People. Character. Friends

АНГЛИЙСКИЙ ЯЗЫК

Разговорная практика

Учебно-методическое пособие

Череповец

Рассмотрено на заседании кафедры иностранных языков, протокол № 2 от 23.09.11 г.

Одобрено редакционно-издательской комиссией ФОГ и СЭД ФГБОУ ВПО ЧГУ, протокол № 2 от 12.10.11 г.

Составитель: Т.А. Дунаевская, доцент кафедры иностранных языков; Е.Г. Арюхина, доцент кафедры зарубежной филологии

Рецензенты: Л.М. Пахолкова, канд. филол. наук, доцент (ЧГУ);

В.В. Шумихина, канд. филол. наук, доцент (ЧГУ)

Научный редактор: В.В. Шумихина, канд. филол. наук, доцент

© Дунаевская Т.А., Арюхина Е.Г., 2012

© ФГБОУ ВПО «Череповецкий государственный университет», 2012

Введение

Цель данного учебно-методического пособия – ввести и закрепить новую разговорную лексику по следующим темам: “Student’s life”, “Free time and hobbies”, “People. Character. Friends”, “Shopping”, “Travelling”, “Olympic Games and sports”. Каждая тема включает в себя основной текст, диалоги, упражнения для развития коммуникативных навыков, дополнительные тексты для расширения словарного запаса обучающихся.

Пособие может быть использовано как для аудиторной работы, так и для самостоятельной работы студентов. Материал пособия расположен таким образом, чтобы обеспечить постепенное введение новой лексики, которая закрепляется в диалогах по ситуациям, текстах и упражнениях по предложенной тематике.

I курс

STUDENT’S LIFE

I. Learn the words:

the History faculty – факультет истории

to sit for an examination– экзаменоваться

to consider – рассматривать

Single (General) State Examination – единый государственный экзамен

to take a decision – принять решение

to enroll – зачислять (в университет)

to brush smb’s teeth – чистить зубы

to do smb’s hair – причесывать (кого-л.)

to get dressed – одеваться

scrambled eggs – яичница-болтунья

at the same time – в то же самое время, одновременно

to put on – одевать

to go by bus – ехать на автобусе

to go on foot – идти пешком

to combine – сочетать

knowledge – знания

to improve – улучшать

scientific conferences – научные конференции

to recite – декламировать

to compose the dialogues – составлять диалоги

to go in for sports – заниматься спортом

to do the flat – делать уборку в квартире

to go shopping – ходить по магазинам

to do shopping – делать покупки в магазине

II. Read the topic and translate it.

Student’s life

Only several months ago I was a school-boy/girl. Now I am a first-year student of the History faculty. In order to enter the University I had to sit for the Single (General) State Examination at the end of my studies at school and represent the results to the Examining Board. It had considered my documents and took a decision to enroll me to the University. It was necessary to represent the results in History, Russian and Social science. Now I have a lot of work because there are many subjects which I have to study: Russian History, Modern History, Contemporary History, Latin, English, Pedagogic, Psychology, Social science and others. My favourite subject is Russian History, that’s why I have chosen this faculty.

As I have many subjects I haven’t much free time. But if I have some I try to spend it as fruitful as possible. I like sports especially running and skiing so I run or go to ski to the forest in winter. I like nature very much. Every time I am in the forest I admire it. Sport helps me to feel better. It is very important for everybody to take care of the health. I also like to read books on history and listen to music.

My working day begins earlier than before because it takes me much time to get to the University. Usually it takes me 40 – 50 minutes. I get up at half past six. Then I wash myself, brush my teeth, do my hair, get dressed and go to the kitchen to have breakfast. Usually I haven’t much time to cook it so I have a cup of tea or coffee and a sandwich (with cheese or sausage). Sometimes I have boiled eggs, fried eggs, scrambled eggs or porridge. I have breakfast and listen to the radio at the same time. Then I put on my coat or rain-coat and go to the University by bus (on foot).

Teaching at the University combines lectures, seminars and practical classes. Usually I have three classes a day. The main thing for me is to have a good knowledge of special subjects. To improve it we write essays and make reports at student’s scientific conferences. We have English two times a week. At English classes we read, translate texts from the textbook, write dictations-translations, listen to the topics and discuss them, recite the dialogues, compose our own dialogues and answer the questions. The teacher corrects our mistakes and marks our work.

In the evening I prepare for my seminars, practical classes and then I have a rest. I watch TV or DVD, play computer games, listen to music or go for a walk with my friends. On weekdays I attend lectures, seminars and practical classes. On weekends I have a rest, go in for sports, help my mother to do the flat or go shopping.

III. Answer the questions:

1. What faculty do you study at?

2. What had you to do to enter the University?

3. What subjects did you take to enter this faculty?

4. What subjects do you study now?

5. What is your favourite subject?

6. How do you spend your free time?

7. Do you like sport?

8. When do you get up?

9. How much time does it take you to get to the University?

10. Do you go there by bus, on foot or by car?

11. What do you have for breakfast?

12. Do you have much time to cook it?

13. What does teaching at the University combine?

14. What is the most important thing for you in your studies?

15. What do you do to improve your knowledge of special subjects?

16. How often do you have English?

17. What do we do at English classes?

18. What do you do in the evening?

19. What do you do on weekdays?

20. What do you do on weekends?

IV. Retell the topic “Student’s life”.

V. Read the dialogues and learn them by heart:

Teacher: Let’s begin the class. Listen to me, please. Whose exercise book is this? Don’t talk, Nina. Is this your exercise book?

Nina: Yes, it is.

Teacher: Give it to me, please.

Nina: Here you are.

Teacher: Thank you. And is that your bag?

Nina: No, it is not. It’s Lena’s bag.

Teacher: What’s the matter? Are you tired, aren’t you?

Pupils: Yes, we are. Let’s have a break.

Teacher: All right. It’s time to have a break.

Pupils: Shall we open the window?

Teacher: Yes, please.

* * *

Serge: Hello, Boris.

Boris: Good morning, Serge.

S.: How are you?

B.: Fine, thanks, and you?

S.: I’m fine too, thank you.

B.: How is Lena?

S.: She is very well, thanks.

B.: Glad to hear it.

S.: And how is Nickolay?

B.: He is O.K., thanks

S.: Is he an economist now?

B.: No, he is still a student, and you? What’s your job?

S.: I’m an engineer.

B.: That’s a good job.

VI. Complete the dialogue with an appropriate form of the verbs in brackets. Use will + infinitive, future continuous or future perfect:

A: How long have you been studying for your degree, Brian?

B: At the end of this term I (a) … (complete) twenty four years.

A: And when do you think you (b) … (finish) it?

B: Well during next term I (c) … (do) the reading for the final module of the course, and I hope I (d) … (finish) that by the end of next year.

A: How on earth has it taken you so long?

B: Geology is a difficult subject, you know, and I like to feel on top of things. I travel a lot, and after my trip to Patagonia next month, I (e) … (visit) all five continents on my field trips.

A: Do you know what you (f) … (do) when you have completed your degree?

B: Not really. I (g) … (think) about it when I’m in Patagonia. I think I (h) … (have) enough of geology by then. My granddaughter (i) … (go) to University in three or four years, and I thought I might do a course in Applied Linguistics with her.

Useful phrases: how on earth …? – каким образом…?, to feel on top of things – зд. знать в совершенстве (геологию).

VII. Match the questions in box A with the answers in box B:

A

a) Do you like playing tennis? b) Do you like chocolate? c) Do you like pop concerts? d) Do you like your new English teacher? e) Does your new English teacher like you?

B

1. Yes, I really like her 2. Yes, she thinks I’m great! 3. No, I hate them. 4. No, I don’t. I hate it! 5. Yes, I love it. It’s a great sport.

VIII. Write your answers to the questions in exercise VI.

IX. Complete the description using ’s, isn’t, are, aren’t.

Hi! Here is a photo of our student flats. They are great! There (a) … a gym and a swimming pool. And there (b) … a superb bar, with great music. We go there every night! The flats are really nice. There (c) … four bedrooms in a flat and there (d) … a living room, but the bedrooms (e) … big and comfortable. There (f) … any shops, but there (g) … a supermarket not far away.

X. Complete the text with but, however.

It has been suggested that introducing tests for pre-school children could seriously affect their psychological development. (a) … older children are better able to cope with competition, the instinct to come first has not yet developed in children under four. Forcing them to face the possibility of failure can make them reserved and there have been cases of children as young as four suffering from pre-test stress. (b) … , despite this, the government is still going ahead with plans to introduce entry tests for primary schools.

XI. Correct the mistakes in these sentences:

1. She gets her clothes clean in the dry cleaner’s.

2. Don’t you worry, it’s nothing serious, just do these exercises and we’ll get you walk again very soon.

3. She got her bag stealing when she was in the cinema.

4. He got to arrest for shop-lifting.

5. The group were very quit to start with but once the discussion turned to politics we got them all talk.

6. I’ll never forget the time I got flying a plane on my own for the first time.

7. I’m sure you can get her seen your side of the story.

8. Right, you have an hour and a half to finish the exam, so good luck and get to write!

XII. Read the text and translate it:

British examinations

As with almost everything else, examinations have been traditionally independent of government. Once, when there was selection to grammar schools at the age of 11, then there were “11 plus examinations” which marked the end point of primary school education. But since most secondary schools are now comprehensives (grammar school system remain in only a few areas), then the 11+ examination has all but disappeared.

Secondary schools, on the other hand, work to two external examinations. There is at 16, which is the end of compulsory schooling, the General Certificate of Secondary Education (GCSE).This is single subject based. That is one gets GCSE in particular subjects – not as a result of success in a group of subjects. At the age of 18, most of those who stay on at school (or in colleges of further education) take the General Certificate of Education Advanced Level (‘A’ Level, for short). Once again this is a single subject examination, and students generally take no more than three subjects. ‘A’ Levels are generally seen to be the guarantee of high standards, the preparation for University where traditionally students have concentrated in just one or two subjects. ‘A’ Levels have been referred to as the “jewel in the crown” or the “flagship” of the system. That is important because, even though they are increasingly being criticised, it is very hard politically to reform them.

The origin of the public examination system arouse within the Universities in the last century. University professors wanted a rigorous system of examining to ensure that successful entrants were highly qualified. This is still the case and so there are now five ‘A’ Level Boards – Oxford & Cambridge Board, London Board, Northern Board, Associated Examination Board, and the Welsh Board. Though independent they have for a long time been closely monitored to ensure that standards are roughly equivalent between them. However in the last five years, the government through its School Curriculum and Assessment Authority has been more and more interventionist, stipulating very strict conditions under which the Boards must examine – again an example of increasing government control.

XIII. Answer the questions:

1. What does “11+ examination” mean? Do pupils in Britain take it now?

2. When does compulsory schooling finish?

3. What exam do pupils take at the end of their compulsory education?

4. What is the difference between GCSE and GCSE ‘A’ Level?

5. How many subjects do they take for GCSE ‘A’ Level?

6. Why did professors want a rigorous system of examining?

7. What ‘A’ Level Boards are there in Britain?

8. How does the government influence the Boards?

XIV. Read the text and translate it with the help of the dictionary.

The Private System

No one can understand the educational system in England and Wales without reference to the “public schools” – which are independent and private. The major public schools, such as Eton, Harrow, Winchester and Westminster, have several hundreds of years of history. They have traditionally served a social elite and, in some cases, an intellectual elite. Oxford and Cambridge, for instance draw almost half their undergraduates from the private schools which only about 7% of the population attend. And the top jobs in the judiciary, the civil service, the military and the Church have tended to go to those who have had this privileged upbringing – although this is changing bit by bit. However, the private school system, especially the top public schools, remains extremely influential in British society.

There are schools for those up to 13, generally called “prep school”, followed by the secondary or “public school” at 13. Many of these are boarding schools. It was customary for the upper classes to send their children away to school. This was in many ways subsidised by the state since many children going to these schools would be the children of army, navy or airforce personnel stationed abroad and their fees would be paid by the Ministry of Defence. However there has recently been a sharp drop in the number of boarders. There have been cuts in the armed forces, with a consequent drop in fees to the private sector. And many more parents wish to keep their children at home. So many of the boarding schools are now recruiting from abroad, especially the Far East (and Russia!) to fill their places.

The most significant subsidy, however, has been through the “assisted places scheme” which enabled some parents who otherwise would not be able to afford it to send their children to private schools. However, the first thing that the Labour government did when elected in 1997 was to abolish this scheme.

The distinction, however, between public (state) and private or independent can become increasingly blurred. For example, there is growing dependence of the maintained (or state) sector on private means – on donations from parents for essential goods such as books, equipment and even teachers; or sponsorship by industry, and on selling services such as renting sporting facilities and premises. There is much evidence of schools dependent on donations and covenant schemes. And it is clear that, as schools move towards control of their own budgets, they will be expected to improve their resources through external funding.

The position may best be seen in terms of the degree of independence from government control, or of readiness to compete in the market conditions that once affected only the private sector but now provide the framework for all. The point is that one cannot understand the educational system in England and Wales without appreciating the role of those often very rich and influential schools which remain financially independent of government and to which many influential people send their children (about 7% of the secondary school population).

PEOPLE. CHARACTER. FRIENDS

I. Match the words with their definitions.

acquaintance boyfriend buddy co-worker comrade fair-weather friend room mate girlfriend pen pal soulmate

1. Someone you work with .

2. An informal word for a friend .

3. Someone you don’t know very well .

4. Someone you write to .

5. Someone who lives in the same apartment as you .

6. Someone who shares the same view of life as you .

7. Someone who is only a friend during the good times .

8. Someone who has the same socialist beliefs as you .

9. Someone you have a romantic relationship with .

II. Work in pairs and answer these questions about you and your friends.

1. Where and when did you meet them?

2. How often do you see them?

3. Do you ever all go out together?

4. How much do you know about them?

5. Do you often make new friends?

III. Read the dialogues and learn them by heart:

Peter: Good morning. How are you, Nickolay?

Nickolay: Fine, thanks. And how are you, Peter?

Peter: Very well, thank you.

Nickolay: Let me introduce my business friend to you. This is Mr. Brown, our new expert. Mr. Brown, this is Peter Ivanov.

Peter: How do you do, Mr. Brown.

Mr. Brown: How do you do, Mr. Ivanov. Nice to meet you.

Peter: Look here, Nickolay. Who is that man?

Nickolay: Oh, it’s Boris. He’s our new economist. Shall I introduce you to him?

Peter: Yes, please.

* * *

Micelle: Is this your house, Bill?

Bill: No, it’s not mine. It’s Nick’s.

Micelle: Where’s yours?

Bill: It’s over there, on your left.

Micelle: What colour is it? It’s grey, isn’t it?

Bill: Yes. Mine is larger than Nick’s.

Micelle: By the way, which is older, yours or Nick’s?

Bill: Mine, I think.

IV. Read the dialogue “Meeting people after a long time” and compose your own dialogue, using colloquial phrases:

A.: I haven’t seen you for ages. Where have you been?

B.: I’ve been away on business. How have you been all this time?

A.: Just fine, thank you. Where did you go?

B.: To Glasgow. There was an interesting seminar there. I got back the day before yesterday. By the way how is your brother keeping?

A.: He’s been off work for a day or two.

B.: What’s wrong with him?

A.: He’s gone down with flu. He’s running a high temperature.

B.: Give him my best regards and tell him to take things easy.

A.: That’s very kind of you. I’ll pass it on. He’ll be pleased to hear you asked after him.

V. Read the following remarks and answer them immediately:

– Where have you been all this time?

– Where did you go?

– How have you been all this time?

– How is your brother keeping?

– Give my best regards to him.

VI. Read the questionnaire and check (+) the statements you agree with.