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Файл:Практикум устной речи (английский язык). Учебное пособие
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3) There were two unconfirmed __ of UFOs in the area.
4) Where's all the camping __?
5) Do you __ he'll agree to see us?
6) Will science finally __ us of this disease?
7) I'd look __ in a dress like that.
8) The couple later had their marriage __ in their local parish
church.
9) Venice is a wonderful city to __.
10) Badly fitting shoes are bound to __.
11) His clothes looked __.
12) He loved __in the hills.
Section two. Checking understanding
3. Watching Part I. Using http://learnenglish.britishcouncil.org-
/en/word-street/loch-ness-scene-1 watch Stephen and Ashlie discovering the delights of Scotland.
4. Comprehension check. 1) Explain the meaning of the following: What do you reckon? Sort of. On second thoughts. No way. Tourist
stuff. Let’s head into town. Loads of money. My feet are killing me. a
waste of time. I bet. Fancy a break? Take long. Take a photo. Fingers
crossed. Get lucky. Walking boots.
2) Select the correct answers to the following questions.
– What is the name of the area Stephen and Ashlie are visiting?
a) Edinburgh
b) The Highlands
c) Northern England
– Why are Stephen and Ashlie in Scotland?
a)To go walking
b) To go to a museum
c) To take a picture of the Loch Ness Monster
– What is a Loch?
a) A lake
b) A mountain
c) A field
– What is Nessie?
a) The Loch Ness monster
b) A shop assistant
c) A name of a clan
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– Why does Stephen need to buy socks?
a) He is wearing new shoes
b) Because he forgot to bring any
c) Because the are a good souvenir
– What does Stephen mean when he says “fingers crossed”?
a) He is hopping for something to happen
b) He wants Ashlie to make a cross with her fingers
c) He is worried that something is going to happen
3) Say if the statement are true or false
– Ashlie believes in the Loch Ness monster.
– Ashlie has never seen a real picture of Nessie.
– There are over thirteen thousand tartans.
– Ashlie buys a kilt for Stephen.
– Ashlie’s book costs £2.50.
– A clan is a group of people who share the same surname.
5. Language Task. Watch grammar report at http://learnenglish.britishcouncil.org/en/word-street/loch-ness-scene-1-languagefocus where Rob talks about past and present verb forms with 'if', in
what we call “conditional sentences”. Do the following tasks.
1) Decide if the speaker believes the events in the following sentences have a real possibility of happening or if they are unreal situations.
– If time travel was possible, I would go back and see the fall of
the Berlin Wall.
a) Real possibility
b) Unreal possibility
– I am studying medicine, I want to become a doctor.
c) Real possibility
d) Unreal possibility
– If I could sing, I would become a famous celebrity.
e) Real possibility
f) Unreal possibility
– If we had money to go to Africa, we would see a lot of lions.
g) Real possibility
h) Unreal possibility
– We are going to see a lot of lions when we go to Africa.
i) Real possibility
j) Unreal possibility
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– I am signing my record deal tomorrow, this time next year I will
be famous!
k) Real possibility
l) Unreal possibility
2) Fill in the gaps to complete the sentences.
– If someone ______ a photo of the Loch Ness monster, they
would make loads of money.
a) took
b) takes
– I would travel around the world if I ______ a million pounds.
c) win
d) won
– We would be there now if we ______ for directions.
e) Have asked
f) Had asked
– If I ______ you, I would call him.
g) am
h) were
– If I ______ the president of the USA, I would forgive all foreign
debt.
i) become
j) became
– If Michael Jackson ______ alive, he would be the top selling
musician of the year.
k) is
l) was
3) Decide if the following sentences are true or false.
– We use one clause to form a conditional sentence.
a) True
b) False
– We use “if (past tense), would (verb)” to talk about unreal / im-
probable situations in the present or future.
c) True
d) False
– If the if-clause is first, we need to use a comma before the
would-clause.
e) True
f) False
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– If the would-clause is first, we need to use a comma before the
if-clause.
g) True
h) False
– We sometimes use “If I were you...” instead of ‘’If I was you...’’.
i) True
j) False
– We use the same verb forms in both parts of second conditional
sentences.
k) True
l) False
6. Watching Part II Using http://learnenglish.britishcouncil.org/en/word-street/loch-ness-scene-2 watch Stephen and Ashlie go on discovering Scotland.
7. Comprehension check. 1) Read the statements. Are they true or
false?
– Stephen and Ashlie decided to go on a boat tour.
– The Loch Ness Monster was seen for the first time in the 1950s.
– Ashlie didn’t fall into the Loch.
– The Loch is very shallow.
– Ashlie and Stephen did not have a ticket for the boat tour.
– St. Columbus didn’t believe that there was a monster in the
Loch.
2) Select the correct answers for the questions.
– Which century was the castle built in?
a) 6th
b) 10th
c) 11th
– What happened near the Loch in the 1930s?
a) A road was built alongside it
b) St. Columbus
c) Urquhart
– How long is the Loch from end to end?
a) 38 kilometres
b) 230 metres
c) 565 kilometres
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– Where is Urquhart Castle?
a) On the banks of Lock Ness
b) In Edinburg
c) In the town centre
– Why does Ashlie like Urquhart Castle?
a) Because it`s very old
b) Because it`s very big
c) Because the surrounding area is very pretty
– Why do Stephen and Ashlie decide to go on the boat tour?
a) To go fishing
b) It`s a nice way to pass the time
c) To get to the other side of the Loch
8. Language Task. Watch grammar report at http://learnenglish.britishcouncil.org/en/word-street/loch-ness-scene-1-languagefocus where Rob talks about the passive voice, ways to ask people to
wait and how people say “want to” and “going to”. Do the following
tasks.
1) Decide which sentence is passive.
a) The bridge was built in 45 A.D.
b) The Romans built the bridge.
a) Dierdre has eaten five cakes
b) Five cakes were eaten by Dierdre.
a) The letter was sent on Tuesday.
b) I sent the letter on Tuesday.
a) The cat was looked after by children.
b) The children looked after the cat.
a) Opera is listened to by many people.
b) Many people listened to Opera.
a) Our students study English in the morning.
b) English is studied in the morning.
2) Select the correct answers for the following sentences by deciding who or what is the doer of the action.
– The article was published yesterday
a) The article
b) The newapaper
c) Don`t know
– The Times published the article yesterday
a) The article
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b) The newapaper
c) Don`t know
– The ball was kicked
a) The ball
b) Kick
c) Don`t know
– The boys kicked the ball.
a) The ball
b) The boys
c) Don`t know
– Jack read the book in one week.
a) Jack
b) The book
c) Don`t know
– The book was read in one week.
a) The book
b) read
c) Don`t know
3) The following sentences are different ways we ask people to
wait. Put the words in the correct order to form a complete sentence
– Wait, a, minute.
– On, hang, a, minute.
– Hold, horses, your.
– Second, a, hang, on.
– A, just, minute.
– Me, a, give, minute.
Section three. Consolidation and creative work
9. Writing. Summarize the information presented in the video
report “Loch Ness Scene” you`ve watched. Render your summary
emphasizing in it (a) its subject matter, (b) the facts discussed, (c) the
characters` points of view.
10. Discussion. 1) Discuss the following in pairs. One of the pair
will believe in wonders and mysteries, the other will defend the opposite point of view. Be sure to provide sound arguments for whatever
you say. Make a list of the arguments and counterarguments.
The search for Scotland's Loch Ness Monster is world fa-
mous. Far less well-known is the hunt for a similar creature, Mokele-
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mbembe, which is reputed to live in the remote north of CongoBrazzaville. But how strong is the evidence?
Most people are absolutely astounded to learn that there is a
tremendous amount of evidence that giants once existed on this planet.
Some researchers reject the dogmatic idea that the New
World was isolated prior to 1492. There is some compelling evidence
that the ancient peoples from Mesopotamia may have crossed the Atlantic ages before Columbus.
According to the official view there was no contact be-
tween the Old World and the New World before Columbus.
Many popular authors suggest possibility that mysterious
sites around the world were created with help of advanced knowledge
and technology (possibly more advanced than our current one) possessed by lost civilizations.
Others do not believe that there ever was very advanced
civilization on earth and all of the superb knowledge was handed down
to us by ancient astronauts who came down from heaven.
2) Tell your group mates if you believe in such mysteries as “Nessi”
or not using the using the method of PRES-formula (see Appendix 1).
3) Using the following sites find some interesting information to
discuss:
http://unexplainedmysteriesoftheworld.com
http://www.virtuescience.com
http://www.world-mysteries.com
http://thewondrous.com/worlds-20-greatest-mysteries
http://www.unexplained-mysteries.com
http://listverse.com
11. Class Project. 1) Find some information about travelling to
mysterious places or in search for wonders and unexplained events.
Make up a power point presentation. The sites given above can be
useful.
2) Using the site http://learnenglish.britishcouncil.org watch videos about travelling: to London; to Oxford; to Blackpool; to Snowdonia
in North Wales. Using some additional information about these places
of interest, make up a power point presentation as if you have visited
them.
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3) Tell about your travellings to some places using your own photos and videos. Try and do your presentations as Stephen and Ashlie did
at http://learnenglish.britishcouncil.org
Study unit 10 DUBLIN from e-textbook ‘Contemporary English
via Video and Internet Resources’ by E. Minkova, A. Tkacheva, I. Palchune.
Вопросы
1. Why do you like to travel?
2. What should you do before starting on a trip?
3. What was your last trip like?
4. Do you think there are more pluses to travelling by air then mi-
nuses or vise versa? Give your reasons.
5. Have you decided where to go to for your summer holidays?
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Тема 9
THEATRE
Цель – формирование общекультурных и общепрофессиональных компетенций через развитие навыков чтения, аудирования и письма по теме «Театр».
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 заказу билетов в театр, посещению театра, ориентации в зрительном зале, а также
разным жанрам, представленных на сцене: драме, балету, опере и
т.д. В уроках представлен богатый иллюстративный и кросскультурный материал для более эффективного знакомства с реалиями, имеющими отношение к театру.
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 системой лингвистических знаний, включающей
в себя знание основных фонетических, лексических, грамматически, словообразовательных явлений и закономерностей функционирования изучаемого иностранного языка, его функциональных
разновидностей (ОПК-3);
– владением основными дискурсивными способами реализации коммуникативных целей высказывания применительно к особенностям текущего 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);
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– 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).
Освоение вышеуказанных аспектов работы будут способствовать формированию знаний, умений и навыков, указанных в Предисловии.
ТЕОРЕТИЧЕСКАЯ ЧАСТЬ
THEATRE SPACES
Theatre: a space where a performance takes place, a large machine
in the form of a building specialized for presenting performances.
Stage types:
Proscenium stage:
A proscenium theatre is what we usually think of as a "theatre".
It's primary feature, is the Proscenium, a "picture frame" placed around
the front of the playing area of an end stage.
The frame is the Proscenium; the wings are spaces on either side,
extending off-stage. Scenery surrounds the acting area on all sides except side towards audience, who watch the play through frame opening.
"Backstage" is any space around the acting area out of sight of the audience.
Thrust theatre:
A Stage surrounded by audience on three sides. The Fourth side
serves as the background.
In a typical modern arrangement: the stage is often a square or rectangular playing area, usually raised, surrounded by raked seating.
End Stage:
A Thrust stage extended wall to wall, like a thrust stage with audience on just one side, the front.
"Backstage" is behind the background wall. There is no real wingspace to the sides, although there may be entrances there. An example
of a modern end is a music hall, where the background walls surround
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