Autonomous Learning for 3d Year Students. Лабораторные работы для студентов-бакалавров к «Практическому курсу английского языка. Часть 3». Учебное пос

Департамент образования города Москвы Государственное бюджетное образовательное учреждение высшего профессионального образования города Москвы «Московский городской педагогический университет» (ГБОУ ВПО МГПУ)

Институт иностранных языков

Кафедра английской филолгии

И.В. Михеева, Е.Н. Волынская, С.В. Мичугина, Н.Д. Паршина, С.Б. Прохорова, О.А. Титова

Autonomous Learning

for 3d Year Students

Лабораторные работы для студентов-бакалавров к «Практическому курсу английского языка. Часть 3»

В.Д. Аракина

Учебное пособие

для студентов-бакалавров

Москва

2013

Рецензенты:

профессор кафедры лексики английского языка факультета иностранных языков, кандидат филологических наук Н.Н. Морозова (МПГУ),

заведующая кафедрой английской филологии, доктор филологических наук, профессор О.А. Афанасьева

(МГПУ)

Михеева И. В., Волынская Е. А., Мичугина С. В., Паршина Н. Д., Прохорова С. Б., Титова О. А.

М69 Autonomous Learning for 3d Year Students. Лабора-

торные работы для студентов-бакалавров к «Практическому курсу английского языка. Часть 3».

В.Д. Аракина: учебное пособие для студентов-бака-

лавров. – М.: МГПУ, 2013. – 128 с.

Данное пособие представляет собой сборник заданий и упражнений длясамостоятельной работы студентов-бакалавров 3 курса по предмету «Практика устной и письменной речи английского языка». Основной целью пособия яв­ ляется научить студентов самостоятельно работать над программным материалом и осуществлять самопроверку приобретённых знаний.

Учебное пособие для студентов-бакалавров, обучающихся по специальности 0501 б__ия00 (направление «педагогическое образование, английский язык») и по специальности 0357б__МКА (направление «теория и практика межкультурной коммуникации, английский язык»).

©Коллектив авторов, 2013

©ГБОУ ВПО МГПУ, 2013

ПОЯСНИТЕЛЬНАЯ ЗАПИСКА

Курс практики устной и письменной реки является одним из основных аспектов преподавания языка в вузе. В сочетании с другими дисциплинами практического и теоретического характера он обеспечивает всестороннюю подготовку филологов, лингвистов, учителей английского языка.

Данный курс предполагает постепенное и постоянное расширение знаний и развитие умений, приобретенных студентами за предшествующие годы обучения. К третьему курсу, как предполагается, речевая и языковая компетенции студентов должны быть уже в достаточной степени сформированы, что дает им возможность успешно справиться с предлагаемыми в пособии

“Autonomous Learning for 3-d Year Students” заданиями.

Как известно, преподавание в высшей школе призвано нетолько сообщить студентам определенную сумму знаний, но и на­ учить их самостоятельно приобретать необходимые знания, развивать нужные для их будущей профессии навыки и умения. С этой точки зрения настоящее пособие приобретает особую роль в процессе обучения, так как позволяет студентам лучше освоить программный материал, действуя самостоятельно, при необходимости провести самопроверку с помощью предложенных преподавателем ключей и сделать вывод о достаточности или недостаточности проделанной ими работы.

С переходом вузов страны на двухуровневую систему образования и сокращением количества часов, отводимых на практику устной и письменной речи, вопрос интенсификации учебного процесса становится особенно актуальным. Авторы надеются, что данное пособие сможет стать составной частью используемого на третьем курсе Института иностранных языков учебного материала. Пособие полностью интегрировано в сложившуюся на данном курсе систему работы, которая основана на использовании прошедшего проверку временем, но не потерявшего своей актуальности учебника «Практический курс английского языка» под редакцией В.Д. Аракина.

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Пособие состоит из восьми частей. Первые семь включают в себя задания по работе с лексикой (Vocabulary Section) и задания по работе с текстами (Reading Section). Все тексты приводятся здесь в оригинале и носят публицистический характер. Практически все они поднимают ту или иную актуальную для современного мира проблему, как правило, имеющую дискуссионный характер. Студентам предлагается обдумать, что они могли бы сказать по определенному поводу, и высказать свое мнение на занятии. Таким образом, работа с пособием направлена и на расширение возможностей студентов в устной речи. Выбранные для пособия тексты связаны с обсуждаемыми на занятиях темами и способствуют более тесному знакомству третьекурсников с современной публицистикой.

Как разделы, посвященные работе с лексикой, так и разделы, предназначенные для чтения, снабжены целым рядом разно­ образных заданий, в том числе и сравнительно сложных, требующих достаточно высокого уровня владения английским языком, времени и усилий. Однако именно непростые задания помогают отточить мастерство в выбранной профессии и проверить свои возможности.

Приложение к пособию предлагает дополнительный материал для подготовки к зачетам или экзаменам и, как надеются авторы, также может оказаться полезным студентам в учебе и преподавателям в организации учебного процесса.

Кандидат филологических наук, доцент кафедры английской филологии МГПУ

И.В. Михеева

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PART ONE

UNIT ONE

VOCABULARY SECTION

1.Fill in the gaps with the appropriate function words.

1.The back window of their car was smothered ... little stickers.

2.Brickwall is a village ... the hills with allits housesbuilt ... brick.

3.If you stop ... Stilton, stay ... the “Bell” just opposite the railway station.

4.Avan was parked right... front... my car.

5.Susie was gossiping with her friend ... the boss’s love life.

6.The tourists had about three hours to roam ... the town.

7.The river winds its way ... the picturesque village of Somrie.

8.Our guide told us there was a lot to do in the town and its surroundings ... the way ... sightseeing.

9.Her business is the greatest experience ... its kind.

10.I was to bring a potato salad to the potluck supper. But after I had got all the peel ... and all the eyes ..., there was nothing left to be put into the bowl.

11.The company’s affairs are ...a terrible mess.

12.You should try to do your work ... a bit more care.

13.Jane put some salt... the soup, stirred it all ... and only then she decided to taste what she was cooking. She understood she hadn’t added pepper and herbs ...the soup.

14.Ken opened the jar and emptied the salad dressing ... the bowl.

15.The Foxes are moving house next week, so they’ll have to get rid ... their old furniture.

16.I wish you’d take a bit more interest... your work.

17.The professor explained the exam procedure ... a weary air as if he had already explained it many times before.

18.John has made an important contribution ... the company’s prosperity.

19.Kate’s fruit salad was a great success. Everybody said there was something so fresh and exotic ... it.

20.We were tired ... watching TV and went for a walk in the park.

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2.Paraphrase the italicized words using the following phrasal verbs: to put up, to push on, to turn out, to come off, to pick out, to fish out, to stand up for.

1.Judy thought about, what to wear with her new coat in front of the open wardrobe for ten minutes or so and in the end she chose the pale pink scarf.

2.The next day the group of tourists continued their journey to Athens after staying in a small town for a few days.

3.The girl reached into her bag and pulled a handkerchief out of it.

4.The file was discovered to contain some vital information.

5.You should defend what you believe in even if it’s being criticized.

6.We’ll get food and lodging with our friends for the night.

7.Boris pulled at the drawer of his desk and the handle remained in his hand.

3.Suggest words and word combinations instead of their word-de- scriptions.

1.a small corner or sheltered place;

2.to be covered completely;

3.to be so full of something;

4.small and attractive in a delicate way;

5.excellent or grand beauty;

6.to stay for a short time in a place that is not your home;

7.{formal) real;

8.unusual and attractive, especially in an old-fashioned way;

9.to continue a journey or doing something;

10.(of food) excellent and in large quantities;

11.small things that are all different and not valuable or important;

12.something difficult or complicated that you do;

13.not seriously, playfully

14.to examine thoroughly;

15.small remaining parts of something;

16.a very thin mark or opening caused by breaking but not into separate parts

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17.(very formal) to show a particular feeling, quality or attitude;

18.an action or event in the past that is used as an example or reason for a present action or event;

19.to prevent something from happening or progressing normally;

20.having a strong and pleasant flavour;

21.the inside upper part of one’s mouth, ability to taste;

22.(about things) having been used so often that they no longer seem interesting or original;

23.providing the food needed to live, grow and be healthy;

24.providing the substance that people need in order to be healthy.

4.Choose the right word:

A) peel-scrape

1.Mary ... the skin off the tangerine and handed the fruit to the kid.

2.Granny washed and ... the carrots. 3. She ... the wall in the bathroom before painting it. 4. He ... away the outer layers of the onion. 5. My skin always ... when I’ve been in the sun. 6. John ... his van while he was parking it.

B) steady-firm

1.Ben didn’t think the chair was … enough to stand on. 2. Don’t worry: the ladder is … as a rock. 3. It’sa delicate job needing a … hand. 4. Ryan has a good … handshake. 5. My son has finally found himself a … job. 6. Trisha was always known to be a … worker.

C) crack-break

1.Don’t pour hot water into the glass or it will … . 2. Stones hit the window and it … into several pieces. 3. Shake the snow off the branches to prevent them from … . 4. Thunder … overhead and we headed for the cottage. 5. … the spaghetti in half and put it into the boiling water. 6. Tim was very relaxed, smiling and … jokes.

D) taste-flavour

1.Fresh ginger gives an eastern … to the dish. 2. This pear has a sweeter … than that one. 3. They all admired Harriet’s good … .

4.Add … to your meal by using more herbs and garlic. 5. The film appears to popular … . 6.The cocktail has a very strong citrus … . 7.The young actress is very much …. of the month in Hollywood.

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5. Match the verbs of motion with their word-descriptions and make up your own sentences with these verbs.

6.Translate from English into Russian.

1.You look a mess — you cannot go to the office like that.

2.The company was in a complete mess when Mr. Brockwell took over.

3.Don’t worry: the ladder is steady as a rock.

4.The pound has steadied after early losses on the money markets.

5.Please meet Jill, Ray’s steady.

6.Meg showed me a nice tablecloth embroidered with wildflowers and birds on it. It was a delicate job needing a steady hand.

7.I cracked two eggs into a frying pan.

8.Ben was very relaxed, smiling and cracking jokes.

9.Thunder cracked overhead. It was a signal to hurry home.

10.The children peeled off their clothes jumped into the water.

11.Scraping the old wall-paper off was great fun and didn’t take us long because we were able to peel off quite big strips.

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12.The old car drove off, with its exhaust pipe scraping the ground.

13.John’s chair scraped as he pushed it back.

14.All contributions, however small, will be greatly appreciated.

15.Various factors contributed to his downfall.

16.I cannot come to your wedding, but I’ll be there in spirit.

17.You should try to obey the spirit of the law even if you don’t always follow its letter.

18.If you keep working at this rate, you could wind up with a heart attack.

19.The nurse wound a bandage round the wounded arm.

20.The furnishingsand paintings were chosen with impeccable taste.

21.Since tasting the excitement of big city life, she never wants to live in the country again.

22.There is a tasteful arrangement of flowers in the vase.

23.This film appeals to popular taste.

24.Money cannot make up for bad taste and bad manners.

25.I just want to tell you a tasty piece of gossip about our neighbours.

26.I haven’t had a good gossip since you left.

27.She got a long gossipy letter from her sister.

7.Notice the difference in usage.

Orange peel, apple peel, potato peel

Melon rind, watermelon rind, lemon rind

Pear skin, banana skin, tomato skin, onion skins

Potato peelings (parts peeled off)

1.With time the banana … became dry and black.

2.We stood half smothered in the potato … .

3.Add to it some ground lemon … .

4.Tomato … is very thin and breaks easily.

5.Pieces of watermelon … were strewn over the kitchen floor.

6.They never throw away potato or apple … but use it on the farm.

7.My granny advised me to dry orange … and use it instead of moth balls.

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READING SECTION

TEXT 1

1. Read the title of the article and guess what it is about. Think of some culinary challenges one can face being a student. Read the article to see if your guess is right.

How to Be a Student Cook

By Katharine Whitehorn.

The Guardian,

Tuesday 21 September 2010

You don’t need a lot of fancy gadgets to eat well when you’re at university — a wok and a sharp knife will do. But cooking in a hall of residence kitchen poses unique challenges.

If you’re a student you’ve probably already had a tough time getting into university; and maybe you have not learned all that much about cooking, either at school or your mother’s apron. Now suddenly here you are, hungry, with nothing to light the gas and a couple of rusting pans, realising you can’t live on Pot Noodles forever.

Unless you’re belatedly starting on a cookery course, you’ll probably be eating to stay alive, rather than wanting to use up valuable brain power on food. Things are much easier than they used to be. When, years ago, I wrote “Cooking in a Bedsitter” — bedsitters being where most of those escaping from home-cooking usually wound up — there was precious little ready-made food. No one at that level had a fridge; chicken tikka masala was not yet the nation’s favourite dish; and things such as pasta, the mainstay nowadays of anyone young, hard up and not slimming, were regarded as exotic. Spaghetti, indeed, was a series of dismal worms in a tin, and olive oil had only just stopped being something you bought in a tiny bottle at Boots for earache. Microwaves were unknown — they’re only really useful for baking a potato in five minutes flat and heating stuff up anyway.

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