Практический курс английского языка 4 курс Под редакцией В. Д. Аракина издание четвертое, переработанное и дополненное

Unit Six INTERVIEWING PEOPLE Asking for opinions What's your opinion of... What do you think of... How do you feel about... I was wondering what your opinion of... (tentative) What about... (informal) Expressing personal opinions In my opinion From my point of view Personally, I think that It would seem to me that (tentative) As far as I'm able to judge (tentative) As I see it (direct) Frankly, I think (direct) I reckon (informal) Asking for clarification I'm sorry, I don't quite understand what you mean by... I'm sorry, could you explain what you mean by... I'm afraid, I'm not really very clear about what you mean by... (tentative) I'm sorry, but could you possibly explain what you mean by... (tentative) Did you mean that... Do you really think that... Did you say... But you said earlier that... I don't understand what you mean by... What (exactly) do you mean by... (all rather direct) Giving clarification what I'm trying to say is (that)... Well, the point I'm trying to make is (that)... think Well, I I what I mean is (that)... (tentative) suppose What I mean is (that)... (both direct) What I'm saying is (that)... All I'm trying to say is (that)... (informal) Well, to be frank (strong, blunt) frankly Unit Seven CORRECTING PEOPLE Let's get this straight from the start... There appears to have been a slight misunderstanding here. I'm afraid you've got it all wrong... Actually... Haven't I already mentioned... I think I should point out, however... If I may say so, I believe you've confused... Am I mistaken in thinking that... Unit Eight GIVING ADVICE AND ACCEPTING ADVICE OR REJECTING IT Giving advice I would advise you to DO... Personally, I think your best course would be to DO... (slightly formal) It might be a good idea if you DID... (tentative) Your best bet would be to DO... I suggest you DO... Why don't/can't you DO... (direct) I think you should DO... (If I were you) I'd DO... (direct, informal) Accepting advice That sounds a good idea. (certainly) like Thank seems good advice. you. That's certainly a possibility. (slightly tentative) Right do I’ll that. Thanks, (direct: informal) Yes. try Rejecting advice can I’m not sure I do that. You see ‘d be able to + EXCUSE Isn't there anything else I can/could DO...? I'm sure that's excellent advice, only + EXCUSE (tentative) I'm afraid that's not really possible/out of the question. (direct) ROLE PLAYING COLLEGE LIFE/ITS YOUR CHOICE Situation A group of students earned some money during their summer holidays. At a special meeting they discuss the best way to spend the money. There are the proposals to be discussed: 1. a trip to St. Petersburg 2. purchase of some equipment to launch a disco club 3. distribution of the money among the students Cast list Helen/Eugene Jane/Andrew students, members of the summer team Lucy/Peter Nina/Alex Lecturer B., a young lecturer, the students' tutor Ann/Michael, a member of the student committee Mary/Nick, representing a student newspaper Pauline/Paul, a British student on an exchange visit to Moscow What you must decide Which two of the proposals would most benefit everybody concerned and the English department? A vote must be taken. Role cards Helen/Eugene Aged 19 You were one of the team. You are a great traveller. You are happy as in summer you worked in a new place and now you look forward to a trip to St. Petersburg. If all the group doesn't want to go to St. Petersburg you'd like to have your share of the money and go there alone (though it is less preferable as you usually get lost in new places and don't make friends easily). Jane/Andrew Aged 22 You were one of the team. You worked last summer to earn some money to get married but it's a secret yet. So you prefer to have your share of the money. If somebody is really very keen on dancing there are a lot of disco clubs in the city. The most you agree with is a trip to St. Petersburg as you were there as a child many years ago. Lucy/Peter Aged 21 You were one of the1 team. You enjoyed your summer work very much. You think that a disco club is just the thing for you as you believe that dancing is the best way to relax and to enjoy yourself. Your second choice is the distribution of the money among the students. No trip to St. Petersburg for you as you've been there more than once. Nina/Alex Aged 21 You were one of the team. You are sure all the money ought to be spent on the equipment for a disco club. All the students will benefit by it. You also know that Jane/Andrew is saving money for the wedding trip but you must keep it secret. Being a devoted friend you speak in favour of the distribution of the money among the students. Lecturer B. Aged 28 You are a young lecturer, the students' tutor. As a compara­tively young person you share their enthusiasm about a disco club. But you think that being a tutor you should argue for a trip to St. Petersburg. You feel that you are expected to help with the arrangements. (You would like to go to St.Petersburg as well.) Ann/Michael Aged 23 You are a member of the student committee. You did not work with the group this summer as you were ill and you envy them. You try to learn more about their work. You support a purchase of some equipment for a disco club. You believe that a trip to St. Petersburg is not a bad idea but needs a lot of organisation. You conduct the discussion and the vote at the end of it. Mary/Nick Aged 22 You write for the student newspaper. You have been asked to cover the meeting. In the course of it you try to find out more about the students' summer work (place, the kind of job, environment, etc.). You think that next summer you would go with the group too. Involve the British student in the discus­sion. Paul/Pauline Aged 21 You are one of the British group cm an exchange visit. Stu­dents in Great Britain don't get any grant during their vaca­tions. You do work every summer but it's your own business. You have to look for a job and you are happy to take up any­thing that will turn up. You tell the students about it when asked. Possible follow-ups 1. Do you think the students' summer work should be relat­ed to their future profession? Whatever your answer, give your reasons. 2. Write up this role-play as a newspaper article. 3. Prepare a talk by a visiting student from Great Britain on students' life (unions, clubs, societies). EXAMS OR CONTINUOUS ASSESSMENT? Situation A special meeting of the staff of the English Department will be held to discuss a possible shift from exams to continu­ous assessment, i. e. a student's final mark is an average of the marks for all the work he/she has done during the course/ term. Cast list Prof. G., Head of the English Department Lecturer M. Lecturer E. senior lecturers Lecturer P. Lecturer A. junior lecturers Ann/Peter final-year students Lucy/Andrew Postgraduate S. Dorothy/Donald Parker, a visiting English lecturer What you must decide What form of assessment is more efficient and reliable: exams or continuous assessment? A vote must be taken. Role cards Prof. G. Aged 51 You are Head of the English Department and conduct a special meeting to discuss what form of assessment is more ef­ficient and reliable: exams or continuous assessment. You are of the opinion that exams are a well-tried system, but you do not object to abolishing exams in one of the years, possibly in the first year, and introducing continuous assessment as an experiment. At the end of the discussion you sum up the arguments presented and hold a vote. NB: The results of the vote will be taken to the Academic sec­retary of the university. Lecturer M. Aged 49 You are a senior lecturer in the English Department. You are convinced that exams are the best quick way of assessing a student. Their reliability has been proved again and again. The exam system may not be perfect, but it's the best we have; it may be painful, but so are many things in life. You voice your support for the exams rather categorically. Lecturer E. Aged 54 You are a senior lecturer in the English Department. You agree that the most successful students are not always the best educated, they are the best trained in the technique or working under duress/pressure. Possible faults of the exams are not the faults of the system itself but of the teacher — that is your con- viction. However there are advantages in continuous assess­ment, as it is probably more objective, but it needs to be proved/tested. So you suggest an experiment (exams abol­ished, continuous assessment introduced) with a group of stu­dents. Lecturer P. Aged 32 You are a junior lecturer in the English Department. You think that exams as a form of assessment must be abolished al­together. Your arguments are as follows: firstly, exams are a test of memory not ability. They encourage memorising, restrict reading and induce cramming and secondly, as anxiety-makers exams are second to none, because so much depends on them. Lecturer A. Aged 29 You are a junior lecturer in the English Department. You speak in favour of continuous assessment as it is more objec­tive and a student has to work continuously but not rapidly un­der the extreme pressure of exams. It motivates a student to read widely and to seek more and more knowledge, eliminat­ing cramming. Besides it's a pity that teachers themselves are often judged by examination results and instead of teaching their subjects they are reduced to training their students in exam techniques which they despise. Ann/Peter Aged 22 You are a final-year student in the English Department. You are clever and a bit lazy. You have a knack of concentration under pressure and are always successful at exams. You are against continuous assessment because it is sure to reveal the gaps in your knowledge. While slating your arguments you address Lecturer E., a senior lecturer, because he/she will be your examiner this term. Lucy/Andrew Aged 23 You are a final-year student in the English Department. You think exams should be abolished. Your arguments are, firstly, no one can show his knowledge to advantage after a sleepless night or when he/she is in mortal terror (some recollections of your personal experience would serve as good proof), second­ly, examiners may be subjective at times. NB: You are an industrious student, you work hard during the term but unlike Ann/Peter you don't have a knack of working rapidly under the extreme pressure of exams. Postgraduate S. Aged 27 You are a postgraduate in the English Department. You are doing research on the new methods of assessment. You dis­agree that the methodsspf.testing a person's knowledge and ability remain as primitive as in the past. You argue that exten­sive research into objective testing techniques has been carried out. There are already complex checking systems, among them computers, used by examiners to specially devised tests. In ad­dition exams may be supplemented by the teachers' monthly assessment. Dorothy/Donald Parker Aged 35 You are a visiting English teacher. You are very much inter­ested in the Russian way of life. That day you are present at a meeting of the staff of the English Department where a possible shift from exams to continuous assessment is being discussed. You are a true supporter of exams as you think it is an old and widely-spread system of assessing students' knowledge. In your country practically all exams are written (oral exams are a rare exception for modern languages). You know that in some uni­versities they've introduced continuous assessment but you personally are rather sceptical about it. Possible follow-ups 1. Speak on the following topic: "Exams or Continuous Assessment". a) a student's view; b) a teacher's view. 2. Prepare a talk on the comparative study of the British and the Russian marking systems. 3. Write a composition on the following'topics: a) The most adequate (revealing) tasks for teaching the students' skills in the senior stage. b) My first exam. DISCUSSING A TEXTBOOK Situation A school textbook is to be re-edited. At a special meeting possible changes to be introduced are discussed.1 Cast list The author A representative of the publishers TeacherS. Teacher D. Ann/Michael Jane/Andrew final-year students Helen/Peter Dorothy/Donald Parker, a visiting English teacher What you must decide What possible changes should be introduced into the sec­ond edition of the textbook? Role cards The author Aged 55 You are the author of the textbook. It is highly valued by the school teachers and so the publishing house is planning the second edition of it. As you have not been teaching at school yourself for the last ten years you have had no feed­back from the learners (only practising teachers have). You ap­preciate the criticism and suggestions offered by the partici­pants of the discussion. But you are a bit hurt by the students' impertinent remarks on your textbook and you let it show. Publisher Aged 45 You are representing the publishing house specialising in textbooks. You conduct the discussion but your contribution to ___________ 1 The teacher must decide which textbook the group is going to discuss in the role-play. The students are given cards in advance so that they will study the chosen textbook and find out the items for criticism and approval. it is rather limited as you are more concerned with technical matters, therefore you object to colour illustrations urging to observe space limit. At the end of the discussion you thank the participants, promising to inform the editorial board of their suggestions/proposals. Teacher S. Aged 54 You are an experienced English teacher, favouring the existing textbook, its layout and the exercises provided. As some people doubt the necessity of using the students' mother tongue and especially a number of exercises on translation you strongly object to this view and argue in favour of translation as an objective method of foreign language teaching. NB: After being at college together with the author of the text­book, you worked at the same school for some time. Teacher D. Aged 25 You are a young teacher with an urge to make innovations. You've been using the textbook for two years but you can't say you are happy about it. Your firm conviction is language and culture are not separable and should be taught together. But the textbook is not informative enough. So you insist that more information about the country should be provided and should be definitely supplemented by colour illustrations. Ann/Michael Aged 22 You are a final-year student who has already had two teach­ing practices in school. You are flattered by the invitation to participate in the discussion. You were asked to look through the exercises and drill material on the vocabulary and evaluate them. Say whether you consider the essential language items are really the most commonly used words about the topic. Jane / Andrew Aged 22 You are a final-year student. You were reluctant to partici­pate in the discussion as you think that the grammar exercises you were asked to look through are subjected to a lot of criti­cism. They should be more contextualised. Exercises on trans­lation and filling in the blanks should be eliminated. You sound too categorical and uncompromising but you are not aware of it. Helen/Peter Aged 30 You are a final-year student of an evening dass. For the last two years you were allowed to work at school as a trainee teacher. Therefore you know the textbook well. You think no textbook can be perfectly designed and there is no limit to per­fection. Concerning possible changes some texts pertaining to real-life teaching situations should be added to the course as well as additional visual aids (maps, diagrams, cartoons, slides, etc.) Dorothy/Donald Parker Aged 35 You are a visiting English teacher with the English depart­ment. Today you are present at a special meeting where a school textbook planned to be re-edited is discussed. You are surprised to hear of a complex set of teaching material (try to find out what the set consists of). In Great Britain if sup to ttie subject teachers to choose any textbook for their forms. So you think that approach is a bit biased as it may reflect a teacher's preferences and it makes it difficult for a child to change schools.

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