Предлагаемые учебно-методические пособия по английскому языку составлены в соответствии с требованиями ФГОСТ нового поколения и предусматривают дальнейшее развитие иноязычной коммуникативной компетенции (речевой, языковой, социокультурной, компенсаторной и учебно-познавательной), а также предусматривают развитие общеучебных компетенций, связанных с приемами самостоятельного приобретения знаний: использовать двуязычные и одноязычные (толковые) словари и другую справочную литературу; ориентироваться в иноязычном письменном и аудиотексте; обобщать информацию, выделять ее из различных источников; а также развитие специальных учебных умений: интерпретировать языковые средства, отражающие особенности культуры страны изучаемого языка, в частности, применительно к выбранному профилю.
Целью учебно-методического пособия «Развитиe навыков чтения на уроках английского языка» является обучение чтению студентов с нулевой языковой подготовкой, т.е. изучавших в школе другой иностранный язык (например, французский) или имеющих очень слабую подготовку по английскому языку. Данное учебно-методическое в значительной степени решает задачи языковой компетенции, способствует развитию умения беглого чтения, что является основным компонентом в изучении иностранного языка, т.к. без умения читать нельзя обучить навыкам устной речи.
Целью учебно-методического пособия по развитию лексико-грамматических навыков является дальнейшее развитие социо-культурной, учебно-познавательной компетенции. Упражнения данного учебно-методического пособия отвечают современным требованиям в области ознакомительного чтения и способствует развитию таких умений, как выделение необходимых фактов/сведений; отделение основной информации от второстепенной; определение временной и причинно-следственной взаимосвязи событий; понимание смысла текста и его проблематики, используя элементы анализа текста.
Целью учебно-методического пособия «История американской музыки» является дальнейшее формирование и развитие билингвистической коммуникативной компетенции (языковой, речевой, лингвострановедческой, социолингвистической), необходимой для общения в учебной, повседневно-бытовой, деловой сферах, сферах досуга и развлечений; развитие культуры восприятия аутентичных текстов (художественных, газетно-журнальных, рекламно-справочных, эпистолярных); формирование у студентов представлений о диалоге культур как сознательно избираемой жизненной философии, требующей от его участников уважения к другим культурам, языковой, этнической и расовой терпимости, речевого такта, готовности к изучению культурного наследия мира, к духовному обогащению достижениями других культур, к поиску ненасильственных способов решения противоречий и конфликтов;
ознакомление студентов с культурой стран изучаемого языка, ее связями с ветвями мировой культуры, геополитической и континентальной средой распространения.
Учебно-методическое пособие
Развитиe навыков чтения на уроках английского языка
1. Развитие оперативной памяти.
Известно, что развитие техники чтения тормозится из-за слаборазвитой оперативной памяти. Что это значит? Например, студент читает предложение, состоящее из 7-8 слов. Дочитав до 4-5 слова, забыл первое. Поэтому он никак не может уловить смысл предложения, не может увязать все слова воедино. В данном случае необходимо работать над оперативной памятью.
Делается это с помощью зрительных диктантов. Проводятся они следующим образом. В каждом из 18 наборов имеется 6 предложений. Особенность этих предложений в том, что если первое предложение содержит всего 3 слова и состоит из 5 букв, то последнее предложение состоит уже из 47 букв. Наращивание длины предложений происходит постепенно, по одной -две букве. Время работы со всеми 18 наборами составляет примерно четыре месяца. Таким образом, к концу первого семестра оперативная память развивается настолько, что начинающий студент может запомнить предложение, состоящее из 47 букв, т.е. из 10-11 слов. Теперь он легко улавливает смысл прочитанного. Читать ему становится легче, а, следовательно, интереснее становится сам предмет.
Проводятся зрительные диктанты следующим образом. На доске пишутся шесть предложений одного из наборов и закрываются листом бумаги. Потом лист сдвигают так, чтобы было видно первое предложение, и студенты в течение определенного времени (оно указано в таблице, данной ниже) читают про себя, стараясь запомнить это предложение. Затем это предложение стирается и студентам предлагается записать его в тетрадь.
Затем следует экспозиция, чтение и запоминание второго предложения. На работу с одним набором уходит до 10 минут, на одном занятии берется один набор, если работа не вызывает больших трудностей, можно на этом же занятии перейти к следующему.
2. Три типа упражнений.
На каждом занятии, помимо работы над оперативной памятью, рекомендуются следующие упражнения (их, кстати, можно применять и в работе со студентами, которые учили английский язык школе, но читают неудовлетворительно).
· Многократное чтение.
Проводится коллективно. После того, как незнакомый текст разобран со стороны лексики, прочитан преподавателем, переведен, студентам предлагается начать чтение всем одновременно и продолжать его в течение одной минуты. По истечении одной минуты каждый из студентов отмечает, до какого слова он успел дочитать. Затем следует повторное чтение этого же отрывка текста. При этом студент снова отмечает, до какого слова он дочитал и сравнивает с результатами первого прочтения. Естественно, что во второй раз он прочитал на насколько слов больше. Увеличение темпа чтения вызывает положительные эмоции. Однако более трех раз один и тот же отрывок читать не следует. Лучше изменить задание и потренировать на этом же тексте артикуляционный аппарат, т.е. проделать следующее упражнение:
· Чтение в темпе скороговорки.
Здесь не уделяется внимание выразительности чтения, т.к. упражнение предназначено только для развития артикуляционного аппарата. Единственное требование – четкость прочтения. Длится упражнение не более 30 сек.
Сразу после этого начинается выполнение следующего упражнения:
· Выразительное чтение с переходом на незнакомую часть текста.
Проводится следующим образом. Студенты читают знакомую часть текста до конца, преподаватель их не останавливает. Они переходят к незнакомой части текста. И тут происходит интересное психологическое явление - студент, прочитавший один и тот же отрывок текста в повышенном темпе чтения при переходе на незнакомую часть текста продолжает читать ее в том же повышенном темпе. Его возможностей хватает ненадолго: кто-то прочитает строчку, кто-то две-три, но при регулярном выполнении этого упражнения длительность чтения в повышенном темпе возрастает.
Следует еще раз отметить, что все эти упражнения направлены на скорейшее обучение навыкам чтения и должны проводится регулярно.
Приложение.
Ниже автор предлагает 18 наборов зрительных диктантов, составленных в соответствии с рабочими программами нашего колледжа.
Кол-во Время букв экспозиции (сек)
№ 1
1. I`m ill. 5 4
2. It`s me. 5 4
3. It`s bad. 6 5
4. I`m fine. 6 5
5. I`m well. 6 5
6. It`s fine. 7 6
№ 2
1. I`m sick. 6 5
2. It`s nice. 7 6
3. I`m sorry. 7 6
4. I`m tired. 7 6
5. Take a pen. 8 7
6. This is Ann. 9 7
№ 3
1. It`s my pen. 8 8
2. It`s his bag. 9 8
3. This is Nick. 10 8
4. This is a pen. 10 8
5. Is this a cat? 10 8
6. This is my dog. 11 8
№ 4
1. It`s a pencil. 10 7
2. Give me a book. 11 7
3. Take this book. 12 7
4. My book is thin. 12 7
5. This is a red box. 13 7
6. This is a pencil. 13 7
№ 5
1. I have a family. 12 7
2. You are reading. 13 7
3. Are you sleeping? 14 7
4. He is playing well. 15 7
5. I have two sisters. 15 7
6. Do you like to play? 15 8
№ 6
1. She studies well. 14 6
2. She likes his music. 16 6
3. They live in London. 16 6
4. He is studying a poem. 17 8
5. Where does she study? 17 9
6. She studies at college. 19 9
№ 7
1. What are you doing here? 19 8
2. Is there a park near here? 20 9
3. What books do you prefer? 20 9
4. Do you have many friends? 20 9
5. There are many books here. 21 9
6. What music do you like best? 22 9
№ 8
1. It doesn`t snow in summer. 20 9
2. The weather is fine today. 21 8
3. The sun is shining in the sky. 23 8
4. Where did you go last summer? 23 8
5. I have six classes every day. 23 8
6. What weather do you like more? 24 8
№ 9
1. I like to listen to pop-music. 23 9
2. She is busy with her lessons. 23 8
3. He is never in time for classes. 25 9
4. He is going to be a music teacher. 26 9
5. We don`t have English in Saturday. 27 9
6. He has got a wife and two children. 27 9
№ 10
1. We are going to have a concert. 24 8
2. We are going to study Harmony. 24 7
3. My parents live in the country. 25 7
4. My sister and brother are pupils. 27 7
5. I usually go there at the weekend. 27 7
6. There are three rooms in the house. 28 7
№ 11
1. I didn`t study English last year. 26 6
2. I studied French for five years. 26 6
3. I am going to study many subjects. 27 6
4. I like to read historical novels. 27 6
5. He is always in time for the lesson. 28 6
6. Nick does his lessons in the evening. 30 8
№ 12
1. They visited Moscow last year. 25 5
2. Students often read texts aloud. 27 5
3. Yesterday we had a test in English. 28 6
4. Sometimes we had a lot of mistakes. 28 7
5. I made six mistakes in the dictation. 30 8
6. There is a big library at our college. 30 8
№ 13
1. Moscow is the capital of Russia. 26 5
2. London is the capital of England. 27 5
3. We are reading a text about England. 29 6
4. There are a lot of Museums in London. 30 7
5. Mane tourists visit England in summer. 32 8
6. There are many interesting places there. 34 9
№ 14
1. I live in a block of flats in Minvody. 29 6
2. How many lessons do you have tomorrow? 31 7
3. I began to study English at the college. 32 7
4. She has some interesting English books. 33 8
5. There is a piano in the corner of our class. 34 8
6. There are a lot of interesting places there. 36 8
№ 15
1. There are a lot of flowers near my house. 32 7
2. My sister can play the piano very well. 32 7
3. We bought a new computer last Saturday. 32 6
4. Yesterday my friend and I visited a museum. 34 7
5. My teacher likes playing the piano very much. 36 7
6. Liza enjoys music and plays the violin well. 36 7
№ 16
1. When are you going to have your holidays? 33 5
2. We can see several children in the picture. 35 6
3. My friend`s family got a new flat last month. 35 7
4. Not far from our house there is a new school. 35 6
5. How many foreign languages can you speak now? 37 7
6. I read many new interesting books on holidays. 38 8
№ 17
1.How long are you going to stay in the country? 36 7
2. I shall be very glad to hear about your sister. 37 7
3. Next year I`m going to begin learning German. 37 7
4. We all learn foreign languages at our college. 38 6
5. You can se a round table in the middle of the room. 40 8
6. I shall be very glad to hear from you before we leave. 42 8
№ 18
1. I have never met my friends since I finished school. 42 7
2. I haven`t seen you since you left Moscow last year. 42 7
3. I was having dinner when you rang me up in the evening. 43 7
4. I was walking to the college when I met you in the street. 45 8
5. My friend`s wife usually takes her children to the park. 45 8
6. She is going to take them to the country again next summer. 47 9
Учебно-методическое пособие по развитию лексико-грамматических навыков
Вставьте в пропущенные места данные ниже словосочетания:
I
Ray
Pearson and Hal Winters were farm hands employed on a farm three miles north of
Winesburg. On Saturday afternoons they came into town and …………a……………through the
streets with other fellows from the country.
Ray was a quiet, rather nervous man of perhaps fifty with a brown beard and
shoulders rounded……………b…………….. In his nature he was as unlike Hal Winters as
two men can be unlike.
Ray was an altogether serious man and had a little sharp featured wife who had
also a sharp voice… …………c……., with half a dozen thin-legged children, lived in
a tumbledown frame house ……………d……………at the back end of the Wills farm where Ray
was employed.
Hal Winters, his fellow employee, was a young fellow. He was not of the Ned
Winters family, who were very respectable people in Winesburg, but was one of
the three sons of the old man called Windpeter. Winters who had a sawmill near
Unionville, six miles away, and who …………e…………..by everyone in Winesburg as a
confirmed old reprobate.
1. The two
2. was a farmer
3. wandered about
4. beside a creek
5. was looked upon
6. by too much and too hard labor
II
Over the years Lottie had urged Bess to prepare for
her old age. Over the years Bess had lived each day as if………a……….. Now they
were both past sixty, the time for summing up. Lottie had a bank account that
had never grown lean. Bess had the clothes on her back, and the rest of her
worldly possessions in a battered suitcase.
Lottie had hated………b……….., hearing her parents skimping and scraping. Bess had
never seemed to notice. All she ever wanted was ………c…………and play. She learned
to skate on borrowed skates. She rode a borrowed bicycle. Lottie couldn't wait
to grow up and buy herself………d……….. .As soon as anyone would hire her, Lottie
put herself to work. She minded babies, she ran errands for the old.
She never touched a penny of her money, though her child's mouth
watered…………e………….. But she could not bear to share with Bess, who never had
anything to share with her. When the dimes began………f…………, she lost her taste
for sweets.
1. being a child
2. for ice cream and candy
3. to become worth
4. to add up to dollars
5. the best of everything
6. there were no other
7. to go outside
III
Americans realize however that individuals
must………a……………….., otherwise they risk to lose their freedom. They must come to
both financial and emotional independence from their parents……………b……………..,
usually by age of 18 or 21. So, self-reliance usually is the second trait and
moral value supposed …………c…………to a true American.
It designates the ability of succeeding on one's own. "Pull yourself up by
the bootstraps" is their saying as well as "Life is what you make
it" and "Actions speak louder than words".
The third national value accounts for their confident and unaffected manners.
It's the old belief that everyone in America has equal opportunity to succeed,
an equal chance…………d………….. This value is said …………e………………..at the times of settlers' moving west to make a new beginning, from 1600s to 1890s. The differences in wealth between rich and poor were little at that time, so one's fortune depended only on one's industry. But if everybody had chance to better his living conditions, then everybody's duty was to try, which led to the overall competition with one another. And up to now people who compete successfully …………f………………and called "winners". Those who do not like to compete and are failures are dishonoured and called "losers".
1. as early as possible
2. are honoured
3. to be particularly true
4. for success
5. rely on themselves
6. to be obligatory
7. as well as
IV
I celebrated my fortieth birthday ………a…….one of the
amateur theatrical performances for which my house at Beckenham is famous.
The play, written by myself, was in three acts, and an important feature was
the sound of a horn in the second act.
I had engage a horn player…………b…... He was to place himself, not on the stage,
but downstairs in the hall…………c…...
The best seat was occupied by the beautiful Linda Fitznightingale. The next
chair, which I had intended for myself, had been taken by Mr Porcharlester, a
young man of some musical talent.
As Linda loved music, Porsharlester's talent gave him in her eyes an advantage
over older and cleverer men. I decided to breaf up their conversation as soon
as I could.
After I had seen that everything was all right for the performance, I hurried
to Linda's side with an apology for my long absence. As I approached,
Porcharlester rose, …………..d, "I'm going behind the stage ………e……"Boys
will be boys," I said when he had gone. "But how are your musical
studies progressing?"
"I'm full of Schubert now. Oh, Colonel Green, do you know Schubert's
serenade?"
"Oh, a lovely thing. It's something like this, I think..." "Yes,
it is little like that. Does Mr Porcharlester sing it?" I hated to
hear………f……., so I said, "He tries to sing it."
1. to blow the horn
2. though I didn’t want to
3. if you don't mind
4. her mention the name
5. saying
6. so as to make it sound distant
7. . by putting on
V
Sitting
on an iron seat fixed about the body of a great chestnut tree…a…………, two old
men gazed dumbly at the sunlit emptiness of a town square.
The morning sun burned in a sky of marvellous blue serenity, making the
drooping leaves of the tree most brilliant and the pale blossoms expand to
fullest beauty. The eyes of the old men were also blue, but the brilliance of
the summer sky made a mockery of the dim and somnolent light in them. Their
thin white hair and drooping skin, their faltering lips and rusted clothes, the
huddling bones of their bodie………b…….. Their hands tottered, their lips were wet
and dribbling, and they stared with a kind of earnest vacancy, seeing the world
as a stillness of amber mist. They were perpetually silent, for the deafness of
one made speech a ghastly effort of shouting and misinterpretation. With their
worn sticks between their knees and their worn hands knotted over their sticks
they sat………c………….
Nevertheless every movement across the square was an event. Their eyes missed
nothing…………d……. It was as if the passing of every vehicle held for them the
possibility of catastrophe; the appearance of a strange face……e………..; the
apparitions of young ladies in light summer dresses gliding on legs of
shellpink silk had on them something of the effect of goddesses on the minds of
young heroes. There were, ……f………, subtle changes of light in their eyes.
1. had come to winter
2. that came within sight
3. is a wonder
4. sometimes
5. breaking into pink-flushed blossom
6. as though time had ceased to exist for them
7. was a revolution
VI
They were new patients to me………a…… was the name, Olson.
"Please come down as soon as you can, my daughter is very sick."
When I arrived I was met by the mother, a big startled looking woman, very
clean and apologetic who merely said, "Is this the doctor?"………b…….
.In the back, she added. "You must excuse us, doctor, we have her in the
kitchen where it is warm. It is very damp here sometimes."
The child was fully dressed and sitting on her father's lap near the kitchen
table. He tried to get up, but I motioned for him not to bother, took off my
overcoat and started to look things over. I could see that they were all very
nervous, eyeing me up and down distrus………c……….fully. As often, in such cases,
they weren't telling me more than they had to, it was up to me to tell them;
that's why they were spending three dollars on me.
The child was fairly eating me up…………d……, and no expression to her face
whatever. She did not move and seemed inwardly, quiet; an unusually attractive
little thing, and as strong as a heifer in appearance. But her face was
flushed, she was breathing rapidly, and I realized that she had a high fever.
She had magnificent blonde hair, in profusion. One of those picture children
often reproduced in advertising leaflets and the photogravure sections of the
Sunday papers. "She's had a fever for three days," began the father,
"and we don't know what………e……. My wife has given her things, you know,
…………f………., but they don't do no good. And there's been a lot of sickness
around. So we tha't you'd better look her over and tell us what is the
matter."
1. to look things over
2. it comes from
3. all I had
4. like people do
5. with her cold, steady eyes
6. opened the door
7. and let me in
VII
It
was a warm summer evening as Tim walked slowly down the center of the lonely
country road. He was rather small for his thirteen years; his reddish hair was
crew-cut and there was a troubled look in his deep blue eyes. Why had he
bragged like that to Tom about …………a…………..anything or anybody?
Just that morning his older sister Sally said, "Tim, I hate to see you
…………b………..Tom. He's too old for you. I'm afraid you'll get hurt. You know how
he's always playing practical jokes."
The sound of an automobile horn made him jump to one side as a blue-and-white
sedan slowed down almost to a stop. The couple in the car were strangers to
him.
"That's him," the girl said, loud enough………c…………….. "That's the
boy who robbed the store."
"Right!" the young man added. "Wonder if …………d………..to
live?"
The automobile turned around and speeded back toward town.
Old Mr. Jones was alone in his store when he passed there a little while ago.
Tim remembered how his hands shook when he handed him his change. He had not
robbed the store nor………………e…………., but this was a small town and if the two
people in the car identified him as the one who was guilty what chance did he
have?
1. run around with
2. had he hurt the old man
3. for Tim to hear
4. not being afraid of
5. the old man is going
6. he was
VIII
Once upon a sunny morning a man who sat in a breakfast nook looked up from his scrambled eggs to see a white unicorn with a gold horn ………a…………..the roses in the garden. The man went up to the bedroom where his wife was still asleep and woke her. "There's a unicorn in the garden," he said. "Eating roses." She opened one unfriendly eye and looked at him. "The unicorn is a mythical beast," she said, and turned her back on him. The man walked slowly downstairs and out into the garden. The unicorn was still there; he was now browsing among the tulips. "Here, unicorn," said the man, and he …………b……………and gave it to him. The unicorn ate it gravely. With a high heart, ……………c………………., the man went upstairs and roused his wife again. "The unicorn," he said, "ate a lily." His wife sat up in bed and looked at him,………d……….. "You are a booby," she said, "and I am going to have you put in the booby-hatch." The man, who had never liked the words "booby" and "booby-hatch," and who liked them even less on a shining morning when there was a unicorn in the garden,…………e……………... "We'll see about that," he said. He walked over to the door. " He has a golden horn in the middle of his forehead," he told her. Then he went back to the garden to watch the unicorn; but the unicorn had gone away. The man sat down among the roses and went to sleep.
1. pulled up a lily
2. as it was hers
3. because there was a unicorn in his garden
4. coldly
5. quietly cropping
6. thought for a moment
IX
One winter afternoon she
went into a small shop to look at a little box which the shopman had been
keeping for her. He had shown it to nobody as yet so that
………a……………"Charming!" Rosemary admired the box. But how much would he
charge her for it? For a moment the shopman did not seem to hear. The lady
could certainly afford a high price. Then his words reached her,
"Twenty-eight guineas, madam."
"Twenty-eight guineas." Rosemary gave no sign. Even if one is rich...
Her voice was dreamy as she answered: "Well, keep it for me, will you?
I'll..." The shopman bowed. He would be………b………, to keep it for her
forever.
Outside rain was falling, there was a cold, bitter taste in the air, and the
newly lighted lamps looked sad... At that very moment a young girl, thin, dark,
appeared at Rosemary's elbow and a voice, like a sigh, breathed: "Madam,
may I speak to you a moment?"
"Speak to me?" Rosemary turned. She saw a little creature…c………….. who
shivered as though she…………d……………...
"Madam," came the voice, "would you let me have the price of a
cup of tea?"
"A cup of tea?" There was something simple, sincere in that voice; it
couldn't be the voice of a beggar. "Then have you no money at all?"
asked Rosemary. "None, madam", came the answer. "How
unusual!" Rosemary looked at the girl closer. And suddenly ……e……….such an
adventure. Supposing she took the girl home? Supposing she did one of those
things she was always reading about or seeing on the stage? What would happen?
It would be thrilling. And she heard herself ………f………."I simply took her
home with me." And she stepped forward and said to the girl beside her:
"Come home to tea with me."
1. no older than herself
2. it seemed to her
3. had just come out of the water
4. she might be the first to see it.
5. saying afterwards to the amazement of her friends
6. willing of course
7. with surprise
X
Mr Brown got to a hotel late
in the evening after a long journey. He asked the hall-porter………a…………. At that
moment another traveller came to the hotel and asked the hall-porter for a
room, too, The only vacant room was a double room, that is, a room with two
beds in it.
"Do you mind if you spend the night in that room together?" the
hall-porter asked. "It'll be ………b………..you'll each pay half".
At first the travellers didn't like the idea, but just then it began raining
hard, and they were too tired to go to another hotel, so they changed their
minds. They spoke to each other and then told the porter that they agreed to
spend the night in the same room. Their things were carried in, and soon the
two men went to sleep to the accompaniment of the rain. Suddenly Mr Brown was
woken up……c……... It was quite dark.
"What's the matter?" Mr Brown asked in surprise. "Is anything
the matter?"
In a weak voice the second traveller answered, "I'm sorry, but I had to
wake you up. I've got asthma. I feel very bad. In addition I've got a terrible
headache. If you don't want me to die, open the window quickly".
Mr Brown jumped out of bed and began looking for his matches, but he couldn't
find them in the dark, and the sick man went on……d………, "Air, air ... I
want fresh air. I'm dying."
Mr Brown still couldn't find the matches, so he tried to find the window. It
took him some time, and at last he thought he had found it. But he was unable
to open it. …………e………….grew weaker and weaker, Mr Brown in horror took a chair
and broke the window with it. The sick man immediately stopped moaning and said
that he was very grateful and felt much better. Then the two of them slept
peacefully until morning.
When they woke up next morning, they were surprised to see that the only window
in the room was still closed, but the large looking-glass was f………….
1. less expensive for you,
2. moaning
3. broken to pieces.
4. as the voice of the traveller
5. laughing
6. whether there were any vacant rooms in the hotel
7. by a loud noise
Учебно-методическое пособие
«История американской музыки»
Прочитайте тексты и сделайте задания к ним.
First American Music
Native Americans lived in America before Columbus arrived. They had songs for many occasions and they used drums and other musical instruments. Dancing and music was an important part of their life and their religion. You can still hear native American music and see dancing at special festivals.
The first British people who came to America were very religious. They came for religious freedom. Their songs were simple and they did not use musical instruments at church.
Soon other people with different forms of the Christian religion arrived in America. They brought different kinds of church music from Europe and they used musical instruments, like the organ and the piano, at church.
Not all early music was church music. Some people liked to drink and dance. Many drinking places opened and fiddle (violin) music and European songs entertained the people.
American! farmers soon left the east coast to start up new farms further west. The farms were big and far apart. There were not many towns or churches. Religious leaders, called preachers, rode horses around the country and brought religion to the farm people.
To bring the country people together in a large group, these preachers held "camp meetings". These religious meetings were held in big tents. Sometimes thousands of people went to hear the preachers. Camp meeting often went on for several days. Popular religious songs were sung and the music was very lively. People clapped their hands and tapped their feet to the music. The first camp meeting was held in 1800, and they are still held today. Many pop stars, for example Elvis Presley, first learned to sing and to love music at these meetings.
I. How much did you understand?
1. Are these statements true or false?
a) Native Americans had songs for many
occasions.
b) They didn't use drums and other musical instruments.
c) You can still hear native American music and see dancing at special festivals.
d) The first British people who came to America were not very religious.
2. Can you answer these questions?
a) What were the songs of the first British people who came to America?
b)What kind of music did the other people from Europe bring to America?
c)Not all early music was church music, was it?
d)Why did the preachers hold "camp meetings"?
e)What songs were sung at the camp meetings?
f) When was the first camp meeting held?
g)Are they still held today?
h)Many pop stars first learned to sing and to love music at these meetings, didn't they?
II. What do you know about...
— native American music?
—the songs of the first British people who came to America?
—different kinds of church music and different musical instruments from Europe?
—religious leaders, called preachers, and their activity?
III. Speak on the first American music.
 |
Early Black Music
In the South there were large cotton farms called plantations. Growing cotton was very hard work. Slaves were brought from Africa to work in the fields. The white slave owners did not let the slaves have drums. They knew that Africans could use drums to send messages. They were afraid the slaves would help each other to run away.
Most slave owners did not let the slaves keep their African dances or their religions. All the slaves had to become Christians. They sang in their own churches on Sunday. They sang white religious songs but they added African rhythms to the music. We call these songs "spirituals". Some spirituals told about the hard life of the slaves or their wish to run away. Although the slaves could not do African dances, in church they clapped their hands and moved their whole bodies. Today black religious music is called gospel music.
In Louisiana and the city of New Orleans the slave owners were French. They let the slaves and the free blacks play drums and
horns. They also let them keep their African dances. Black musicians in New Orleans combined European musical instruments and songs with African rhythms. They made a new musical style which was later called jazz.
Many of the first jazz instruments were homemade. Black people also made rhythm with their hands, feet, and bodies. Later black brass bands, in the French style, became common. These bands played at special times like weddings and funerals. This new music was called New Orleans jazz. Some white bands played it too and gave it the name of Dixieland jazz. You can still hear this early form of jazz in the city of New Orleans.
The slaves were set free in 1865 after the Civil War between the North and the South. Since that time black gospel music and jazz have become an important part of popular music in America.
I. How much did you understand?
1. Are these statements true or false?
a) In the South there were large cotton farms called plantations.
b) Growing cotton was not very hard work.
c) Slaves were brought from Africa to work in the fields.
d) The white slave owners let their slaves have drums.
2. Can you answer these questions?
a) Why didn't the white slave owners let their slaves have drums?
b) Why did all the slaves have to become Christians?
c) What did they sing on Sundays in their own churches?
d) What do they call these songs?
e) What
did some spirituals tell about?
3. What is black religious music called today?
g) Where did jazz come from? Why?
h) Many of the first jazz instruments were homemade, weren't they?
i) Later black brass bands in the French style became common, didn't they?
j) Where did they play?
k) What was this new music called?
1) When did black gospel music and jazz become an important part of popular music in America?
II. What do you know about...
—the life of black slaves in America?
—spirituals?
— a new musical style in New Orleans which was later called jazz?
— Dixieland jazz?
III. Speak about early black music.
IV. Say if you have ever heard spirituals
The Birth of the Blues
The blues was born in the Mississippi River Delta in the early l$90s. After the Civil War, the slaves were free, but life was still not easy. They had to find new work. In the South, work camps were formed. Black people from the camps worked on farms and built up the Mississippi River banks. During the week the people worked long and hard. They often lived alone, without their families, far from home.
On weekends, the workers got together at picnics or drinking places. Travelling black musicians with guitars entertained them. The musicians sang songs about the difficult life of the workers. Those songs were called the blues.
If you have the blues it means you feel very sad. You can have the blues because you have no money, no job, no lover, no home, or no friend. You can have the St. Louis blues, the Memphis blues, or the Monday morning blues. Maybe you have had the homework blues or the examination blues. But blues songs were not always sad. Some of them were happy and many of them were funny.
The blues was a new kind of music. In blues songs some notes were flattened. These notes were called "blue notes". They made the music sound sad and different.
Early blues singers often had very interesting names, like Blind Lemon Jefferson, Howlin' Wolf, Muddy Waters and Leadbelly.
Sometimes the blues singers had song contests. Each singer sang new words or a new style of the blues song. They made up the music as they played. In this way they created new music. This is called improvisation. Later, improvisation became a very important part of jazz music.
The blues began in the country in the South. As blacks moved into big cities to work, the blues went with them. There, they sang about life in the cities. W. C. Handy, a black band leader from Memphis made the blues popular all over America. In 1914 he wrote the most famous blues song of all, "The St. Louis Blues".
I. How much did you understand?
1. Are these statements true or false?
a) After the Civil War the slaves were free
and life was happy.
b)The former slaves had to find new job.
c) In the South work camps were formed.
d)They often lived alone far from their families.
e) If you have the blues it means you feel very happy.
2. Can you answer these questions?
a)Where and when was the blues born?
b) Where did black people from work camps work?
All That Jazz
Although jazz began in New Orleans, it soon spread to all the big cities like St. Louis, Chicago, New York and Los Angeles. New forms of jazz developed and styles changed.
In the 1920s, America fell in love with dancing and popular jazz music. Big hotels hired dance bands. Dance halls were opened around the country. New dances with strange names like the Charleston were popular. Women cut their hair short and wore short skirts for the first time. Those women were called "flappers". Older Americans were shocked by jazz music, the new dances and the flappers.
One of the most famous musicians of the time was Louis Armstrong. He became famous for his trumpet playing and his low rough voice. Musicians like Armstrong brought a new kind of music to America and the world.
The 1930s in America were the time of big bands and a new kind of jazz called swing. This new music had a special rhythm. Harlem, a part of New York, became the centre of swing music. Big band leaders, like Benny Goodman, Duke Ellington and Glenn Miller, played in Harlem at the Cotton Club and the Savoy Ballroom. People caxne and danced the foxtrot and the jitterbug. Swing music was the popular music of World War Two.
When Dixieland, ragtime and swing became very popular, serious jazz musicians changed to new, more complex styles. At first jazz was dance music. As it became more complex, it was mostly for listening. For this reason most jazz is now played in small bars and live jazz clubs, not in big dance halls.
Jazz styles are always changing. In recent years, jazz musicians have put together jazz music and rock instruments like the electric guitar. This new jazz style is called electric jazz or fusion.
I. How much did you understand?
1. Are these statements true or false?
a) Although jazz began
in New Orleans, it soon spread to all the big cities, like St.
Louis, Chicago, New York and Los Angeles.
b) New forms of jazz developed and styles changed.
c) Big hotels didn't hire dance bands.
d)Dance halls were opened around the country.
e) One of the most famous musicians of this time was Louis Armstrong.
f) Swing music was the popular music of World War Two.
2. Can you answer these questions?
a) What did America fall in love with in 1920?
b)What dances were popular?
c) What women were called "flappers"?
d)What were older Americans shocked by?
e) What did musicians like Armstrong bring to America and the world?
f) What was the centre of swing music?
g) Where did band leaders like Benny Goodman, Duke Ellington and Glenn Miller play?
h) At first jazz was dance music, wasn't it?
i) Jazz styles are always changing, aren't they?
j) What is the name of the new jazz style? II. What do you know about...
jazz music and dancing in 1920s?
Variety Shows
For a long time, most of the music and musicians in America came from Europe. The Americans themselves did not write much music. But by about 1840 white Americans had begun to listen to the music of black slaves. White people developed a new kind of music in a black style. They put this music in variety shows called minstrel shows. In minstrel shows the performers sang and danced and told funny stories. White actors dressed and acted like black men. They wore black make-up on their faces. This was called "wearing blackface". Later black men began to do the same kind of shows. Minstrel shows travelled to all the small towns in America. They continued to be popular until the 1930s.
White song writers wrote songs for the minstrel shows. They tried to give people an idea of life in the South. The most popular song writer of that time was Stephen Foster. His songs like "Oh Susannah" and "Old Black Joe" are sung by Americans even today. Like many early song writers, Forster died poor and alone.
In the big cities, a larger kind of variety show became popular. As well as minstrel acts, these shows had large dance groups, and funny and unusual acts. These shows were given a French name — vaudeville. By 1900 there were more than 400 big vaudeville houses in the cities.
Al Jolson was one of the most famous vaudeville singers. When the movies became popular, vaudeville died out. But in 1927, sound was added to the silent movies. The first talking movie was called The Jazz Singer, starring Al Jolson. In it he sang minstrel songs, like "Mammy" and "Sonny Boy", in blackface.
These variety shows brought popular music to all the people in America. And the big, colourful song and dance acts of those early variety shows led to the great musical of Broadway and Hollywood.
I. How much did you understand?
1. Are these statements true or false?
a) For a long time, most of the music and musicians in America came from Europe.
b) The Americans themselves didn't write much music.
c) White actors dressed and acted like black men in minstrel shows.
d) Minstrel shows didn't travel to all the small towns in America.
2. Can you answer these questions?
a) By about 1840 white Americans had developed a kind of music in a black style, hadn't they?
b) Where did they put this music?
c) What did the performers do in minstrel shows?
d) How did white actors dress and act? What did they wear on' their faces?
e) White song writers wrote songs for minstrel shows, didn't they?
0 What was the most popular song writer of that time? Which of his songs are popular even today?
g) What was given the French name of vaudeville?
h) Who was one of the most famous vaudeville singers?
i) When did vaudeville die out?
j) What was the first talking movie called?
II. What do you know about...
— minstrel shows?
— Stephen Foster?
— vaudeville?
III. Speak on variety shows.
IV. Say, if you like to visit variety shows and why (or why not).
New York, New York
Most sheet music was written in an area of New York called Tin Pan Alley. Here the music companies had many pianos in many small rooms. Song writers wrote songs all day on the pianos. When the windows were open and the pianos were playing they made a lot of noise. They sounded like tin pans. Some people say that is why this area was called Tin Pan Alley.
The song writers of Tin Pan Alley wrote music for marches, ragtime songs and romantic love songs.
The period from the 1920s through the 1940s is known as the golden age of American popular music. Great song writers, like George Gershwin, Rodgers and Hart and Cole Porter, wrote beautiful romantic love songs. Many of those song writers, singers and men in the music industry were Jewish. They were new Americans looking for a place to become successful. The new music and show business gave them a chance.
In New York most musical shows were on Broadway. These musical shows became very big and expensive. Hundreds of singers and dancers went on the stage at one time. The clothes that the singers and dancers wore were very colourful. One of the most famous musical shows was the Ziegfeld Follies.
Song writers also wrote music for a new kind of Broadway musical. Instead of separate acts those new musicals were long plays that told a story. Songs and dancing were added to the plays. One of the most famous Broadway musical stars was Ethel Merman. With her loud, strong voice and her comic style, she was the star of such shows as Annie Get Your Gun.
New York is still the most important city in America for musical shows of all kinds. It is also the centre for the theatre, classical music, opera, and ballet.
I. How much did you understand?
1. Are these statements true or false?
a) Song writers wrote songs all day on the pianos.
b) The song writers of Tin Pan Alley wrote music for marches, ragtime songs and romantic love songs.
c) Many of the song writers, singers and men in the music industry were Jewish.
d) The new music and show business didn't give new Americans any chance.
2. Can
you answer these questions?
a) Where was most sheet music written?
b)What period is known as the golden age of American popular music?
c) Who wrote beautiful romantic love songs?
d) Who were new Americans looking for a place to become successful?
e) Where were most musical shows in New York?
f) What was one of the most famous musical shows?
h) Instead of separate acts new musicals were long plays that
told a story, weren't
they? Were songs and dancing added to the plays?
i) Who was one of the most famous Broadway musical stars?
j) New York is still the most important city in America for musical shows of all kinds, theatres, classical music, operas and ballets, isn't it?
II. What do you know about...
—Tin Pan Alley in New York?
— golden age of American popular music?
III. Speak on New York as a centre of music.
Предлагаемые учебно-методические пособия по английскому языку составлены в соответствии с требованиями
Целью учебно-методического пособия «История американской музыки» является дальнейшее формирование и развитие билингвистической коммуникативной компетенции (языковой, речевой, лингвострановедческой, социолингвистической), необходимой для общения в учебной, повседневно-бытовой, деловой…
Учебно-методическое пособие
Затем это предложение стирается и студентам предлагается записать его в тетрадь
Сразу после этого начинается выполнение следующего упражнения: ·
Take a pen. 8 7 2
He is studying a poem. 17 8 2
I usually go there at the weekend
She has some interesting English books
I haven`t seen you since you left last year
Учебно-методическое пособие по развитию лексико-грамматических навыков
II Over the years
III Americans realize however that individuals must………a………………
IV
V Sitting on an iron seat fixed about the body of a great chestnut tree…a…………, two old men gazed dumbly at the sunlit emptiness of…
VI They were new patients to me………a…… was the name,
VII It was a warm summer evening as
VIII Once upon a sunny morning a man who sat in a breakfast nook looked up from his scrambled eggs to see a white unicorn…
IX One winter afternoon she went into a small shop to look at a little box which the shopman had been keeping for her
X Mr Brown got to a hotel late in the evening after a long journey
Учебно-методическое пособие «История американской музыки»
Can you answer these questions? a)
Most slave owners did not let the slaves keep their
What was this new music called? 1)
Handy, a black band leader from
Jazz styles are always changing
Foster. His songs like "Oh Susannah" and "Old
New York, New York Most sheet music was written in an area of
What was one of the most famous musical shows? h)
Учебно-методические пособия по английскому языку
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