
- •Preface
- •List of books consulted and cited
- •Reading
- •Death by tourism
- •Follow-up
- •II. Try to guess the meaning of the following words from the text.
- •III. Find a word in the text that has the same or similar meaning to the following:
- •Vocabulary and grammar
- •I. Match the words with their definitions.
- •III. Correct the one underlined word, (a), (b) or (c).
- •Writing
- •Reading
- •Reading
- •The Environmental Tourist
- •I. Answer these questions.
- •II. Find a word in the text that has the same or similar meaning to the following:
- •III. Discuss the following points.
- •Vocabulary and grammar
- •I. Write the correct form of the words given below.
- •II. Fill in the spaces in the extract with one word only.
- •III. Read the extract and underline all the words you think should not be there. An example is given.
- •IV. Match the words with their definitions.
- •V. Fill in the gaps with the words from the box.
- •VI. Find the words that refer to the environment. Make up your own sentences with them.
- •VII. Translate from Ukrainian into English.
- •Writing
- •Listening task
- •Reading
- •With your partner try to match the definition with the correct word or phrase. Guess if you are not sure! Then scan the text quickly to see if you were right.
- •Reading
- •Biodiversity and Genetic Resources
- •I. Answer these questions.
- •II. Read the text carefully and decide whether these statements are true or false. Reason it out.
- •III. Discuss the following points.
- •IV. Read the poem by Marco Luis and do the assignment below. Sunsets
- •If you listen closely you can hear
- •Vocabulary and grammar
- •I. Put the verbs in brackets in the required form of the oblique mood.
- •II. Match the words in column a with their synonyms in column b.
- •III. Read the poster and fill in the blanks with prepositions if necessary. Don’t miss your chance to see me !
- •IV. Complete the following sentences with the words from the box. There are two extra words which you do not need.
- •V. Translate the following sentences from Ukrainian into English.
- •Industrial pollution and wastes
- •Listening and speaking
- •II. Guess what else Andy and Carla could do to get the factory to stop polluting the river.
- •III. If you were the members of the Greener World organization what would you do in this situation. Give your reasons. Reading
- •Which of the following industries do you think causes the most industrial air pollution?
- •Reading
- •I. Suggest your own heading to the text and give your reasons.
- •II. Answer these questions.
- •III. Choose the best answer.
- •V. Role play
- •Vocabulary and grammar
- •Reading
- •Reading
- •Soil and agriculture
- •I. Match the words with their definitions.
- •II. Using a dictionary add as many missing words as possible. Make up short sentences with the words.
- •III. Arrange these jumbled words and expressions to make correct sentences.
- •Words and phrases to be learned and used
- •II. Fill in the blanks using your essential vocabulary.
- •III. Translate from Ukrainian into English.
- •V. Speak on the following problems:
- •I. Read the text carefully and decide whether these statements are true or false. Reason it out.
- •II. Answer these questions.
- •III. Discuss.
- •Vocabulary and grammar
- •I. Correct the one underlined word, (a), (b), (c), or (d).
- •II. Arrange these jumbled words and expressions to make correct sentences.
- •III. Using a dictionary add as many missing words as possible. Make up short sentences with the words.
- •V. Paraphrase the following sentence using the words from vocabulary area.
- •VII. Translate the following sentences from Ukrainian into English.
- •Imagine that you are a tree in the forest. Make up a short story describing your daily routine. How does it feel to be a tree?
- •Unit 8 water pollution
- •Listening and speaking
- •Reading
- •Reading
- •Water pollution, its causes and effects
- •Follow-up
- •Vocabulary and grammar
- •Group a Group b
- •A Hotter Earth?
- •I. Match the beginnings of the numbered sentences below with the endings on the right to restore the sentences from the texts.
- •II. Restore the paragraph, putting the verbs in the correct form. You may have to use a verb more than once.
- •III. Match the words with their definitions.
- •IV. Unscramble the words in brackets and fill in the blanks with them.
- •The deer _______of North America is constantly _________. (utaponploi, geradesni)
- •Wildlife in Chernobyl Disaster Area
- •I. Answer these questions.
- •II. Match the beginnings of the numbered sentences below with the endings on the right to restore the sentences from the texts.
- •III. A lot of information is given in the texts. Some of it is in favour of the nuclear power, some is against, some is neutral.
- •IV. Do a quiz “Are You a Good Scientist?”
- •V. Discuss the following in small groups
- •Vocabulary and grammar
- •I. Choose the correct form of the verb.
- •II. Match these words with their dictionary definitions.
- •III. Using a dictionary add as many missing words as possible. An example has been given to help you. Make up short sentences with the words.
- •IV. In groups or pairs, say one or two sentences about each of the following things.
- •V. Translate the following sentences from Ukrainian into English.
- •Writing
- •Unit 11 Environmental problems and solutions
- •II. Guess what else Greener World has accomplished in their city.
- •III. Are you a member of an organization like Greener World? If not, would you like to join one? Give your reasons.
- •Text 1: World environmental problems and their solutions
- •Exercise
- •Text 2: World Ecological Organizations
- •Vocabulary and grammar
- •I. Put the verbs in brackets into the passive to complete the text.
- •II. Match the words in column a with their opposites in column b.
- •I. Translate the words and phrases in brackets into English using the box. Then answer the questions that follow. Environmental Groups in the uk
- •II. Finish the sentences:
- •III. You will get the pictures from your teacher. Make up your own stories. You may use your essential vocabulary.
- •IV. Have you damaged the environment in any way? Recall a recent action or relate an anecdote involving a friend or a neighbour.
- •V. Do you know how to be more environmentally conscious? Is all rubbish the same to you? Do you believe that the responsibility for saving planet Earth also lies in your hands?
- •VI. Suggest your translation of the anthem of Western European ecologists into your mother tongue. It may be either in verses or in prose. Where angels tread
- •Its woodlands and meadows,
- •English lyric: Paul Britten Austin
- •Unit 14 project
- •Members of the Planning Committee of the local council
- •Residents of the area
- •Members of the local environmental group
МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ
Горлівський державний педагогічний інститут іноземних мов
НАВЧАЛЬНІ ЗАВДАННЯ
З КУРСУ ПРАКТИКИ УСНОГО
І ПИСЕМНОГО МОВЛЕННЯ
ТЕМА “СВІТ НАВКОЛО НАС”
(для студентів ІІІ курсу)
Горлівка – 2002
Видавничий центр ГДПІІМ
ББК Ш 81. 432.1 – 923
Навчальні завдання з курсу практики усного і писемного мовлення. Тема “Світ навколо нас”. Методичні рекомендації для студентів (з аудіокасетою).
/ Уклад. О.Ю.Корольова , І.В.Нікітюк. – Г.: Вид. Центр ГДПІІМ, 2002. -
Укладачі: Корольова О.Ю., ст. викл.
Нікітюк І. В., ст. викл.
Рецензенти: Каминін І. М., канд. філол. наук, доц.
Сердюкова Л. І., канд. філол. наук, доц.
Preface
This book is a course for the third year students of English as a foreign language. The objective of the third year student is to be able to understand and use the language simply and effectively. Students need to know that the English language will enable them to communicate their needs, ideas and opinions.
To be able to operate effectively in the real world, students need plenty of opportunity to practice language in situations, which encourage them to communicate their life necessities. Motivation comes from knowing that language activities in the classroom are at all times meaningful, and aimed at real-life communication.
For motivation to be sustained, students need to be continually challenged, both intellectually and linguistically, through texts, activities and tasks. Students easily lose concentration if they are allowed to be passive, or if the texts or activities are too easy. The subject matter and language work must engage students’ minds and challenge them to think.
Understanding spoken language is a major source of difficulty for many students. Listening practice, which provides exposure to the native speaker language, is an important component in any language course. Students need to be given the competence to cope with the material which is a little beyond their productive level and not be discouraged if they do not understand the meaning of every word.
If it is essential to prepare students for the listening tasks this preparation might involve asking the students to predict the content of the passage or raising questions, which might be answered when they listen. Sometimes it is sensible to isolate difficult words and expressions and to check that the students know what they mean before they listen. When the listening task is a conversation or discussion, the students can be asked to perform the same conversation for discussion so that they can compare their performance with native speaker’s.
Learning to speak a language is the most important aim of the language learners. As student talking time in class can be short, every opportunity should be taken to provide speaking practice. Initially the students follow models in pair work exercises, short group-work tasks and role-plays. ‘About you’ type questions also play an important part. These questions give students an opportunity to relate the content of the lesson to their own lives and experience, to the features of life in their own country by inviting them to make comparisons.
Reading texts are an invaluable source of language input and are an essential ingredient of language course. The reading texts serve a number of purposes: they present new language, they consolidate language already learnt, they inform and discover how much of a challenging text they can understand.
Writing is not only an aid to consolidating new language but is a meaningful activity in itself. The process of writing and of organizing one’s thoughts coherently is an important and valuable as the final piece of writing. Writing tasks should first be prepared orally to help students with the organization of their writing.
The Teacher’s Book contains 14 Teaching Units and guide to general teaching procedures. This includes extra suggestion for follow-up activities and the Student’s Book answer keys. The Teacher’s Notes also include the tapescripts of the recorded material. The Unit corresponds to one 80-minute teaching period. Each of these Units is introduced by an English-speaking character whose life and background provide a context for language practice and skills development. To provide variety the Units offer a change of focus, which is indicated in the Unit titles: Listening and Speaking, Reading, Vocabulary and Grammar, Writing.
The focusing element means that a particular aspect of language learning can be concentrated on at different times within an integral programme of work. All teaching material is organized according to the official academic syllabus for the third year students. This book is recommended for work in the TELECOM class, so that each student has an opportunity to practice the language effectively and develop his individual language skills.