References

Main literature:

1. New English file (Аdvanced) Student’s book/Work book. Clieve Oxenden, Christina Latham-Koening. Oxford University Press, 2012

2. Info Tech English for computer users. Cambridge University Press, 2012

Additional literature:

3. Essential grammar. R.Murphy. Second edition. Advanced level. Cambridge University Press. 2013

HAND OUT № 4 (124) Discipline: English as a foreign language Credit - 2 Advanced level Practical lesson Lexical theme: Field of science and research Grammar: Discourse markers: adverbs and adverbial expressions Teacher: associate professor Nagiyatova Lazzat Bermahanovna

Give your own version of translation into Kazakh and Russian the following proverb and quatation: What others do you know? ‘Money spent on the brain, is never spent in vain” – (no author)

‘Formal education will make you a living. Self-education will make you a fortune” – Jim Rohn

GRAMMAR COMMENT: Discourse markers: adverbs and adverbial expressions

Discourse markers: adverbs and adverbial expressions are used in the speech with different functions: to change the direction of conversation, to introduce an additional surprising information, to generalize idea, to return to the main topic after a digression and so on. These are: taking off, by the way, incidentally, actually, in fact, as a matter of fact, in any case, anyway, at least, as I was saying, on the whole, all in all, after all, besides, basically, obviously, I mean, in other words, otherwise, as far as, as regards, regarding, that is to say, on the one hand, on the other hand [1].

Circle the appropriate discourse markers.

1. Actually / Incidentally, I didn’t like it very much.

2. Moreover /after all, in the last years these aspects have been improved by the adaptation of a new technology.

3. Additionally /obviously, the increase in the CCR due to preheating also depends on the type of mixture.

4. Besides /Neither of these models fits the data.

Define the functions of discourse markers: adverbs and adverbial expressions in the following situations:

1. A. I really like your shirt. Hasn’t Harry got one just like it?

B. Talking of Harry, did he get the job he applied for?

2. A. Did you see the match last night?

B. No, I didn’t. Actually/ in fact/ as a matter of fact I don’t’ really like football.

3. As I was saying, if Mark gets the job we’ll have to reorganize the department.

4. On the whole, I think that women make better journalists than men.

5. I think we should buy them. After all, we’ll never find them anywhere cheaper than this.

Exercise 1. [T. 4]

Listen to the lecture of a professor: ‘Mental disorders’ and give T (true) and F (false) answers.

		true	false
1	The professor describes the symptoms of the four main groups of anxiety disorders
2	Specific fobia include fear of heights
3	Social fobia include fear of enclosed fobias
4	Specific phobias are the most common phobias
5	Agoraphobia doesn’t have treatment

E xercise 2. Answer the questions on the listened text.

1. What is the lecture mainly about?

2. Why does the professor say that many people feel anxious when they visit a dentist?

3. What does the professor say about specific fobias?

4. Social fobia might include which of the fears?

5. What does the professor imply about treatment of fobias?

Exercise 3. Describe the field of your interest or research you would like to do in the future. You should say:

In what field of science/research it would be? What are the current issues in this field of science/ research? Were new research areas developed in recent years? What are the latest achievements in your field of science / research?

Exercise 4. Read the following extract from Albert Einstein’s letter of 1916 and sort out what is being said in each paragraph then write a short one-sentence summary of the views or arguments being put forward.