Данный урок разработан на основе авторского учебно-методического пособия, состоящего из модулей по основным грамматическим темам, изучающихся в старших классах, а также с учетом требований ФГОС. Урок предназначен для учащихся 10х классов для обобщения знаний по теме "Косвенная речь". Целью урока является развитие грамматических речевых навыков продуктивной речи.
УРОК В 10Л КЛАССЕ_Зайцева Е. А..doc
ОТКРЫТЫЙ УРОК В 10Л КЛАССЕ
ПО ТЕМЕ “REPORTED SPEECH”
Учитель: Зайцева Е. А.
Количество учащихся в группе: 12
Учебнометодический комплекс:
Грамматическая тема: Модуль 8
ЦЕЛЬ УРОКА:
Систематизировать знаний по грамматической теме «Reported Speech» через развитие
грамматических речевых навыков продуктивной речи
ПРАКТИЧЕСКИЕ ЗАДАЧИ УРОКА:
1. Развить грамматические речевые навыки продуктивной речи по теме и активизировать их
в подготовленной и неподготовленной монологической и диалогической речи в
различных ситуациях общения.
2. Совершенствовать навык
правильного употребления глаголов сообщения при
оформлении прямой и косвенной речи.
3. Формировать навыки и умения планирования высказываний и речевого взаимодействия с
партнером.
4. Активизировать и стимулировать связную спонтанную иноязычную речи на основе
совместной речемыслительной деятельности обучаемых, определяющую ролевое речевое
поведение участника игры.
ОБРАЗОВАТЕЛЬНЫЕ ЗАДАЧИ УРОКА:
1. Научить культуре общения через совместную речевую деятельность на английском языке.
1. Привести к осознанию учащимися семантики глаголов сообщения.
2. Расширить кругозор учащихся по теме «Планеты солнечной системы»
РАЗВИВАЮЩИЕ ЗАДАЧИ УРОКА:
1. Развить языковые, интеллектуальные и познавательные способности учащихся.
2. Развить готовность вступать в иноязычное общение в заданной ситуации.
3. Развить аудиальную, визуальную и когнитивную память учащихся.
ВОСПИТАТЕЛЬНЫЕ ЗАДАЧИ УРОКА:
2. Развить понимание важности изучения английского языка, а также желание и потребность
вступать в иноязычное общение.
3. Формировать положительное личностномотивированное отношение к изучению
английского языка, через применение различных ситуаций общения, через прием ролевой
игры.
СРЕДСТВА ОБУЧЕНИЯ НА УРОКЕ:
Традиционные ( не технические ): тексты диалогов, стихотворения, дидактический раздаточный
материал, дифференцированные упражнения по теме ( выборочно
уровни В, С), систематизирующая таблица по теме, Традиционные (технические): магнитофон.
МЕТОДЫ:
Методы – это способы работы учителя и учащихся, при помощи которых
достигается усвоение учащимися знаний, умений и навыков.
На данном уроке основную реализацию получил метод активизации и систематизации изученного
грамматического явления в диалогических и монологических высказываниях в различных ситуациях
общения.
Сопутствующими методами являются контроль и самоконтроль, реализующиеся через
выполнение дифференцированных упражнений по уровням: В, С, направленных на тренировку
речемыслительной деятельности учащихся.
ПРИЕМЫ:
Методы обучения реализуются в системе приемов, используемых учителем
в организации процесса обучения учащихся, осуществляемого последним
посредством выполнения конкретных действий и решением конкретных задач.
На данном уроке применяются следующие приемы:
прием управляемого диалога, прием вопросноответного взаимодействия, прием
обобщения изученного грамматического материала в таблице, прием
подстановки и семантизации глаголов сообщения в правильную
последовательность, прием трансформации текста стихотворения из прямой речи
в косвенную и из косвенной в прямую, прием чтения вслух, прием драматизации
диалогов, прием составления монологического высказывания по прослушанному
образцу, прием создания ролевой игровой ситуации (игра «Прессконференция»),
прием активизации речемыслительной деятельности учащихся при выражении
собственного отношения к содержанию прочитанного текста, прием стимуляции
иноязычного общения с элементами дискуссии по заданной теме.
ПРЕДПОЛАГАЕМЫЕ ФОРМЫ РАБОТЫ:
Фронтальная, индивидуальная, парная, групповая. САМОАНАЛИЗ ОТКРЫТОГО УРОКА
ПО ТЕМЕ “REPORTED SPEECH”
Учитель: Зайцева Е. А.
ЦЕЛЬ УРОКА:
Систематизировать знаний по грамматической теме «Reported Speech» через развитие
грамматических речевых навыков продуктивной речи
Характеристика класса:
Количество учащихся в группе: 12. Учащиеся с хорошими учебными возможностями. На уроках все
учащиеся принимают активное участие в различных, предлагаемых учителем, видах языковой и
речевой деятельности, проявляют инициативу. Наибольший интерес проявляют к анализу изучаемых
грамматических явлений английского языка.
Реализация задач обучения на уроке:
На современном этапе развития трудно обеспечить эффективность процесса обучения
классическими, традиционными или отдельно применяемыми новыми методами. Поэтому кроме
развития и разработки новых технологий необходима их интеграция с уже известными и
апробированными. Происходит создание «полифонических» дидактических систем, преимущество
которых перед «монофоническими» заключается в том, что они аккумулируют достоинства
интегрируемых теорий и образуют целостность, позволяющую выходить на новый качественный
уровень решения педагогических задач.
В своей работе я рассматривала сочетание основополагающих принципов коммуникативно
направленного подхода, интенсивного обучения, модульной технологии, а также технологии
профессора Монахова, с учетом специфики углубленного преподавания английскому языку в старших
классах.
Целью данного интегрируемого курса обучения на уровне INTERMEDIATE является следующее:
в минимальный срок, в соответствии с коммуникативнонаправленным процессом обучения провести
систематизацию и контроль усвоения максимального объема грамматического материала.
Таким образом для повышения эффективности усвоения и повторения грамматического
материала на базе УМК Spotlight в старших классах необходимо создание дополнительного
приложения к этому УМК, нацеленного на усиленную отработку грамматического материала и
контролирующего уровень его овладения. Сущность модульного обучения состоит в том, что
учащийся самостоятельно достигает конкретных целей в процессе работы с модулем. Модуль
состоит из различных блоков. В практическом приложении к работе я рассматриваю теоретический
блок, в котором располагается основной учебный материал, распределенный по структурноучебным
элементам каждый из которых включает в себя:
а) теоретический материал: обобщающая таблица по грамматической теме.
б) упражнения для диагностики усвоения материала по уровням А, В, С
В соответствии со всем вышеизложенным, учитывая тему аттестационной работы, а также
положительное мотивационное отношение учащихся к грамматике английского языка, в основу
открытого урока по теме «Косвенная речь» был положен модуль, состоящий из таблицы по теме урока
и серии дифференцированных упражнений по уровням А, В, С и поставлена цель урока:
систематизировать знания по грамматической теме «
» и проконтролировать уровень
усвоения материала по данной теме.
Reported
Speech Считаю, что урок достиг поставленной цели.
Свою реализацию на уроке также получили практические задачи урока.
Учащиеся в полной мере повторили и систематизировали, и активизировали знания по теме
«Косвенная речь» в диалогической и монологической речи в различных ситуациях общения.
Они также повторили и закрепили, как правильно употреблять глаголы сообщения при
оформлении прямой и косвенной речи. На основе совместной речемыслительной
деятельности учащиеся тренировали практику иноязычного общения в форме дискуссии.
Свою реализацию на уроке также получили образовательные, развивающие и воспитательные
задачи урока.
Образовательные задачи урока:
Учащиеся познакомились с астрономической информацией о планетах солнечной системы.
Расширение кругозора учащихся одна из самых основных образовательных задач урока. Другой не
менее важной образовательной задачей, получившей свою реализацию на уроке, является
формирование культуры общения через совместную речевую деятельность на английском языке, что
помогает учащимся осознавать иную систему ценностей, понятий и значений, через которую может
восприниматься действительность.
Развивающие задачи урока:
Через использование различных видов речевой деятельности учащихся происходило развитие
их языковых, интеллектуальных и познавательных способностей. Выполняя различные задания,
воспринимая речь на слух, составляя диалоги и монологи, отвечая на вопросы, учащиеся развивали
различные виды памяти, а также способность вступать в иноязычное общение.
Воспитательные задачи урока:
На уроках стараюсь воспитывать учащихся средствами иностранного языка: пишу стихи сама
или использую стихотворения известных английских авторов, составляю и применяю дополнительные
упражнения, тесты, тексты по различным темам из различных источников.
Например, для формирования положительного личностномотивированного отношения к изучению
английского языка, на уроке были применен прием ролевой игры. Для воспитания положительных
качеств у учащихся в качестве содержания трансформационного упражнения было использовано
стихотворение «Reported Missing», а тексты министатей из американского журнала «OMNI».
Для достижения цели и для реализации всех задач обучения необходимым условием является
использование совокупности различных средств обучения, как традиционные не технические, так и
традиционные технические.
При подборе содержания урока руководствовалась учебнометодическим комплексом Spotlight 10,
грамматической темой из Module 8, а также поставленной целью урока. Необходимо отметить, что,
несмотря на то, что урок построен на грамматической теме 8 модуля, использование данной темы в 3
четверти актуально и своевременно. Данное грамматическое явление уже изучалось в 8 и 9 классах, а
в 10м классе происходит его систематизация. В связи с тем, экзамен по английскому языку содержит
задания по теме, то для более качественной подготовки нецелесообразно проводить полную
систематизацию.
Урок был коммуникативнонаправлен, что соответствует методическим требованиям к содержанию
современного урока в условиях интенсивного обучения английскому языку, что предполагает:
целенаправленный характер речевой деятельности, высокую мотивацию, ситуативность, учет
возрастных особенностей. В основе обучения английскому языку как иностранному лежат
методические принципы интегрируемых технологий, которые определяют организацию учебного
процесса на уроке, а также методы и приемы. Учитывая вышесказанное, а также этапы овладения
грамматическим материалом в основу урока был положен метод активизации и систематизации изучаемого грамматического явления в различных видах РД.
При помощи методов усваиваются знания, основное содержание учебного материала. При помощи
приемов происходит углубленное освоение отдельных вопросов и темы. Для решения практических
задач на уроке использовались различные приемы, что позволило достигнуть поставленной цели.
*** При наличии свободного времени на уроке можно использовать любое упражнение из модуля по
теме «Косвенная речь».
ПЛАНКОНСПЕКТ УРОКА ПО АНГЛИЙСКОМУ ЯЗЫКУ
В 10 «Л» КЛАССЕ
ПО ТЕМЕ : REPORTED SPEECH
УЧИТЕЛЬ: ЗАЙЦЕВА Е. А.
Время в
минутах
РАБОТА НА УРОКЕ
ЭТАП
1.
Мотивация к учебной деятельности
2.
Актуализация знаний и фиксация индивидуального затруднения
в пробном действии
РЕЖИМ
РАБОТЫ
T – cl.
T –p1, p2,p3
1
2
2
2
3
5
3.
а) фронтальная работа.
Imagine that you can invite anyone in the world to be your dinner guest.
Think up or write two / three questions you would like to ask him /her.
Whom would you like to invite?
What would you ask him / her?
Possible answers:
I would invite … .
I would ask him / her if he liked animals. Etc.
T –p1 p2 p3
б) управляемый диалог.
M. ask O. what she would ask his/ her guest.
M: I would ask my guest if he/ she was ambitious?
Possible answers:
…if his parents had been rich when he had been a child.
…if he liked reading.
…where had been living since 1998.
… if he had any hobbies, etc.
в) Выявление причины затруднения, выход на тему, цель
и задачи урока
СИСТЕМАТИЗАЦИЯ ЗНАНИЙ ПО ГРАММАТИЧЕСКОЙ ТЕМЕ «
REPORTED SPEECH» ЧЕРЕЗ ТРЕНИРОВОЧНЫЕ УПРАЖНЕНИЯ ПО
ТЕМЕ.
1) Построение проекта выхода из затруднения
а) работа по сводной таблице по теме.
вопросы к таблице.
(контроль)
2) подстановочные упражнения
а) упражнение №1, уровень В (Приложение 4)
T – cl.
T –p1, p2, p3
p1, p2, p3 cl.
T – cl.
p1+p2, 1
2
3
2
4
4
2
2
2
6
1
THE TASK: * LOOK AT THE APPENDIX 1. IT CONSISTS OF
CARDS. YOUR TASK IS TO PUT THESE CARDS IN THE RIGHT SEQUENCE: A
VERB – ITS DEFINITION – WHERE IT CAN BE USED – WRITE YOUR OWN
EXAMPLE OF INDIRECT SPEECH WITH THE VERB. (Приложение 1,2)
To tell, to say, to ask, to answer, to reply, to report, to announce, to inform, to
declare, to promise, to remark, to assure, to admit, to deny, to explain, to insist,
to consent, to reject, to refuse, to inquire, to order, to command, to request, to
beg, to urge, to offer, to suggest, to advice, to greet, to welcome, to wish, to bid,
to apologize, to thank, to implore, to entreat, to beseech, to exclaim, to cry.
* READ THE CHAIN WHICH YOU HAVE RECEIVED.
(контроль)
3) трансформационные упражнения;
а) упражнение №3, уровень В. (Приложение 4)
a) LISTEN TO THE POEM “REPORTED MISSING”
b) READ THE POEM “REPORTED MISSING”
С) CHANGE THE REPORTED SPEECH INTO THE DIRECT SPEECH AND VICE
VERSA.
d)
READ A NEW VERSION OF THE POEM. (контроль)
T –p1, p2, p3
p1, p2, p3 cl
Tape cl.
p1 cl
p1+p2
p1, p2, p3 cl.
СИСТЕМАТИЗАЦИЯ ЗНАНИЙ
«REPORTED
ДЕЯТЕЛЬНОСТИ УЧАЩИХСЯ.
ГРАММАТИЧЕСКОЙ ТЕМЕ
SPEECH» ЧЕРЕЗ АКТИВИЗАЦИЮ РЕЧЕВОЙ
ПО
4.
а) Первичное закрепление во внешней речи
упражнение №2, уровень С. (Приложение 4)
(p1+p2+p3+..)
THE TASK: * FORM TWO (OR THREE) GROUPS. EACH GROUP
ACTS ITS OWN DIALOGUE, ANOTHER GROUP LISTENS ATTENTIVELY
* …THEN REPORTS THE DIALOGUE OF ITS
COMPETETORS (WORK IN GROUPS)
* … PRESENT THE REPORTS.
YOU CAN FIND POSSIBLE DIALOGUES IN APPENDIX 2.
(p4+p5+p6+..)
(p1+p2+p3+..)
cl
б) Включение в систему знаний
(p1+p2+p3+..)
1. Самостоятельная работа с самопроверкой
WORK IN PAIRS. READ ONE OF THE TEXTS (Приложение 6)
DISCUSS
2 Закрепление во внешней речи
Ролевая игра. « PRESSCONFERENCE: COSMOS AND PEOPLE» (Приложение
5)
Действующие лица:
Три космонавта, три репортера, три связиста. Итого 9 человек.
Содержание ролевой игры:
1. беседа о Юпитере;
2. беседа о Нептуне;
3. беседа о Плутоне.
p1+p2
p1+p2
(p1+p2) cl.
p1, p2, p3 1
Рефлексия деятельности на уроке
ДОМАШНЕЕ ЗАДАНИЕ:
интересном разговоре, используя косвенную речь
написать воспоминания о какомлибо
T –cl.
5.
6.
Приложение №1
REPORTED SPEECH.
TO TELL
TO SAY
TO ASK
to inform somebody, or inform sb of sth
express in words: to express thoughts or feelings to
somebody in words
to command or order somebody to do something
utter something: to utter something in a normal voice,
not singing, shouting, or whispering
command something: to utter something as an
instruction
question somebody: to put a question to somebody
TO ANSWER
reply to something: to reply to something written or
spoken
TO REPLY
TO REPORT
respond to what somebody says: to say or write
something in response to what somebody else has said
or written
tell about what happened: to give information about
something that has happened
tell people news using media: to find out facts and tell
people about them in print or a broadcast TO ANNOUNCE
TO INFORM
TO DECLARE
TO PROMISE
TO REMARK
TO ASSURE
TO ADMIT
TO DENY
TO EXPLAIN
TO INSIST
TO CONSENT
tell something publicly: to declare or report
something publicly
say something: to say something in a formal, forceful,
or aggressive way
tell somebody something: to communicate information
or knowledge to somebody (often passive)
to give confidential information to the authorities
about somebody else’s activities, esp. to the police
announce clearly or loudly: to state something in a
plain, open, or emphatic way
to make an official or public announcement about sb
or sth, especially on a legal or medical matter
make a vow to somebody: to assure somebody that
something will certainly happen or be done
pledge something: to pledge to somebody to provide
or do something
make comment on something: to make a casual
comment or observation about something
observe something: to notice or observe something
(formal)
make somebody confident: to overcome somebody’s
doubt or disbelief about something
convince somebody: to convince somebody of
something
acknowledge truth: to acknowledge that something is
true
say something is not true: to declare that something is
not true or not the case
refuse: to refuse something to somebody
give details about sth: to give an account of sth with
enough clarity and detail to be understood by sb else
clarify smth’s meaning: to make the meaning of sth
clear to sb
maintain sth against opposition: to state or demand
sth firmly in spite of disagreement or resistance from
others.
declare sth persistently: to state sth firmly
give permission for something: to give permission or
approval for something to happen
agree about something: to be of the same opinion
(archaic) TO REJECT
TO REFUSE
TO INQUIRE
TO ORDER
TO COMMAND
TO REQUEST
TO BEG
TO URGE
TO OFFER
TO SUGGEST
TO ADVICE
not accept something: to refuse to accept, agree to,
believe in, or make use of something
turn sb down: to decide not to give sb sth asked or
applied for, e.g., a job or membership of an
organisation
indicate unwillingness: to declare or make known a
decision or intention not to do something
deny something: to be unwilling to give, allow, or
agree to something asked for by somebody
ask: to ask a question
try to find out the facts: to try to discover the facts of
a case
give somebody instructions: to command somebody
to do something
order somebody: to give somebody an order or
instruction
ask politely for something: to ask formally or
courteously for something to be given or done
ask somebody for something: to ask sb to do sth
ask with emotion: to ask somebody for something in a
very intense, humble, or even humiliating way
advise sb strongly: to advise sb strongly to do sth
advocate something earnestly: to recommend or
advise something earnestly and with persistence
present sth for acceptance or rejection: to attempt to
give sb sth that may be taken or refused
volunteer to do something: to suggest doing
something yourself as a favour for somebody else
propose for consideration: to state or refer to sb or
something as a possible choice, plan, or course of
action for somebody else to consider
remind sb of sth: to remind sb of sth or make sb think
of sth
offer advice: to offer advice to somebody
recommend: to suggest or recommend a course of
action to somebody
inform: to tell somebody about something TO GREET
welcome somebody: to welcome somebody in a
cordial and usually conventional way
reply to something: to receive or respond to something
in a particular way
TO WELCOME
receive in a particular way: to greet, receive, or
entertain somebody in a particular way
TO WISH
TO BID
TO APOLOGIZE
TO THANK
TO IMPLORE
demand something: to want or demand something
express desire: to express or feel a desire that
something is true or will come to pass
say to somebody: to say something to somebody as a
greeting or farewell
order: to tell somebody to do something (archaic)
express remorse for something: to say you are sorry
for sth that has upset or inconvenienced sb else
acknowledge that something is not ideal: to
acknowledge that something is not as it should be,
especially when you feel embarrassed or guilty about it
express gratitude: express feelings of gratitude to
somebody
blame somebody for something: to blame somebody or
hold somebody responsible for something
beg earnestly: to plead with somebody to do
something
request earnestly: to beg or pray for something
TO ENTREAT
plead desperately: to beg somebody for something,
often repeatedly (formal)
TO BESEECH
beg somebody: to ask earnestly or beg somebody to
do something
beg for something: to ask urgently for something
TO EXCLAIM
cry out loudly and suddenly: to speak or cry out loudly
and suddenly, often through surprise, anger, or
excitement
TO CRY
shout: to call or shout out loudly
give something as reason: to plead or profess
something as a reason or explanation Приложение 2
Statements, commands
BY ZAITSEVA E. A.
Everywhere (except questions)
Questions
In rendering answers
In rendering answers
Statements Statements
Statements
Emphatic statements
Statements
Statements
Statements
Statements
In rendering answers
Statements
Statements
In rendering answers In rendering answers
In rendering answers
Questions (in more official style)
Commands and orders
Commands and orders
Questions, requests, orders
Questions (emotional and polite)
Emphatic requests
Offers and suggestions
Offers and suggestions
Offers and suggestions Greetings and leavetaking
Greetings and leavetaking
Greetings and leavetaking
Greetings and leavetaking
Exclamations
Exclamations
Emphatic requests
Emphatic requests
Emphatic requests
Exclamations
Emphatic statements BY ZAITSEVA E. A.
Приложение 3
DIALOGUES
Elizabeth Father, there's something I'd like to talk to you about.
Lord Bellamy Of course, my dear, what's on your mind?
Elizabeth It's about... Richard. Now, I know, I know, that you don't like Richard, Father, but I love him and, well, last
night after the theatre, he asked me to marry him and I said yes.
Lord Bellamy You what! Marry Richard Ambridge – that useless, goodfornothing, longhaired hippy! No Elizabeth,
I won't hear of it. I've told you time after time that Richard Ambridge is only interested in you for one thing and one
thing only your money!
Elizabeth I'm sorry Father, you can shout as much as you like but my mind is made up. I love Richard and I'm going
to marry him.
Lord Bellamy Now, just you listen to me, Elizabeth. You will never marry Richard Ambridge while I'm still alive, do
you hear me? It will be over my dead body do I make myself clear? Over my dead body!
Servant Lord Bellamy, tea is served ... Lord Bellamy!
Nixon Good evening. I'm Chief Inspector Nixon and I think that most of you, by now, know why I'm here. Lord
Bellamy was murdered this afternoon. He was killed by a heavy blow on the back of his head, with a croquet mallet,
out there on the back lawn. Now, I understand that all of you were at home except you, Elizabeth.
Elizabeth That's right, Inspector. I was with Richard here, my fiance. We were in Cambridge all day. You see, I
wanted to buy my father a birthday present.
Richard Then we had lunch, and afterwards we went to the theatre...
Elizabeth ... And then we came home.
Nixon And you were together the whole day?
Elizabeth Yes, every minute, Inspector.
Richard Are these questions really necessary. Inspector? You don't for one moment think that we killed Elizabeth's
father, do you? Do you?
JE Is there such a thing as psychic power?
DrP Well, we think so. The problem is that there are so many things that get called psychic.
JE What does the term mean? Dr L We take the term 'psychic' to mean some special mental power which either enables you to influence people and
things around you. or enables people and things to influence you.
JE For example?
DrP Well, there was the woman who refused to sail on the Titanic because she was convinced it would sink; or there
are people who claim to be able to bend spoons or move objects about without touching them. There are lots of
cases, but they are so difficult to prove.
JE What progress have you made?
DrS For the sake of clarity, we have divided people who have special powers into two groups. First, there are people
who say that they have ESP, or Extra Sensory Perception. These are people who can apparently see into the
future and sense or feel things that they cannot see or hear. People who seem to have ESP can apparently
predict disasters or know when their family and friends are in danger, although they may be many miles away
from them. Mediums, or people who can get into contact with ghosts and spirits, have a form of ESP.
JE How about the second group?
Dr P Well, they seem to be able to change their
surroundings by using their minds. The process is called psychokinesis and psychokinetic people seem to be able to
influence the world through some form of; mental activity. Psychokinetic people can bend spoons or cure the sick or
disabled just by touching them.
JE What are the results of your experiments so far?
Dr L Well, it's too early to say. It does seem that many apparently paranormal occurrences are really tricks but there
are still lots of things that we can't really explain, such as levitation, which is the phenomenon where people
seem to rise and float in the air. There is also evidence that certain types of people do better than average on ESP
tests. These people have similar personalities to each other, so this is encouraging...
Приложение 4
Авторская разработка по теме «Косвенная речь» в рамках авторского пособия
BY ZAITSEVA E. A.
REPORTED SPEECH.
EXERCISES.
LEVEL A.
EXERCISE 1.
CHOOSE THE RIGHT VARIANT.
1. “If I had enough money, I would go to England.”, said Dan.
a) Dan said that if he had enough money, he would go to England.
b) Dan said that if he had had enough money, he would have gone to England.
c) Dan said that if he had enough money, he went to England.
2. “ Where are you going?”, the policeman addressed a man.
a) The policeman asked a man where was he going.
b) The policeman told a man where he was going.
c) The policeman asked a man where he was going.
3. The teacher said to us, “ Don’t rewrite!”
a) The teacher asked us not to rewrite.
b) The teacher told us not to rewrite .
c) The teacher asked us don’t rewrite.
4. Miss Iris Fish said to her neighbours, “Please, stop quarrelling and making a noise!”
a) Miss Iris Fish asked her neighbours to stop quarrelling and making a noise!
b) Miss Iris Fish told her neighbours to stop quarrelling and making a noise!
c) Miss Iris Fish said to her neighbours to stop quarrelling and making a noise.
5. “Peter is going to pass his exam tomorrow.”, remarked Ann.
a) Ann remarked that Peter was going to pass his exam tomorrow.
b) Ann remarked that Peter had been going to pass his exam the next day. c) Ann remarked that Peter was going to pass his exam the following day.
6. They said to me,” Take enough food for a week. Goodbye!”
a) They advised me to take enough food for a week and bade me goodbye.
b) They requested me to take enough food for a week and bade me goodbye.
c) They advised me to take enough food for a week and said me goodbye.
7. Everybody says, “It’s quite safe to live here.”
a) Everybody says that it’s quite safe to live there.
b) Everybody says that it’s quite safe to live here.
c) Everybody said that it was quite safe to live there.
8. Alan asked, ”David, do you know where my book is? It has a blue cover.”
a) Alan asked David if he knew where was my book that had a blue cover.
b) Alan asked David if he knew where his book was that had a blue cover.
c) Alan asked David if he had known where his book had been that had had a blue cover.
9. John said, “I am sorry for this.”
a) John replied that he is sorry for that.
b) John says that he apologizes for that.
c) John apologized for that.
10. Tony said, “Let’s go there.”
Tommy said, “Yes.”
a) Tony said to go there and Tommy answered in the affirmative.
b) Tony advised to go there and Tommy consented.
c) Tony suggested to go there and Tommy agreed.
11. Mary said, “I can read quickly.”
a) Mary confirmed that she could read quickly.
b) Mary said that she could read quickly.
c) Mary agreed that she could read quickly.
LEVEL B. BY ZAITSEVA E. A.
EXERCISE 1.
IMAGINE THAT YOU FOUND THE TIMEMACHINE AND WITH ITS HELP YOU MET JOSEPH
MALLORD WILLIAM TURNER (17751851) IN 1848. HERE ARE SOME OF THE THINGS HE SAID
TO YOU:
1. I was born in London in
1775 and studied at the
Royal Academy of Arts.
5. In 1807 I became a professor of
perspective at the Royal Academy and in
1845 I was appointed a deputy president.
2.At the age of 15 I exhibited my
first watercolour at the academy.
3. I travelled widely throughout
my career, extensively touring
England and Scotland and later
France, Switzerland, and Italy.
4.I have never been to America
9. I will be glad to meet you again.
6. My first period (18001820) is marked
by mythological and historical scenes.
7. I am enjoying my job very much.
8. I don’t know my future
and I can’t predict it.
LATER THAT DAY YOU TOLD YOUR FRIEND WHAT J. M. W. TURNER SAID.
USE REPORTED SPEECH.
1. Turner said that he _______________________________________________________________.
2. ______________________________________________________________________________________________. 3. ______________________________________________________________________________________________.
4. ______________________________________________________________________________________________.
5. ______________________________________________________________________________________________.
6. ______________________________________________________________________________________________.
7. ______________________________________________________________________________________________.
8. ______________________________________________________________________________________________.
9. ______________________________________________________________________________________________.
EXERCISE 2.
LOOK AT THE APPENDIX 1. IT CONSISTS OF CARDS.YOUR TASK IS TO PUT THESE CARDS
IN THE RIGHT SEQUENCE: A VERB – ITS DEFINITION – WHERE IT CAN BE USED – WRITE
YOUR OWN EXAMPLE OF INDIRECT SPEECH WITH THE VERB.
T o t e l l , t o s a y , t o a s k , t o a n s w e r , t o r e p l y , t o r e p o r t , t o a n n o u n c e , t o
i n f o r m , t o d e c l a r e , t o p r o m i s e , t o r e m a r k , t o a s s u r e , t o a d m i t , t o d e n y , t o
e x p l a i n , t o i n s i s t , t o c o n s e n t , t o r e j e c t , t o r e f u s e , t o i n q u i r e , t o o r d e r , t o
c o m m a n d , t o r e q u e s t , t o b e g , t o u r g e , t o o f f e r , t o s u g g e s t , t o a d v i c e , t o
g r e e t , t o w e l c o m e , t o w i s h , t o b i d , t o a p o l o g i z e , t o t h a n k , t o i m p l o r e , t o
e n t r e a t , t o b e s e e c h , t o e x c l a i m , t o c r y .
BY ZAITSEVA E. A.
EXERCISE 3.
READ THE POEM. CHANGE THE REPORTED SPEECH INTO THE DIRECT SPEECH AND VICE
VERSA. READ A NEW VERSION OF THE POEM.
Reported Missing Can you give me a precise description?
Said the policeman. Her lips, I told him,
Were soft. Could you give me, he said, pencil
Raised, a simile? Soft as an open mouth,
I said. Were there any noticeable
Peculiarities? he asked. Her hair hung
Heavily, I said. Any particular
Colour? he said. I told him I could recall
Little but its distinctive scent. What do
You mean, he asked, by distinctive? It had
The smell of a woman's hair, I said. Where
Were you? he asked. Closer than I am to
Anyone at present, I said; level with
Her mouth, level with her eyes. Her eyes?
He said. What about her eyes? There were two,
I said, both black. It has been established,
He said, that eyes cannot, outside common
Usage, be black; are you implying that
Violence was used? Only the gentle
Hammer blow of her kisses, the scent
Of her breath, the ... Quite, said the policeman,
Standing, but I regret that we know of
No one answering to such a description.
(Barry Cole)
LEVEL C. BY ZAITSEVA E. A.
EXERCISE 1.
CORRECT MISTAKES.
Julia said that he can’t order.
1.
2. The bridesmaid said to me how old was I.
3.
4. My father asked me didn’t come late.
Jerry asked if Charles will go here tomorrow. 5. Tom said that he has given up his job.
6. Dave assured me that he buys a ring two days ago.
7. He asked me if had I seen him last week?
8. The boy ordered his dog lie down.
9. He wanted to know where Kate were.
10. The magazine says that a wellknown writer, Pet Lucas, is planning to leave his money to his cats.
EXERCISE 2.
A GAME.
FORM TWO (OR THREE) GROUPS. EACH GROUP ACTS ITS OWN DIALOGUE, ANOTHER
GROUP LISTENS ATTENTIVELY THEN REPORTS THE DIALOGUE OF ITS COMPETETORS
(WORK IN GROUPS) AND PRESENT THE REPORTS.
YOU CAN FIND POSSIBLE DIALOGUES IN APPENDIX 2.
EXERCISE 3.
YOU CAN CHOOSE a) OR b)
a) WORK IN PAIRS. READ ONE OF THE TEXTS (APPENDIX 3) AND DISCUSS IT.
b) WORK INDIVIDUALLY. READ ONE OF THE TEXTS (APPENDIX 3) AND COMMENT ON IT.
EXERCISE 4.
TELL THE STORY.
a) FORM THREE OR FOUR GROUPS.
b) MAKE UP THE STORY. THE BEGGINING OF YOUR STORY WILL BE THE FOLLOWING: “ It
was a hot summer day. I was lying on the sand. Suddenly I heard somebody’s singing…” CONTINUE
THE STORY IN ANY WAY YOU LIKE ( ONE STUDENT AT A TIME ADDS ONE SENTENCE TO
THE STORY. EACH STUDENT THINKS OF THREE SENTENCES ) BUT YOUR STORY HAS TO
BE FINISHED WITH THE FOLLOWING SENTENCE: “And now we have already been living
together for thirtyfive years”
c) ONE MEMBER OF YOUR GROUP WILL BE A “SECRETARY” WHO HAS TO MAKE NOTES OF
THE GROUPS STORY.
d) THE SECRETARY OF EACH GROUP TELLS THE REST OF THE CLASS THE STORY HIS/ HER
GROUP THOUGT OF.
Приложение 5
Text 1. Cells from space
BY ZAITSEVA E. A. Since the early Sixties, scientists have speculated that organic compounds were brought to Earth by comets and
meteorites. That doesn't explain how these primordial materials evolved into living cells. Now, however, University of
California at Davis cell biologist David Deamer says he may be able to unravel this mystery. Working under a NASA
grant, he has discovered that meteorites contain substances similar to those that make up the membranes of modern
day cells.
Because the materials he has found form an oilslicklike area on water, Deamer theorizes that early organic
compounds first concentrated on the surface of the ocean:
"There they were exposed to an unstable environment with cycles of wetness and dryness”, Deamer says. “This
propelled chemical reactions that otherwise simply couldnot occur."
Where did meteorites obtain their cellular building blocks in the first place?
"Most meteorites that hit Earth came from the asteroid belt, which was once a planet on its way to being formed”,
Deamer says. "There's also good evidence that some of these organic compounds were not formed in our solar
system at all, We probably, have our fingers on some molecules that started out around some other stars and that
predate the solar system by millions of years";
Sherry Baker
Text 2. Could Shakespeare be a doctor?
We know Shakespeare had a flair for writing, but did he have the makings of a good doctor? As an intellectual
exercise prompted by the public relations department, members of the University of Oklahoma Health Sciences
Center combed through Shakespeare's plays and checked out a few medical observations offer by the bard, such as:
• "That which hath made them drunk hath made me bold" (Macbeth). "True for lot of people," agrees research
psychologist John Braggio. Among other things, alcohol numbs the brain's frontal cortex, which controls much of our
behavior, including aggression.
• "They are as sick that' surfeit with too much as the' that starve with nothing" (The Merchant of Venice) True from a
dietary point of view, says Dr. Stephen Glore assistant professor of clinical dietetics. Major killers today are heart
disease and stroke. A major contributing cause? Obesity, often brought on by overconsuming highfat foods.
• "Unquiet meals make ill digestions" (The Comedy off Errors). About 30 percent of our meals are consumed away
from home, Glore estimates, the most common meals being fast food. What you get from these unquiet takeout meals
are foods high in fat and sodium.
• "Give me your hand and let me feel your pulse" (The Comedy of Errors). A good doctor takes his patient's pulse for
a variety of medical reasons, says Dr. Thomas Whitsett, professor of medicine and pharmacology:
to measure heart rate, to check the heart's rhythm, and to gauge its strength. In addition, doctors in this era of high
tech medicine have come to reappreciate the subtle benefit offered by this medical ritual, says Whitsett. The simple
act of touching another human being reaffirms the special doctor patient relationship.
After assessing four of the bard's medical insights, Whitsett says that Shakespeare showed a high degree of medical
sense. "He quite possibly would have made a good doctor. He was well versed in the medical knowledge of the time,
and he had a lot of insight into human behavior. Knowledge and insight are two things that even modern doctors need
„ to possess."
Henry Wouk
Text 3 ADJUSTABLE SUNGLASSES.
Need a lightly tinted pair of sunglasses for driving but a darker pair for the beach? Now a New York company has
built a prototype of electronic sunglasses that can be adjusted just as you would adjust the brightness of a TV screen.
Research Frontiers Inc. of Woodbury, New York, says its variablelighttransmission glasses can filter out from 44 to
88 percent of the sun's light in the blink of an eye. The glasses are powered by minuscule batteries hidden in the
frames and can be adjusted manually.
The glasses' lenses are made from two pieces of either glass or plastic separated by less than one thousandth of
an inch. The inside surfaces are coated with a material that conducts electricity, while remaining space is filled with an
organic liquid in which millions of tiny, needleshaped crystals are suspended.
"When the voltage is off," says company president Robert Saxe, "the dark blue light valve blocks out sunlight.
Switching it on sets up an electrical field that aligns the particles making the light valve transparent." The level of
transparency varies with the amount of voltage applied. It may be two years before the device is available. The cost:
around $200 a pair, Saxe says.
George Nobbe.
BY ZAITSEVA E. A. Text 4 SPACE SEEDS
Some 4 billion years ago, life forms from Earth may have begun colonizing Mars. This scenario is being considered
by a team of planetary scientists from the University of Arizona, based on the finding of meteorites in Antarctica
suspected to be of Martian origin.
Scientists Jay Melosh, Brian Tonks, and Steven Finney believe there may have been a meteorite trade between
Earth and the red planet. Melosh points out that billions of years ago meteorites bombarded the earth. If during this
time, the scientists hypothesize, a megameteorite some ten miles across crashed into the earth, pieces of our planet's
crust could have been kicked up and sent flying into space. And it's very likely a few rocks would have landed on Mars.
What makes this fascinating, according to Melosh, is the possibility that the meteorite's interior may have carried the
seeds of life in the form of spores or bacteria. The meteorite's outer shell could have shielded the organisms from
space radiation; then when the earth rocks smashed into the Martian surface, they would have broken up and freed
the organisms.
At that time, adds Melosh, when water freely flowed across the Martian surface, the exported life forms may have
survived. "If we ever find life on Mars," says Melosh, "we can compare its genetic material with life on Earth. If it's
similar, then we have a case for believing there's been significant biological communication between the two planets."
Bill Lawren BY ZAITSEVA E. A.
Приложение 6
ROLE PLAY: Neptune, Jupiter, Pluto
3rd tel: Let’s begin our press conference with Mr. Robinson, Mr. Edwards, Mr. Simon. Ask what ever
you want to know about these 3 planets: Neptune, Jupiter, Pluto. Mr. Robinson, can you hear us?
1st cos: If you have asked me if I can hear you, I will confirm it. Neptune is a major planet in the solar
system, the eighth planet from the Sun, and the fourth largest in diameter. Neptune maintains an almost
constant distance, about 4.5 billion km from the Sun. A year on Neptune is 164.79 times longer than a year
on Earth. The planet spins in place once every 16 hours, just as Earth spins once every 24 hours.
Int 1: Pluto Astronomers believed Neptune had an inner rocky core that was surrounded by a vast
ocean of water mixed with rocky material. Were they right?
1st tel: Mr. R., Miss N. said that Pluto Astronomers had believed Neptune had had an inner rocky core
that had been surrounded by a vast ocean of water mixed with rocky material and she asked you to admit or
to deny their speculations.
1st cos: Now we can say that they were right. From the inner core, this ocean extends upward until it
meets a gaseous atmosphere of hydrogen, helium, and trace amounts of methane.
1st int: Neptune has four rings and eight known moons. Even though Neptune's volume is 72 times that
of Earth’s volume, its mass is only 17 times Earth’s mass. Can you comment on these facts?
1st tel: Miss A asked you to comment on the well known facts: four rings and eight moons and
Neptune's strange mass.
1st cos: Because of its size, scientists classify Neptune—along with Jupiter, Saturn, and Uranus—as
one of the giant or Jovian planets. Eight moons orbit Neptune. Only two of these moons—Triton and Nereid
—are large enough to be observed from Earth. Triton was discovered in 1846 by British astronomer William
Lassell, and Nereid was discovered in 1949 by Dutchborn American astronomer Gerard Kuiper. And I have
to remark that Neptune has 5 faint rings not 4.
1st int: What an interesting fact! Thank you! It will be a sensation!
1st tel: Miss N. thanked you for you comments. And now let somebody else have their say.
2nd tel: Our next spaceship is near by Jupiter. Mr. E., can you hear me?
2nd cos: Yes, I can. Jupiter is the fifth planet from the Sun and the largest planet in Earth’s solar
system. you know, with the exception of the Sun, the Moon, and Venus, Jupiter is the brightest object in
Earth’s sky—more than three times brighter than Sirius, the brightest star. Due to its prominence in the sky,
the ancient Romans named Jupiter for Jove, the chief god of Roman mythology. Jupiter was first viewed
through a telescope in 1610 by Italian philosopher and scientist Galileo Galilei. It orbits the Sun at an
average distance of 780 million km (484 million mi), which is about five times the distance from Earth to
the Sun. Jupiter’s year, or the time it takes to complete an orbit about the Sun, is 11.9 Earth years, and its
day, or the time it takes to rotate on its axis, is about 9.9 hours, less than half an Earth day.
2nd int: Unlike the rocky inner planets of the solar system (Mercury, Venus, Earth, and Mars), Jupiter is
a dense ball of gas. It has a relatively small core of molten rock and iron, but Jupiter has no solid surfaces.
Jupiter’s mass is only 318 times the mass of Earth. The density of Jupiter is therefore less than onefourth of
the density of Earth. Jupiter’s low density (1.33 gm/cc vs. 5.52 gm/cc for Earth) indicates that the planet is
composed primarily of the lightest elements—hydrogen and helium. How does it influence on its
atmosphere?
2nd tel: Mr. E, Miss T. has just asked you how the structure of Jupiter, it is a dense ball of gas,
influences on its atmosphere. 2nd cos: Well, it measured high winds and a puzzling lack of water molecules deep in Jupiter’s
BY ZAITSEVA E. A.
atmosphere. . Jupiter’s winds are much stronger and form a more stable pattern than they form on Earth. At
Jupiter’s equator, these winds reach up to 600 km/h (360 mph), but they decrease near the poles.
3rd int: Jupiter’s most famous storm, the Great Red Spot, had persisted since the first telescope strong
enough to see it what been aimed at Jupiter centuries ago. Do you know now the cause of the Great Red
Spot?
2nd tel: Mr. E. You were asked to explain the reasons of the existence of the Great Red Spot.
2nd cos: . The cause of the Great Red Spot is known now, its motion is such that it must sustain itself on
energy gained from the upper atmosphere, by absorbing the energy of smaller atmospheric disturbances. It
isn't linked to a heat source deep in the atmosphere. The red colour of the spot appears to be caused by
impurities that absorb ultraviolet and violet light, such as sulphur or phosphorus compounds.
1st int: I'd like to ask Mr. R. What about such spots on Neptune?
1st tel: Mr. R. Our reporters want to know about Neptune's atmosphere, especially about storm spots
on Neptune.
1st cos: Neptune has an active atmosphere, with winds and massive storms that may be caused by heat
escaping the planet’s interior. Neptune has the fastest winds in the solar system, reaching speeds of 2,000
km/hour. Storms are often visible as dark spots that appear and disappear in Neptune’s atmosphere. The
largest storm, known as the Great Dark Spot, appeared in the planet’s southern hemisphere and was
photographed extensively in 1989 by the Voyager 2 spacecraft. Scientists estimated that the Great Dark Spot
was as large in diameter as Earth is. In 1994 the Great Dark Spot disappeared. Scientists believe that dark
spot was an immense storm that either dissipated or was covered by other atmospheric features.
3rd int: And what about Pluto? Everybody knows that Pluto was discovered as the result of a
telescopic search inaugurated in 1905 by American astronomer Percival Lowell, who postulated the
existence of a distant planet beyond Neptune as the cause of slight perturbations in the motions of
Uranus. In 1930, when American astronomer Clyde William Tombaugh found Pluto near the
position Lowell had predicted. It was many years ago but even now we don't know much about it and
its atmosphere. Can you take this skeleton out of the Solar System's cupboard?
3rd tel: Mr. S. Everybody knows Pluto. Pluto is the ninth planet from the Sun. It is the outermost
known member of the solar system. For many years very little was known about the planet and its
atmosphere. The reporter from «OMNI» is interested in Pluto's atmosphere.
3rd cos: If I was asked about Pluto, I will tell you what we know and what we have discovered
here. Pluto is about 2,320 km (1,440 mi) in diameter, about twothirds the size of Earth's moon. Pluto
has a thin atmosphere of methane, exerting a pressure on the planet's surface that is about 100,000
times weaker than Earth's atmospheric pressure at sea level. Its atmosphere is rather cold. Its bright
and dark areas are not storms. The bright areas are shifting fields of nitrogen ice and the dark areas
are fields of methane ice coloured by interaction with sunlight. Some of the dark areas are valleys
craters. These images support the theory that extensive ice caps form on Pluto's poles, especially when
the planet is farthest from the Sun. Have I answered you question?
3rd int: Yes of course. Thanks a lot!
3rd tel: Our reporters blame you for your answer.
1nd int: I am eager to know about moons and satellites of Jupiter.
2nd tel: People know that Europa is the fourth largest satellite of Jupiter. The moon's streaked
surface resembles frozen seas at the poles of the earth. Scientists studying data sent from the Galileo spacecraft believe liquid water may exist underneath Europa's icy crust. Mr. E., Miss N wants you to
inform us about moons and satellites of Jupiter?
2nd cos: It has 16 moons as it was known before. We only discovered Io is much more volcanically
active than originally believed and there is liquid water underneath Europa's icy crust.
2nd int: And are there any other moons near Pluto except Charon?
3rd tel: In 1978 astronomers discovered a relatively large moon orbiting Pluto at a distance of only
about 19,000 km (about 12,000 mi) and named it Charon. And Miss R has asked you if there are any
other moons near Pluto except Charon.
3rd cos: She has asked me if there are any other moons near Pluto except Charon. Of course not.
Only some small objects which we can't take into account.
3rd tel: Thank you! Our press conference is over. Next week we are going to continue to interview
our cosmonauts and to know new facts about our Solar System. Goodbye!
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