- •4 Read the dialogues. Decide whether they are taking place in formal (f), semi-formal (s) or informal (I) situations:
- •5 Choose from Appendix 1c. Making introductions the most suitable phrases to introduce yourself to:
- •2 Practice the conversations with a partner. Match a line in a with a reply in b and a further comment in c.
- •1 How important are good manners for successful communication
- •In professional (business) situations
- •In everyday life?
- •3 Now read the text carefully and answer the questions.
- •4 Find words or phrases in the text which mean:
- •5 Use the text and choose the best words to complete the short conversations below.
- •Introductions, greetings,
- •1 Do you know rules of introduction? Fill in ‘your opinion’ column.
- •2 Read the text below and verify your answers. Fill in ‘basic rules’ column Text 1. Do you know the basic rules of introductions?
- •2 Read Text 2 to learn more about safe and unsafe subjects in conversation in the usa. Text 2. Safe and Unsafe Subjects for Talk
- •3 Did you discover anything that surprised you? Make the list of safe and unsafe subjects for small talk. Use the information from the text and add some ideas of your own. Reason your choice.
- •1 It’s good to have friends everywhere. Share your opinion with the others on your understanding of friendship.
- •Is it connected with life style and values accepted in the countries?
- •2 The text below introduces you into the concept of friendship in the usa. Read the text and write out all the peculiarities you will manage to find. Text 3. Friends in the usa
- •3 Do you see any differences in your understanding of friendship and American view? Just for Fun!
- •Unit 2 Making Your Own Presentations Language Learning Experience and Objectives for the Future
- •Vocabulary and speech patterns
- •3 Presenters can use different techniques to get their audience’s attention at the start of a presentation. Match the techniques below to the examples.
- •4 Address the audience, adding an opening sentence or two
- •7 Study the Useful language for Presentation given below and decide whether each sentence in the box is formal (f) or informal (I). Useful Language for Presentations
- •Introducing the topic
- •Inviting questions
- •Text 1
- •Welcome to University
- •2 Now read the text carefully and answer the questions on the presentation content.
- •4 Interpret the ideas from the presentation. Give your opinion using the following expressions:
- •I think that ... I strongly believe that ...
- •I am sure that ... I am convinced that ...
- •1 Which three aims of learning English mentioned in the text «Welcome to University» are most important for you?
- •4 Set your personal goals of learning English.
- •Transition Words and Phrases
- •Giving Your Opinion
- •1. My Language learning biography.
- •2. My significant intercultural experience.
- •3. My expectations from the University course of English.
- •2 Study the examples of Internet sites which can help in your independent learning of English. Choose one of them or add some of your own choice.
- •1 Did you have any experience of making presentations of your projects?
- •2 Read the text and find out about cultural peculiarities of presentations. Text 1. Cultural hints for performing presentations
- •Text 2. Speeches of Introduction
- •1 Do you know why English has become the world language? Mark the following statements as true or false.
- •Text 3. Why English has become a world language
- •1 You have already read about smart as an acronym that can be used to help you set effective objectives or goals. Let’s be more specific about what these features mean.
- •Text 4. Smart Goal Setting Specific
- •Measurable
- •3 Formulate your life goals according to the smart criteria.
- •Case study: Organizing a Seminar
- •If you are going to take part in this seminar, please:
- •The participants of the seminar are expressing their opinions
- •1 Read the short text. In the exercise that follows it circle t (true) or f (false).
- •5 Write an appropriate question for these answers.
- •6 Fill in the correct word derived from the word in bold.
- •7 Complete the text with the verbs in brackets. Use them in the correct tense forms
- •8 Rewrite the extract below in two ways (a and b). Follow the direction in each step.
- •Rewrite the extract, changing “Jack” to “Betty”. Make all the other necessary changes. Your first sentence will say:
- •9 Rearrange the steps of a presentation to make it according to the accepted rules. Mark steps by numbers in boxes.
- •10 Arrange the phrases from a presentation below in a proper order. Mark the given phrases by numbers in boxes.
- •Grammar and vocabulary file
- • Grammar Focus: Basic Word Order. Word Order in Questions
- •1 Put the words in the correct order and write the statements.
- •2 Make questions from the following words. Use the pronoun you in each case. Add necessary auxiliary verbs. For example:
- •3 Fill in the spaces with the correct tag.
- •4 What questions would you ask in the following situations?
- •5 Think of some other questions you often need to ask in class. Make a list of such questions to remind you how to ask these questions.
- •1 Here are some more phrases that are often used with get. Check their meaning and write them into a correct place on the diagram
- •2 Match a first part (1-10) with a second part (a-j) to make correct sentences.
- •3 Complete the sentences using a phrase with get.
- •4 Translate the following sentences into English. Use the expressions with get.
- •Unit 2 Grammar Focus: Tenses
- •1 Choose the best variant.
- •2 Read about the experience of a Spanish girl in learning English. Underline the correct tense in the following sentences.
- •3 Write about your attitude to learning English. You may borrow the words and expressions from the text above.
- •1 Give English equivalents to the following phrases.
- •2 Here are some more phrases that are used with do, make. Check their meanings and give their equivalents in Russian.
- •3 Add the verbs do or make to the following words and word combinations.
- •4 Match the verb phrases with the meanings.
- •5 Complete the following sentences with an appropriate form of do or make.
- •6 Complete the questionnaire about your studies and future work. Use do or make when you write the answers.
- •7 Translate the sentences into English.
- •8 Discuss with a partner.
- •Appendix 1 Phrasebook
- •In a formal situation
- •In an informal situation:
- •Appendix 2
- •What is an essay?
- •How to organize an essay?
- •Hints for Success
- •Preparation for the presentation
- •Delivery of the presentation
- •Hints for Success
- •Keys grammar and vocabulary file
- •Vocabulary Focus
- •Vocabulary focus
- •Tapescripts
8 Rewrite the extract below in two ways (a and b). Follow the direction in each step.
Jack believed that intelligent men from/in his country should be engineers / sociologists / psychologists / philosophers / specialists in information and communication / journalists. Jack knew that choosing a career was not easy. He read every book on engineering/on the subject he could get his hands on. He talked to his friends, his teachers, and his relatives. They told him to major in _______ at University. They advised him to get a summer job that would give him some engineering experience.
Jack took their advice. He wrote to Ajax Company himself, asking for a part-time job. He received an answer almost immediately. It said, we need a male engineer who is good in math and statistics. Jack replied happily, “I’m your man.”
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Rewrite the extract, changing “Jack” to “Betty”. Make all the other necessary changes. Your first sentence will say:
Betty believed that intelligent women from / in her country should be engineers / sociologists / psychologists / philosophers / specialists in information and communication.
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15 points |
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Rewrite the extract in the negative. Reverse the sense of each sentence to give it the opposite meaning by changing the principal verbs from the affirmative to the negative. Your first sentence will say:
Jack did not believe that intelligent men from / in his country should be engineers / sociologists / psychologists / philosophers / specialists in information and communication.
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10 points |
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9 Rearrange the steps of a presentation to make it according to the accepted rules. Mark steps by numbers in boxes.
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a. outline the structure of your talk |
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b. summarize your main points |
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c. introduce yourself (name, position, company). |
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d. start with something to get attention: a joke, a surprising fact, a question, a quotation, etc. |
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e. address the audience in a proper way |
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f. give examples to make your points clear |
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g. sum up your message with strong Thank you for your attention or a call to action, a visual aid , etc. |
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7 points |
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10 Arrange the phrases from a presentation below in a proper order. Mark the given phrases by numbers in boxes.
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a. My objective here today is to help you to find the right office for your business. |
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b. Well, let me introduce myself – my name is Carlos Pinto and I am the Sales Director of Centre-Space Properties. |
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c. First of all I would like to thank you for inviting me here to speak to you today, and I hope that after that excellent coffee no one will fall asleep during my presentation! |
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d. During my talk I’ll be looking at four areas. I’ll begin by introducing our company, then........ After that I’ll move on..... |
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e. Good morning, ladies and gentlemen. |
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f. Finally, I’ll deal with.... My presentation will take around 10 minutes, and if you have any questions I’ll be pleased to answer them at the end. |
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g. OK. (puts up transparency showing the structure of company organization). Let’s start by looking at who we are and how the company has developed over the last 10 years. |
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7 points |
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Total 100 points |
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Self-Assessment Checklist |
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Use this check list to record what you can do (column 1).
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Ask someone else, for example your teacher, to assess what s/he thinks you can do (column 2).
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Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 – Objectives).
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Add to the list other things that you can do, or that are important for your language learning at this level. Use the following symbols:
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In column 1 and 2: I can do this under normal circumstances I can do it easily
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In column 3: ! This is an objective for me !! This is a priority for me |
If you have over 80% of the points ticked, you have probably reached your learning goals.
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I know/have learnt
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The basic rules of introduction |
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The right ways to address people |
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The goals of the University course of English and teaching/learning strategies to achieve them. |
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Safe and unsafe subjects for talk |
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How to plan a presentation |
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How to adapt to some cultural differences |
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I can |
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See the difference in situations of communication (formal/informal) |
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Choose the strategies of communication |
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Introduce myself and others in formal /informal situations |
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Address people of different social status and age |
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Start / initiate / maintain a conversation (small talk) |
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Fill a simple Registration Form |
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Speak on the techniques of planning a presentation |
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Speak about my language learning experience |
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Speak about my personal goals of studying English at University and some learning strategies |
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Give facts and figures proving the importance of learning English |
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Plan and make a short presentation on a)__________________________________________________ (specify the topic) b)__________________________________________________ (specify the topic) |
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I know/have revised |
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I have written |
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__________________________________________________ (specify the topic)
__________________________________________________ (specify the topic)
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I have revised the following grammar material |
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Basic word order |
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Word order in questions |
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Tenses: the Present Simple, the Past Simple, the Present Perfect, the Future Simple. |
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I can also do the following |
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