Иностранный язык профильного региона (английский). Учебно-методическое пособие

туманами земли; годовой объём осадков в виде дождя; получать в год не больше дождя, чем; чем дальше на запад, тем больше дождя; вся зима проходит без; в нижележащих частях; изменчивость; отсутствие крайностей; термометр поднимается выше.

2.4. Rearrange the four points of the outline in the correct order: -Precipitation, comparative seasonal temperatures in geographical areas; -Wrong image;

-Reaction to the extremes in weather; -Changeability.

3. Pair work

3.1Talk about (1) the origins of the wrong image of the land; (2) how wet and cold Britain is; (3) the comparative amount of rain and snow, the winters and summers in some geographical areas; (4) the reason for the bad reputation of Britain’s climate; (5) how the country seems to be unprepared to confront (to face) the extremes in weather.

3.2Talk about the climate in Siberia, Novosibirsk, your home town. Does it deserve its reputation?

3.3Continue from the following openings:

1)The main disadvantage of the weather in Britain is …

2)Rain before seven, fine before eleven …

3)We have three types of weather: rain in the morning, rain in the afternoon, rain in the evening.

4)In England one can experience four seasons in one day.

5)In England, weather is an ever-interesting topic.

3.4 Comment on the following statements. Say what you understand by the statement under discussion, who might be the speaker, whether or not he or she seems to be well familiar with the subject, whether or not you agree, disagree, agree but up to a point and why.

1)Britain doesn’t have a climate, it only has weather.

2)Britain’s climate has a bad reputation.

3)The naughtiest thing in the world is the weather.

11

4) Britain is a wet and cold country.

6)The English climate is the best in the world, but the weather is terrible.

7)The British tend to expect the worst as far as the weather is concerned.

Translate into English the text below. Give it a title.

<…> (abridged, adapted)

После долгих проливных дождей с сильными ветрами похолодало. К вечеру улицы английской столицы подсохли, а вечером вызвездило,

извёзды были крупные и яркие – верный признак мороза.

–Не может быть никакого мороза! – возразил мне мистер Пейл, который вёл меня в гости. – Климат у нас тёплый, морозы редки. Да и что мы будем делать, если ударят действительно сильные морозы? Наши дома не приспособлены к ним…

На пути домой мы обнаружили сильное похолодание. Пряча лица в

воротники, а руки в рукава, мы почти бежали до станции метро. В гостинице, у Ланкастер-гейт, где я тогда останавливался, газовая горелка, проглотив три шиллинга, гореть отказалась.

– Мороз, сэр, – объяснил портье. – Водопровод замёрз, а газ остановился. Ничего не можем поделать, сэр…

Скоро холода, обрушившиеся на Англию, парализовали всю жизнь страны. В течение первых же дней больницы оказались забиты обмороженными и больными. Смертность резко возросла, немало людей просто замёрзло. В короткий срок страна была отброшена почти за грань экономической катастрофы.

[17, p. 104-105]

Suggested words and phrases:

it got colder, the sky was studded with stars, a sure sign of freezing weather, hard / sharp / bitter frosts, burying faces in, gas burner, холода – cold weather, to fall on, frost-bitten, mortality, quite a number of, beyond the verge.

12

Topic sentence

1.“A paragraph is a group of sentences about a topic. A typical paragraph begins with a topic sentence, which introduces the topic. The supporting sentences that follow support the idea in the topic sentence with explanations, reasons, and other details. The concluding sentence brings the paragraph to an end. <…> The topic sentence usually appears as the first or second sentence of a paragraph. <…> The topic sentence implies the purpose of the paragraph: to explain, narrate, compare, describe, tell cause or effect, demonstrate or argue, or tell steps in a process.” [10, p. 2, 5] “<…> the main point of each paragraph (traditionally called the topic sentence of the paragraph) is often expressed somewhere near the beginning of the paragraph. You can think of these explicit statements of the main ideas in a composition as labels. <…>” [5, p. 78]

2.Compare the second sentence in paragraph 1 with the rest of the paragraph (Climate [8, p. 32]). How are they related? What function in the paragraph structure does that sentence perform?

3.Read paragraphs 1, 2 in the text Land and settlement [8, p. 33]. Explore them for an explicit statement of the main idea. Notice where it is placed within the paragraphs. What do you call the sentence expressing the main idea of a paragraph?

ENGLAND

-Look at the physical map of Great Britain. Are there clearly-marked geographical regions in that country?

Southern England

Reading. Oral practice

1. Study the following words: (n) moor (also moors pl.: “an area of open waste land <…>”) [15, p. 214], rock, cliff, bay, sheep, crop, dairy, decline; (a) widespread, rural, arable, dense; (v) smuggle, criss-cross, retire, spread, manufacture.

13

2.Notice the suffixes in some of them, translate the following words and phrases:

moorland, light manufacturing, comparatively small, densely populated area, provision of services, retired people, smuggling activities, rocky coast, more widespread, sheep farming, dairy farming (dairying), dairy produce (products).

3.Read the text Southern England [8, p. 37], refer to the map. Name the regions focused on. How are they different?

4.Say which of the following topics the text is focused on: landscape, large cities, industries, dwellers’ and visitors’ occupation and employment.

5.Which areas (“further out from London”, “the west country”, East Anglia) are more rural? What features give them their distinctive characters?

6.Draw a table with the column headings region; where in the region; what (facts): industries, occupation, other. Enter in it the data on Southern England. Compare it with Table 1 below.

14

7. Pair work

Talk about the regions in Southern England. Refer to the table for information.

15

Aural practice

1. Study the following words and word combinations:

(n) swamp, oats, clover, beans, sugar beets, crop, root crop, crop rotation, chemicals, leather goods; (v) drain, undertake;

be favourable for – быть благоприятным для;

raise wheat / cattle – выращивать пшеницу / разводить крупный рогатый скот.

2.Find them on the map: Land’s End, Yarmouth /’ja:məθ/, the Fens – “low marshy land with lots of waterways (Фенленд)” [15, p. 214: footnote], the Isle of Ely /’i:li/, Norfolk.

3.Listen to the text East and West (abridged) [17, p. 155, paras 3-4]. T or F:

1)In the 17th century the significance of East Anglia increased owing to the industrialization projects implemented there.

2)East Anglia is known only for Norfolk rotation.

Translate into English the text below:

Очарование Британских островов

(abridged)

Меловые скалы высятся по всему южному побережью Англии, но ни одна из них не породила столько народных песен, стихов и картин, как скалы Дувра. От Лондона до Дувра недалеко – примерно 100 километров, и ехать очень легко по прекрасной магистрали. Но дуврские утёсы лучше всего осматривать с моря, и туристические компании разработали для этого несколько маршрутов. Скалы высятся над морем, их ослепительная белизна стала первой приметой приближения к острову Великобритания для многих поколений моряков. Их вид побудил римских завоевателей назвать Британию Альбионом (от слова albus – белый). Название это и ныне употребляется поэтами и политиками.

Думается, что её (Англии) главная прелесть – в необычайном разнообразии ландшафтов на очень ограниченной территории. Великобритания – небольшой остров, где каждый живёт с ощущением,

16

что море находится совсем неподалёку, «прямо за углом», как говорят англичане.

[17, р. 109]

Suggested words and phrases:

fascination, all along, chalk cliffs, tower (above) v, folk song, main road, sailor, appearance, variety.

The Midlands

Reading. Oral practice

1.1 Study the following words with a dictionary:

the Midlands /’midləndz/ – Мидлендс, Центральные графства Англии; (v) flourish, convert, surround; (n) pot, china.

1.2 Notice the suffixes, give the Russian for the derived words: compare v – comparative a – comparatively adv, capital n – capitalize on v, surround v – surrounding, pot n – potter n – pottery n, the Potteries – Горшечни,

гончарные мастерские.

2.Read the text The Midlands [8, p. 37-38]. When reading refer to the map. Which of these topics does the author focus on: the industrial areas in the region, the Industrial Revolution?

3.Design a table and complete it with the data on the Midlands.

4.Pair work

4.1Talk about the Midlands industrial areas, the famous people from that region. Refer to the table for information.

4.2Compare Southern England and the Midlands. How are these regions different or similar?

Northern England

Reading. Oral practice

1.1 Study the following words with a dictionary: (n) ore, coal, machinery, slope, grime, settlement; (a) average, auxiliary, sparse; (v) interlock.

17

1.2Translate them into Russian: cotton goods, woollen goods, steel goods, iron ore, make machinery, shipbuilding, auxiliary industries, significantly above the national average.

1.3Match the Russianand English-language phrases:

добыча угля, малонаселённый, в результате, залежи угля; sparsely populated, coal mining, deposits of coal, as a result.

2.Read the text Northern England (abridged) [8, p. 38-39, paras 1, 3-5]. Refer to the map. Name the periods in history and the geographical areas under discussion.

3.Rearrange the points of the outline in the correct order:

-The region in the 2nd half of the 20th century; -The region in the 18th-19th centuries;

-The Lake District;

-The pattern of settlement.

4.Answer the following questions:

1)What enabled certain areas in England to lead the Industrial Revolution? How did this world leadership show? How did it tell on the other cities?

2)Why did the region have that level of unemployment in the 2nd half of the 20th century?

3)If “The typically industrial landscape and the very rural landscape interlock”, how does it show?

4)Why do you think the Lake District is classified as a National Park?

5.Design a table and complete it with the data on Northern England.

6.Pair work

6.1Talk about the region. Refer to the table for information.

6.2Compare Northern England with Southern England and the Midlands. How are these regions different or similar?

18

Aural practice

Listen to the text Agricultural and Industrial Zones (abridged: paras 1, 3, 4) [17, p.147-148]. When listening put down

1)the branches of rural economy and the products that the agricultural zone of the Northwest is noted for;

2)the natural resources discovered in the northern and eastern parts of England; 3) the formal name of the City of Fifteen Thousand Trades;

4)the industries developed and the goods produced in the industrial centres of the Northeast;

5)the name of the sister-city of Volgograd.

The north-south divide

Read the text The north-south divide [8, p. 38]. Explain the title. Is there a similar division in Russia? in the world?

SCOTLAND

Reading. Oral practice

1.Study the following words with a dictionary: (n) topography, valley, arts, heritage, scholarship, forefront; (v) reflect.

2.Read the text Scotland [8, p. 39]. Refer to the map. What new information have you learnt?

3.On which of these topics does the author focus attention: the regions; the North Sea oil industry; the major cities?

4.Find in the text, translate into Russian the sentences with the following words and word combinations:

the border with England, uplands, depend to a large extent on, the strip of east coast extending northwards, highlands, area of spectacular natural beauty (cf.: AONB /,ei əu en ’bi:/, also aonb – Area of Outstanding Natural Beauty – район выдающейся природной красоты); Tourism is important … , and so is the production of whisky; keep unemployment down, housing conditions, this image is one-sided, in this respect, artistic heritage, at the turn of the last century, architecture (cf.: architect), half the size of Glasgow.

19

5.Answer the following questions:

1)How is Scotland divided geographically?

2)What industries are developed in that country?

3)Why is Edinburgh called “the Athens of the North”?

4)How are the images of Glasgow and Edinburgh different?

6.Design a table and complete it with the data on Scotland.

7.Pair work

7.1Talk about the regions of Scotland, the reputations of Glasgow and Edinburgh. Refer to the table for information.

7.2Compare Scotland and England: how are they different or similar?

Aural practice

Listen to the text The British Isles (abridged) [15, p. 214-215, paras 5-9]. T or F:

1)The shape of the country explains why the English are a sea-loving race.

2)The Scott country is the same as Scotland.

3)England is separated from Scotland by the Cheviots and the Cambrians.

WALES. NORTHERN IRELAND

Reading. Oral practice

1.Read the texts Wales and Northern Ireland [8, p. 40]. Find on the map the geographical parts and cities mentioned.

2.Draw a table, enter in it the data on Wales.

3.Pair work

3.1Talk about Wales. Refer to the table for information.

3.2Where are they, what are they known for:

the commuter land, the garden of England, the Downs, the Fens,

20