- •Пояснительная записка
- •Table of contents
- •International communication
- •International communication
- •Independent b1
- •Independent b2
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •Incorrect article choice
- •Incorrect omission or inclusion of articles
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •3. Reciting and reviewing the text.
- •(Abridged from the Toolkit for transnational communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •3. Reciting and reviewing the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •Verb errors involving tense
- •Text 1-4. Receptive multilingualism (Abridged from the Toolkit for transnational communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •Identify and correct errors involving verbs and verbals
- •(After j. Normann Jørgensen’s and Kasper Juffermans’ sections in the Toolkit for Transnational Communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •6. What circumstantial evidence can be inferred from the following paragraph:
- •7. Which of the following best describes the organization of the passage?
- •9. What is the author's attitude toward superdiversity and languaging? Answer choices:
- •Incorrect verb forms
- •(After Robert Phillipson’s Lingua franca or lingua frankensteinia? In World Englishes, 27/2, 250-284, 2008)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find indirect information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •6. What circumstantial evidence can be inferred from the following paragraph:
- •8. What is the author's attitude toward the English language in science and education expressed in the following paragraph?
- •9. Make valid inferences based on the questions:
- •Identify and correct errors involving verbs and verbals
- •Incorrect inclusion or omission of prepositions
- •Identify and correct errors involving prepositions
- •1. A definition of communication
- •2. Major structural components
- •3. What is culture?
- •4. Explaining Culture
- •1. New approach to intercultural understanding.
- •2. Culture as Ways of Thinking, Beliefs and Values
- •3. Culture as Language: The Close Link Between Language and Culture
- •Identify and correct errors involving the wrong word choice
- •Identify and correct errors involving sentence structure
- •Incomplete adjective clauses
- •Identify and correct errors involving types of clauses
- •Identify and correct errors involving adverb clauses
- •In Europe
- •In Sweden
- •Incomplete noun clauses
- •Identify and correct errors involving noun clauses:
- •Incomplete participial phrases
- •Incomplete appositives
- •Incomplete/missing prepositional phrase
- •Identify and correct errors involving incomplete phrases
- •Introduction
- •Informative Abstracts:
- •Tips and Warnings
- •Identify and correct errors involving word order
- •Items involving parallel structures
- •Introduction
- •Implications
- •Identify and correct errors involving subject-verb agreement
- •Text 1-23. Interpreting successful lingua franca interaction (Based on Christiane Meierkord’s analysis of non-native/non-native small talk conversations in English)
- •The data
- •Identify and correct errors involving misplaced modifiers
- •Text 1-24. Bringing europe's lingua franca into the classroom (After an editorial published on guardian.Co.Uk on Thursday 19 April 2001)
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •1. European migrant workers
- •2. Returnees
- •3. Tourism
- •4. The redistribution of poverty
- •5. Expat workers
- •6. Internal migration
- •7. A reserve army of labour offshore
- •1. Communications technology
- •2. Text messaging
- •3. Surveillance society
- •4. Why English is used less . . .
- •5. Independent journalists and bloggers
- •Text 2-4. Polylingualism, multilingualism, plurilingualism
- •1. Borders - Borderlands – Boundaries (after Virginie Mamadouh)
- •3. Tool(s) – Toolkit (after Virginie Mamadouh)
- •1. Could you tell us your background and why you decided to become an educator? (from Ana Wu, City College of San Francisco, esl Instructor)
- •2. From poststructural and postcolonial perspectives, linguistic imperialism could be critiqued by its deterministic and binary divisions; those who colonize and those who are colonized.
- •6. Dr. Phillipson: In the March, 2009 interview Marinus Stephan on this blog, Dr. Stephan
- •8. You have written and discussed very controversial issues. How do you deal with criticism? How do you react to people who disagree with your ideas?
- •1. Interactive communication
- •2. Time and Space
- •3. Fate and Personal Responsibility
- •4. Face and Face-Saving
- •5. Nonverbal Communication
- •6. Summary
- •1. Social interaction.
- •2. Looking Back
- •3. Food for Thought
- •1. Introduction
- •2. Three Decades Have Passed
- •3. Cultural Predestination!
- •4. Individual Values
- •5. Culture Is a Set of Dynamic Processes of Generation and Transformation
- •1. Strong and weak uncertainty-avoidance cultures
- •2. Individualism versus Collectivism, the Case of Japan
- •3. Identity
- •1. Two specific uses of the concept of cultural identity
- •2. The interplay of culture and personality
- •3. The interaction of culture and biology
- •4. Psychosocial patterns of culture
- •5. Motivational needs
- •6. The flexibility of the multicultural personality
- •1. Introduction
- •2. Background: English as the language of publication and instruction
- •3. Methods
- •4. Results
- •4.1 Form of words (Morphology)
- •4.2 Grammar (Syntax)
- •4.3 Attitudes towards English as a Lingua Franca
- •5. Conclusion
- •Text 2-14. A new concept of english?
- •Cambridge English Examinations: Speaking Test
- •1. Basic Interpersonal Communication Skills (bics)
- •Implications for mainstream teachers
- •2. Common underlying proficiency (cup)
- •Implications for mainstream teachers
- •Implications for mainstream teachers
- •4. Additive/subtractive bilingualism
- •Implications for mainstream teachers
- •Introduction
- •Impetus for the study
- •1. Cultural
- •2. Organizational
- •Parts of an Abstract
- •Introduction
- •Interaction between teacher and students
- •Read the introduction section of the article.
- •Read the methods section of the article.
- •Read the discussion section of the article.
- •(Based on Christiane Meierkord’s analysis of non-native-/non-native small talk conversations in English. Continued from Text 1-23)
- •Interpreting lingua franca conversational data
3. Identifying the key words of the text.
Step 1. Select 3 key words out each paragraph making it 24 key words for the whole text.
Step 2. Limit the number of selected key words and word combinations down to 5.
4. Identifying patterns of text organization.
Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
1. In LaRa, one distinguishes between hearer's and speaker's competencies. The hearer's component of LaRa consists of all processes that actualise and intensify the hearer's competencies. These linguistic means comprise nonverbal signals that steer the speaker's production, prosodic elements expressing the whole range from agreement to disagreement, formulaic expressions.
2. On the other hand, the speaker's LaRa lists strategies such as reformulations, repairs, recapitulations, rephrasings and other types of meta-discourse elements. Accommodation processes, in particular, lead to lexical and morphological adaptations towards what speakers imagine hearers would be able to better understand in their recipient language.
3. The two main forms codeswitching takes are referred to as insertion and alternation. In insertion, the sentence is clearly in one of the two languages but one or more of the words is from the other language. An English sentence with a French word in it is a case of insertion. Most of the time, the inserted words will be a content word, i.e. a noun, verb or adjective. This betrays one of the main reasons why people use this way of speaking: the words from the other language name useful concepts that the base language has no word of its own for.
Find in the text at least one example per each pattern of text organization: description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition.
5. Reviewing and reciting the text.
Take 5-6 minutes to review and recite the text with the help of the following context clues:
a) Numerical statements, such as "There are two reasons ...".
b) Rhetorical questions.
c) Introductory summaries: "Let me first explain..."; "The topic which I intend to discuss is interesting because...".
d) Development of an idea, signalled by statements such as: "Another reason..."; "On the one hand..."; "Therefore..."; "Since..."; "In addition..."; etc.
e) Transitions, such as "Let us turn our attention to..."; "If these facts are true, then..."; etc.
f) Chronology of ideas, signalled by "First... "; "The next..."; "Finally...,"; etc.
g) Emphasis of ideas, such as "This is important because..."; "The significant results were..."; "Let me repeat..."; etc.
h) Summary of ideas, signalled by "In conclusion...; As I have shown... "; etc.
Section 2. Grammar workout
Common verbs that take verbal objects
Verbs used with Gerunds: admit, avoid, deny, enjoy, finish, justify, quit, recommend, suggest,
understand.
Verbs used with infinitives: agree, allow, arrange, attempt, cause, choose, decide, enable, hope, instruct, know (how), learn (how), permit, persuade, require, seem, teach (how), tell, use, warn.
Infinitives are used with have, and bare infinitives are used with let and make: I have to do my research paper by next Monday. The professor won’t let us waste time on this experiment. Necessity makes you look for options.
Gerunds, by their meaning, are verbal nouns and, as such, are generally used as subjects or objects of verbs or as objects of prepositions. Infinitives can also be subjects and objects.
Playing (to play) cards is enjoyable, (gerund as subject of a verb).
He enjoys going to good restaurants, (gerund as object of a verb).
He avoids eating junk food, (gerund as object of a verb).
He passes the time by playing cards, (gerund as object of a preposition).
You can solve this problem by using a computer, (gerund as object of a preposition).
Note: All two- and three-word verb phrases that can be followed by verbals are used with gerunds, not infinitives. This is true even when the verb phrase ends with the word to.
I am looking forward to visiting with you next summer.
I cannot agree to going to New Orleans.
My partner is opposed to our participating in this deal.