Учебное пособие по аудированию

Программа экспериментальной работы по теме «Обучение аудированию как одному из видов коммуникативного умения».

Автор-исполнитель: Душинова Алла Атнасыновна.

База исследования: Т М Г им. Б.Б. Городовикова.  7б класс.

Руководитель эксперимента: Бураева Татьяна Викторовна.

                  Краткое обоснование актуальности темы:

Реализация основной цели обучения иностранным языкам, развития способности школьника к общению, основана и связана с формированием у учащихся коммуникативных умений. На первом этапе происходит формирование первичных навыков и умений иноязычного общения, составляющих основу коммуникативной компетенции в устной речи (говорение, аудирование). Поэтому и содержание обучения аудированию на этом этапе должно быть информативным, обладающим образовательной ценностью, аутентичностью и доступностью. Важно чтобы отобранный материал пробуждал у школьников познавательную активность, стимулировал их общение на изучаемом языке.

Объект исследования – учебно-воспитательный процесс, организация этого процесса, совершенствование методики.

Предмет исследования -- содержание, формы, методы.                         

Цель исследования: совершенствование механизма аудирования и                                                                                                                                                                             

разработка методических приемов работы с текстами по аудированию.

Задачи: 1. Разработать основные принципы.

               2. Определить критерии отбора тем (интерес, возрастные                                                                                                           особенности в рамках государственной программы, доступность, аутентичность, образовательная ценность, информативность).

                3. Разработать задания к текстам по аудированию требующие как вербального, так и невербального реагирования.

Гипотеза – Если я составлю сборник текстов для аудирования с учетом индивидуальных и возрастных особенностей учеников и сопровожу их подборкой разноуровневых заданий, дифференцированных по уровню подготовки учащихся, я предполагаю, что такой сборник заинтересует учеников, даст огромный познавательный эффект. В конечном итоге

облегчит выполнение основной задачи, общения на иностранном языке.

Этапы эксперимента:

I. Проектирование с 1998-1999 г.

                   1). Анкетирование учащихся. Анализ анкет.

                   2). Изучение методической литературы.

                   3). Отбор текстов по аудированию.

                   4). Разработка разноуровневых заданий к текстам.

                   5). Апробирование данного подбора текстов на факультативных занятиях.

II. Применение проанализированных и апробированных текстов.

III. Обобщение результатов экспериментальной работы.

В результате - составление методического пособия с текстами для аудирования, рекомендациями к применению.

                    Модель эксперимента

Тема: Развитие навыков аудирования как средство повышения мотивации учащихся в обучении иностранному языку.

                                                                                 Возрастающие требования к

                                                                            владению иностранным

                                                                                  языком, в частности уме-                                                                                                                                                                                                          

                                                                                  нию воспринимать речь на

                                                                                  слух в современной школе    

Существующие УМК   не                                      не соответствуют

содержат достаточного

объема текстов и заданий                                                                                  

позволяющих совершенст-

вовать навыки аудирования                                   

                                                                                        М         Д         Р

                                         Как разработать методические рекомендации и подобрать дидактический материал, который позволит:

П                                           Ц                                            Э

1. Повысить качество аудирования

2. Расширить лексический запас

3.Разработать и апробировать дидактический материал и систему

    упражнений.

                           РЕЦЕНЗИЯ

на учебное пособие «Аудирование как средство повышения мотивации учащихся в обучении иностранному языку» учителя иностранного языка ТМГ им. Б.Б. Городовикова Душиновой Аллы Атнасыновны.

              Так как коммуникативный метод является ведущим при обучении иностранным языкам, обучение учащихся навыкам аудирования, пожалуй, одна из самых актуальных задач, стоящих сейчас перед учителем иностранного языка. Ведь без понимания речи на слух не состоится общение, даже если у учащегося блестящие навыки говорения. Как учитель практик с большим стажем работы в школе скажу, что мы, учителя иностранного языка, на мой взгляд, не уделяем должного внимания обучению аудированию, занимаясь этим от случая к случаю. Да и учебных пособий по аудированию практически нет. Учителю приходится искать тексты в различных журналах, газетах, учебниках.

               И в этой связи Алла Атнасыновна занялась очень нужным, на мой взгляд, делом. Она отобрала очень интересные, фабульные тексты для аудирования, составила к ним задания. При чем задания выстроены методически правильно, последовательно: от предтекстовых настраивающих учащихся на аудирование самого текста к после текстовым, в которых идет не только контроль аудирования,но и закрепляется грамматика, лексика. И наконец, учитель выходит на творческие задания к тексту.

               Такое учебное пособие – настоящий подарок любому учителю.

Своей работой Алла Атнасыновна облегчила труд учителя в организации обучения аудированию. В это же самое время и учащиеся будут с нетерпением ждать этот вид работы на уроке, так как они любят занимательные истории и с удовольствием будут выполнять не менее интересные упражнения. И в конце концов система в обучении аудированию позволит добиться более высоких результатов,чем аудирование от случая к случаю.

                Хочется пожелать Алле Атнасыновне не останавливаться на достигнутом, а продолжить работу над таким полезным и нужным в работе каждого учителя учебным пособием.

                По-моему, работа Аллы Атнасыновны заслуживает всяческого поощрения и может быть допущена к утверждению на учебно – методическом совете.

РУКОВОДИТЕЛЬ РМО УЧИТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА                    /ВЕЛИКОРОДНАЯ. Л. А./ 

Краткое обоснование актуальности данной темы.

            Аудирование составляет основу общения, с него начинается

овладение устной коммуникацией. Оно складывается из умения дифференцировать воспринимаемые звуки, интегрировать их в смысловые комплексы, удерживать их в памяти во время слушания, осуществлять вероятностное прогнозирование и, исходя из ситуации общения, понимать звуковую цепь. При этом процесс восприятия проходит в определенном нормальном темпе, свойственном для данного языка.

                 Некоторые авторы выделяют два вида аудирования: аудирование с полным пониманием и аудирование основного содержания услышанного.

                Понимание речи на слух тесно связано с говорением- выражением мыслей средствами изучаемого языка. говорением и аудирование- две заимствованные стороны устной речи. фразы слушания и говорения в общении перемежаются.Аудирование не только прием сообщения, но иподготовка во внутренней речи ответной реакции на услышанное. “… Для того чтобы научиться понимать речь, необходимо говорить, и потому, как будет принята ваша речь, судить о своем понимании. Понимание формируется в процессе говорения, а говорение - в процессе понимания”. Действительно, чтобы сказать, надо услышать, “… говорение и слушание… объединены общностью способов формирования и формулирования мысли посредством языка”. Таким образом, аудирование подготавливает говорение, говорение помогает формированию восприятия речи на слух.

                  Аудирование связано и с чтением. Их объединяет принадлежность к рецептивным видам речевой деятельности, когда происходит восприятие - понимание -  активная переработка информации, получаемых из речевых сообщений – при аудировании через слуховой канал, при чтении – через зрительный. Чтение представляет собой перевод графического языка в звуковой. Читая – вслух или про себя, - человек как бы слышит воспринимаемый текст.

                  Самым тесным образом связано аудирование и с письмом. В процессе графического оформления человек проговаривает и слышит то, что пишет.

                  Таким образом, будучи тесно связано с другими видами речевой деятельности, аудирование играет важную роль в изучении иностранного языка и особенно при коммуникативно - направленном обучении. В современной методике обучения иностранным языкам и в нашей стране, и в других странах подчеркивается необходимость формирования аудирования, как очень важного умения, без овладения которым немыслимо общение на языке.

                  Овладение аудированием дает возможность реализовать воспитательные, образовательные и развивающие цели. Оно позволяет учить учащихся внимательно вслушиваться в звучащую речь, формировать умение предвосхищать смысловое содержание высказывания и таким образом воспитывать культуру слушания не только на иностранном, но и на родном языке. Воспитательное значение формирования понимать речь на слух, оказывающее в то же время и развивающее воздействие на ребенка, заключается в том, что положительно сказывается на развитии памяти ребенка, и прежде всего слуховой памяти, столь важной, не только для изучения иностранного языка, но и любого другого предмета.

                   Аудирование вносит свой вклад и в достижении образовательной цели, обеспечивая детям, возможность понимать высказывания, как бы элементарны они ни были, на языке другого народа, в данном случае на английском языке, одном из самых распространенных языков мира.

                     Аудирование служит и мощным средством обучения иностранному языку. Оно дает возможность овладевать звуковой стороной изучаемого языка, его фонемным составом и интонацией: ритмом, ударением, мелодикой. Через аудирование идет усвоение лексического состава языка, его грамматической структуры. В то же самое время аудирование облегчает овладение говорением, чтением и письмом.

                    Я работаю руководителем ШМО учителей иностранного языка четвертый год. В мою компетенцию входит проведение входных, промежуточных и итоговых контрольных работ Проводя анализ итогов этих срезов я была озадачена низким процентом качества знаний учащихся по аудированию. Это и обусловило выбор темы моей экспериментальной работы, цель которой составить учебное пособие, содержащее в себе сборник аутентичных текстов с системой разноуровневых упражнений коммуникативного характер.

  Идея, положенная в основу разработки.

                      В основу моей разработки положены принцип гуманизации и личностного ориентирования в обучении учащихся, при которых, прежде всего, учитываются возрастные особенности, психофизическое развитие, интересы, желания и потребности учащихся. Мне необходимо было создать благоприятные условия для комфортного, увлекательного, занимательного и познавательного процесса обучения аудированию. Для успешной реализации этой цели мне пришлось пересмотреть следующее:

                      1. подбор материала и его организацию,

                      2. определение организационной формы, в которой

                          предъявляется материал (всему классу; индивидуально;

                          группе учеников),

                       3. подготовку учащихся к аудированию (нужны опоры или

                          нужны, если нужны – какие),

                        4. организацию контроля.

Для выявления интересов и потребностей, учащихся мною было проведено анкетирование.

                        Систематизация работы.

 Анализ УМК по английскому языку, анкет, учащихся выявил недостаток текстов, а также заданий к текстам по аудированию.

На основе этого анализа мною были разработаны критерии отбора текстов для обучения аудированию в 6-8 классах:

           1. соответствие с возрастными особенностями.

           2. доступность.

           3. аутентичность.

           4. познавательный характер.

           5. информативность.

А также система упражнений для работы с аудиотекстом, включающая следующие этапы:

            1. предтекстовые, направленные на снятие языковых      

                             трудностей (фонетических, лексических).             

                         2. послетекстовые, направленные на закрепление

                             грамматики, развитие навыков устной речи,

                             активизацию лексического материала, творческие и                                                         

                             продуктивные.

                       ПЛАН РАБОТЫ.

 

 
 
 

I группа заданий

Перед аудированием текста учащимся предлагается выполнить задания для разминки, направленные на концентрацию внимания, на активизацию уже имеющихся знаний учащихся, на пробуждение интереса к теме рассказа

2 группа заданий

Направлена на снятие возможных языковых трудностей при аудировании текста. Семантизация лексики осуществляется при этом различными способами: перевод, раскрытие значения посредством синонимов, антонимов, контекста. Данная группа заданий позволяет значительно расширить словарный запас учащихся.

3 группа заданий

Направлена на контрастные понимания основного содержания и дальнейшее углубление понимания содержания текста. Посредством данной группы заданий осуществляется обучение поиску и извлечению конкретной информации из текста, что требует многократного обращения к нему. Предлагаются задания на подчеркивание, выписывание нужной информации, группирование и размещение в конечной последовательности событий, фактов, действий Ра выбор правильного варианта ответа из нескольких предложений, заполнение таблиц, схем.

4 группа заданий

Направлена на повторение грамматики, на отработку наиболее важных грамматических структур.

5 группа заданий

Предусматривает тренировку в употреблении новой лексики в интересной и занимательной форме.

6 группа заданий

Направлена на развитие умений и навыков в устной и письменной речи. Данные задания учат учащихся находить в тексте необходимую информацию и кратко записывать ее, высказывать свое мнение от услышанного.

7 группа заданий

Носит творческий характер и требует комплексного использования речевых умений и навыков. Данная группа заданий может быть предложена учащимся с более высоким уровнем обученности иностранному языку.

I. Рre-listening tasks:

    to beg—просить, умолять

    it took you only--- это заняло у вас лишь…

1. Guess the contents of the text by its heading.

    Divide into groups and give your variants.

2. Discuss your variants. Share your opinion with your classmates and try to                           

    prove them.

3. What does the word “Art” associate with?

 

 

                       THE BANKER AND THE ARTIST

A rich Paris banker begged a well-known artist to do a little thing for his album. The artist did the little thing and asked a million franks.

            “Why, it only took you five minutes to do it,” said the banker.

            “Yes, replied the artist, “but it took me thirty years to learn to do it in five minutes.”

II. Post-listening tasks:

1). Tick the correct box:                                           T                                 F

A rich banker begged an artist to do                       

a little thing for his album

 

The artist didn’t want to do it

The artist asked a million franks It took me thirty years to learn how

to do it in five minutes

2). Illustrate every point of a plan.

     Find the proper sentences from the text.

3). Arrange the sentences in the right order:

O   “Why, it only took you five minutes to do it,” said the banker.

O   A rich Paris banker begged a well-known artist to do a little thing.

O   But it took me thirty years to learn how to do it in five minutes.

O   The artist did the little thing and asked a million franks.

4). Use the sentences above as a plan to retell the story.

5). Find out all the irregular verbs and write their 3 forms.

6). Name the professions you met in the story.

     Make up the list of professions you know.

      Compare your list with your classmates’ lists.

7). Pick up the proverb to express the main idea of the story.

      Teacher’s variant: Practice makes perfect.

8). Answer the following questions:

a). Whom did the banker beg to do little thing for his album?

b).Was he a well-known artist?

c). How much did the artist ask for his work?

d). How much time did it take him to do his work?

e). How much time did it take him to learn how to do it?

f). Why could the artist do it in five minutes?

9). Try to retell this story.

I. Pre-listening tasks:

Gemma –Гемма

Shireen- ширин

So what? – ну и что?

1). Write down your associations with the word “exam”

 

2). Make up a list of your favourite school subjects.

     Compare it with your classmates’ variants.

                                       EXAM

          The girls had an exam at school. The next day the teacher wanted to see one of them. He said, “Gemma, I’m very angry with you. You were copying from Shireen during the exam.” Gemma said that she wasn’t.

          The teacher said, “For the first question, Shireen answered “yes” and so did you.”

          “So what?” said Gemma.

          “Well, for the second question, Shireen wrote “no” so did you.”

          “So what?” said Gemma again.

          “For the third question, Shireen wrote “I don’t know and you wrote “Neither do I!”

II. Post-listening tasks: 

1). Choose the right answer.

      How many questions were at the exam?

 a). two                   b). three                 c). four

2). Tick the correct box                                                       T                          F

 

a). Two girls had an exam at school                    

b). Gemma, I’m very glad with you,

      he said

 

c). Gemma admits that she was copying

 

d). Shireen wrote “I don’t know”                                                       

3). Give your own heading to the story.

4). Match English and Russian equivalents.

1). have an exam                                             a). рассердиться на кого либо     

2). to be angry with somebody                       b). списывать у кого либо

3). to be copying                                              c). сдавать экзамен         

I. Pre-listening tasks:

    once upon a time – однажды, давным-давно

    cruel – жестокий

    immediately –немедленно

    in a far away country – в далекой стране

1). Answer the following questions:

a). Do you like to read?

b). What books do you like to read?

c). Do you like to read tales?

d). What tales have you read?

2). Guess the content of the text by its beginning.

      Divide into groups and give your variants.

3). Ask questions which you can make up according to the beginning of the                        

      text.

4). Write down the words which associate with the word “tale”.

Once upon a time, in a far away country, there was an old cruel King. The King was angry because people often told him lies. He wanted people to tell him the truth. One day he said, “I will cut off the head of anyone who tells a lie”.

Some soldiers brought a man to the King. “He has told a lie”, they said.

“Ah!” said the King. You must tell me the truth. You can say one sentence. If it is a true, you will live, and I will give you some gold. But if you tell me a lie, I will cut off your immediately”.

The man thought for a while. “You will cut off my head”, he said.

II. Post-listening tasks:

1). Tick out the correct box                                                  T                         F

 

a) There was an old and a cruel king

b). He wanted people to tell him lies

c). Some soldiers brought a man to the king

d). If it is true, I will cut off your head

e). If it is a lie, I will give your some gold

f). “You will cut off my head”, said the man

4). Arrange the sentences in the right logical order.

        You can say one sentence

        

         But if you tell me a lie, I will cut off your head

 

         “Ah!” said the King, “You must tell me the truth”

 

         He wanted people to tell him the truth

 

         If it is true, you will live, and I will give you some gold

         The King was angry because people often told him lies

 

         “You will cut off my head”, he said

One day he said, “I will cut off the head of anyone who tells a lie”.

 

Some soldiers brought a man to the King

5). Find out the antonyms from the text.

6). Change the direct speech into the reported speech.

a). One day he said, “I will cut off the head of anyone who tells a lie”.

b). “You will cut off my head”, he said.

7). Find out the sentences with the verbs in the Future Simple Tense.

8). Answer the questions:

Will the King cut off the man’s head? Why? Why not? Try to prove your        

       answer.    

I. Pre-listening tasks:

Seth Kinast – Ceз Кинаст

genius [ ‘d i:n эs] –гений

1). Guess the contents of the text by its heading.

      Divide into groups and give your variants.

2). Discuss your variants. Compare them with your classmates’ variants

3). Write down the words which associate with the word “baby”.

              Seth Kinast is a child genius. His mother and father say that they taught him before he was born! How do they do it? They read newspapers and books to him. Babies can hear sounds before they are born, but can they understand them? Well, when Seth was eight months old he could say “mummy” and “daddy”. Six months later he could say the alphabet. When he was twenty two months old, he could read. And when he was three he could count in three languages.

II. Post- listening tasks:

1). Tick the correct box                                                       T                          F

a). Seth Kinast is a child genius

b). His mother and his father say that they

      taught him before he was one year

 

c).Babies cannot hear sounds before they

     are born

d). When he was three he could count in three

      languages

      2). Complete the table.

Age ability	22 months	8 months	6 months later	3 years
1. say “mummy” And “daddy” 2. read 3. say alphabet 4. count in 3 languages

3). Find out all the irregular verbs in the text.

      Write down their three forms.

     Compare your list of words with your classmates’ lists.

4). Mark the words which you want to use in your speech.

5). Find out the synonyms to the words below.

      speak   -

      mother –

      father  -

      ABC    -

6). Answer the following questions:

a). Can babies hear the sounds before they are born?

b). Can they understand them?

c). What could Seth say when he was eight months old?

d). What could he do six months later?

e). When could he read?

f). What could he do when he was three years old?        

I. Pre-listening tasks:

North-West of India   - Северо-запад Индии

hunting [ h  nting ]     - охота

narrow path                - узкая тропинка

to believe                     - верить

1).Listen to the beginning of the story. Guess the contents of the story by its      beginning. Divide into groups.

2). Ask each other the questions which you can make up according to the beginning of the text.

3). Write down your associations to the word “hunting”

 
 

                                      A TRUE STORY

         In the autumn of 1935, when I was a young man, I was traveling in the North-West of India. One evening, after hunting in the forest all day, I was returning to my tent. It was getting dark, and I was walking along a narrow path. Suddenly I saw two green eyes looking at me from among the trees. A man-eating tiger was ready to jump on me. What could I do? Could I jump into the river? I looked to the left. In the river there was a big crocodile waiting for me with his mouth open. I was so afraid that I closed my eyes. The tiger jumped. I heard it. “What has happened?” I thought. I opened my eyes. What do you think I saw? The tiger had jumped over me and was now in the crocodile’s mouth. That is a true story, believe it or not!

II. Post-listening tasks:

1). Tick the correct box                                                    T                       F

 

a). When I was a young man I was traveling

       in the North-west of India

 

b). It was getting dark and I was going to hunt

      in the forest

 

c).A man-eating tiger was ready to jump on me

d). I could jump into the river

2).Illustrate every point of a plan. Find the proper sentences from the text.

3).Arrange the sentences into the right logical order.

O Suddenly I saw two green eyes looking at me from among the trees.

O The tiger jumped.

O In the autumn of 1935 I was traveling in the North-west of India.

O The tiger had jumped over me and now was in the crocodile’s mouth.

O One evening after hunting all day long, I was returning to my tent.

O A man-eating tiger was ready to jump on me.

O In the river there was a big crocodile waiting for me.

O That’s a true story, believe me or not!

4). Try to use the sentences above as a plan to retell the story.

5). Find out the verbs in the Past Progressive Tense.

     Write down their infinitives. Compare your variant with your neighbour’s          

      one.

6). Find out 6 hidden words. Work in pairs.

a	u	t	e	c	d	a	c
d	e	h	r	i	v	e	r
i	n	u	m	e	o	f	o
y	t	h	e	a	t	o	c
a	u	t	u	m	n	r	o
c	y	i	y	k	c	e	d
o	u	n	u	r	e	s	i
t	i	g	e	r	u	t	l
s	o	t	d	e	l	i	e

I. Pre-listening tasks:

gods    -       боги

Thor   -       Тор (бог древних германцев, повелитель громов)

goddess -     богиня

Frig     -       Фриг

Saturn -      Сатурн (бог времени у древних германцев)

Latin  -        латинский язык

1). Guess the contents of the text by its heading.

      Divide into groups and give your variants.

2). Discuss your variants. Share your opinion with your classmates and try to  

      prove them.

3). Ask your classmates the questions you can make up according to the

      heading.

4). Put the names of the days of the week in the correct order:

      Monday, Sunday, Wednesday, Tuesday, Saturday, Friday, Thursday.

                                THE DAYS OF THE WEEK

          You know the names of the days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. But do you know where these names come from? If you look at the word Sunday, you may guess that it come from Sun-day, the day of the Sun. The name of the second day, Monday, comes from the word Moon; so Monday is the day of the Moon. The names of the other days of the week are connected with the names of different gods and planets. For example, the word Thursday comes from the name of the god Thor. Thor was the German god of thunder. The word Friday comes from the name of the old German goddess Frig who was the goddess of beauty.

          The last day of the week is Saturday. The first part of this word, Saturn, is Latin. It is the name of the god and the planet. The second part of the word is English. Therefore, Saturday is the day of Saturn.

II. Post-listening tasks:

1). Match the names of the days of the week and the names of gods and    planets.

                   SUNDAY                                SATURN

                   MONDAY                               THOR

                   THURSDAY                           FRIG

                   SATURDAY                           MOON

                   FRIDAY                                  SUN

2). Translate into Russian the following sentences:

a). If you look carefully at the word Sunday, you may guess that it comes from

     Sunday.

b). So Monday is the day of the Moon.

c). the names of other words are connected with the names of different gods

     and planets.

d). The first part of the word, Saturn, is Latin.

e). It is the name of god and planet.

3). Mark the words which you want to use in your speech.

4).Match the Russian equivalents to the English words.

                       carefully                                разный

                       second                                    красота

                       different                                слово

                       beauty                                   внимательно (осторожно)

                       word                                       второй

5). Fill in the gaps with the missing words:

a). But do you know where these… come from?

b). You may… that it comes from Sunday.

c). The names of the other days of the… are connected with the names of                       

      different… and… .

6). Find out 7 hidden days of the week.

a	n	i	d	a	y	w	s	u	u
f	u	m	s	u	n	e	i	n	d
r	t	h	u	r	s	d	a	y	a
i	u	a	n	m	o	n	d	a	y
d	e	i	d	a	y	e	m	f	s
a	s	n	a	e	d	s	y	u	e
y	d	r	y	n	i	d	u	d	n
s	a	t	u	r	d	a	y	a	d
d	y	a	y	t	u	y	n	y	a

7). Find out the days of the week which origin was not explained.

     Think over your own explanation. Share your variant with your classmates’ variants.

I. Pre-listening tasks:

1). Guess the contents of the text by its beginning.

      Divide into groups and give your variants.

2). Discuss your variant. Share your opinion with your classmates and try

      to prove it.

                                 THE GOLDEN APPLE

            Once upon a time there was a king who said: “He who tells me the biggest lie will get a golden apple.

             Many people came to him and told him lies, but the king always said: ‘That’s not the biggest lie”.

             One day a man came to the king. He said: “Oh, King, give me back my gold”.

            “What gold?” asked the king.

            “The gold which you took from me last week”.

            “I didn’t take any gold from you. It’s the biggest lie!” cried the king.

            “If it is a lie, then give me the golden apple”, said the man.

            “The king said: “Oh, yes, I remember now. You gave me some gold a week ago.”

            “Very good, then give me back my gold” said the man.

The king could do nothing. He gave the clever man the golden apple.

II. Post-listening tasks:

1). Tick out the correct box.                                               T                           F

a). A king said : “He who tells me the biggest

      lie will get a golden apple”.

 

b). Nobody came to hem to tell a lie.

c). He said: “Oh, king, give me back my golden

      apple”.

e). The king admitted that he took some gold

      from the man.

f). “If it is a lie, then give me the golden apple”,

     said the man.

g). The king killed the man.

 

h). The king gave the clever man the golden apple.

2). Arrange the sentences in a logical order.

O One day a man came to the king.

O Once there was a king who said: “He who tells me the biggest lie will get a

       golden apple”.

O  The king always said: “That’s not the biggest lie”.

O  The king could do nothing.

O  The king said: “Oh, yes, I remember now”.

O  I didn’t any gold from you.

O  He said: “Oh, king, give me back my gold”.

O  “If it is a lie, then give me the golden apple”, said the man.

O  He gave the clever man the golden apple.

3). Make up the plan of the story. Illustrate every point of the plan.

4). Find out the irregular verbs from the text. Write their three forms.

5). Fill in the table.

                 I                                 II                               III

                 -                                  -                           the biggest

                 -                             better                              -

           clever                               -                                  -

6).Write down the information about each character.

7). Tell us about one of them.

8). Illustrate the story.

I. Pre-listening tasks:

Loch Ness     -     оз. Лох-Несс в Шотландии

monster        -      чудовище

Scotland       -      Шотландия

Inverness      -      г. Инвернес

equipment    -      снаряжение

1). Guess the contents of the text by its heading.

      Divide into groups and give your variants.

2). Discuss your variants with your classmates and try to prove them.

3). Write down the words which associate with the word “monster”

 

4). Ask your classmates the questions which you can make according to the

     heading.

                            THE LOCH NESS MONSTER

           In Scotland, there is a popular legend about a monster. The monster lived in a lake called Loch Ness, near the town of Inverness. Loch Ness is 32 km long, 5 km wide, and very,very deep. The monster’s name is Nessie. People say that she is very big, and that she has got a long neck, like a snake.

           But does Nessie really exist? Some people say yes, some people say no.Scientists are exploring the lake with cameras and sound equipment. Some times they see something and sometimes hear something, but they do not understand the mystery of Loch Ness.

            The legend of the monster is very famous, and millions of tourists from all over the world come to Loch Ness. Everybody wants to be the first person to see Nessie.Come to Scotland and Loch Ness – that person may be you.    

II. Post-listening tasks:

1). Tick out the correct box.                                                  T                       F

 

a). Loch Ness is near Edinburgh.

 

b). Loch Ness is a very deep lake.

 

c). Nessie is very small.     

d). She has a long neck.

e). Tourists are exploring the lake.

f), A lot of tourists come to Loch Ness.

g). They never see anything.

2). Arrange the sentences in a correct logical order.

O  The of monster is very famous.

O  Sometimes they see and hear something.

O  Scientists are exploring the lake with cameras and sound equipment.

O  The monster’s name is Nessie.

O  People say that she is very big.

O  The monster lives in a lake called Loch Ness.

3). Use the sentences above as a plan to retell the story.

4). Find out the adjectives and write djwn their degrees of comparison.

      Do it as follows:

                   I                                    II                                     III

                long                              longer                        the longest

                   -                                     -                                        -

5). Compare your variants with your classmates’ variants.

6). Illustrate the story. Draw the main hero of this story.

7). Imagine your own monster and give it the name.      

8). Find out 7 hidden words.

l	m	y	t	g	e	n	l	a
o	u	m	o	n	s	t	e	r
c	c	e	u	a	n	u	g	o
h	a	i	r	l	e	g	e	t
a	m	n	i	u	s	o	n	e
n	e	s	s	i	e	s	d	s
e	r	u	t	r	e	n	o	s
s	a	m	y	s	t	e	r	y
s	m	o	n	t	o	u	r	e

I. Pre-listening tasks:

Sphinx   -    сфинкс (мифическое существо)

half-lion -    полулев

half-woman – полуженщина

to crawl  -    ползать

riddle-maker – мастер загадывать загадки

1. Guess the contents of the text by its beginning.

    Divide into groups and your variants

2. Discuss your variants. Try to prove your variants.

                                           THE SPHINX

          Have you ever seen a picture of the Sphinx? Do you know anything about the Sphinx? She was the most famous riddle-maker in the world. Half-lion and half-woman she never spoke, she opened her mouth only to ask questions: “What is that animal which walks on four legs in the morning,

on two in the afternoon and on three at night? If the man couldn’t guess the riddle, the Sphinx ate him alive.

          One day a very clever man came near her way. The Sphinx asked him the same question. She was thinking about a fine dinner, When to her astonishment, he gave the right answer! “Man”, he said, “When he is a child, he crawls on hands and feet. That is the morning of his life. When he becomes a man he goes on two feet. This is the afternoon of his life. When he is old, he walks with the help of a stick, and that is the evening of his life”.

          The Sphinx was so angry when her riddle was guessed that she killed herself.

II. Post-listening tasks:                                  

1). Find Russian equivalents:                                      

      1). the most famous riddle-maker                      a). к ее удивлению

     2). to her astonishment                                         b). он ползает на руках и

                                                                                           ногах    

     3). he crawls on hands and feet                            с). самый знаменитый мас                                                                                                               

                                                                                        тер загадывать загадки

     5). with the help of a stick                                    d). была такой сердитой

     6). was so angry                                                     e). с помощью трости

2). Tick out the correct box.                                               T                          F

 

a). She was the most famous riddle-maker

 

b). Half-lion and half-woman, she opened

      her mouth to eat somebody

c). If the man couldn’t guess the riddle

     the Sphinx ate him alive

d). One day a very clever man came to her

e). The Sphinx asked him another question

f). The clever man gave the right answer

 

g). He guessed that it was the “day”

 

h). The Sphinx was so angry, that she killed

      the man

3). Use the sentences above as a plan to retell the story.

4). Choose the correct variant.

      1. What was the Sphinx famous for?

a). for his strange appearance

b). for making riddles

c). for eating everybody who can’t answer the question

      2. If the man couldn’t guess the riddle, the Sphinx….

a). will eat him alive

b). will stay him alive

c). will kill him and eat

      3. The Sphinx didn’t eat the clever man because…..

a). she has had a fine dinner already

b). the man guessed the right answer

c). she was angry and killed herself

      4. The riddle was about…

a). an animal

b). a child

c). a man

5). Find out 9 hidden words.

p	h	i	a	n	i	m	a	l	a	m
h	a	l	f	-	w	o	m	a	n	r
s	l	n	t	f	h	h	o	s	h	i
p	f	a	e	i	d	d	r	p	a	d
h	-	f	r	c	w	e	n	r	t	d
i	l	t	n	t	o	v	i	i	n	l
n	i	e	o	u	m	e	n	s	i	e
x	o	n	o	r	a	n	g	t	e	k
e	n	s	n	e	v	e	n	i	n	g

I. Pre-listening tasks:

1). Answer the following questions.

a).What is your favourite animal?

b).Where does it live?

c). What does it eat?

d). What colour is it?

e).Is it in danger?

2). Write down the words which associate with the words “Animal kingdom”.

 

3). What animals in your republic, region are included into the “Red

      Book”.

4). Guess the contents of the text by its heading.

5). Discuss your variants with your classmates.

                  ANIMALS AND OURSELVES

           Have you ever thought of yourself as a part of the animal kingdom? If you remember what you have learnt and read, this is what we are, very highly developed animals who can talk and speak.

           In one of his “Just-So Stories” Rudyard Kipling described ways that he imagined in which Stone Age man taught animals to work for him.

           Kipling was quite right – from the very earliest times animals have worked for men. Oxen, for example, could do as much work in one day as a farmer could do in a week.

           Horses were of course the most common means of transport until the beginning of this century. The camel is called “ the ship of the desert” because for centuries it carried people across deserts. You have probably seen pictures

of elephants carrying heavy things from place to place. Dogs were probably man’s first friends.

            Yet man has been very cruel in the way he used animals. There are many animals which we know today only from pictures, others are now dying out.

           The time has come to protect “our lesser brothers”. If we do not act soon, new generations may know some animals only from a picture in a book.

II. Post-listening tasks:

1). Match the words from two columns.

                                                                         a. так много… как…

1. as part of the animal kingdom                    b. наиболее обычный вид      

2. very highly developed animals                         транспорта

3. as much ....  as …                                          c. наши меньшие братья

4. the ship of the desert                                    d. в том как он использовал

5. in the way he used                                            животных    

6. “our lesser brothers”                                    e. как часть животного царства  

7. the most common means of transport         f. очень высоко развитые

8. from the earliest times                                      животные

                                                                             g. корабль пустыни  

                                                                             h. с давних времен

2). Make up the plan of the story. Illustrate every point if the plan. Find the            

     proper sentences from the text

3). Find out the sentences with the verbs in the Present Perfect Tense. Write down their infinitives.

4). Make up a list of irregular verbs. Put down their three forms. Translate the verbs     

                                                                                                                                   5). Find out 8 hidden words.

a	h	e	k	o	s	e	m	t
n	o	c	i	t	a	d	e	n
t	r	a	n	s	p	o	r	t
e	s	m	g	t	h	g	e	r
r	e	e	d	e	s	e	r	t
t	o	l	o	e	e	t	a	n
a	n	i	m	a	l	g	o	t
e	l	e	p	h	a	n	t	e

6). Divide into groups. Make up a poster about the animals in danger.     

I. Pre-listening tasks:

a pack of wolves        -       волчья стая

sniff                            -       обнюхивать

a wolf-cab                  -       волчонок

safe and sound          -        целый и невредимый                                            helpless                      -        беспомощный

1). Guess the contents of the text by its heading. Divide into groups and give your variants.

2). Discuss your variants. Share your opinion with your classmates and try to prove them.

3). Write down the questions which you can ask according to the heading.

                                      TARSAN’S FRIEND

      A forester, with his dog Tarsan, was riding through the thick forest. Suddenly his horse stopped. The forester felt that something had frightened it. He looked round and saw a pack of wolves not far from him. Then the dog Tarsan ran over to the wolves, sniffed them and disappeared with them among the trees.

       The forester remembered a day when he had found a helpless hungry wolf-cab. He picked it up, brought it home, warmed it up, gave it food and put it in Tarsan’s dog-house. Soon the cab grew up. Then the forester took the young wolf back to the place where he had found him and left him there.

        Now the forester understood why the wolves hadn’t attacked him or his dog. Among them was Tarsan’s friend.

        Tarsan returned home the next morning safe and sound.

II. Post-listening tasks:

1). Match English and Russian  variants.

1. something had frightened it              a. волчья стая

2. he looked round                                 b. собака исчезла с ними

3. a pack of wolves                                 c. беспомощный голодный волчонок

4. the dog disappeared with them          d. он оглянулся

5. a helpless hungry wolf-cab                 e. что-то напугало ее

6. he picked it up and warmed it up       f. Тарзан вернулся домой целым    

                                                                        и невредимым.

7. he took the young wolf back                g. он взял его и обогрел

8. Tarsan returned home safe and          h. он отнес молодого волка назад     

     sound                                                    

2. Tick out the correct box.                                                    T                    F

a). a forester with his dog was riding through

     the forest.

 

b). when the dog ran over to the wolves they

     killed him

c). the forester remembered the day when he

     found a wolf-cab

d). when the cub grew up the forester took

     it to the Zoo

e). Tarsan returned home safe and sound

3). Find out the irregular verbs. Put their three forms

4). Find out 13 hidden words:

r	a	n	t	b	w	o	t	e	r
u	n	d	e	r	s	t	o	o	d
t	e	n	l	o	c	e	o	s	g
s	p	u	t	u	k	r	k	a	r
w	a	s	i	h	a	d	r	i	w
g	a	v	e	t	f	o	u	n	d

5). Choose which of these two proverbs suits the main idea of the story.

     A FRIEND IN NEED IS A FRIEND INDEED.

    KIND HEARTS ARE MORE THAN CORONETS.

6). Mark the words which you want to use in your speech.

7). Make up your own crosswords. Work in pairs.

8). Arrange the sentences into a logical order.

O  the dog Tarsan ran over to the pack of wolves

O  the forester with his dog Tarsan, were riding through the forest

O  the forester remembered the day when he had found a helpless wolf-cab

O  Tarsan returned home the next day safe and sound

O  the forester understood why the wolves hadn’t attack him or his dog

9). Use the sentences above as a plan to retell the story.

I.  Pre-Listening tasks:

porter          -       портье, швейцар

intend          -       намереваться

stroll about -       прогуляться

realize         -        понять

turn ones steps back   -   повернуть обратно

1). Guess the contents of the text by its heading. Divide into and give your       variants.

2). Discuss your variants. Share your opinion with your classmates.

3). Ask some questions you can make up according to the heading.

4). Make a list of words which a tourist can forget.

                               A FORGETFUL TOURIST

            Once a tourist arrived to London. When he got off the train, he asked the porter to show him the way to the nearest post-office. He sent a telegram to his wife, informing her that he had arrived safely and giving her the address of the hotel he intended to stay.

             Then he went to the hotel, left the luggage there and went for a walk. As it was his first visit to the English capital, he was very much interested to see the museums and the sights of this beautiful city.

             He strolled about a bit, had dinner at a small restaurant and looked at the shops. When he felt tired and wanted to turn his steps back to the hotel, he suddenly realized that he didn’t remember its name or even what street it was in.

              Suddenly he remembered the telegram which he had sent to his wife on his arrival. She knew his address and could help him.

              So at a late hour his wife received this extraordinary telegram: “Please, send me my address at once”.  

II. Post-listening tasks:

1). Make up the tourist’s route. Arrange the places below according to it.

     shops, hotel, train, museums, post-office, restaurant, sights.

2). Tick out the correct box.                                              T                     F

 

a). once a tourist arrived in Paris

 

b). he asked to show him the way to the hotel

c). he sent a telegram to his wife

d). then he went to the hotel, left luggage,

     and went for a walk

e). as it was his first visit, he was interested

     in seeing restaurants and shops

f). he realized that he didn’t remember its

     name or even what street it was in

g). so he decided to return home

h). his wife received the extraordinary

     telegram

3). Translate into Russian the following sentences:

a). He sent a telegram to his wife, informing her that he had arrived safely

     and giving her the address.

b). As it was his first visit to the English capital, he was very much interested

      to see the museums and the sights.

c). When he felt tired, he suddenly realized that he didn’t remember the

     address of the hotel.

4). How did he manage to find the way out from this unusual situation?

5). Discuss this story with your classmates. What would you do in the same

      situation?

I. Pre-listening tasks:

of all times              -           всех времен

Jurassic Park         -           парк юрского периода

science fiction        -            научная фантастика

adventure movies  -            приключенческое кино

Steven Spielberg    -           Стивен Спилберг

Tyrannosaurus rex  -         тираннозавр Рекс

Apatosaurus           -           апатозавр

Velociraptor          -            велоцираптор

violence                 -             насилие

interfere with         -            вмешиваться в

1). Guess the contents of the text by its heading.

      Divide into groups and give your variants.

2). Discuss your variants. Share your opinion with your classmates.

3). Ask the questions which you can make according to the heading.

     Compare them with your classmates’ questions.

                      MY FAVOURITE FILM   

        My favourite film of all times is Jurassic Park. I have seen it six times! It is a science fiction and adventure movie. It first appeared in 1993. The director was Steven Spielberg. The film is just over two hours long.

        In the film, a scientist has found some dinosaur DNA. He has used his discovery to re-create dinosaurs, for example, tyrannosaurus rex, Apatosaurus and the dangerous velociraptor. The animals are all on an island, in a special theme park. However, everything goes wrong. The animals escape, and attack and kill people.

        I like the film because the story is exciting and interesting. The acting is good, but the real stars are the dinosaurs. The special effects are amazing. Nevertheless, I did not like some of the violence in the film.

        The theme of the film is important. It shows that it is wrong and dangerous to interfere with nature.

II. Post-listening tasks:

1). Match the two parts of each sentence.

1. My favourite film is…                                   a. to interfere with nature

2. I’ve seen it…                                                 b. some of the violence in the film

3. The animals are all on an island…                 c. the real stars are the dinosaurs

4. The acting is good, but…                            d. six times

5. I didn’t like…                                              e. Jurassic Park

6. I like the film…                                            f. in a special theme park

7. It shows that it is wrong and                      g. because the story is exciting 

    and dangerous…                                             and interesting

2). Tick out the correct box.                                                             T                    F

 

a). My favourite film is Jurassic Park

b). It is a comedy film

c). A scientist has found some dinosaur DNA

 

d). The director was Steven Spielberg

e). He has used his discovery to re-create the dinosaurs 

 

f). The animals live in the jungles

g). the animals didn’t attack and kill people

3).Use the sentences above as a plan to retell the story.

4). Tell your classmates about your favourite film. Follow the structure.

a. The title of the film, the type of the film, when you saw it.

b. The characters, what happens and when.

c. The things you liked and didn’t like and why?

I. Pre-listening tasks:

set out             -               отправляться

iceberg           -               айсберг

life-boat        -               спасатедьная шлюпка

Titanic           -                Титаник

voyage           -                 морское путешествие

1). Guess the contents of the text by its beginning. Divide into groups and

      give your variants.

2). Discuss your variants. Share your opinion with your classmates. Try to

      prove it.

3). The following words are contained in the rest of the story. Look at them,

      and before you listen imagine what had happened to the ship during its   

      voyage.

ice-field                              to sink

to hit                                   to put down into the water

iceberg                               life-boat

                                            MISS EVANS

      On a beautiful afternoon, in a year now long gone, a big ship set out on its first voyage from England to America. It was a new ship called “Titanic”.

        For two days, the “Titanic” went on its way over the sea. Then it entered an ice field and was hit by an iceberg.

        Everyone was told to come out of their rooms. Men were putting the life-boats over the sides of the ship, down into the water. Then all the men helped the women  and the children to get into the life-boats.

        There was not very much time left. The iceberg was on one side of the ship. It was like a high white wall.

        A woman came to the side of the ship. Her two children were in one of the life-boats, and she was very much afraid.

        “My children are in the life-boat. I must go with them!” the woman called to the people in the life-boat.

        “There’s no more room”, someone called out. “If we take one more, the life-boat will sink”.

        There was a young woman in the life-boat called Miss Evans. When she heard the woman calling, she stood up in the life-boat and touched one of the men on the arm.

        “Let me get back on the ship”, she said. “Let that woman take my place. I have no children”.

        “The ship is sinking”, said the man. “ You know that?”

         “Yes”, said Miss Evans. “ I know that”.

          There was no time to talk. People helped Miss Evans to get back on the ship. Very soon after that there was a great noise, and the “Titanic” went down under the water.

II. Post-listening tasks:

1). Read the heading. Give your own title to this story.

2). Answer the following questions:

     a. When did the story take place?

     b. Where was the ship sailing to?

     c. Was it its first voyage?

3). Match the word-combinations from two columns:

      1. a big ship set out…                                a. very much time left

      2. everyone was told to…                          b. the life-boat will sink

      3. there was not…                                      c. to get back on to the ship

      4. if we take one more…                           d. on its first voyage

      5. people helped Miss Evans…                 e. come out of their rooms

4). Arrange the sentences into the right logical order.

O  There was a young woman called Miss Evans.

O  Very soon there was a great noise, and the “Titanic” went down the water.    

O  “My children are on the life-boat I must go with them!”

O  Then all the men helped the women and the children to get into the

       life-boats.

O  Everyone was told to come out of their rooms.

O  Then it entered in an ice-field and was hit by an iceberg.

O  On a beautiful afternoon, a big ship was set up on its first voyage from

       England to America.

5). Use the sentences above as a plan to retell the story.

6). Answer the question.

     Why did the author give the story title “Miss Evans” not “Titanic”?

     Give your reasons.

I). Pre-listening tasks:

be tired                -          уставать

tonight                 -          сегодня вечером

joke                      -          шутка

1). You will listen to the story how three men came to New York for a holiday.

      Answer the following questions:

a. Do you like to be on holiday?

b. What do you like to do during your holiday?

c. What do people usually do while visiting another city, country?

2). Make guesses about the contents before you listen. Share your opinion with

      your classmates.

                             THREE MEN IN NEW YORK

       Three men came to New York for a holiday. They came to a very large hotel and took a room there. Their room was on the forty-fifth floor. In the evening the three men went to the theater and came back to the hotel very late.

       “I’m very sorry”, said the clerk at the hotel, “but our lifts do not work tonight. If you do not want to walk up to your room, we shall make beds for you in the hall”.

       “No, no”, said one of the three men. “No, thank you. We do not want to sleep in the hall. We shall walk up to our room”.

        Then he turned to his two friends and said: “It is not easy to walk up to the forty-fifth floor, but I think I know how to make it easier. On our way to the room I shall tell you some jokes; then you, Andy, will sing us some interesting songs; then you, Peter, will tell us some interesting stories”.

 So they began to walk up to their room. Tom told them many jokes; Andy sang some songs. At last they came to the thirty-fourth floor. They were tired and decided to have a rest.

“Well, said Tom,” now it’s your turn, Peter. After all jokes we heard on our way here tell us a long and interesting story with a sad ending”.

“I shall tell you a sad story you asked me for”, said Peter. “It is not long, but it is sad enough. We left the key of our room in the hall”.

II. Post-listening tasks:

   1). Choose the right variant.

1. Three men came to…

   a. to their friend’s cottage

   b. a large hotel

   c. a motel

2. Their room was on the … floor.

   a. forty-fifth

   b. fifty-fifth

   c. thirty-fourth

3. They decided to…

   a. to sleep in the hall

   b. to walk up to their room

2). Tick out the correct box.                                                              T                 F

 

a. Three men came to New York for a holiday

 

b. They stayed with their old friends

 

c. Their room was on the thirtieth floor

d. On their way to the room they told each other

     some jokes, sang songs, told some stories

 

e. They went up to their room and fall asleep

 

f. One of them has told a long interesting story

 

g. The story was not long but it was very sad

3). Arrange the sentences in a correct logical order.

O  Their room was on the forty-fifth floor.

O  Three man came to New York on holiday.

O  So they began to walk up to their room.

O  We do not want to sleep in the hall.

O  They were tired and decided to have a rest.

O  We left the key of our room in the hall.

O  Tom told them many jokes, Andy sang song.

4). Fill in the table.

Action\ person	ANDY	PETER	TOM
He told many jokes
He sang some songs
He told a short but a sad story
He suggested how to make it easier to walk up

5). Discuss the following questions with your classmates.

a. Why Peter’s story was so sad?

b. What would you do in the similar situation?

Express your opinion.

6). Make up the plan of the story.

7). Prepare to retell the story.

I. Pre-listening tasks:

Vienna                -       г. Вена

blind                   -        слепой

violin                  -        скрипка

gather                 -        собираться

be eager              -        жаждать

pleasure              -        удовольствие

be full of smth    -        заполненным чем либо

Paganini              -       Паганини

1). Guess the contents of the text by its beginning.

2). Divide into groups and give your variants.

3). Discuss your variants. Share your opinions with your classmates and

      try to prove them.

4). Put down the words which associate with the word “Paganini”.

 

                                         EVERY DAY

  Every day in one of the streets of Vienna you could see a blind man playing the violin. His dog sat near him with a cap in his mouth. People, who were passing them, dropped coins into the cap.

  One day when the weather was very cold, the man was playing for a long time, but nobody wanted to give him anything. The poor man thought that he would go to bed without supper. He was so tired and so weak that he stopped playing.

 At that moment a young man came up to him and asked why he had stopped playing. The blind man said he had played for two hours but nobody had given him anything. “Give me your violin. I shall help you”, said the man. And with these words he began to play. He played so well that people began to gather and soon there was a big crowd. Everybody was eager to listen to the fine music and thank the young man for the pleasure.

 Soon the cap was full of money.

 “I don’t know how to thank you”, said the blind man.

 “Who are you?”

 “I’m Paganini”, was the answer.

II. Post-listening tasks:

1). Answer the questions to the text.

a. Whom could you see in one of the streets of Vienna?

b. What was he doing?

c. What did the passing people do?

d. What did the blind man think that day?

e. Why did he stop playing?

2). Tick out the correct box                                                        T                    F

a. At that moment a young man came up to him.

 

b. He asked the blind man to stop playing.

c. The blind man said that he had played for two

    hours and nobody had given him anything.

 

d. The young man went away with the violin

e. He played very well that people began to gather

    around him.

 

f. Soon the cap was full of money.        

3). Make up the plan of the story.

      Illustrate every point of the plan.

      Find the proper sentences in the text.

4). Fill in the table.

Main characters	The place of action	The time of      action	The main idea
The blind man
Paganini
people

5). Give your own heading to this story.

6). Share your variants with your classmates’ ones.

7). Try to retell the story.

I. Pre-listening tasks:

Isaak Newton             -            Исаак ньютон

absent-minded           -             рассеянный

disturb                        -            беспокоить

delay                           -             задерживать

servant                        -            слуга

appear                        -             появляться

set                                -             группа (людей)

1). Write down the words, which associate with the heading of the text         

2). Write down the questions, which you can make according to the heading of

      the text.

                              NEWTON’S DINNER

       Sir Isaac Newton was so often deeply interested in difficult problems that he became quite absent-minded. One day a gentleman came to see him, but was told that Isaac was busy in his study and nobody was allowed to disturb him. As it was dinner-time, the visitor sat down in the dining-room to wait for the scientist. The servant came in and placed on the table a boiled chicken under a cover.

       An hour passed, but Newton didn’t appear. The gentleman, feeling hungry, ate the chicken, and covering up the skeleton, asked the servant to prepare another one for his master.

        Before the second chicken was ready, however, the scientist entered the room, apologizing for his delay. Then he added: “As I feel rather tired and hungry, I hope you will excuse me a little longer, while I take my dinner, and then I will be at your service”. With these words he lifted the cover, and without emotion turned round to the gentleman and said: “See what a strange set we scientists are! I quite forgot that I had already dined”.

        At this moment the servant brought in the other chicken. The visitor explained how matters stood. After a hearty laugh, the hungry scientist sat down to dine.

II. Post-listening tasks: 

1). Tick out the correct box.                                                      T                     F

 

a. Isaac Newton was often interested in difficult

    problems that he became absent-minded.

 

b. As it was dinner time, the visitor sat down

    have dinner.

c. The gentleman ate the chicken and asked for

    another one for himself.

 

d. Newton quite forgot that he had dined already.

 

e. The visitor explained how matters stood.

2). Remember the irregular verbs.

3). Remember the constructions with the Passive Voice.

4). Arrange the sentences into the logical order.

O  The servant came in and placed on the table a boiled chicken.

O  The scientist entered the room, apologizing for his delay.

O  At this moment the servant brought in the other chicken.

O  He turned to the gentleman and said: “See what a strange set we scientists

       are!”

O  An hour passed, but Newton didn’t appear.

O  After a hearty laugh, the hungry scientist sat down to dine.

O  One day, gentleman came to see Newton.

O  The gentleman feeling hungry, ate the chicken.

5). Write down the non-finite forms of the verb.

6). Use the sentences above as a plan to retell the story.