Практика устной речи по английскому языку - Малышева О.Л., Валько О.В., Щёголева Т.П

Министерство образования Республики Беларусь

УЧРЕЖДЕНИЕ ОБРАЗОВАНИЯ «ГРОДНЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

ИМЕНИ ЯНКИ КУПАЛЫ»

О.Л.Малышева, О.В.Валько, Т.П.Щ¸голева

DEVELOPING

COMMUNICATIVE COMPETENCE

ПРАКТИКА УСТНОЙ РЕЧИ ПО АНГЛИЙСКОМУ ЯЗЫКУ

Учебное пособие для студентов специальностей

2.02.05.00 – Современные иностранные языки, П 02.07.00 – Английский язык

Гродно 2002

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ÓÄÊ 801(075.8) ÁÁÊ81.432.1

Ì18

Рецензенты: зав. кафедрой иностранных языков ГрГМУ, кандидат филологических наук, доцент Д.К.Кондратьев;

зав.кафедрой иностранных языков ¹2 ГрГУ, кандидат филологических наук, доцент И.А.Болдак.

Малышева О.Л.

Developing Communicative Competence. Практика устной речи по М18 английскому языку: Учеб. пособие / О.Л.Малышева, О.В.Валько,

Т.П.Щ¸голева. – Гродно: ГрГУ, 2002. – 242 с.

ISBN985-417-322-1.

Пособие предназначено для факультетов иностранных языков и рассчитано на год обучения студентов III курса. Каждый блок включает в себя аутентичные тексты и материалы, а также систему развивающих заданий и упражнений, максимально подходящих для аудиторной работы. Цель пособия – совершенствование и развитие навыков устной речи на английском языке. При составлении пособия авторы ориентировались на конечную цель обучения студентов и исходили из концепции взаимосвязанного обучения основным видам иноязычной речевой деятельности. Структура пособия позволяет использовать учебный материал избирательно.

ÓÄÊ 801(075.8) ÁÁÊ 81.432.1

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ВВЕДЕНИЕ

Настоящее учебное пособие предназначено для студентов III курса факультетов иностранных языков высших учебных заведений. Цель пособия – развитие и совершенствование навыков устной речи на материале, посвященном внутреннему миру человека и его общению с внешним миром.

При составлении пособия авторы ориентировались на конечную цель обучения студентов и исходили из концепции взаимосвязанного обучения основным видам иноязычной речевой деятельности.

Курс обучения состоит из 28 разделов (Units) и включает следующие темы: Inferences, Stereotypes, Character and Personality, Behaviour; Thinking, Wanting and Knowing; Feelings, Moods and Dreams; Attitudes, Beliefs and Relationships, Births, Marriages and Deaths.

Ядром каждого раздела являются один или несколько текстов, объединенных одной темой, и информативный материал, дающий дополнительные сведения о проблемах и явлениях, затронутых в текстах. Соответствующие комплексы упражнений обеспечивают формирование лексико-грамматических и речевых навыков.

Под темой авторы понимают нравственные, эстетические, духовные и бытовые аспекты жизнедеятельности, по поводу которых может возникнуть желание высказать свое мнение. Упражнения и задания развивающего и поискового характера предусматривают индивидуальный творческий подход к их выполнению. Такой подход дает возможность вовлечь студента в работу как на лингвистическом, так и на психологическом уровне, что способствует раскрытию речемыслительных способностей обучаемых.

При составлении пособия использованы труды ведущих британских авторов, отрывки из художественных произведений британских и американских писателей, разработки польских и российских специалистов. Успешное освоение материала предполагает владение навыками работы со словарями типа The Advanced Learner’s Dictionary, Longman Language Activator, Longman Dictionary of Contemporary English.

Лексическое разнообразие позволяет обогатить словарный запас студентов, причем работа над лексикой предполагает изуче- ние словообразования, коллокационных и коннотационных связей, синонимических и антонимических рядов, а также концептуальное употребление в речи, в связи с чем привлекается повторение ранее пройденных грамматических структур. Особое внимание уделяется изучению метафор, идиом и фразовых глаголов.

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Работа над материалами пособия предполагает не только освоение нового лексического материала, но и развитие культурного самосознания студентов, логического мышления, воспитание уважения к культуре других стран и терпимости к альтернативным мнениям. Каждый раздел (Unit) завершают задания на говорение, дискуссионное обсуждение и развитие письменной речи, которые предполагают наличие собственного мнения и умение использовать изученную лексику в нужном контексте.

К пособию прилагаются аудиозаписи, содержание которых изложено на последних страницах; разработаны ключи и примеча- ния, облегчающие работу преподавателя.

Пособие может использоваться в организации практических занятий в группах с различным уровнем подготовки, т.к. позволяет варьировать методики преподавания от совершенствования навыков чтения, письма и говорения до развития творческих и дискуссионных способностей, а также для самостоятельной работы студентов, что обеспечивается последовательным изложением материала, точными формулировками заданий, структурой пособия ‘от простого – к сложному’, а также наличием аудиозаписей и распе- чатки их содержания.

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UNIT 1. INFERENCES

Exercise1. Listen to the dialogue «Personal Questions». Howdo you Listening usually react to such questions?

Exercise 2. A. Asking and answering questions, find a person who ....

Grammar

Revision ________ was conceived in December

________ was breast-fed

________ liked carrots as a child

________ was looked after for 3 months by a grandmother

________ was sent to kindergarten at the age of 2

________ was an only child

________ was forced to study music

________ was made to clean his/her teeth

________ was dressed-up for Sundays / feast days

________ disliked birthdays

________ was often made to stand in the corner

________ was caught smoking at 12. Compare your results.

B.Workinginpairs,makeupdialoguesliketheoneinExercise 1.Act them out.

Exercise3. Whatconclusionscanyoudrawfromthefollowinginformation?

Practice

a.A man who wears an earring in one ear.

b.A woman with an earring in her nose.

c.A man with a beard or moustache.

d.A woman who wears heavy make-up.

e.A 60-year-old man with long hair.

f.Someone who wears lots of jewellery.

g.Someone who is always laughing.

h.Someone who bites his/her nails.

i.Someone who has tattoos.

j.Someone with red hair.

Exercise4. Hereisanactivitythathelpsyoutobecomeawareofinferential Quiz thinkingandtorealizehowsubjectiveandinaccurateinferences

can be.

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Questionnaire1. Do not put your name on the paper. Answer the followingquestions, giving your first reactions:

1. What is your favourite TV show? 6. What is your favourite movie?

Questionnaire2. Youhavebeengivensomeinformationaboutaclassmate. Youaretousethatinformationtomakeinferencesabout thatpersonasyouanswerthefollowingquestions.Draw the best conclusions you can and state reasons for your conclusions.

1.Is your classmate male or female? Why do you think so?

2.Describe your classmate’s physical appearance. Why do you think so?

3.What is your classmate’s favourite food? Why do you think so?

4.What is your classmate’s favourite pastime? Why do you think so?

5.Describe how your classmate’s bedroom would be decorated. Why do you think so?

6.Can you guess any features of his/her character?

Exercise 5. Report to the class.

Listen to your classmates’ reports.

Say if their inferences about you were accurate.

Exercise6. A. Readandtranslatethetextdescribingthegirl,Mobyname.

Reading

Mo had a small gold chain running from her left nostril to her left ear. You found yourself staring at it, unable to look away. Mo was wearing very white pancake make-up with very thick black lines around her eyes. Her purple hair stood up in sharp spikes. She had a thin leather jacket with a collar turned up around her studded ears, she had a tight black miniskirt worn over bicycling shorts, worn over purple tights.

Her voice had an authentic working-class south London twang, which marked her at once as a girl who had been carefully reared in the nicer parts of Hove. She grinned, showing one carefully blackened tooth in a white smile: «Very cool».

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Speaking B. Speak about Mo.

How do you think other people react to Mo’s appearance? Guess about the girl’s backgrounds, character and ways oflife.

Exercise 7. Discuss the following:

Discussion

‘Beauty is in the eye of the beholder’

a.Do you think this proverb is true or are there certain norms of beauty?

b.Are we born with an innate sense of beauty or do we acquire it?

c.Is physical attractiveness easier to identify and more important in women or men?

d.Do most people overestimate or underestimate their own beauty?

e.What influence does someone’s physical appearance have on their personality? And vice versa?

f.Is beauty only a physical quality?

Aristotle said that beauty was a greater recommendation than any letter of introduction. Which of the following do you agree with? If you are good-looking you’re more likely to:

g.have a pleasant personality and have more friends.

h.study humanistic / artistic subjects.

i.be treated more leniently if you’re in the wrong.

j.get a job with higher status.

k.find a partner and get married.

l.be generally happier.

Interesting Facts

•University professors often give good-looking girls better marks in exams; male students tend to overestimate the intellectual qualities of pretty female students.

•In court cases attractive people get lighter sentences, unless they made conscious use of their beauty to get their own ends, in which case they might be more severely punished.

•Attractive people are seen by others as having a better personality, higher status, more likelihood of getting married, and being happier.

•Beautiful girls rarely become scientists; they tend to choose subjects such as languages, law and medicine.

•Women who have beautiful bodies often have less self-confidence –

they worry too much about keeping their body perfect.

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• Short men are less likely to get jobs than tall men and they receive lower starting salaries. In US presidential elections, the taller candidate nearly always wins. There may even be a connection between height and intelligence, as it seems that the same genes are involved in both aspects.

Exercise 8. Answer the questions and check your score.

Quiz

How imaginative are you?

1.If you were expecting a friend to come round to your place and he/she was late, would you:

a.assume something ordinary had happened to delay him/her, and not worry?

b.feel slightly worried?

c.think he/she must have been in an accident?

2.When other people tell you about their troubles, do you:

a.feel very upset? b. feel bored? c. feel some sympathy?

3.When you look at clouds, do you:

a.see pictures in them? b. feel thoughtful? c. think about the weather?

4.When you first meet somebody who attracts you, do you:

a.think sensibly about your chances?

b.think he/she is the most wonderful person in the world, and imagine yourselves living together?

c.tell yourself not to lose your head?

5.While staying in an old house, you are woken up by strange noises. Do you think of:

a.water pipes? b. burglars? c. ghosts?

6.Do you get an idea that you think would make a good book, film, or song?

a.never b. often c. sometimes

7.Do you daydream:

a.often when you should be thinking about other things?

b.sometimes? c. hardly ever?

8.Can you imagine yourself doing something that would cause you to go to prison?

a. not at all b. with difficulty c. easily

9.When you talk about something that has happened to you, do you:

a.give all the details?

b.change things to make it more interesting?

c.just give the main points?

10.Which of these kinds of book or magazine article do you like most?

a.biography/history b. fiction (novels, stories, etc.) c. practical (information about how to do things)

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Total 10 – 16: You are a practical, down-to-earth person. You don’t usually let your imagination run away with you, and you are not afraid of very much. But you may sometimes have trouble understanding other people’s feelings.

Total 17 – 23: You have an average amount of imagination, and you are quite good at understanding how other people feel. Sometimes you live too much inside your own head, but your common sense usually keeps you in touch with reality.

Total 24 – 30: Your imagination is your greatest strength and your greatest weakness. On the other hand, you live a rich interior life, and you experience the pleasures and excitement of the true creative artist. However, you often suffer from irrational fears and superstitious beliefs. And you must be careful not to spend so much time watching the ‘cinema’ inside your own head that you completely lose touch with the real world.

UNIT 2. STEREOTYPES

Exercise 1. Stereotyped opinions about different groups of people

Vocabulary Belowtherearegroupsofpeopleandalotofadjectives. Can youchoose3adjectivestodescribeyourviewofeachgroup?

Groups of people: policemen, professors, doctors, actors, men, women, grandmothers, younger brothers, mothers-in-law, Russians, Italians.

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