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Файл:Improve your English with Movies. English conversation for Master’s students (Совершенствуйте свой английский с помощью фильмов. Разговорный английски
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РОССИЙСКИЙ ГОСУДАРСТВЕННЫЙ
ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ им. А. И. ГЕРЦЕНА
З. М. Чемодурова
Zinaida M. Chemodurova
IMPROVE
YOUR ENGLISH WITH MOVIES.
ENGLISH CONVERSATION
FOR MASTER’S STUDENTS
СОВЕРШЕНСТВУЙТЕ
СВОЙ АНГЛИЙСКИЙ
С ПОМОЩЬЮ ФИЛЬМОВ.
РАЗГОВОРНЫЙ АНГЛИЙСКИЙ
ДЛЯ СТУДЕНТОВ МАГИСТРАТУРЫ
Учебно-методическое пособие
Санкт-Петербург
Издательство РГПУ им. А. И. Герцена
2024
УДК 811.111(075.8)
ББК 81.432.1я7
Ч42
Печатается по решению
редакционно-издательского совета
РГПУ им. А. И. Герцена
Рецензенты:
И. В. Кононова, доктор филологических наук,
Санкт-Петербургский государственный экономический университет;
О. А. Березина, доктор филологических наук, доцент
Российский государственный педагогический университет
им. А. И. Герцена.
Чемодурова З. М. Совершенству
Ч42
фильмов. Разговорный английский для студентов магистратуры:
йте свой английский с помощью
учебно-методи че ское пособие. — Санкт-Петербург : Изд-во РГПУ
им. А. И. Гер цена, 2024. — 168 с.
ISBN 978-5-8064-3518-8
Пособие предназначено для студентов лингвистических направлений подготовки, прежде всего, обучающихся в магистратуре по направлениям подготовки «Педагогическое образование», «Лингвистика», и имеет своей целью
совершенствование навыков аудирования и говорения, а также расширения
лингвокультурной компетенции обучающихся. Важной задачей данного пособия является развитие способности у обучающихся анализировать и учитывать разнообразие культур в процессе межкультурного взаимодействия.
Пособие состоит из 5 разделов, в каждом из которых на основе предлагаемых студентам аутентичных фильмов и аудио-и видеоматериалов разработан широкий набор упражнений, нацеленных на расширение словарного
запаса, совершенствование навыков устной и письменной речи.
УДК 811.111(075.8)
ББК 81.432.1я72
Zinaida M. Chemodurova. Improve your English with Movies.
English conversation for Master’s students. — Saint-Petersburg : Publishing House of the A. I. Herzen Russian State Pedagogical University, 2024. — 168 с.
ISBN 978-5-8064-3518-8 © РГПУ им. А. И. Герцена, 2024
PREFACE
The use of media in English teaching and learning has been in
the focus of foreign language educators’ attention for some time now.
The use of media includes the use of various types of entertainmentrelated learning resources. And though the majority of educators,
teacher trainers and researchers tend to encourage an extensive use
of such learning resources [Tafani, 2009; Ismaili, 2013; Qiu, 2017]
stating that watching movies and videos might be really benefi cial
for enhancing various competencies of students, such as their listening, speaking, vocabulary skills, and for increasing their cultural
awareness [Albiladi, Abdeen, Lincoln, 2018], there are many challenges connected with the eff ective integration of movies into the
English classroom.
One of the factors contributing to the relevance of integrating
movies into the EFL curriculum is the global popularity of Englishlanguage entertainment products accounted for by the universally
acknowledged role of English as an international language (see [Crystal, 2012]). According to the fi ndings presented in several studies,
“the use of authentic learning materials such as media and movies
has become essential as these materials provide real-life exposure to
language for learners” [Albiladi, Abdeen, Lincoln, 2018, p.1572],
off ering a more realistic picture of the world than traditional textbooks
and, thus, increasing students’ motivation, their cultural awareness
and making the learning process more enjoyable.
Another important benefi t of English-language movies is that they
might be a useful tool in decreasing the phenomenon of students’
learning anxiety helping them to practice various language skills in
an authentic learning environment and providing EFL learners with
a stimulating framework for classroom discussions.
The author of this handbook has been a proponent of the so-called
“short movie sequence” approach for many years now, showing her
students enrolled in both Bachelor’s and Master’s programs at the
3
Institute of Foreign Languages (Herzen State Pedagogical University
of Russia) movie clips on a regular basis and providing them with
various vocabulary enforcement activities, as well as numerous exercises aimed at improving their listening and speaking skills (see,
for ex. [Воронцова, Чемодурова, 2016]).
The present handbook contains previewing, while-viewing and
post-viewing activities related to the movies off ered for the discussion, and these activities, as several years of teaching experience
have proved, are instrumental in triggering lively classroom discussions [Овсянникова, Штанина, 2017] and developing university
students’ language skills.
4
UNIT 1: PERSONAL GROWTH
WATCHING THE MOVIE: EDUCATING RITA
I. PREVIEWING ACTIVITIES
1. Read the following article and express your opinion on the pos-
sibilities of lifelong learning in Russia
‘Lockdown has a lot to answer for’:
the mature students going back to university’
Far from being a deterrent, coronavirus is inspiring those who
thought they’d left education behind to start studying again
Abby Young-Powell
@abbyyoungpowell
Mon 15 Jun 2020 11.58 BST
Becky Slack, 41, went into lockdown at her home in rural France
alone
—
she’d split up with her husband not long before. “I’ve been
very isolated for a long time and that’s given me lots of time for
refl ection about who I am, what I’m doing, and what I want to do
with the rest of my life,” she says. After many long days alone with
her thoughts, Slack, who has her own communications business, has
decided to make a big change: she is moving to Brussels in September to study a master’s in political strategy and communication.
“I decided to take the plunge and apply
answer for,” she says.
The number of mature students at universities in the UK has been
rising, and the biggest increase seen this year, as of the January
deadline, was with those aged 35 and over. It’s too early to assess
the impact of the Covid-19 lockdown on Ucas applications, but many
would-be mature students say the pandemic has only increased their
desire to study.
—
lockdown has a lot to
5
Camilla Priede, from the University of Sheffi eld’s department of
lifelong learning, which deals with mature students, says she’s seen
“a real upsurge in applications” over the past few months. “It’s a promising sign that people are thinking more about lifelong learning, retraining and doing that thing they’ve always cared about,” she says.
A number of things could draw adults to university at the moment. For Slack, the pandemic has made her reassess her sense of
purpose. “I was thinking, if I get ill, what have I done with my
life?” she says. “I’m now the most free I’ve ever been as an adult
and have a general sense of frustration at what’s going on in the
world.” Rather than venting her anger on social media, Slack wanted to do something practical.
The pandemic has also made Nikky Cato, 41, consider going
back to university. Cato has chronic fatigue syndrome and left university without a degree years ago, when she was denied reasonable
adjustments. But as classes shift online, Cato feels universities have
become more accessible and more willing to be fl exible.
“Suddenly the pandemic hit and everyone’s like, look at us, we
can do everything by Zoom,” she says. “I was half eye-rolling and
half thinking there’s no point in being bitter when I can use the
opportunity.” She’s now looking into part-time psychology degrees.
The shift to online learning also suits Deborah Talbot, 53, who
will begin a master’s in existential coaching at the New School of
Psychotherapy and Counselling this year. “I was always a bit trapped
indoors because I have lupus,” she says. “So it’s almost as if the
world is catching up to me.”
Financial concerns and loss of work could also persuade people
to return to education in order to upskill or retrain. Talbot predicts
her freelance work as a writer will be harder to obtain as we enter
a recession. “It’s about a retirement plan and sustainability,” she
says.
Embarking on a university degree is also a big fi nancial commitment, though. “At the moment I’m having to work and save really
hard,” says Slack. “I’m defi nitely going in with a diff erent mindset
than when I did my fi rst degree.”
Psychologists say it’s not surprising some adult learners may decide to take the leap now. “The lockdown and coronavirus crisis
have made [many of] us refl ect on our lives, leading us to redefi ne
6
our concept of success,” says Dr Rachel Allan, a chartered counselling psychologist based in Glasgow.
Claire Goodwin-Fee, a counsellor and psychotherapist, suggests
lockdown has given us space to consider something diff erent. “It has
stripped away a lot of the excess things in our lives,” she says. Taking proactive steps, such as embarking on a degree, can also give us
a sense of control, which is comforting amid so much uncertainty.
Still, returning to university, or going for the fi rst time, albeit
online, can be nerve-racking. “I’m surprised by how anxious I am
about going back to uni and being a beginner again,” Cato says.
Slack, who previously did an undergraduate degree at the University of Salford, says she’s nervous too. “I’ve got a bit of impostor
syndrome and worry I’m not as good as everyone else, or that I’ll
just be the weird old person at the back of the classroom,” she says.
Many mature students opt to study part-time alongside work and
other commitments. Nicki Wedgwood, 25, plans to do a part-time
undergraduate degree in community development and public policy
at Birkbeck, University of London on top of a full-time job at a debt
advice charity. ‘I feel like we’re on the cusp of something and
thought I want to use this time to study,” she says. “Online [learning] is more accessible and easier to fi t around my full-time job.”
Annette Baxter, a senior careers consultant at the University of
Sheffi eld, says mature students have many strengths. “Often they
come with far more focus,” she says. “They bring their life experience with them.”
For Slack, the move to Brussels is both scary and exciting. “I’ll
be 42 and going back into education so that’s kind of terrifying,”
she says. But after so much refl ection on who she is and what she
wants, she’s looking forward to it. “I feel like it’s now or never”
[
https://www.theguardian.com/education/2020/jun/15/lockdown-has-a-lot-to-answer-for-
the-mature-students-going-back-to-university
].
2. De ne the following words and expressions from the article. Use
a dictionary when necessary:
to upskill; to retrain; online learning; a mature student; to redefi ne
the concept of success; a recession; sustainability; proactive steps;
freelance work
7
3. Match the words from Column A (1–8) with the words from Col-
umn B (a-g) to make the expressions used in the article:
Column A Column B
1) to take a) on a university degree
2) would-be b) syndrome
3) to reassess c) one’s anger
4) to vent d) mature students
5) lifelong e) part-time
6) an impostor f) the plunge
7) to embark e) learning
8) to study g) a sense of purpose
4. Use the collocations from Ex. 3 in your own examples.
5. Discuss with a partner: a) Strengths of mature students;
b) The emotional experience of going back to the Uni;
c) Pros and cons of online learning.
6. Watch the TED programme called “The boost students need to
overcome obstacles” presented by A. Kundu [
indya_kundu_the_boost_students_need_to_overcome_obstacles#t-153
https://www.ted.com/talks/an-
]
7. Give de nitions to the terms related to the eld of education
and used in the programme:
a community college; an associate’s degree; a bachelor’s degree;
a master’s degree; to drop out of school; a college-credit course; an
honors programme; a mentor; a scholarship
8. Fill in the gaps with the words and expressions (Ex. 6) given in
the brackets:
(grit, bootstraps, social scaff olding, faculty, tailored mentorship,
merit, social mobility, outcast, transferred, perseverance)
a) A student came to see me and mentioned that he was feeling
a bit like an ….... .
8
b) He had just ….... to NYU from a community college on a
…... scholarship.
c) I am one of the few ….. members of color, and growing up,
I experienced my family’s ….... ….... .
d) He built strategies around his ….. and his desire to be suc-
cessful.
e) A mentor of mine has defi ned this stick-to-itiveness of grit as
being the ….. and passion for long-term goals.
f) They pulled themselves up by the ….... .
g) What these stories primarily indicate is that teaching is social
and benefi ts from ….. ….... .
h) Through …... ….... and opportunity they were able to refl ect
on their circumstances.
9. Comment on some key ideas of the programme saying whether
you agree or disagree with them:
a) Grit is a core value that helps us to combat the challenges we
face;
b) Education should be viewed as “the civil rights issue of our
time”.
c) Social mobility and social scaff olding are the essential factors
giving us the boost to overcome obstacles in our life.
II. WHILEVIEWING ACTIVITIES.
THE MOVIE “EDUCATING RITA”
EPISODE 1
1. Comprehension check. While watching the rst part of the lm,
try to answer the following questions:
1. Can you describe the setting of the fi lm?
2. What kind of class does Dr. Bryant give? What’s its topic?
3. Why does one of the students leave the tutorial so abruptly?
4. What is the reason Frank will be late for dinner with his
friends that evening?
9
5. What question catches Rita’s attention on her way to her fi rst
tutorial with Dr. Bryant?
6. How does Rita explain her new name? What book is she
eager to lend Frank?
7. How old is Rita and where does she work?
8. What do Rita’s relatives and friends expect her to do in the
nearest future?
9. Why does Rita enroll in the Open University course?
10. How does Frank explain assonance to Rita? What poet does
he mention to illustrate the point?
11. Why doesn’t Frank want to teach Rita? What do we learn
about him as a teacher and a person?
12. What kind of relationship does Julia and Brian have?
13. How does Frank assess Rita’s essay on E. M. Forster?
14. What advice does Frank give to Rita about writing essays
and how does Rita follow his advice?
15. What do we learn about Frank’s personal life?
16. What is Rita’s husband worried about?
2. Match the words and word combinations in Column Awith their
de nitions in Column B:
1) The Open
University
2) tutorial A writer or a piece of work that is mentioned in the
3) assonance Fiction dealing with lurid or sensational subjects, of-
4) course A teacher in a university or college
5) Pulp fi ction Someone whose job is to test people’s knowledge or
6) tutor A British university that teaches degree courses
7) Academic
year
10
The people who work for a particular company, organization or institution
writing by somebody else
ten printed on rough, low-quality paper manufactured
from wood pulp
ability
through radio and TV programmes and on the Internet, mainly for adult students who study at home and
send their work to teachers by post or email
A lesson in which a small group of students discuss
a subject with a tutor, esp. at a university or college
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