Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета

53 Pages·2017·1.136 MB·Russian

by  Коллектив авторов

Learning to Listen
Учебно-методическое пособие
по практической фонетике английского языка
для лингафонного кабинета

Вологда
2017
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

Министерство образования и науки Российской Федерации
Вологодский государственный университет

Learning to Listen
Учебно-методическое пособие
по практической фонетике английского языка
для лингафонного кабинета

Вологда
2017
Научная библиотека Вологодского государственного университета
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

УДК 811.111 (075)

Рецензент:
кандидат филологических наук, доцент кафедры французского языка
Педагогического Института ВоГУ С.А. Кузичев

Learning to Listen: учебно-методическое пособие по практической фонетике
английского языка для лингафонного кабинета / сост. А.Н. Цветкова, О.А. Бурсина,
Д.И. Жирнова, М-во обр. и науки РФ ; Вологод. гос. ун-т. – Вологда : ВоГУ, 2017. – 51 с.

Данное пособие предназначено для студентов I, II, III курсов факультета
иностранных языков, культуры и искусств, обучающихся по направлению 44.03.05 -
Педагогическое образование (с двумя профилями подготовки): иностранные языки
(английский и немецкий; английский и французский).
В задачи данного пособия входит обеспечить обучающихся современными
практическими материалами для обучения по следующим разделам ОПОП:
"Практическая фонетика", "Практика устной и письменной речи", "Страноведение и
лингвострановедение". Практикоориентированный подход к составлению заданий
позволит обучающимся совершенствовать фонетические, лексические и грамматические
навыки, а также умения таких продуктивных и рецептивных видов речевой деятельности,
как аудирование, говорение и чтение.
Структура организации книги и задания, составляющие данное пособие, позволяют
использовать его как для различных форм работы в аудитории, так и для реализации
самостоятельно организованной работы по аудированию.
Одной из особенностей данного пособия является возможность его использования
в качестве практикума для работы с лингафонным кабинетом, что позволит применять
различные формы трансляции источников аудиоматериалов с целью организации
групповой, парной и индивидуальной работы обучающихся в рамках учебного курса
"Практической фонетики" и "Практики устной и письменной речи". Особенный
практический интерес представляет возможность использования лингафонного кабинета
"Диалог М-1" для коммутации рабочих мест обучающихся для парной работы и
проговаривание изучаемого материала учащимися с самопрослушиванием, что позволяет
наиболее эффективно решать задачи совершенствования умений аудирования и
говорения.
Составители надеются, что пособие будет интересно также и тем, кто
самостоятельно строит собственную образовательную траекторию в рамках овладения
навыками и умениями иноязычной речи вне состава обучающихся иноязычной
компетенции в рамках профессионального образования.

Утверждено редакционно-издательским советом ВоГУ

 ФГБОУ ВО «Вологодский
государственный университет», 2017
 Цветкова А.Н., Бурсина О.А.,
Жирнова Д.И., составление, 2017
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Научная библиотека Вологодского государственного университета
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

ОГЛАВЛЕНИЕ

ENGLISH SPEAKING COUNTRIES ..................................................................... 4
LITERATURE ........................................................................................................ 13
IN THE STREET .................................................................................................... 17
FOOD ...................................................................................................................... 18
EDUCATION .......................................................................................................... 23
BRINGING UP CHILDREN .................................................................................. 31
CINEMA ................................................................................................................. 32
SCRIPT WRITING ................................................................................................. 39
SCIENCE AND TECHNOLOGY .......................................................................... 39
JOBS ........................................................................................................................ 41
MISCELLANIOUS ................................................................................................. 44
References ............................................................................................................... 51

3

Научная библиотека Вологодского государственного университета
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

ENGLISH SPEAKING COUNTRIES
Task 1. The English language.

Before listening: read the introductory information about the lecture on the
history of English.
Did you know that the English word "human" has a Latin origin? And did you
know that the word "people" actually comes from French? Today, hundreds of
millions of people speak English either as their first or second language. But
hundreds of years ago, the English language that we know today did not exist. It
has been evolving through the centuries and continues to do so now. Listen to the
lecture Discover the History of English by Gill which contains much information
on the history of invasions, migrations, and other influences that have helped to
shape English as we know it. You will also discover English words that have
origins in Latin, French, and other languages.

While listening: Do the following tasks:
1) While listening to the lecture draw the timeline and the pie chart suggested
by the lecturer.
2) What do you learn about Hadrian’s Wall from the lecture?
3) What languages did the Latin language influence?
4) Write down the words of the Latin origin given by the lecturer.
5) What started in 450 AD?
6) What was the basis for Old English?
7) What does the lecturer compare the merging of the languages with?
8) Write down the words of the Germanic origin given by the lecturer. How
does the lecturer characterize these words?
9) Who and when came to England and started converting people to
Christianity?
10) What languages came with Christianity?
11) Write down the words of the Greek origin given by the lecturer. How does
the lecturer characterize these words?
12) Where did Vikings come from?
13) Where do Scandinavian languages and Old Norse presented in the pie
chart?
14) What languages did Norman invasion brought into the country?
15) Write down the words of the Greek origin given by the lecturer. How does
the lecturer characterize these words?
16) What happened in the XV-XVI centuries? How did the events influence
the language?
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Научная библиотека Вологодского государственного университета
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

17) What happened in the XVIII-XIX centuries? Write down the words of the
Asian and Middle East origin given by the lecturer.
18) What are the sources of the language development in the XX-XXI
centuries?
19) What does the word “hoover” mean? What is its origin?

Task 2. Learn English Accents and Dialects. While listening to the lecture
Learn English Accents and Dialects do the following tasks:
1) State the difference between an accent and a dialect.
2) What does the term RP stand for?
3) Who speaks RP? How many percent of the British speak RP?
4) What accents are spoken in the south of the country? Define the
geographical boundaries of these accents.
5) Fill in the table
RP Cockney Examples
th [Ө] [ð]
glottal stop
l [l]
[waʊz]
Harry, have

6) Where does the lecturer come from and what is her previous accent
which has gradually changed?
7) Fill in the table
RP Midlands / Northern Examples
[a:]
[ʊ]
love
8) What kind of accent is spoken in the West Country? Does the West
Country correspond to Wales?
9) What other countries are spoken about apart from England?
10) Transcribe the words Ireland and island? Do they differ in
pronunciation?
11) What is the meaning of the words and sentences pronounced in
Scottish accent: Ah dinnae ken? cannae? aye? och? loch?
12) What is the native accent of Sean Connery and David Tennant?
13) What cities have their own distinct accents? What parts of the country
are they located?
14) How do people in Birmingham pronounce the following words: I’ll,
fine, makeup? Write down the corresponding transcriptions.
5

Научная библиотека Вологодского государственного университета
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

15) What does the lecturer say about the accents in London?
16) What three things do really matter with the accents according to the
lecturer?
Task 3. The family is going sightseeing in London. Listen to them and do the
following tasks:
While listening:
1) Write out all the names of tourist attractions you hear in the polylogue.
There are 13 of the in it.
2) Write out all the words and word combinations on the topic Sightseeing.
3) What are Harrods and Hamleys?
After listening:
1) Reproduce a short abstract in which they ask how to get to the London Eye.
2) What do you learn about London Eye and Big Ben from their talk?
3) What means of transport do they use during their sightseeing tour about
London?
4) Reproduce the sentences with the words suggested after the polylogue.
Write down the sentences from the final part of the track. Work with you partner:
make up a short dialogue using the sentences and record your dialogue.
Task 4. London Skyline.

Before listening: Read the following vocabulary and it's definitions:
quirky unusual and odd, but in a good way
modest quite small or insignificant compared
with other things of the same type
dwarfed made to seem small compared to
sprung up something else
irreverently suddenly appeared
obstruct without showing proper respect
plain stop, block, or make something difficult
tide to do
thrown up (to have) a head for very; used for emphasising the adjective
heights that follows it
(here) increasing amounts of something
built or made quickly and without much
care
a feeling of being comfortable in high
places

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Научная библиотека Вологодского государственного университета
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

While listening: Name the famous skyscrapers of London. What do you know
of them? Find some extra information amd share with the group.

After listening: Are skyscrapers universally popular?

Task 5. Oxford and Cambridge.
Before listening: look through the text below and check for any new
vocabulary.
While listening: Fill in the gaps.
Oxford and Cambridge are famous for having the oldest and second-oldest
universities in the English-speaking world, but there is no single university campus
in ___________ place; the beautiful colleges ______________ all over both
towns.
Teaching existed in Oxford as early as the ____ century, and the earliest
colleges were University College, Merton and Balliol, and they were ___________
by the Church. The architecture of many of the colleges reflects this
_________________ with the Church – most have a central square called a ‘quad’,
which is _____________ to the design of a monastery.
The original __________ scholars entered the universities mainly to be
educated as clerics, and in medieval times colleges were founded so that their
students would _________ for the souls of their founders. For this ____________
many colleges have their own ___________ , and Christ Church in Oxford has its
own cathedral. In Cambridge, King’s College Chapel is a spectacular
____________ which was started during the reign of Henry VI and finished during
Henry VIII’s __________ . The oak screen inside was a gift from Henry VIII, and
has his and Ann Boleyn’s initials carved on it. After the ______________ of the
monasteries in 1536 Henry VIII ordered the closure of the Faculty of Church Law,
so studies were more focused on Classics (__________and Latin), Mathematics
and the Bible.
Originally all the colleges were for men. From around ______ women were
allowed to sit examinations, but could not become full members of the university
(and therefore could not get a degree) _______ 1920 in Oxford and ______ in
Cambridge.
Oxford’s literary connections. Lewis Carroll, the author of Alice’s Adventures
in ___________________ , was a student and then a lecturer in ______________
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Научная библиотека Вологодского государственного университета
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

at Christchurch; his _______ name was Charles Lutwidge Dodgson. J. R. R.
Tolkien was a student at ___________ and returned as a lecturer at Pembroke
College. It was during this time that he wrote The Hobbit and the first two
____________ of The Lord of the Rings. He was part of a literary ___________
that included C. S. Lewis, the author of The Chronicles of Narnia. During the
1930s and 40s the group would often meet at the Eagle and Child pub on St. Giles
Street.
Task 6. Guy Fawkes’ Night.

Before listening: Read the words/words combinations below and think how
they can be connected to the Guy Fawkes Night.

Protestants 5 November 1605
Catholics gunpowder
King James I fireworks
Parliament toffee apples

While listening: 1. Listen to the story of Guy Fawkes’ Night and check if your
guesses were correct.

2. Listen again and choose the correct answers

1. King James I was a Protestant/Catholic and he passed severe laws against his
people/Catholics.
2. A group of 12 soldiers/Catholics planned to enter/blow up the Houses of
Parliament on 5 November 1605.
3. Guy Fawkes’ responsibility was to make/guard the barrels of explosives.
4. When the King’s soldiers/the King discovered the plot, Guy Fawkes and the
other plotters were hanged/escaped.
5. Today young people in America/Britain make a Guy/King with old clothes.
6. On the night/day of 5 November there are fireworks and big bonfires to burn the
Guy.

After listening: Read the rhyme about Guy Fawkes’ Night and learn it by
heart.
Remember, remember
The 5th of November
Gunpowder, treason and plot.
I see no reason
Why gunpowder and treason
Should ever be forgot.

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Научная библиотека Вологодского государственного университета
Learning to Listen: учебно-методическое пособие по практической фонетике английского языка для лингафонного кабинета /
сост.: А. Н. Цветкова, О. А. Бурсина, Д. И. Жирнова

Task 7. Listen to the program Christmas in America: Music and Traditions of a
Merry Season from the series This is America in Voice of America Special
English. Answer the questions:
1. What are Americans busy with preparing for Christmas?
2. Do churches offer Christmas Eve and Christmas Day services? Why?
3. What songs are popular in the Christmas season?
4. What is guaranteed by the American Constitution?
5. What disputes over holiday observances are brought each year?
6. Who is Christmas more special for?
7. What less material ways some people celebrate Christmas in?
8. What Christmas traditions are observed in families? Are they similar in all
families?
9. Why can Christmas be a lonely time for some people?
10. What do you learn about caroling?
11. What other holidays are celebrated by other religions in December and
January?
12. What is said about "The Nutcracker"?
13. What part from "The Nutcracker" is the orchestra performing? What orchestra?

Task 8. Listen to the program Young, Strong-Willed, a Revolutionary. Meet
George Washington from the series This is America in Voice of America
Special English. Answer the questions:
1. Where is Mount Vernon situated?
2. George Washington was the first president who lived in the White House,
wasn’t he?
3. When did Washington’s birthday become a federal holiday? When is it
observed? What is it called?
4. Why is entering Mount Vernon like stepping back into the eighteenth
century?
5. What was the great concern of the operators and supporters of Mount
Vernon when they decided that Mount Vernon should gain up-to-date things
to see and do?
6. What was added to Mount Vernon?
7. Do the additions to Mount Vernon support a common image of George
Washington as a very serious older man?
8. Describe the entrance area at Mount Vernon.
9. What do visitors learn from a film called "We Fight to Be Free"?
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Научная библиотека Вологодского государственного университета