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- •In the World of English
- •In the World of English
- •1) What is language? Think of as many notions associated with language as you can to complete the spidergram.
- •3) Now read the definitions of language from the encyclopedia and dictionaries, compare them with your own definition. Which one is better? Why?
- •3. Amazing facts about English
- •1) Read the following facts about English. Which one is the most amazing? Why?
- •2) Could you think of some other amazing facts about English? Your language? Share your suggestions with the class.
- •3) Follow-up
- •2) These are some of the sentences that you will hear in the lecture. Read them paying attention to the italicized words and expressions.
- •3. Now follow the Topic Outline while the speaker gives a brief overview of what will be discussed in the commentary. Lecture outline - a topic outline
- •I. Animal and Human Communication Systems
- •II. The Origin of Language
- •III. Statistics on Modern Languages
- •8. Recount the information you heard in the lecture to a partner. Use your notes and the outline to help you.
- •9. Discuss the following with the class. Use the language of agreement / disagreement and persuading from Reference Section at the back of the book to organize your discussion.
- •1. Before you read, discuss the following questions with your partner.
- •2. Read the text below and write out the major stages in the development of English spelling and factors which influenced its change.
- •3. Discuss the following questions with your class.
- •4. Do you know how English in America developed? What factors influenced its development? Discuss with your class.
- •5.Now read the text below and make notes concerning major stages in the development of American English. Language change and the development of american english
- •6. Put the sentences below in chronological order. Use transitional words or phrases if needed between the sentences to form a paragraph.
- •7. Work with your partner, refer to your notes and summarise the information given in the text. You may use the paragraph from the previous exercise as an example.
- •8. Read the text once again and decide if the statements below are true or false according to the article. Correct the false statements.
- •9. Discuss the following questions with your class.
- •1. Before you listen discuss the questions below with your partner.
- •2. You will hear an interview with a journalist Robert MacNeil who wrote a book"Do You Speak American?". As you listen make brief notes on the answers to the following questions:
- •3. Look at these extracts from the report. Complete as many of the sentences as you can before you listen again.
- •4. With a partner reproduce the interview using the questions and responses given below (aa - Avi Arditti):
- •5. Discuss with your groupmates.
- •1. Read the famous words by George Bernard Shaw. Do you agree with his opinion?
- •4. Language Focus
- •2) Here are some more examples of differences between American and British vocabulary. Can you match the American word on the left with its British equivalent on the right?
- •3) With a partner in two minutes write down as many other examples of American vocabulary that is different from British vocabulary as you can.
- •3. Work with a partner. Reproduce the interview using the questions and responses given below (aa - Avi Arditti; rs - Rosanne Skirble):
- •4. Discuss the following questions with your groupmates.
- •Rendering 1. Британский или американский
- •Британский или американский
- •Englishes of the World
- •In groups of four match the explanations (1-9) to the words, phrases and figures. Then answer Questions 10-17.
- •1. What do the following countries have in common? Is it an advantage for these countries? Why? Why not? Discuss with your partner.
- •3. Language facts
- •2) Could you continue the list of language facts? Share your suggestions with the class.
- •Discuss with your partner.
- •2. You are going to listen to the lecture about historic struggle and conflict between Ireland's two languages: Irish and English. Before you listen, preview the content of the lecture.
- •3. Before you listen, preview the vocabulary you will hear in the lecture.
- •1) Fill in the blanks with the appropriate vocabulary items.
- •2) These are some of the sentences that you will hear in the lecture. Read them paying attention to the italicized words and expressions.
- •Languages in Conflict: Irish and English
- •5. Now listen to the lecture again and take your own notes.
- •9. Recount the information you heard in the lecture to a partner. Use your notes and the outline to help you.
- •10. Discuss the following with the class.
- •1. On May 23-25, 2001 Moscow State University hosted an international conference "Global English for Global Understanding". Could you explain its title. What problems were on the agenda?
- •3. Now read the whole article, underline the main idea in each paragraph (if possible). Make an outline of the article. Global understanding for global english
- •1.Read the title of the article. What is it about? What is a democratic linguistic order? Read the introductory part of the article quickly and check.
- •2.Now read the whole article, underline the main idea in each paragraph (if possible). Make an outline of the article. Envisioning a democratic linguistic order
- •Introduction
- •The Structure of the Hegemony of English
- •Language as Environment, not Commodity
- •Democracy Among All Languages
- •Conclusion
- •2. Would you agree or disagree with the following quotations? Why? Why not?
- •3. Skim the text and decide whether its author would agree or disagree with the quotations above.
- •Silent witnesses
- •5. Paraphrase the following extracts from the article and explain what the author means. What is your opinion?
- •6. In pairs discuss the main points the writer makes. Then summarise the article.
- •7. Work in a small group. Discuss the questions below. Then share your ideas with the class.
- •1. You are going to read the three articles about three different languages. Before you read comment on the language facts given below.
- •2. Now look quickly at the articles and decide what languages they are about. What do two of the languages have in common? Try not to take more than one minute.
- •3. Answer questions 1-8 by referring to the three newspaper articles about different languages.
- •4. Which of the following categories of text type would you say the articles belong to?
- •3. Now listen to the interview and answer the questions below.
- •1. Divide into two teams, and debate the problem of the English language globalization.
- •Глобализация и развитие языков
- •1. Look at the picture below. What is its message?
- •3. Now compare your list with those of other students.
- •4. Compare your notes with those written by a partner. Do your partner's notes make you want to add anything to your own or to change anything in your own?
- •5. Listen again to the lecture and decide whether the following statements about it are true or false.
- •1. Researchers who study gender and communication have realized that women and men communicate in different ways.
- •2. The lecturer will talk about how children learn the communication patterns of their gender and about some false stereotypes people have of men’s and women’s communication patterns.
- •3. Now listen to the lecture again and take notes.
- •4. Check your notes to be sure that they are complete. Check if you can:
- •5. Recount the information you heard in the lecture to a partner. Use your notes and the outline to help you.
- •6. In a group of two or four discuss the questions below. At the end of the discussion, a representative from the group should summarise the group’s discussion for the class.
- •1. The following two passages are from the book You Just Don’t Understand by Deborah Tannen. Before you read these passages, answer the questions below.
- •2. Now read and find out whether your suggestions were correct. His Politeness Is Her Powerlessness
- •It's Different Coming From a Man
- •3. Work with your partner. Discuss the questions below. Then share your ideas with the class.
- •Rendering1. Мужское и женское в языке
- •Мужское и женское в языке
- •1. Paraphrase the quotations below. Which one do you agree with? Why?
- •2. Euphemistically Speaking
- •2) Do the quiz below. Then compare your answers with a partner. Quiz: Euphemistically Speaking
- •3) Work with your partner and discuss the following questions.
- •4) Here are some more examples of euphemisms.
- •3. Look at two web pages from an on-line translator below. What do they illustrate? Does political correctness pose any difficulties for translators and interpreters?
- •4. What is political correctness? Does the term ‘political correctness’ overlap with ‘euphemism’? What is the difference?
- •2) Is it a good idea to rewrite famous works of literature to make them more politically correct? Discuss with your class.
- •1. You are going to read an article The World of doublespeak by William Lutz.
- •2. Read the article and write out the examples of doublespeak and their meanings.
- •The world of doublespeak
- •3. Check your answers.
- •3. Now read the article and check your answers. Life under the Chief Doublespeak Officer
- •(From William Lutz, Life under the Chief Doublespeak Officer http://www.Dt.Org/html/ Doublespeak.Html)
- •4. Work with your partner, discuss the following questions, then share your ideas with the class.
- •1. Before you listen think of some political speech you know (e.G. M.L. King’s “I Have a Dream” speech) and try to answer the following questions.
- •6. In pairs discuss the following questions.
- •In this project you are going to analyse the language politicians use.
- •1. Before you listen discuss the questions in pairs.
- •3. Reproduce the interview using the questions and responses given below (aa - Avi Arditti; rs - Rosanne Skirble):
- •4. In class discuss the following questions.
- •Политическая корректность, или языковой такт
- •«Черный человек». Политкорректность в русском языке
- •3. Do you know any funny stories / anecdotes about translators / interpreters? Share them with the class.
- •Deadlines
- •To make a long story short...
- •1. You are going to read the text under the title ‘Ambassadors of the Word’. Who could be called an ambassador of the word? Why? Discuss with your partner.
- •2. Look through the text quickly and check your suggestions. Ambassadors of the Word
- •3. Now read the text more carefully and from the ideas and opinions expressed in the article, decide which of the sentences are likely to be true (t) or false (f).
- •4. Match the words in column 1 with the meanings in column 2.
- •5. Comment on the following quotations. Which do you agree with? Why?
- •6. Work in pairs, discuss the following questions. Then, share your ideas with the class.
- •1. You are going to listen to the interview between the journalist and Fiona Guiffs, the translator. What are the possible advantages and disadvantages of this profession? Discuss with your partner.
- •2. Now listen to the interview and complete the chart below.
- •3. Now look at these extracts from the interview. Complete as many of the sentences as you can before you listen again.
- •4. In pairs discuss the following questions.
- •2. Now listen to the interview and make notes on Michael Gove and Professor Tony Briggs’s opinions. Compare your notes with those of your partner.
- •3. Read the following statements and decide whether they are True (t) or False (f). Correct the false ones.
- •6. Discuss the following questions.
- •1. What do you know about computer translation systems? How do they work?
- •2. Now read the text below and find out.
- •In the near future
- •3. Answer the questions below.
- •1. Have you ever used on-line translation services? Was your experience successful?
- •2. What problems could a person face using online translation tools? Read the article and find out. Getting lost in the translation
- •4. Answer the questions below.
- •5. Work in pairs, discuss the following questions. Then share your finding with the class. To organize you discussion use the useful language from Reference Section.
- •2. Now work in your groups and match the words on the left with their definitions on the right. Consult the dictionary if necessary. Add them to the categories you have.
- •3. Provide the Russian equivalents for words and expressions 1-26 from Exerscise 2.
- •Профессия переводчик
- •Нужны ли переводчики?
- •Решение мировой проблемы перевода
- •Переводчик в кармане
- •Inbound text
- •Voice-over, voiceover
- •Useful Language
- •Inviting a response
- •Interrupting
- •Strong agreement / disagreement
- •Persuading
- •Framing an argument
- •Listening 2. Male-Female Conversation as Cross-cultural Communication
- •В мире английского языка
- •In the world of english
В мире английского языка
In the world of english
Учебное пособие
по курсу «Практикум по культуре речевого общения»
для студентов 5 курса факультета иностранных языков,
студентов гуманитарных специальностей, изучающих английский язык, аспирантов филологических специальностей
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