- •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. Teaching at school
Cassette: 1. From London Intermediate English Course, by D.Ware
2. From Developing Strategies, by B.Abbs, I.Freebairn
TEXT 1. Problem children
1. Pre-Listening Vocabulary
Before listening to the text go through the following list of noun and verbal combinations. Learn the meaning of the words which are not familiar to you.
modern teaching techniques [] - современные обучающие методы
academic work - учеба
small minority [] - небольшая часть
caning [] - наказание розгами
restore discipline [] - добиваться дисциплины
disrupt lessons [] - срывать уроки
be reluctant to do sth - не иметь желания делать что-либо
stress sth at the expense of sth - уделять внимание чему-то за счет чего-то
2. Listening Exercises
Listen to the recording. Identify the variety of speech:
a) speaking in public
b) talking to a small group of people
c) reading a letter from a friend
d) reading a letter on a professional radio programme
2.2. Listen to the recording again. State the overall topic of the text using the prompts given below.
The problems children have at school
The problem of keeping discipline in class
The problem of teaching difficult children
2.3. Listen to the text again so as to be able to outline its contents. Expand each of the items choosing the appropriate arguments from the prompts given below.
1. Some teachers can no longer teach their classes effectively
a) because some teenage pupils deliberately disrupt lessons
b) because the majority of pupils have lost interest in school
c) because they don’t use modern teaching resources
2. Pupils cannot accept school discipline
a) because personal enjoyment prevails over serious academic work in modern schools
b) because they are accustomed to expressing their individuality without any restriction
c) because the teacher’s requirements are impossible to meet
3. The problem of discipline can be solved
a) by better co-operation between the schools and the parents
b) by using modern teaching techniques more reasonably
c) by re-introducing caning
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.
What are teachers in some secondary schools in Britain worried about?
What kind of schools does the problem of discipline concern most of all?
Who is responsible for the present situation at school?
What’s the drawback of modern teaching techniques?
What other ways of solving the problem are mentioned in the letter?
3. Language Focus
Listen to the text again and note down the word combinations to do with teaching and school problems. The list of Russian equivalents below will help you.
восстанавливать дисциплину
небольшое число учеников подросткового возраста
преднамеренно срывать уроки
эффективно проводить занятия
выражать свою индивидуальность без всяких ограничений
неохотно подчиняться школьной дисциплине
делать акцент на личном удовольствии в ущерб серьезной учебе
ставить личные интересы выше обязанностей перед обществом
более тесное сотрудничество между школой и родителями
плохо себя вести
заново вводить телесное наказаниe.
4. Follow-Up Activities
4.1. Act out the following situations:
The editor who got the letter is telling his colleague about the problems that the author of the letter is worried about.
Two teachers are arguing about the letter written by their former colleague.
4.2. Give your point of view on the following problems:
Advantages and disadvantages of modern teaching techniques.
Co-operation between schools and parents.
TEXT 2. Teaching at school
1. Pre-Listening Exercises
1.1. Answer the following questions.
Have you ever wanted to be a school teacher?
What age would you prefer to teach? Why?
Are career prospects for school teachers good in our country?
What sort of qualities are important in a teacher of young children?
1.2. Go through the word list below to clear up any difficulty.
authority [] - административный округ
scale [] - категория
to be adaptable [] - уметь приспосабливаться
1.3. Study the following information. It will help you to understand the text of the recording.
-
Stage
School
Age
I
primary or first
5-8
II
junior or middle
9-13
III
secondary or high
11-16
2. Listening Exercises
2.1. You will now hear a recording in which Isabel talks about her work. Listen and state the general topic of her talk, choosing from the options given below.
personal problems that she used to have when she was working with older children;
teaching in a middle and high school;
positive and negative aspects of a high school
2.2. Give Yes/No answers to these questions.
Does Isabel enjoy the job she is doing?
Is she an experienced teacher?
Does she mind the fact that the career prospects are not very good in her position?
2.3. Listen to the 1st part of the recording and answer the questions below:
How long has Isabel been teaching young children?
What sort of personal qualities does Isabel think are needed to be a teacher of children?
What sort of skills and qualifications does she consider necessary for a teacher?
2.4. Copy the chart below into your workbooks. Listen to the second part of the recording and compare the middle and high schools along the given features.
|
Middle school |
High school |
a variety of subjects for teaching |
|
|
children’s attitude to learning |
|
|
the process of teaching |
|
|
teacher’s salary |
|
|
career prospects for teachers |
|
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