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


Section 3. Listening Comprehension



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Section 3. Listening Comprehension


Listen to the segment of the recording and tick the instruments that are mentioned.




accordion




banjo




dulcimer




fiddle




flute




guitar




harmonica




lard-can bull fiddle




organ




trumpet




calliope




drum




washboard






Section 4. Writing activity


Write a 100-120-word summary of a newspaper article related to making / listening to music or musical instruments (selected from the English-language press).

Теми: Family Life and Home Education.
Section 1. Reading Comprehension.

2.1. Read the following excerpt. Each passage in this section is followed by a group of questions. For some of the questions, more than one of the choices could conceivably answer the ques­tion. You are to choose the best answer; that is, the response that most accurately and completely answers the question.
Bringing up Children

It is generally accepted that the development of the human personality includes a series of stages. Though there are cases where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible - for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. This principle, in fact, under­lies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics.

The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands. Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved success­fully only if too great demands are not made before the child can under­stand them.

Every parent watches eagerly the child's acquisition of each new skill - the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feelings of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself.

Learning together is a fruitful source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, puzzles and crosswords are good examples.

Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters, others are severe over times of coming home at night, punctuality for meals or personal cleanliness. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child's own happiness and well-being.

As regards the development of moral standards in the growing child, consistency is very important in parental teaching. To forbid a thing one day and excuse it the next is no foundation for morality. Also, parents should realize that ' example is better than precept'. If they are hypo­critical and do not practise what they preach, their children may grow confused and emotionally insecure when they grow old enough to think for themselves, and realize they have been lo some extent deceived. A sudden awareness of a marked difference between their parents' ethics and their morals can be a dangerous disillusion.
1. The child in the nursery


  1. doesn't initially sleep and wake at regular intervals.

  2. quickly learns to wait for food.

  3. always accepts the rhythm of the world around him.

  4. always feels the world around him is warm and friendly.

2. Learning to wait for things is successfully taught

  1. only if excessive demands are avoided.

  2. in spite of excessive demands being made.

  3. because excessive demands are not advisable.

  4. is achieved successfully by all children.

3. By playing together



  1. children teach their parents more.

  2. parents learn more about the world from their children.

  3. parents tend to become like their children.

  4. parents and children learn from each other.

4. Parental controls and discipline

  1. are designed to promote the child's happiness.

  2. serve a dual purpose.

  3. reflect only the needs of the parents and the values of the community

  4. should be avoided as far as possible.


5. ' Example is better than precept'

  1. doesn't work when the children grow old enough to think for the
    selves.

  2. is a rule which ensures a child will not be disillusioned when he grows
    up.

  3. because it avoids the necessity for ethics and morals.

  4. is an impossible rule for most parents.


2.2. Find the following words in the passage and select the meaning you think is most likely to correspond among the choices given.

1. train 2. underlies 3. conforming



    1. sequence a) is the basis of a) reforming

    2. discipline b) gives the lie to b) adapting to

    3. exercise c) understates c) confronted with

    4. vehicle d) undermines d) reshaping

4. imposed 5. consistency 4. precept

a) stamped a) quality a) cure

b) pressed b) sameness b) punishment

c) forcibly applied c) strictness c) instruction

d) inconvenienced d) character d) prevention


2.3. Translate the second passage into Ukrainian.
Section 2. Lexical competence
2.1. Fill in the blanks with the appropriate word from the essential vocabulary:


  1. The witness was helpless, it was not possible to …the accident.

a) avert b) prevent c) stop d) turn away from

  1. Being as a child she managed to … bad companies.

a) keep away from b) avoid c) escape d) accustomed to

  1. My father works so hard … the office.

a) in b) at c) for d) away

  1. The student didn’t come to the university because he had a … attack of fever.

a) slender b) slim c) slight d) scanty

  1. I closed my eyes from the …of the sun on the water.

a) glare b) luster c) brilliance d) shine

  1. The girl turned away in … when she saw her Chinese boyfriend eating the fried cockroaches.

a) aversion b) disgust c) repugnance d) loathing

  1. Gordon being in bad mood … his wife very often.

a) humiliated b) defiled c) disgraced d) discredited

  1. Laura’s letter was full of …

a) arrogance b) conceit c) effrontery d) vanity

  1. The weather was gorgeous on Sunday, the sun …down on us all day.

a) glared b) shined c) glittered d) blazed

  1. It is fatal when parents take sides … their favourite child.

a) with b) on c) up d) over

  1. Mr. Brawn reached his aim by pure …

a) craftiness b) cunning c) slyness d) archness

  1. Mrs. Sheffield was very … wife, she wasted money without any purpose.

a) lavish b) prodigal c) spendthrift d) extravagant

  1. Hector was very angry, he … revenge.

a) radiated b) stared c) glared d) beamed

  1. The price of that dress is …, I can not afford myself to buy it.

a) expensive b) extravagant c) high d) costly

  1. Don’t believe him, he is as … as a fox.

a) guileful b) insidious c) cunning d) sly

  1. If my parents understand each other, everything will work… all right.

a) in b) out c) on d) up

  1. The director was down … Jim this morning for being late again.

a) as b) on c) for d) to

  1. Barbara felt … because she was not invited by her sister to the wedding.

a) slighted b) hurted c) suffering d) pity

  1. Gordon says he wants to take… some more insurance.

a) out b) on c) up d) with

  1. Her son tries so hard, he gets all fagged … in the office.

a) out b) over c) down d) from
2.2. Translate into English Using Active Vocabulary and Speech Patterns:

1. Не намагайся уникнути мене, я тебе все одно знайду.

2. Я не мала жодного поняття про підступну витівку мого чоловіка з його партнерами по роботі.

3. У моєї доньки була легка застуда, тому вона пропустила уроки на минулому тижні.



  1. Незважаючи на те, що студентка мала хороші знання з французької мови, вона все ж таки зробила грубу помилку, відповідаючи на запитання викладача. Можливо, вона дуже хвилювалася.

  2. Білл скаржився на марнотратство своєї жінки, яка неекономно витрачала його гроші.

6. Чи не час нашій дискусії прийди до якогось результату?

7. Раптово відчинились двері і в кімнату влетіли діти.

8. Батьки завжди сварять дітей за недисципліновану поведінку.

9. Я не слідкував за бесідою, тому так і не зрозумів її головної суті.

10. Детально обшукавши свою стару одежу, я знайшов ключ.
Section 3. Listening Comprehension.
3.1. Listen to two friends discussing their relationships with brothers and sisters during childhood and the later life. As you listen, complete the sentences below with an appropriate word or short phrase.
Dave has (1) … who is about four years (2)…. than him. When they were children, Dave felt that he often ended up getting (3)… because of her. The biggest problems in their relationship occurred when they were (4)………. . Dave thought his sister was rather (5) …. and he took the side of his (6)… . Eventually, Dave decided to (7)..... .Today Dave and his sister see (8)… of each other and they try get on (9)… .

Celia has two sisters and she is the (10) of the three. As a child, she remembers feeling (11)…towards

her (12) , perhaps because they were so close in age. She was particularly (13)…to her other sister who was five years (14)… .Nowadays, they all enjoy a very close relationship.
Section 4. Writing Activity.

4.1. Write a commentary of about 300 words to one of the suggested ideas:


  1. Love is like measles; we all have to go through it.” (Jerome K. Jerome)

  2. A good marriage will be between a blind wife and a deaf husband.” (Montaigne)

  3. All happy families resemble one another, each unhappy family is unhappy in its own way.” (Leo Tolstoy)

  4. There’s never a problem child, there are only problem parents.”

  5. Anyone who expects quick results in child upbringing is an incurable optimist



Вимоги до знань, умінь та навичок студентів. VIII семестр

Письмова частина.

Письмова частина екзамену передбачає:

1) реферування україномовної газетної статті на одну з тем, які вивчались протягом семестру.

Обсяг статті 350-400 слів (без урахування службових слів).

Обсяг резюме 150 слів (з урахуванням службових слів).

Об’єкт перевірки: знання та навички орфографії, лексико-граматичні навички, вміння реферувати текст, вміння дотримуватись норм газетно-публіцистичного стилю.


Усний іспит.

Усний іспит складається з трьох основних завдань. Перше завдання спрямоване на перевірку навичок мовленнєвої діяльності, пов’язаних з обробкою автентичного тексту (читання, переклад, реферування, лінгвостилістичний аналіз). Співбесіда по запропонованій темі передбачає перевірку навичок монологічного мовлення та знання тематичної лексики.




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