Учебно-методический комплекс по дисциплине «Основной (английский) язык» для специальности
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Step 2:
Some questions to students: Who is Richard Gordon? When he left his medical practice? What means an examination to medical student? Richard Gordons feeling in a moment he is going to have an examination? 4. Application
To write a commentary to the text To learn by heart new words
Theme: Exercise on the text Data: Week: Lesson: #7 Time required: 50 min Objectives:
Materials needed:
Skills used:
Procedures: Time: 10 min
Giving character sketch of a person The sketch should be informative and convincing enough. A mere outward description of a person is not a character sketch. The student should present a sort of critical analyses and pass their own grounded judgment of a personality. Outline for a character sketch
The aim of this activity is to correct the person’s behavior, character, manners etc. 2. Presentation: Practice Exercise 3 Read the following word combinations paying attention to the phonetic phenomena of connective speech (assimilation, lateral, and nasal plosions, the loss of plosions, the linking “r”) Mind the pronunciation of the vowels fnd observe proper rhythm: That the authorities have found the most fair and convenient to both sides; they are straight contest between himself and the examiners; There is rarely any frank cheating in medical examination; standing at the frost and gazing at him; like the policeman that flank the dock at the Old Bailey; they were able Exercise 9.Translate the following sentences into English: 1. Хорошо. Я принимаю ваш отказ. В любом случае я рада, что мы познакомились. Надеюсь, в другой раз вы будете более сговорчивы. 2. Я и не надеялась застать Джонни дома в такое время. 3. Не пытай ся заставлять ее работать на вас. Так или иначеона сделает, что вы просите. 1. Наконец Джесс уговорил (заставил) Рэя дать ему работу. 2. Пока я хозяин дома, я заставлю всех повиноваться мне — слыши те? 3. Не моя вина, что ты не понимаешь меня, но я заставлю тебя внять здравому смыслу. 4. В среду миссис Хиггинс принимала гос тей, и Хиггинс заставил ее пригласить Элизу. I. Теперь, когда все экзамены позади, можно с уверенностью сказать, что из вас выйдет настоящий адвокат. 2. Раз уж Том убедил всех, что Симон был невиновен, необходимо найти настоящего пре ступника. 3. Теперь, когда Памела нисколько не волновалась о том, что могут сказать о ней люди, о ней перестали распускать слухи. Exercise 10. Note down from the text (p. 6) the sentences containing the phrases and word combinations (p. 11) and translate them into Russian 14.Explain what is meant by: 1. Examinations touch off his fighting spirit. 2. A single in vigilator sat on a raised platform to keep an eye open for fla grant cheating. 3. ... hoping by an incomplete sentence to give the examiners the impression of frustrated brilliance. 4. Confu sion breeds confusion and he will come to the end of his inter rogation struggling like a cow in a bog. 5. "It's the same idea as talking about passing away and going above instead of plain dying." 15.Answer the following questions and do the given assignments: a) 1. Why does Gordon equate the final examinations with death? How does he define an examination? 2. What is the usual way medical students prepare for examinations? 3, Why were the students so particular to humour Malcolm Max-worth? 4. Describe the procedure of the written examination as presented by the author. 5. In Gordon's opinion why are oral examinations so unpopular with the students? 6. Describe the psychological types fairly commonly seen in viva waiting-rooms. 7. Why were the days after the oral examination black ones for the students? 8. What was Grimsdyke's theory about failing exams? 9. In what way are the examination results usu ally announced? 10. How did Gordon feel when he learned that he had passed the exams? b) 1. What is the general slant of the story? 2. What imag ery is employed by the writer in describing the student's anticipating the examinations? 3. By commenting on six cases of simile chosen from the text explain and bring out the effective ness of this stylistic device in the description of the examina tions. 4. Explain and discuss the effectiveness of the allusion "judgement day" for conveying the students' fear of the examinations. 5. How does the author describe the difference between the psychological types of students at the examina tions? What makes the description convincing? 6. Show how the writer conveys a sense of futility and despair in the de scription of the aftereffect of the examination on the students. Bring out the effectiveness of the sustained metaphor in creat ing the sense of futility Richard had after the examinations. 7. In what way is the atmosphere of growing suspense created? Show its function in conveying the sense of anticipation and excitement which is generated towards the end of the extract. 8. What contrast in mood and atmosphere do you detect be tween the whole text and the last paragraph? 9. By referring to four examples from the text, comment on the writer's sense of humour. 10. What impressions of Gordon's character do you derive from this passage? - 4. Application : Your home task will beExercise17.Use the phrases and word combinations and act out the dialogues be tween:
Theme: Discussing the text Date: Week: Lesson: #8 Time required: 50 min Objectives:
Materials needed:
Skills used:
Procedures: Time: 10 min
Bad Fruit: A Shoppers' Nightmare Level: Easy to Medium This is an oral communication activity appropriate for EFL learners in university. This game is designed for practicing "shopping" dialogues and vocabulary. Materials: "produce" and play money. Object of Game: To accumulate as many products as possible. Students are divided into clerks and shoppers. The clerks set up "stands" to allow easy access for all shoppers (e.g. around the outsides of the room with their backs to the wall). The shoppers are given a set amount of money* (e.g. dollars, euros, pounds, etc.) and begin at a stand where there is an open space. Students shop, trying to accumulate as many items as possible (each item is 1 unit of currency). Periodically, the instructor will say "stop" (a bell or other device may be needed to attract attention in some cultural and classroom contexts) and call out a name of one of the products. Students with that product must then put ALL their products in a basket at the front of the room. The remaining students continue shopping. Students who had to dump their products must begin again from scratch (with fewer units of currency). The student with the most products at the end wins. Students then switch roles. 2. Presentation: Discussing the text. Students divide into three parts. All of students make up questions. One part asking questions to other, others answer to them. Questions had to be about the textand about examinations. Practice: Ex. 10 Note down from the text the sentences containing the phrases and word combinations and translate them into Russian. Ex. 11 Complete the following sentences, using the phrases and word combinations:
Ex. 13 Translate the following sentences into English, using the phrases and word combinations:
Application:
Your home task will be to write down a situation about your examination. You may write about your first examination, interesting examination, an exam. to which you were not ready but you got it.
Theme: Pair work Date: Week: Lesson: #9 Time required: 50 min Objectives:
Materials needed:
Skills used:
Procedures: Time: 10 min 1. Warm-Up/Motivation
What's the Question? Level: Any Level Type of Activity: listening and speaking Purpose: review question forms previously studied in class Procedure: Form two teams (three will work, but two seems to add just the right amount of competitive tension). Explain the game, with a few examples of answers in search of questions. Ask, 'What's the question?', and get students to correctly say the corresponding questions for your answer. Have two players--one from each team--come to the front. Style it like a game show if you like, with the students standing side-by-side. If you have access to bells or buzzers, it's even more fun. Next, read an answer to a question and say, 'What's the question?' The fastest player to respond wins a point for her/his team. New contestants come to the front for a new round. Rationale: This game forces the students to think backwards a little, so they must provide a grammatically perfect question. All too often, they are used to answering rather than asking questions, so this is challenging and useful as review. 2. Presentation: Pair works Practices: 12. Pair work. Make up and act out situations, using the phrases and word combinations: 1. Imagine that you are sharing your experience in the technique of taking examinations with a freshman. You are not exactly a hardworking student 2. Imagine you are instructing a young teacher who is to be an invigilator at the written exam. 8.Pair work. Make up and act out a dialogue, using the patterns on page 10 1. However, I'm not worried. They never read the papers any way. — You needn't worry about the meals. She never has anything for breakfast anyway. — I'm sure she is perfect for you. Anyway, I didn't mean to im ply she was deficient. 2. "His father will have him go in for medicine," the house master said. None can have him wear a formal dress for any function. The examiner will have him give the proper answer. 3. Now that you are well again, you can travel. Now that you are through with this problem you can do anything. Now that he's become a graduate student, he can go in for research. SPEECH PATTERNS 1. However, I'm not worried. They never read the papers any way. — You needn't worry about the meals. She never has anything for breakfast anyway. — I'm sure she is perfect for you. Anyway, I didn't mean to im ply she was deficient. 2. "His father will have him go in for medicine," the house master said. None can have him wear a formal dress for any function. The examiner will have him give the proper answer. 3. Now that you are well again, you can travel. Now that you are through with this problem you can do anything. Now that he's become a graduate student, he can go in for research.
1. The teacher always gives instructions in English (Russian). 2. Your father doesn't smoke cigarettes after dinner (cigar) 3. They don't stay in London for their summer holidays (go to Italy). 4. I often work overtime this month because I want to save up for buying a new car (a house). 5. She doesn't go skiing in France in winter (stay at home). 6. Sam, my neighbor, usually goes fishing at the weekend (buy fresh fish). 7. As a rule she drinks black coffee in the morning (tea). 8. Mrs Bell usually has meals at home (eat out). 9. As a rule Mr Smith gets out at Piccadilly and walks to his office (Trafalgar Square). 10. It takes him ten minutes to get to his work (half an hour). 11. She comesform Scotland (England). 12. You often phone your parents (not write). 13. Once a month she goes to the library to borrow books for writing her thesis (have a lot of books). | |||||||||
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