Робоча програма (П) з практики усного та писемного мовлення англійської мови для спеціальності 030500 "мова та література"



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Модуль 5.

Вид мовленнєвої діяльності

Теми

Навчальні посібники

та матерал для опрацювання

Говоріння

Аудіювання



Сімейне життя. Родина і шлюб.

Political Systems



Обов’язковий мінімум:

1. Практический курс английского языка для IV курса: Учеб. для педвузов/ В.Д. Аракин И.А. Новикова, Г.В. Аксенова-Пашковская и др. - М.: Высш. школа, 1999. – 335 с.

Unit 8. Прочитати та перекласти уривок з оповідання Ч. Морлі “The Thursday Evening”, опрацювати мовленнєві моделі та сталі словосполучення на с. 238, словниковий мінімум с. 239-241, тематичний словник с. 250. Вивчити напам’ять та відтворити уривок від початку до слів “ … Then I wouldn’t have married you”. Усно виконати вправи 1 с. 241; 8 с. 242; 12-14, с. 243-245; 3 c. 247; 4-6 c. 248-249; письмово – вправи 4 с. 242; 11 с. 243; 7 с. 249;

Прочитати текст “The Politics of Household” с.251-254, усно опрацювати вправи 1-6 с. 254-256; письмово вправа 2 с. 254.
2. L. Beskrovnaya. From Analytical Reading to Analytical Writing: Навч. посібник для студ. вищих навч. закладів: К.: Видав. Дім “Скарби”, 2004. – 247 с.

Part 1. Techniques and Purposes of Good Writing. c. 8-22.


Додаткові джерела:

Матеріали англомовної преси, радіо та телепрограм, інтернет-джерела, художня література.



Аналітичне читання

Лексика та образність, у драматичних творах.

Vocabulary and imagery in drama.

Письмо

Написання ессе. Techniques and Purposes of Good Writing.



Контрольна робота №2.
Тема: Man and Music

Section 1. Reading Comprehension and Text Assessment


    1. Read the following extracts. Each extract is followed by a group of questions to be answered on the basis of what is stated or implied in the extracts. Choose the answer which you think fits best according to the texts.



MUSIC AND THE MIND


Making music appears to be one of the fundamental activities of mankind; as characteristically human as drawing and painting. The survival of Paleolithic cave-paintings bears witness to the antiquity of this form of art; and some of these paintings depict people dancing. Flutes made of bone found in these caves suggest that they danced to some form of music. But, because music itself only survives when the invention of a system of notation has made a written record possible, or else when a living member of a culture recreates the sounds and rhythms which have been handed down to him by his forbears, we have no information about prehistoric music. We are therefore accustomed to regarding drawing and painting as integral parts of the life of early man, but less inclined to think of music in the same way.

When biologists consider complex human activities such as arts, they tend to assume that their compelling qualities are derivations of basic drives. If any given activity can be seen to aid survival or facilitate adaptation to the environment, or to be derived from behaviour which does so, it “makes sense” in biological terms. But what use is music? Music can certainly be regarded as a form of communication; but what it communicates is not obvious. Music is not usually representational: it does not sharpen our perception of the external world or generally imitate it. Nor is music prepositional: it does not put forward theories about the world or convey information.


1. In discussing music, the writer states that

(A) music and art evolved at the same time.

(B) early humans were strongly influenced by music.

(C) early art forms provide evidence of prehistoric music.

(D) the first musicians date back to Paleolithic times.
2. In these paragraphs, the writer’s purpose is to

(A) Explore the origins of music.

(B) Explain why music is important to us.

(C) Describe the overlap between music and art.

(D) Justify the existence of different musical tastes.

REFLECTIONS


In November last year, I led a music weekend in Cambridge, organised by the students of a national music society. It was a very memorable event but the problem, I find, with trying to do valuable work with and for young people, is that somehow the “production values” go down. Meaning that I find myself fighting for this work to be taken just as seriously as a concert in a famous venue, or recorded for posterity. Music, it seems, is largely in the domain of the professionals, the virtuosi and the famous. When revered conductors lined up to (quite rightly) criticise successive British governments on their dismantling of the teaching of musical instruments at schools, their main complaint was a lack of potential players for orchestras. But the problem is more deep-seated. Without music at the core of your life at an early age, you won’t even want to be a member of an audience at an orchestral concert, let alone be up on stage.

Two of the best films of recent years are surely Toy Story and Toy Story 2. I didn’t hear anyone arguing that the reason their production values were so high – the scripts so witty, the jokes so good and twists and turns of the narrative so touching – was that “we’ll encourage a whole generation of cinema-goers to be film-makers”. No, in the film world there is generally no difference in budget or technology between children’s or adult films – the aim is to produce a sure-fire winner and an appetite for film-going.




  1. What criticism does the writer have of the group of revered conductors?

  1. They expected too much of young children.

  2. They misinterpreted the government’s intentions.

  3. They didn’t focus on the full implications of the government’s actions.

  4. They didn’t appreciate the full benefit that music can bring to children’s lives.




  1. Why does the writer draw a comparison between musical performance and film-making?

  1. to highlight the false line of reasoning among those involved in music education.

  2. to demonstrate the high standards that can be found in children’s productions.

  3. to criticize the allocation of resources to popular rather than educational pursuits.

  4. to defend the view that the end product is what matters most to audience.




    1. Find the phrasal verbs in both texts which have a similar meaning to the phrases below

  1. to form a queue.

  2. to leave smth. to smb. younger.

  3. to propose smth for discussion.




    1. Supply the following words from the texts with the appropriate synonyms using the words and word combinations in the box

1. forebear

respectable, desire, ancient, ancestor, place, successful, to end,

2. prehistoric

make easier, future generations

3. drive (n)




4. facilitate




5. venue




6. posterity




7. dismantle




8. revered (adj)




9. sure-fire







    1. Give the means (e.g. sentence length, sentence types, etc.) which make the language of the texts more natural and the argumentation – more effective (up to 5 sentences

    2. Translate the second paragraph of the first text into Ukrainian

Section 2. Lexical Competence


2.1 Insert some postpositions given below

about, above, across, against, ahead, among, aside, at, back, by, down, before




  1. Mind that the dog, when he sets his ears ……………. is angry.

  2. It’s time to set our differences ………. and work together for a common purpose.

  3. Jim sets ……….. his success to hard work.

  4. The man has rough hands, I set him ………. as a farm worker.

  5. The government has asked people to save power by setting their heating controls …………...

  6. In spring we usually set the clocks …………. one hour, to take advantage of the summer daylight.

  7. I set the breakfast ……….. the door hoping you’ll find it.

  8. Set yourself ………….. this comfortable chair and tell me the news.

  9. His income can be set ………….. $900.

  10. Diamonds look best when they’re set ……….. black cloth.


2.2 Fill in the blanks with the appropriate word from your active vocabulary

  1. For a week afterwards he … the financial pages.

a) ignored b) neglected c) avoided d) overlooked

  1. The train came to an … stop, making the passengers fall off their seats.

a) unexpected b) sharp c) abrupt d) quick

  1. When the coast was … the burglar escaped.

a) free b) clear c) fair d) vacant

  1. I tried my hand … swimming though it was the first time I’d been in the water.

a) at b) in c) with d) to

  1. He always keeps the calculator at … .

a) arm b) start c) once d) hand

  1. I think the rain is … to start.

a) near b) nearly c) about d) due

  1. I would never … his honesty.

a) ask b) enquire c) question d) query

  1. Jack … his family and went abroad.

a) left out b) gave up c) left over d) abandoned

  1. The girl has … her heart on becoming an actress.

a) put b) got c) set d) fixed

  1. He went to his boss, … in hand, for a pay-rise.

a) hand b) head c) cap d) hat

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