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Файл:Практикум устной речи (английский язык). Учебное пособие
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2. Reading 1) Work in pairs. Student A read extract 1, student B
read extract 2. Then report the contents to each other.
Extract 1
Slowly, the drink began to take over and things got worse. His behavior was becoming unpredictable. He tells of one incident in a club
on a Sunday afternoon when a fight broke out and he and some friends
were involved. Minutes later he was outside being questioned by police
and then spent several hours at the police station. He was released
without charge but, in spite of that shock, the next day he was banging
on the door of his local pub five minutes before opening time, craving
his first drink of the day. Then it dawned on him. What kind of person
stands outside a pub every day desperate for a drink? Only someone
with a drink problem. He was a well-known sportsman perhaps but secretly he was a lonely, desperate alcoholic.
Extract 2
One day, he arrived for training in a bad state. It was to be the big
turning point. The first person he saw was Steve Jacobs. “I have got a
drink problem and I need to go to a meeting of Alcoholics Anonymous,” he blurted out. At last! He’d said it! Tony Adams, respected
captain of Arsenal and an England international, winner of six major
trophies in English football, was asking for help for the first time in his
life. He finally admitted that he had a problem that was too powerful to
face on his own. Almost immediately, a ray of hope came to him. Despite the mess he was in, if he could devote the same enthusiasm and
energy to keeping off alcohol as he had to playing football, then he had
a chance.
2) Now read the texts again and choose the best answer below:
(1) In the club one Sunday afternoon
a. the writer’s friends started a fight.
b. the writer started a fight.
c. it is not clear who started the fight.
(2) The writer
a. knew he could stop drinking by himself.
b. asked someone to help him stop drinking.
c. met someone from Alcoholics Anonymous.
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Section two. Consolidation and creative work
3. Writing. 1) Use these words to complete the sentences:
addictive alcoholic
addict alcohol
addicted alcoholism
addiction
1. A surprising number of people are … to gambling.
2. He checked into a clinic to try to get over his drug …
3. I have never met anyone who is actually a drug …
4, Both heroin and crack cocaine are extremely … substances.
5. She realized he was an … when he started drinking at breakfast
time.
6. The problem got so bad he started hiding … around the house.
7 Overcoming … is a daily process. It means saying “no” to drink
every day for the rest of your life.
2) Use the correct form of these expressions to complete the sen-
tences below:
Seek professional help
Get withdrawal symptoms
Kick the habit
Have a drink problem
Take an overdose
1. I think my boss … . You can smell alcohol on his breath first
thing in the morning.
2. She died after accidentally … of sleeping pills.
3. A lot of people want to give up smoking, but it is very difficult
to … .
4. When he wasn’t able to get hold of any drugs for a few days, he
started to … .
5. When he realized he was addicted to alcohol, he decided to ….
4. Discussion. Discuss the problem of addictions using the method
of PRES-formula (see Appendix 1).
Задания для самостоятельно-контролируемой работы: Study
unit 8 FAT and FASHIONABLE from e-textbook ‘Contemporary English via Video and Internet Resources’ by E. Minkova, A. Tkacheva,
I. Palchune.
52
Вопросы
1. When do we call the doctor in?
2. When do we go to see the doctor?
3. When are we taken to hospital?
4. What must we do to be in good health?
5. What do you think of the yoga system?
6. Do you smoke?
7. How do diseases vary according to the difficulty in getting over
them?
8. What helps promote health?
9. Why no immunity can be produced for some diseases?
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Тема 3
CITIES AND TOWNS
Цель – формирование общекультурных и общепрофессиональных компетенций через развитие навыков чтения, аудирования и письма по теме «Города».
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 ориентации на местности, городскому пейзажу и достопримечательностям.
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);
– 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).
Освоение вышеуказанных аспектов работы будут способствовать формированию знаний, умений и навыков, указанных в Предисловии.
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ТЕОРЕТИЧЕСКАЯ ЧАСТЬ
Adjectives
Adjectives ending in –ing and -ed.
Some verbs have two related adjectives, one ending in –ing and
the other in –ed.
Adjectives ending in –ing have an active meaning, for example, an
interesting city is one that interests someone, such as the speaker.
Adjectives, ending in –ed have a passive meaning, for example,
I am interested in music describes the effect that music has on me.
These – ed adjectives are related to verbs used in the passive.
These adjectives actually come from verbs. For example:
This book bores (verb) me. The book is boring (adjective). I am
bored (adjective).
This movie interests (verb) me. The movie is interesting (adjective). I am interested (adjective).
These adjectives are called participial adjectives. They are made
by the participle of a verb. For regular verbs, participles end in ~ing
(boring, the present participle) or ~ed (bored, the past participle).
Students often have a difficulty choosing the correct adjective in a
sentences.
Adjectives that Describe Feelings: ~ed Adjectives
Adjectives like boring/interesting describe something that causes a
feeling. For example:
It was a boring movie. The movie was boring. <– The book is the
cause of the feeling. It creates the feeling
Adjectives that Describe Feelings: ~ing Adjectives
Adjectives like bored/interested describe the person (or animal)
that is affected by this feeling. For example:
She was a bored girl. The girl was bored. – She, the girl, is the one
who feels the feeling. She is the feeler
These adjectives always describe a living thing that can feel (a person, animal, or alien maybe!). A thing (e.g. a book) cannot be bored.
But, it can be boring.
Be Careful: People Can Cause Feelings
Sometimes the cause of a feeling isn't a book or a movie. Sometimes, it's another person. For example, there are intersting books and
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there are interesting people. My friend Jay is interesting. He is the
verb
~ing adj (describes cause)
~ed adjective (describes feeler)
bore
boring
bored
interest
interesting
interested
excite
exciting
excited
confuse
confusing
confused
surprise
surprising
surprised
tire
tiring
tired
annoy
annoying
annoyed
cause of the feeling of interest in people he talks to. For example:
Carol had a date with John. John was boring. Carol was bored, so
she left.
Common Participial Adjectives
Here are some basic adjectives that students should know
There are many more participial adjectives as well. You may
check understanding at http://www.englishcurrent.com/grammar/boring-bored-interesting-interested-participial-adjectives.
Making comparisons
You can make comparisons in the following ways:
– comparative adjectives + than Prague is cheaper than London
– more/less + comparative adjective + than Rome is more beau-
tiful than London
– more + countable / uncountable noun + than Tokyo has more
inhabitants than Madrid
– fewer + countable noun + than Madrid has fewer tourists than
Paris
– less + uncountable noun + than Paris has less industry than
Milan
– as many + countable noun + as Milan has as many people as
Barcelona
– as much + uncountable noun + as Barcelona has as much rain
as Rome
– as + adjective + as Rome as beautiful as Prague
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ЗАДАНИЯ
I. TOWNS OR CITIES
Section one. Conveying meaning
1. Warm-up activity. Do you live in a big town or city? Answer a
or b.
1a. For me, the best thing about living in a big town\city is
that………..
1b. The worst thing about living in a big town\city is that
………………
2a. For me, the best thing about not living in a big town\city is
that………..
2b. The worst thing about not living in a big town\city is that
………………
2. Key words. 1) Buildings and places
Here some of the things you will find in most towns and cities:
1. commercial centre (= area with lots of banks and company of-
fices)
2. shopping centre (= place with many shops, either indoors or
outdoors)
3. car parks (= places to leave many cars)
4. factories (= buildings where you make / manufacture things, e.g.
cars)
5. skyscrapers / high-rise buildings (= buildings with many floors)
6. libraries (= places where you can borrow books)
7. suburbs (= areas outside the centre of town where people live)
2) Translate the underlined words into Russian:
a) It is about ten minutes from the town centre.
b) I wish there was a bit more nightlife in our city.
c) We live in a fairy quiet street near a park.
d) We used to live on a very busy main road.
e) My Dad’s moved to a house in the suburbs.
f) I live on the outskirts of Paris.
g) It is a quite residential area.
h) She lives in a nice part of the town.
i) I used to live in a really run-down area.
j) There is a large factory which employs over 1000 people.
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Section two. Checking understanding
Around town
1) Match the words on the left with those on the right:
1. city a. precinct
2. tower… b. bins
3. pedestrian…c. lights
4. litter…d. street
5. bus\cycle…e. block
6. traffic…f. centre
7. main…g. lanes
2) Now use the expressions in these sentences:
1. I wish people wouldn’t drop rubbish in the street. There are
plenty of … around town.
2. It is much safer for cyclists to get about these days with…
.everywhere.
3. They are building a huge … in the centre of the town. It is going
to house around a hundred families.
4. You can’t drive up that street any more. They have made it into
a … .
5. Go straight down this road and turn left at the first set of … .
6. The traffic system in the … is impossible. It’s all one-way
streets.
7. The… is where you will find all the large department stores and
banks.
Buildings and places
1) Put the following words into the appropriate columns below.
If necessary use a dictionary.
swimming pool university… department sore
theatre… museum… shopping centre
railway station… school… football stadium
art gallery… opera house… taxi rank
underground college… leisure centre
mall… ice rink… multi-storey car park
culture... transport… education… sports… shopping
… … … … …
… … … … …
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Section three. Consolidation and creative work
5. Work in pairs. The amenities of a town or city are places which
provide a service or entertainment.
I. Match the places on the left with the ideas on the right.
1. hospital a. gambling
2. cathedral b. films
3. cinema c. work and business
4. nightclub d. borrowing books
5. casino e. classical music
6. concert hall…………f. religion
7. job centre……………g. healthcare
8. office block………….h. looking for work
9. library………………..i. drinking and dancing
II. Tick all the places you have in your town or city.
III. Answer the question: Has your town / city got a good
nightlife?
6. Speaking. Problems. Do you have the following problems where
you live? Check any words you don’t know in your dictionary: beggars;
homelessness; traffic congestion; sub-standard housing; unsafe areas (nogo areas); prostitution (red light districts); vandalism; pollution; a high
crime rate; high unemployment; racial tension; overcrowding.
ЗАДАНИЯ
II. CITY ATTRACTIONS
Section one. Conveying meaning
1. Warm-up activity. Discuss these questions with a partner:
If you were given a free holiday in any city in the world…
1. Which city would you like to visit and why?
2. What would you enjoy doing during the day?
3. How would you spend your evenings there?
4. Where would you prefer to stay and why?
5. Think about your last holiday. What do you remember most?
Section two. Checking understanding
2. Reading. Here is some information about four of the attractions
in Edinburgh, the capital of Scotland.
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I. Reads about them and discuss with a partner why it is popular. These phrases may be useful: It appeals to people who… It at-
tracts people who…. It is a good place to go if …..
II. Summarize it in 7–8 sentences.
EDINBURGH CASTLE is well known throughout the world. It
used to be the home of Scotland’s kings and queens and it has some
impressive buildings from the 15th and 16th centuries. It stands on Castle Rock, a massive volcanic rock in the heart of the city, with a magnificent view of the surrounding countryside and of the Fifth of Forth,
an inlet of the sea. There have been settlements on Castle Rock for
nearly 3,000 years because of its good position. The Military Tattoo,
a floodlit spectacle of military drum and bagpipe music, takes place at
Edinburgh Castle every August, as part of the Edinburgh Festivals.
OUR DYNAMIC EARTH is the most exciting attraction to have
opened in Edinburgh in recent times, inside a striking, purpose-built
tented structure, there is plenty of interactive entertainment on offer for
both children and adults alike. Our Dynamic Earth explores the extremes of our planet earth. Travel back in time to witness the Big Bang,
feel the earth shaken by an erupting volcano, fly over glaciers, feel the
chill of polar ice, and get caught in a tropical rainstorm. It’s prehistoric, volcanic, Antarctic, dynamic, fantastic! Out of this world….
But about this planet!
In the 19th century, people travelling by train between Edinburgh
and places north of the Fifth of Forth had to change to a ferry to cross
the water, then transfer to another train. This was very time-consuming.
The solution was to construct the FORTH RAILWAY BRIDGE a
few kilometers west of Edinburgh. It was opened in 1890, and has been
in continuous use ever since.
Situated under one end of the Forth Bridge, DEEP SEA WORLD
brings you face to face with the creatures of the deep. From 112 metres
of underwater tunnels you can enjoy a spectacular view of the piranhas
and other tropical fish in the aquarium surrounding you. Or you can go
scuba diving among the sharks. You must be at least 16 and in reasonably good health for this, because swimming with sharks can be pretty
terrifying! Teachers – contact Deep sea World about how we can help
the children in your class to improve their scientific skills.
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