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Инфоурок / Иностранные языки / Рабочие программы / РАБОЧАЯ ПРОГРАММА по иностранному языку (английский язык)

РАБОЧАЯ ПРОГРАММА по иностранному языку (английский язык)

Международный конкурс по математике «Поверь в себя»

для учеников 1-11 классов и дошкольников с ЛЮБЫМ уровнем знаний

Задания конкурса по математике «Поверь в себя» разработаны таким образом, чтобы каждый ученик вне зависимости от уровня подготовки смог проявить себя.

К ОПЛАТЕ ЗА ОДНОГО УЧЕНИКА: ВСЕГО 28 РУБ.

Конкурс проходит полностью дистанционно. Это значит, что ребенок сам решает задания, сидя за своим домашним компьютером (по желанию учителя дети могут решать задания и организованно в компьютерном классе).

Подробнее о конкурсе - https://urokimatematiki.ru/


Идёт приём заявок на самые массовые международные олимпиады проекта "Инфоурок"

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Подайте заявку на олимпиаду сейчас - https://infourok.ru/konkurs

  • Иностранные языки

Поделитесь материалом с коллегами:

МУНИЦИПАЛЬНОЕ КАЗЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ -

СРЕДНЯЯ ОБЩЕОБРАЗОВАТЕЛЬНАЯ ШКОЛА № 2

ИМЕНИ МАРШАЛА СОВЕТСКОГО СОЮЗА Н.И.КРЫЛОВА

УТВЕРЖДЕНА

Приказом директора МКОУ-СОШ №2 № _1___

«27» августа

2014 г

РАБОЧАЯ ПРОГРАММА

по иностранному языку

(английский язык)

учителя Немцовой О.И.

составлена в соответствии с учебным планом и программой

для профильного10 класса по английскому языку

New Headway Intermediate под редакцией Liz & John Soars Oxford University Press2014в общеобразовательных учреждениях


Профильное обучение

(6 ч. х 35 раб. недели = 210 часа)



СОГЛАСОВАНО

Зам. директора по УВР

Тихонова А.Г.

« 27 » августа 2014



РАССМОТРЕНО на МО иностpанных языков

протокол № ___1___

от « 26 » августа 2014 г.



Учебный план школы на 2014-15 уч. г. принят на пед. совете, протокол №1

от 27 августа 2014




РАБОЧАЯ ПРОГРАММА

АНГЛИЙСКИЙ ЯЗЫК (Практика устной и письменной речи)



Необходимо сформировать и развить коммуникативную и межкультурную компетенции, представляющие собой активное владение иностранным языком на уровне, позволяющем читать профессиональную литературу на английском языке, разрабатывать документацию, презентовать результаты профессиональной деятельности, а также вступать в устную коммуникацию на английском языке.

Таблица 2

Планируемые результаты обучения

Самостоятельно учиться, активно владеть иностранным языком на уровне, позволяющем разрабатывать документацию, презентовать результаты профессиональной деятельности.





В результате обучения ученик должен:

Знать:

  • необходимый объем общеупотребительной лексики (лексический минимум в объеме 2000 учебных лексических единиц общего и терминологического характера) и грамматики для эффективного общения в ситуациях академической и социально-бытовой коммуникации;

  • о свободных и устойчивых словосочетаниях, фразеологических единицах, об основных способах словообразования;

  • социокультурные, социолингвистические нормы бытового и делового общения, позволяющие эффективно использовать английский язык как средство межкультурной коммуникации;

  • правила коммуникативного поведения и речевого этикета, характерные для социально-бытового общения;

Уметь:

  • продуцировать диалогические и монологические высказывания с использованием общеупотребительной лексики, ясно, четко и последовательно излагать свои мысли адекватно намерению и коммуникативной ситуации;

  • описывать и сравнивать предметы, явления, события в пределах изучаемой темы, запрашивать и сообщать фактическую информацию, участвовать в беседах, дискуссиях, последовательно излагать свою точку зрения, давать оценку происходящего, вести диалог этикетного характера, побудительный диалог, диалог-обмен мнениями, используя четкую систему аргументации, оценочные суждения, речевые клише, гибко реагировать на изменения темы адекватно ситуации общения;

  • воспринимать на слух и понимать основное содержание спонтанной речи, аутентичных текстов по изученным темам с последующим извлечением необходимой информации;

  • быстро извлекать и понимать информацию из аутентичных текстов (изучающее, ознакомительное, просмотровое, поисковое чтение) для решения коммуникативных задач, выделять из текста главную мысль, излагать содержание прочитанного;

  • логично и последовательно излагать мысли на письме, написать официальное письмо и письмо личного характера, соблюдая правила правописания, оформления письма, употребляя формулы речевого этикета, принятые в стране изучаемого языка, выражающее, благодарность, извинение, приглашение, отказ.

Владеть:

  • навыками использования периодики, словарей, справочной и специальной литературы, ресурсов Интернет на английском языке с целью поиска информации необходимой для решения учебных задач;

  • Основами публичной речи (устное сообщение, доклад)


4. Структура и содержание модуля

4.1 Аннотированное содержание разделов модуля:

1 полугодие

1. Personal Identity16 часа

2. Home sweet home – 16 часа

3. Food and Drink – 16 часов

4. Travel and Tourism – 16 часа

5. Relationships and Social Problems. – 16 часа

6. Popular Entertainment – 16 часов

2 полугодие

7. Languages and Cultures – 16 часа

8. Education – 16 часа

9. Crime and Punishment – 16 часа

10. Mass Media – 16 часа

11. Medicine – 16 часа

12. Environment and Conservation – 16 часа


Тема

Содержание


Количество часов

1 полугодие

1

Personal Identity

People’s physical appearance ; character; abilities. Communication: Greetings; Getting to know people.

16

2

Home sweet home

Houses around the world and their special features; furniture and appliances. Communication: saying good bye.

16


3

Food and Drink

(Eating in and Eating out, Cuisine from all over the World)

16

4.

Travel and Tourism

Holiday resorts; Landmarks. Тowns and sightseeing, tourist attractions booking a hotel room.

16

5

Relationships and Social Problems

Friendship, love, family and marriage, generation gap

16

6

Popular Entertainment

Books, films, sport, art.

16

2 полугодие

7

Languages and Cultures

English as an international language; British and American English; Bilingual education; linguistic policy

16

8

Education

Models, Systems, Approaches

16

9

Crime and Punishment

Legal systems, Juvenile delinquency, Was justice done?

16

10

Mass Media

Forms and Functions of Media. Newspapers, TV, Internet; Freedom of speech

16

11

Medicine

Parts of a body, Diseases, Traditional and Alternative Medicine

16

12

Environment and Conservation

Pollution, Energy crisis, Global warming, Conserving Wildlife.

16


Образовательные технологии

При освоении модуля используются следующие образовательные технологии:

Методы и формы организации обучения

ФОО


Методы

Практические занятия

Творческие занятия

Самостоятельная работа учеников

IT-методы

х

х

х

Работа в команде

х

х


Case-study

х



Игра

х



Обучение

на основе опыта

х



Опережающая самостоятельная работа

х


х

Проектный метод

х



Поисковый метод

х



Исследовательский метод

х




Организация и учебно-методическое обеспечение самостоятельной работы учащихся

Текущая самостоятельная работа учеников направленная на углубление и закрепление знаний

развитие практических умений, включает в себя:

-поиск и обзор литературы и электронных источников информации по индивидуально заданной проблеме курса,

- выполнение домашних заданий, домашних контрольных работ,

- опережающую самостоятельную работу,

- перевод текстов с иностранных языков,

- изучение тем, вынесенных на самостоятельную проработку,

- подготовка, к практическим занятиям;

- подготовка к контрольной работе, к зачету, экзамену.


Творческая проблемно-ориентированная самостоятельная работа

ориентированная на развитие интеллектуальных умений, комплекса универсальных (общекультурных) и профессиональных компетенций, повышение творческого потенциала учащихся, включает в себя:

- поиск, анализ, структурирование и презентация информации,

- исследовательская работа и участие в научных практических конференциях, семинарах и олимпиадах;

-подготовка и проведение праздников на английском языке


Содержание самостоятельной работы

Темы индивидуальных заданий

Personal Identity

Sketch “Gussett and Rose” (Introduction)

Deciphering and presenting a disc “Face Value”

Talk-show “International marriages”

Debates “Pros and Cons of Globalization”

Composition “My best friend” or “The person who greatly influenced my life”.

Composition “Chairs and characters” (developing metaphorical thinking)

Home sweet home

Composition “The house of my dream”

Project “The House of IEE student”.

Food and Drink

Presenting different cuisines

Tea Party ( sharing recipes)

Travel and Tourism

Deciphering documentaries from “Discovery Channel” and presenting them in a group.

Sketch “Travel Agency”. Dramatization

Sightseeing tour around Tomsk

Relationships and Social Problems

Composition “Generation gap”.

Composition “The institution of marriage is out-dated … or?”

Popular Entertainment

Presentation “My favourite piece of art”.

Interpretation of a picture (essay)

Languages and Cultures

Deciphering a disc “Language” and writing a summary.

Composition “Lingual policy in multinational countries”.

Press conference “Languages and cultures”. Report on the topics: Methods of teaching foreign languages. Language and consciousness. Language and culture.

Education

Project “Ideal school”

Presentation “Classification of teachers”

Composition “My favourite school teacher”

Crime and Punishment

Debates “Death penalty”

Mock Trial

Mass Media

Creating advertisements or commercial clips.

Presentation “My favourite newspaper or magazine”

Medicine

Debates “traditional or alternative medicine”

Composition “The attitude of a society towards mentally and physically handicapped people”

Environment and Conservation

Project “My contribution to the Safety of Planet”

Deciphering a cassette “Focus on Environment”.


Контроль самостоятельной работы осуществляется в виде:

- проверки выполнения контрольных работ

-устных опросов

-анализа выполнения самостоятельных домашних заданий

-презентации результатов самостоятельной работы в группе


Учебно-методическое обеспечение самостоятельной работы учащихся

по которым создана информационно-образовательная среда с использованием Интернет технологий обучения

платформа WebCT:


  1. Laboratory work “Recruitment” (level-intermediate)

  2. Библиотека электронных материалов

платформа Moodle:

  1. Лабораторная работа по английскому языку по теме «Healthy Lifestyle»

  2. Лабораторная работа по английскому языку по теме «Somewhere to live»

  3. Лабораторная работа по английскому языку по теме «Personal identification»

  4. Итоговый тест по грамматике ИИП

  5. Лабораторная работа по грамматике по теме “Impersonal subjects”

  6. Лабораторная работа по грамматике по теме «Tenses»

  7. Лабораторная работа по грамматике по теме “Gerund and infinitve (prepositions)”

  8. Лабораторная работа по английскому языку по теме «Entertainment»

  9. Лабораторная работа по английскому языку по теме «Environment»

  10. Лабораторная работа по английскому языку по теме «Travelling»

  11. КИМ по практике устной и письменной речи


Целью текущего контроля является проверка усвоения студентами материала, изучаемого с преподавателем на практических занятиях, а также материалов, изучаемых самостоятельно.

При текущем контроле используются тесты, контрольные вопросы, письменные задания.

Рубежный контроль предусматривает 2 контрольные точки, по результатам которых допускается/не допускается до зачета/.

Итоговый контроль проводится в конце полугодия в виде зачета.

Пример рубежного контроля:

ENGLISH AS A WORLD LANGUAGE.


TASK 1. Read the text and decide which answer А, В, С or D best fits each space.

Spelling


Spelling (0) D a major problem to many students - and, indeed, native speakers - of English. This is (1) ……… surprising when you consider just how illogical the English spelling (2) …………. is. The spelling of such basic words as right, through, once, and who seems to (3) ………….. no relation to their (4) ………… . And how can the words go, sew, and though all rhyme with (5) …………. other?

There have been attempts in the (6)…………. to reform English spelling. The playwright George Bernard Shaw was an enthusiastic (7) ………… for a more phonetic approach. In a clever illustration of the absurdity of English spelling he suggested that the word fish be (8) ……… by the letters 'ghoti': the gh from enough, the о from women, and the ti from nation. When he died in 1950 he (9) ………… a large part of his estate to promote spelling reform.

So why do we (10) ……….. in spelling words the way we do, (11) ………… the efforts of reformers like Shaw? One reason is that we are too (12) ………….. with the words as they are currently spelled. It is certain that any change in the rules (13) ……………. be extremely difficult, if not impossible, to (14) ………………….. . Another is that there is (15) -+

………….. a variety of regional accents within the English speaking world that it would be unfair to select just one as the standard model for spelling.

0

A

makes

В

puts

С

shows

D

presents

1

A

just

В

hardly

С

nearly

D

strongly

2

A

system

B

procedure

С

method

D

schedule

3

A

hold

B

keep

С

carry

D

bear

4

A

voice

B

speech

C

vocation

D

pronunciation

5

A

the

В


every

C

each

D

one

6

A

history

В


years

C

past

D

ages

7

A

campaigner

В


demonstrator

C

champion

D

candidate

8

A

described

B

represented

C

signed

D

written

9

A

willed

B

left

C

gave

D

divided

10

A

insist

B

continue

C

keep

D

persist

11

A

In spite

B

despite

C

however

D

although

12

A

accustomed

B

used

C

friendly

D

familiar

13

A

would

B

could

C

ought

D

should

14

A

require

B

enforce

C

make

D

oblige

15

A

many

B

quite

C

such

D

so



TASK 2. For questions 1-15, read the text below and think of the word which best fits each space. Use only one word in each space.

A world language

The English language is big business: every day more and (0) MORE people around the world are learning English (1)……… a foreign language and more and more people (2) ……….. making a living from providing English in various forms, including teachers, writers and publishers. (3) ……….. Britain, the English language is one of the country's (4) ………… important sources of income.

English is quite unique in the history (5) ………… the world's languages: an amazing one in seven people in the world speak (6) …………. , which makes it undoubtedly the first world language in history. (7) …………… English, Latin, French and Greek were also to some extent international languages (8) …………. none of them ever managed to reach either the number of users that English has (9) …………… the incredible range of situations in (10) …………. English is used today. For example, 75% of the world's correspondence and 60% of the world's telephone conversations are carried (11) ………….. in English. Chinese also has a billion speakers, but (12) …………… a Chinese businessman meets a Spanish colleague at a conference, they (13) ………….. almost certainly use English as the medium of communication, (14) …………… Chinese or Spanish. English has also become the language of science: two thirds of scientists write (15) ………….. research papers in English and the majority of doctors in the world learn English as part of their studies.


7.2 Пример итогового контроля:

Part 1 (READING).

Task 1

You are going to read a magazine article about global warming. Eight paragraphs have been removed from the article. Choose from paragraphs A-I the one which fits each gap (1-6). There is one extra paragraph which you do not need to use. There is an example at the beginning (0).

What’s up with the weather?

The world climate is in chaos. Freak weather conditions have been so com­mon recently that even the most hard-bitten cynics suspect that something odd is going on.

0

F

In December 1995, climatologists from the United Nations' Intergovernmental Panel on Climate Change (IPCC) all agreed that global warming is an unde­niable fact.

1


Optimists foresee milder winters and record harvests for farmers. They believe that the severity of storms will reduce due to the stabilizing of differ­ences between the equator and the poles.

2


In a warmer world, extremes of wet and dry will intensify. In very dry regions where there is little water anyway, an increase in temperatures would worsen droughts and increase desertification -especially in the interiors of continents where rainfall will become very rare. In areas where high levels of rainfall are normal, such as in coastal and moun­tainous regions, increased water vapour, and hence fiercer rainfall, should be expected.

3


As a result of this, insurance companies are panicking. Many are trying to per­suade governments to regulate emis­sions of greenhouse gases.

4


Professor Parry, a member of the IPCC, states that there really isn't very much we can do to stop global warming happening. “Even if we could dramatically reduce industrial emissions, the atmosphere would continue to heat up for another 50 years – because the oceans act like a vast storage heater, holding on to heat and delaying the warming of the air about us.”

5


Some scientists, however, fear that the Flood Barrier may be overwhelmed because the geological structure of Britain means that the south east of England is actually tilting into the sea. This, with the rising sea levels, means that the high-tide level of the River Thames in central London is set to rise by a rate of 75 centimeters a century.

6


The rest of us won't get off lightly though. Warmer weather is likely to increase the amount of algae in reser­voirs and lakes. This will make water treatment and purification more difficult and there will probably be an increase in stomach-and intestine-related illness­es. Fierce storms could also bring about health problems.

Missing paragraphs

A It seems as though these serious and urgent predictions are already coming true. Recently,

Hurricane Andrew cost American insurance companies $16.5 billion and insurers

worldwide have concluded that the greenhouse effect could bankrupt them.

B World temperatures are forecast to rise by 1.8 to 6.3°C by the year 2100 but no one is certain what its even­tual effects will be. Consequently, a number of theories have been developed.

C Most scientists' fears are focused on the heavily populated south coast of England. Increased coastal devel­opment means that flooding would be catastrophic. The value of the coastal land between Bognor Regis and Bournemouth was recently estimated at £5,745 million.

D In old urban areas, most storm drainage systems are combined with the sewage system. "Flash flood" storms are therefore likely to send waves of untreated sewage into the watercourse. "We have to face the fact" - says Professor Parry - "that climate change is inevitable - and possibly it will be very unpleasant."

E The most innovative country in this respect is Spain. In the last three years it has been at the forefront in pro­moting the use of alternative energy forms - including tidal and hydro-electric power.

F On New Year's Day of this year, for example, Mexico City had its first snowfall in twenty years; monsoons in India, Bangladesh and Nepal stranded nearly two million people in June, and last year's Caribbean storms were the worst for sixty years. Scientists are now convinced that the world's climate has been changed by mankind.

G Pessimists on the other hand predict a rise in sea levels of 15 to 96 centimeters - meaning that many low-lying islands like those in the Pacific and Caribbean will be totally submerged.

H At the 1992 Earth Summit in Rio, nations promised to cut their carbon dioxide emissions drastically by the year 2000, although the only country that looks on target is Sweden. The other nations seem to be counting on solutions like solar power to come to the rescue.

I In Britain, the threat of flooding is being taken very seriously. The Thames Flood Barrier was built to protect London from the rising sea level.

TASK 2

You are going to read a newspaper article about exploring the oceans. Choose the most suitable heading from the list (A-H) for each part (1-6) of the article. There is one extra heading which you do not need to use. There is an example at the beginning (0).

A

Know your own planet.

В

Robot close-ups.

С

A very special ship.

D

Solo exploration.

E

We'll never get there.

F

Living under water.

G

Solution to a problem.

H

The ocean floor on TV.

Exploring the Depths of the Ocean

0

D

Doctor Bob Ballard is an aquanaut -an explorer of the world's seas and oceans. He has visited the bottom of oceans in a mini-submarine and ex­plored such things as the Titanic and the German battleship the Bismark. Most recently he has discovered the ship Lusitania, which sank off the coast of Ireland in 1915. Ballard has made these visits alone since he joined the Deep Submergence Laboratory in 1967.

1


But making these visits was very diffi­cult. The mini-submarines which only seat one man take over two hours to reach the sea-bed, and then can only stay there for three hours. Because of these problems, Ballard has devel­oped two robot submarines which send him information 24 hours a day. These robots are known as the Argo-Jason system. The Argo is lowered by cable from a ship on the surface of the ocean and can follow the floor of the ocean, sending back new information which enables Ballard and his team to make maps.

2


The Jason, however, is smaller and is a true robot. It can move completely independently across the ocean floor. Although it was still attached to the surface ship, it actually went inside the Titanic. Jason has two control sys­tems. It can be directed from the sur­face ship, or it can be programmed by computer before it goes down. Either way, it is small enough to get within a centimetre of its target.

3


At one time, the quality of the pictures Jason sent back to the ship was not very good. New technology, however, has enabled Jason to send back clear, full colour television pictures to the surface ship. An operator can sit in the ship, surrounded by television screens, and see everything Jason is filming. Ballard says it is almost the same as being in the submarine him­self. At his home by the sea in America, Ballard has built an electronic centre. By using satellite links he can send other robots, just like Jason, to vari­ous underwater spots all over the world - without ever leaving his house!

4


But Ballard says that only a tiny part of the ocean floor has been explored. For example, the Mid-Atlantic Ridge, a huge underwater mountain range, is the earth's largest geographical feature. But man had already walked on the moon before it was even discov­ered under the ocean.

5


Ballard also dreams of people living under the sea in the 21st century. He believes that problems such as the energy shortage and overcrowding can be resolved by man making use of parts of the ocean. He believes that people think that Mars is a friendlier place to live than under the sea, and that many are afraid of the idea. But he says that people have always been afraid of the unknown, and that we must rise above these fears.

6


The first step towards living under water would be in something called the flip-ship. It floats vertically so that the walls become floor sand ceilings. It is easy to move, but when it is placed on its side it is also a very stable vessel. The waves just roll past and do not cause any disturbance to the ship. A model of this ship has already been tried out successfully in America.


TASK 3

You are going to read some information about sunken vessels. For questions 1-15, choose from the types A-E. Some of the types may be chosen more than once. When more than one answer required, these may be given in any order. There in an example at the beginning.

Which vessel(s) :

s

0

A

ank on its way to Liverpool?

w

1

2

ere destroyed by submarines?

s

3

4

ank carrying gold coins or jewellery?

r

5

an onto rocks and subsequently sank?

d

6

idn't provide enough lifeboats?

h

7

ad its crew rescued over eighty hours after it sank?

w

8

ould, according to its builders, never sink?

e

9

10

xperienced two great explosions?

s

11

12

ank in less than three hours?

l

13

14

15

ost all their crew members?



Lusitania

Nine months into World War I, the 32,000-ton RMS Lusitania was sunk, to world-wide outrage. On 7 May 1915, en route to Liverpool, the liner was torpedoed by a U-boat off the south­west coast of Ireland, and sank in just 18 minutes. All her 1,200 passengers were drowned. At that time, it was considered unthinkable that an unarmed ship should be the victim of such an unprovoked attack. One hundred and twenty four of those drowned were Americans which was a major factor in the U.S's decision to enter the war two years later. In 1993, Robert Ballard used a mini-sub and three remote-controlled camera vehicles to survey and film the wreck under powerful lights. Ballard con­cluded that the reason the Lusitania sank so quickly was that after the torpedo struck, there was a second, huge explosion caused by coal dust and oxygen being set on fire.


Titanic

The sinking of the Titanic on its maiden voyage from Liverpool to New York City in 1912 is considered one of the worst ma­ritime disasters ever. Although the ship had been pronounced unsinkable, it took less than three hours to go under after stri­king an iceberg. Only about 700 of the estimated 2200 people aboard survived due to an insufficient number of lifeboats. In July 1986, US researchers used the Alvin 3-person submersible to explore the sunken Titanic and take pictures. An exhibition was held in Paris in September the following year showing jewels and other artifacts taking from the wreck.


U.S.S. Indianapolis

The U.S.S. Indianapolis was a U.S. heavy cruiser which deli­vered one of the detonators for the nuclear bombs dropped on Japan in 1945.Since it had helped cause such terrible destru­ction, some people believed that the fate of the ship and its crew was "God's punishment". On 29 July, just a week before the obliteration of Hiroshima, the Indianapolis became the last warship to be sunk in World War II, when she was torpedoed by a Japanese submarine while returning to San Francisco. U.S. Navy officers had been expecting no more Japanese naval aggression. Of the 1,199 crew members, 850 swam free - only to be left in the water for more than three days. When they were finally spotted by an aircraft, 84 hours later, only 316 remained.


HMS Association

The worst peacetime disaster in the Royal Navy's history occurred on 22 October 1707, when HMS Association, the flag­ship of Admiral Sir Clowdisley Shovell, and three other vessels of his fleet, broke up and disappeared beneath the waves after running on to the Bishop and Clerks rocks off the Scilly Isles. The full crews of all four ships – over 800 men in total, including the admiral, drowned. The Association had been returning from the Mediterranean carrying a consignment of gold coins. The hoard represents a fortune today, and there have been many successful dives to the Association's last resting place to reco­ver the loot.


U.S.S. Thresher

The sinking of one of the first true nuclear attack submarines, the U.S.S. Thresher, is a mystery to this day. Thresher sailed from New Hampshire on 9 April 1963, with 129 people on board, including 13 civilians. It was during the second day of sea trials in 8,500 feet of water, when Thresher was 240 miles east of Cape Cod, that disaster struck. At 7.47 am during a slow dive to deep water, Thresher signaled that she had reached 400 feet and was "checking for leaks". At 9.13 am, she said that she was "experiencing minor difficulty". Four minutes later, incomprehensible transmissions came over on her escort's hydroplane, followed by two explosions and the sound of the sub breaking up. Investigations showed that the Thresher had sprung a major leak, and that the sub had clearly imploded under tremendous pressure on her way to the bottom. But whether the U.S. Navy has re-examined the wreck, or formed any conclusion as to the cause of the incident, nobody knows.


Part 2 Speaking

Appearance and character


  1. Do you believe in physiognomy? Can a form of lips, ears and nose tell about people’s personality? You are given a picture of an unknown person. Describe his appearance. Speculate on his character.

  2. Tell about a person who has exerted the greatest influence on you.

  3. Describe a famous person for us to have a guess who you meant.

  4. Which is true: Birds of a feather flock together or The Opposites attract?

  5. Horoscopes. What do you think about them, about astrology?

  6. Charismatic person. How do you imagine him/her. Describe it.

  7. Sex appeal. What is it? Which matters more: sex appeal or beauty? Is it the same for men and women? Describe sex-appealing man/woman.

  8. Why do men prefer stinkers?

  9. Describe “a real friend.” What are the qualities that appeal to you? Are they the same in males and females?

  10. What kinds of people appall you?

  11. ” Every good winner should be a good loser”. How do you understand this phrase?


Travelling

  1. ”Travelling broadens mental horizons.” Comment on the statement.

  2. Do you like travelling? What are the cities and countries you would most like to visit?

  3. What are the cities and countries you have been to? What did you like most?

  4. If you find yourself in an unknown city, do you prefer to take a guided tour or stroll around it to feel the atmosphere?

  5. Can you show your town to English speaking visitors and answer their questions about:

  1. the history of the town; b) its architecture; c) everything it is famous for? Give an imaginary excursion.

  1. What can you tell about the higher educational establishment you are studying at?

  2. What kind of holiday do you prefer?

  3. What is, in your opinion, the most interesting city in your country? Why?

  4. Do you know, what are the places in the USA visited most frequently by overseas travelers? Justify your answer.

  5. Which Russian cities, do you think, are the most attractive to foreign visitors?


Languages

  1. You haven’t learnt English properly until you sound like a native speaker. Do you agree?

  2. It doesn’t matter how many mistakes you make provided people understand you. True or False?

  3. English has already become lingua franca. This process will no doubt continue. Does it mean that in the 21st century all other languages will die out?

  4. Are old languages worth saving?

  5. Wouldn’t it be fair if everybody spoke one and the same artificial language? Then all people would be equal.

  6. If you want to learn English successfully you have to be familiar with British and American culture. How important is it?

  7. What are the main difficulties in acquiring a good command of English?

  8. What do you do to improve your language skills?

  9. What does interconnection between language and culture consist in?

  10. What would you like to deal with in a class of English? Justify your answer/


Crime and Punishment

  1. There can’t be reasons for which death penalty can be justified.

  2. Do you agree with the principle “An eye for an eye, a tooth for a tooth”?

  3. Judge not – lest you be judged. Your comments.

  4. Justice is nothing unless it is tempered with mercy.

  5. Everyone deserves a second chance. What do you think about it?

  6. What are the Purposes of punishment?

  7. If the state kills someone, then it admits there are circumstances where killing is justified. Having admitted that, it is then in no position to condemn murder. How do you agree with it?

  8. Remember the cases which caused great public outcry recently. Do you believe justice was done?

  9. Is euthanasia a crime?

  10. Committing suicide is considered to be a great sin. Do you agree?


Шкала оценивания для оформления итоговой оценки

Традиционная оценка

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оценка

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Зачтено

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Результаты обучения не соответствуют минимальным требованиям



9.Учебно-методическое и информационное обеспечение

9.1 Основная литература

  1. Reward. Elementary. Student's book. Doff A., Jones C. Language In Use. Pre-intermediate. Class book. CUP. 1991 Me. Cartney M., O'Dell F. English Vocabulary in Use. Elementary. Cambridge University Press, 1999 Greenall S.

  2. Collie J., Slater S. True-to-life. Elementary. Workbook. Cambridge, 1995

  3. Doff A., Jones C. Language In Use. Pre-intermediate. Workbook. Cambridge University Press. 1991

  4. Me. Cartney M., O'Dell F. English Vocabulary in Use. Elementary. Cambridge University Press, 1999

  5. Doff A., Jones C. Language In Use. Pre-intermediate. Classbook. Cambridge University Press. 1991

  6. Doff A., Jones С Language In Use. Pre-intermediate. Work book. Cambridge University Press. 1991

  7. Gairns R., Redman S. True to life. Pre-intermediate: Class Book. Cambridge University Press, 1995

  8. Doff A., Jones C. Language In Use. Pre-intermediate. Workbook. CUP. 1991

  9. New Headway Elementary. Student's book. Liz and John Soars, OUP, 2006,

  10. English Vocabulary in Use. Pre-intermediate - Intermediate

  11. Enterprise. Course book. Pre-intermediate. Enterprise. Workbook. Pre-intermediate.

  12. Language in Use. Classroom book. Pre-intermediate

  13. Virginia Evans & Jenny Dooley. Upstream Intermediate. Student's book. CUP. 2002.

  14. English Vocabulary in Use. Upper-Intermediate

  15. Inside Out. Student's Book. Intermediate.

  16. Streamline English. OUP. BJ Tomas Intermediate

  17. Mackenzie J. Management & Marketing, LTP, 1997.

  18. C.St.Yates. Economics. Prentice Hall. 1998

  19. Kerridge D. Presenting facts & figures. Longman, 1999.

  20. Comgort J. Effective Presentations. Oxford University Press. 1995

9.2 Дополнительная литература

  1. Bob Obee, Virginia Evans. Upstream. Upper Intermediate. Express Publishing. 2003.

  2. Luke Prodromou. Superstar. Intermediate. Macmillan. 2001.

  3. Paul Emmerson. First Certificate. Language Practice. Machmillan 2003.

  4. Simon Greenall. Move up. Intermediate. Machmillan Heinemann. 1998

  5. Acklam R., Burgess S. First Certificate Gold. Coursebook. Spain: Graficas Estella2000.

  6. English through reading. Istanbul, 2004.

  7. Miles Craven. Listening Extra. Resource book. CUP, 2004

  8. New Headway. English Course. Intermediate. Student's Book

  9. New Headway. English Course. Intermediate. Workbook with key

  10. Highlight. Intermediate. Student's book.

  11. Highlight. Intermediate. Workbook.

  12. Life Lines. Elementary. Student's book.

  13. Elementary Vocabulary. В J Thomas,

  14. Matters. Elementary. Student's book.

  15. Headway. Elementary. Student's book.

  16. Headway. Elementary. Work book.

  17. Accelerate. Elementary.

  18. Elementary Vocabulary. В J Thomas,

  19. Streamline English.

  20. Jones J., Alexander R. New International Business English (SB, WB). Cambridge, 1998.

  21. Mascull B. Business vocabulary in Use. (Int-Up-interm)2002.

  22. Mascull B. Business vocabulary in Use. (advanced)

  23. Cotton D. Business Class (up-interm-advanced)

Материально-техническое обеспечение

Занятия по английскому языку проводятся в Медиатеке , в классе полностью оснащенном в соответствии с современными требованиями.

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