ФЕДЕРАЛЬНОЕ
АГЕНТСТВО ПО ОБРАЗОВАНИЮ
Ш143.21-9 В689
К.Н. Волченкова АНГЛИЙСКИЙ ЯЗЫК
Учебное пособие к электронному учебнику «English for Teachers»
Челябинск
2009
Министерство образования и науки Российской Федерации Федеральное агентство по образованию Южно-Уральский государственный университет Кафедра английского языка
Ш143.21-9
В689
АНГЛИЙСКИЙ язык
Учебное пособие к электронному учебнику «English for Teachers»
Челябинск Издательство ЮУрГУ 2009
ББК Ш143.21-923 В689
Одобрено
учебно-методической комиссией факультета лингвистики.
Рецензенты:
И.Р. Пономарева, О.А. Солопова.
Волченкова, К.Н.
В689 Английский язык: учебное пособие к электронному учебнику «English for Teachers» / К.Н. Волченкова. - Челябинск: Изд-во ЮУрГУ, 2009. - 151 с.
Учебное пособие предназначено для студентов 1 и 2 курсов гуманитарных специальностей. Цель пособия - развитие готовности студентов к профессионально ориентированной речи с целью ее дальнейшего использования как в профессиональной, так и в непрофессиональной деятельности.
Учебное пособие содержит 15 уроков, каждый из которых включает в себя: проблемное задание «Мозговой штурм»; профессионально
ориентированную лексику урока; лексико-грамматические упражнения; введение в тему занятия, представляющее собой набор коммуникативных упражнений; грамматический материал и языковые упражнения, направленные на автоматизацию грамматических навыков; разговорный текст и упражнения для его обсуждения; темы для группового и парного обсуждения; разговорную лексику; упражнения для самостоятельной работы.
Учебное пособие является частью электронного учебно-методического комплекса, в состав которого кроме него входят электронный учебник «English for Teachers» и методические рекомендации для преподавателей.
Учебное пособие может быть использовано как для аудиторной работы под руководством преподавателя, так и для самостоятельной работы студентов.
ББК Ш143.21-923
© Издательство ЮУрГУ, 2009
CONTENTS
Ш143.21-9 В689 1
К.Н. Волченкова АНГЛИЙСКИЙ ЯЗЫК 1
АНГЛИЙСКИЙ язык 2
CONTENTS 4
LESSON 1. SUCCEEDING IN UNIVERSITY 4
Grammar: Verbs “to be” and “to have”. Word order. Simple Tenses. 1. Insert the right form of the verb “to be”. 6
2. Insert the right form of the verb “to have”. 6
3. Open the brackets and put the appropriate form of the verbs “to be” and “to have”. 6
4. Put the words given below into the right order to make up a sentence. 7
5. Put the verbs in brackets into the Past Simple Tense. Remember that some of them are irregular. 7
6. Open the brackets and put the verbs into one of the Simple Tenses. 7
1. Read and translate the text. 8
2. What are the main factors of success for an American student? Give the main ideas of the text. Vocabulary practice 8
1. Fill in the correct word from the list below. 8
3. Make up sentences using these groups of phrases in one sentence. 12
4. Read the text written by Steven C. Hayes (University of Nevada) and summarize its main ideas. 13
1. Put the sentences into the interrogative form. 15
2. Put the sentences into the interrogative form. 15
3. Open the brackets and put the verbs into the Present Progressive Tense. 16
4. Open the brackets and put the verbs into Present Simple or Present Progressive. 16
5. Put the verbs into the appropriate form of the Past Progressive Tense. 16
6. Put the verbs into Past Simple or Past Progressive. 17
7. Open the brackets and put the verbs into the affirmative, interrogative or negative form of Future Progressive. 17
8. Open the brackets and put the verbs into Future Simple or Future Progressive. 17
9. Answer the questions about the actions, which are in progress now. 18
10. Translate from Russian into English using the Progressive Tenses. 18
2. Use the information in the text to find answers to the following questions. 19
3. Finish the sentences using the information from the text. 19
4. Look at the scheme of giving a summary to the text and enumerate the 4 main elements of the summary. 19
5. Look at the example summary and say what element among the enumerated ones does it lack? 20
6. Give your own variant of the summary. 20
1. March phrases in column A with their translation in column В and make up sentences with them. 20
2. Distribute the words given below into three columns. 20
3. Fill in the correct word from the list below. 21
1. Use the phrases given below to fill in the gaps into the sentences. 23
2. Choose the right variant: Present Perfect or Past Simple. 23
3. Translate from Russian into English using the active vocabulary of the lesson. 23
4. Read the text and match the abstracts with the titles given below. 24
3. Choose the right variant: Past Perfect or Present Perfect. 27
4. Open the brackets and put the verbs into the Future Perfect Tense. 27
5. You are first year students. You spent not much time at the university. What have done yet? 28
6. React to the suggestion using the Present Perfect Tense as in the model. 28
Reading 28
1. Read the text and do the tasks after it. 28
2. Give the main idea of the text in one sentence. 29
3. Answer the questions to the text. 29
4. Try to explain the purpose of the following educational institutions. Make use of the model given to you. 30
Vocabulary practice 30
1. Match the English phrases with their Russian equivalents. 30
3. Insert the right prepositions. Consult the text. 32
4. Give the English equivalents to the following Russian phrases. 32
5. Complete the gaps using the factual information from the text. 32
1. Tell about the system of Higher education of the UK to your friend who doesn’t know anything about it. 32
2. What has changed in your character since you entered the university? Have you become more serious, more responsible, more independent or vice versa? 32
Homework 35
1. Open the brackets using one of the Perfect Tenses or the Past Simple Tense. 35
3. Express your agreement or disagreement with the statements. Prove your point of view by giving arguments. 35
3. Open the brackets and put the words into the Future Simple Passive. 37
4. Using the verbs in the box fill in the gaps. Put the verbs into the Past Simple Passive. ^ 38
5. Ann and Tom bought a car 10 years ago. The car has been repaired several times since then. Describe the changes that have been made, using the Present Perfect Passive. 38
7. Open the brackets and put the verbs into the Past Perfect Passive. 40
8. Open the brackets and put the verbs into the Future Perfect Passive. 40
9. Insert by or with into the gaps. 40
10. Choose the right variant. 40
An associate degree: 42
2. Answer the questions to the text. 42
3. Try to explain the meaning of the following phrases. 42
4. Find in the text the sentences in the Passive Voice and read them to the group. 42
5. Tell about the American system of Higher education to the group of Russian students, using the following plan. 42
Vocabulary practice 42
2. Fill in the prepositions and make up the sentences of your own. 42
3. Read the abstract about the assessment system in an American University and 43
Problem solving 43
1. Discuss in groups of three: How do you think why the reasons mentioned above worry the American professors? 44
3. Give arguments to the following: 44
1. Put the verbs in brackets into the appropriate Passive tense form. 45
2. Transfer the sentences from Active into Passive. 46
3. Try to match discoveries and works of art with the famous inventors. 46
4. Read the commands and say that the actions have already been already. 46
5. Choose one of the inventions and present the story of its development for your classmates. Use the following plan: 46
6. Translate the sentences from Russian into English using the Active vocabulary of the lesson. 47
7. Read the text and open the brackets. 47
8. Complete the sentence given below: 48
9. Answer the questions to the text. 48
Smile with us 48
3. Read and translate the sentences. Try to explain the meaning of the words and word combinations in bold. 50
Lead-in 50
1. Try to answer the following questions using your background knowledge. 50
1. Ask Yes/No questions to the following statements. 50
2. Ask special questions to the underlined words. 51
3. Match question tags with the appropriate statement. 51
4. Fill in the gaps with the Modal verbs: can, can% could, couldnft. 51
5. Look at the phrases given and define what abilities they denote: physical or mental? Put the verbs into two columns. 53
6. Insert into the gaps may, might, to be allowed to/ not to be allowed to. 53
7. Fill in the gaps using the modal verb must and the expressions given below. 53
8. Fill in the gaps with the modal verb must or its equivalents have to, be to. 82
9. Finish the sentences using should or shouldn 7. 83
10. Use mustn 4 or needn’t to fill the gaps. 83
11. Choose the right variant. 83
Reading 83
1. Read and translate the text. Enumerate its main ideas. 83
2. Make up a dialog. 85
Speaking 1. Read the statement. What does it imply? Try to explain its meaning in your own words. 86
2. Prepare a talk about the prevalence of values over the actions we perform and things we do in our life. 86
3. Choose one of the expressions below and write an Argumentative Essay where you are to express your agreement or disagreement with the chosen statement about the purpose of education. 86
1. Answer the following questions to find out what small talk is. 86
2. Practice the following dialog. 86
3. What topics are safe to talk about? Discuss these questions with your partner before you see the list of safe topics. 86
4. With a partner choose one or two topics from Task 3 making small talk with him or her. Homework 87
1. Match synonyms and make up sentences with the word expressions from column B. 87
2. Translate from Russian into English. 88
3. Ask all the possible questions to the following sentences. 88
4. Ask questions starting with the following question words. 88
2. Answer the questions to the text. 93
3. What facts do you know about the SUSU that were not mentioned in the text? Share them with the groupmates. 93
4. If you were asked to give the three most striking facts about the university what facts would you choose? 93
5. Find additional information about the following organizations and places of the SUSU. 93
6. Present the information you find to your groupmates using the following scheme: 93
Vocabulary Practice 93
1. Practice the formulas used when asking for information in English. 96
2. Make up a dialog. 96
Student В 96
Homework 96
2. Translate the sentences from Russian into English. 97
3. Finish the sentences. 97
4. Read the text and say if it is difficult to study at Oxford. 97
4. Fill in the correct grammar tense. 101
5. Complete the sentences. What would you do in the following situations? 101
1. Read and translate the text. 101
2. Answer the questions to the text. 102
3. Look at the characteristics of a teacher, choose two the most important ones from your point of view and explain your choice. 102
2. Give the English equivalents for the following word combinations. 102
3. Match words with their synonyms and use them in the sentences to complete the gaps. 103
2. Does a job of a teacher have anything in common with the jobs of a news reporter and a surgeon? What are these similarities if any? 105
Communication: giving advice. 105
1. Practice the phrases used to give advice. 105
2. Use the formulas to give a piece of advice in the following situations. 105
3. Do you have problems in your life? Formulate some of the problems and ask 106
your fellow students to give a piece of advice to you. Homework 106
1. Translate the text in written form. 106
2. Enumerate the top six key factors to being a successful teacher. 107
3. Insert the required form of the verb into the gaps. 107
4. Finish the sentences. 107
5. Translate the sentences from Russian into English. 107
1. Answer the questions using your background knowledge. 109
2. Here are different definitions of the term “innovation”. Do they mean the same thing or different things? 109
Reading 109
1. Read the text and choose the best title for it. 109
2. Fill in the prepositions. 110
3. Give the English equivalents to the Russian phrases. 111
4. Rank the given statements in order of their importance in answering to the question: “ What is the main task of education from the point of view of the 21st century student?” Give arguments to prove your choice. 111
4. Read the sentence and try to remember the last variant. 111
6. Here are different reasons that may cause innovation enumerated. Can you think of arguments for the reason if you think it is true and arguments against the reason if you think it is false? 112
Reading 112
1. There are different types of innovations in education. Read the text and list the 112
2. Any person can be an innovator as our life is an endless process of self- perfection. Imagine that you are a group of Innovators. You are invited to the university to make some changes. Discuss in groups the following questions: 113
3. Choose three innovations and present them to the classmates giving your arguments to proof the innovations are necessary. Homework 1. Translate from Russian into English. 113
2. What do the following statements mean? Define the idea and develop it in written form. 114
3. The film studio is going to make a documentary film about the greatest inventions of the mankind. You are supposed to speak about one invention only. Present information on: 114
2. Discuss in groups the following questions. 119
3. Give the summary of your discussion to the groupmates. Communication: comparing, contrasting, expressing preferences. 119
1. Compare and contrast two means of communication: post and e-mail. Which do you think is most efficient and why? 119
2. Which of these means (e-mail, text messages, post, cell phone) do you mostly use to communicate with your family/friends? 119
1. Using your background knowledge about psychology as a science, complete the following sentences. You may use the phrases given below. 122
2. Agree or disagree with the following statements. 122
3. Try to develop the idea given. Agree or disagree. Give your arguments. 122
1. Say whether the action of the object clause precedes, follows or is simultaneous with the action of the principal clause in the following sentences. 122
Reading 124
1. Read the text and express in your own words the main idea of the text. 124
2. Use the information in the text to find answers to the following questions. 125
3. Give the title to each paragraph. Find the basic sentence in each paragraph of the text. 125
4. Tell about psychology as a science to a person who is interested in learning it. Use the following plan. 125
5. Find the information about the leading schools in psychology: 125
Vocabulary practice 125
1. Find the equivalents in the text. 125
3. Choose the appropriate phrases to complete the dialog. 129
4. Make up similar dialogs. Homework 1. What are the English equivalents for the following words and word combinations? 129
2. Translate these sentences using words and word expressions from Task 1 and mind the grammar of the lesson. 129
3. Make up sentences using these groups of phrases in one sentence. 129
1. Using your background knowledge about methods of research in psychology agree or disagree with the following statements. 131
2. Try to develop the idea given. Agree or disagree with the following quotation. Give your arguments. 131
1. Change the following sentences into Indirect Speech. 131
2. Change the sentences into Indirect Speech. 132
3. Change the sentences into Indirect Speech. 132
Reading 133
1. Read the text and express in your own words the main idea of the text. 133
2. Use the information in the text to find answers to the following questions. 134
3. Finish the sentences using the information in the text. 134
4. Present the additional information on other methods of research you’ve found to your groupmates using the following scheme: 163
1. Fill in the correct word from the list below. 163
2. Match phrases in column A with their translation in column В and make up sentences with them. 164
3. Distribute the words given below into three columns. 164
1. Make up a dialog. 164
2. Express your point of view on the following statements. Give your arguments. 164
3. Role play: “A talk to a scientific advisor”. 165
2. Read the dialogs, practice them and underline the phrases used to express doubt, disbelief or surprise. 165
3. React somehow expressing doubt or surprise. Use the phrases given. 166
4. Make up sentences so that the following phrases may be answers to them. 166
5. Answer the following questions: 168
6. Are the following statements true or false? 168
7. Can you give your own example of using the survey method in psychology? 168
2. Look at the activities enumerated in Task 1 and tell your groupmates what develops memory best of all in your opinion. 169
3. Can you give a clear answer to the question: Whose fault is it that a person’s memory is poor? 170
4. Try to develop the idea given. Agree or disagree with the following quotation. Give your arguments. 170
Grammar: Gerund. 170
1. Choose the right form of the Gerund. 170
2. Insert the right preposition. 171
3. Put the words given below into the right order to make up a sentence. 171
4. Match the parts of the sentences from A and B^olumns. 171
5. Open the brackets and put the appropriate from of the gerund. 171
2. Use the information in the text to find answers to the questions. 173
3. Discuss in groups of four: for what professions good memory is a compulsory thing? Make a list and explain why you think so. 173
4. Your friend complains on his memory. What advice would you give him? 173
2. Insert the right prepositions. Make up sentences with the expressions. 173
2. Discuss in groups of three the advantages and disadvantages of the memory techniques described in Task 1? 175
3. How do you understand the meaning of the following citations? 175
4. Discuss in groups of four. 175
Communication 1. Agree or disagree with the following statements. 175
2. Answer the questions and then make up a dialog using these questions. 175
3. Complete the dialog between two students, one of whom majors in psychology, while the other majors in history. 175
4. Tell your groupmates about your ways of memory exercising. 176
Homework 176
1. Read through the following, allowing yourself to form mental pictures as you go along. When you come to the end, write down the list of words in the correct order. 176
2. Replace the underlined parts of the sentences by the participle. 179
3. Translate the words in brackets. 179
4. Define the function of the participle. 179
5. Make up sentences from these words. 180
1. Read and translate the text. 180
2. What are the main personality types being defined in the text? 181
Vocabulary practice 181
1. Fill in the correct word from the list below. 181
4. Complete the sentences. 181
Discussion 1. Discuss in groups of three: What features of character can be called the Russian ones? Make a list and present it to the rest of the group. 182
2. Read the text and agree or disagree with the statements, highlighting the peculiarities of the Russians. 182
4. Read the joke and try to explain in your own words the meaning of the word “hypocrisy.” 184
Communication: What’s your sign? 184
1. Work with your partner. Find out your partner’s sign. Then read your partner’s description in the horoscope. See if your partner agrees with the description of his or her personality. Make up your own dialog. 184
2. The following statements are all incorrect. Work with a partner. Ask and answer questions to find out what’s wrong. 185
3. Develop the ideas given. Discuss them in groups of three. 185
1. Translate the sentences from Russian into English. 185
2. Read the text and summarize the main ideas. 186
3. Match the color with the personality trait. 186
3. Express your agreement or disagreement with the following quotes: 189
4. Prepare a two-minute speech, where you express your opinion to the following: “Pluses and minuses of modern means of communication.” Grammar: Infinitive constructions. 1. Compare the forms of the infinitive and elicit the difference in meaning. 189
2. Find infinitives in the following sentences and define their functions. Translate the sentences into Russian. 189
3. Open the brackets using the correct form of the infinitive. Define its function. 189
4. Translate the following sentences from Russian into English using the infinitive. 190
5. Transform the sentences using the complex object construction. 190
6. Translate the sentences using the complex object construction. 190
7. Rewrite the sentences according to the models using the complex subject 191
8. Translate the sentences using the complex subject construction. 191
Reading 191
1. Read and translate the text. 191
2. Answer the questions to the text. 192
3. Discuss in pairs the following: 192
Vocabulary practice 1. Fill in the correct word from the list below: 193
2. Insert the right prepositions. Make up sentences with the expressions. 222
Useful Phrases for making Persuasive speeches 252
2. Read the following model and circle the linking words. Then, underline the reasons given to support each point raised. 253
3. Make up a persuasive speech on one of the following topics and present it to your groupmates. 253
1. Make up small dialogs, using the phrases from Task 1. 254
2. Here are some dialogs illustrating different ways of persuading. Read them and try to see how one person persuaded the other to do something. 254
3. Read the text and answer the questions. 256
4. Argue or disagree with the following. 257
5. Make up a persuasive speech on one of the following topics. 257
LESSON 15. HOW TO MAKE UP AN EFFECTIVE PRESENATION? Brainstorming activity 257
2. Look through the text and enumerate the methods of fighting fear of public speaking it suggests. 258
3. Express your opinion to the following. Which of the tips seem quite reasonable to you and which, from your point of view, are useless and why? 4. Comment on the ideas of the quotations and express your agreement or disagreement with them. 259
Grammar: the Absolute Participial Construction. 259
2. Combine the sentences using the Absolute Participial Construction. 260
Reading 260
1. Read and translate the text. 260
2. Answer the questions to the text. 261
3. Dwell upon the citation of George Jessel given before the text. Express your agreement or disagreement with it. 262
4. Experts say the first minutes of the presentation are the most important ones. Discuss with your partner the variants of effective openings. Then click the button to compare your variants with those suggested by the experts. Vocabulary practice 262
1. Fill in the correct word from the list below: 262
2. Insert the right prepositions. Make up sentences with the expressions. 263
3. Match phrases with their translation. 263
1. Read the text and say why you need to prepare visuals for the presentation. 263
2. Study the materials about describing visual aids. 264
3. Match each sentence below with one of the following graphs. 265
4. Prepare three different visual aids on the subject you like and describe them before the audience. 265
1. Read the text and say what types of questions can be asked at presentation and how you should deal with them? 265
2. Practice some expressions used for dealing with questions. 266
5. Work with a partner. Choose the topic you both know well. Work separately to write four or five questions about the topic. Then practice asking and answering questions, using different ways of dealing with questions. 269
Homework 269
2. Have you ever made a presentation in PowerPoint? If yes, do you know any secrets of making an effective PowerPoint presentation? Prepare a speech where you are giving advice on using PowerPoint for presentations. 269
REFERENCES 151
LESSON 1. SUCCEEDING IN UNIVERSITY
Brainstorming activity
Discuss the following question and give all the possible answers to it.
How do you think what a student should have in mind to succeed in university? Example: To succeed in university a student needs to be hardworking.
Active Vocabulary
Listen and pronounce the active vocabulary of the lesson after the teacher.
1.
2.
3.
4.
5.
6.
7.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
21.
22.
23.
24.
25.
27.
- сдавать
have personality problems - иметь личные проблемы “major” subject - основной предмет
natural talent - природный дар
pay attention to - обращать внимание на
pay the fee - платить за обучение
prepare for (examinations) - готовиться к экзаменам
advisor (n) communicate with concentration (n) confidence (n) consider (v) deadline (n) employment situation experienced student foreign student generate loyalty good career foundation hand in (v)
requirement (п) respect the Rules self-discipline (n) self-organization (n) source for information strong motivation succeed in (v) term paper tremendous (a)
консультант
общаться с
сосредоточенность
уверенность
рассматривать
крайний срок
ситуация на рынке труда
студент старшекурсник
студент-иностранец
лояльно относиться
хорошая основа для создания карьеры
требование
уважать правила
самодисциплина
самоорганизация
источник информации
высокая мотивация
преуспевать в чем-либо
курсовая работа
огромный
Lead-in
Match the words to make job titles.
university a. tutor
personal b. teacher
driving c. trainer
volleyball d. instructor
private e. lecturer
primary school f. coach
The following data shows how a group of British students responded to the question: “What are the most important factors for success in a university?”
natural talent |
4% |
concentration |
5% |
high IQ |
9% |
confidence |
14% |
being organized |
17% |
being disciplined |
22% |
motivation |
29% |
Agreement
Disagreement
I quite agree with the survey. I’m afraid I have to disagree with the survey.
Я вполне согласен с опросом. i К сожалению, мне придется не
согласиться с опросом.
I
agree with the survey in principle В
принципе я согласен с опросом.
Никак не могу согласиться с этим.
I agree with the survey in a sense. With all respect, I disagree.
Я согласен с опросом в При всем уважении к Вам, я не согласен,
некотором смысле.
I partly agree with the survey. I disagree with the survey on every point.
Я частично согласен с опросом. Я не согласен с опросом по всем пунктам.
Example: I agree with the survey whole-heartedly. Motivation is the most important factor of success as it is very difficult to teach a student if he doesn’t want to study.
Look again at the factors enumerated in Task 2 and choose those you think you have: natural talent, concentration, high IQ, confidence, self organization, self- discipline, strong motivation.
Can you give a clear answer to the question:
“Why did I enter the university?” Look at the typical answers the students usually give and agree or disagree with them.
I entered the university because my parents want me to have a higher education.
To enter the university was my decision. I want to get a higher education to get a well-paid job.
Entering the university is a very good alternative to serving in the army.
I entered the university as I feel the inner desire to improve myself through study, to realize my talents and to enlarge my knowledge about the world I live in.
I entered the university, as I understand that nowadays it is impossible to make a career without higher education.
I entered the university because I want to become a scientist and devote my life to pure science.
I entered the university to acquire some practical skills that will help me to find my place in the world and to create something new in the sphere of my interests.
Grammar: Verbs “to be” and “to have”. Word order. Simple Tenses. 1. Insert the right form of the verb “to be”.
She a teacher.
Peter and Tom absent today.
1 a primary school teacher.
The weather very cold yesterday.
1 an engineer in five years.
What film on in the cinema today?
My brothers drivers.
Our teacher from Great Britain.
Ann 18 years old two years ago.
Where you last Monday?
She a student if she studies hard at school.