Обучение речевому этикету на уроках английского языка

Обучение речевому этикету на уроках английского языка

6. Teacher: Well done. This task is done brilliantly. Look at the blackboard at our word web. We have already described your appearance and your characters. But we have one more point “ Clothes”. Let`s discuss it. Now look at the blackboard. You can see an exercise here. Dasha, come to the blackboard and do it.

Task. Make a list of clothes you have got which are:

comfortable ________________

warm _____________________

fashionable _________________

smart ______________________

casual _____________________

Teacher: All the rest should listen to the text carefully and answer the following questions:

1. Do children have a school uniform?

2. What do they wear to school?

3. What can you say about Tom`s clothes?

4. What does Jane wear to school?

5. What are her favourite clothes?

Teacher: Listen to the text very attentively.

Text

What do you wear to school ?

- We don`t have a school uniform. We wear what we like. So, I wear something different every day. Today I`m wearing my favourite clothes.

- Let me tell you about Tom`s clothes. He`s wearing black jeans, a light-blue shirt and a brown sweater.

- What about you, Jane?

- At school we do not wear trousers, so I always wear a uniform: a white blouse with a dark skirt. When it`s cold I put on a pullover. But my favourite clothes are jeans or shorts and a top.

Teacher: I`m pleased with your answers. Now we check written exercise. Dasha comment the exercise.

Teacher: Well done. Thank you. We go on. As far as I know, teenagers like to wear different styles of clothes. What kind of clothing do you prefer? Please, answer my questions:

1. What do you usually wear? And why?

2. And what are you wearing now?

Pupil 1: I usually like to wear jeans, trainers, a sweater. I like them because they are comfortable and fashionable. I look brilliant in them. I`m wearing a dark blue skirt and a light blouse now.

Pupil 2: As for me, I prefer to wear jeans, a T-shirt, trainers. I can wear them anywhere I like. I like to wear them all the time. Today I `m wearing a white shirt, brown shoes and black trousers.

Teacher: Thank you. Your answers are perfect. As far as I know, you`ve got some information to present. Please, present your project.

Pupil 1: Our project is “What are your school and favourite clothes?”

Pupil 2: Our classmates were answering questions about their school and favourite clothes. This is the information about clothing.

Pupil 1: You can see it in this table.

The results are

All the pupils don`t wear a school uniform.

We wear what we like.

Pupil 2: Our boys like to wear jeans, sweatshirts, trainers and shoes. Renat and Lyosha prefer to wear caps. And only Sasha wears suits.

Pupil 1: All our girls like to wear jeans, T-shirts, trainers and shoes because they are comfortable and fashionable. Juliya and Ruslana prefer skirts and blouses because they are not too casual. Polina, Katya and Dasha also like sweaters and trousers. They like to look smart.

Teacher: Have you any questions?

Pupil 3: What do you usually wear to the disco?

Pupil 2: I often wear jeans, shoes and a top. Sometimes I wear a dress or a skirt with a blouse.

Teacher: Thank you very much. Now it`s high time to sum up everything we`ve done during the lesson. What have we done today?

Pupil 1: We have described our appearance and our characters.

Pupil 2: We have dramatized the dialogues.

Pupil 3: We have played the game.

Teacher: Good. What was the most interesting for you?

What was difficult?

Pupil 1: The game was interesting.

Pupil 2: The dialogue was difficult for me.

Teacher: Thank you very much for your work. Your marks:…

Good luck. Good- bye. See you soon.

Приложение 2.

ЦЕЛИ УРОКА: систематизировать и обобщить знания учащимися лексического и грамматического материала по теме “ Квартира” (UNIT VII)

ЗАДАЧИ УРОКА: 1. Учебная: провести практику учащихся в речевой деятельности: речевому этикету, монологической, диалогической и аудировании.

2. Воспитательная: воспитывать уважение к мнению других людей, способствовать выработке собственного мнения.

3. Развивающая: развивать творческую фантазию, воображение, инициативу в осуществлении иноязычной речевой деятельности; обучать детей делать выводы и обобщения по теме.

ТИП УРОКА: защита созданных проектов.

ОБОРУДОВАНИЕ УРОКА: картинки по теме, проекты детей.

Приветствие.

Teacher: Good morning, boys and girls! Glad to see you.

Class: Good morning! Glad to see you too.

( проводится в форме T- P1, P2 и т.д.).

T: How are you today, Nastya?

P: I am fine, thank you.

T: And you, Olga?

P: I am all right. And you?

T: I am great, thank you. Today we shall speak about different kind of houses. But first, let's remember the provebs about the house.

Учащиеся называют пословицы, которые изучались на предыдущих уроках:

“Home, Sweet Home”.

“There's no place like home”.

“East or West, home is best”.

T: Now, name the words with the following sounds:

[t] - TV set, stereo, table, stove, flat e.t.

[d] - desk, bed, cold, modern, e.t,

[w] - wall, wall unit, flower, wash, e.t.

[r]- running water, room, right, e.t.

[k] - carpet, cupboard, cosy, kitchen, e.t.

T: Now I want you to look at these pictures, listen to the text and try to guess what room this is. Be ready to tell why you think so. Please, listen carefully.

Учащимся предлагаются пять картинок по теме под номерами. Две из них отличаются по расположению лишь одного предмета.

T: This is a living room. There is a table in the middle of the room. There is a vase with flowers on it. There are no chairs in the room. You can see a sofa by the wall and two armchairs near it. In the living room there is a TV set, a carpet, a lamp and a bookshelf. There are white curtains on the windows. What number of this room and why do you think so?

P: This room is number three because this is a living room and there are no chairs in this room. In all the rest there are some chairs.

a). T: There are many different houses and flats in the world. Let's remember what typical British house looks like.

T: What is the number of people in typical British house?

P: A typical British house is for a family of two, three or four people.

T: How many floors has a typical house got?

P: It has got two floors.

T: What rooms are on the ground floor?

P: On the ground floor there is a sitting room, a dining room and a kitchen.

T: What rooms are there on the first floor?

P: There is a bathroom and bedrooms there.

T: How many bedrooms have houses got?

P: Small houses have one or two rooms. Large houses have three or more.

b). T: And now let's imagine for a while that you are famous designers. Suggest your own projects of your flats or rooms. Please, listen to your classmates about their houses or flats and be ready to ask them some questions.

Учащиеся по группам защищают свои проекты, выполненные на альбомных листах и подготовленные в устной форме.

Group 1: “The Best House”

We think it's very good if a house is in a quiet area. There is a children's playground and a small garden with trees and flowers in it. In a good house there are cosy rooms and rooms with all modern conveniences. Our house has two floors. On the ground floor there is a living room, a dining room, a kitchen, a bathroom. Our bedrooms are on the first floor.

Our living room is the largest and the sweetest room in the world. It faces the garden. It is nicely furnished. There is no a lot of furniture. In the corner you can see a color TV set. There are a lot of channels on the TV, including the educational programme. In the opposite corner there is a sofa and two armchairs. The piano is in the right. There are some pictures on the walls. On the windows there are beautiful green flowers. Look! There is a wonderful chandelier hanging from the ceiling. And we have a tiny fountain in the middle of the room. Every thing is white and yellow in the room. We think it's the best house.

Учащиеся других групп задали следующие вопросы:

-Are there any beds in your house?

- Are there carpets on the floor or on the walls?

- Have you got a tape-recorder or a computer? Where are they?

Group 2: “My Favorite Room”

My favorite room is my study. It is very nice and comfortable. In my room I have got a writing- table, two chairs and some bookshelves here. We are fond of books and have a lot of them. There is a computer in my room and I like to play computer games. Here you can see a sofa-bed. In the corner of the room there is a small table with a music centre on it. I enjoy listening to music. There is a thick carpet on the floor. On the walls I have my favorite pictures and photographs. And there are nice light curtains on the widows. To my mind it's a lovely room and I like it.

Questions: - Is your room big?

-Are there any chairs in your room?

-What is your favorite computer game?

Group 3: “Our Fantastic Flat”.

This is our Fantastic Flat. We live in space in the spaceship. Everyone has a room of his own. They are not big but have all you need. Everything is done with the help of computer and robots. Robots can do housework. They cook, wash and dust. That's why our spaceship is clean and tidy. We have a lot of time to learn and study the space.

Questions: - Do you think it's comfortable to live in such flat?

· Are there any beds in your flat? What do they look like?

· What color is your spaceship?

T: Do you like these houses? Which project do you like best? Why?

Учащиеся высказывают свои мнения о проектах, аргументируя свой выбор.

T: All your projects are very good and well done. Thank you for your work.

T: This year a new student Igor has come to your class. Let's speak about his flat: where he lives, what kind of flat he has.

P1: Igor, where do you live?

I: I live in an ordinary house in Gagarin Street.

P2: How many rooms are there in your house?

I: There are five rooms in my house: a living room, a dining room, two bedrooms and a study.

P3: Have you your own room?

I: Yes. I am happy to have a room of my own. There is little furniture in it; my bed, a desk with a computer, a couple of chairs, a bookcase and a tape recorder.

P4: You like living there, don't you?

I: You are right, it is very comfortable.

При подведении итогов урока выясняю следующее:

1. С какими трудностями вы встретились? Что вы сделали, чтобы преодолеть эти трудности?

2. Что было сегодня необычного? Что понравилось?

3. Кому и в чем помог сегодня урок?

Оценивание: отмечаю работу групп над проектами, работу отдельных учащихся и выставляю оценки.

В конце урока учащиеся исполняют американскую песенку “How I Love My Home”.

How I love my home, sweet home!

How I love my home, sweet home!

How I love my home,

For my mother helps

To make this beautiful!

Приложение 3.

Урок проведен студентом-практикантом.

I. Тема: Хобби.

1. Соотносимость обобщающих и частных задач урока.

2. План урока.

Цель урока:

а) учебная -- развитие умения говорить (задачи: обучать моноло-гическому высказыванию типа «осуждение», учить возражать, критиковать, опро-вергать мнение другого);

б) воспитательная -- прививать вкус к настоящей музы-ке.

Речевой материал:

а) весь материал данного цикла уроков по теме;

б) вы-сказывания для аудирования.

Оснащение урока: магнитофонные записи высказываний для аудирования, иллюстрации к отдельным высказываниям.

3. Ход урока.

1. Речевая зарядка: рассказ о том, как многообразны увлечения (хобби) людей (упоминаются увлечения, безусловно, достойные подражания, показы-вается их польза).

2. «А теперь расскажите нам, у кого из знаменитых людей было хобби и ка-кое» (это проверка домашнего задания -- найти интересные сообщения и очень кратко проинформировать класс).

3. «А какие увлечения у вас?» (в течение двух минут учитель выясняет увлечения отдельных учеников, оценивает их).

4. «Не все увлечения, однако, полезны. Есть и другие. Вот послушайте,
что рассказывает о своем хобби одна девушка и скажите, как вы к этому относи-тесь» (включается запись высказывания, где девушка говорит о том, как она проводит целые дни у телевизора). Ученики по ходу прослушивания делают себе пометки.

5. В качестве опор используются следующие логико-синтаксические схемы:

а) Выразите осуждение: неужели...; видимо, она....; я, например.....;

вокруг...; я, считаю....; и т.д.

б) Выразите несогласие: я думаю....; ничего плохого....; бывают....;

ведь....; телевидение....; и т.д.

в) Отнеситесь критически: это...; но....; во-первых...., во-вторых....;

даже...; поэтому...; и т.д.

2 Тема: У светофора на перекрестке.

Цель -- научиться переходить улицу.

Роли -- мать и дети.

Варианты: старший брат и младший брат; милиционер и ребенок;

учитель и ученики.

Условие -- разный уровень информированности.

Прогнозируемый продукт:

1) Монолог старшего (взрослого):

Stop before you cross the street. Look at the traffic light. When the light is red, wait at the corner. When the light is green, cross the street.

2) Диалог:

Старший (у перекрестка): Stop, children!

Дети: Why did we stop?

Старший: Look at the light before you cross. What colour is the light now?

Дети: It is red.

Старший: The red light says: "Stop." So, when the light is red, wait at the corner.

Дети: When shall we go?

Старший: When the light says "Go." When the light is green,

cross the street.

Дети: Look, mother (teacher, brother) the light is green

now. May we cross the street?

Старший: Yes, the light is green and the road is clear. Let us cross the street.

Грамматика: придаточные предложения времени (условия); повелительные предложения.

Лексика: to cross, to stop, to look, to wait, to go, may, street, light, corner, red, green.

Приложение 4.

Функциональные модели диалога.

Слабый ученик Сильный ученик

Приложение 5.

Комплекс упражнений 1.

I. Practise the sound combinations given below and read the dialogue carefully.

is 'this

is 'that

is 'this the ho'tel

is 'that all right

II. Find English equivalents for the following (See Text).

- это гостиница, в которой мы остановимся ...

- я пойду и по-забочусь о номерах ...

- мне нужны два одинарных номера ...

- у нас почти нет свободных номеров ...

- мы пробудем здесь около недели ...

- вы можете получить один двойной номер ...

- все пра-вильно? ...

- мальчик проводит вас в вашу комнату и занесет ваш багаж ...

III. Retell the dialogues in indirect speech.

IV. Activate the following words and word combinations.

to book (a room, a ticket, a seat)

a) Answer these questions.

1. Do you usually book a hotel room in advance when you go away on business?

2. In what way can one book a railway ticket {a seat in the theatre)?

3. Can we book a return ticket when we go to the Caucasus?

4. Why is it advisable to book a return ticket?

b) Translate.

1. Я вас провожу (до двери).

2. Меня провели в комнату и попросили немного подождать.

3. Он проводил нас до станции (домой, в театр).

4. Нам дали ключи и проводили нас до нашей комнаты.

5. Повесьте пальто и шляпу здесь. Я проведу вас в кабинет директора.

6. Я пришел проводить вас.

7. Секретарь проводил г-на Смита наверх.

8. Покажите мне театр (проведите меня по театру), пожалуйста. Мне сказали, что здесь есть фотографии всех выдающихся ак-теров этого театра.

V. Answer the following questions. Make up stories based on the information gained from the answers (to be done after each set).

a) 1. Have you travelled much?

2. Are you fond of travelling? Why?

3. How do you like to travel? By air, by rail, by sea? Why?

b) 1. Where can one book a seat on a train (a plane, a steamer)

in Moscow?

2. Do you usually book tickets in advance or just before your departure? Why?

3. Do you usually buy (book) a single or a return ticket? Why?

4. Do you like to have an upper or a lower berth? Why?

5. When do we have to apply (обращаться) to the enquiry office for information?

6. When do we have to use the left-luggage office?

7. Why do you sometimes ask a porter to help you with your luggage?

c) 1. Do you often travel on business?

2. Where were you on your last business trip?

3. On arriving there you put up at a hotel immediately, didn't you?

4. Had a room already been booked for you? Why?

5. Did you have a single or a double room?

6. How did you like the service there?

d) 1. What do you usually do on arriving at a hotel?

2. What do you ask the clerk at the reception desk?

3. What does a guest usually have to do at the reception desk?

4. Are you shown up to .your room or do you find the way there yourself?

e) 1. Where did you spend your last holiday?

2. Is there a through train to ... or did you have to change trains?

3. Did you travel by fast or slow train?

4. Did you have a pleasant journey?

5. How long did the journey last?

VI. Make up dialogues, using the words and expressions given below; use disjunctive questions and the expressions so do I, neither do I.

1. At Home

to pack, to have a lot to do, to have ... at one's disposal, to forget, to book, an upper berth, a lower berth, anything will do, don't bother, to order a taxi, to miss the train, to mind, to go by bus

2. At the Booking-office

can I have a ticket to ..., what's the fare, a first-class sleeper, a second-class sleeper, a through train, to change, you will have to ..., a fast train, a slow train, no vacant seats, there is nothing to be done, a dining-car, I think so

3. At the Station

here we are, to see off, to see to the luggage, the left-lug-gage, the enquiry office, to look up the time-table, to collect one's luggage, a carriage, a compartment, a seat, to come along, the train, to start,, to get on the train, to say good-bye, a pleasant journey

4. On the Train

can I use .... to make oneself comfortable, at one's disposal, to move up, can I help you ..., will you ..., to fix, aren't you going to ..., on business, do you find ..., .the service, to improve, quite comfortable

VII. Describe a trip you have made in Russia or abroad (за границу).

Приложение 6.

Комплекс упражнений 2.

I. a) Make comparisons, using the adjectives and adverbs below.

Models:

1. The play is (much) more interesting than the book on which it was based.

In fact it's the best play of the season.

2. It is produced (much) better than many other plays. (This play isn't produced as well as some other plays.)

4. N. plays best (of all).

5. The first act is as (is not so) interesting as the second. ,

b) Compare two plays (films, TV shows).

interesting, serious, amusing, cheerful, gloomy,, funny, good (well), popular, bad (badly)

c) Compare two actors (actresses).

talented, popular, famous, skilled, (to do) well, power-ful (about a voice), natural, nice (nicely), expressive, (to impress) very much.

II. Find English equivalents for the following (See Text).

- какие фильмы идут на этой неделе?...

- собственно, говоря ...

- я не совсем с вами согласен ...

- на экране...

- какого вы мнения об экранизации? ...

- от начала до конца ...

- я не скучал ни минуты ...

- состав исполнителей хорошо подобран ...

- я должен пойти, посмотреть его сам ...

- посмотрим ...

III. Activate the following words and word combinations.

the fact is ... , as a matter of fact

a) Complete, using the word combinations given in brackets.

1. I took him to see nearly all the places of interest. In fact... (to show round the whole town).

2. He hesitated for a week before giving a final reply. As a matter of fact he... (not to give a proper answer even then).

3. The boy could not leave his brother. The fact was... (to be responsible for).

b) Translate.

1. Вы не можете винить ее за плохую игру. Собственно говоря, она никогда не обучалась игре на рояле.

2. Не уди-вительно, что ее везде хвалят. Собственно говоря, она самая популярная актриса сезона.

to prefer, I would rather ... than....

a) Practise aloud.

1. Do you prefer a single or a double room?

2. I'd prefer a single room.

3. I prefer to wear glasses at work.

4. He'd prefer not to consider the question now.

5. She prefers wearing her hair long.

6. I would rather look it up than try to guess.

b) Answer these questions.

1. What kind of sports do you prefer in summer (in winter)?

2. Why do you prefer swimming (playing tennis, volley-bali, skating)?

3. Why do some people prefer the cinema to the theatre?

4. Do you travel a lot? How do you prefer to travel?

5. When would you rather go by train than by air?

V. Answer the following questions. Make up stories based on the information gained from the answers (to be done after each set).

a) 1. Do you often go to see ballets, or do you prefer the opera? (Give your reasons.)

2. What ballet (opera) have you seen (heard) lately?

3. Was the plot quite new to you, or were you familiar with it?

4. What is your opinion of the performance? Do other people praise it?

b) 1. Do you usually go to see every new film, or only those which are praised?

2. What kind of them do you look forward to seeing?

3. Do you expect to enjoy a film with a familiar plot? (Give your reasons for or against.)

VI. Make an oral translation, using the active vocabulary of the lesson.

Диалог 1.

- Вы ведь видели новый спектакль в нашем театре, да? Как он вам понравился?

- По-моему, это прекрасный спектакль. Собственно говоря, содержание было мне знакомо, но тем не менее (but ... just the same) мне понравился весь спектакль от, начала до конца. Артисты подобраны прекрасно, ведущую роль исполняла Николаева.

- Правда? Я предпочитаю Петрову в этой роли.

Диалог 2.

- Вы видели последние картины этого художника? Они демонстрируются (показываются) в главном выставочном зале.

- Нет еще, я был очень занят последнее время. Но эту выставку все хвалят, и я хочу посмотреть ее.

- Выставку действительно стоит посмотреть. Н. считается прекрасным пейзажистом (a landscape painter). Но некоторые из его картин довольно необычны. Я советую вам посмотреть его биографию, прежде чем вы пойдете на выставку. Это поможет вам понять художника.

Диалог 3.

- Доброе утро, г-н Смит. Как вы провели время (развлекались) в воскресенье?

- Доброе утро, г-н Иванов. Вчера я чудесно провел вечер. Мне, наконец, удалось посмотреть «Лебединое озеро» ("The Swan Lake"). Я в восторге от спектакля (Я наслаж-дался каждой минутой).

- Вы не хотели бы пойти в оперу или в кукольный театр (the Puppet Theatre)? Я могу посмотреть, что идет завтра.

- Нет, спасибо, я предпочитаю балет, особенно русский. Его хвалят во всем мире, еще (even) в Лондоне я с нетерпением ждал, когда смогу насладиться вашим балетом.

VII. Retell the dialogue in indirect speech.

VIII. Make up dialogues of your own, using the words and word combinations given below.

1. Intending to Go to the Theatre

to read a poster, to be on, to be worth, to praise, in my opinion, an excellent idea, to look up the time of, to see an announcement, to be in great demand, to choose, to prefer, to look forward to ...

2. Booking a Ticket for the Theatre

a row, the stalls (the gallery, the pit. the balcony, a box), as a matter of fact, to prefer, these seats will do

3. Going to the theatre

to wear, to look nice, to keep somebody waiting, hurry up, I'd rather.... to take a taxi, to be held up, nearly, needn't

4. Impressions of a Film (Play)

to be worth, expressive, cast, excellent, opinion, to look upon ... as .... to do well, to be impressed, to find interesting; as a matter of fact, a plot, to be familiar, to look forward to...

IX. Retell the above dialogues in indirect speech.

Приложение 7.

Комплекс упражнений 3.

I. Practise the sound combinations below, then read the dialogues carefully.

'heard the 'forecast

a'bout the whole

'Is that you, Mary?

II. Find English equivalents for the following (See Text).

- какая хорошая погода была на прошлой неделе!...

- кратко-временные дожди ...

- завтра утром ...

- переменная облачность до конца недели ...

- это ужасно ...

- надеюсь, до субботы прояснится ...

- она большая любительница загородных прогулок ...

- я у те-лефона ...

- послушай, Анна ...

- а что ...

- Ник предлагает загородную прогулку; ты поедешь с нами? …

- на этот раз тебе придется довольствоваться загородной прогулкой ...

- да, вполне ...

- до завтра ...

III. Retell the dialogues in indirect speech.

IV. Activate the following words and word combinations.

occasional, occasionally, an occasion, on (for) this (that), occasion, on the occasion of a) Translate.

1. Occasional exercise will do you good.

2. I'm so sorry we only have an occasional exchange of opinions.

3. A famous actress was to arrive jri the town, and posters were put up everywhere on the occasion.

4. He would occasionally turn up at his parents' place, always arriving unexpectedly.

b) Answer these questions.

1. What did Colonel Green decide to arrange on the occasion of his birthday?

2. Who did the Colonel invite for the occasion?

3. Was an amateur performance only an occasional event at Colonel Green's place?

4. Did Colonel Green study horn-blowing regularly or only occasionally?

5. Would he have succeeded if he had only taken occasional lessons?

to clear 'up

a) Practise aloud.

1. He intended to clear up the matter, but failed.

2. The difficulty hasn't been cleared up yet.

3. We shan't go out unless it clears up 4. Will you clear this up for me, please?

b) Complete.

1. He insists on... (to clear up the matter).

2. They com-plain that many things... (not to be cleared up yet).

3. I won-der why they avoid... (to clear up the matter).

c) Translate.

1. Все уже выяснено.

2. Нам хотелось бы выяснить этот вопрос.

3. Ничего еще не выяснено

V. Answer the following questions, using the active vocabulary.

1. In which months is the weather fine in the Moscow area? Which months are usually wet?

2. Are we always pleased to have dry weather? When are we not pleased to have it?

3. Would it be wise to go for an outing in wet weather?

4. Is it usual to have occasional rain in September? What about August, February?

5. Does it clear up quickly after rain? Is this a feature of any particular season?

6. Where do you get the weather forecast from? Do you always rely on what it says?

7. Would you take a raincoat with you if the forecast said "occasional rain?"

8. Is it possible to get wet through in a shower?

9. What would you do if you were wet through?

VI. Answer the following questions and make up stories based on the answers.

a) 1. When was your last outing?

2. The weather forecast promised a dry, sunny day, didn't it?

3. Would you have started out if it had said "occasional rain"?

4. Would you have put off the outing if they had forecast unsettled weather?

b) 1. Is camping your (your friend's) hobby?

2. How long has it been your (your friend's) hobby?

3. Did it start with an occasional outing or did you go camping regularly?

4. Camping is a healthy occupation, isn't it?

VII. Make an oral translation, using the active vocabulary of the lesson.

Диалог 1.

- Посмотри! Дождь перестал?

- Нет еще, а что? (Why?)

- Я здесь с десяти часов. Нужно идти, а мне не хотелось бы промокнуть.

-Подожди немного, минут через пятнадцать прояснится.

Диалог 2.

- Здравствуй, Петр!

- Здравствуй, Николай! Сегодня чудесное утро, правда? Надеюсь, к вечеру не будет дождя.

- Думаю, не будет. Прогноз говорит, что сухая погода продержится до понедельника. А что?

- Мы собираемся выехать за город на субботу и воскре-сенье.

- Правда? Желаю (вам) хорошо провести время.

Диалог 3.

- Что с тобой случилось? Ты весь дрожишь!

- Боюсь, что я простудился. В воскресенье я насквозь промок и не смог переодеться в (to change into) сухую одежду, пока не приехал домой. У меня уже два дня болит горло.

Диалог 4.

- Рад вас видеть в Москве, г-н Смит. Где вы остано-вились?

- В гостинице «Москва»» у меня очень удобный номер (мне там очень удобно).

- Как вам здесь нравится?

- Москва -- чудесный город. Собственно говоря, я уже видел ее, я был здесь в прошлом году по случаю международ-ной выставки. Но погода у вас ужасная.

- Вы не совсем правы, г-н Смит. Такие холодные периоды (spells) не очень часты. Я уверен, вам понравилась бы наша погода, если бы вы провели здесь недели две - три.

- Возможно, но я не уверен.

Диалог 5.

- Алло, товарища Петрова, пожалуйста.

- Я у телефона.

- Это вы, товарищ Иванов?

- Да.

- Как обстоит дело с вашим докладом?

- Он почти готов. Мне нужно выяснить ряд технических моментов (technical points).

- Свяжитесь с нашими инженерами сегодня же. Все вопросы должны быть решены не позднее этой недели.

Хорошо, я займусь этим сейчас же.

VIII. Make up situations, using the following words and word combinations.

1. Making Arrangements for an Outing

to have a plan, to go for an outing, to phone, to be out to leave a message for, to call on, to discuss particulars (под-робности), to get in touch with, to think over, to find out the weather forecast, dry, sunny, occasional rain (showers), to feel discouraged, not to give up the idea, to cheer up, to agree

2. Impressions of an Outing (or of a Camping Holiday)

to start, to reach, beyond, to intend to hire, to take ad-vantage of, to have trouble with, to complain of, to put up with, sunny, to spoil, to start raining, to get wet through, to clear up, to get dry, to laugh at, to have a lot of fun, to enjoy

IX. Make up a dialogue, using the following words and word combinations.

Discussing the Weather Forecast on the Telephone.

Hallo, is that..., speaking, what about, to go for an outing, the weather forecast, to rely on, to fail, to get wet through, awful, occasional rain (showers), to clear up, to keep dry, see you tomorrow.

Карта сформированности навыков речевого этикета.

В - высокий уровень 1 - глубина знаний о речевом этикете

С - средний уровень 2 - устойчивость интереса

Н - низкий уровень 3 - понимание многообразия ценности речевого этикета

4 - самоконтроль и контроль

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