Кудинова Практическиы курс аглиыского языка для студентов международник Ч.1 2014

1)important dates in history e.g. battles

2)the names of capital cities

3)times tables e.g. 4x 7=28

4)scientific formulae e.g. E=mc2

5)spelling

6)mental arithmetic e.g. adding up numbers in your head

7)poems and excerpts from literature

5.What techniques do you have for learning any of these? Tell a partner.

6.What do you understand by the term 'rote learning'? Scan the article to check your answer.

7.According to the article are the statements below true, false or not given?

1) Teachers are no longer important.

2)Learning new things is not essential.

3)The British education system is old-fashioned.

4)Student autonomy is becoming more common in British schools.

5)Many people agree with Tapscott's views.

Google Generation Has No Need For Rote Learning

Memorising facts and figures is a waste of time for most school children because such information is readily availiable a mere mouse click away, a leading commentator has said.

The existence of Google, Wikipedia and online libraries means that there is no useful place in school for old-fashioned rote learning, according to Don Tapscott, author of the bestselling book Wikinomics and a champion of the ‘net generation’.

A far better approach would be to teach children to think creatively so that they could learn to interpret and apply the knowledge available online. ‘Teachers are no longer the fountain of knowledge; the Internet is,’ Tapscott said. ‘Kids should learn about history to understand the world and why things are the way they are.’ But they don't need to know all the dates. ‘They can look that up and position it in history with a click on Google,’ he said.

Tapscott denies that his approach is anti-learning. He argues that the ability to learn new things is more important than ever ‘in a world where you have to process new information at lightning speed.’ He said: ‘Children are going to have to reinvent their knowledge base multiple times. So for them memorising facts and figures is a waste of time.’

His observations chime with a trend in British classrooms to cut back on traditional teaching and to personalise learning.

Schools are increasingly moving towards more independent study and socalled enrichment activities, with pupils learning at their own pace and focusing on what interests them most. At Wellington College in Berkshire, for example, teenagers are not taught from the front of the class, but instead sit around a large oval table for seminar-style discussions.

121

Tapscott believes that the model of education that prevails today in most classrooms was designed for the industrial age. He suggests that the brains of young people today work differently from those of their parents. He argues that digital immersion, in which children may be texting while surfing the internet and listening to their MP 3 player, can help them to develop critical thinking skills.

His views are unlikely to be universally welcomed. Richard Cairns. Headmaster of Brighton College, one of the country's top-performing independent schools, said that a core level of knowledge was essential: ‘It's important that children learn facts. If you have no store of knowledge in your head to draw from, you cannot easily engage in discussions or make informed decisions.’

8. In pairs discuss your opinion about Tapscott's views? Why / Why not?

Listening and Speaking: Issues in Education

1. Listen to three people on a radio phone-in programme talking about the purpose of education. Answer the following questions.

1) Where are they from and what do they do? 2) How do their opinions differ?

3) Which is closest to Tapscott's view do you think?

4) What is your reaction to the views you heard? How common do you think they are?

2. Match the following idioms (1-6) that describe people and their

Someone who:

a)has many different skills and abilities.

b)is very successful in a job or at school.

c)works well in a group especially at work/ in business.

d)behaves as if they know everything.

e)is quiet but who surprises with their hidden talents

f)is a skilled or successful young person.

3. In groups, talk about the following questions

1)What is the main role of education for you?

2)'You get what you pay for/ Do you think this statement is true for education in your country?

3)What was missing from your own education?

Listening: Motivations to Learn

1. Two students are being interviewed by a linguist who is researching the motivation of learners of English. Look at the descriptions of two types of

122

motivation. Listen to the interviews with Jan and Marco. Then decide which type of motivation they have.

Instrumental motivation: The person is learning the language to achieve a definite goal, e.g. to get a better job, to be promoted, to pass an external examination, etc.

Integrative motivation: The person is learning the language to communicate with people from another culture that speak the language. The person wants to identify with the target language group and fit in with it.

2. Which student Jan or Marco, expresses the following ideas? Listen again and check.

He ...

•is a flexible person when travelling.

•will make more money by improving his English.

•wants to achieve native speaker proficiency.

•does not want to learn a lot about English culture.

•learned about English culture at an early age.

•is learning English in a company environment.

•wants to learn more about the literature of the country.

•needs to communicate better in English for work reasons.

3. In small groups, discuss the following questions:

1) What is your main motivation for improving your English?

2) What other things are motivating you to improve your English language proficiency?

4. Jan travels a lot and believes he has good cross-cultural skills. In groups, discuss some of the skills and qualities that people need when living or working in foreign countries. Make a list and show your ideas to the other groups.

5. Compare your list of cross-cultural skills with a list made by an expert in the field. See page 129.

6. Now discuss whether you think you have the qualities required to work in a foreign country. Give reasons for your answer.

7. It is important to be aware of you learning style, as this will indicate not only your strengths but also areas you need to develop. Read about four approaches to learning on page 129. Then, in groups, answer the questions below:

1) Which style do you think best describes you personally?

2)Are you a mix of styles? If so, in what way?

3)Is one learning style predominant in your group?

4)What could each of you do to improve your learning style?

8. Work in groups. Note down the qualities and skills you have which would impress a potential employer. Then compare your list with those of other students in your group.

123

10. Do you know what a covering letter is? Complete the gaps in the text with the words from the gaps and find out what it is or what you didn’t know about it.

convincing motivate speculative targeted vacancy vital

A covering letter should always be included when you send out a CV or an application form. It should create interest and 1______the employer to get to know more about you. There are two types of covering letter. In a 2______covering letter, the writer is responding to a specific advertised 3______. However, in a 4_____ covering letter, the writer aims at a specific employer or a number of companies or organisations he/she is interested in joining. A covering letter is 5______ if your application is speculative because the employer will only read it and look at your CV if your letter is really 6______.

11. Look at the information below and put it in the order it would probably appear in a covering letter.

1)Highlight your strong points, your understanding of the work, and why you are suited for it.

2)End the letter with an appropriate sentence.

3)Indicate your availability for interview.

4)Explain why you are interested in the job.

5)State what the vacancy is and how you heard about it. If the covering letter is speculative, say what kind of work you are interested in.

Active Vocabulary. Unit 3.

English as a World Language

Ex. 3. Replace according to the model:

Example: It is very likely that he will come. – He is (highly) likely to come.

1. It is very likely that the prices for these goods will go up again in England. 2. It is not likely that they will return soon. 3. It is likely that they will be here on Monday. 4. It is unlikely that the meeting will be postponed. 5. It is very likely that his article will be published in the newspaper. 6. It was not likely that the telegram would reach them in time. 7. It is likely that they will come here. 8. It is likely that the conference will be held in. Moscow.

Ex. 4. Translate into Russian:

1. They are likely to take part in this work 2. He is highly likely to enjoy himself at the party. 3. The fight for export markets between capitalist countries is likely to grow grimmer and grimmer. 4. The plan that is likely to be approved provides for the immediate construction of a new power station. 5. The vessel is not likely to arrive at the port of destination before the 1st October. 6. The matter will be discussed at the conference likely to be called next month.

Ex. 5. Translate into English using the structure “to be likely that/ to”:

1. Погода, вероятно, изменится. 2. Вряд ли он придет. 3. Очень вероятно, что этот вопрос будет обсужден на собрании сегодня. 4. Он, наверное, придет вовремя. 5. Товары, вероятно, будут доставлены без опоздания. 6. Он, наверное, согласится принять участие в этой работе. 7. Маловероятно,

что Джон и Сара позвонят сегодня.

Ex. 6. Translate into English using the active vocabulary:

1.Все работы Вильяма Блейка делятся на два периода – до смерти его жены, и после. После потери жены его полотна стали заметно мрачнее.

2.По словам организаторов, звезда требует номер с бронированными окнами, что делать?

3.Ты совершенно неотразима! – А главное, огнеупорна!

4.Потеря музыкального слуха в вашем случае невозможна, у вас его нет.

5.До сих пор его репутация была безупречна.

6.Повстанцы сопротивлялись, пока могли (так долго, как могли).

7.Будет преувеличением сказать, что я умер.

8.По правилам, вы не можете использовать свое положение, чтобы помочь родственнику получить работу в нашей компании.

9.Очевидно, что заявление политика были преувеличением.

10.Боюсь, мне просто нечем заменить испорченные детьми занавески, а гости вот-вот приедут!

11.Подлинность этих документов – спорный вопрос.

12.Ты хоть понимаешь, как меня достало, что ты ставишь чашки с кофе на белый диван?

13.По счастью, мое пальто водонепроницаемое, так было написано на этикетке. – А по-моему, это очевидное преувеличение, оно лишь водоотталкивающее.

127

14.Вряд ли они пойдут с нами / знают о нашем приезде.

15.Наверняка все будут преувеличивать достоинства новой модели. Ее бесполезность очевидна.

16.В нашей стране огромное количество безработных, а работодатели жалуются, что не хватает (не достаточно) квалифицированных работников.

17.Какие у вас имеются дипломы? – Боюсь, что никаких.

18.Было очень страшно возвращаться через темные улицы. – Ты боишься темноты?

19.Ребенок боялся спать один.

20.Эти требования были сняты только после того, как заложники были освобождены.

21.Разве ты не знаешь, что Билл был снят со своего поста и заменен другим сотрудником?

22.Эта стрелка показывает уровень топлива в первом баке.

23.Их вид говорил о том, что они только что поругались.

24.Сколько можно ждать, пока тебе позвонят работодатели? Позвони им сам.

25.Джон все еще ждет, пока Мэри передумает. Очевидно же, что она этого уже не сделает!

26.Держись за эту должность, это просто клад.

27.Лишь в редких случаях докладчик обращался к написанному тексту своей речи.

28.Философ ссылался на слова Сократа, когда говорил о материи.

29.Снимайте крышку с торта, именинник идет.

30.Помнишь ту картину, которую упоминала Нина? Давай подарим ей репродукцию этого полотна?

31.Альпинистка почти отправила смс когда связь вдруг прервалась.

32.Джесси того и гляди станет посмешищем. – Не пугай меня, что она опять натворила? Рассказывай немедленно.

To ex. 5, 7 on page 124 (Motivations To Learn)

Interpersonal skills

Linguistic ability

Motivation to live abroad (cultural curiosity)

Tolerance for uncertainty and ambiguity

Flexibility

Patience and respect

Cultural empathy

A strong sense of self (ego sense)

A sense of humour

128

How to Give a Great Presentation.

Answer these questions and read the guidance points.

1.How do you feel about public speaking?

a)I hate it.

b)I prepare very carefully to avoid nerves.

c)I always enjoy it and never get too stressed.

2.How do you deal with nerves?

a)I don't really. I just have to get on with it.

b)I try to take it in my stride. I think being a bit nervous helps me to perform.

c)Although I do get nervous, I always pretend that I don't and bluster my way through by playing a role.

3.Do you practice your presentation?

a)Yes. I often try to improve my presentation at the last minute.

b)I rehearse four or five times but when I feel I have gd H right, I don't tinker with it.

c)I don't bother to rehearse. I know I'll be fine.

4.How long do you usually make your presentations?

a)I keep it as short as possible.

b)As long as it takes to cover all the necessary ground.

c)As long as it takes—I really enjoy public speaking.

5.How do you deliver your presentation?

a)I often fiddle with my hair or pen because I get so nervous.

b)I stand up straight and make sure I address my audience directly throughout the presentation.

c)I tend to sit down and relax.

6.Do you cater your presentation to your audience?

a)No, not really—I just want to get my point across.

b)Yes. I try to find out as much about them as I can beforehand.

c)Yes. I tend to aim it at the most senior people.

7.How long do you arrive before you are due to give a presentation?

a)I'm always a few hours early.

b)I like to leave enough time to check my equipment.

c)I'm often late.

8.What would you do if everything went wrong?

a)If I'm honest, I'd completely panic.

b)I'd keep smiling and try to keep calm.

c)I don't think I'd be too bothered. I'm not likely to see the audience again. a=1, b = 2, c = 3.

Now add up your scores.

129

8-13: The very thought of presenting makes you nervous, so take some action to calm your nerves

14-19: Well done – you've realised that practising is the key to a great presentation!

20-23: It's great that you enjoy presenting; it's a really useful skill to have and will stand you in good stead as you move up the career ladder. Try not to be overconfident, though, and take the time to tailor what you say to your audience-you'll really grab their attention then.

Rules for preparing great presentations

Giving a presentation can strike fear into the heart of even the most experienced business people. It takes some courage to stand up in front of an audience and deliver a well-structured and interesting talk, and most of us at one time or another have experienced the panic, sweaty palms, blank minds, and wobbling voices that sometimes accompany this.

Being able to cope with presentations is a very valuable skill, though, whatever your job. Presentations are useful in many situations, such as pitching for business, putting a case for funding, addressing staff meetings, or even as part of the application procedure for a new job. Few people like speaking formally to an audience, but there are many real benefits and as you gain experience in giving presentations, you'll probably find that it becomes less of a worry, and even enjoyable.

Step one: Work out your objectives

Clear objectives are the starting point for all great presentations. Start by working out your objectives – ask yourself why you're giving the talk and what you want your audience to get out of it. Think about whether using speech alone is the best way of communicating your message, or if your message might benefit from using visual aids and slides to illustrate its main points.

When you're planning and giving the presentation, keep these objectives in mind at all times – they'll focus your thoughts. Then you will not waste anyone's time, your audience's or your own.

TOP TIP It's very important that you believe in what you're going to be talking about and that YOU are interested in what you will be saying. If you don’t and aren’t, others will be able to see it. It won't necessarily be as a result of anything you say, though; your body language may give it away without you even noticing

Step two: Find out what you need to know about your audience

Before you plan your presentation, try to find out who is going to be in your audience, and their expectations. For example, the tone and content of a

130