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Файл:Практикум устной речи (английский язык). Учебное пособие
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Тема 8
TRAVELLING
Цель – формирование общекультурных и общепрофессиональных компетенций через развитие навыков чтения, аудирования и письма по теме «Путешествия».
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 путешествиям разными видами транспорта, поездкам за рубеж, в Великобританию.
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);
– способностью использовать этикетные формулы в устной и
письменной коммуникации (ОПК-10).
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Освоение вышеуказанных аспектов работы будут способствовать формированию знаний, умений и навыков, указанных в Предисловии.
ТЕОРЕТИЧЕСКАЯ ЧАСТЬ
Passive and Active Voices
Verbs are also said to be either active (The executive committee
approved the new policy) or passive (The new policy was approved by
the executive committee) in voice. In the active voice, the subject and
verb relationship is straightforward: the subject is a be-er or a do-er and
the verb moves the sentence along. In the passive voice, the subject of
the sentence is neither a do-er or a be-er, but is acted upon by some
other agent or by something unnamed (The new policy was approved).
Computerized grammar checkers can pick out a passive voice construction from miles away and ask you to revise it to a more active construction. There is nothing inherently wrong with the passive voice, but if
you can say the same thing in the active mode, do so (see exceptions
below). Your text will have more pizzazz as a result, since passive verb
constructions tend to lie about in their pajamas and avoid actual work.
We find an overabundance of the passive voice in sentences created by self-protective business interests, magniloquent educators, and
bombastic military writers (who must get weary of this accusation),
who use the passive voice to avoid responsibility for actions taken.
Thus "Cigarette ads were designed to appeal especially to children"
places the burden on the ads – as opposed to "We designed the cigarette
ads to appeal especially to children, " in which "we" accepts responsibility. At a White House press briefing we might hear that "The President was advised that certain members of Congress were being audited"
rather than "The Head of the Internal Revenue service advised the President that her agency was auditing certain members of Congress" because the passive construction avoids responsibility for advising and for
auditing. One further caution about the passive voice: we should not
mix active and passive constructions in the same sentence: "The executive committee approved the new policy, and the calendar for next
year's meetings was revised" should be recast as "The executive com-
162
mittee approved the new policy and revised the calendar for next year's
meeting."
The passive voice does exist for a reason, however, and its presence is not always to be despised. The passive is particularly useful
(even recommended) in two situations:
When it is more important to draw our attention to the person or
thing acted upon: The unidentified victim was apparently struck during
the early morning hours.
When the actor in the situation is not important: The aurora bore-
alis can be observed in the early morning hours.
The passive voice is especially helpful (and even regarded as mandatory) in scientific or technical writing or lab reports, where the actor
is not really important but the process or principle being described is of
ultimate importance. Instead of writing "I poured 20 cc of acid into the
beaker," we would write "Twenty cc of acid is/was poured into the
beaker." The passive voice is also useful when describing, say, a mechanical process in which the details of process are much more important than anyone's taking responsibility for the action: "The first coat
of primer paint is applied immediately after the acid rinse."
We use the passive voice to good effect in a paragraph in which
we wish to shift emphasis from what was the object in a first sentence
to what becomes the subject in subsequent sentences.
The executive committee approved an entirely new policy for dealing with academic suspension and withdrawal. The policy had been
written by a subcommittee on student behavior. If students withdraw
from course work before suspension can take effect, the policy states,
a mark of "IW".
The paragraph is clearly about this new policy so it is appropriate
that policy move from being the object in the first sentence to being the
subject of the second sentence. The passive voice allows for this transition.
Passive Verb Formation
The passive forms of a verb are created by combining a form of
the "to be verb" with the past participle of the main verb. Other helping
verbs are also sometimes present: "The measure could have been killed
in committee."
The passive forms of a verb are created by combining a form of
the "to be verb" with the past participle of the main verb. Other helping
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verbs are also sometimes present: "The measure could have been killed
Tense
Subject
Auxiliary
Past
Participle
Singular
Plural
Present
The car/cars
is
are
designed.
Present perfect
The car/cars
has been
have been
designed.
Past
The car/cars
was
were
designed.
Past perfect
The car/cars
had been
had been
designed.
Future
The car/cars
will be
will be
designed.
Future perfect
The car/cars
will have been
will have
been
designed.
Present
progressive
The car/cars
is being
are being
designed.
Past progressive
The car/cars
was being
were being
designed.
Active
Professor Villa gave Jorge an A.
Passive
An A was given to Jorge by Professor Villa.
Passive
Jorge was given an A.
in committee." The passive can be used, also, in various tenses. Let's
take a look at the passive forms of "design."
A sentence cast in the passive voice will not always include an
agent of the action. For instance if a gorilla crushes a tin can, we could
say "The tin can was crushed by the gorilla." But a perfectly good sentence would leave out the gorilla: "The tin can was crushed." Also,
when an active sentence with an indirect object is recast in the passive,
the indirect object can take on the role of subject in the passive sentence:
Only transitive verbs (those that take objects) can be transformed
into passive constructions. Furthermore, active sentences containing
certain verbs cannot be transformed into passive structures. To have is
the most important of these verbs. We can say "He has a new car," but
we cannot say "A new car is had by him." We can say "Josefina lacked
164
finesse," but we cannot say "Finesse was lacked." Here is a brief list of
resemble
look like
equal
agree with
mean
contain
hold
comprise
lack
suit
fit
become
such verbs*:
Verbals in Passive Structures
Verbals or verb forms can also take on features of the passive
voice. An infinitive phrase in the passive voice, for instance, can perform various functions within a sentence (just like the active forms of
the infinitive).
– Subject: To be elected by my peers is a great honor.
– Object: That child really likes to be read to by her mother.
– Modifier: Grasso was the first woman to be elected governor in
her own right.
The same is true of passive gerunds.
– Subject: Being elected by my peers was a great thrill.
– Object: I really don't like being lectured to by my boss.
– Object of preposition: I am so tired of being lectured to by my
boss.
With passive participles, part of the passive construction is often
omitted, the result being a simple modifying participial phrase.
[Having been] designed for off-road performance, the Pathseeker
does not always behave well on paved highways.
ЗАДАНИЯ
I. TRAVEL & TRANSPORT
Section one. Conveying meaning.
1. Warmer. Answer the questions:
– What do you do if you go on a “tour of the city”?
– What kind of things do you like to do when you visit a place on
holiday?
2. Key words. 1) Match the words in column 1 that you will hear
in the report with their definitions in column 2. Add the words to your
working vocabulary.
165
Hurry
To take a visitor to different places of interest
the rush hour
All of the vehicles moving along the road
traffic
Extremely good
show someone the sight
To move or do things more quickly than normal
amazing
A busy time of day, when streets are very crowded
with people travelling to or from work
Travel/
travelling
A long sea journey
Journey
The activity of taking long walks in the mountains or country
Trip
The general activity of moving from place to place (uncountable)
Voyage
A holiday organized by a company at a fixed price that includes
the cost of travel, hotel etc
Flight
travelling to places by getting free rides from drivers of passing
cars
Cruise
A long distance or regular travelling, when the emphasis is on
the travelling itself
Hiking
A journey for pleasure, during which you visit several different
towns, areas etc
Hitchhiking
A holiday on a large ship
Tour
A short journey, or a journey you do not usually make, and
come back again. Used when the emphasis is on where you are
going or why you are going there
Package
tour
A fairly short sea journey
Crossing
A journey by air
travel tour cruise trip hiking journey
2) Match the following kinds of travel in column 1 with their defi-
nitions in column 2. Add the words to your working vocabulary.
3) Fill the gaps in the sentences using these key words from the
box
a) During a 10-day __ around Europe they visited London, Glas-
gow, Paris, Lyon, and Brussels.
b) Utah is a great place to go __.
c) We are going to have a Mediterranean __on this huge ship.
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d) The new job involves a fair amount of __.
e) It was a long and difficult __ through the mountains.
f) It was a successful business __.
Section two. Checking understanding
3. Watching (Part I) Watch a video piece at http://learn-
english.britishcouncil.org/en/word-street/transport-and-tra-vel-scene-1
where Stephen's friend comes to London and Ashlie and Stephen show
him around.
4. Comprehension Task
1) Read the statements and decide if they are true or false.
a) This is Jazz`s second visit to London.
b) Jazz’s bag is very light.
c) Ashlie’s phone is in her coat pocket.
d) Ashlie leaves Stephen and Jazz because she needs to find her
bag.
e) The streets are very busy.
f) Stephen and Jazz decide to walk because it is quicker than driving.
2) Read the statements and decide if they are true or false
a) Ashlie has met Jazz before.
b) Jazz is in London for one day.
c) Ashlie had her bag on the train.
d) Jazz saw Ashlie put her bag on the seat in the train.
e) Jazz doesn’t like London.
f) Stephen has Ashlie’s bag.
5. Language Task. Watch grammar report at
http://learnenglish.britishcouncil.org/en/word-street/transport-andtravel-scene-1-language-focus where Rob the teacher talks about using
the present perfect to describe events and experiences. Do the following
tasks.
1) Rearrange the words into the correct orde
a) do, English, that, you, say, in, how?
b) do, call, you, this, what, in, English?
c) is, this, what, in, called, English?
d) does, what, mean, “terrible”?
e) is, “terrible”, the meaning, of, what?
167
2) Read the questions and select the right forms of the verbs. Fill
in the gaps.
a) Have you ever _______ London?
– Visit
– Visited
– To visit
b) Have you ever _______ fish and chips?
– To eat
– Ate
– eaten
c) Have you ever ________ a play in a theatre?
– Watched
– Watch
– To watch
d) Have you ever ________ a real lion?
– See
– To see
– seen
e) Have you ever ________ a plane?
– Fly
– Flown
– Flew
f) Have you ever ________ someone from Tobago?
– Meet
– Met
– To meet
3) Choose the correct word to complete the sentences
a) I have ________ been to London but I am going there next
month.
1) always
2) never
b) I have ________ loved Miss Piggy.
1) always
2) never
c) I have _______run a marathon but would like to.
1) always
2) never
168
d) I have _______ done well in exams even when I haven’t studied for them.
1) always
2) never
e) I have ________ talked to the president of the USA.
1) always
2) never
f) I have _______ wanted a pet but my father is allergic to ani-
mals.
1) always
2) never
6. Writing. 1) Read the following cinquain and using your list of
different kinds of travelling guess what kind of travel it is devoted to:
…
Marine, seaside
Sail, float, navigate
It is not the ship so much as the skillful sailing that assures the prosperous travelling
Sea travelling
2) Make up your own cinquains devoted to all other kinds of trav-
elling.
7. Watching (Part II). 1) Think about the following questions:
– How many different types of transport can you think of?
– What types of transport have Stephen, Ashley and Jazz been on?
– Can you guess what Ashlie’s surprise is?
2) Watch a video piece at http://learnenglish.britishcouncil.org/en/word-street/transport-and-travel-scene-2 where Stephen, Ashlie and
Jazz as they travel around London.
8. Comprehension Task. Read the questions and select the right
answers
– Why do people like travelling around London on boats?
1) There is less traffic on the river.
2) The cost of the travel is cheaper
3) The boats are less crowded than the underground
– What was Ashlie’s surprise?
1) Tickets to go onto the London Eye.
2) A trip on a boat down the River Thames.
3) To visit the Houses of Parliament
169
– What is the name of the strange building that Jazz sees which is
a famous London office block?
1) The Pickle
2) The cucmber
3) The Gherkin
– Why does Stephen give Jazz a t-shirt with the London Under-
ground written on it?
1) It`s Jazz`s birthday.
2) To remind Jazz of the day.
3) Stephen doesn`t like the t-shirt Jazz is wearing.
– What do Stephen, Ashlie and Jazz decide to have for dinner?
1) Fish and Chips
2) Chinese food
3) Pizza
9. Language Task. 1) Watch grammar report at
http://learnenglish.britishcouncil.org/en/word-street/transport-andtravel-scene-2-language-focus where Rob the teacher talks about using
the past simple and the present perfect.
2) Read the sentences and decide which ones are correct
a) I`ve had lunch yesterday.
b) I`ve had lunch today.
а) I`ve played tennis three times this week.
b) I`ve played tennis three times last week.
а) I`ve been to two weddings this year.
b) I`ve been to two weddings last year.
a) I`ve walked to work every day this month.
b) I`ve walked to work every day last month.
a) I`ve seen Stephen last Monday.
b) I`ve seen Stephen today.
a) I`ve studied English 10 years ago.
b) I`ve studied English for 10 years.
Section three. Consolidation and creative work
10. Speaking. 1) Speak on your favourite kind of travel and
transport using the method of PRES-formula.
2) Speak on the safest to your mind kind of travel and transport us-
ing the method of PRES-formula.
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