Through Listening to Speaking and Writing: Учебное пособие по аудированию

М И Н И СТ Е РСТ В О О Б РА ЗО В А Н И Я РО ССИ Й СК О Й Ф Е Д Е РА Ц И И В О РО Н Е Ж СК И Й ГО СУ Д А РСТ В Е Н Н Ы Й У Н И В Е РСИ Т Е Т

Through Listening to Speaking and Writing У чебноепособи епо ауди ровани ю по специ альност и 022600 Т еори яи мет оди ка преподавани яи ностранны х язы ков и культур и 022900 П еревод и переводоведени е О П Д .Ф .04.1

В оронеж 2004

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У тверж дено научно-методи чески м советом РГФ (19 апреля2004, протокол№ 4)

С оста вите л и: О бух овскаяЛ .М ., М и х айловаИ .В . Н а уч. ре д. Д октор ф и л. наук, проф . К аш ки н В .Б.

У чебноепособи е подготовлено накаф едреангли йской ф и лологи и ф акультета В оронеж ского государственного уни верси тета. РекомендуетсядляII семестра1 курсав/о и I семестра2 курсав/о и длясамостоятельной работы студентов2 курсад/о

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В ведени е Д анное учебно-методи ческое пособи е по практике язы ка и меет своей целью помочь студентам в одном и з наи более слож ны х для ни х аспектов на начальном этапе обучени я – ауди ровани е, а и менно научи ть и х слы ш ать и пони мать и ноязы чную речь, а такж е разви вать уни х речевы е навы ки и навы ки пи сьма. Д анное учебно-методи ческое пособи е предназначено для ауди торной работы на занятиях по ауди ровани ю студентов 1-2 курса в/о, а такж е для самостоятельной работы студентов 2 курса как дополни тельное пособи е в помощ ьдлясамообразовани я. П особи есостои ти з 8 блоков (Units), рассчи танны х на36 ауди торны х часов (18 часов на 1 курсе II семестре и 18 часов на 2 курсе I семестре) и 18 часов самостоятельной работы , согласно программам эти х курсов. П оми мо реш ени я сугубо язы ковы х задач, пособи е предполагает сф орми ровать устудентов потребность рассмат ри вать ф акты в и х комплексе. А вторы счи таю тваж ны м, чтобы студенты научи ли сь ви деть уни версальны е закономерности взаи модействи я лю дей с окруж аю щ и м ми ром, с при родны ми объ ектами , осмы сли вая еди нство всех этносов как представи телей человечества. И зучая и анали зи руя в рассказах ф акты , студенты учатся определять ти пы культур и ци ви ли заци й, что ф орми рует у студентов потребностьк культуроведческой наблю дательности. Т емати ка текстов для ауди ровани я подби ралась с учетом необх оди мости и нтеграци и язы каи культур. К аж ды й урок начи нается с разми нки (Warming up activity) по темати ке текста, котораяпроводи тсясамостоятельно, в паре, в ви деди скусси и в группах и в ауди тори и под контролем преподавателя. П араллельно студенты вы полняю т разнообразны е задани я, способствую щ и е расш и рени ю словарного запаса. Н аглядностьделаетэтуработуболееи нтересной и эф ф екти вной. В тораячастьурока– Listening. В целях разви ти яустудентов умени ялучш е пони мать текстна слух , разработан комплекс предваряю щ и х упраж нени й с объ яснени ем реали й текста. Этотви д работы сопровож дается прослуш и вани ем текста. П ервое прослуш и вани езаверш ается вы полнени ем упраж нени я, которое позволяет вы яви ть общ ее пони мани е текста. Д алее, работа в паре дает возмож ность студенту проясни ть моменты , которы е оказали сь трудны ми , и далее определи ть, на сколько и х предсказани я бы ли верны ми . В тори чное прослуш и вани е прох оди т одновременно с вы полнени ем упраж нени й на вы явлени е деталей. Н а этом этапе сни маю тся язы ковы е трудности и студенты готовы к беседепо содерж ани ю текста, и спользуяего лекси ку. Т ретья часть урока (Extension activity) предполагает дальнейш ее соверш енствовани е ведени я ди алоги ческой беседы на темы , вы х одящ и е за пределы содерж ани яуслы ш анного.

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Заверш аю щ ая часть (Writing) вы полняется самостоятельно. Это – домаш нее задани е. Студенту предлагается напи сать сочи нени е на тему, это мож ет бы ть пи сьмо, эссе ли бо продолж ени е и стори и с некоторы ми подсказками . И так, и нтегри рованны й комплекс целого спектра упраж нени й помогает студенту расш и ри ть словарны й запас, разобраться в некоторы х трудностях грамматически х явлени й и , самое главное, облегчи ть пони мани е и ноязы чной речи на слух и вы сказы ваться с и спользовани ем новой лекси ки , а подбор текстов даетстудентувозмож ностьи нтерпретировать и х в комплекседух овной и матери альной культуры носи телей язы ка, соеди няя обучени е и ностранному язы куспри общ ени ем студентов к и стори и и и ноязы чной культуре. А вторы

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U N I T O N E “BY HEART” PART I. WARMING UP ACTIVITY TASK I. Work in pa irs. Do you have any problems with your studies? Ask your partner about it using the following ideas: -

you don’t like the subject you don’t like the teacher other students seem to be better than you you can’t follow the lesson you can’t concentrate the lessons are usually boring

TASK II. A student, Ann by name has some problems with studying. This is her letter to a magazine problem page for advice. List her problems and tell your partner about them. What are her fears? Make a list of them. Dear Susanne, I’m having some problems at University. It is very difficult to concentrate in the evenings because I’m always sleepy. What is more, I find it difficult to get down to work. I think that other students are much better than me and I’m afraid I won’t be able to keep up with them. The teacher has told me that I’m falling behind with my studies. I’m not good at writing dictations and “Making a Message” comes difficult to me. I’m sure I’m not going to get through my winter exams. I scraped through my mid-term tests with only 67% and I’m depressed now. What do you think I should do? Yours desperately, Ann. Try to work out what the italicized words mean.

TASK III. In pairs, through discussion match the words in column A with the definitions in column B

A 1. to get down to doing sth 2. to keep up with someone/sth 3. to fall behind with sth 4. to come easy/difficult to smb 5. to learn parrot fashion 6. to scrape through sth 7. to get through sth

B a. to pass an exam or test b. to pass an exam with a very low grade c. to start work on d. to remain at the same standard as someone else e. to be behind with sth, not at the level expected f. to cause some/no problem g. to learn sth without understanding a word of it

TASK IV. Take turns to ask and answer the questions below about your studies:

6 1. 2. 3. 4.

How are you getting on with your studies? Are you good at using computers? Is it always easy to keep up with the group? How do you think you will do in your future exams?

Report to the rest of the group of what you have found out. TASK V. Discuss the following questions: 1. 2. 3. 4.

What are the arguments for and against learning by heart? What do you think is a good way to learn new words and expressions? How useful is it to learn things parrot fashion? Why do people find it difficult to get down to work?

TASK VI. Discuss in pairs how teenagers express their compla ints about their problems in studies. Neutral

Formal

Informal

I’m sorry, I’m afraid… I’m not completely satisfied … I’m sick & tired of. It’s really bad… I wish to complain about… I’m fed up with… I’m sorry to say this, I’m not the person who I’ve just about had but… usually complains, but… enough of… ! There’s something to complain about… How would you express your compla ints talking to: a foreign friend? an adult?

Role-play. In most Canadian schools, teachers ask parents to come to parent-teacher conferences. The teacher and parents discuss the child’s progress in school, and other problems. Role-play the following situations: Teacher: Parent: - the pupil’s bad marks Listen to the teacher’s complaints. - the recent missing 5 classes Respond to the complaints. on your subject the pupil’s bad behaviour

PART II. LISTENI NG TASK I. Study the meaning of the following words and expressions: - to run (about plays/films) for years on end - continuously, without break - to be cast in a role - to be chosen to act a role - to falter - to say in a weak and broken manner - a jailer - a person who is in charge of a prison or prisoners - to write out in full – to write a complete text - eagerly (adj) – with strong in terest - to squint one’s eyes – to look with almost closed eyes in order to make out what is written - promptly (adv) – quickly

7 TASK II. Look at the words below and try to guess what the story on the tape is go ing to be about. Discuss it with your partner. By heart, to falter, to play a joke on somebody, a jailer, behind bars, dim light, to squint one’s eyes, much to smb’s amusement, an aristocrat. TASK III. Listen to the tape and having got a general idea decide how far or close you were in your predictions. Discuss it with your partner. TASK IV. Now you will listen to the tape again. As you listen, fill in the missing informat ion in the sentences below. Some plays run for years because _____________________.1 In many ways, th is is unfortunate for___________________2, who are required to go on repeating the same lines night after night. One would expect them ____________________.3 A famous actor was cast in the role of ________________4, who had been imprisoned in the Bastille for ____________5. years. In the last act, a jailer would always ________________6 which he would _______________.7 The noble man insisted that the letter should _________________.8 One night, the “jailer” decided ________________9 on his colleague to find out if he knew the contents of the letter by heart. He entered the cell and gave the noble man the letter which was ______________.10 The noble man stared at the letter, then squinted his eyes and said that _______________.11 Then he asked the jailer to _______________12 and promptly handed him the sheet of paper. Finding that he couldn’t remember a word of the letter___________13, he agreed that _________________14 and went to fetch _________.15 Much to the noble’s amusement, the jailer returned with ___________16 which he preceded to read to the prisoner.

TASK V. Listen to the tape one more time and answer the following questions: 1. Why do some plays run for years on end? 2. Why are the actors expected to know their part by heart? 3. What is the layout of the story? 4. Who was imprisoned in the Bastille for twenty years? 5. What d id the actor always insist on? 6. Why did the “jailer” decide to play a joke on his colleague? 7. When the curtain went up on the final act, what did it reveal? 8. What d id the “jailer” present to the aristocrat? Was it a usual letter? 9. What proves the fact that the noble was a quick-witted man? 10. Did the “jailer” get puzzled? 11. Why did he go to fetch his glasses? What else did he bring? 12. Did the audience guess anything? TASK VI. Now restore the context in pairs helping each other. TASK VII. Act out a dialogue between the “ jailer” and the noble after the performance. TASK VIII. Give short answers to these questions in your own words as far as possible:

8 a) Why are actors in successful plays in many ways unfortunate? b) In which act of the play was the aristocrat given a letter to read? c) What are the relationships between the colleagues in this theatre? TASK IX. Read the following sentences and do the following tasks given in brackets. 1). Some plays are so successful that they run for years on end. (Write two sentences illustrating the use of so + adj/adv +that such + noun + that.) 2). In the last act, a “jailer” would always come on to the stage with a letter. ( Which verb could be used in place of “would”? Write two sentences illustrating the use of “would” and “used to”.) 3). The noble was expected to read the letter at each performance. He always insisted that the letter should be written out in full. (Join these sentences using “even though” and a pronoun.) 4). He always insisted that the letter should be written out in full. (Write sentences using the following: He suggested that… He insisted that… He demanded that… ) 5). The “jailer” entered the cell. He presented the letter to the aristocrat. (Join these sentences so that a new one could sound natural.) 6). I must get my glasses. (Which verb can we use in place of “must” here?) PART III. EXTENSION following questions.

ACTIVITY.

Have a talk with your partner or teacher on the

1. Which is more popular now, cinema or theatre? Why? Wh ich of them speaks more to the eye than to the ear? 2. What is the role of the theatre in the intellectual life of a country? of a person? 3. What world-famous theatres do you know or have you heard of? 4. Which do you prefer, going to the theatre or to the cinema? Why? What films do you enjoy? 5. Do you ever go to concerts? Why? PART IV. WRITING ( supposed as home-assignment) Write a composition of about 2OO words using the ideas given below. Do not write more than four paragraphs. Title: SIX SHORT WEEKS Introduction: A new play – called by “The World Tomorrow” to be shown Development: First night – not play well – received – supposed to be funny – nobody laughed – people walked out – bad reviews Conclusion: The play ran for six weeks – last performance – small audience – actors struggled through - the audience found the last line of the p lay very funny: “Our six short weeks have hastened to their end” – even the actors laughed.

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UNIT II. THE “CUTTY SARK” PART I. WARMING UP ACTIVITY TASK I. Look at the race. How are the ships doing? № 2

№ 1

№ 6

№ 5

№ 3

№ 4

Complete the sentences below using the following expressions: to keep up with to fall behind to catch up with to take the lead Number 1 is ______________________. Number 5 is ______________number 2. Number 6 is ________________number 3. Number 4 is _____________. TASK II. What kinds of ships are they? Discuss it with your partner and then label the pictures using the words below.

_____________________________________________________ power boat, rubber dinghy, dinghy, rowing boat, canoe, yacht, motorboat

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When would you use each of them? Complete the forks: naval … … … . merchant… … _________ cruise… … … .

life … … … … … motor … … … … . __________ police patrol … ..

Use the correct name of a vehicle in each gap: 1. It’s much slower to cross the Atlantic by _________than by plane. 2. The passengers of the “Titanic” had to use the ____________ because the ship was sinking, but unfortunately there were too few to take them all. 3. They go racing in a _________ most weekends and enjoy every minute of it. 4. A long light narrow boat, pointed at both ends and moved by paddles is called_________ . 5. It’s much faster to go up the river by_____________ than by a usual one. What are the verbs used with some of the names of vehicles? REMEMBER THAT: At the beginning of your journey you get in(to) a very small boat, but with a bigger boat, you get on(to) it, go on board, or embark. At the end of your journey you get out of a very small boat, but with a bigger boat, you get off it, or disembark. You row a boat using oars (long poles with a wide flat blade), but you paddle a small light boat through the water using only two paddles (short poles with a wide blade). Did you know that: - the pronoun used instead of the noun “ship” is “she”? e.g. She (the ship) stands on dry land at Greenwich as an impressive reminder of the past. -the only other ship to match her in those days was the ”Thermopylae”? PART II. LISTENI NG PART I. You’ll hear a part of the tape. As you listen, for each question 1-4, choose the answer which fits best. You’ll hear it once only. 1. The “Cutty Sark” is one of the most famous sailing ships of a) the eighteenth century b) the nineteenth century c) the ninth century 2. She stands on dry land as a) an impressive ship ever seen b) a sailing vessel which was used to carry things from China c) a reminder of the sailing ships of the past 2. Another ship, “Thermopylae”, a) was of the same size and characteristics b) replaced the “Cutty Sark” years later c) was the fastest ship that has ever been built. 3. Both the ships set out

11 a) from China to Australia b) from Shanghai to England c) From England to Shanghai on an exciting race on June 18th 1872.

Listen to the second part of the tape and answer the following questions in your own words as far as possible (you’ll hear it once). 1. 2. 3. 4. 5.

Where can the “Cu tty Sark” be seen now? What sort of cargo did ships like the “Cutty Sark” carry? When did the two ships set out? How long did the race between the “Cutty Sark” and “Thermopylae” last? Who won the race? Why?

TASK III. Listen to the story again and restore the context together with your partner. Use the prompts: the nineteenth century, is visited by, as an impressive reminder, were replaced by steamships, to carry, one of the fastest, the only ship to match her, set out from, the race was the last of its kind, to reach Java, on the Indian Ocean, took the lead, had a lot of bad luck, was struck by a storm, rudder, was torn away, rolled from side to side, to steer, spare planks, was fitted, to reduce the speed, to lose the lead, to call in a port, to have a new rudder fitted, hundreds of miles ahead, to catch up with, to win a race, many delays. TASK IV. Read the following sentences and do the following tasks. 1. Vessels like the “Cutty Sark” were used to carry tea.

Write three sentences using the following: I use, I am used to, I used to. 2. This race… was the last of its kind. Write three sentences using its and it’s. 3. A temporary rudder was made on board. Which of the following words are preceded by on and which by in: fire, ink, common, tears, foot, purpose, love, a hurry. 4. If she hadn’t lost her rudder she would have won the race. Write two sentences using the construction If… … .hadn’t, … … ..would have. 5. The captain called in a port to have a new rudder fitted. Note this use of have. Write the following sentences again using the same construction to show that the subject of the sentence is not the agent of the action: He is building a house. He has cleaned his suit. He wants to paint the walls in his living-room.

PART III. EXTENSION ACTIVITY. The class is divided into groups of three to four students. Each group has to decide on a holiday that you would like to have together. A decision should be reached by discussion and finding

12 arguments and not by a majority vote. If the group really cannot agree on a type of holiday you would all like to share, you may present your case to the class for further discussion. The class may ask questions or comment. PART IV. COMPOSITION. TASK I.

In not more than 120-180 words write a composition entitled “ Ships of the past” . Expand the ideas given below into a plan: Ideas: ancient ships – oars – galley slaves – Viking ships – Erik the Red – early sailing ships – Columbus – galleons – the Spanish Armada – warships – Nelson – the coming of steam – the Great eastern. TASK II. LETTER WRITING

Imagine you’re travelling on a ship. Write a letter in three paragraphs of about 100 words to your friend describing your journey.

UNIT III. JUSTICE WAS DONE . PART I. WARMING UP ACTIVITY What do you associate the word “justice” with? What does the title suggest? Are you a revengeful person? Why? TASK I. Guess the answers to these questions on the basis of what you know about/have heard about crime: 1. Which of these countries have the highest/lowest crime rate Canada, the United States, Switzerland, Russia, Br itain? 2. What age group in your country are the most frequent victims of crime? 3. Which percentage of all crime in your country is higher: against people or against property? TASK II. Decide with your partner how to match the words in colu7mn A with their definition in B. A 1. shoplift 2. kidnap (v)

B a. to take a person hostage in exchange for money or other favours b. to take sth illegally into another country

3. smuggle (v)

c. to steal sth from a shop

4. murder (n,v)

d. threatening to make a dark secret public in order to get money e. killing someone

5. blackmail (n,v)

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f. to attack smb on a road to get money

7. forgery (n)

g. physical attack on another person

8. assault (v,n)

h. trying to pass off a copy as the real thing

9. terrorism (n)

i. taking the property of a person or organization illegally, esp. using violence, threats j. to use violence for political ends

10. to rob (v)

TASK II. In pairs take turns to put the right form of the word from column A: 1. Every year large numbers of banks ____________ . 2. The woman was too shaken after ____________ the incident to the police. 3. When he bought the picture he was told it was a Rubens, but he later found it was a ___________. 4. A middle-aged woman ______________ in broad daylight a week ago. 5. He accused his mother of using emotional _______________ to stop him leaving home. 6. The boy ________________ in the morning, and in the afternoon a great ransom was demanded from his parents. 7. The Customs men caught a man trying ______________ icons abroad. 8. The woman was caught red-handed when she ____________ a few boxes of perfume.

TASK III. Here are some headlines from newspapers. Discuss in pa irs and make them into radio news headlines using PRESENT PERFECT SIMPLE.

PRICELESS PAINTING STOLEN FROM LOUVRE. DANGEROUS PRISONER RECAPTURED. SPORTING HERO FAI LS DRUG TEST. FAMO US FILM STAR LEAVES $1.000.000 TO HER FAVOURITE PET.

Choose two of the headlines and write the full stories using PAST SIMPLE. Read your news to the rest of the class. What’s the news today? PART II. LISTENI NG

Here are some of the words that can help you understand the tape: beyond doubt – for sure to seek – look for arduous – extremely difficult cease – stop to mete out – to define ( here: praise or punishment) accord – agreement about what should be done

14 premise – territory muffled cry – faint cry promptly – at once, immediately to be trapped – not to be able to escape or move to resist – to refuse to accept temptation – state when you feel you want to do which you know you ought to avoid TASK I. Explain the meaning of the following sentences: 1. There are rare instances when justice almost ceases to be an abstract conception. 2. Reward or punishment is meted out quite independent of human interference. 3. Justice acts like a liv ing force. 4. It serves him right. TASK II. Listen to the tape and answer the following questions: 1. Who was caught on the premises of a large store? 2. When did it happen? 3. What sort of store was it? What did it look like? 4. Who was the first to hear a muffled cry coming from behind one of the walls? 5. Who promptly rang up the fire brigade? 6. How did the firemen locate the righ t chimney? 7. Where was the thief trapped? 8. What d id the thief confess of? 9. How long had he been in the chimney? 10. Why do you think the shop assistant must have found it impossible to resist the temptation to say “it serves him right”? 11. When does justice, according to the story, seem to act like a living force? Do you agree? TASK III. Listen to the tape again and together with your partner restore the events helping each other. Let it be a talk. TASK IV. Discuss in pairs. What’s the author’s attitude to the man trapped in the chimney: - positive? - humorous? - ironical? - negative? - critical? Is your attitude different? Compare it with your partner’s. TASK V. Do the following tasks: 1). What is the plural of the following words: chimney, valley, baby, day, hobby, army, victory, turkey, family, thief, journey, doubt, fireplace. 2). Give the correct form of the verbs in brackets:

sight, loaf, fight, shower, pair,

15 The sorry-looking, blackened figure that emerged, at once (admit) that he (try) to break into the shop during the night but (get stuck) in the chimney. He (be) there for nearly ten hours when the firemen rescued him. Justice (do) even before the man (be handed) over to the police. 3). Choose the two answers which you think are correct in each of the following: 1. As the chimney was extremely narrow, it was impossible … … move. A. for to B. to C. for him to D. for E. in order to 2. The sorry-looking figure at once … … .that he had tr ied to break in. A. denied B. confessed C. refused D. told E. said 4). Join the following sentences together to make a single sentence. Compare it with that of your partner. They chipped through a wall. It was eighteen inches thick. They found a man. He had been trapped in the chimney.

PART III. EXTENSION ACTIVITY

These are the details of a crime. Try to guess how the Great Detective knows that X is guilty. “My dearest Katie!” sobbed Adam Hurst as he collapsed into a chair by the lifeless body of his wife. “Why did you do it?” The Great Detective surveyed the scene of the crime. The body of Katherine Hurst lay on the bed, a red bullet-hole in her left temple. Her left hand, still holding the gun, lay on her breast. “We had just come back from Lady Windermire’s party,” groaned Adam Hurst. “Is that the wife of Lord Windermire the millionaire?” “Yes. He’s my boss. We’d been drinking a lot… we were quarrelling… Kat thought I was having an affair with Lord Windermire’s daughter. “If you don’t leave her I’ll kill myself,” she said. She took the gun and lay down as you see her and put the gun to her head. I didn’t believe her… I thought she was just being melodramatic. I lift the room. And then… ” “Mr Hurst,” said the Great Detective. “Did you touch or move the body in any way after the shot was fired?” “No, no,” said Adam Hurst. “I found her as you see her.” “You’re under arrest,” said the Great Detective. “You murdered your wife in order to marry the r ich Miss Windermire.” How did he know? Discuss it with your partner. TASK IV. COMPOSITION. In not more than 200 words write an imaginary account of the thief’s experiences up to the time he was freed by the firemen. Expand the ideas given below into a plan and provide a suitable title. Your composition should be in three or four paragraphs.

Ideas:

planning the theft – kept close watch on shop – noticed chimneys – one night climbed on to the roof – chimney seemed wide – went down – got stuck – climbed up again – went down another chimney – again got stuck – could neither climb up or down – shouted for help – everything dark and silent – got frightened – shouted for help freed by firemen.

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UNIT FOUR. A CHANCE IN A MILLION. PART I. WARMING UP ACTIVITY.

What does the title suggest about the context of the story you are going to hear? TASK I. Answer the following questions: 1. How do many nineteenth century novels end? 2. Would you describe their readers naive if they happily accept numerous wildly improbable coincidences in these novels? Why? Why not? 3. Would modern readers find such naive solutions unacceptable? Why? Why not? 4. What do you like reading about? 5. Do you believe in coincidences? TASK II. Match the following adjectives in synonymic pairs: sociable, determined, naive, quarrelsome, jealous, argumentative, envious, reliable, gregarious, trustworthy, mo tivated, credulous. Which of these adjectives describe your personality? Describe any of your former schoolmates including positive and negative qualities. Remember that when you talk about negative qualities you should use expressions in bold: e.g. He tends to be quarrelsome at times. or He is often argumentative. To talk about similar qualities: e.g. She is determined. She is reliable. She is determined and also reliab le. or She is determined and reliable as well. To talk about opposing qualities: e.g. He is sociable. He is quarrelsome. He is sociable but he can be quarrelsome at times. TASK III. Put the adjectives into the correct column with their prefixes: Probable, acceptable, credulous, tasteful, friendly, honest, attractive, significant, relevant, logical, perfect, convenient Im-

un-

in-

dis-

ir-

il-

TASK IV. State the part of speech of the words given below. Make as many derivat ives as you can using prefixes or suffixes: Novel, conclusion, inhabit, probable, conspire, accept, credulous, presume, coincidence. Chose two of the words you’d like to memorize and make up a sentence with each.

17 TASK V. Study the difference in meaning. Discuss in pairs which of the sentences refers to the past. He is said to be a talented writer. He is said to have been a talented writer.

PART II. LISTENING. TASK I. Explain in your own words the meaning of the following words and expressions. To make one’s own way back to, an inhabitant, to point out, improbable, a long-lost brother, a maid-servant, to bring sth (a story) to a conclusion, to comment on sth, someone’s close resemblance to somebody else, totally.

Before you hear the tape, study the meaning of the following expressions used in the story: -

to pour scorn on sth – to say that you think it’s stupid and worthless, to plot sth (N / G) – to make a plan, to conspire – to join a group of people and make a secret agreement to, do sth illegal, or harmful to people (often for political reasons), to bring about – to cause sth to happen.

TASK II. Listen to the tape once and answer the questions: 1. Why does the author speculate about the nineteen th century literature and its credulous readers of that time? How has the reader changed since that time? 2. Who did Franz Bussman recently find? 3. What were the Bussmans doing when they came across a man whose face seemed familiar to Mrs Bussman? 4. What d id she say about the workman’s appearance? 5. Why did her husband pour scorn on the idea? 6. Why did the woman, fully acquain ted with the story of her husband’s brother, believe that she was right? 7. What d id she do to find out the workman’s name? 8. Did she prove to be right? 9. What story of Hans’ life do you know now? 10. Where did Hans settle down? Why? TASK III. Listen to the tape again and restore the context in pairs helping each other. TASK IV. Act out a short dialogue between the boy, MrsBussman sent to the workmen and the man, whose close resemblance to her husband she had noticed. TASK V. Act out a conversation between Mrs Bussman, her husband Franz and his recently found brother. (Decide on your own where you meet – at the Bussmans’, in the street where Hans works or at any other place. Give a brief introduction.). TASK VI. Give short answers to these questions in your own words as far as possible. 1. Do you agree with the author that people are now less credulous than they used to be, as far as their reading is concerned?

18 2. 3. 4. 5.

What does the story of the recently found brother have to do with the title of the story? Why was Mrs Bussman struck by the workman’s appearance? Was it just a lucky chance that Hans was alive? Why do you think so? What d id Franz feel when his only relative was found?

TASK V. Do the following tasks: Exercises. 1. We are less credulous than we used to be. In the nineteenth century, a novelist would bring his story to a conclusion. Supply used to or would in the following: a) When I was young, I … … … have a lot more free time than I do now. b) I … … … ..live near my work and I always get home ear ly. c) Sometimes I … … … … . do a bit of gardening or go for long walks. 2. Readers happily accepted the fact. Write two sentences illustrating the difference between accept and agree. 3. … .the hero’s mother. Supply apostrophes in the following:

Georges umbrella, that womans handbag, Keats poetry, the childrens clothes, the soldiers uniforms, in six hours time, a hundred pounds worth. 4. Af ter having been wounded… .. Wr ite two sentences beginning with After having been… . or After having done. 4. Before it happened, he had been sent to hospital. Write sentences using the following words: school, market, cinema. (remember that articles can be used if any of these words means ‘place’) PART III. EXTENSION ACTIVITY

Have a talk with your partner or teacher on the following questions: 1. Is reading popular now? Does it seem less interesting in the age of computer technology? 2. What makes you decide to read a particular book: a friend’s recommendation? reading the first page? reading reviews? reading the blurb on the cover or something else? 3. Which of these types of books do you enjoy reading? Give your reasons. Spy stories thrillers detective stories poetry romantic novels history books biographies science fiction classic works of literature.

In pairs speak about one of the books you’ve read answering the questions: 1. 2. 3. 4. 5.

Why did you choose it? Why did you like (not like) it? Who was it written by? What’s the time and setting of the story? What’s the message of the book? Does it deal with problems of topical interest? What do you think of the writer’s ability to portray characters? Make a character sketch of one of the main personages. 6. What emotions are aroused in the reader as the story unfolds? 7. Does the book keep the reader’s interest up to the last page? What’s the power of the story? PART IV. (supposed as home assignment)

19 Write an imaginary account of Franz Bussman’s life story up to the time he was re-united with his brother. Use the ideas given bellow. Write it in three or four paragraphs. Title: The Past. Introduction: Tried to get information about Hans – none available – gave up search. Development: Found it hard to settle down – moved from place to place and from job to job – how he met Mrs Bussman – marriage – settle down at last – became a cook – disliked the work – went into partnership with a friend – became a taxi-driver – once visited home town – block of flats where his house used to be – no one remembered him. Conclusion: Further plans how that Hans has been found.

20

UNIT FIVE. One Man's Meat is Another Man's Poison. PART I. WARMING UP ACTIVITY. TASK I. Sort out the words connected with food from the box into the columns with the following headings. Vegetable Meat Fish Seafood Herbs Spices

venison cabbage rosemary curry lobster salmon broccoli oysters

celery cod shrimps crab hake cauliflower liver mackerel veal cinnamon parsley crayfish kidneys spinach aubergine tarragon cucumber

TASK II. Which food from the previous exercise do you find mouth- watering and which is repulsive? Why? Which do you like and which despise? Discuss it with your partner. TASK III.

Which verbs denoting the ways of cooking do you know?

Using them say how you like the following foods prepared? What do you usually put on the foods given below? Chicken

potatoes

sausages

eggs

mushrooms

TASK IV. Discuss it with your partner. 1. What do we call the meat of these animals? sheep (two names) pig (three names) deer calf 2. Wh ich of these fruit and berries grow in your region? Are there others not listed here? Peach plum grapefruit grapes blackcurrant raspberry melon kiwi-fruit mango cherry PART II. LISTENING TASK I. Before listening, look at the words below and try to guess what the story on the tape is going to be about. Discuss it with your partner. A great delicacy, sad truth, a creature, snails, a garden of one's own, on a sudden impulse, to be delighted to see, a little gift, the main dish, to escape. TASK II. Study the meaning of the following expressions - repulsive - very unpleasant - one's stomach turns (at) - to feel uncomfortable, sick - stick to something - to act according to or keep to, not give up - abuse – to say unkind, cruel, or rude things to or about sth - to be despised - to be regarded as worthless, bad or completely without good qualities - to appeal to somebody - to please, attract, or interest; to request for help - to take a stroll - to walk a short distance slowly or lazily, esp. for pleasure - a prize plant - a highly valued plant

21 - reluctantly - unwillingly and therefore perhaps slow to act - to one's dismay - to one's strong feeling of fear, anxiety, and hopelessness. TASK III. Listen to the tape and say which of the following adjectives describe snails from the writer's point of view and which describe the way Robert sees them? Which word describes neither of them? horrible watering TASK IV.

appetising disgusting

unpleasant delicious

repulsive

tasty

plain

mouth

What is the overall 'message' of the story?

TASK V. Listen again and in pairs, put the following sentences from the story in the correct order (1 – 6 in the boxes). ¨ The idea never appealed to me very much. ¨ To our dismay we saw that there were snails everywhere. ¨ There are countless people who have learned to associate snail with food. ¨ I had forgotten all about the snails. ¨ The sad truth is that most of us have been brought up to eat certain foods. ¨ Robert was delighted to see me and equally pleased with my little gif t. TASK VI. Answer the following questions in pairs. 1. In what part of the world is octopus considered a great delicacy? 2. What is people's attitude towards snails in different parts of the world? 3. What was the reason for Robert's pleading to bring him snails? 4. Why did Robert find it difficult to obtain snails? 5. Was the author eager to fulfil her friend's request? 6. What was the writer's gift like? 7. What was supposed to be the main dish for dinner? 8. Was the wr iter pleased to be treated to the food? 9. Who took the entire possession of the hall? 10. How did it happen? TASK VII. Decide which of the statements below are true and which are false. Prove your statement. 1. Snails are considered to be great luxury all over the world. 2. The writer lives in a country where snails are looked down on. 3. The writer didn't like the idea of collecting snails. 4. There were a few snails in the writer's garden, but she managed to gather them all. 5. Having thought it over for some time, the writer collected several dozen. 6. Robert was pleased to see the writer. 7. Seafood was supposed to be the main dish for dinner. 8. The snails occupied the house having leaked out of the paper bag. TASK VIII. Restore the events from the moment the writer began describing her amusing story about snails. TASK IX. Listen one more time and choose the best continuat ion, A, B or C. 1. If you lived in the Mediterranean, A. you wouldn't be able to understand why some people find octopus repulsive. B. you would consider octopus a great delicacy. C. your stomach would turn at the idea of frying potatoes in animal fat.

22 2. For years Robert has been asking the author A. to associate snails with food. B. to have a garden on her own. C. to collect snails from her garden and take them to him. 3. Acting on a sudden impulse, A. She collected several dozen. B. She left the bag in the hall. C. Robert was delighted to see her. 4. The writer put the snails in a paper bag A. to prevent them from escaping. B. because they were strolling on his prize p lants. C. to take them to her friend Robert. 5. To their dismay, they saw that A. the snails was the main dish. B. there were snails everywhere. C. the snails had escaped. TASK X. Do the following in groups of four. One student of the group is the secretary Exercises 1. People become quite illogical when.... Write 2 sentences illustrating the use of the words quiet and quite. 2. If you lived in the Mediterranean you would consider octopus a great delicacy. Write this sentence again beginning 'If you had lived .....'(refer it to the past) 3. the normally accepted practice Write 2 sentences using the words practical and practise. 4. The sad truth is that most of us......... Write 2 sentences using most and the most. 5. There are countless people who ever since their earliest years....... Write 3 sentences using the words since, for and ago. 6. As his flat is in a large town... What does as mean in this sentence? Write 2 sentences illustrating some other meanings of as. 7. For years he has been asking me to collect snails. Write 2 sentences using has been asking and has asked. 8. I happened to be walking in my garden. Write sentences using the following: he happens, it happened that, happened. 9. The writer and his friend went out of the living-room.... get the snails. Choose the 2 answers which you think are correct A in order that B to C in order to D so that E for 10. They felt .... when they noticed that the snails had escaped. Choose the 2 answers which you suppose fit. A disappointed B unhappy C pleased D sad E angry PART IV. EXTENSION ACTIVITY

Use the ideas of your own while answering the following questions. 1. Why do we stick to certain foods all our lives? 2. Is there a reasonable explanation to the fact that tastes are different? 3. Do you agree that food is as much a part of a country's culture as its landscape, language, and literature? 4. What influences the food in your country? 5. Which are your favourite places to eat out in your city? Why?

23

PART V. WRITING

Write a continuation of the passage in not more than 200 words. Expand the ideas given below into a plan and provide a suitable title. Your composition should be in 3 to 4 paragraphs. Ideas: Snails - walls, ceiling - coat, pockets - effort to collect them - ladders - marks everywhere Robert amused - cooked the snails - a meal for one.

UNIT SIX. A POUND TOO DEAR. PART I. WARMING UP ACTIVITY. TASK I. All of the items bellow have been imported and exported over the centuries. Gold tin beans tea

glassware textiles copper honey pottery spices cars sugar clothes

slaves silk tobacco

grain wine potatoes corn cocoa

olive oil leather work armour

Discuss the questions, referring to the imports and exports of the items given above. 1. Which items are no longer traded in the modern world? 2. Which items are luxuries and which are necessities? 3. Which are raw mater ials and which are manufactured goods? TASK II. Imagine that you have to do some shopping, but there isn't a department store or supermarket. What sort of shops can you buy these items in? Discuss it in pairs and work out a common decision. Example: kilo of tomatoes - and a knife to cut them with. greengrocer’s - ironmonger's hardware store or kitchen shop 1. some sausage - and a flying-pan to cook them in 2. a personal stereo - and some cassettes to p lay on it 3. a loaf of bread - and some butter to spread on it 4. a notebook - and a pen to write in it with 5. a tube of toothpaste - and a new toothbrush 6. a postcard - and a stamp to stick on it. TASK III. Look at these words. Where is the stress when the word is used as a noun? And when it's a verb? a export b import c decrease d increase e progress f produce g transport Fill in the gaps with one of the words in its correct form and pronounce it correctly. 1. Scotland _________ a lot of its food from other countries. 2. Its _________________ includes oil, beef, and whisky.

24 3. 4. 5. 6. 7.

I'm very pleased with my English. I'm making a lot of ____ Ministers are worried. There has been an / a __________ in the number of unemployed. But the number of crimes has _______, so that's good news. Britain ___________ about 75% of its own oil. Who is in charge of ____________ this cargo?

TASK IV. Tick the word or phase in each group that doesn't belong with the others. Explain why it is the odd one out. 1. artificial synthetic genuine false 2. replace construct manufacture produce 3. water oil gas coal 4. power energy fuel waste PART II. LISTENI NG TASK I. These words will appear in the text. Are you sure they are familiar to you? - wares - small ar ticles for sale, usually not in a shop. - to anchor - to stop sailing and lower the anchor. - to be tempted - to be persuaded or attracted to do sth that seems pleasant or advantageous but maybe unwise or immoral - to bargain - to talk about the conditions of a sale - to disembark - to go on shore from a ship - to assail - to attack violently - to conceal - to keep from being seen or known - genuine - actually being what it seems to be; real - outrageous - very offensive - eventually - at last, in the end TASK II. Listen and take notes under the following headings. Work in small groups and compare your information. What similarities and differences are there? 1. Loading in the harbour. 2. Bargaining with the tradesmen on the board of the ship. 3. 'Real' diamonds. 4. Reduction of the price. 5. A 'good' bargain. TASK III. passage:

Expla in the meaning of the following words and phrases as they are used in the

loaded; liner ; rugs; hand-made; went to great lengths; impression; to get rid of. TASK IV. Listen again and choose the best answer for each question, A, B or C. 1. Why was it difficult not to be tempted with the wares? A. They were not expensive. B. There was a great variety of them. C. The goods were made by a famous craftsmen. 2. Why was the writer assailed by a man the moment he got off the ship? A. this man wanted to get him back to the ship. B. this man wished to sell h im a diamond ring. C. this man was eager to promote rugs, silks, copper coffee pots. 3. What did the pen look like? A. It seemed real indeed.

25 B. It looked strange. C. It appeared to be gold. 4. Why did the pen turn out to be useless? A. It had broken down. B. The writer had a better one on the ship. C. It wasn't possible to fill it with ink. TASK V. Complete sentences with the exact phrases from the story to make up a summary of it. Small boats loaded to _____________1. as she was entering the harbour. It was difficult not _____________2. but the author decided _____________3. until his ship had disembarked. He was assailed by a man who wanted to sell him _______________4. The man went to great lengths to prove that the diamonds ____________5. It took the writer ____________6. to get rid of him. The next man was selling _______________7. The pen certainly looked _______________ 8. The man said that the pen was worth _______9. The man acted as if ________________ 10. A moment later he ran after the writer _______________11. He _______________12. the pound the writer gave him. The author felt ______________13. with his wonderful bargain. To this day it _________________14. a single word. TASK VI. 1. 2. 3. 4. 5. 6. 7. 8.

Work in pairs and discuss the following questions.

What happened as the great liner was entering the harbour? What was the tourists' reaction? Was the wr iter going to buy anything? The writer was not amazed by the size of the diamonds, was he? How did the tradesman try to prove authenticity of the diamonds? What was inscribed on the cap of the pen? What was the initial price of the pen? How much was it reduced later?

9. Was the tradesman reluctant to accept so little for the pen? 10. Was the pen worth one pound? TASK VII. Dramatise in pairs the dialogue between the writer and the seller of expensive pens and watches. TASK VIII. Listen one more time and do this task. Here are some lines from the text. Match a line in A with an expansion in B to make up a summary of the story. A. B. a. Boats loaded with wares sped to ¨ attracted b. Then decks were soon covered with ¨ pay little c. It was difficult not to be ¨ some jewellery d. Many of the tourists began to ¨ purchase e. He was assailed by a man who wanted to sell him ¨different goods f. The next man was selling ¨ ship g. He shook his head indicating he was only willing to ¨ costly pens h. Gesticulating wildly the seller eventually agreed to ¨ buying the

26 i. j.

He felt especially pleased with his wonderful No matter how hard he tried it has never written

¨

goods a phrase ¨ lower the price

TASK IX. Do the following in pairs. Exercises. 1. No sooner had I got off the ship than I ... Join these pairs of sentences with no sooner ... than I opened the door. The telephone began to ring. He f inished his speech. Everyone began to clap. 2. Some of them were as big as marbles. Write 2 sentences illustrating the use of as ... as and not as ... as. 3. As we were walking past a shop ..... Complete the following sentences: While I was working in the garden ..... I was just going into the shop when ..... 4. It took me over half an hour to get rid of him. Write 2 sentences using it takes and it took 5. ' made in the USA'. Write sentences using each of the following: made in, made by, made of, made from 6. to this day it has never written a word. Write 2 sentences using the phrases up till now and so far. 7. It was impossible to fill the pen with ink .... I tried very hard. Choose the 2 answers which you think are correct. A it B provided that C through D not only E even if 8. The man was very ..... to accept the pound I gave him. A glad B reluctant C unwilling D pleased E sorry

PART III. EXTENSION ACTIVITY TASK I. Discuss the following in small groups. 1. Why did people first start trading? 2. How much do we know about the early traders? 3. Why were luxuries, not necessities, the earliest goods to be traded? 4. Which products do you know of, that are found in most parts of the world today? 5. What does your country export and import? What are the reasons for this? PART IV. WRITING

Write an imaginary account in not more than 200 words, including a dialogue took place between the writer and the man who sold him the pen.

that

Title: The Bargain Introduction: Man approached with pens and watches - held them up - writer showed interest. Development and Conclusion : Writer asked to see a pen - man handed him one - argument about the price - gradually reduced to £ 3 - writer walked away - men followed - made it clear that he was being robbed but accepted £ 1. Writer pleased, man disappeared quickly.

27

UNIT SEVEN. A LOST SHIP. PART I. WARMING UP ACTIVITY TASK I. Work in pair or as a class answering the following questions: 1. What do you associate the title with? Do you know any events connected with sunken ships? Why did these ships sink? 2. Have any attempts been made to find and bring them to the surface? Have they ever been successful? What can hinder the rescue team in their attempts? TASK II. Do you happen to know what the internationally recognized radio telephone signal of distress is? Read the following passage and answer the questions that go below. The term “Mayday” is the internationally recognizes radio telephone signal of distress. It is only used when a ship is in great danger and needs help immediately. The signal is transmitted on a wavelength of 2,182 kHz, which is permanently monitored by rescue services on the shore. The use of the expression has a very straightforward explanation. It simply came from the French phrase ‘m’aidez’, which means ‘help me’. It was officially adopted internationally in 1927. QUESTIONS: 1. 2. 3. 4. 5.

When is the signal of distress only used? How is the signal transmitted? Who is it monitored by on the shore? What language did it come from and what does it mean? When was the signal officially adopted?

TASK III. Base and strong adjectives. Put a base adjective from the box next to a strong adjective. ___________________________________________________ surprised interesting tired dirty pretty frightened good bad large funny tasty big Base adj. Strong adj. ___________ - great ___________- delicious ___________ - filthy ___________ - astonished ___________ - exhausted ___________ - tremendous

28

___________ - beautiful ___________- hilarious ___________ - fascinating ___________ - terrified ___________ - wonderful, marvelous ___________ - awful, terrible We can make base adjectives more extreme with the adverbs very, quite, really, but strong adjectives take only really or absolutely. For example, quite good really fascinating very dirty absolutely hilarious really funny really tremendous Explain in your own words how strong adjectives describe the following nouns: great interest complete failure tremendous excitement. TASK IV. Do the following in pairs. Explain the difference in meaning in the following structures: The small ship had been searching the A radio message had been Barents sea for weeks. received by the ship’s captain. The sea-bed was scored with powerful nets.

Though the crew were at first under the impression that… … .. Make up one sentence of each type to show that you understand the difference.

TASK V. Do the following in pairs. Match the words in column A with their definition in column B. If you come up against any problem, feel free to ask your partner for help. A

B a) message - that which is contained in smth b) bottom - the land at the bottom of the sea c) contents(pl) - a spoken or written piece of information passed from one person to another d) salvage - the lowest part of smth e) sea-bed - the act or process of saving smth from destruction, especially saving a wrecked ship or its goods from the sea. Using an English-English Dictionary, find other meanings of the words message, bottom, contents, salvage. Guess the meaning of these expressions with some of the words under study:

29

to get the message to get to the bottom to salvage one’s reputation and make up a sentence with each of them. Read your sentences to your partner. PART II. LISTENING TASK I. You’ll hear a part of the tape about a salvage operation. As you listen to the extract, for each question 1-4 choose the answer that fits the meaning best. 1. The attempt to salvage a wrecked ship and its goods from the sea a) had been made quickly b) had been difficult to make c) hadn’t given any result. 2. a) b) c)

For weeks the ‘Elkor’ had been searching the Black Sea the Barents Sea the Mediterranean Sea.

3. a) b) c)

The captain knew that another attempt would be made later because the sunken ship had precious goods on board the first attempt had not brought any result he was in charge of the operation.

4. a) b) c)

A radio message from the mainland instructed the captain to continue the search to put off the search to give up the search.

TASK II. Together with your partner restore the main events in the passage using the following prompts: Salvage, failure, search, on its way home, to give up, to make another attempt, a precious cargo. TASK III. You’ll hear the rest of the text about the salvage operation. As you listen, fill in the missing information in the sentences below. You’ll hear it once. Despite the message from the mainland, the captain of the Elkor decided ____________________.1 The sea-bed was scoured with _________________.2 There was tremendous excitement on board when ______________.3

30

At first the crew were under the impression that_________________.4 ______________________5 proved they were wrong. What they had in fact found was _____________________.6 The chest contained _______________________.7 Among other things, there were books, clothing and photographs together with ____________________.8 The numerous items which ______________________.9

were

brought

to

the

surface

proved

From an unfinished letter which had been written on March 14 th 1943 the captain learnt that the name of the ship was ________________.10 The most valuable find of all was ___________________11, parts of which it was still possible to read. From this the captain was able to ______________________.12 We know now that the ‘Karen’ had been sailing in a __________________13, when she was torpedoed by __________.14

convoy

to

This was later confirmed by ___________________.15 All the items that were found were sent to _________________.16 TASK IV. Now you’ll listen to the whole of the text. Then answer the following questions in your own words as far as possible: 1. Why was the ‘Elkar’ in the Barents Sea? 2. What instruction had the ship’s captain received? 3. Why did he know that another attempt to salvage the sunken ship would be made? 4. What did the captain think when a sea-chest was raised from the bottom? 5. What exactly proved to be of great interest? 6. What information came to light finally? How was it confirmed later? 7. Who was Alan Fielding? TASK V. With the help of the words suggested retell the story using the correct grammar and sentence structure:

31

salvage operation, failure, search the Barents Sea, for weeks, give up the search, make another attempt, despite, was scoured, was raised, under the impression, the contents, proved them wrong, what they had in fact found was, personal belongings, from the wreck, proved to be of great interest, a cruiser, an unfinished letter, March th 14 1943, the ship’s log book, to piece together, came to light, to sail in a convoy, was torpedoed, was confirmed, the War Museum. TASK VI. Do the following in pairs: Exercises. 1.The ‘Elkor’ was on its way home. A radio message from the mainland had been received by the captain instructing him to give up the search. The captain knew that another attempt would be made later. Arrange the events in the chronological order. How do you know that some events happened earlier? 2. … ..which had been searching the Barents Sea. Explain the use of the grammar tense. Write a complete sentence showing your understanding of the phrase. 3. Despite the message, the captain of the ‘Elkor’ decided to try once more. In spite of being exhausted, the crew didn’t give up the search. Write your own sentences using the structures: Despite + N In spite of + N/G 4. The numerous items… … proved to be of great interest. Write a sentence with proved to be. 5. From this, the captain was able to piece together all the information. (was able to – means that there was a chance and the action was performed in spite of difficulties; could – denotes only ability and no action so far) Write one sentence with was able to and one sentence with could to show the difference in the meaning. 6. The important information … came to light. Explain orally the meaning and write one sentence with the expression. 7. The sea-bed was scoured with powerful nets. There was tremendous excitement on board. A chest was raised from the bottom. The crew were at first under the impression that the lost ship had been found. The contents of the sea-chest proved them wrong. Express the ideas joining them in not more than two sentences.

32

8. … … … .realized that the ship must have been a cruiser. What’s the difference between ‘realize’ and ‘understand’? Write two sentences illustrating this difference. PART III. EXTENSION ACTIVITY. Match these words for different types of disaster with the pictures. Flood drought volcanic eruption

fire hurricane nuclear explosion tornado plane crash

A)

B)

C)

D)

E)

F)

G) H) Are these disasters usually natural or man-made? Can they be predicted or prevented? What needs to be done after one has happened? Have any of these disasters been in the news recently? When was it to be more exact? TASK I. Here is some information about an earthquake in Armenia. Match the first part of each sentence (a-g) with the second part (1-7). a) b) c) d)

The earthquake struck at 11.41 am Snow first fell during the next few days, At first it was thought that 55,000 people had died, As soon as the news of the tragedy had been broadcast,

33

e) f) g) 1. 2. 3. 4. 5. 6. 7.

A plane carrying relief supplies crashed Restoration of the affected area began A senior government official promised the town would be completely rebuilt when trying to land as the people of Spitak, Armenia, were busy with their morning work. by the end of the following year. two weeks after the earthquake. but later the figure came to 25,000. which made rescue operations difficult. aid worth millions of dollars to pour in.

TASK II. Fill the gaps in the following news story with one of these time expressions. Use each expression once: After while until soon meanwhile afterwards before initially Chernobyl’s Nuclear Reactor No.4 blew up at 1.24 am on April 26, 1986. (1) … … … … that night none of the local villagers had dreamt there was any danger from the power plant, and even(2) … … … … .the explosion they did not realize how serious the situation was. ‘We decided to carry on as normal,’ says Pete Remezenko.(3) … … … … we regretted that decision.’ (4)… … … a cloud of radioactive dust was spreading over Scandinavia and central and eastern Europe, the Remezenko family were digging potatoes in their garden, almost in the shadow of the blazing reactor. The authorities (5)… … started to evacuate the entire area within a radius of 30 km of the plant. Families were asked to take in evacuees (6) … … … permanent accommodation could be found for them. (7) … … … … , urgent plans were made to build replacement homes. The number of people who died as a result of the accident was (8) … … … … .. very small, but who knows what the long-term effects on present and future generations will be? ROLE-PLAY. In groups of 4 to 5, student A is a newspaper reporter, who was at the place of the earthquake (Task I). He arrived in your city to tell you about the disaster. The other students in the groups ask him/her questions about what happened. (Before you start, take the time to think of what you are going to say.) PART IV. WRITING TASK I. In not more than 100 words describe how the items brought to the surface enabled the captain of the ‘Elkor’ to identify the lost ship. Use your own words and your imagination around the following items:

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the personal belongings of a seaman, Alan Fielding, books, clothing, photographs, letters, nothing of value, a heavy gun, a cruiser, another sea-chest, a ship’s officer, an unfinished letter, March 14, 1943, the ship’s log-book, the Karen, to piece together, to come to light. TASK II. COMPOSITION In not more than 200 words write the page of the Karen’s log book which was dated March 14, 1943. Use the ideas given below. Do not write more than three paragraphs. Title: The Last Day. Introduction: Journey has gone well so far – convoy successfully fought off an air attack – early morning – no ships lost. Development: 10 am First attack by U-boat – ship ahead – the Dauntless sunk – men in sea – the Karen picked up survivors – 720 men – 50 lives lost – crowded on board – attack – puts it out of action with depth charges – 3.15 pm (last entry) – second Uboat attack…

UNIT EIGHT. THE FIRST CALENDAR PART I. WARMING UP ACTIVITY TASK I . Either in pairs or as a class, have a talk on the following: 1. What is a calendar? Is it necessary? What does it read? 2. What types of calendars do you know? 3. Who usually records the history of times? What facts are usually selected from the great mass of evidence? 4. How is data accumulated? 5. Who are calendars aimed for? 6. When were first calendars used? TASK II. Vocabulary in work. Match a noun in column A with its definition in column B. A B 1. assumption a. sth (an object or a piece of information) that helps to find an answer to a question 2. clue b. a system of words, letters, numbers used instead of ordinary writing to keep it secret 3. evidence c. the arrival or coming of an important period or invention 4. code d. sth that is taken as a fact or believed to be true without proof 5. advent e. sth (a fact, sign, object) that gives proof

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Now match a verb in column C with its definition in column D. C D 6. to depict f. to cut (words, signs, pictures) on wood, stone, metal 7. to engrave g. to reach a decision or judgement about (a fact or situation) by using one’s knowledge 8. to shed (light) h. to make it easier to understand by proving more information 9. to deduce i. to represent or show in or as if in a picture 10.to provide j. to cause or arrange for someone to have or use (sth needed or useful) TASK II. Use a word from columns A and C in the correct form to fill each gap. 1. Films, gramophone records and magnetic tapes _________ future historians with a wide range of information about us. 2. In attempts to reconstruct the past, the scientists had to ________ what they could from the few ________ available. 3. Even seemingly insignificant remains can _________ light on the history of early man. 4. Recent scientific _____________ seems to indicate that _________ the ___________ is incorrect. 5. A number of historians believe that calendars came into being with the ____________ of agriculture. 6. Hunting scenes _______________ on walls were not simply a form of artistic expression. 7. Ancient people _______________ dots, lines and symbols on the walls, bones and ivory tusks of mammoths, that seem to be a difficult _______________ to read. TASK III. Working in pairs, connect the words clue, to engrave, and to deduce into a small story (of 3-4 sentences). One of you is a secretary who is to write it in the copy-book. Compare it with that of another pair. TASK IV. Explain in your own words how different the italicized words are. 1. He has to deduce that… 2. Up to now, historians have assumed that… 3. Scientists have long been puzzled by dots… Write three sentences to show that you understand this difference. TASK V. Which is the word in each line that doesn’t belong? Explain why it doesn’t belong with the other three words: 1. interesting fascinating thrilling bewildering 2. select collect produce choose 3. embarrassed ashamed puzzled confident 4. simple primitive naive plain

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PART II. LISTENING TASK I. You will hear a part of the tape about some difficulties in making first calendars. As you listen, fill in the missing information in the sentences. 1. Future historians will be in a unique position when they come to record_________________1. 2. They will hardly know_______________2 from the great mass of evidence. 3. __________________3 will provide them with a bewildering amount of information. 4. These sources will enable them to see and hear us____________4. 5. The historian attempting to reconstruct the distant past is faced with ________________5, because he has ____________6 from the few scanty clues available. 6. Even seemingly insignificant remains can ____________7 on the history of early man. TASK II. In pairs with your books closed, restore what you have just heard. TASK III. Now you will hear a story of how calendars came into being. As you listen, for each phrase choose the answer that fits best. 1. Up to now, historians have assumed that calendars came into being a. with the development of agriculture b. with the onset of farming c. with the need to understand the change in seasons 2. Recent scientific evidence indicates that a. this is not quite so b. the assumption needs a further verification c. the historians were mistaken 3. In their research, historians have long been puzzled by a. many dots and lines b. bones and tusks that have been found c. numerous engravings made by nomads who lived by hunting and fishing during the last Ice Age. 4. Some time later, scientists were able to read the meanings of the symbols by a. correlating markings b. connecting markings c. contrasting markings made in various parts of the world. 5. Their research has shown that it is connected with a. days changing one another b. the phases of the moon c. the course of days and phases of the moon 6. The hunting scenes depicted on the walls of the caves

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a. proved that ancient people were intelligent b. revealed a form of artistic expression c. had a definite meaning 7. Finally historians have come to the conclusion that man was making a real effort a. to understand the world b. to correlate the hunting periods with seasons c. to work out the change of different seasons TASK IV. In pairs with your books closed, discuss what you have heard. TASK V. Now answer the following questions. 1. Why will future historians not have to rely entirely on the written word when they come to record the history of our times? 2. What will films, gramophone records and magnetic tapes provide them with? What information do you think they will give about us? 3. Why do historians who write about distant past have a difficult task? 4. What can shed light on the history of early man? 5. When was it believed that calendars were first used? What for? 6. What did historians find that gave them an understanding of how people in the past lived? 7. What enabled the historians to read the engravings on walls, bones and ivory tusks of mammoths? 8. What was a primitive type of calendar like? 9. What proves the fact that man was making a real effort to understand the seasons 20,000 years earlier than has been supposed? TASK VI. In pairs restore all you remember from the listening passage helping each other and using the following as hints: To come to record, to select facts from a great mass of evidence, to accumulate, gramophone records, magnetic tapes, to see and hear in action, to deduce from the few scanty clues available, to remain, to shed light on, to come into being, the advert of agriculture, to be puzzled, engraved on, to correlate markings, the passage of days, the phases of the moon, hunting scenes, to understand. PART III. EXTENSION ACTIVITY TASK I. Discuss the questions below with your partner in three different roles. Question 1. In what ways, in your opinion, has life changed? Question 2. How do you think life will be different for the next generation?

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ROLE 1. Discuss the questions first as if you were a couple of old people (friends since their childhood) convinced that life is getting worse all the time. ROLE 2. Now discuss the questions as if one of you was a young person convinced that things are getting better. The other person is his elderly grandfather, who feels that most, if not all, things are worse than they used to be in his youth. ROLE 3. Finally, discuss the questions as if you were two strangers of much the same age meeting on a train. Neither of you has a particularly strong opinion about the subject but you are keen to keep the subject going to help the long journey pass more quickly.

TASK II. Do the following in groups of four. One student in each group is a monitor who writes the final version. Exercises. 1. Give the correct form of the verbs in brackets. Up to now, historians (assume) that calendars (come) into being with the advert of agriculture, for then man (face) with a real need to understand something about the seasons. Recent scientific evidence (seem) to indicate that this assumption (be) incorrect. Historians long (puzzle) by dots, lines and symbols which (engrave) on walls, bones, and ivory tusks of mammoths. The nomads who (make) these markings (live) by hunting and fishing during the last Ice Age which (begin) about 35,000 B.C. and (end) about 10,000 B.C. 2. … it is connected with. Put with or for after the following verbs: agree, account, mistake, cope, correspond, apologize, blame, reason, satisfied, quarrel, wait, search. 3. … between these paintings and the markings. Write two sentences illustrating the difference between the words “among” and “between”. 4. Choose two of the answers which you think are correct in each of the following: (1)Early men drew pictures… .. they still hadn’t learnt to write. A. though B. for C. because D. even if E of which (2)The people who lived by hunting and fishing during the last Ice Age… . A. wandered from place to place B. lived in villages C. first learned to write D. learned how to farm the land

PART IV. WRITING

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In not more than 250 words describe some of the things future historians will be able to learn about us. Use the ideas given below. Do not write more than four paragraphs. Title: Studying the Past. Introduction: The future historians’ sources: newspapers, magazines, books, films, recorded sound, existing building, etc. Development: Social and political history; how we dressed – what we ate – what houses we lived in – what our cities were like – the forms of entertainment we enjoyed – the news day by day – the way we fought our wars – great moments in history – leading figures of the time as well as ordinary people. Conclusion: Study of history will provide interest and excitement – the past will be brought to life.

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С оста вите л и: О бух овскаяЛ ари саМ и х айловна, М и х айловаИ ри наВ алери евна Р е да к тор Т и х оми роваО .А .