8307

√ - I knew it;

+ - New information;

- - The information contradicts my knowledge;

? - The information isn’t enough or understandable.

10.Get ready to answer the following questions after reading the text:

1.What did you know about Alex before reading the text?

2.What information about Alex did you find new reading the text?

3.What information contradicts your knowledge?

4.What information isn’t enough or understandable for you?

11.Read the text once again and find answers to the following questions:

1.Who is this text about?

2.Where does Alex study?

3.What is interesting for Alex to do?

4.What subjects does he do?

5.What is his favourite subject?

6.Is Alex a good student? Why do you think so?

7.What does he do to become a qualified specialist?

My Studies

Let me introduce myself. My name is Alex Belov and I am a first-year student of the University of Architecture and Civil Engineering. I study at the faculty of Architecture and Town Building, because I want to be a landscape architect. It is interesting for me to project, make sketches and study landscape styles.

The course of studies runs for five years. We do a lot of subjects: English, history, mathematics, the history of architecture, geodesy, botany, and so on. My favourite subject is landscape design. It is interesting for me to project and make models. I enjoy the course a lot but it’s very hard work. We have classes, lectures and seminars every day. We make notes and discuss different problems at the lectures. It takes a lot of time, that’s why, we spend six hours at the university every day.

I try to attend all the classes and miss them only with a reasonable excuse. I do well in all the subjects but Math. We take exams twice a year and I hope I’ll get good marks in my exams because I do my best to become a qualified specialist.

Some students work by fits and starts but I don’t like it at all. And if I fall behind the group, I try to catch up with it as soon as possible.

After five years I’ll graduate from the university and become a qualified specialist. I hope I will find a prestigious job and make a successful career. I believe, it is very important for my future life.

12. Individual work. Read the text again and fill in the “marginal chart”:

13. Pair work. Match the words from two columns to create a phrase and make sentences to use them in the text entitled “Alex’s course of studies”. Share your ideas with the partner.

14. Pair work. Match the words from two columns to create a phrase and make sentences to use them in the text entitled “Alex’s attitude (отношение) to studies”.

Share your ideas with the partner.

15. Read and role-play the dialogues.

Dialogue 1

A talk about studies

Jill: Hello, Mary. How are you?

Mary: Splendid. Thank you. And what about you, Jill?

Jill: I am fine. Thanks. By the way, Mary, do you study or work?

Mary: Of course, I study. I am a student of the University of Architecture and civil engineering.

Jill: Really? How interesting! And what do you study, I wonder?

Mary: I study architecture, Jill. It is so great to be a student. And what about you? Where do you study, Jill?

Jill: As for me, I study foreign languages at the Linguistic University. It is really to my liking.

Mary: I am glad for you, Jill. I am also happy with my studies. By the way, what is your favourite subject?

Jill: It is very interesting for me to study the English language. I like reading and find new words. Of course, it is great to speak English. And what about you? Mary: As for me, my favourite subject is Architectural design because I like creating new things.

It is also interesting for me to project and make drafts. Unfprtunately, I have problems with English.

Jill: I feel for you, Mary. Can I help you? Mary: It would be great. Thanks a lot.

Jill: You are welcome. (не стоит благодарности)

3. Read and role-play the dialogue

-Hello, Ann. How are you? You look so upset. What’s the matter?

-Thank you, dear. I am again in trouble. I am done.

-Really, can’t believe.

-You see, I have great problems with English. -I knew as much.

-You know, I am very bad at English.

-I see… I think, I can help you.

-Oh, no. Things look nasty for me. I have missed a lot of classes.

-It makes matter worse.

-I am done, I am done.

-All right. All right. Take it easy.

-I am at a loss. Help me, Jane.

-I think, the best thing to do is to talk with your English teacher.

-Oh, no. I am afraid to do that.

-But you should explain everything. Tell her that you will find a coach. I will help with English, I promise.

-Really? It is a good idea. I will try, thank you.

-Not at all. Call me, bye.

-See you soon.

16. Create your own dialogues about studies

Writing & Speaking

17. Prepare a text about your studies and present it to the class. Get ready to answer your group mates’ questions creating a micro dialogue.

Students’ teaching

Educatory Corner (обучающий уголок)

18.Prepare questions concerning the topic “My studies”. Think of the reaction on the questions and write down the micro dialogues.

19.Project yourself (перевоплотиться) into a character of an English teacher and ask the students questions concerning the topic “My studies”. Get ready to communicate with your students creating a micro dialogue.

20.Reflect on the student-teacher’s speech answering the following questions:

1.Accuracy of speech (точность и правильность речи)

Has the student-teacher made any pronunciation and grammar mistakes?

Did he/she express himself/herself in good or bad English? (выражаться,

говорить на плохом/хорошем английском)

2.Word fluency (беглость речи)

Did he/she speak fluently? (говорить свободно) Was the speech easy to understand?

Did the speaker manage (удалось) to be laconic?

Did he/she make a lot of pauses in the course of speech?

3.Discourse Management (взаимодействие – способность вести беседу)

Did the student-teacher ask students questions and respond to their answers?

(реагировать на ответы)

Did he/she keep up a conversation (поддерживать разговор) with his students or just ask students questions?

Was it easy for the student-teacher to understand his/her interlocutors

(собеседник)?

4.Range of speech: the active use of a range of grammatical forms and vocabulary. (диапазон грамматических форм и языковых средств)

Did the speaker demonstrate a wide range of vocabulary and grammatical forms?

(демонстрировать большой диапазон языковых средств и грамматических форм)

5.The clarity of presentation ( ясность изложения)

Was the student-teacher’s speech precise (ясный) and understandable?

Did he/she express thoughts clearly? (выражать мысли ясно)

6. The speech expressiveness (выразительность речи)

Was the student-teacher’s speech emotional? Did his/her questions get you interested?

7.Did the student-teacher’s have an eye contact with the audience? (аудитория)

8.What impression did the student-teacher’s work make on you?

Did he/she make (производить) a good/bad/ favourable impression (благоприятное впечатление) on you as a teacher? How did he do that?

Did he/she create a lively, friendly atmosphere in class? (создавать живую,

дружескую атмосферу)

Did his/her work excite respect and admiration? (вызывать уважение и восхищение)

Is his/her work praiseworthy (достойна похвалы)? Why do you think so?

Grammar Focus

21. Translate the sentences and repeat them adding the word or “also”:

E.x: 1. I often read English books. - I also read English books.

22. Repeat the sentences adding the word from brackets then ask general questions to your partner:

E.g.: I study at the university. - I say, Dan, I study at the university. And what about you? Do you also study at the university? – Sure. And it is to my liking. – No doubt about it.

23. Make up special questions to the sentences and ask them to your partner:

E.g.1.My friend is a future landscape architect. - I say, Nick, my friend is a future architect. And what about your friend? Is he also a future architect?- Certainly. And he is a brilliant student. – Really? My congratulations.

2. My group mate gets different marks, as a rule. - By the way, Jane, my group mate,Ann, gets different marks, as a rule. And what about your group mate? Does she also get different marks in different subjects? – Of course not. She is an excellent student and I am proud of her. – That’s great/Splendid.

24. Ask your partner the following questions to create a micro dialogue? E.g.: What is his name?-

What is your name? - My name is Alex. And what about you? - My name is Jack. – I see.

24. 1. Ask your partner special questions to create a micro dialogue? E.g.: Where does your friend study?

Where do you study, Jack? – As for me, I study at the University of Architecture and civil engineering.

And what about you, Ann? Where do you study? - I also study at the University of Architecture and civil engineering. – Really? Can’t believe.

Unit 4

Higher Education

Part I

Nizhny Novgorod University of Architecture and Civil Engineering

I. Warming up (Разминка)

1. Group work. Reflect on the following proverb, interpret it and share your ideas with the group. Report your ideas to the class. Get ready to discuss different points of view

“Money spent on the brain is never spent in vain.”

2. Listen and repeat after the teacher the following terms and phrases, mind their pronunciation: