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«ФОРМИРОВАНИЕ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ У СТУДЕНТОВ ЯЗЫКОВЫХ ФАКУЛЬТЕТОВ СРЕДСТВАМИ АНГЛОЯЗЫЧНЫХ ВИДЕО МЕДИАТЕКСТОВ ...»

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135. Oswalt, W.H. Life cycles and life ways: an introduction to cultural anthropology. – Palo Alto, CA: Mayfield, 1986. – 466p.

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Wadsworth Publishing Company, 1997. – 467 p.

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139. http://www.bbc.com/news/.

140. www.filmon.com.

ПРИЛОЖЕНИЕ 1 Учебно-методическое пособие “Watch the news and learn the language”

–  –  –

Шеваршинова Е.И.

Watch the news and learn the language. Teacher’s book (учебно-методическое пособие по английскому языку для студентов старших курсов языковых факультетов). – Калуга, КГУ им. К.Э.

Циолковского, 2014. – 27 с.

Рецензент: доцент кафедры лингвистики КФ МГТУ им. Н.Э. Баумана, к.ф.н. Василенко Т.С.

Данное пособие включает в себя детальные разработки шести занятий с текстами видео репортажей, рекомендациями и пояснениями для преподавателя английского языка.

Предназначается для преподавателей старших курсов языковых факультетов, преподающих английский язык в группах, обучающихся по направлениям «Лингвистика» и «Педагогического образование», а также для лиц, владеющих английским языком на уровне С1 и выше по Европейской школе.

© Шеваршинова Е.И., 2016 © КГУ им. К.Э. Циолковского, 2016

–  –  –

Lesson 1. Law: crime and punishment…………………………………………………………5 Lesson 2.

Medical service……………………………………………………………………....9 Lesson 3. War………………………………………………………………………………….13 Lesson 4. Economy…………………………………………………………………………….17 Lesson 5. Policy: the royal family……………………………………………………………...21 Lesson 6. School Education……………………………………………………………………25 Профессионально-ориентированные упражнения………………………………………….28 Рефлексивные упражнения …………………………………………………………………..30 Литература и источники ………………………………………………………………………31 Введение Методическое пособие Watch the news and learn the language предназначено для студентов старших курсов языковых факультетов высших учебных заведений, изучающих английский язык как первый иностранный, а также для других лиц, владеющих английским языком на уровне C1 и выше по Европейской шкале, и желающих совершенствовать умения межкультурного общения.

Настоящее методическое пособие состоит из шести уроков на разные актуальные темы.

Каждый урок включает в себя комплекс упражнений, разработанных на базе новостного репортажа британского канала BBC1. Каждый комплекс упражнений представляет собой упражнения трех видов, нацеленных на взаимосвязанное обучение иностранному (английскому) языку и культуре: предречевые упражнения, а именно, упражнения на снятие лексикограмматических и лингвокультурных трудностей; упражнения на проверку понимания содержания репортажа; упражнения для культуроведческого обогащения речевой практики студентов, а именно, общекультурные упражнения, лингвокультуроведческие упражнения, культуроведческиориентированные упражнения. Помимо упражнений, которые должны выполняться непосредственно на занятиях по практике речи, к каждому уроку специально разработаны домашние задания - небольшие проекты, позволяющие студенту самостоятельно расширять свои экстралингвистические и лингвистические знания. Также, пособие включает в себя раздел профессионально-ориентированных упражнений, целью которых является научить будущих учителей английского языка формировать умения межкультурного общения средствами англоязычных медиатекстов у своих учащихся, и осуществлять рефлексивную деятельность.

Книга для учителя представляет собой более детальную разработку каждого урока, включающую в себя текст видео репортажа. В тексте каждого видео репортажа выделена потенциально незнакомая лексика, лексика по изучаемой теме, культуроспецифичная лексика.

Также, большинство заданий даны с ответами или пояснениями для преподавателя. В комплекте с книгой для учителя идет DVD диск с записями выпусков новостей британского канала BBC 1.

Авторы данного пособия искренне надеются, что разработанные задания будут не только полезными для студентов, изучающих английский язык и культуру страны изучаемого языка, но и интересными как для студентов, так и для преподавателей, и будут благодарны за замечания, советы и критику, которые помогут им улучшить пособие.

Автор Lesson 1: Law: Crime and Punishment.

Channel: BBC1* Programme: News at One.

Date: October, 19 2012

Video script:

Presenter: Good afternoon. Welcome to BBC News.

A taxi-driver has admitted murdering 22-year-old Sian O’Callaghan 18 months after she disappeared from a night-club in Swindon. Father of three Christopher Holliwell pleaded guilty to the charge of Bristol Crown Court. Our correspondent Jon Kay is there for us now. Jon?

Jon (correspondent): Yes. Sian O‘Callaghan‘s boyfriend and family have been sitting in Bristol Crown Court behind me listening to this moment in the case that Christopher Holliwell, a 48-year-old mini-cab driver from Swindon has pleaded guilty to Sian‘s murder in March last year.

He‘s 48 years old and a father of three. Sian was 22 years old and she‘d been out to a night club with a group of friends in March last year in Swindon’s old town and she decided to walk home on her own after having a few drinks. Her boyfriend had told her to get a cab back because he thought she would be safer.

Christopher Holliwell, we‘ve heard today, had been driving round that night circling in Swindon. He picked Sian up. He drove her to the Savernake Forest about ten miles south of Swindon. There he sexually assaulted her and stabbed her twice in the back of the head. Blood was found in his cab later by the police. You might remember that thousands of local people turned out to search the forest looking for Sian‘s body at that time.

Now, what‘s happening at the moment – the prosecution are outlining the case as they have it against Chris Holliwell. That information has been given to the judge so she can consider it for her sentencing.

Victim impact statements have just been read out by members of Sian‘s family describing their loss. Her ex-boyfriend (or her boyfriend) Kevin Reape said that her murder meant that his heart had been ripped out, he felt that his life has been destroyed. The defence will give any mitigating circumstances in court later this afternoon. Then the judge will decide on statements and sentence. We expect we‘ll get more information as the day goes by, Sophie.

Presenter: Jon Kay. Thank you very much.

To admit murdering smb – потенциально незнакомая лексика / дополнительная лексика по изучаемой теме mini-cab – культуроспецифичная лексика *место на диске: файл «Закон и медицина»; время: 09:10-11:03.

I. Pre-viewing tasks:

1) Упражнения на снятие лексических и грамматических трудностей.

Task 1.Read the following words and word combinations.

Translate those you know.

to admit murdering smb, to plead guilty, to sexually assault smb, to stab smb, the prosecution, the defence, to outline the case, victim impact statements, sentence, mitigating circumstances.

Task 2. Read the sentences and try to guess the meanings of these words and word combinations.

After some questions asked by the police, he admitted murdering his lover.

Henderson pleaded guilty to burglary.

He drove the girl to the forest and sexually assaulted her there.

She had been stabbed in the chest repeatedly; the knife was found later by the police.

The prosecution tried very hard to prove that he was guilty, but the defence won and the criminal escaped the punishment.

The prosecution are outlining the case against the criminal.

She received an eight-year prison sentence.

Judges often give reduced sentences when there are mitigating circumstances.

Victim impact statements have just been read out by members of the family of a killed girl.

2) Упражнения на снятие лингвокультурологических трудностей.

Task 3.Listen to the summary of the report you are going to watch.

Try to distinguish some words and even names which can be interesting from the cultural point of view. Write them down. Let us discuss what they mean.

This is the report about a mini-cab driver from Swindon, Christopher Holliwell, who killed a young girl, Sian O’Callaghan. That night Sian was out to a night club in Swindon’s old town. When Sian returned home, Christopher picked her up and drove her to the Savernake Forest where he sexually assaulted her and stabbed her twice in the back of her head. After Sians body had been found, Christopher pleaded guilty to the charge of Bristol Crown Court.

Let‘s write them on the blackboard:

A mini-cab Swindon Swindons old town The Savernake Forest Bristol Crown Court Christopher Holliwell Sian OCallaghan Now let‘s discuss them.

After some guesswork of the students and discussion the teacher is ready to make a conclusion or to

correct or to give additional information and explanation:

A mini-cab (British English) – a taxi that you have to order by telephone, not one that you can stop in the street.

Swindon - is a large town within the Borough of Swindon and ceremonial county of Wiltshire, in South West England.

Swindons old town – one of the districts in Swindon The Savernake Forest – one of the oldest forests in England, lying between Marlborough and Hungerford, privately owned by the Earl of Cardigan and his family, and is held in Trust.

Bristol Crown Court - the Crown Court venue in Bristol that deals with serious criminal charges OCallaghan – traditional Irish surname (O + grandfathers name) II. Checking Comprehension Tasks.

Task 4. Name the main problem of the report you have just watched.

Task5. Among the given statements choose those containing the information that was not mentioned in the report.

Then say whether the rest of the statements are true or false according to the contents of the report. Correct the false ones.

Sian O‘Callaghan was found by the police the next day after she had disappeared (-).

1.

A taxi-driver Christopher Holliwell admitted murdering Sian O‘Callaghan (+).

2.

Sian was out at a night club celebrating her boyfriend‘s birthday (?).

3.

4. Sian ordered a taxi by telephone (?).

5. Christopher drove Sian to his house and sexually assaulted her there (-).

The police found some blood later in Christopher‘s car (+).

6.

7. Christopher dug the knife with which he had killed Sian in the forest (?).

8. Christopher was sentenced to death (?).

Task6. Watch the report one more time and say what you have learned of:

1. The victim of the crime.

2. The criminal.

3. The crime.

4. The trial.

III.Cultural Tasks. Discussion.

1) Общекультурное упражнение Task7. Let’s discuss some moments touched in the report.

1) What is the problem which can be considered common for all the countries? Why does it exist?

2) Are there any differences in treating the problem between the UK and Russia? How does it characterize both nations?

2) Лингвокультуроведческие упражнения.

Task8. Listen to the beginning of the report and find out the characteristic of the murderer which is repeated.

Why is this word combination repeated? Can you guess what kind of attitude is to the murderer?

Answer : a father of three.

Task9. Recall how Christopher killed Sian.

What verb is used in the report to say that he killed her with a knife?

Answer: to stab.

Read the sentences:

There he sexually assaulted her and stabbed her twice in the back of the head.

I thought you to be my friend but you stabbed me in the back when I saw you kissing with my boyfriend.

Is the verb to stab used in the sentences in the primary or secondary meaning?

When do the English people say you stabbed me in the back?

To stab somebody in the back is used when someone you thought was a friend tries to harm you (syn. to betray).

3) Культуроведчески-ориентированные упражнения.

Home Task

1) Use the Internet and find more information about Swindon and Swindon‘s old town. What is this city famous for? Prepare a report.

2) Use the Internet and find more information about The Savernake Forest. Prepare a report.

3) Use the Internet and find more information about The Bristol Crown Court. Prepare a report.

4) Find the information about kinds of punishment which criminals get for such a crime that we discussed in different countries: Great Britain, Russia, The USA, Oriental countries. How does it characterize a nation? What kind of punishment you think would be fair enough for such crimes?

Prove your opinion.

5) Lesson 2: Medical Service.

Channel: BBC1* Programme: News at One.

Date: October, 19 2012

Video script:

Presenter: Doctors across the UK are to face annual checks on their skills to insure they are safe to practise and what‘s been dubbed a medical MRT. The scheme will start in December with a decision taken every five years on whether they are fit to continue working. The General Medical Council says it‘s the biggest change in a medical regulation for a hundred and fifty years. Sophie Hutchison reports.

Sophie (the journalist): Every year doctors in the UK treat tens of millions of patients, but there have been no mandatory checks on their skills or safety. From December for the first time regular checks will begin on all two hundred and twenty thousand doctors. They‘ll have annual appraisals and every five years the review will decide whether they can keep practising. Concerns such as poor attitude and rudeness to patients could mean the renewal of the license is deferred. But if the serious issues about safety are picked up, it could mean they are struck off the medical register. It‘s the biggest shake-up in the medical regulation for a hundred and fifty years.

Niall Dickson (General Medical Council): Patients trust their doctors and the vast majority of doctors are good doctors. But I think patients need that assurance that doctors have been regularly checked.

That‘s not enough to say that the doctors passed their exams thirty years ago. You wouldn‘t accept that of a pilot. And I don‘t think you should be able to accept it of a doctor.

Sophie (the journalist): The lessons learned from the scandals of baby deaths of Bristol Royal Infirmary and the serial killer G.P. Harold Shipman have helped to create the new checks. They‘re designed as a preventative measure to pick up on the early warning signs of problem doctors before tragedies occur.

Peter Walsh (Action against medical accidents): It can‘t be a tick-box process. We have to have guarantees that information from complains and litigation, for example, is used to assess the competency of doctors. And we‘ll be checking closely to see the action is taken in that small number of cases when doctors have fallen behind standards.

Sophie (the journalist): The process of assessments begins in around six weeks, but it won‘t be until 2016 that all UK doctors are regularly checked to insure patients‘ safety.

the General Medical Council – культуроспецифичная лексика Mandatory checks – потенциально незнакомая лексика / дополнительная лексика по изучаемой теме *место на диске: файл «Закон и медицина»; время: 19:17-21:28.

I. Pre-viewing tasks:

1) Упражнения на снятие лексических и грамматических трудностей.

Task 1 Read the following words and word combinations. Translate those you know.

to be dubbed smth, mandatory, annual appraisal, to defer, the renewal of the license, to be struck off the medical register, a preventative measure, litigation, to assess the competency.

Task 2. Read the sentences and try to guess the meanings of these words and word combinations.

The body found in the Alps was dubbed The Iceman.

The Council has made it mandatory for all nurses to attend a refresher course every three years.

Annual is an event that happens once a year.

British doctors will have annual appraisals judging their ability to practise.

Further discussion on the subject will be deferred until April.

This doctor can‘t work at the moment, because the renewal of his license has been deferred.

Poor attitude and rudeness to patients in hospitals could mean doctors are struck off the medical register.

While travelling abroad, take preventative measures to avoid illness.

Litigation is a process of taking claims to a court.

To assess the competency of doctors is important to insure patients‘ safety.

2)Упражнения на снятие лингвокультурологических трудностей.

Task 3.Read the three sentences from the report you are going to watch.

Each sentence contains a word or a word combination which may be interesting from the cultural point of view.

It‘s the biggest shake-up in the medical regulation for a hundred and fifty years.

It can‘t be a tick-box process.

And we‘ll be checking closely to see the action is taken in that small number of cases when doctors have fallen behind standards.

Now let‘s discuss them.

1) Shake-up. What part of speech is it? What part of speech is it made from? Can you guess the meaning of the word? (Answers: It‘s a noun made from a phrasal verb to shake up; it means a process by which an organization makes a lot of big changes in a short time to improve its effectiveness).

A tick-box process. In the British variant of English there is a word combination to tick a box.

2) Do you know its meaning? If not, have a look at the picture.

Now let‘s make a conclusion: to tick a box means to mark something written in a list with a tick. But in our context we have an adjective. What kind of process can be characterized with such an attribute?

(Answer: a tick-box process is a process which can be characterized as something quite formal which is done without any serious purpose).

3) To fall behind standards. What kind of verb is used in this word combination? Can you guess the meaning of this phrasal verb? Can you guess the meaning of the whole word combination? (Answer: to fall behind is a phrasal verb that means to become less successful than other people, so when a doctor falls behind standards it means that he or she works worse than a doctor usually does according to some standards.).

II. Checking Comprehension Tasks.

Task 4.Watch the report just once and choose the title for the report among the given ones below:

1. Hard work but low salaries.

2. A serial killer in a children‘s hospital.

3. Mandatory checks on doctors’ skills.

4. Poor attitude and rudeness towards patients in hospitals.

5. Medical accidents.

Task 5. Watch the report once again and make some notes to answer the following questions:

1. What kind of changes are going to be made in the sphere of medical service across the UK?

2. What is the main reason to start this process of changes?

3. In what way may the process of changes result for some doctors?

4. What does the General Medical Council think about these changes?

5. What helped to create the new form of the process of changes? What is this new form?

6. What does Peter Walsh (Action against medical accidents) think about these changes?

III.Cultural Tasks. Discussion.

1)Общекультурное упражнение.

Task6.Let’s discuss some moments touched in the report.

1) What is the problem which can be considered common for all the countries? Why does it exist?

2) Are there any differences in treating the problem between the UK and Russia? How does it characterize both nations?

2) Лингвокультуроведческие упражнения.

Task 7. Let’s discuss the word combinations from the report from the cultural point of view.

Why do the participants of the report use these very lexical units to speak about the future changes in the sphere of medical service in Great Britain?

the biggest shake-up, a tick-box process, to fall behind standards Task 8. Make up your own short reports on the topic “Medicine in Russia” using the words and word combinations from Task 1 and Task 3: to be dubbed smth, mandatory (checks), annual appraisal, to defer, the renewal of the license, to be struck off the medical register, a preventative measure, litigation, to assess the competency, the biggest shake-up, a tick-box process, to fall behind standards Task9. In the report we have such a name Harold Shipman.

Do you know anything about the origin of this name and this surname? If not, try to guess.

We can suppose that a surname Shipman was made from ship + man according to the trade of ancestors.

3) Культуроведчески-ориентированные упражнения.

Home Task

1) Use the Internet and find more information about the General Medical Council in the UK and its duties.

2) Use the Internet and find more information about Bristol Royal Infirmary, its history, G.P. Harold Shipman and the scandals of baby deaths?

3) Use the Internet and find more information about the organization Action against medical accidents. Do we have the same organization in Russia? What is your attitude to such organizations?

4) Express your opinion on the problem of the checks on doctors in Great Britain. Do you think it is necessary? Do you think it will work and give any positive results? Do we need such a measure in our country? Why or Why not? How are such problems as rudeness and poor attitude to patients solved in our country? What would you advise to make our health services better? How does such a decision to start the regular checks on doctors to insure patients‘ safety characterize the British people as a nation? What is the attitude to this problem in other countries: European countries, the USA, Oriental countries, China, etc.?

Lesson 3: War.

Channel: BBC1* Programme: News at Six.

Date: July, 1 2013

Video script:

Presenter: Good evening. Welcome to BBC News.

Presenter: Egypt armed forces have given an ultimatum to the country‘s politicians: resolve the crisis that has seen millions take to the streets in protest or the army will impose its own solution by Wednesday. The announcement of what sounds like a threatened coup was made on State Television.

Sixteen people have been killed in mass protests across the country demanding the Islamist President Mohammed Morsi resign just a year after he was voted to power. Our Middle East Editor Jeremy Bone reports from Cairo.

Reporter: As soon as they heard the Army‘s announcement opponents of the president headed to Tahrir Square to celebrate. Their assumption is that the armed forces are on their side. And if the president doesn‘t agree to early elections within 48 hours the generals will make him. It might not be that simple.

The statement by the Minister of Defense was worded carefully: The Armed Forces repeats its call for the people‘s demands to be met and gives everyone 48 hours as a last chance to shoulder the burden of a historic moment in which the nation is passing through, a nation that will not forgive any power who falls short in fulfilling its need. The general did not say the President must go. The Army which has troops in strategic positions across Cairo is saying that the Government and the Opposition have 48 hours to agree a way forward or it will intervene with its own plan. The statement came after a violent night. The Headquarters of the Muslim Brotherhood were attacked and after deaths and injuries on both sides the building was burnt out and ransacked. There are real fears of a slide into much more serious violence, even a collapse of the State. Local people carried away their trophies. One of the biggest grievances Egyptians have is that President Morsi has governed for the Muslim Brotherhood and not for the country.

The Egyptian woman: I think that today the Egyptians took their revenge because they deserve love and other goods. They don‘t care about anything except themselves. And we all feel optimistic about this moment. We all feel optimistic and I think we will continue.

Reporter: The Brotherhood‘s building was the symbol of its rise from being a banned organization under the old regime to power in the new Egypt. This was an easy target. Forcing the resignation of a president who was elected in a vote that was welcomed across Egypt and around the world is going to be much harder. That electoral victory allows President Morsi‘s people to argue that if Egypt is to call itself a democracy he cannot be removed by street protests and arson.

Presenter: Jeremy Bone reporting there from Cairo.

to shoulder the burden– культуроспецифичная лексика armed forces– лексика по теме assumption – незнакомая лексика *место на диске: файл «Война»; время: 02:40-05:35

I. Pre-viewing tasks:

1) Упражнения на снятие лексических и грамматических трудностей.

Task 1..

Read the words and word combinations that you might not know and that can make the understanding of the report difficult. Then read the definitions of these words in English. Try to guess their Russian equivalents.

1) To impose – to force people to accept your rules and ideas.

2) To vote – to elect a person

3) To fulfil – to do what is necessary or needed

4) To ban – to say that something must not be done, used or seen

5) Assumption – something that you think is true although you have no definite proof

6) Grievance – a belief that you have been treated unfairly

7) Headquarters (HQ) – the main building or offices used by a large company or organization Task 2. Now you will be given the summary of the report you are going to watch. Listen to it attentively and try to distinguish some words and word combinations on the topic of war and revolutions, write them down.

Not long ago in Egypt armed forces gave an ultimatum to the Government: resolve the crisis or the army would impose its own solution. It sounded like a threatened coup. The general did not say that the president must go, but the army had troops in strategic positions across Cairo. The army was ready to intervene with its own plan at any moment. Some people were killed in mass protests across the country. Some buildings were burnt out and ransacked. Many Egyptians were leaving Cairo with their trophies. There was a real fear of a collapse of the State. To force the resignation of the President was not an easy target. If Egypt is to call itself a democracy the President cannot be removed by street protests and arson.

2) Упражнения на снятие лингвокультурологических трудностей.

Task 3.Before you watch the report read some more details about the main participants and the place of the event.

You have come to know that the revolution takes place in the capital of Egypt, Cairo, Tahrir Square.

The Government is represented by the Islamist President Mohammed Morsi and the Muslim Brotherhood. The Opposition is represented by the Minister of Defense and the Army.

Task 4. Read the words of the Minister of Defense and find there two phraseological units.

Guess their meanings.

The Armed Forces repeats its call for the people‘s demands to be met and gives everyone 48 hours as a last chance to shoulder the burden of a historic moment in which the nation is passing through, a nation that will not forgive any power who falls short in fulfilling its need.

To shoulder the burden – to accept difficult or unpleasant responsibility or duty.

To fall short – to fail to reach a satisfactory standard.

Later we will come to know some more set expressions with the verbs to shoulder and to fall.

II. Checking Comprehension Tasks.

Task 5. Name the main problem of the report you have just watched.

Task 6. Watch the report again and answer the questions.

Give the extended answers.

1. What does the Opposition want the President to do?

2. What solution to the crisis does the Opposition have?

3. What will the Opposition do if the President does not agree to do what he is said to?

4. What had happened before the night the Opposition gave its statement?

5. What does one of the citizens say about the situation in the country?

6. What have you come to know about the Muslim Brotherhood from the report?

7. Why was it difficult to remove the President?

III.Cultural Tasks. Discussion.

1) Общекультурное упражнение Task 7. Let us discuss the report.

1) Don‘t you think that revolutions and civil wars may happen in any country?

2) What are the reasons of any revolution in your opinion?

3) Do you think that a revolution is a good way to a better life?

4) Would you take part in a revolution? Why or Why not?

2) Лингвокультуроведческие упражнения.

Task 8.You have already come to know two phraseological units with the verbs to shoulder and to fall.

Now read the small dialogues and find more phraseological units with the verb to fall and the noun shoulder, try to guess their meanings 1) - I do not understand why Mary gave me the cold shoulder in the morning. What has happened?

- I am not sure, but she might have got offended. Yesterday I heard Mary say that your joke about her new dress fell on stony ground.

2) – Do you know that Mr. Green‘s son, Jack, is in prison?

- Oh, really? Or are you kidding?

- No, it‘s not a joke at all.

- I can‘t believe that he has fallen foul of the law. Only a year ago he was head and shoulders above all the students in his group.

3) – Has he already decided what to do with that big sum of money that he got from his dead grandfather?

- No, he has fallen between two stools choosing among a new car, a new flat and a trip to the seaside.

4) – Sometimes I envy Paul a lot.

- Why?

- He is a reporter and reporters always get to rub shoulders with all the big names in politics and other celebrities.

5) – I don‘t like our new director. He always speaks straight from the shoulder.

- I‘m afraid you are not quite right. Yesterday his speech was very polite.

6) – I am still thinking about the decision of the Board of Directors.

- So what are you going to do then?

- I have no choice. I will have to fall into line.

Task 9. Read the words of an Egyptian woman from the report and find the lexical mistake there.

How should you say this in English?

The Egyptian woman: I think that today the Egyptians took their revenge because they deserve love and other goods. They don‘t care about anything except themselves. And we all feel optimistic about this moment. We all feel optimistic and I think we will continue.

In English when you want to say блага” you should use the following words and word combinations:

the good things of life (блага жизни), material welfare / wealth (материальные блага), earthly blessings (земные блага).

3) Культуроведчески-ориентированные упражнения.

Home Task

1) Use the Internet and find the information about the revolutions and mass protests in the UK, Russia and other countries. Be ready to discuss the reasons and the results of the events.

2) Use a dictionary and find more phraseological units with the words shoulder and to fall. Make up your own examples for other students to translate.

3) Lesson 4: Economy.

Channel: BBC1* Programme: News at One.

Date: October, 16 2013

Video script:

Presenter: There‘s been a dramatic rise in the number of people using food banks according to a charity. The Trussel Trust says it‘s seen a threefold increase in the number of people coming for emergency supplies. The situation equals scandalous. But the government says the increase could be because there are now more food banks and job centre staff are now allowed to direct claimants to them.

From Manchester Ed Thomas reports.

Ed Thomas: If you‘re hungry and can‘t afford to eat, in Manchester this is the place to come to. (We‘ve got tomatoes, beans, spaghetti) And the food bank here is busier than ever before. (Three days supplies there) One of today‘s customers is Kelly Taylor training to be a hairdresser. She says her benefits don‘t cover rising bills, food prices and that means she goes hungry.

Kelly Taylor: I‘ve got a lot of anxiety. It‘s just the world nowadays…it‘s just changed. Everything‘s higher in price and it just feels like we‘re scroungers but we‘re not, we‘re just trying to survive basically.

Ed Thomas: And more and more people are receiving help. Today one food bank charity said in six months it had given out nearly three hundred and fifty-six thousand food parcels – that‘s three times the numbers fed - from April to September last year. And a hundred and twenty thousand of those getting help are children.

Food bank manager: «We‘re exceedingly busy, you know, it‘s really… the last year, it‘s really increased - the amount of people that are coming into our centre.

Ed Thomas: Why? Why is that?

Food bank manager: A lot of it is really with government changes.

Ed Thomas: There are food banks in many towns and cities. Around three are opening every week across the UK. And what‘s behind this growing demand for food banks? Is it because people are struggling in a difficult economy or is it down to something else – awareness that if food is being offered for free then people will take it?

Angela Coats is a manager here. She believes it‘s right to ask difficult questions of those who say they‘re in need.

Angela: And if you‘re donating something you want it to go to the right person, you know. You don‘t want it to go to someone who‘s just gone to the off- license…about six cans… a bottle of cider and twenty fags…dear! And then there they are, with a food parcel…cause morally that can‘t be right, can it?

Ed Thomas: The government says it‘s helping those in work and its benefit changes will make low owners better off. The problem is that the longer it takes for the economy to recover the busier food banks will become. Ed Thomas, BBC News. Manchester.

dramatic rise – культуроспецифичная лексика charity– дополнительная лексика по теме / незнакомая лексика *место на диске: файл «Экономика»; время: 22:40-25:12.

I. Pre-viewing tasks:

1) Упражнения на снятие лексических и грамматических трудностей.

Task 1.Read the following words and word combinations.

Translate those you know charity, emergency supplies, (a) claimant(s), anxiety, exceedingly, to be down to smth, to donate smth to smb, to be in work, (a) low owner(s), better off.

Task 2. Read the sentences and try to guess the meanings of these words and word combinations.

All the money raised by the concert will go to charity.

The trucks loaded with emergency supplies are going to the people suffered from the earthquake.

Claimants are people who demand money from the government because they think they have a right to it.

There is growing public anxiety over levels of air pollution in our cities.

Thank you. Youve been exceedingly kind.

Chriss success is all down to him.

Last year he donated $1,000 to cancer research.

More people are in work than ten years ago.

Owners who are poor can be also called low.

Shell be about $50 a week better off.

2) Упражнения на снятие лингвокультурологических трудностей.

Task3. The report you are going to listen to is about a very hot problem in the UK nowadays.

This problem concerns so-called “food banks” organized by the Trussel Trust.

The blackboard: a food bank, the Trussel Trust, a food parcel

Try to answer the following questions:

1. What do you think a food bank is?

2. What kind of organization is the Trussel Trust in your opinion?

3. Who are the clients of food banks?

4. How do the Trussel Trust and food banks help their clients?

5. What is a food parcel? What is it consisted of? What period of time is it enough for?

Task4. Now let’s discuss some more words that are interesting from the cultural point of view.

Read the words of the characters of the report. Kelly Taylor is a customer of a local food bank.

Angela is a food bank manager. Read them and try to guess the meanings of the underlined words.

Kelly Taylor: Ive got a lot of anxiety. Its just the world nowadays…its just changed. Everythings higher in price and it just feels like were scroungers but were not, were just trying to survive basically.

Angela: And if youre donating something you want it to go to the right person, you know. You dont want it to go to someone whos just gone to the off- license…about six cans… a bottle of cider and twenty fags…dear! And then there they are, with a food parcel…because morally that cant be right, can it?

Scrounger is a person who tries to get money or something he or she wants by asking other people for it rather than by paying for it himself or herself (informal).

Off-license is a shop that sells wine, beer, and other alcoholic drinks, in bottles or cans (British English).

Fag is a cigarette (British English, informal).

! Don’t use the word “fag” in the USA because in American English it is a taboo very offensive word for a homosexual man.

II. Checking Comprehension Tasks.

Task 5. Name the main problem and its reason of the report you have just watched.

Task6. Among the given statements choose those containing the information that was not mentioned in the report.

Then say whether the rest of the statements are true or false according to the contents of the report. Correct the false ones.

1. The number of people using food banks has extremely decreased (-).

2. Kelly Taylor is one of the customers of the food bank because she cannot find a job (?).

3. Today more and more people are receiving help from food banks (+).

4. Food banks give people in need food parcels (+).

5. There are quite few food banks across the UK (-).

6. Angela, a food bank manager, does not ask any questions of those who come to the food bank (-).

7. A food parcel consists of a bottle of milk, a pack of spaghetti, two cans of beans and a kilo of tomatoes (?).

Task7. Watch the report one more time and answer the questions giving extended answers.

1. What have you come to know about the situation in the UK concerning the people who are in need?

2. What is the reason of the increase of such people according to the government?

3. What is Kelly Taylor, a food bank customer, saying about her financial problems?

4. How has the number of people getting help from food banks changed since last year?

5. Why does one of food bank managers think more and more people are coming into her centre?

6. Why are more and more food banks opening across the UK according to Ed Thomas, a reporter?

7. Why does Angela, a food bank manager, ask difficult questions of those who say they are in need?

8. What is the government doing to improve the situation?

III.Cultural Tasks. Discussion.

1) Общекультурное упражнение Task8.Let’s discuss some moments touched in the report.

1) What is the problem which can be considered common for all the countries? Why does it exist?

2) Are there any differences in treating the problem between the UK and Russia? How does it characterize both nations?

2) Лингвокультуроведческие упражнения.

Task9. Listen again to the words of the presenter and find the word combination she is using to describe the process of increasing of the number of people using food banks Answer: a dramatic rise.

Theres been a dramatic rise in the number of people using food banks according to a charity.

Why does she use such an expressive adjective dramatic which is not common for the news language?

What kind of feeling stands behind this word? What attitude to the problem does it express?

Task10. Listen again to the words of the reporter when he is speaking of the reason of the growing demand.

And whats behind this growing demand for food banks? Is it because people are struggling in a difficult economy or is it down to something else – awareness that if food is being offered for free then people will take it?

What is the aim to ask a question and to answer it himself at once? What is his attitude to the problem?

Task11. Use the words a food bank, a food parcel, (a) scrounger(s), the off-license, (a) fag(s) in a

dialogue. The participants are:

An Englishman in need – a Russian reporter A food bank manager – a Russian reporter A representative of the UK government – a Russian reporter An English reporter – a Russian reporter

3) Культуроведчески-ориентированные упражнения.

Home Task

1) Use the Internet and find more information about the Trussel Trust. Prepare a report. Be ready to express your opinion about such organizations.

2) Find the information about the contents of a food parcel. Do you think it is enough? Would you like to change it? Prove your opinion.

3) Find the information about different kinds of treatment and ways of help to people in need in different countries (European counties, Oriental countries, the USA). How does it characterize a nation?

Lesson 5: Policy: the Royal Family.

Video script:

Channel: BBC1* Programme: News at One.

Date: January, 28 2014 Presenter: Buckingham Palace should be opened to more paying visitors when the Queen isn‘t in residence to fund improvements to the royal estate. According to MPs from the Public Accounts Committee the Royal Household has been mismanaging its finances. The report says there was huge scope for savings. Our royal correspondent Nikolas Witchell reports.

Correspondent: The funding of the monarchy has always been a politically sensitive issue. Two years ago a new system was introduced – the sovereign grant. It covers the costs of royal staff, of running and maintaining royal palaces and the costs of royal travel. Security costs are not included. It‘s up to the Queen’s officials, the so-called Royal Household, to decide how the money should be spent, with the Treasury having overall responsibility to insure that these large sums are spent wisely.

Here‘s the sum we‘re talking about in the current financial year 36, 1 m. pounds. That‘s what the Palace has received in public funds. The Public Accounts Committee is questioning whether that money is being used as wisely as it might be. We feel that the Queen has not been served well by the Household and by the Treasury, – its report says. It goes on to, say, that the Palace needs to be more skillful at managing budgets over several years. The Household needs to get better at planning and managing budgets for the longer term – is how it puts it. And The Household must get a much firmer grip on how it plans to address its maintenance backlog”.

Now that maintenance issue is an important one. Some royal buildings are urgently in need of restoration work. And that‘s one of the reasons according to the Chair of the Public Accounts Committee why the Palace needs to be much more imaginative in the way it raises funds.

Margaret Hodge MP (Chair, Public Accounts Committee): The Royal Household has managed to increase income. That‘s because they‘re getting more visitors to Buckingham Palace. But if you compare Buckingham Palace to the Tower of London, - and I know they are a bit different because of course obviously nobody is living at the Tower of London - yet The Tower of London gets over 2 million visitors, Buckingham Palace – just about half a million. More could be done when the Queen is not in residence to attract income then.

Correspondent: But another MP says the Public Accounts Committee has got it wrong.

Mary MacLeod (Former Buckingham Palace adviser): Our Prince and the Queen should pay taxes and they‘ve been looking at the way they spend money and reducing – over the years which is right - they should be doing it. But they‘ve done that but at the same time we have a palace like Buckingham Palace, we have to maintain these sorts of buildings because it‘s part of our heritage.

Correspondent: Antimonarchists say that monarchy costs far more than is being admitted. Its supporters say that 62 years into her reign the Queen continues to offer excellent value to the nation. Nicolas Witchell, BBC News.

public funds – культуроспецифичная лексика monarchy – лексика по теме backlog – потенциально незнакомая лексика *место на диске: файл «Политика и образование»; время: 13:49-16:37.

I. Pre-viewing tasks:

1) Упражнения на снятие лексических и грамматических трудностей.

Task 1.Read the definitions of the words and word combinations that you might not know.

Guess their meanings.

1) Scope for – the opportunity to do or develop something (возможности, простор для передвижения, действий, мысли и т.д.).

2) Backlog – a large amount of work that you need to complete, especially the work that should already have been completed (задолженность; резерв).

3) To get a grip on something – to understand something(понимать).

4) Heritage – the traditional beliefs, values, customs etc. of a family, country, or society(наследие).

Task 2. The report you are to watch is very rich in words and word combinations which are widely used in the sphere of politics.

Read the words, translate them and make up your own small reports or dialogues using these words in your speech.

The words and word combinations: to fund, to raise funds, to mismanage somebodys finances, to manage budget, to plan budget, to increase income, to cover the costs, to maintain, to introduce a new system, to pay taxes, maintenance, current financial year, monarchy, reign.

2) Упражнения на снятие лингвокультурологических трудностей.

Task3. The report you are to watch is about the funding of the Queen, her needs and the royal

estate. But before watching try to answer some questions:

1. It goes without saying that the Queen does not work. Where does she get the money to live on?

(public funds).

1) The new system of funding the monarchy was introduced two years ago. Do you know how it is called? (the sovereign grant).

2) Does the Queen decide herself how the money should be spent? Who helps her? (The Queen’s officials – the Royal Household and the Treasury).

3) What organization in Great Britain oversees that the government spends the money honestly and effectively? (Public Accounts Committee).

II. Checking Comprehension Tasks.

Task 4. Name the main problem of the report you have just watched.

Task5. Watch the report one more time and answer the questions giving extended answers.

1. What is the new system of funding the monarchy in Great Britain?

2. What does the Public Accounts Committee doubt?

3. What is the advice of the Public Accounts Committee to the Royal Household?

4. Why does the Public Accounts Committee think that the Royal Household needs to be much more imaginative in the way it raises funds?

5. What does M. Hodge advise to do to increase the royal income?

6. What opinion does M. MacLeod have on the question of maintaining the monarchy?

7. What opinion do the antimonarchists have on the same question?

III.Cultural Tasks. Discussion.1) Общекультурное упражнение

Task6.In Russia the last monarch, Tsar Nicolas II, was shot with his family in 1918 by the Bolsheviks.

The Englishmen have loved and maintained the monarch and all the royal family for many hundred years. Can you comment on this difference? Can you guess the roots of each kind of treatment towards the monarchy in the culture and history of each country? How does it characterize the both nations?

2) Лингвокультуроведческие упражнения.

Task 7.Watch the beginning of the report once again and find the word combination that the correspondent uses to describe the problem of funding the monarchy? What does it mean?

Answer: a politically sensitive issue Task 8.Watch the end of the report and answer the question: what has the Queen been doing for the nation for 62 years of her reign? Comment on the statement.

Answer:…62 years into her reign the Queen continues to offer excellent value to the nation.

Task 9. Have a look at the sentence from the report:

And “The Household must get a much firmer grip on how it plans to address its maintenance backlog”.

You already know the meaning of the set expression to get a grip on‘. What does the Public Accounts Committee mean when it uses the expression addressing the Royal Household?

There is also a set expression used only in the spoken English. Read the sentence and try to guess its

meaning:

For Gods sake get a grip; otherwise youll kill each other!

To get a grip is used in order to tell someone to control their emotions.

Task 10.Rewrite this report in your own words, as you were a newspaper journalist, using the

following words and word combinations:

the Queen, Buckingham Palace, the monarchy, a politically sensitive issue, the sovereign grant, the Public Accounts Committee, the Queens Officials, The Royal Household, The Treasury, a pound, public funds, to get a grip on, the Tower of London, to offer excellent value to the nation.

3) Культуроведчески-ориентированные упражнения.

Home Task

1) Use the Internet and find more information about:

The history of the monarchy in the United Kingdom;

The Queen Elisabeth II and members of the royal family;

The Royal Household;

The Treasury;

The Public Accounts Committee;

Buckingham Palace;

The Tower of London;

The sovereign grant.

Prepare reports.

2) Do a project: use different social websites where you can communicate with Englishmen. Ask the Englishmen whether they are for or against the tradition of the monarchy and why? See the results and make a conclusion.

3) Would you like to have such a tradition in our country? Why or why not?

Lesson 6: School Education.

Video script:

Channel: BBC1* Programme: News at One.

Date: January, 28 2014 Presenter: Could do better – that‘s the report for educational standards in Wales. The Chief Inspector of Schools says the proportion of secondary schools that are unsatisfactory increased from 14% to 23% last year. Our Wales correspondent Hywel Griffith reports.

Correspondent: Getting the basics right. At this school in Cwmbran they‘ve had to learn some difficult lessons on standards. After being labelled unsatisfactory by Inspectors, it‘s now one of the most improved. The Head says others in Wales can follow their lead.

Helen Coulson (The Head teacher): They don‘t want to take a good hard look at themselves because sometimes it is not a pretty sight, and that‘s difficult to stamp out. For unless you do that you‘re not gonna move forward. I think that the second thing - is just have enough initiative and drive and ambition

- and say why can‘t we be the best? –rather than just accepting It‘s okay.

Correspondent: According to Wales‘s Chief Inspector of Schools the proportion of struggling secondaries is growing, standards overall - stagnating.

Ann Keane (Chief Inspector of Education, Wales): I would say that we‘re concerned and I would say we‘re concerned not just with the standards of teaching and learning, but we‘re concerned with how far the system is building capacity for teachers, and how far teachers have ownership of the improvements that need to be made.

Correspondent: Many feel these problems are the direct consequence of decisions made ten years ago when Welsh schools scrapped SAT tests and league tables. And there‘s also a funding gap where Welsh pupils received six hundred pounds per head less than in England. The Welsh government says it recognizes things must improve. It has a new focus on literacy and numeracy. It says results are getting better. But for many parents and pupils that change isn‘t happening quickly enough. Hywel Griffith.

BBC News. Cwmbran.

SAT tests – культуроспецифичная лексика scrapped – потенциально незнакомая лексика secondaries – лексика по теме *место на диске: файл «Политика и образование»; 22:48-24:42.

I. Pre-viewing tasks:

1) Упражнения на снятие лексических и грамматических трудностей.

Task 1. Listen to brief contents of the report and find out the words and word combinations on the topic “School Education”.

Give the Russian equivalents to them The report is about educational standards in Wales. Nowadays the number of unsatisfactory secondary schools in Wales is increasing. You will hear the opinion of one of the Head teachers and the opinion of the Chief Inspector of Education. But many Welsh people think that these problems exist now because ten years ago Welsh secondaries refused of SAT tests and league tables. But the Welsh government says that a new focus on literacy and numeracy must improve the situation.

Task 2.Read the sentences with the words and word combinations that you might not know.

Translate the sentences, guessing the meanings of the new words.

1. This year most factories of our company have been closed because of the lack of workers, and next year the production is expected to stagnate at all.

2. Millions of people are struggling for survival.

3. We believe that car tax is not practical, so it should be scrapped.

4. I’ve learned my lesson; I‘ve now got a burglar alarm and a guard dog.

5. Environmentalists are urging the government to follow the lead of Scandinavian countries in their matter.

2) Упражнения на снятие лингвокультурологических трудностей.

Task 3. Before watching the report, read the words of Helen Coulson, the head teacher of a school in Cwmbran, Wales.

Let’s discuss some word expressions that she uses in her speech.

Helen Coulson (The Head teacher): They don‘t want to take a good hard look at themselves because sometimes it is not a pretty sight, and that‘s difficult to stamp out. For unless you do that you’re not gonna move forward. I think that the second thing - is just have enough initiative and drive and ambition

- and say why can‘t we be the best? –rather than just accepting It‘s okay.

To take a good hard look at means to examine something carefully and think about it.

To stamp out means to prevent something bad from continuing.

Gonna do something is a way saying going to do‘ (spoken, informal).

Task4. In this report they mention SAT tests and league tables.

Do you know what they are? If you don’t, try to guess.

SAT tests (Standard Assessment Test) – examinations that students in schools in England and Wales take at the age of 7, 11 and 14, to see whether they have reached the standard set by the national curriculum.

League tables – a list in which people, teams, or organisations are shown in order of their success or quality (British English).

II. Checking Comprehension Tasks.

Task 4. Name the main problem and its reason of the report you have just watched.

Task 5. Watch the report one more time and match the different opinions and the main characters of the report?

–  –  –

III. Cultural Tasks. Discussion.

a. Общекультурное упражнение Task 6. Let us discuss some moments touched in the report.

1) What problems do we have in schools in Russia?

2) Should teachers have the right to take part in the process of improvements that are to be made in schools?

3) What are the reasons in your opinion of pupils‘ bad results?

2) Лингвокультуроведческие упражнения.

Task 7. Imagine that you are a teacher working in a Russian school, but now you are at the international conference of teachers on the experience exchange.

What questions would you ask a teacher from a Welsh school? Make up five and more questions using the words and word combinations from tasks 1, 2, 3.

3) Культуроведчески-ориентированные упражнения.

Home Task

1) Use the Internet and try to find the answers to your questions that you made up in task 7.

2) Use the Internet or other resources and find the definitions of SAT tests and league tables.

3) Use the Internet to find out about the duties of the Chief Inspectors of Education in Great Britain.

Профессионально-ориентированные упражненияLesson 1: Law: crime and punishment.

Task 1.Find a newspaper or magazine article on the topic of crime and punishment; read it attentively and make up a list of unknown words that may make reading of the article by your group mates difficult;

make up a list of special law terms used in this article; make up sentences with the terms for your group mates to translate.

Task 2.Use all possible additional material, different kinds of dictionaries and reference guides, the Internet, newspaper and magazine articles, TV and radio news to make up a list of topical vocabulary on the law field; divide all the words and word combinations into several groups according to the major sphere of using: 1) types of crimes; 2) types of punishment; 3) court; 4) prison; 4) people working in the law field; 5) law institutes.

Lesson 2: Medical Service.

Task 1. Find a newspaper or magazine article / TV news report on the topic of medical service and make up 10 questions for your group mates to answer in order to check up whether they have understood the contents or not.

Task 2. Use all possible additional material, different kinds of dictionaries and reference guides, the Internet, newspaper and magazine articles, TV and radio news to make up a list of conversational formulas that may be helpful in the following situations: 1) calling in a doctor; 2) making an appointment with a doctor by telephone; 3) looking for a medicine at the chemist‘s; 4) asking for help in the case of emergency; 5) calling an ambulance.

Lesson 3: War.

Task 1.Watch the news reports on the topic of wars, revolutions and revolts (BBC 1, BBC World News, and CNN) that have been shot for the last 3 years; choose three of them where people from different countries are shown; compare and contrast their behaviour and be ready to speak put in front of your group mates.

.

Task 2.Use all possible additional material, different kinds of dictionaries and reference guides, the Internet, newspaper and magazine articles, TV and radio news to make up a list of different kinds of weapon that may be used in a war or a revolution; explain what kind of a weapon it is, how it works and what consequences its use may have to your group mates; make a test to check whether they have understood your report or not.

Lesson 4: Economy.

Task 1.Find a newspaper or magazine article in Russian on the topic of economy; make up a list of useful words and word combinations in English and ask your group mates to render the article in writing using the words.

Task 2. Make up a list of economic terms known to you and your classmates; make up a crossword from these words for your group mates to puzzle out.

Lesson 5: Policy: the Royal Family.

Task 1.In the report you have come across a set expression to get a grip; use the English-English dictionary and find more set expressions and idioms with the verb to get; make up tasks for your group mates to learn these set expressions better.

Task 2.Find a newspaper article or a TV news report concerning the Royal Family for your group mates to read or to watch; make up a set of exercises for your group mates to check whether they have understood the contents or not.

Lesson 6: School Education.

Task 1.Use a dictionary and make up lists of characteristics that are necessary to be: 1) a brilliant student;

2) a good teacher; 3) a successful head teacher.

Task 2.Findanewspaperormagazine article or a TV news report about any school in Great Britain for your group mates to read or to watch; make up a list of unknown words; make up several exercises to practise the new vocabulary and to check up where your group mates have understood the contents or not.

Задания на формирование рефлексивной деятельности будущих лингвистовпреподавателей

1. Was it difficult for you to understand the contents of the report? What caused the main difficulty?

2. What would you do as a teacher to reduce the difficulty of getting the contents of the report while watching?

3. State the linguistic and didactic value of the report. What kind of knowledge does the report enrich? How?

4. Describe the exercises and tasks made for the report. What is the aim of each exercise? What kind of skill does it form up?

5. Which exercises and tasks seemed to you rather difficult? Why? What would you do as a teacher to reduce the difficulty?

6. Which exercises seemed to you dull and useless? Why? What would you do as a teacher to make them more interesting and useful for your students?

7. What other exercises could you make up for your students to do before and after watching the report? Think over one exercise or task at least?

8. What kind of techniques does the teacher use? What are their specificity, advantages and disadvantages? What other techniques would you use as a teacher while working over the report in class?

9. Comment on the topical value of the report. Is it actual? Why or Why not? What other topics within the main one would you take for observation and discussion with you students?

10. Comment on the cultural and moral value of the report. In what way does the report influence your personal views? What does it teach you as a teacher? What does it teach your students?

Литература и Интернет-ресурсы

1. Добросклонская Т.Г. Вопросы изучения медиатекстов (опыт исследования современной английской медиаречи). Изд. 2-е, стереотипное. – М.: Едиториал УРСС, 2005. – 288с.

2. Елизарова Г.В. Культура и обучение иностранным языкам. – СПб., Изд-во РГПУ им. А.И.

Герцена, 2004. – 291 с.

3. Сафонова В.В. Развитие культуры восприятия устной речи при обучении иностранному языку: современные методические проблемы и пути их решения // Иностранные языки в школе. – 2011. - №5. – с.2-9.

4. Сафонова В.В. Развитие культуры восприятия устной речи при обучении иностранному языку: современные методические проблемы и пути их решения // Иностранные языки в школе. – 2011. - №6. – с.5-9.

5. Шеваршинова Е.И. Использование медиатекстов в процессе обучения иностранным языкам. // Научные труды Калужского государственного университета К.Э. Циолковского.

Серия «Гуманитарные науки». Издательство КГУ им. К.Э. Циолковского, 2012. – с. 322Шеваршинова Е.И. Обучение говорению студентов старших курсов языковых факультетов на материале новостных текстов британского телевидения. // Материалы 8-ой международной научно-практической конференции. «Образование и наука XXI века». Том

26. Педагогические науки. София «Бял ГРАД-БГ» ООД, 2012. – с. 38-44.

7. Шеваршинова Е.И. Определение межкультурной компетенции и ее содержание в зарубежной и отечественной методике обучения иностранным языкам. // Научные труды

Калужского государственного университета имени К.Э. Циолковского. Серия:

«Гуманитарные науки». Издательство КГУ им. К.Э. Циолковского, 2013.

8. Шеваршинова Е.И. Использование медиатекстов для формирования межкультурной компетенции при обучении аудированию студентов языкового факультета. // Сборник материалов научной сессии по итогам выполнения научно-исследовательской работы на факультете иностранных языков Московского государственного педагогического университета за 2012-2013 год/ - М.: Национальный книжный центр, 2013. – С. 209-213.

9. Шеваршинова Е.И., Фоменко Т.М. Обучение тематической и культурозначимой лексике на материале англоязычных медиатекстов. // Сборник материалов научной сессии по итогам выполнения научно-исследовательской работы на факультете иностранных языков

Московского государственного педагогического университета за 2013 год/ - М.:

Национальный книжный центр, 2014. – С. 173-176.

10. Шеваршинова Е.И. Возможности формирования межкультурной компетенции студентов языковых факультетов на материале англоязычных телевизионных медиатекстов. // Научные труды Калужского государственного университета имени К.Э. Циолковского.

Серия: «Гуманитарные науки». Издательство КГУ им. К.Э. Циолковского, 2014.

11. Шеваршинова Е.И. Использование англоязычных медиатекстов для формирования межкультурной компетенции студентов старших курсов языковых вузов. // Сборник материалов научной сессии по итогам выполнения научно-исследовательской работы на факультете иностранных языков Московского государственного педагогического университета за 2014 год/ - М.: Национальный книжный центр, 2015.

12. Longman dictionary of contemporary English. – Pearson Education Limited, 2003.

13. http://www.bbc.com/news/.

14. www.filmon.com.

ПРИЛОЖЕНИЕ 2

–  –  –

Шеваршинова Е. И.

Watch the news and learn the language. Student’s book (учебно-методическое пособие по английскому языку для студентов старших курсов языковых факультетов). – Калуга, КГУ им.

К.Э. Циолковского, 2014. – 21 с.

Рецензент: доцент кафедры лингвистики КФ МГТУ им. Н.Э. Баумана, к.ф.н. Василенко Т.С.

Данное пособие включает в себя шесть уроков, составленных на базе новостных репортажей британского канала BBC1. Каждый урок предполагает наличие упражнений, позволяющих обогащать лингвистические и экстралингвистические знания студентов. Предназначается для студентов старших курсов языковых факультетов, изучающих английский язык в группах, обучающихся по направлениям «Лингвистика» и «Педагогического образование», а также для лиц, владеющих английским языком на уровне С1 и выше по Европейской школе.

© Шеваршинова Е.И., 2014 © КГУ им. К.Э. Циолковского, 2014 Предисловие Методическое пособие Watch the news and learn the language предназначено для студентов старших курсов языковых факультетов высших учебных заведений, изучающих английский язык как первый иностранный, а также для других лиц, владеющих английским языком на уровне C1 и выше по Европейской шкале, и желающих совершенствовать свою иноязычную коммуникативную компетенцию, а также формировать знания, умения и отношения межкультурного плана.

Настоящее методическое пособие состоит из шести уроков на разные актуальные темы. Каждый урок включает в себя комплекс упражнений, разработанных на базе новостного репортажа британского канала BBC1. Каждый комплекс упражнений представляет собой упражнения трех видов, нацеленных на взаимосвязанное обучение иностранному (английскому) языку и культуре: предречевые упражнения, а именно, упражнения на снятие лексико-грамматических и лингвокультурных трудностей; упражнения на понимание содержания; упражнения для культуроведческого обогащения речевой практики студентов, а именно, общекультурные упражнения, лингвокультуроведческие упражнения, культуроведчески-ориентированные упражнения. Помимо упражнений, которые должны выполняться непосредственно на занятиях по практике речи, к каждому уроку специально разработаны домашние задания небольшие проекты, позволяющие студенту самостоятельно расширять свои экстралингвистические и лингвистические знания.

Авторы данного пособия искренне надеются, что разработанные задания будут не только полезными для студентов, изучающих английский язык и культуру страны изучаемого языка, но и интересными как для студентов, так и для преподавателей.

Авторы

Lesson 1: Law. Crime and Punishment.

Task 1. Read the following words and word combinations.

Translate those you know.

to admit murdering smb to plead guilty to sexually assault smb to stab smb the prosecution the defence to outline the case victim impact statements sentence mitigating circumstances Task 2. Read the sentences and try to guess the meanings of these words and word combinations.

Translate the sentences.

After some questions asked by the police, he admitted murdering his lover.

Henderson pleaded guilty to burglary.

He drove the girl to the forest and sexually assaulted her there.

She had been stabbed in the chest repeatedly; the knife was found later by the police.

The prosecution tried very hard to prove that he was guilty, but the defence won and the criminal escaped the punishment.

The prosecution are outlining the case against the criminal.

She received an eight-year prison sentence.

Judges often give reduced sentences when there are mitigating circumstances.

Victim impact statements have just been read out by members of the family of a killed girl.

Task 3.Listen to the summary of the report you are going to watch.

Try to distinguish some words and even names which can be interesting from the cultural point of view. Write them down. Let us discuss what they mean.

Task 4.Watch the report from a news program of BBC 1.

State the main subject of the report.

Task 5. Among the given statements choose those containing the information that was not mentioned in the report.

Then say whether the rest of the statements are true or false according to the contents of the report. Correct the false ones.

Sian OCallaghan was found by the police the next day after she had disappeared.

9.

A taxi-driver Christopher Holliwell admitted murdering Sian OCallaghan.

10.

Sian was out at a night club celebrating her boyfriends birthday.

11.

12. Sian ordered a taxi by telephone.

13. Christopher drove Sian to his house and sexually assaulted her there.

The police found some blood later in Christophers car.

14.

15. Christopher dug the knife with which he had killed Sian in the forest.

16. Christopher was sentenced to death.

Task 6.Watch the report one more time and say what you have learned of:

1. The victim of the crime.

2. The criminal.

3. The crime.

4. The trial.

Task 7. Let‘s discuss some moments touched in the report:

1) What is the problem which can be considered common for all the countries? Why does it exist?

2) Are there any differences in treating the problem between the UK and Russia? How does it characterize both nations?

Task 8.Listen to the beginning of the report and find out the characteristic of the murderer which is repeated.

Why is this word combination repeated? Can you guess what kind of attitude is to the murderer?

Task 9. Recall how Christopher killed Sian.

What verb is used in the report to say that he killed her with a knife? If you cannot remember the verb, read the sentences and find it.

There he sexually assaulted her and stabbed her twice in the back of the head.

I thought you to be my friend but you stabbed me in the back when I saw you kissing with my boyfriend.

Is the verb to stab used in the sentences in the primary or secondary meaning? When do the English people say you stabbed me in the back?

Home Task.

Use the Internet and find more information about Swindon and Swindon‘s old town. What is this 1) city famous for? Prepare a report.

2) Use the Internet and find more information about The Savernake Forest. Prepare a report.

3) Use the Internet and find more information about The Bristol Crown Court. Prepare a report.

4) Find the information about kinds of punishment which criminals get for such a crime that we discussed in different countries: Great Britain, Russia, the USA, Oriental countries. How does it characterize a nation? What kind of punishment you think would be fair enough for such crimes? Prove your opinion.

Lesson 2: Medical Service.

Task 1. Read the following words and word combinations.

Translate those you know.

to be dubbed smth, mandatory annual appraisal to defer the renewal of the license to be struck off the medical register a preventative measure litigation to assess the competency Task 2. Read the sentences and try to guess the meanings of these words and word combinations.

Translate the sentences.

The body found in the Alps was dubbed “The Iceman”.

The Council has made it mandatory for all nurses to attend a refresher course every three years.

Annual is an event that happens once a year.

British doctors will have annual appraisals judging their ability to practise.

Further discussion on the subject will be deferred until April.

This doctor cant work at the moment, because the renewal of his license has been deferred.

Poor attitude and rudeness to patients in hospitals could mean doctors are struck off the medical register.

While travelling abroad, take preventative measures to avoid illness.

Litigation is a process of taking claims to a court.

To assess the competency of doctors is important to insure patients safety.

Task 3. Read the three sentences from the report you are going to watch.

Each sentence contains a word or a word combination which may be interesting from the cultural point of view.

1) It‘s the biggest shake-up in the medical regulation for a hundred and fifty years.

2) It can‘t be a tick-box process.

3) And we‘ll be checking closely to see the action is taken in that small number of cases when doctors have fallen behind standards.

Now let‘s discuss them.

4) Shake-up. What part of speech is it? What part of speech is it made from? Can you guess the meaning of the word?

5) A tick-box process. In the British variant of English there is a word combination to tick a box.

Do you know its meaning? If not, have a look at the picture.

Hint: to tick a box means to mark something written in a list with a tick. But in our context we have an adjective. What kind of process can be characterized with such an attribute? Do we have the similar word combination in Russian?

6) To fall behind standards. What kind of verb is used in this word combination? Can you guess the meaning of this phrasal verb? Can you guess the meaning of the whole word combination?

Task 4. Watch the report from a news program of BBC 1 just once and choose the title for the report

among the given ones below:

6. Hard work but low salaries.

7. A serial killer in a childrens hospital.

8. Mandatory checks on doctors skills.

9. Poor attitude and rudeness towards patients in hospitals.

10. Medical accidents.

Task 5. Watch the report once again and make some notes to answer the following questions:

7. What kind of changes are going to be made in the sphere of medical service across the UK?

8. What is the main reason to start this process of changes?

9. In what way may the process of changes result for some doctors?

10. What does the General Medical Council think about these changes?

11. What helped to create the new form of the process of changes? What is this new form?

12.What does Peter Walsh (Action against medical accidents) think about these changes?

Task6. Let‘s discuss some moments touched in the report.

1) What is the problem which can be considered common for all the countries? Why does it exist?

2) Are there any differences in treating the problem between the UK and Russia? How does it characterize both nations?

Task 7. Let‘s discuss the word combinations from the report “the biggest shake-up, a tick-box process, to fall behind standards” from the cultural point of view.

Why do the participants of the report use these very lexical units to speak about the future changes in the sphere of medical service in Great Britain?

Task 8. Make up your own short reports on the topic Medicine in Russia using the words and word combinations from Task 1 and Task 3: to be dubbed smth, mandatory (checks), annual appraisal, to defer, the renewal of the license, to be struck off the medical register, a preventative measure, litigation, to assess the competency, the biggest shake-up, a tick-box process, to fall behind standards.

Task9. In the report we have such a name Harold Shipman.

Do you know anything about the origin of this name and this surname? If not, try to guess.

Home Task

1) Use the Internet and find more information about The General Medical Council in the UK and its duties.

2) Use the Internet and find more information about Bristol Royal Infirmary, its history, G.P. Harold Shipman and the scandals of baby deaths.

Use the Internet and find more information about the organization Action against medical 3) accidents. Do we have the same organization in Russia? What is your attitude to such organizations?

4) Express your opinion on the problem of the checks on doctors in Great Britain. Do you think they are necessary? Do you think they will work and give any positive results? Do we need such a measure in our country? Why or Why not? How are such problems as rudeness and poor attitude to patients solved in our country? What would you advise to make our health services better? How does such a decision to start the regular checks on doctors to insure patients‘ safety characterize the British people as a nation?

What is the attitude to this problem in other countries: European countries, the USA, Oriental countries, China, etc.?

Lesson 3: War.

Task 1.Read the words and word combinations that you might not know and that can make the understanding of the report difficult.

Read the definitions of these words in English. Try to guess their Russian equivalents.

To impose – to force people to accept your rules and ideas.

1) To vote – to elect a person 2) To fulfil – to do what is necessary or needed 3) To ban – to say that something must not be done, used or seen 4) Assumption – something that you think is true although you have no definite proof 5) Grievance – a belief that you have been treated unfairly 6) Headquarters (HQ) – the main building or offices used by a large company or organization 7) Task 2. Listen to the summary of the report you are going to watch and try to distinguish some words and word combinations on the topic of war and revolutions, write them down.

Task 3. Before you watch the report, read some more details, concerned the main participants and the place of the event.

You have come to know that the revolution takes place in the capital of Egypt, Cairo, Tahrir Square. The Government is represented by the Islamist President Mohammed Morsi and the Muslim Brotherhood. The Opposition is represented by the Minister of Defense and the Army.

Task 4.Read the words of the Minister of Defense and find there two phraseological units.

Guess their meanings.

“The Armed Forces repeats its call for the peoples demands to be met and gives everyone 48 hours as a last chance to shoulder the burden of a historic moment in which the nation is passing through, a nation that will not forgive any power who falls short in fulfilling its need”.

Task 5.Watch the report from a news program of BBC 1.

State the main subject of the report.

Task 6. Watch the report again and answer the questions.

Give the extended answers.

1. What does the Opposition want the President to do?

2. What solution to the crisis does the Opposition have?

3. What will the Opposition do if the President does not agree to do what he is told?

4. What had happened before the night the Opposition gave its statement?

5. What does one of the citizens say about the situation in the country?

6. What have you come to know about the Muslim Brotherhood from the report?

7. Why was it difficult to remove the President?

Task 7. Let us discuss the report.

Don‘t you think that revolutions and civil wars may happen in any country?

1)

2) What are the reasons of any revolution in your opinion?

3) Do you think that a revolution is a good way to a better life?

4) Would you take part in a revolution? Why or Why not?

Task 8. You have already come to know two phraseological units with the verbs to shoulder and to fall.

Now read the small dialogues and find more phraseological units with the verb to fall and the noun shoulder, try to guess their meanings.

1) - I do not understand why Mary gave me the cold shoulder in the morning. What has happened?

- I am not sure, but she might have got offended. Yesterday I heard Mary say that your joke about her new dress fell on stony ground.

– Do you know that Mr. Green‘s son, Jack, is in prison?

2)

- Oh, really? Or are you kidding?

No, it‘s not a joke at all.

I can‘t believe that he has fallen foul of the law. Only a year ago he was head and shoulders above all the students in his group.

– Has he already decided what to do with that big sum of money that he got from his dead 3) grandfather?

- No, he has fallen between two stools choosing among a new car, a new flat and a trip to the seaside.

– Sometimes I envy Paul a lot.

4)

- Why?

- He is a reporter and reporters always get to rub shoulders with all the big names in politics and other celebrities.

– I don‘t like our new director. He always speaks straight from the shoulder.

5) I‘m afraid you are not quite right. Yesterday his speech was very polite.

I am still thinking about the decision of the Board of Directors.

6)

- So what are you going to do then?

- I have no choice. I will have to fall into line.

Task 9. Read the words of an Egyptian woman from the report and find the lexical mistake there.

How should you say this in English?

„I think that today the Egyptians took their revenge because they deserve love and other goods. They dont care about anything except themselves. And we all feel optimistic about this moment. We all feel optimistic and I think we will continue.

Home Task

1) Use the Internet and find the information about the revolutions and mass protests in the UK, Russia and other countries. Be ready to discuss the reasons and the results of the events.

2) Use a dictionary and find more phraseological units with the words shoulder and to fall. Make up your own examples for other students to translate.

Lesson 4: Economy.

Task 1.Read the following words and word combinations.

Translate those you know.

charity emergency supplies claimant(s) anxiety exceedingly to be down to smth to donate smth to smb to be in work low owner(s) better off Task 2. Read the sentences and try to guess the meanings of these words and word combinations.

Translate the sentences.

All the money raised by the concert will go to charity.

The trucks loaded with emergency supplies are going to the people suffered from the earthquake.

Claimants are people who demand money from the government because they think they have a right to it.

There is growing public anxiety over levels of air pollution in our cities.

Thank you. Youve been exceedingly kind.

Chriss success is all down to him.

Last year he donated $1,000 to cancer research.

More people are in work than ten years ago.

Owners who are poor can be also called low.

Shell be about $50 a week better off.

Task 3.The report you are going to watch is about a very hot problem in the UK nowadays.

This problem concerns so-called food banks organized by the Trussel Trust. Try to answer the following questions

before watching the report:

1. What do you think a food bank is?

2. What kind of organization is the Trussel Trust in your opinion?

3. Who are the clients of food banks?

4. How do the Trussel Trust and food banks help their clients?

5. What is a food parcel? What does it consist of? What period of time is it enough for?

Task 4.Read the words of the characters of the report.

Kelly Taylor is a customer of a local food bank.

Angela is a food bank manager. Try to guess the meanings of the underlined words; they are interesting from the cultural point of view.

Kelly Taylor: Ive got a lot of anxiety. Its just the world nowadays…its just changed.

Everythings higher in price and it just feels like were scroungers but were not, were just trying to survive basically.

Angela: And if youre donating something you want it to go to the right person, you know. You dont want it to go to someone whos just gone to the off- license…about six cans… a bottle of cider and twenty fags…dear! And then there they are, with a food parcel…because morally that cant be right, can it?

Task 5.Watch the report from a news program of BBC 1.

State the main subject of the report.

Task6. Among the given statements choose those containing the information that was not mentioned in the report.

Then say whether the rest of the statements are true or false according to the contents of the report. Correct the false statements.

1. The number of people using food banks has extremely decreased.

2. Kelly Taylor is one of the customers of the food bank because she cannot find a job.

3. Today more and more people are receiving help from food banks.

4. Food banks give people in need food parcels.

5. There are quite few food banks across the UK.

6. Angela, a food bank manager, does not ask any questions of those who come to the food bank.

7. A food parcel consists of a bottle of milk, a pack of spaghetti, two cans of beans and a kilo of tomatoes.

Task7. Watch the report one more time and answer the questions giving extended answers.

1. What have you come to know about the situation in the UK concerning the people who are in need?

2. What is the reason of the increase of such people according to the government?

3. What is Kelly Taylor, a food bank customer, saying about her financial problems?

4. How has the number of people getting help from food banks changed since last year?

5. Why does one of food bank managers think more and more people are coming into her centre?

6. Why are more and more food banks opening across the UK according to Ed Thomas, a reporter?

7. Why does Angela, a food bank manager, ask difficult questions of those who say they are in need?

8. What is the government doing to improve the situation?

Task8. Let‘s discuss some moments touched in the report.

1) What is the problem which can be considered common for all the countries? Why does it exist?

2) Are there any differences in treating the problem between the UK and Russia? How does it characterize both nations?

Task9. Listen again to the words of the presenter and find the word combination she is using to describe the process of increasing of the number of people using food banks.

Why does she use such an expressive adjective which is not common for the news language? What kind of feeling stands behind this word?

What attitude to the problem does it express?

Task10. Listen again to the words of the reporter when he is speaking of the reason of the growing demand.

What is the aim to ask a question and to answer it himself at once? What is his attitude to the problem?

Task11. Use the words a food bank, a food parcel, (a) scrounger(s), the off-license, (a) fag(s) in a

dialogue. The participants:

An Englishman in need – a Russian reporter A food bank manager – a Russian reporter A representative of the UK government – a Russian reporter An English reporter – a Russian reporter Home Task

1) Use the Internet and find more information about The Trussel Trust. Prepare a report. Be ready to express your opinion about such organizations.

2) Find the information about the contents of a food parcel. Do you think it is enough? Would you like to change it? Prove your opinion.

3) Find the information about different kinds of treatment and ways to help people in need in different countries (Russia, European counties, Oriental countries, the USA). How does it characterize a nation?

Lesson 5: Policy. The Royal Family.

Task 1.Read the definitions of the words and word combinations that you might not know.

Guess their meanings.

1) Scope for – the opportunity to do or develop something

2) Backlog –a large amount of work that you need to complete, especially the work that should already have been completed

3) To get a grip on something – to understand something.

4) Heritage – the traditional beliefs, values, customs etc. of a family, country, or society.

Task 2. The report you are to watch is very rich in words and word combinations which are widely used in the sphere of politics.

Read the words, translate them and make up your own small reports or dialogues using these words in your speech.

To fund, to raise funds, to mismanage somebodys finances, to manage budget, to plan budget, to increase income, to cover the costs, to maintain, to introduce a new system, to pay taxes, maintenance, current financial year, monarchy, reign.

Task 3.The report you are to watch is about the funding of the Queen, her needs and the royal estate.

But

before watching try to answer some questions:

1) It goes without saying that the Queen does not work. Where does she get the money to live on?

2) The new system of funding the monarchy was introduced two years ago. Do you know how it is called?

3) Does the Queen decide herself how the money should be spent? Who helps her?

4) What organization in Great Britain oversees that the government spends the money honestly and effectively?

Task 4.Watch the report from a news program of BBC 1.

State the main subject of the report.

Task 5.Watch the report one more time and answer the questions giving extended answers.

1. What is the new system of funding the monarchy in Great Britain?

2. What does the Public Accounts Committee doubt?

3. What is the advice of the Public Accounts Committee to the Royal Household?

4. Why does the Public Accounts Committee think that the Royal Household need to be much more imaginative in the way it raises funds?

5. What does M. Hodge advise to do to increase the royal income?

6. What opinion does M. MacLeod have on the question of maintaining the monarchy?

7. What opinion do the antimonarchists have on the same question?

Task 6.In Russia the last monarch, Tsar Nicolas II, was shot with his family in 1918 by the Bolsheviks.

The Englishmen have loved and maintained the monarch and all the royal family for many hundred years.

Can you comment on this difference? Can you guess the roots of each kind of treatment towards the monarchy in the culture and history of each country? How does it characterize the both nations?

Task 7. Watch the beginning of the report once again and find the word combination that the correspondent uses to describe the problem of funding the monarchy? What does it mean?

Task 8.Watch the end of the report and answer the question: what has the Queen been doing for the nation for 62 years of her reign? Comment on the statement.

Task 9. Have a look at the sentence from the report:

And “The Household must get a much firmer grip on how it plans to address its maintenance backlog”.

You already know the meaning of the set expression to get a grip on. What does the Public Accounts Committee mean when it uses the expression addressing the Royal Household?

There is also a set expression used only in the spoken English. Read the sentence and try to guess its

meaning:

For Gods sake get a grip; otherwise youll kill each other!

Task 10. Rewrite this report in your own words, as you were a newspaper journalist, using the following words and word combinations: the Queen, Buckingham Palace, the monarchy, a politically sensitive issue, the sovereign grant, the Public Accounts Committee, the Queens Officials, The Royal Household, The Treasury, a pound, public funds, to get a grip on, the Tower of London, to offer excellent value to the nation.

Home Task

1) Use the Internet and find more information about:

• The history of the monarchy in the United Kingdom;

• The Queen Elisabeth II and members of the royal family;

• The Royal Household;

• The Treasury;

• The Public Accounts Committee;

• Buckingham Palace;

• The Tower of London;

• The sovereign grant.

–  –  –

2) Do a project: use different social websites where you can communicate with Englishmen. Ask the Englishmen whether they are for or against the tradition of the monarchy and why? See the results and make a conclusion.

3) Would you like to have such a tradition in our country? Why or why not?

Lesson 6: School Education.

Task 1. Listen to the summary of the report and find out the words and word combinations on the topic School Education.

Write them down. Give their Russian equivalents.

Task 2. Read the sentences with the words and word combinations that you might not know.

Translate the sentences, guessing the meanings of the new words.

1. This year most factories of our company have been closed because of the lack of workers, and next year the production is expected to stagnate at all.

2. Millions of people are struggling for survival.

3. We believe that car tax is not practical, so it should be scrapped.

4. I’ve learned my lesson; Ive now got a burglar alarm and a guard dog.

5. Environmentalists are urging the government to follow the lead of Scandinavian countries in their matter.

Task 3.Before watching the report, read the words of Helen Coulson, the head teacher of a school in Cwmbran, Wales.

Let‘s discuss some word expressions that she uses in her speech.

Helen Coulson (The Head teacher): They dont want to take a good hard look at themselves because sometimes it is not a pretty sight, and thats difficult to stamp out. For unless you do that you’re not gonna move forward. I think that the second thing - is just have enough initiative and drive and ambition

- and say why cant we be the best? –rather than just accepting “Its okay”.

Task4. In this report they mention SAT tests and league tables.

Do you know what they are? If you don‘t, try to guess.

–  –  –

Task 7. Let us discuss some moments touched in the report.

1) What problems do we have in schools in Russia?

2) Should teachers have the right to take part in the process of improvements that are to be made in schools?

What are the reasons in your opinion of pupils‘ bad results?

3) Task 8. Imagine that you are a teacher working in a Russian school, but now you are at the international conference of teachers on the experience exchange. What questions would you ask a teacher from a Welsh school? Make up five and more questions using the words and word combinations from tasks 1, 2, 3.

Home Task

1) Use the Internet and try to find the answers to your questions that you made up in task 8.

2) Use the Internet or other resources and find the definitions of SAT tests and league tables.

3) Use the Internet to find out about the duties of the Chief Inspector of Education in Great Britain.

Профессионально-ориентированные упражненияLesson 1: Law: crime and punishment.

Task 1.Find a newspaper or magazine article on the topic of crime and punishment; read it attentively and make up a list of unknown words that may make reading of the article by your group mates difficult;

make up a list of special law terms used in this article; make up sentences with the terms for your group mates to translate.

Task 2.Use all possible additional material, different kinds of dictionaries and reference guides, the Internet, newspaper and magazine articles, TV and radio news to make up a list of topical vocabulary on the law field; divide all the words and word combinations into several groups according to the major sphere of using: 1) types of crimes; 2) types of punishment; 3) court; 4) prison; 4) people working in the law field; 5) law institutes.

Lesson 2: Medical Service.

Task 1. Find a newspaper or magazine article / TV news report on the topic of medical service and make up 10 questions for your group mates to answer in order to check up whether they have understood the contents or not.

Task 2. Use all possible additional material, different kinds of dictionaries and reference guides, the Internet, newspaper and magazine articles, TV and radio news to make up a list of conversational formulas that may be helpful in the following situations: 1) calling in a doctor; 2) making an appointment with a doctor by telephone; 3) looking for a medicine at the chemist‘s; 4) asking for help in the case of emergency; 5) calling an ambulance.

Lesson 3: War.

Task 1.Watch the news reports on the topic of wars, revolutions and revolts (BBC 1, BBC World News, and CNN) that have been shot for the last 3 years; choose three of them where people from different countries are shown; compare and contrast their behaviour and be ready to speak put in front of your group mates.

.

Task 2.Use all possible additional material, different kinds of dictionaries and reference guides, the Internet, newspaper and magazine articles, TV and radio news to make up a list of different kinds of weapon that may be used in a war or a revolution; explain what kind of a weapon it is, how it works and what consequences its use may have to your group mates; make a test to check whether they have understood your report or not.

Lesson 4: Economy.

Task 1.Find a newspaper or magazine article in Russian on the topic of economy; make up a list of useful words and word combinations in English and ask your group mates to render the article in writing using the words.

Task 2. Make up a list of economic terms known to you and your classmates; make up a crossword from these words for your group mates to puzzle out.

Lesson 5: Policy: the Royal Family.

Task 1.In the report you have come across a set expression to get a grip; use the English-English dictionary and find more set expressions and idioms with the verb to get; make up tasks for your group mates to learn these set expressions better.

Task 2.Find a newspaper article or a TV news report concerning the Royal Family for your group mates to read or to watch; make up a set of exercises for your group mates to check whether they have understood the contents or not.

Lesson 6: School Education.

Task 1.Use a dictionary and make up lists of characteristics that are necessary to be: 1) a brilliant student;

2) a good teacher; 3) a successful head teacher.

Task 2.Findanewspaperormagazine article or a TV news report about any school in Great Britain for your group mates to read or to watch; make up a list of unknown words; make up several exercises to practise the new vocabulary and to check up where your group mates have understood the contents or not.

Задания на формирование рефлексивной деятельности будущих лингвистовпреподавателей

1. Was it difficult for you to understand the contents of the report? What caused the main difficulty?

2. What would you do as a teacher to reduce the difficulty of getting the contents of the report while watching?

3. State the linguistic and didactic value of the report. What kind of knowledge does the report enrich? How?

4. Describe the exercises and tasks made for the report. What is the aim of each exercise? What kind of skill does it form up?

5. Which exercises and tasks seemed to you rather difficult? Why? What would you do as a teacher to reduce the difficulty?

6. Which exercises seemed to you dull and useless? Why? What would you do as a teacher to make them more interesting and useful for your students?

7. What other exercises could you make up for your students to do before and after watching the report? Think over one exercise or task at least?

8. What kind of techniques does the teacher use? What are their specificity, advantages and disadvantages? What other techniques would you use as a teacher while working over the report in class?

9. Comment on the topical value of the report. Is it actual? Why or Why not? What other topics within the main one would you take for observation and discussion with you students?

10. Comment on the cultural and moral value of the report. In what way does the report influence your personal views? What does it teach you as a teacher? What does it teach your students?

Литература и Интернет-ресурсы

1. Добросклонская Т.Г. Вопросы изучения медиатекстов (опыт исследования современной английской медиаречи). Изд. 2-е, стереотипное. – М.: Едиториал УРСС, 2005. – 288с.

2. Елизарова Г.В. Культура и обучение иностранным языкам. – СПб., Изд-во РГПУ им. А.И.

Герцена, 2004. – 291 с.

3. Сафонова В.В. Развитие культуры восприятия устной речи при обучении иностранному языку: современные методические проблемы и пути их решения // Иностранные языки в школе. – 2011. - №5. – с.2-9.

4. Сафонова В.В. Развитие культуры восприятия устной речи при обучении иностранному языку: современные методические проблемы и пути их решения // Иностранные языки в школе. – 2011. - №6. – с.5-9.

5. Шеваршинова Е.И. Использование медиатекстов в процессе обучения иностранным языкам. // Научные труды Калужского государственного университета К.Э. Циолковского.

Серия «Гуманитарные науки». Издательство КГУ им. К.Э. Циолковского, 2012. – с. 322Шеваршинова Е.И. Обучение говорению студентов старших курсов языковых факультетов на материале новостных текстов британского телевидения. // Материалы 8-ой международной научно-практической конференции. «Образование и наука XXI века». Том

26. Педагогические науки. София «Бял ГРАД-БГ» ООД, 2012. – с. 38-44.

7. Шеваршинова Е.И. Определение межкультурной компетенции и ее содержание в зарубежной и отечественной методике обучения иностранным языкам. // Научные труды

Калужского государственного университета имени К.Э. Циолковского. Серия:

«Гуманитарные науки». Издательство КГУ им. К.Э. Циолковского, 2013.

8. Шеваршинова Е.И. Использование медиатекстов для формирования межкультурной компетенции при обучении аудированию студентов языкового факультета. // Сборник материалов научной сессии по итогам выполнения научно-исследовательской работы на факультете иностранных языков Московского государственного педагогического университета за 2012-2013 год/ - М.: Национальный книжный центр, 2013. – С. 209-213.

9. Шеваршинова Е.И., Фоменко Т.М. Обучение тематической и культурозначимой лексике на материале англоязычных медиатекстов. // Сборник материалов научной сессии по итогам выполнения научно-исследовательской работы на факультете иностранных языков

Московского государственного педагогического университета за 2013 год/ - М.:

Национальный книжный центр, 2014. – С. 173-176.

10. Шеваршинова Е.И. Возможности формирования межкультурной компетенции студентов языковых факультетов на материале англоязычных телевизионных медиатекстов. // Научные труды Калужского государственного университета имени К.Э. Циолковского.

Серия: «Гуманитарные науки». Издательство КГУ им. К.Э. Циолковского, 2014.

11. Шеваршинова Е.И. Использование англоязычных медиатекстов для формирования межкультурной компетенции студентов старших курсов языковых вузов. // Сборник материалов научной сессии по итогам выполнения научно-исследовательской работы на факультете иностранных языков Московского государственного педагогического университета за 2014 год/ - М.: Национальный книжный центр, 2015.

12. Longman dictionary of contemporary English. – Pearson Education Limited, 2003.

13. http://www.bbc.com/news/.

14. www.filmon.com.

ПРИЛОЖЕНИЕ 3.

Тест на выявление уровня сформированности знаний, умений, отношений межкультурного характера.

Является ли слово «культура» многозначным или имеет только одно 1.

значение? Подтвердите свою точку зрения примерами.

Согласно исследованию голландского социолога Г. Хофстеде одним из 2.

критериев сравнения культур разных стран является «коллективизм – индивидуализм». Прокомментируйте этот критерий. Культуры каких известных вам стран, по вашему мнению, характеризуются коллективизмом / индивидуализмом?

По вашему мнению «национальный характер» что это? Как бы вы 3.

охарактеризовали (одним словом) национальный характер русских, британцев, немцев/французов, американцев или народов других стран?

Очень часто одно и то же в разных странах делают по-разному, например, поразному приветствуют друг друга при встрече. Можете ли вы привести примеры того, что делают по-разному в разных странах? (1-3 примера).

Можно ли считать язык элементом культуры? Приведите аргументы 5.

за/против.

Могли бы вы привести примеры проявления культуры страны изучаемого 6.

языка в иностранном языке? (1-3 примера).

В процессе общения с инокультурным собеседником какие ошибки более 7.

опасны и чаще приводят к конфликту и срыву коммуникации: фонетические, лексические, грамматические, культурные? Почему?



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