PRACTICE EXERCICES MARCH 2021 Dra Jelena Bobkina PRACTICE

PRACTICE EXERCICES MARCH 2021 Dra. Jelena Bobkina

PRACTICE 1

PRACTICE EXERCICE 1 § I. LISTENING § 1. 1. Listen to the recording “It´s getting harder to spot a deep fake video” (2: 58) and choose the answer that best fits according to what you hear.

PRACTICE EXERCICE 1 § II. READING § Read the text “Social Networks” and complete the following exercises:

Facebook, websites, community, users, My. Space, connections, site, etc. Some other possible lexical-semantic fields: business, advertisement….

issue - /ˈɪʃuː/ currently - /ˈkʌrəntli/ social - /ˈsəʊʃl/ court - /kɔːt/

Low - /ləʊ/ Faculty - /ˈfæk. əl. ti/ Cost - /kɒst/ Customer - /ˈkʌs·tə·mər/ World - /wɜːld/ Act - /ækt/

PRACTICE EXERCICE 1 § III. USE OF ENGLISH § 3. 1. Read the text carefully and choose the connecting expression that better fits the text. Only one option is correct.

PRACTICE EXERCICE 1 § IV. PEDAGOGICAL QUESTION § 4. 1. Discuss the Present, Practice, Produce (PPP) learning approach. What are the major problems related to PPP?

In recent years a debate has developed over which approaches to structuring and planning and implementing lessons are more effective. During an initial teacher training course, most teachers become familiar with the PPP paradigm. A PPP lesson would proceed in the following manner. o First, the teacher presents an item of language in a clear context to get across its meaning. This could be done in a variety of ways: through a text, a situation build, a dialogue etc. o Students are then asked to complete a controlled practice stage, where they may have to repeat target items through choral and individual drilling, fill gaps or match halves of sentences. All of this practice demands that the student uses the language correctly and helps them to become more comfortable with it. o Finally, they move on to the production stage, sometimes called the 'free practice' stage. Students are given a communication task such as a role play and are expected to produce the target language and use any other language that has already been learnt and is suitable for completing it.

The major problems with PPP: o Students can give the impression that they are comfortable with the new language as they are producing it accurately in the class. Often though a few lessons later, students will either not be able to produce the language correctly or even won't produce it at all. o Students will often produce the language but overuse the target structure so that it sounds completely unnatural. o Students may not produce the target language during the free practice stage because they find they are able to use existing language resources to complete the task. PPP offers a very simplified approach to language learning. It is based upon the idea that you can present language in neat little blocks, adding from one lesson to the next. However, research shows us that we cannot predict or guarantee what the students will learn and that ultimately a wide exposure to language is the best way of ensuring that students will acquire it effectively. Restricting their experience to single pieces of target language is unnatural.

PRACTICE 3

PRACTICE EXERCICE 3 LISTENING § I. LISTENING § Listen to Lisa Bu´s speech “How books can open your mind” and decide whether the sentences are True or False: 1. following LISTENING COMPREHENSION.

1. 1. Listen to Lisa Bu´s speech “How books can open your mind” and decide whether the following sentences are True or False: 1. Her parents wanted her to become an engineer like her father. 2. No one supported the speaker in her dream to become an opera singer. 3. She became interested in comparative reading research, for example, reading similar stories from different cultures. 4. Both the Christ and the Buddha went through three phycological temptations. 5. Books bring her happiness.

1. 2. These are some excerpts from the video. Fill in the gaps with the missing words. I came to the U. S. in 1995, so which books did I read here first? Books ______ (1) in China, of course. "The Good Earth" is about Chinese ______ (2) life. That's just not convenient for propaganda. Got it. The Bible is interesting, but strange. (Laughter) That's a topic for a different day. But the fifth commandment gave me an________ (3): "You shall honor your father and mother. " "Honor, " I said. "That's so different, and better, than____ (4). " So it becomes my tool to climb out of this Confucian ______ (5) trap and to restart my relationship with my parents.

1. 3. Provide a definition or synonym for the following words that appear in the recording. o o o efficient: huger: obedience: standard (adj): shattered:

PRACTICE MADRID § II. READING COMPREHENSION, TEXTUAL GRAMMAR, LINGUISTIC EXPRESSION § Read the following text: David Crystal: The story of English spelling

§ The story of English spelling is the story of thousands of people – some well-known, most totally unknown – who left a permanent linguistic fingerprint on our orthography. It's a story whose events cover the best part of 1, 500 years. And, of course, it's not over yet. § The story starts with the _______who first wrote down English as best they could using the Roman alphabet. They made a reasonable job of it – once they'd found extra letters to cope with the sounds they didn't have in Latin, such as th, in both thin and this. The spelling of Old English was largely _______: all letters were pronounced. They sounded the w in write, the g in gnat, the k in know. § Then the _______ arrived, with their own ideas. Out went some of the old forms and in came new ones. Cwen became queen; mys became mice. Medieval scribes continued to spell words as they were pronounced, but as English had many regional accents, the result was a huge amount of variation. More than 60 spellings of night are known from the middle ages – nite, nyght, nicht, nihte … Things couldn't carry _______ like that. As government became more centralised, the need to develop a standard system became urgent. But whose standard? That of widely-read authors such as Chaucer? The emerging civil service? The English translations of the Bible? The printers? The modern system emerged out of all of them. § Each new factor brought idiosyncrasies as well as order. William Caxton's Flemish typesetters didn't know English well, so spelled some words in a Flemish way. That's where the h in ghost comes from. It was gost in Middle English. They put it into goose too – ghoose – but it didn't catch on. That's the great mystery of English spelling: why some spellings have appealed and others haven't.

§ There was still a great deal of variation, though, so in the 16 th century spelling reformers came up with their Big Idea: etymology. If the word meaning "money owed" appeared in such varied ways as det, dett or deytt, people obviously needed help, and this would come from the word's history. The word was debitum in Latin, so they recommended a silent b. You might think such an arcane idea would never catch on, but it did – along with the b in subtle, the l in salmon and the p in receipt, and many more. In trying to simplify the system, the reformers ended _______ complicating it. § The big dictionaries of later years, such as Johnson's and Webster's, did their best to standardise spelling, but with only limited success. Today, there are many differences between British and American English. And publishing houses (and newspapers) _______over such words as realize and realise, judgment and judgement, flower pot, flower-pot and flowerpot. Encyclopedias make different choices over foreign names – Tutankhamen, Tutankhamun, Tut'ankhamun; 15% of words in our dictionaries have alternative spellings. § And we ain't seen nothin' yet. Spellings are made by people. Dictionaries – eventually – reflect popular choices. And the internet is allowing more people to influence spelling than ever before. In 2006 there were just a few hundred instances of rubarb on Google. By 2010 there were nearly 100, 000. This month there's around 750, 000. People are voting with their fingers. The original medieval spelling without h is reasserting itself. It will be a standard alternative one day, and – who knows – may eventually _______ rhubarb entirely.

2. 1. Read and fill in the gaps by choosing one word from the list below. There are four extra words. English, Missionaries, vary, phonetic, French, on, up, supplant, , Latin, syllabic, in

2. 2. Find words in the text which respond to the following definitions: a. b. c. d. A person who copies out documents, especially one employed to do this before printing was invented – A distinctive or peculiar feature or characteristic of a place or thing – The study of the origin of words and the way in which their meanings have changed throughout history – Understood by few; mysterious or secret -

2. 3. Identify the words in the first paragraph that exemplifies the wordformation process known as compounding

2. 4. Does the author of the text follow British or American spelling? Justify your answer.

The author follows the British spelling as some of the words with different spelling in British and American English from the text follows British spelling. CENTRALISED - centralized (US) STANDARDISE - standardize (US)

2. 5. What are false friends? Find an example of a false friend in the last paragraph of the text. Provide examples of some other false friends.

We call False Friends to those English words which look similar to other words in Spanish, but they differ significantly in meaning. Eventually in English means in the end, especially after a long delay, dispute, or series of problems, meanwhile the Spanish “eventualmente” means by chance. librería — bookstore | biblioteca — library constipado — to have a cold | estreñido — constipated qué vergüenza — how embarrassing | estoy embarazada — I am pregnant realizar — to carry out, perform or achieve | darse cuenta — to realize carta — letter (paper and playing) | tarjeta — card (credit, debit, greeting)

2. 6. How are these <–ed> endings pronounced? /ɪd/, /t/ or /d/? a. Sounded b. Pronounced c. Spelled d. Appeared e. Needed

Sounded- /ɪd/ Pronounced Spelled - /d/ Appeared Needed - /ɪd/ - /t/ - /d/ The past simple tense -d/ed. After voiced segments, except /d/ the past tense -d/ed is pronounced as /d/, like in played, swallowed. After voiceless segments, except /t/: /t/, like in stopped, crashed. After /d/ and /t/: /id/, like in wanted, decided.

PRACTICE EXERCISE 3 USE OF ENGLISH 3. 1. Complete the second sentence so that it has a similar meaning to the first Rewrite the following sentences using inversion. 1. The gang didn't know that the police had them under surveillance. Little ___ did the gang know that the police had them under surveillance. 2. We won't consider you for the basketball team until you grow up. Not until __ you grow up will we consider you for the basketball team. 3. Nobody has won so many matches for his team since 1994. Not since ____1994 has anybody won so many matches for his team. 4. You will not be allowed to enter the auditorium under any circumstances once the play has started. Under no circumstances ___ will you be allowed to enter the auditorium once the play has started. 5. He would never play in front of a live audience again. Never __ would he play in front of a live audience again. Never again would he play in front of a live audience.

6. Amy had not enjoyed herself so much since she went to the circus as a child. Not since __ she went to the circus as a child had Amy enjoyed herself so much. 7. I have never seen such a terrible performance of Hamlet before. Never before ___ have I seen such a terrible performance of Hamlet. 8. They only realized the painting had been hung upside down when someone complained at reception. Only when ___ someone complained at reception did they realize the painting had been hung upside down. 9. I had been in the room for a few minutes when I realized that everyone was staring at me. Only after __ I had been in the room for a few minutes did I realize that everyone was staring at me. 10. He discovered that he had injured his knee when he tried to run. Only when____ he tried to run did he discover that he had injured his knee.

PRACTICE EXERCICE 3 - PEDAGOGICAL QUESTION 4. 1. What is CLIL? Discuss its importance for language teaching and the way it works.