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Файл:Практикум устной речи (английский язык). Учебное пособие
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'When I first arrived in Poland, I expected school to maintain rigid
discipline, five-minute breaks and a longer one in the middle, quiet during the lessons and breaks, as well as locked school gates after 8 o'
clock, which was the time when everybody should be present. But the
thing that surprised me most was that the pupils had no respect for
their fellows or the teachers. The school gates were kept open, the
breaks were ten minutes long with a fifteen-minute one in the middle of
the school day. The breaks were wild. Sometimes you didn't have to
come at 8 o'clock. Also, the toilets were dirty.
On the good side, there was a shop and a school doctor, both of
which had not been available in my previous school. The dentist was
nice. Computers were also available. As well as that, clubs had been
formed. The "Świetlica" took charge of young children. My conclusion
is that my Polish school can be a bit of a rough-house, but on the whole
it is a very pleasant place.'
Let's talk. . . Do you think Winnie has given an accurate picture of
Polish primary schools? Is her school typical? Which of her comments
do you agree with and which do you disagree with? Is there anything
that you would like her to know about Polish schools? Does anything
surprise you about her positive and her negative comments? In what
ways is her Polish school better than her previous school?
10. Writing. 1) Write an essay of no more than two pages. The
topic of the essay should relate to educational problems. 2) Summarize
the information presented in the comments given in Ex. 9 using the
method of PRES-formula.
Задания для самостоятельно-контролируемой работы: Study
unit 1 MOBILE PHONES from e-textbook ‘Contemporary English via
Video and Internet Resources’ by E. Minkova, A. Tkacheva, I. Palchune.
Вопросы
1. Do you need to pass examinations before you can go to university?
2. Do some students get a grant to study at university?
3. Is the tuition free if you go to university?
4. What is your equivalent of the British BA or Bsc?
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Тема 6
SPORTS AND GAMES
Цель – формирование общекультурных и общепрофессиональных компетенций через развитие навыков чтения, аудирования и письма по теме «Спорт и спортивные игры».
Актуальность темы состоит в необходимости формирования
у студентов-лингвистов способности участвовать в непосредственном диалоге культур, совершенствоваться в иностранном
языке и использовать его для углубления своих знаний в области
общественной жизни, имеющей отношение к поступлению и обучению в университете в странах изучаемого языка. Для развития
навыков говорения система упражнений разработана на основе
принципа ситуативности. В уроках представлен богатый иллюстративный и кросс-культурный материал, имеющий отношение к
теме «Спорт».
Освоение вышеуказанных аспектов работы будут способствовать формированию следующих компетенций:
– владением культурой мышления, способностью к анализу,
обобщению информации, постановке целей и выбору путей их достижения, владение культурой устной и письменной речи (ОК-7);
– владением основными дискурсивными способами реализации коммуникативных целей высказывания применительно к особенностям текущего коммуникативного контекста (время, место,
цели и условия взаимодействия) (ОПК-5);
– владением основными способами выражения семантической, коммуникативной и структурной преемственности между
частями высказывания – композиционными элементами текста
(введение, основная часть, заключение), сверхфразовыми единствами, предложениями (ОПК-6);
– способностью свободно выражать свои мысли, адекватно
используя разнообразные языковые средства с целью выделения
релевантной информации (ОПК-7);
– владением особенностями официального, нейтрального и
неофициального регистров общения (ОПК-8);
– готовностью преодолевать влияние стереотипов и осуществлять межкультурный диалог в общей и профессиональной
сферах общения (ОПК-9);
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– способностью использовать этикетные формулы в устной и
письменной коммуникации (ОПК-10).
Освоение вышеуказанных аспектов работы будут способствовать формированию знаний, умений и навыков, указанных в Предисловии.
ТЕОРЕТИЧЕСКАЯ ЧАСТЬ
History of Sports in Britain
One hundred years ago Britain was famous for its devotion to organised sport. The schools which trained young men to go out and run
the British Empire insisted that the boys should practice Association
football or Rugby football in winter and cricket in summer for hours
every week. By the middle of the twentieth century organised team
games were a part of the curriculum in all secondary schools: football
and cricket for the boys, field hockey and netball for the girls, and,
where possible, tennis for both sexes. Such games were typically
played for two or three lessons a week by all pupils.
Competitive leagues were established among groups of schools,
with teams travelling from one school to another, so that ‘after-school’
sporting events became the largest and most important element in extracurricular activity. The aim of all this activity was not to find Olympic
winners, but to encourage all pupils to be active and healthy and to
learn the 'team spirit'.
Although not all pupils enjoyed 4PE’ or 'Physical Education’, to be
a member of a school team playing against other school teams was considered a great honour.
By the 1980s when there was much more emphasis on 'individual
development' in schools, and much less on ’team spirit', schools were
encouraged by the government to improve their resources by 'earning'
money.
For example, they might need more books or decent furniture or a
new building for science, and very often the money allotted to them by
the Local Education Authority was not sufficient.
At the very end of the 1990s the Government decided to change
direction and start putting more money into sport. The money came
partly from the Government, and partly from the National Lottery.
Slowly sport in schools is being regenerated, but, given the crowded
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school syllabus for most pupils, sports teachers struggle for time against
the demands of many other teachers.
At the same time, doctors are worried that the younger generation
is not getting enough exercise. They point out that far too many school
children are overweight, unhealthy and physically unadventurous. So
the PE teachers have some allies.
At university, in contrast to Russia, sport is not part of any compulsory curriculum. Playing team games or taking part in gymnastics or
rowing or martial arts is entirely a matter of choice. University sports
clubs get a grant towards the costs of sport which is then used according to the wishes of the students. The students themselves also contribute towards the costs. Most universities have built up a range of sports
facilities which are often open to the local community for a small fee,
so the universities get some financial return on their investment.
In order to protect the countryside, planning laws often prevent
councils from building in the open ‘green’ land beyond the edges of
towns, so the councils have to look inside the urban area. Attached to
the secondary schools were all these sports fields for football, hockey,
cricket, which were used during the school day and otherwise left empty. For the public these fields might be pleasant to look at or to walk
beside, but they were not ‘profitable space’.
Outside schools and universities are all kinds of sports clubs and
groups, sometimes rather grand clubs with substantial entry fees (such
as many golf clubs), sometimes a simple group of parents who meet to
teach children how to kick a ball around on Saturday mornings.
Team games are often organised through the work place. If you
work for a firm and are enthusiastic about football, you will search out
another ten enthusiasts and agree to play among yourselves five-a-side
football. When you are reasonably confident, you will challenge other
teams from other companies and organisations. Usually, new employees find such groups already in existence; but if they want to practice a
sport which does not exist in their workplace, they can decide to do the
organising by themselves, and perhaps ask their company to help by
hiring a football ground or by hiring equipment.
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ЗАДАНИЯ
I. SPORT AND MONEY
Section one. Conveying meaning
1. Warm-up. 1) Match these sportsmen and sportswomen to
their sports:
1. Michael Schumacher a. athletics
2. Tiger Woods b. tennis
3. David Beckham c. Formula One
4. Venus Willams d. football
5. Marion Jones e. golf
2) All of these professionals are multi-millionnaires as a result
of salaries, prize money and sponsorship.
– Who do you think is paid most? Why? Who is paid less? Why?
– Are they paid too much, in your opinion?
– How much do the top sportsmen and women get paid in our
country?
– Who is one of the highest paid? Do you think (s)he deserves that
salary?
2. Reading. 1) Read this father’s view and decide which sport
he is talking about. Can his criticism apply to sports in general?
IMMORAL EARNINGS?
What in the world is happening to professional sport? When I was
a kid, it cost $ 5 to get to a decent seat at the stadium, and my dad
would buy me a hot dog and himself a beer which would bring the total
cost to about $ 10. Last Saturday I took my little boy to see the Giants
play. After the parking, tickets, refreshments and souvenirs, I walked
out of there with $ 75 less in my pocket. Just ask me how soon I’ll be
going back! But it got me thinking: why am I paying so much to watch
a group of men throw a ball around? And then I realized: I was paying
Billy Slater’s salary $ 350,000 a year. And Matt Jerrold’s salary:
$ 500,000 a year. Oh, and how could I forget Sal Ibarra’s new contract –
$ 3 million over the next three years.
Where is the perspective here? What are our priorities as a society?
There are 35,000 homeless in this city who don’t have a roof over their
heads, clothes to keep them warm or food to fill their stomachs. And we
are paying these men 6- and 7-figure salaries to keep ourselves entertained! Something’s gone wrong.
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2) Look back at the article and answer these questions with a
partner:
1. What things did the man have to pay for at the baseball game?
2. Why does he say “Just ask me how soon I’ll be going back”? 3. What
does he mean when he says that he’s paying the players’ salaries? Do
you agree? 4. Why does he start talking about homeless people?
Section two. Checking understanding
3. Discussion – 1.
1. Do you basically agree with the man or does he have an oldfashioned, nostalgic view of sport? 2. Do you go to live sport events?
What is the most expensive sports event you have been to? Was it
worth it? 3. Have you ever paid to watch a big sports event on pay-TV?
If so, how much did you pay?
4. Discussion – 2.
The average professional footballer in the Premier League in England earns £ 400,000 a year – around £ 7,600 a week. He trains, on average, for three hours a day and plays one or two games a week for 10
months of the year. This means he earns around £ 520 per hour. So,
after on training session, he is £ 1500 richer. For the very top players,
multiply all theses figures by 6 or 7. People argue that the following
reasons justify the salaries. Which do you think are good reasons?
1. It is a short career – 18 years maximum – then you are finished
as far as playing is concerned.
2. Top players cannot go out partying and eating and drinking
whatever they want. They have to look after themselves and be highly
disciplined. They have a severely restricted social life for maybe 20
years.
3. Your career could end at any time through injury.
4. It requires a very high level of skill, which only a very few people possess. They should be rewarded for that.
5. Julia Roberts gets $ 4 million to make a film, so why shouldn’t
top footballers get similar pay? They are just like film stars.
6. Top players are high profile superstars who cannot leave home
without the media following them. The money they get is compensation
for having no private life.
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Section three. Consolidation and creative work
Talking to someone you are really attracted to / taking an exam / climbing to a
high point and then looking down / taking off in an aeroplane / riding on the
back of a motorbike at high speed / being stuck in a traffic jam / giving a
speech in front of an audience / going on a roller-coaster at the fair / finding
out that you have been robbed / galloping on a horse / watching your national
football team / being stopped by the police
5. Writing. Write an essay on the one of the following topics:
1. The men’s Wimbledon tennis champion wins £ 477,500. The
women’s champion gets £ 430,000. What is the reason for this? Women
nearly always get less than men in sport. Why is this? 2. Some people
think that money has ruined sport. People used to play for the glory of
winning. Now they are open to bribery and corruption. What would you
do about it?
ЗАДАНИЯ
II. ADRENALIN
Section one. Conveying meaning
1. Warm-up activity. Work in pairs. Which of the following
would make you feel: – angry? – excited? – scared? – nothing?
2. Speaking. Tell about any of the situations you have experiences
personally. Which experience has given you the biggest “adrenalin
rush”?
Section two. Checking understanding
3. Reading. Read about Mike and answer these questions:
a) Why did he start skydiving? b) How did he feel on his first jump?
c) What caused his accident and why has he continued skydiving?
WWW.DEADMIKE.COM
I have just done my first jump since the accident that nearly killed
me just over a year ago. As I was lying in hospital, thinking that I
would never skydive again, I wasn’t feeling glad to be alive. Instead,
I was wondering how I could possibly live without it.
It all started one evening after another typical nine to five. I was
sitting at home thinking, “There has to be more to life this,” when an ad
came on the television: “Try skydiving,” it said.
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The next day, I called my local skydiving centre and booked my
first jump. I spent a day training and then I was ready for my first jump.
Or almost. First, I had to sign a document to say that I understood that I
was taking part in an activity that could end in serious injury. At that
moment I realized that I was about to do something voluntary that
would put my life at risk and as I signed, I wondered if I was completely mad.
I will never forget my first jump. Five of us walked to the runway
and got into a plane barely big enough to hold three people. I was beginning to feel nervous, but the others were chatting and joking and I
started to feel more relaxed. It was a beautiful, cloudless day and the
sun was just going down. It took us about 20 minutes to get to 11.000
feet and then the trainer opened the plane door – the view took my
breath away. Suddenly, it was time to jump and as I pushed myself
away from the plane, I don’t know what I was thinking, my mind went
blank.
Words cannot describe the rush of adrenalin I experienced while I
was free-falling. At 5,500 feet I pulled the cord and the parachute
opened immediately. Suddenly, everything was silent and peaceful.
Twice I shouted, “This is absolutely incredible,” though I knew there
was nobody to hear me. It was the most amazing four minutes of my
life.
From the first jump, I was hooked. I started spending every free
moment I had skydiving. At work, I sat in front of my computer and
imagined ways of making more money so that I could jump more often.
It became my reason for living and nothing else mattered. I was addicted to skydiving.
Things were going really well. I was spending every free moment I
had skydiving.
Then disaster struck on my 1,040th jump. Another skydiver collided with my parachute at 80 feet. I fell and hit the ground at about 30
mph, face down. I broke both legs, my right foot, left elbow, right arm,
my nose and my jaw. I lost 10 pints of blood, 19 teeth and 25 pounds of
fat. I was lucky to survive.
People who have never experienced skydiving will find it hard to understand that my only motivation to get better was so that I could do it
again. All I can say is that for me, skydiving is life and life is skydiving.
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I. The sentences below summarise Mike’s story. Correct the
angry exhausted incredible awful hilarious bad brilliant
excited furious tired thrilled good funny strange
basketball
tennis
hang-gliding
football
snowboarding
bungee jumping
rugby
skate-boarding
details that are wrong.
a) Mike was reading a newspaper one evening when he saw an ad
for skydiving.
b) He phoned the skydiving centre immediately and booked a
jump.
c) After a day’s training, he was sure he was doing the right thing.
d) His first jump was unforgettable. It was a beautiful morning and
he was feeling relaxed.
e) After an hour’s flight, he jumped out of the plane and his parachute opened immediately.
f) After his first jump, he didn’t think he would do it again.
g) During his free time, he thought about skydiving a lot.
h) On his 1,040th jump he had an accident when his parachute
didn’t open.
i) He nearly died and thought that his skydiving days were over.
j) The only reason he wanted to get better was so that he could
skydiving again.
4. Grammar. 1) Find pairs of adjectives in the box that have
similar meanings
For example: angry furious
2) Put these adjectives under these two headings: very or abso-
lutely.
For example:
very absolutely
angry furious
5. Speaking. Have you ever done a parachute jump? Would you
consider doing a jump? a) Yes, for charity. b) Yes, for fun. c) Yes, for
money. d) No way!
Section three. Consolidation and creative work
6. Speaking. Look at the sports in the boxes below and decide if
they are extreme sports or not.
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7. Reading. Read the story “Coming Back Up” by Chris Rose.
So we’re driving along, a road in the middle of nowhere, a few
trees now and then on each side of the road, mountains in the distance,
there hasn’t been a town for ages and then you see this sign, not really a
proper sign at all, just a piece of card with some words scribbled on it:
“Bungee Jumping, 5km”
and an arrow pointing to the left. I can’t even see a road going left,
and there’s certainly no sign of any bungee jumping, but you insist, the
idea has taken you, you’re crazy about it, you’ve always wanted to do
bungee jumping, I know, you think I’m boring because I don’t want to
go.
“Go on!” you insist, “We don’t even have to do the bungee
jumping, we can just go there and see what’s happening. It’ll be
interesting!” As usual, you get your way, I give in and off we go along
this dirt road, for what seems much more than 5 kilometres to me. But
then, after driving for ages, suddenly, out of nowhere, some trees
appear, like a small wood.
“This must be the place,” you say. The roads narrows into just a
path, so we pull over to the side of the road. I couldn’t drive down there
if I wanted to. As soon as we’re out of the car we can hear voices:
people shouting and laughing. They sound like young people, they
sound like they’re having a good time.
We slowly walk to where the noise and people are. In the middle
of the wood there’s a group of about 20 people. The youngest are about
15 or 16, while some of them are perhaps in their late 20’s.
They look up and see us, then say hello to us. They’re polite,
friendly even, but I feel like we’re interrupting a private party –
gatecrashing something they’re doing.
Once there had been a river running through the middle of the
forest, but now there was just a dry ditch. It doesn’t matter; nobody is
interested in swimming. A metal bridge crosses the ditch. The bridge
doesn’t look too stable. I think the kids had built it themselves. There’s
a big group of the kids in the middle of the bridge. They’re all leaning
over and looking down into the ditch. They’re all shouting and
laughing. Another person is hanging from a long piece of elastic rope in
the middle of the ditch. He is laughing like he is mad. The other people
slowly pull him up to the bridge. As the guy comes to the top he looks
exhilarated and shocked, but also very, very happy.
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