Listening Practice

Workbook

Book 1

Chapter 1

Chapter 1. Communication Formatting, Scripts

Topic 1. INITIATING DISCUSSION

Text 1a

Practicum 1.7

Translate into English, employing the active vocabulary

(подростки из) этой возрастной группы; впервые устраивающийся на работу; речевые модели; склонны повторять (фразы); неформальная лексика в официальном общении; отсутствие понимания того, где и как (использовать); кажется, не понимают, когда приемлемо, а когда нет; иметь плохие навыки устной речи (2 варианта); (словарный запас) составляет половину; на (20) наиболее частотных слов приходится (треть словоупотреблений); (итоги исследования) подтверждают опасения; возглавлял исследование; широкое использование (компьютерных игр и устройств); синдром техногенной изоляции; в школьной программе упор делается на развитие грамотности; самые частотные; частотность; исследование показало; естественная речь; подросток-хулиган; с удивлением обнаружить; лучшие десять; неспособность выразить мысль; типичные слова из лексикона подростков; фигурировать в (2 варианта); ухудшение навыков общения

Listening Practice

Listen to the text and answer the questions

1. What is there in learning that gives children dignity and a sense of mental discipline?

2. Is having fun in learning very important?

3. What are teachers afraid of?

4. Complete the list of skills and requirements that make a good learner, according to Mrs Spankey: diligence, application, ……..

In general, the committee was not well disposed towards a phonetic alphabet*.

Mrs Spankey, a publisher of children's books, spoke slowly and reassuringly, as though to a group of nervous infants. There was no child in the world, she said, which was not arduous to learn to read and write. If learning could be fun, that was all very well. But fun was peripheral. Teachers and parents should embrace the fact that at the heart of language learning was difficulty. Triumph over difficulty was what gave children their dignity and a sense of mental discipline. The English language, she said, was a minefield of irregularity, of exceptions outnumbering rules. But it had to be crossed, and crossing it was work. Teachers were too afraid of unpopularity, too fond of sugaring pills. They should accept difficulty, celebrate it, and make their pupils do likewise. There was only one way to learn to spell and that was through exposure, immersion in the written word. How else - and she rattled off a well-rehearsed list - do we learn the spellings of through, tough, plough, cough and though? Mrs Spankey's maternal gaze raked the attentive faces. Diligence, she said, application, discipline and jolly hard work.

There was a murmur of approbation. The academic who had proposed the phonetic alphabet began to talk of dyslexia, the sale of State schools, the housing shortage. There were spontaneous groans. The mild-mannered fellow pressed on. Two-thirds of eleven-year-olds in inner city schools, he said, were illiterate. The Chairman intervened with lizard-like alacrity. The needs of special groups were beyond the committee's terms of reference. Means and ends, not pathologies, were the committee's concerns. The discussion became fragmentary and for some reason a vote was proposed.

J. McEwan. A Child in Time

* phonetic alphabet is a much debated issue with educationalists, is aimed at simplifying spelling rules matching them with pronunciation

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