Структура занятия. 1. Прослушивание кратких реплик с целью установить идентичность или противоположность точек зрения говорящих.

1. Прослушивание кратких реплик с целью установить идентичность или противоположность точек зрения говорящих.

a) Listen to the following pairs of utterances. Show your blue cards if the opinions of both speakers are similar, and your red cards if they are opposed to each other. Е. g.:

" Dancing is a waste of time." " It teaches people nothing useful." Or: " Giving parties is the best way to relax." " Oh, it means such a lot of hard work! "

b) Listen to the following utterances. Say which two speakers among each three agree with one another E.g.:

1) Modern amusements make life more exciting. 2) Modern amusements make people lazy. 3) It is better to be amused by professionals than to do something yourself badly.

Ключ: (1.3)

2. Обмен побудительной и ответной репликами на основе логического выбора из заданного набора предложений («а» - работа в парах; «b» - работа для троих).

a) Look through the following phrases and exchange a few separate remarks with your partner, expressing your agreement or disagreement. You may begin your response with " But...", " Besides,...", " And... "..

One should have a hobby of some kind. Tastes differ, you know. Why should you always have it your own way? It's a shame to stay in on Saturday night. Sometimes people need a change badly. What a killjoy you are! It means a lot of hard work. One doesn't need friends to get amused. I don't think one should seek amusements somewhere else: one can get amused at home. Doing nothing is hard work. I like bringing people home. There's absolutely nothing to do at home. I have a crazy spot about giving parties. You should not insist upon it.

E.g.: " There's absolutely nothing to do at home."

" What a killjoy you are! "

b) Work for three. Give a remark for your partner to respond to in any logical way. Let the third partner give his/her response expressing agreement with the second. E.g.:

" I don't think one should seek amusements somewhere else: one can get amused at home."

" But there's absolutely nothing to do at home! "

" Oh yes, it's a shame to stay in on Saturday night."

3. Построение развернутой реплики как результат присоединения к чужому диалогу.

Listen to a piece of dialogue and join it after the pause on the tape, expressing your own attitude to the problem under discussion. Give a cue of several sentences. See if you can use any of the phrases from the previous task.

" Do you think Henry will come to the party tonight? "

" I doubt it. He isn't very sociable. He doesn't like meeting strangers and he hates dancing. He prefers reading. His library consists of five thousand volumes."

" But his wife loves dancing and simply adores meeting people."

" That's true and that's why he considers her a little childish."

... (Пауза)

Ключ-образец: I agree with him. Of course, tastes differ. But personally, I don't think one needs friends to be amused. One should have a hobby of some kind. And reading is the best one.

4. Чтение двух монологических высказыванийпо одной проблеме и суммирование общих и различных мнений.

Read the two utterances and sum up the ideas shared by both authors and the reason (s) each of them puts forward to support his idea(s).

a) When people are young, they should fall into the habit of reading. This is becoming more and more difficult. People move about more than they did, and the motor-car affords no opportunity for reading. The telephone is also a great disadvantage. Television and the cinema take up a lot of time that might be given to reading. All these things make it more difficult for the future generations to develop the habit of reading. [47].

b) A hundred years ago people were in the habit of making their own amusements. Nowadays we are amused by professionals. Why read even a detective story when you can see one at the cinema? Why play football with players who are not very good when you can watch the best players on TV? The art of conversation and the habit of reading and writing are dying. People are becoming more and more lookers and listeners and less and less doers and talkers. This can't do one any good. [47].

E.g.: " Both authors believe that the art of reading is dying and that people prefer other amusements such as television and the cinema. But the first author thinks that the instinct of moving about is one of the chief reasons for it, while the second author considers that people are becoming lazier and more passive."

5. Собственное объяснение одной из точек зрения по выбору.

Which point of view is closer to yours? What other arguments can be ' added to support it? E. g.:

" I also believe that people nowadays are becoming lazier and more passive. What we call 'mass culture' satisfies more and more people. People have lost the habit of intellectual conversation. When they get together, they either watch TV or listen to music...", etc.

6. Приведение отдельных аргументов по предложенной проблеме с учетом сказанного участниками беседы (каждый приводит один или несколько аргументов).

Listen to the given problem and provide an argument to support or oppose the opinion expressed. Avoid repetition: take into consideration what the previous speakers have already said. Be ready to sum up what has been said. E. g.:

Sports and games are important for the development of the mind and body.

St. 1: Of course, they are. They make people strong.

St. 2: This concerns the body, but not the mind. Sports and games prevent people from intellectual activities.

St. 3: But you forget that games develop one's reaction. They teach us to make decisions quickly.... etc.

7. «Неуправляемая» общегрупповая дискуссия.Роль преподавателя состоит в том, чтобы поддержать естественную беседу, вовлекая в нее менее активных участников и предлагая для обсуждения новые аспекты проблемы. Преподаватель имеет право участвовать в дискуссии, не навязывая своего мнения. Достаточным источником для того, чтобы завязать дискуссию как итог занятия, могут служить поговорки и изречения, связанные с темой (см. напр.: [19]).

Данное занятие строится исходя из принципа, что общая дискуссия, как правило, не возникает в учебном процессе спонтанно, а должна быть тщательно подготовлена целым рядом взаимосвязанных заданий. Лишь в этом случае занятие такого типа можно практиковать, начиная со второго семестра I курса в языковом вузе. Подготовительные задания позволяют обработать языковой материал для предотвращения появления ошибок как в языковой форме, так и в логике изложения.

Итак, планируя «моноцелевое» занятие, мы должны понимать, что его целостность обеспечивается тем фактом, что мы работаем над разными компонентами одного и того же навыка или умения.

Поэтому временный «обрыв» цепочки заданийне представляет опасности для монолитности занятия.

В следующей главе, где рассматриваются основные типы «полицелевых» (как правило, двуцелевых) занятий, мы попытаемся показать, что внутренняя цельность структуры подобного урока обеспечивается несколько иными факторами, а именно:

а) общностью компонентов различных умений в одном и в разных видах речевой деятельности;

б) тщательным отбором коммуникативных ситуаций и речевых задач, для которых обе формируемые способности важны в равной мере.