Учебник для педвузов. «Иностранный язык»

Раздел 1. Практика устной и письменной речи

Аракин В.Д. Практический курс английского языка – 3 курс. Учебник для педвузов. «Иностранный язык». – М.: Гуманит. изд. центр ВААДОС, 1999. – 515 с.

Topic I: Changing Patterns of Leisure

Part I

  1. Read the text “Three Man in a Boat” by Jerome K. Jerome on p.p. 9-11

  2. Study Vocabulary Notes on p.p. 11 – 14

  3. Write 15 questions to the text “Three Man in a Boat” p. 14 ex. 12

  4. Write an outline of the text and prepare it for good retelling p. 16 ex. 12

  5. Do the following exercises:

p. 14

p. 15

p. 16

p. 18

p. 20

p. 22

p. 24

ex. 4

ex. 5

ex. 8

ex. 9

ex. 10

ex. 11

ex. 2 A, B

ex. 3

ex. 4

ex. 5

ex. 6

ex. 7 A, B

ex. 8

ex. 13

ex. 14

ex. 15

ex.16

in writing

in writing

in writing

in writing

orally

orally

orally

in writing

orally

in writing

in writing

in writing

in writing

in writing

in writing

orally

in writing

  1. Study Topical Vocabulary on p.p. 24 – 25

  2. Text “A walking Tour” p.p. 25 – 26

a) read and translate the text into Russian (in writing)

b) get ready to discuss it

c) prepare the text for back rendering from Russian into English

8. Do exercise 3 on p. 26

9. Read the poem “Leisure” and learn it by heart.

9. Text “Picnic” p.p. 29 – 30

a) read and translate the text into Russian

b) get ready to discuss it

c) retell the story p. 30 ex. 8

Part II

  1. Read Text One and translate it into Russian. Do exercises after the text.

Text 1

What Do American Students Do for Fun?

Having lived in the United States for five longs years, I still can not quite fathom the meaning of the word "fun". In my opinion, this word is one of the most general terms referring to a wide variety of phenomena, followed closely by such words as "thing" and “stuff”. A person can engage in virtual­ly any type of activity and still "have fun". Not to belabor the semantics ofthis word for too long, I will just say that it contains such denotations as "excitement" and "positive emotions".

So, how do American students reach this pleasurable state? There is anentrenched opinion among the Russian public that all Americans are health freaks having steady exercise and diet habits. This is a bit of a myth. At least it does not apply to the student population who are trying to experi­ence life in all its aspects. Yes, I have seen a lot of bulky guys and slim girls in the gym working hard on their physics by combin­ing cardiovascular exercises with heavy lifting. All this is, indeed, quite healthy but the effects of such vigorous outworks are canceled out by the advent of Friday nights.

Regardless of general health habits ev­ery Friday night most students, especiallyyounger ones, try to get some booze and get "trashed" which in their opinion, is "great fun". The only problem with that is the age restriction on alcohol consumption. In the United States this restriction applies to everyone under 21. A lot of freshmen, sophomores and juniors are under 21. However, they are really not very keen on the idea of spending their golden student years without experiencing the euphoria of alcohol inebriation. If they try to make their way to a bar they will always be carded at the door. So, most students make fake IDs. With the current technological resources any university can offer computer, printing and laminating services. So, a fake ID is not a big proble­m. The only problem here is that if a student gets busted with a fake ID (by a police officer, for example), he/she can sustain se­verelegal penalties up to the expulsion from the alma mater. Other students ask their older peers to buy liquor for them, or they seek invitations to parties where alcohol is available. Such parties are quite com­mon campus events and are normally held at either fra­ternities or sororities. While the former stand for male houses based on the Greek system of brother­hood, the latter unite fe­males on similar grounds. These houses, although originally intended to enhance students' social life and academic performance, in reality, are notorious for their drunken parties,are viewed as a ''den of in­equity"'.

As an illustration of their pernicious effect on students I can think of a tragedy that occurred last year in California. Fraternities initiate their new members through what they call "hazing". This practice can involve various tests of endurance and stamina as the physical ability to consume alcohol. In one of the Californian fraternities two rookies were made to drink alcohol till they collapsed. They were so intoxicated that both of them died. This incident im­pelled authorities to restrict fraternal activ­ities to reasonable practices which do not compromise one’s health. Sometimes a lot of fun can be too much.

Another way to have a fun weekend is to go out with a girl or a guy. Dating in the States has its own rules. If a couple decides to go out, everything is more or less planned. Normally, you can take your date out to dinner and then to a movie, or you can take him/her to a bar. Having sex on the first night is not very acceptable. However, by the third or the fourth date many students think that it's O.K. Reli­gious denomination plays a crucial role here. Many Catholic female students do not want to engage in premarital sex which frustrates their suitors a great deal. If, however, you are lucky enough to pick up your date in a bar, then beware: your for­tuitous acquaintance is more likely driv­en by libido then your wit and might disregard protection and moral values.

Every Friday night is definitely the most pleasant time fоr every student. In those states where bars close at 1 a.m. there is still a lot of desire to continue parting. In this case students either get together at some friend's apartment or go to a night restaurant for "early breakfast".

As an international student at the University of North Dakota I personally prefer to hang out with international stu­dents. International students at the University of North Dakota have their own international center which is a studying and recreational facility. Every Friday night students from different countriesintroduce their cultures. Normally some ethnic foods are served followed by en­tertainment programs: dancing, videos, trivia questions, etc. No alcohol is allowed though, which is in my opinion, the only disadvantage to these festivities. American students also come to these cultural events, but most of the time they prefer to do something "more fun".

During the week when alternative states of mind are not very conducive toscholastic accomplishments, students relieve stress by exercising. Exercising in combination with a healthy diet is an obsession with a lot of American students. Diets are normally fat and sugar free, exercising is heavy and vigorous. Exercising in the States is also a very special phenomenon. Whereas people used to "run" in the eighties, in the seventies, “jog” in eighties, in nineties they started walking, andwalking fast is considered "a good exercise". In Russia, for example, everyone should be a fitness expert, if such standards are imposed. Besides, when this paragons of fitness rush tothe bars on Friday and Saturday nights knocking themselves unconscious with liquor and pigging out afterwards in fast food restaurants, this hype about fitness sounds a bit hypocritical. Russian students might not be as"healthy” but at least they don't pretend to be.

a. Find the following words and word-combinations in the article. Explain their meanings.

1. to fathom

2. entrenched opinion

3. to get some booze

4. alcohol consumption

5. alcohol inebriation

6. to get busted

7. fraternity / sorority

8. to be notorious for

9. pernicious

10. to initiate a new member

11. premarital

12. a paragon

13. endurance / stamina

b. Find synonyms of the following words in the text:

1. counterfeit (adj.)

2. expel

3. to enlarge

4. a recruit

5. to fall

6. to make drunk

7. an admirer

8. promiscuous / casual

c. Speak out on the problems and give your comments.

1. All Americans are health freaks.

2. To get some booze and to get trashed is a great fun for American students.

3. Fake IDs – to deceive policemen.

4. Ill-fame of fraternities and sororities. Their initial goal.

5. Pernicious habit of alcohol inebriation.

6. Rules of dating among American students.

7. Recreation activities of international students.

8. Compare pastimes of American and Russian students.

d. Write an essay “Drinking habits in Russia”.

  1. Read Text Two and translate it into Russian. Get ready to discuss it.

Text 2

Cutting Back On TV

A hundred years ago American families gathered around the hearth in the evenings to share warmth and conversation. As they talked, they gestured with animation and looked one another in the eye. They reminisced, waxed philosophical, recounted family history, and shared dreams.

Later the radio replaced the hearth as the focal point of family activity in the evenings. Where once the family entertained itself, now the wireless did the entertaining. But people still sat facing one another, sharing reactions to what they heard. And when the program was over or the station went offthe air, they turned off the radio and talked about what they’d heard.

In the 1950s, television replaced radio and everything changed. This new medium required that people look at the screen instead of one another. The family circle became the family row with everyone lined up staring straight ahead, mesmerized by the incessant flicker.

My parents called it the idiot box and the boob tube. For years, they refused to allow one in the house, but they finally gave in and bought a Philco black and white when I was 11. When it broke, they refused to have it fixed, claiming that it was turning us into idiots and boobs. I didn't haveinstantaccess to a television again until my wife and I married and bought one for our small apartment. When our children were young, we used the television to keep themout from "underfoot." Whenever they seemed lacking for something to do, the television was turned on and they sat. And stared.

By the time the average American child enters the first grade, he or she watched more than 5,000 hours of television, and that doesn't include any TV watched during the first two years of life. In that respect, our children were average. But average hardly described the classroom performance of our oldest,Eric.

At the endof his first grade year, Eric couldn’t read; nonetheless, he was promoted. Over the next two years, his problems worsened. He became increasingly frustrated as he fell further and further behind his classmates. Eric was smart but inattentive - easily distracted, his teachers said. He didn't finish assignments, getting him to do his homework was a nightly battle, and he became a classroom behavior problem. Eric seemed like a child with both a learning disability and attention deficit disorder.

I didn’t make the connection between his school problems and television until he was midway through third grade. I slowly came to the conclusion that television was disabling his ability to perform in school. It was upon this realization that my wife, Willie, and I made the most significant child-rearing decision we've ever made. The next day, the children came home from school and the television was gone. Not unplugged. Gone. Given to charity. At first the kids were incredulous. They cried, they threatened to run away, they obsessed about television, they sneaked off to friends' houses to watch. They acted likeaddicts during withdrawal.

Willie and I were steadfast. It took three months todetox the kids, and it wasn't pleasant, but it was worth it. They developed hobbies, began asking to go to the local library, and stopped complaining of being bored. Best of all, Eric's grades began to rise. Three years later, he was reading above grade level, making straight A’s, and was the model of good behavior in the classroom. In high school, he became a member of the honor society and graduated in the top 10 percent of his class. Today Eric is a commercial airline pilot, a job that requires intense powers of concentration.

Exactly how does television cause the sorts of problems Eric had, problems which seem to be afflicting more and more American school kids? The answer is simple. During the first six years of life, a child is learning how to learn. This learning takes place through hands-on activity, which means that the more active a child, the better he or she will do in school. But television inducespassivity. A child watching television is doing nothing but staring at images that are changing every few seconds. The more television a preschool child watches, the more at-risk he or she is for later learning problems, regardless of intelligence.

Remember that a child watching television doesnt attend to any one image for longer than a few seconds. Remember also that the average American preschooler watches 5,000 hours of television. Put the two together and you have a child who has difficulty paying attention to anything that doesn't flicker—a teacher or a book or a page of work.

The skeptics tell me I can't prove it, and they're right. But Willie and I, along with hundreds of other parents with whom we've spoken about TV are convinced.

Real-family solutions for tuning out

By the time today's kids reach age 70, they will have watched 7 to 10 years of television. That's a lot of Lucy.

For more than a decade, the American Academy of Pediatrics has been warning parents about television's effects on children. Even so, most American children still spend more hours in front of the TV than performing any activity other than sleeping.

The academy's committee on communications, in a report released last fall, ties television watching to a number of alarming trends in kids, including:

  • desensitization to violence

  • obesity

  • teen pregnancy

  • use of alcohol and drugs

According to the committee's research, American teens see an estimated 14,000 sexual references and innuendos per year on TV, yet only 150 of these references deal with sexual responsibility, abstinence, or contraception.

Reports such as these cause many parents to seek ways to curtail TV without throwing the whole thing out. The academy recommends limiting children's television viewing to no more than 1 to 2 hours per day. And those hours should be carefully monitored by parents. But how? With everything else parents have to do, it's hard to be a TV cop, too.

My husband and I tried a variety of strategies with our three kids, ages 12, 8, and 6, before we found one that works. This is our plan:

No TV on school nights. Sunday through Thursday, the TV is turned off at 5 p.m. Friday is family movie night—a rental or a favorite from our collection. On Saturday evenings we watch Nickelodeon. The kids can watch cartoons or a video until 7:30 a.m. on school days, which gives them an hour to get ready for the bus, and until 8 a.m. on weekends. During the summer the set is turned off from 8 a.m. until 4 p.m., when they can watch until I arrive home at 5. All shows need to be parent-approved. If my husband and I want to watch a program on a school night, (Thursdays are especially tempting), we simply say to the kids, "It's not TV time for you guys. Go find something to do." And they do. We make exceptions, especially for high-quality shows such as a National Geographic special airing on a school night.

We've been on this plan, or something close to it, for nearly two years. I can't say our children suddenly became creative geniuses, but we did notice a few dramatic changes. There is no more bargaining for delaying of responsibilities with "Just till my show's over. Pleeeease." Overall behavior improved. Before we implemented our plan, the kids tended to become unruly after about 30 minutes of TV, no matter what type of program was on. The bedlam escalated until one of the parents got mad, turned the TV off, and dispersed the perpetrators to various tasks. Now, because they know their TV time is limited, the kids usually sit quietly or work on a project while watching. No more gymnastics on the furniture. But the biggest bonus was our son's school performance. Within weeks of implementing our rule, we received a note from his first-grade teacher reporting a remarkable turnaround in his ability to pay attention in class. I don't credit shutting off the tube completely for this achievement—the improvement followed months of hard work and good communication between the teacher and myself. But turning off the TV helped.

We did it. And so can you. Here’s how other families have “just said no” to too much TV.

Vast Wasteland: The Second Generation. In 1991, Newton Minow became head of the Federal Communications Commission and immediately declared television a "vast wasteland." He banned TVon school nights in his own home. His daughter, Nell, was 9.

Now Nell Minow has two children, 12 and 9, and they are not allowed to watch TV at all. "When we were growing up, TV was not as treacherous as it is today. ‘That Girl' and her boyfriend, Donald, didn't sleep together. Samantha didn't take off her shirt. Today, TV isn't a vast wasteland. It's a toxic-waste dump," Nell says.

When her kids were preschoolers, they were allowed to watch SesameStreetand not much else. When their oldest was five, Nell and her husband, who live in the Washington D.C. area, decided it was time for a change. “We said, 'OK,” no more TV'. The kids said, 'OK.'" The only exceptions: snow days and sick days.

When the PBS series Ghostwriterwas first introduced, Nell allowed her children to watch it. But now that the show is in reruns, she decided it's not worth the time. "I'm trying to teach them that you watch a program. You don't watch TV. So we just turn it off. When the kids are in bed or away, I can watch TV. I'm a grown-up.”

The family does watch movies together on the VCR, about twice per month during the school year and more in the summers. "During the summer months we have what we call 'Momfest,' because I love movies," Nell says. We'll read about Helen Keller then watch The Miracle Worker. Or, we'll watch 1776and visit Philadelphia. The kids love it."

While Nell confesses to being a TV junkie herself, she and her husband have established a policy that helps reinforce her beliefs to her children: 'When we got married, my husband told me, 'We will have one TV and it will not be in our bedroom.' That is a wonderful rule."

Tubeless in Seattle. When Debra Jefferson's son seemed to be getting hookedon the tube at age 9, Debra tried enforcing rules like no TV on school nights, but couldn't find a plan that was enforceable. So she made an agreement with him. He earns one half hour of TV time for reading a certain number of pages or chapters in a book. It worked. He started reading more, and found that he was hooked on books. Debra says she works hard to provide good literature for her son because she believes that junk books aren't much better than junk TV. Today, at age 12, her son watches about two hours of TV per week.

Chips Ahoy. Sharon Ahlquist of Temecula, California, got her idea from a magazine about seven years ago. At the beginning of each week she gave each of her two children 16 poker chips. Each chip could be redeemed for one half hour of TV. News shows were free. At the end of the week the kids received 25 cents each for any chips they didn't use. Sharon remembers that the kids, who are now in their late teens, would encourage each other to resist TV so they could save enough money to Nintendo (which is another story altogether).

Part III

1. Write a composition “How to arrange our time expediently”.

2. Find proverbs connected with business and leisure time.

Topic II: Man and Movies

Аракин В.Д. Практический курс английского языка – 3 курс. Учебник для педвузов. «Иностранный язык». – М.: Гуманит. изд. центр ВААДОС, 1999. – 515 с.

  1. Практический курс английского языка. В 5 ч.: Учебник для педвузов / Под ред. В. Д. Аракина, М.: Владос, 2001. с. Карачарова Н. М. Английский язык. Учебник для гуманитарных факультетов. Спб.: Лань, 2001. с

    Список учебников
    Сафонова В.В., Ханнен-Ленг Ф. Пособие по культуроведению к учебнику английского языка X – XI классов школ с углубленным изучением английского – М.: Просвещение, 1996.
  2. Учебник для вузов педагогическая психология (1)

    Список учебников
    Учебник освещает современные подходы к психологическим проблемам воспитания и обучения, выражающиеся прежде всего в характеристике предмета, задач, принципов и методов педагогической психологии науки и сферы практической деятельности.
  3. Учебник для вузов педагогическая психология (2)

    Список учебников
    Адресовано студентам, которые готовятся к работе в качестве психолога в образовании, и будущим педагогам; представляет интерес для ученых и специалистов в области педагогики и психологии, для учителей общеобразовательных школ, колледжей,
  4. Учебник для вузов педагогическая психология (3)

    Список учебников
    Адресовано студентам, которые готовятся к работе в качестве психолога в образовании, и будущим педагогам; представляет интерес для ученых и специалистов в области педагогики и психологии, для учителей общеобразовательных школ, колледжей,
  5. Факультет иностранных языков (1)

    Документ
    Межкультурная коммуникация: современные тенденции и опыт : материалы Третьей Всероссийской научно-практической конференции. В 2 ч. Ч. 1. Теория и методика обучения иностранным языкам в свете межкультурной коммуникации / отв.
  6. Петровский А. В., Ярошевский М. Г. П 30 Психология: Учебник для студ высш пед учеб, заведений. 2-е изд., стереотип

    Список учебников
    В. Петровского, - (1970, 197 , 1977, 198 ) и (1995, 199 , 1997), удостоенных в 1997 г. премии Правительства Российской Федерации в области образования.
  7. Ма при обучении иностранному языку в высшей школе материалы научно-практической конференции (6 октября 2005г.) Хабаровск Издательство хгту 2005 (1)

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    В сборнике представлены статьи участников межрегиональной научно-практической конференции, посвящённой проблемам профессионального высшего образования, стратегиям обучения иностранному языку, вопросам лингвистики и переводоведения.
  8. Ма при обучении иностранному языку в высшей школе материалы научно-практической конференции (6 октября 2005г.) Хабаровск Издательство хгту 2005 (2)

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    Весь образовательный процесс в вузе должен быть построен так, чтобы как можно лучше подготовить сегодняшнего студента к будущей профессиональной деятельности.
  9. Учебно-методический комплекс по курсу «теория и методика обучения иностранным языкам» Специальность

    Учебно-методический комплекс
    Роль и место иностранных языков в системе иноязычного образования. Возможности учебного предмета “Иностранный язык” для развития личности учащегося, его способностей к самопознанию и самообучению.

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