- •Introduction
- •Section 1
- •2.3. The part of the recording you will hear now is about the schedule of the course. Listen and fill in the missing information on the grid below.
- •3.2. Listen and note down the English equivalents of the following Russian word combinations:
- •3.3. While listening this time try to fill in the missing words in the sentences below.
- •1.1. Go through the following list of business vocabulary.
- •1.2. Make sure you know these words and word combinations.
- •2. Listening Exercises
- •2.2. Listen again and fill in the left-hand column of the chart below with the types of characteristics required in the order they come on the tape.
- •1.1 Study the meaning of the words and word combinations below.
- •1.2. Read this advertisement carefully. The information will help you understand the recording better.
- •Candidate a
- •Candidate b
- •Candidate c
- •2.5.3. Mark the following statements as True or False.
- •2.6. Listen to the phone calls again and fill the available information in the chart below:
- •3. Language Focus and Auditory Memory Check
- •3.1. Identify the speaker (the manager, the secretary and the candidates) who the following sentences belong to.
- •3.2. Indicate the meanings the following words and word combinations have in the conversations you’ve heard.
- •3.3. Insert fairly, rather, too in the sentences from the recording.
- •4. Follow-Up Activities
- •1.1. Before you listen to the tape read this newspaper advertisement.
- •1.2. Go through the vocabulary list given below and clear up any difficulties.
- •1.3. Study the table given below. Copy it out before listening to the recording.
- •2. Teaching at school
- •2.4. Listen to the text another time paying attention to the details of the contents and the language. Give answers to the following questions.
- •3. Language Focus
- •3. Language Focus
- •3.1. Listen to the recording again. Pick out and note down the past activities Isabel talks about (She mentions 3 of them.)
- •3.2. In each pair of statements below choose the one from the tape-recording.
- •2.2. Give synonyms from the recording for the following words and word combinations.
- •2.3. Give the English equivalents for the sentences below keeping to the text:
- •Consolidation 1
- •2.3. Write a detailed passage about one of the pieces of news.
- •3. Language Focus and Auditory Memory Check
- •Section 2
- •4. Follow-Up Activities
- •4.1. Roleplay the telephone conversations you’ve listened to.
- •4.2. In pairs talk about the symptoms that are worrying you and ask for advice.
- •2. Listening Exercises
- •2.1. Listen to the recording and identify the following statements as True or False.
- •4. Follow-Up Activity
- •2. A day in my life
- •1. Listening Exercises
- •Listen to Margaret talking and choose the right option to make up true statements.
- •1.2. Say if the following statements are True or False.
- •3. Language Focus
- •3.1. Listen to the tape again. Pick out and note down the words which mean:
- •3.2. Give the English equivalents for the following sentences.
- •2.6. Listen to Anna Wright and Peter Savage giving their opinions on the problem. While listening answer the questions below choosing the right alternative.
- •2. Listening Exercises
- •2.1. Listen to the conversation and complete the statements that follow.
- •2.2. As you listen to the conversation once more complete some of the answers. Listen to the recording twice.
- •3. Language Focus
- •4. Follow-Up Activity
- •Study the list of words given below.
- •2. Listening Exercises
- •2.1. Listen to Dr. Clarke speaking about first aid. From the list of cases needing first aid tick (√) those that are mentioned in the interview:
- •2.2. Listen to the text again for more detail. Say if these statements are True or False.
- •2.3. Listen to the text again and focus on the right action you have to take when an accident happens. Complete the following sentences.
- •3. Language Focus
- •4. Follow-Up Activities
- •1.1. Read the information below. Pubs & wine bars
- •1.2. Answer the following questions:
- •1.3. Read the menu given below and say if it is a pub or a wine bar.
- •Vegetarian Crepes £3.75
- •1.4. Go through the list of words and clear up any difficulties.
- •1.5. Read some of the sentences from the interview and see if you understand them.
- •3.2. Go through the list of word combinations and phrases below and find their equivalents in the recording while listening to it again.
- •4. Follow-Up Activity
- •1.1. Go through the list of words below to clear up any difficulties.
- •3.2. Translation
- •4. Follow-Up Activity
- •3.2. Complete the following sentences using the words and word combinations given in the box.
- •2.3. While listening to the man’s story again write down the following information about him.
- •2.4. Now listen to Laura’s story and note down the answers to the following questions.
- •3. Language Focus
- •2.2. Listen to the tape again to find the answers to these questions.
- •3.2. Tape dictation. Fill in the blanks. Check your answers by listening to the tape again.
- •3.3. Listen and note down the English equivalents for the following Russian expressions and sentences.
- •4. Follow-Up Activity
- •In groups discuss the following:
- •3. Language Focus
- •4. Discussion
- •3. Language Focus
- •Consolidation 3
- •2. Listening Exercises
- •2. Listening Exercises
- •Section 4
- •1.1. Before listening to the text name as many English towns as you can.
- •1.2. Go through the following list of words and word combinations.
- •2. Listening Exercises
- •2.1.While listening focus on the essential characteristics of the towns: their having a cathedral, a market; their origin and inhabitants.
- •2.2. Check your understanding by choosing the right alternative.
- •2.3. Listen to each text separately and note down the information needed to answer the questions.
- •3. Language Focus
- •2.3. Listen to the text extract by extract according to the sub-topics of the outline and concentrate on the details of the contents. Write down:
- •3. Follow-Up Activities
- •2. Listening Exercises
- •2.1. Now you will hear part of a lecture about London. State the subject matter of the text by choosing the suitable prompt.
- •3. Language Focus
- •3.1. As you listen to the lecture now concentrate on the details of the vocabulary. Pick out and note down:
- •4. Follow-Up Activity
- •2.4. Listen to the speaker describing places of interest and pay attention to what some of these places were originally and what they are today. Fill the necessary information in the chart given.
- •3. Language Focus
- •Videofilm
- •2. Comprehension Exercises
- •2.1. Watch carefully and pick out the relevant information to answer these questions.
- •2.2. Watch the episode once more and take notes about some details of the description.
- •3. Language Focus
- •4. Follow-Up Activity
- •Videofilm
- •4. Language Focus
- •4.1. Listen to the recording again and give the English equivalents from the tape for the following Russian expressions.
- •4.2. Fill in the prepositions where necessary.
- •2.2. Complete these notes made by a member of a group on holiday abroad:
- •2.3. Say whether the following statements are True or False.
- •3. Language Focus
- •4. Follow-Up Activity
- •Consolidation 5
- •1. Writing Based On Listening. Recognition Accuracy Check
- •Section 6
- •3.3. Give the English equivalents for the following Russian word combinations from the text of the recording.
- •News Story 1
- •News Story 2
- •News Story 3
- •3. Language Focus
- •3. Language Focus
- •1.1. Study the list of words below. They will help you understand and follow a conversation about the condition of a car.
- •1.2. Copy the grid below.
- •2. Listening Exercises
- •2.1. Listen to the recording and complete the following statements by choosing the appropriate continuation.
- •2.2. Listen to the conversation again and answer the following questions:
- •2. Listening Exercises
- •2.1. Jeff and Emma are flatmates. Emma is ringing to Criterion cinema to see what’s on. Listen to the recorded message twice and fill in the chart.
- •2.2. Now you are going to hear Emma and Jeff discussing what to do this evening. Listen to them and choose the correct answers.
- •3. Language Focus and Auditory Memory Check
- •3.1. Look at these groups of sentences. Choose the sentences used in the recording.
- •3. Language Focus and Auditory Memory Check
- •3.1. Listen again and pay attention to the context in which these expressions are used. Get ready to reproduce it after listening.
- •3.2. Look through the chart below and state who these words belong to by ticking the right box.
- •2. An extract from Pygmalion by b. Shaw (Part 2)
- •3. A song from the musical My Fair Lady —
- •1.1. You will now hear a scene from Pygmalion by b.Shaw. Read the information below.
- •1.2. Read the information below.
- •1.3. Read the plot summary of the play.
- •1.4. Use the sentences from the ex. 1.3. To help you match a word in a with a definition in b.
- •Extract a
- •Extract b
- •Extract c
- •3. Language Focus
- •4. Follow-Up Activity
- •Consolidation 6
- •1. General Comprehension
- •2. Intensive Comprehension
- •3. Writing Based on Listening Recognition. Recognition Accuracy Check
- •Section 7
- •2. Listening Exercises
- •2.1. Listen to the fairy tale and identify the following statements as True or False. Correct the false ones.
- •2.2. Arrange the suggested subtopics according to their order in the text.
- •2.3. Listen to the fairy tale once again and in each pair of statements tick the True one.
- •2.4. Read the sentences below and identify the speaker. Reproduce the situations which these statements belong to.
- •3. Enriching your Vocabulary
- •3.1. Recognising new vocabulary in the speech flow.
- •3.2. Making use of new vocabulary
- •2. Listening Exercises
- •2.1. Listen to the tape to identify whether the fairy tale was
- •2.2. Answer the following alternative questions:
- •2.3. Say if the following statements are True or False.
- •3. Language Focus
- •3.1. Fill in the gaps with a) the prepositions and b) the intensifiers used in the text. Then listen to the recording again and check your answers.
- •2. Listen to the same extract again and focus on some text features. Pick out and put down word combinations and phrases:
- •1. Listen to a new passage of the text and trace down the events that happened to Alice here. Expand the suggested outline by making use of the key words and phrases in the brackets.
- •2. Listen to the talk between Alice and the Caterpillar and the song they perform together. Make sue you’ve grasped the contents of the conversation by completing the statements which follow:
- •3. Listen to the song “You are Old, Father William” again and focus on some language features.
- •You are Old, Father William by Robert Southey (1774-1843)
- •Literature
- •Contents
2.4. Read the sentences below and identify the speaker. Reproduce the situations which these statements belong to.
It’s going to be a lovely morning.
I never do.
Why don’t you try counting sheep tonight.
Sounds like he’s starting a race.
We shall have to do something about that.
Had a nice afternoon?
3. Enriching your Vocabulary
3.1. Recognising new vocabulary in the speech flow.
Focus on a) verbs of motion; b) adjectives and participles denoting state and feelings; c) words and word combinations to do with sleep while listening to the fairy tale this time. Fill in the gaps in the following sentences from the recording.
He could never ... ... ... at the right time.
Instead he would ... ... listening to the ... coming from all the other sheep in the field.
What was worse just as the first faint light of the sun began to appear over the hedge and the mist began to clear from the field he would ... and ... ... .
Through his ... ... ... eyes the lamb could see some of his friends already at their ... and ... around the field.
“ I don’t think I want to ... yet, ” he said and ... a big ... .
As he ... ... beside her, ... from the breeze, he began to count.
“ Sounds like he’s ... ... ... “, came a reply.
“ I think you are ... the others ... ,” his mother whispered.
The lamb just ... , ... his chin on his front feet and ... ... to another ... night.
...But his eyes were so ... and his legs were so ... that he ... right ... a big oak tree.
It isn’t good manners to ... ... ... people’s homes like that.
And he ... ... to join his friends feeling much better already.
The lamb ... after the crow which waited until he was near before ... ... and ... a few feet away.
The lamb ... ... again.
It happened again and again until finally his feather ... ... and ... to the ground.
... ... ... ... the lamb ... it ... in his mouth and ... ... to the tree.
“ You mean, there’s more ? “ ... the lamb.
The lamb ... ... again.
When the black lamb saw him ... he thought it was a game and ... ... as ... as he could.
...until finally the thistle ... ... and the lamb was able to pick it up.
He ... to the tree all ... and ... ... .
And do you know he was so ... ... that he just ... .. ... and ... ... .
“I slept ... all night ,” he said.
The lamb spent every day ... ... with his friends and every night he ... ... ... as soon as he ... his eyes.
3.2. Making use of new vocabulary
Replace the underlined words and word combinations in the following sentences by their synonyms from the recording.
The dog just put its head on its front feet, settled into a comfortable position, yawned and fell asleep.
The hill was very steep and they were all gasping by the time they got to the top.
The mist began to disappear from the field.
That night we followed his advice.
Very, very quickly the dog took the stick in its mouth and ran back.
It was a difficult flight and they were so exhausted that they just lay down and fell asleep.
It was so dark that I knocked against a tree.
When the wolf realised it could be caught it ran off in the direction of the forest.
4. Follow-Up Activities
4.1. Work in small groups. Role-play the fairy tale.
4.2. Imagine you are telling the fairy tale to a group of children. Reproduce it as close to the text of the recording as possible.
Lesson B. OUT-OF-CLASS LISTENING
Text Title: White Christmas
Cassette: Christmas Songs
1. Pre-Listening Exercises
1.1. Make sure you know these words and word combinations:
glisten [] - сверкать, блестеть
May your (days ...) be ... - Пусть ваши (дни) будут ...
1.2. Do you have a picture in your mind about what Christmas day is like?
2. Listening Exercises
2.1. Listen to the tape and answer these questions:
Why is the song called “White Christmas”?
What Christmas wishes does the song send to the listeners?
2.2. Note down the text of the song.
3. Follow-Up Activity
Enjoy singing the song “White Christmas”.
UNIT 2
Lesson A. IN-CLASS LISTENING
Text Title: Cinderella by Ch.Perrault
Cassette: From American Recordings for Children
1. Pre-Listening Vocabulary
Before listening to the text go through the following vocabulary and clear up any difficulties. Learn the following a) verbs and verbal phrases; b) nouns; c) adjectives as they are used in the text.
rags - shabby clothes
merriment - joy
whirlwind [] - an extremely strong wind that moves quickly with a circular movement, causing a lot of damage
godmother - a woman who promises to help a child, and to teach him or her Christian values
wand [] - a thin stick you hold in your hand to do magic tricks
spell - a piece of magic that someone does or the special words or ceremonies used in doing it
cinder (usually plural) - a very small piece of burnt wood, coal
swirl [] - a twisting circular movement
hush - a period of silence that comes after there has been a lot of noise
flash - a bright light that shines for a short time and then stops shining
nag [] - scold or criticize continuously
fix somebody’s hair - make one’s hair look neat and attractive
fix the fire - make the fire
pound with excitement/joy - beat very quickly (about heart)
flood down [] - go/arrive in large amount
be perched on/upon [] - be in a position on top of sth
dash around - go or run somewhere very quickly
sweep - move quickly and confidently especially because they are impatient or like to seem important
escort [] - go with someone to protect or guard them
startle [] - make someone suddenly surprised or slightly shocked
prosper [] - be successful and become rich
not leave somebody’s side - always be with someone and look after them
shimmering - shining with a soft light that looks as if it shakes slightly
glum - sad and not talking much
dainty [] - small, pretty and delicate