Practical course on conversation in the first foreign language. Practicum. P.2. Учебно-методическое пособие

УДК 811

ББК 81.2 С42

Авторы-составители:

Скачкова Е.А. – к.п.н., доцент, зав. кафедрой лингвистики и гуманитарных дисциплин ОУ ВО «Южно-Уральский технологический университет»;

Ещеркина Л.В. – старший преподаватель кафедры лингвистики и гуманитарных дисциплин ОУ ВО «Южно-Уральский технологический университет».

Рецензенты:

Доктор филологических наук, профессор, профессор кафедры теории и практики английского языка ФГБОУ ВО «Челябинский государственный университет» Н.С. Олизько;

Канд. филол. наук, доцент, доцент кафедры делового иностранного языка факультета лингвистики и перевода ФГБОУ ВО ЧелГУ И.В. Телешева;

Канд. филол. наук, доцент, доцент кафедры делового иностранного языка факультета лингвистики и перевода ФГБОУ ВО ЧелГУ И.В. Денисова.

Скачкова Е.А., Ещеркина Л.В. Practical course on conversation in the first foreign language. Practicum. Part 2.: Уч.-метод. пос. [Электронный ресурс] / Е.А. Скачкова. – Челябинск: ОУ ВО «Южно-Уральский технологический университет», 2024. – 43с.

ISBN 978-5-6051964-6-4

Учебное-методическое пособие «Practical course on conversation in the first foreign language. Practicum. Part 2.» по дисциплине «Практикум по культуре речевого общения первого иностранного языка» предназначено для реализации Федерального государственного образовательного стандарта высшего образования по направлению подготовки 45.03.02 Лингвистика, является единым для всех форм и сроков обучения и направлено на формирование универсальных, общепрофессиональных и профессиональных компетенций.

© Скачкова Е.А., Ещеркина Л.В. 2024

технологический университет», 2024

2

3

ПРЕДИСЛОВИЕ

Учебно-методическое пособие «Practical course on conversation in the first foreign language. Practicum. Part 2.» по дисциплине «Практикум по культуре речевого общения первого иностранного языка» предназначено для реализации Федерального государственного образовательного стандарта высшего образования по направлению подготовки 45.03.02 Лингвистика, является единым для всех форм и сроков обучения и направлено на формирование универсальных, общепрофессиональных и профессиональных компетенций.

Учебно-методическое пособие рассматривается как дополнение к рабочей программе по дисциплине «Практикум по культуре речевого общения первого иностранного языка».

ВВЕДЕНИЕ

Целью учебно-методического пособия «Practical course on conversation in the first foreign language. Practicum. Part 2» является совершенствование навыков и умений практического владения устной и письменной речью на продвинутом уровне, проверка знаний и умений, а также систематизация и обобщение ранее усвоенных знаний и умений обучающихся по данному курсу.

Пособие состоит из 10 модулей, каждый из которых направлен на всестороннюю проверку и развитие языковых компетенций. Каждый модуль включает задания, предназначенные для оценки освоения грамматики, вокабуляра и функционального использования языка. Особое внимание уделяется практическому применению изучаемого материала, что позволяет обучающимся не только закрепить свои знания, но и выявить пробелы в понимании и использовании языка. В каждом модуле Задание №7 ориентировано на освоение разговорных компетенций - студенты получают тему для обсуждения и после одной минуты на обдумывание должны построить монологическую речь, отвечая на все вводные вопросы.

Тематика каждого модуля соответствует темам, указанным в рабочей программе дисциплины, что обеспечивает последовательность и логичность изучения материала. Практические задания предназначены для того, чтобы как преподаватель, так и обучающийся могли быстро и эффективно оценить свое понимание и усвоение ключевых аспектов языка в каждом модуле.

Актуальность данного пособия обусловлена необходимостью студентов расширять свой запас профессиональных знаний и применять их в ситуациях речевого общения с целью развития своей профессиональной деятельности. Пособие также служит средством

4

самоконтроля, позволяя студентам самостоятельно оценивать свои успехи и выявлять области, требующие повторения или дополнительного изучения.

Данное пособие выступает средством обучения и может быть использовано для самостоятельной работы студентов и преподавателей ОУ ВО «Южно-Уральский технологический университет».

5

Unit 1. Challenges

Exercise 1. Complete the text with the correct words/expressions (a, b or c).

The language Hawaiian Creole was invented through necessity. In 1880, thousands of immigrants from Europe and Asia went to work for the English-speaking owners of sugar plantations in Hawaii. Among all the other challenges these immigrants (1) ___________, the most

(2) ____________ was to understand each other, their bosses, and to understand the Hawaiian people. To these immigrants, other ethnic groups must have sounded as if they were (3)

____________. After a short time, they were able to (4) ____________ some English, but barely enough to communicate. Instead, they (5) ___________ body language and a simple code of sounds.

However, things changed fast, and by 1910 a new language had emerged: Hawaiian Creole. This included words and sounds from other languages, but could be (6) ____________ all of them by its different grammar. Hawaiian Creole, a simple dialect, is (7) ____________ complex structures. With this new easily understood language, everybody (8) ____________ increased communication.

Many years later, Derek Bickerton studied the origins of Hawaiian Creole. He was amazed that within a generation, the immigrants had (9) ____________ creating a language that was (10)

____________ to all. In fact, in his book Roots of Language, he says that the children invented the language while playing together.

Exercise 2. Find the mistake in each sentence and correct it.

1. Giant multinational research centre Sci-Corps seems to abandoned its research into cloning after pressure from the government.

6

2.Ex-President Michael Nkrumah is said be recovering well from the stroke he suffered last

Thursday.

3.Michaela Kritzkoff, the explorer who disappeared for a month while canoeing along the Amazon, has been found in a village in Brazil. It believed that she had drowned during a storm.

4.British Commonwealth boxing champion Roderick Bland appears to finally retired, at the

age of 46.

5.And finally, it seems if summer really is coming. Sarah Smith reports on tomorrow's

weather.

Exercise 3. Find the mistakes in nine of the sentences and correct them.

I've never seen the man before yesterday, when he knocked on my door.

I'd never seen the man before yesterday, when he knocked on my door.

1.By the time she finishes her degree, she will be at the university ten years.

2.He was delighted when they told him he had got the job.

3.I feel healthier now that I took up kickboxing.

4.Where were you? I've been waited here for at least an hour!

5.It was a shock when I saw him. I would expected to see a big man, but he was tiny.

6.When she got to work, she found out she was fired. Her desk was empty, everything

7.gone.

8.Hi, John! We've just talked about you!

9.It's 9 o'clock. Mandy will land at the airport by now.

7

believe in (what you can achieve) have the potential (to do something) persevere (with something)

keep pushing someone (to do something)

Prefixes

super-fit unfit multi-talented impossible unimpressive underpaid overpaid apolitical monosyllabic demotivated arch-rival indecisive single-handedly outplayed semi-professional sub-standard misfired irrelevant superhuman overcautious underprepared

Exercise 6. Add a prefix to each word.

1.She couldn’t finish the race because she’s totally ___fit.

2.I read an article recently about ___paid bosses who earn millions for doing virtually

nothing.

3.I just couldn't do any work because I was feeling so ___motivated.

4.Only a fool would ___estimate Thomson; she has the potential to be a great leader.

5.The workers are all ___-smokers so no one has ever asked for a smoking area.

6.He's a ___-professional footballer. He does it part-time for about £100 a week.

7.The problem was that they had ___understood the instructions, which is why the mistake

occurred.

9

8. I'm totally ___worked. I have to organise a conference and write seven reports in two

days.

9.Your excuses are completely ___relevant to me! You should have done your homework

on time!

10.Davies was ___aware of the plan to fire him, which is why it was such a shock when it

happened.

Exercise 7. Communication. You will have to talk about the topic for 2 minutes. You have one minute to think about what you're going to say. You can make some notes to help you if you wish. Prompts:

1.Which would be the most difficult/ the easiest challenge for you? Why?

2.What preparation would you need for each challenge?

3.Do you think challenge involves being in extreme situations? Or are there more challenges in day-to-day life?

4.Which do you think are tougher: mental or physical challenges? What examples can you

think of?

Unit 2. Communities

Exercise 1. Complete the sentences with the correct form of verbs from the box (infinitive or -ing form). You may need to add a preposition.

take pay spend apply consult hear make wear buy live

1.I encouraged the architects ____________ the community about their new project.

2.We didn't mind ____________ a few days in the town, but we didn't want to live there.

3.I look forward ____________ from you soon.

4.We urged them not ____________ a house in that

5.She's thinking of ____________ for a job as a tour guide.

6.I object ____________ such a high rent in such a horrible part of town.

7.They persuaded us ____________ an effort and actually see some of the city.

8.I can imagine ____________ here for the rest of my life. I love it.

9.Members of the ski club are advised ____________ helmets while skiing, for their own protection.

10.To relieve stress, I recommend ____________ a long holiday in the countryside.

10