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Файл:Теория и практика речевой коммуникации. Практикум
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16. TWO-WAY DISCUSSION
Цель: формирование общекультурных и общепрофессио-
нальных компетенций через развитие знаний, умений и навыков
при отработке заданий на говорение в результате освоения темы.
Освоение вышеуказанных аспектов работы будут способ-
ствовать формированию следующих компетенций:
студент овладевает когнитивно-дискурсивными умениями,
направленными на восприятие и порождение связных монологических и диалогических текстов в устной и письменной форме (ОПК-3);
студент овладевает конвенциями речевого общения в ино-
язычном социуме, правилами и традициями межкультурного и профессионального общения с носителями иностранного языка (ОПК-5).
Освоение вышеуказанных аспектов работы будут способ-
ствовать формированию следующих знаний, умений и навыков
знать:
стилистические ресурсы и дифференциацию языковых
средств русского и английского языков; закономерности функционирования изучаемого иностранного языка, его функциональные
разновидности, литературную норму, формулы общения, фразеологические единицы и т.д.; экстралингвистическую и лингвострановедческую информацию относительно этических и нравственных норм поведения, принятых в инокультурном социуме;
уметь:
выделять в тексте основные фонетические, лексические,
грамматические, словообразовательные явления иностранного
языка, объяснять основные языковые явления и закономерности их
использования в тексте, выбирать наиболее уместные языковые
средства изучаемого иностранного языка для построения аутентичных высказываний;
владеть
терминологическим аппаратом лингвостилистики и смеж-
ных дисциплин; методами и приемами лингвистического анализа
языковых единиц, текстов и их фрагментов различной жанровостилевой принадлежности; навыками научного подхода к работе
над текстом различной стилевой принадлежности с целью адек-
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ватного изложения его результатов на русском и английском языках в устной и письменной формах.
Теоретическая часть
Here are the basic rules for speaking:
• Expect to answer questions and discuss the theme of your topic
in a more general and abstract way.
• You will discuss a number of quest ions and speak for four to
five minutes.
• be prepared to respond directly to what you say by asking you to
give further explanation and to expand on your point.
• The questions you are asked might require you to: give an ex-
planation, make a suggestion, say how sure you are about something,
give an opinion, compare two things, make a future prediction, speculate about why something is the way it is, or agree or disagree with
something.
• Your answers to the quest ions should be quite long and they
should fully address all parts of the question.
• You should connect your ideas using linking words and phrases.
• Remember, the examiner is not asking for personal information
in this part. You need to speak more gene rally about the topic.
Задания
Exercise 119. Answer the questions. Use the rules about the task
from Section A to help you. Which questions did you find difficult?
Talking about buildings
Example questions
• Do you think it's important for the government to preserve tradi-
tional buildings, or should the money be spent on essential services
such as hospitals and schools?
• Is it possible for a government to fund all of these things?
• Many people like living in modern buildings. Why do you think
that is?
• What do you think homes of the future will look like?
Exercise 120. Work in pairs. Read the tips and tactics and dis-
cuss these questions.
a. Which tips and tactics do you think are the most useful?
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b. Did you use any of these tips and tactics when you answered
the sample questions in Section B?
c. Which tips will you use in the future?
1. Some of the Part 3 speaking questions will be quite challenging
and you may need to check you understand the question. You can clarify what you think the question means by starting with, Do you mean ...
? or Can I just check what you mean? Is it?
2. Before answering a complex question you may need a moment
or two to think about what you want to say. Use phrases such as, That's
an interesting/tricky question ..., Let me just think about that for a
moment ...
3. Try to think of two or three key points when you answer a ques-
tion and make sure you develop each point. Don't forget to signal when
you are introducing the next point: Another reason is ... .
4. Use the PREP method: make a Point, give a Reason, give an
Example, and re-state your Point.
5. To give you more ideas for an answer and to help you speak for
a longer time, try to consider both sides of a question.
6. Make sure you use phrases to introduce your opinion, such as
As far as I'm concerned ... , Generally speaking I'd say ...
7. Another way to think of more ideas for a long answer is to think
of what other groups of people in society might think. Try to consider
the points of view of young people, elderly people, parents, teachers,
politicians, and so on.
8. Try to give examples to make your point as clear as possible.
Don't give personal examples, try to broaden the discussion. Instead of
saying There's a really old building in my street, you could say My
city is well known for its traditional architecture.
9. It's likely you'll be asked to compare two things, for example,
traditional and modern buildings, so make sure you review comparative
and superlative grammar before the test.
10. You may have to speculate about the future and make a predic-
tion. Review phrases such as: It's likely that ..., I'm fairly certain
that ..., I wouldn't be surprised if ..., so you can talk about this concept easily.
11. Remember, you need to link your ideas together well using ap-
propriate linking words and expressions.
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12. As you practice, think about the marking criteria that the exam-
iners will use to mark your response.
Exercise 121. Look at the Part 3 questions below (1-6). Match
them with what you need to do in the answer (a-f). More than one
match may be possible.
1. Do you think young people were more polite in the past than
they are now?
2. What are some of the benefits of parents teaching their children
to read at home?
3. Do you think there will be less green space in cities fifty yea rs
from now?
4. Do you think it's true that writing letters is becoming a thing of
the past?
5. If pollution is such a problem in big cities, why don't more peo-
ple use public transport?
6. On the whole, do you think people in your country are con-
cerned about their health?
The question requires you to:
a. give reasons/explanations
b. generalize
c. compare
d. agree and disagree
e. speculate about the future
f. give advantages I disadvantages
Exercise 122. Look at the Part 3 question below. Underline the
key words to make sure you understand the question clearly.
Do the positive effects of tourism outweigh the negative impacts
tourism can have?
Exercise 123. Spend one minute thinking how you would an-
swer this question. Now look at a candidate's answer below. Do you
agree or disagree with what she says?
'Well, on the one hand, tourism can create a lot of jobs. In some
areas there is high unemployment due to the decline of manufacturing
industries, but if you live in an area that attracts a lot of tourists then
you're likely to find some kind of employment. A second point is tourist areas generally have better transport networks, you know, better infrastructure and this benefits both tourists and local people. On the oth-
114
er hand, there are some negative impacts of tourism. People who live
in areas that attract a high number of tourists might say traffic congestion and parking can be a big problem. Furthermore, prices in shops and
restaurants can become inflated so it becomes more expensive to live in
these areas. On the whole though, I'd say that the benefits outweigh the
negative aspects.'
Рекомендуемая литература
1. Rogers, Bruce. The Complete guide to Ielts. United Kingdom
National Geographic Learning Cengage Learning, 2016.
2. Tyreman, C. J. How to master the IELTS over 400 practice
questions for all parts of the International English Language Testing
System. London; Philadelphia: Kogan Page Limited, 2012.
3. Vanessa Jakeman, Clare McDowell. New Insight into IELTS,
Cambridge University Press, 2010.
4. Wyatt, Rawdon. Check your English vocabulary for IELTS.
London: A & C Black, 2004.
115
РЕКОМЕНДУЕМАЯ ЛИТЕРАТУРА
Основная
1. Cullen Pauline. Common Mistakes at IELTS Intermediate and
How to Avoid Them. Cambridge University Press, 2010.
2. Terry Morgan, Wilson Judith. Focus on Academic Skills for
IELTS. Pearson Longman, 2010.
Дополнительная
1. Davies, Alan. Assessing academic English: testing English pro-
ficiency, 1950-1989: the IELTS solution.
2. Garry Adams. 101 Helpful Hints for IELTS. Sydney: Adams &
Austen Press, 2011.
3. Lougheed, Lin. IELTS superpack. Barron'S, 2013.
4. Rogers, Bruce. The Complete guide to Ielts. United Kingdom
National Geographic Learning Cengage Learning, 2016.
5. Tyreman, C. J. How to master the IELTS over 400 practice
questions for all parts of the International English Language Testing
System. London; Philadelphia: Kogan Page Limited, 2012.
6. Vanessa Jakeman, Clare McDowell. New Insight into IELTS,
Cambridge University Press, 2010.
7. Wyatt, Rawdon. Check your English vocabulary for IELTS.
London: A & C Black, 2004.
116
СОДЕРЖАНИЕ
Предисловие ………………………………………………….
1. Times, dates and numbers; Phrasal and prepositional verbs;
Compound nouns…………………………………………………
2. Dependent prepositions; Recognising and organising
synonyms and antonyms; Formal and informal synonyms;
Guessing the meaning from context; Word building; Common
topic: Academic life……………………………………………….
3.Informal and academic language; Views and opinions;
Synonyms: academic language; Expressing responsibility: verb+
preposition; Recognising and identifying paraphrases; Common
topic: Business…………………………………………………….
4.Collocation; Common topic: History......................................
5.Prefixes and suffixes; Synonyms and paraphrases;
Antonyms; Dependent prepositions; Word building; Common
topic: Industry and technology……………………………………
6.Identifying the writer's views and claims; Collocation:
adjective + noun; 7.Commonly confused words; Synonyms;
Antonyms; Common topic: Agriculture………………………….
7.Academic vocabulary; Affixes; Common topic: Human
behavior…………………………………………………………..
8.Line Graphs. Bar Charts. ……………………………………
9.Pie Charts and Multiple Charts……………………………...
10.Diagrams. Maps and Plans…………………………………
11.An Agree/Disagree Essay…………………………………..
12.A Discussion/Opinion Essay………………………………
13.A Problem/Solution Essay…………………………………
14.Introduction and Interview. ………………………………..
15.Individual LongTurn. ……………………………………...
16.Two-way Discussion. ……………………………………...
Рекомендуемая литература………………………………….
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Учебное издание
ТЕОРИЯ И ПРАКТИКА
РЕЧЕВОЙ КОММУНИКАЦИИ
ПРАКТИКУМ
Авторы-составители:
Красикова Екатерина Николаевна,
Калашова Анна Самвеловна
Редактор, технический редактор, компьютерная верстка М. И. Толмачёв
Подписано в печать 01.09.2016
Формат 60x84 1/16 Усл. печ. л. 6,86 Уч.-изд. л. 6,37
Бумага офсетная Заказ 109 Тираж 20 экз.
Отпечатано в Издательско-полиграфическом комплексе
ФГАОУ ВПО «Северо-Кавказский федеральный университет»
355029, г. Ставрополь, пр-т Кулакова, 2
118
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