradley? . Through which did the customs officer examine the luggage? . What did the author declare? . How long did the author waited for his luggage? . What did the customs officers find in Miss Bradley luggage? .What did the customs officers find in Miss Bradley luggage? .What had the author often wondered about Miss Bradley? 2)Задания к контрольному тесту по говорению: Диалог.up a dialogue using the following vocabulary: . an accident, to break one’s leg, a difficult (serious) case; to treat, to have a slight pain; . to seem ordinary, to bore, to attract one’s attention, to get very interestedin, to prove to be; . to have plenty of, to wait patiently, to be due, to get through the customs, to have something (nothing) to declare; . to be due, patiently, to share, joint luggage, to get through; . to share one’s opinion, to go through the customs, to be under way, plenty of, to declare; . to declare, not to examine, properly, to pay duty on, to fill in a declaration form. Монолог.the following questions proving your statements and using the active vocabulary. Enlarge your answer. . Do you agree with the author that he was specially chosen by Miss Bradley at Calais Maritime to get her through the customs? Was it a happy choice? . Do you think it was the first time Miss Bradley was doing that kind of thing? . What would you have done if you had found yourself in the author's place? . Why is the story called "A Custom House Incident"? . Have you read or heard of any similar incidents? Describethem. . What should devoted friends share? . Can you remember an important event? Why did you pay attention to it? . Do you usually feel calm of do you get slightly impatient on the day of your departure? Give examples. . What would you call a happy (sad) occasion. Give examples from your own life. . What would you do to attract the attention of a person standing at a distance from you? . How are you getting on with your English? Can you make practical use of it? . Can you describe a case when the result was worth the effort? 3)Задания к контрольному тесту по письму: Write a composition (100 words). Try to imagine why there were watches in Miss Bradley luggage. Задания к контрольному тесту по aудированию: Текст для аудирования..as the readers demonstrated by leaving eighteen wallets containing? 30 around the country is both absent and alive in the most surprising places. The poor like Glasgow student Andrew Pride who had only had ? 10 to spend on food that week often found it in themselves to return the wallet.those who are obviously much better off sometimes “trouser” the money without second thought. Trouser is the right word here because it seems that women are far more likely to be honest than men. Two thirds of women who found a wallet handed it in compare to little more than half of men. Imagination often seems to separate people in experiment. The Glasgow student wondered if the wallet might have sentimental value while an unemployed man in Baseldon speculated that it might have been dropped by someone else who was unemployed.would you do in the following situations: ) You find a ? 5 note lying in the street. Do you: a) Hand it in to the police? b) Pocket it and thank your good fortune? c) Give it to charity or the next homeless person you meet? ) You have filled in a ? 5 national lottery ticket for a friend who has asked you to choose his numbers. And at the same time you have completed your own ticket. Three days later you discover that one of the tickets has come up with five numbers but you can’t be absolutely certain whether it is your ticket or your friend’s. A prize of more than ? 100.000 is involved.you: a) Suggest that you’ll split the prize? b) Make the claim yourself and keep the whole amount? c) Insist that your friend take the whole amount? Задания: Уровень глобального (общего) понимания текста: Listen to the following monologue about women’s position in the world and say whether the statement is true or false. . There were left 18 wallets. . Andrew Pride studies in Glasgow. . He had only ? 10 to spend on food. . Women are far more likely to be honest than men. . Little more than half of men handed a wallet in. . Imagination often seems to separate people in experiment. . The Glasgow student wondered if the wallet might have historical value. Уровень детального (полного) понимания текста: Listen to the monologue and then complete the text.as the readers demonstrated …(1) leaving eighteen wallets containing ? …(2) around the country is both …(3) and alive in the most …(4) places. The poor like Glasgow …(5) Andrew Pride who had only …(6) ? 10 to spend on …(7) that week often found it …(8) themselves to return the wallet. …(9) those who are obviously much …(10) off sometimes “trouser” the money …(11) second thought. Trouser is the right word …(12) because it seems that women …(13) far more likely to be …(14) than men. Two thirds of …(15) who found a wallet handed …(16) in compare to little more …(17) half of men.often …(18) to separate people in experiment. …(19) Glasgow student wondered if the …(20) might have sentimental value while …(21) unemployed man in Baseldon speculated …(22) it might have been dropped …(23) someone else who was unemployed. …(24) would you do in the …(25) situations: 1) You find a ? …(26) note lying in the street. …(27) you: a) Hand it in to the …(28)? b) Pocket it and thank your …(29) fortune? c) Give it to charity …(30) the next homeless person you …(31)? ) You have filled in a ? …(32) national lottery ticket for a …(33) who has asked you to …(34) his numbers. And at the …(35) time you have completed your …(36) ticket. Three days later you …(37) that one of the tickets …(38) come up with five numbers …(39) you can’t be absolutely …(40) whether it is your ticket or …(41) friend’s. A prize of …(42) than ? 100.000 is involved.you: a) …(43) that you’ll split the prize? b) …(44) the claim yourself and keep the …(45) amount? c) Insist that your friend …(46) the whole amount? Уровень критического понимания текста:to the cassette and answer these questions. . Say would you do in the first situation presented in the text. Why? . Say would you do in the second situation presented in the text. Why? . What do you think about honesty in general? . Who are honest people? Why do you think so? . Why some people feel better to trouser the money than to hand it in? . Why do you think women are more honest than men? . Is it possible to justify dishonesty in some cases? In which cases and why? жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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