EUROÜLIKOOL
TÕLKETEADUSKOND
INGLISE KEEL
English
Õppeaine kood Euroülikooli registris TPM 1270
Õppekava kood HM registris: magistriõppe- Tõlkija/tõlk, filoloog 564
Dotsent: Liidia Tsehanovskaja
Oppeaasta 2006/2007
Õppeaine programmi koostas:
Liidia Tshanovskaja
Kinnitatud teaduskonna nõukogu otsusega
Teaduskonna koordinaator
Course description
This compulsory course is designed for students majoring in Translation and
Interpretation.
Aims: to consolidate, refine and extend the grammar and vocabulary students already
know: to equip them with the skills needed to cope with native speaker level texts and
language.
Grammar
The course aims at revising the key structures of English, as well as introducing new
grammatical areas and focusing on more complex aspects of known grammar.
Reading
Authentic texts from a variety of sources, including newspapers and magazines,
advertisements, non-fiction books and literary extracts teach students to recognize
different styles of writing and read and comment on different text types in greater depth
than before, to comment on such literary features as irony and tone; to expand their
passive vocabulary and develop strategies for dealing with unknown words, to handle
syntactically complex texts.
Vocabulary
The course provides systematic development of key lexical areas such as collocations,
idiomatic expressions, prepositions and phrasal verbs.
Writing
The course includes tasks that train students to produce written work that is natural and
appropriate in style and register, to use the language to good effect.
Listening
The course provides practice at listening to more complex texts that contain a range of
accents, at dealing with more abstract questions that test students’ understanding of
inference and attitude.
Speaking
The course gives students opportunities to speak on more philosophical and complex
topics; to develop a range of appropriate functional language.
The course requires that students take some responsibility for their own learning needs
and recognize the importance of work they do outside the classroom to improve their
language performance.
Course structure. The course duration comprises 30 double periods (60 academic hours),
the scope of credit points totaling 3.0 (4.5 ECTS). The course is scheduled for two
semesters with 30 academic hours and 1.5 credit points each. The first semester ends in a
credit test, whereas the second in an examination. Student independent work comprises
67%, involving learning the vocabulary and grammar structures as well as doing written
tasks.
Methodolgy. The course is taught in the form of practical classes, in which suggested
tasks and activities are directed towards the improvement of a specific skill, or towards
practice in a particular area of language.
Study materials. Newbrook, Jacky,Wilson Judith. New proficiency GOLD coursebook.
2004. Harlow: Longman.
Semester I (30 classes, or 15 weeks)
1 Unit 6. Bright lights, big city.
Speaking p. 82
Aims:
to introduce the theme of the unit: aspects of cities and city life in the past, the
present and the future.
Discuss transport, leisure, commerce, architecture, parks and gardens, industry.
Listening p. 83
Aims:
to practice techniques needed to answer multiple-choice questions.
A conversation between two friends, one of whom lived for many years in Jeddah, a city
in Saudi Arabia. The questions test students’ understanding of main ideas, the attitudes
and opinions of the speakers, either stated or implied.
Language Focus: Vocabulary p. 84
Aims:
to show students how the preposition or particle can help them to work out the
meaning of a phrasal verb; to consolidate students’ awareness of patterns in
collocations.
Phrasal verbs with up, phrasal verbs with down, verbs with way. Collocations: choosing
a word which best fits each gap.
2 Unit 6. Bright lights, big city.
Language Focus: Grammar pp. 85-87
Aims:
to revise the uses and forms of the passive;
to show how verbs of recommendation may be used with the subjunctive form.
Analysis of the use of the passive in an extract from a published book about city life in
the past. Practising the passive with the group of verbs suggest, recommend, propose,
etc. Using the passive with modal verbs.
3 Unit 6. Bright lights, big city.
Reading pp. 88-90
Aims:
to practise skimming; to develop students’ understanding of the use and effect of
metaphor.
Reading extracts that describe cities of the future. Skimming as a way of getting a
general understanding of a text. Identifying register. Pointing out words used
metaphorically.
4 Unit 6. Bright lights, big city.
Language focus: Grammar pp 91-92
Aims:
to revise students’ knowledge of relative clauses; to introduce further aspects of
relative clauses; to practise the use of reduced relatives (-ing and -ed participles).
Identifying relative clauses in a text. Defining and non-defining relative clauses.
Focusing on common errors with relative clauses. Rules for omission of the relative
pronoun. Relative and participle clauses: sentence relatives, with quantifiers, participle
clauses.
5 Unit 6. Bright lights, big city.
Writing pp. 93-94
Aims:
to show the format of a report; to teach to prepare an outline, to select ideas and
organize them into the planned outline, using headings; to focus on the style of
reports.
The difference between a report and an article in terms of style, register and
organization. Class discussion of the newspaper headlines as a lead-in to the topic of the
writing task in Part II. Identifying the key words in the task to ensure correct
understanding of what is required. Relating the issue to students’ own experience.
Reading the sample and discussing the content. Planning and writing students’ own
report on a given topic.
6 Unit 6. Bright lights, big city
Revision
Aims:
to check the understanding of the vocabulary and grammar structures.
A written test in the form of tasks requiring to choose the word or phrase which best
completes each sentence; to complete each sentence using an appropriate form of the
word given in capitals; to complete the second sentence with three to eight words so that
it has a similar meaning to the first sentence, using the words given; to choose the correct
answer for each question.
7 Unit 7. The living planet
Language Focus: Vocabulary p. 96
Aims:
to introduce the theme of the unit: the environment and the future of the planet; to
provide key vocabulary and ideas for discussing the topic.
An overview of of key environmental issues and the related vocabulary. Deducing the
meaning of unknown words through context.
Language Focus: Grammar p. 97
Aim:
to provide practice in using linking words showing cause and result.
Different ways of combining sentences.
8 Unit 7. The living planet
Reading pp. 98-100
Aims:
to provide a strategy for handling multiple-choice reading texts; to develop key
lexical areas; to focus on word formation.
Information about key environmental issues. Style and register. Identifying formal and
less formal words and expressions. Word formation.The accuracy of the form of the
words students use in the gaps. Fixed phrases with prepositions.
9 Unit 7. The living planet
Listening p. 101
Aim:
to practise sentence completion.
A radio documentary about fishing. Deriving the message of the text: species extinction
is not inevitable if humans act to prevent it. Completing the sentences with a word or a
short phrase.
Language Focus: Grammar pp.102-103
Aim:
to introduce students to variations of conditionals.
Revision of the four basic conditional forms. Exercises on possible variations: the main
clause and if-clause refer to different time periods in hypothetical conditions. The forms
possible in open conditions. Inversion of conditional forms, which may be used in formal
contexts; alternative structures for expressing conditional meaning without using if.
10 Unit 7. The living planet
Listening p. 104
Aim:
to develop the skills needed for making three-option multiple-choice;
to extend students’ knowledge of verb+noun collocations.
Greenepeace and World Wide Fund For Nature. An interview with a member of an
environmental group. Two friends talking about different ways of protecting the
environment. Part of a lecture about the effects of a green project in a developing
country. A television advertisement for a charity organization.
11 Unit 7. The living planet
Speaking p. 105
Aim:
to help students identify key approaches to talking about environmental issues.
Discuss practical measures which individuals can take to help preserve the environment
and the world’s natural resources (recycle paper, travel by public transport, organically
produced food, use of natural ventilation instead of air conditioning, etc.).
Writing pp. 106-108
Aim:
to introduce students to the discursive essay, presenting a balances argument;
to illustrate how to plan and organize a clear and logical argument.
Two different ways of organizing a balanced essay: Version A deals with a different
problem facing the world in each paragraph, finally coming to the issue of the
environment. In Version B each paragraph deals with a particular problem and compares
and contrasts it with an environmental issue. Proper planning in order to ensure that the
essay has a clear, logical structure.
12 Unit 7. The living planet
Revision
Aim:
to check the understanding of the vocabulary and grammar structures.
A written test in the form of tasks requiring to choose the word or phrase which best
completes each sentence; to complete each sentence using an appropriate form of the
word given in capitals; to complete the second sentence with three to eight words so that
it has a similar meaning to the first sentence, using the words given; to choose the correct
answer for each question.
13 Unit 8. A Sporting chance
Language Focus: Vocabulary pp. 110-111
Aims:
to introduce the topic of the unit: the challenges offered by sport and adventure;
to illustrate and provide practice in vivid use of language for describing actions.
Discussing factors related to the topic of dangerous sports. Use of appropriate
vocabulary.
Reading p. 112-114
Aims:
to develop the skills needed to complete a gapped text;
to focus on the use of vivid descriptive vocabulary.
An extract from a book written by a young couple who recently travelled by canoe up a
remote river in South America. Re-arrange the jumbled paragraphs having in mind
organizational principles.
Language Focus: Grammar p. 115
Aim:
to introduce ways of emphasizing adjectives and nouns in speaking and writing;
Use of so and such. Completing a cloze.
14 Unit 8. A Sporting chance
Listening: p. 116
Aim:
to develop the skills needed for multiple-choice questions.
Simon Clifford taught at a primary school in the north of England. Then his career took a
surprising turn. Choose the answer which fits best.
Speaking: p. 116-119
Aim:
to practise key lexical units.
Discuss benefits and disadvantages of being involved in sport; the use of drugs to
improve performance in sport.
15 Unit 8. A Sporting chance
Writing: pp. 120-122
Aims:
to practise the style and organization of a formal letter;
to focus on the importance of range and appropriacy of vocabulary and structure.
The organization of the narrative element for maximum effect. The topic: an unpleasant
incident in a theme park. Writing a letter describing the incident and expressing a
concern.
Semester II (30 classes, or 15 weeks)
1 Unit 9. The mind’s eye
Reading p. 124
Aim:
to train answering questions on style and inference.
An extract from a novel describing a dream and how it affected the dreamer. Deducing
the meaning ofunknown words through context.
Language Focus: Grammar pp. 125-127
Aims:
to practise using as if, as though to make comparisons;
to revise and extend students’ knowledge of verb complementation (verbs
followed by –ing or infinitive and by that-clauses).
The use of the subjunctive after as if, as though. Finding examples of verbs followed by
–ing in the previous reading text. Using continuous, passive and perfect infinitive after
verbs followed by the infinitive. The use of –ing forms in passive and perfect forms, as
well as that-clauses. Analysis of common errors.
2 Unit 9. The mind’s eye
Listening p. 128
Aim:
to provide a strategy and procedure for dealing with the task of sentence
completion.
Listening to an extract from Christopher Reeve’s autobiography and completing the
sentences with a word or short phrase.
Language Focus: Grammar pp. 129-130
Aim:
to introduce the use of cleft sentences for emphasis.
Different types of cleft (divided) structures and the reason for their use – to enable the
speaker/writer to put particular emphasis on the information in the sentence, which they
consider to be most important. Having a grammatical method of doing this is especially
useful in written English, where intonation and stress cannot be used.
3 Unit 9. The mind’s eye
Vocabulary p. 131
Aims:
to extend students’ knowledge of key lexical areas;
to illustrate how knowledge of word building can help them with tasks.
Filling in the gaps in a given text. Patterns for fixed phrases with come.
Reading pp. 132-133
Aim:
to give practice in answering multiple-choice questions on a literary text.
An extract from a novel by Tim Parks called Goodness, telling about a man who wants to
find a cure for his mentally and physically disabled daughter. Choosing the answer,
which fits best according to the text.
4 Unit 9. The mind’s eye
Speaking p. 134
Aim:
to provide practice in discussing the topic of health.
Discussing the following questions: Do you agree that the strongest influence on our
health is our mind? What do you think is the ideal environment to encourage a child’s
development?
Writing p. 135-137
Aims:
to help students identify and correct errors with organization and discourse;
to illustrate how to write an article involving a narrative element.
Text organization, use of pronouns and other linking words. Accuracy of the language
and vocabulary. The topic: writing an article on overcoming phobias.
5 Unit 9. The mind’s eye
Revision
Aim:
to check the understanding of the vocabulary and grammar structures.
A written test in the form of tasks requiring to choose the word or phrase which best
completes each sentence; to complete each sentence using an appropriate form of the
word given in capitals; to complete the second sentence with three to eight words so that
it has a similar meaning to the first sentence, using the words given; to choose the correct
answer for each question.
6 Unit 10. The world of work
Speaking pp. 139-140
Aim:
to introduce the theme of the unit: different attitudes to work and the future of the
workplace.
Assessing different working situations around the world. Factors to consider when
choosing a job.
Vocabulary p. 141
Aim:
to illustrate the different ways in which compound adjectives may be formed.
a) adjective/adverb/noun + present participle
b) adjective/number/noun + ed
c) adjective/adverb + past participle
Completing the sentences using compound adjectives, including a form of the word given
in capitals.
7 Unit 10. The world of work
Listening p. 142
Aim:
to provide practice in the task of sentence completion.
Listening to an interview with Joanne Waters, who works for a children’s charity, and
completing the sentences with a word or short phrase.
Vocabulary pp. 143-145.
Aim:
to revise ways of intensifying gradable and ungradable adjectives.
Using adverb + adjective collocation, adjective + noun collocation. Collocation practice:
deciding which answer best fits each gap. Error correction. Using appropriate idiomatic
expressions.
8 Unit 10. The world of work
Reading pp. 146-147
Aim:
to practise answering multiple-choice questions.
Reading four short extracts on the same theme but from different types of source, all
concerned with work. Choosing the answer which fits best according to the text.
Language Focus: Grammar pp. 148-149
Aim:
to revise future verb forms and other ways of expressing the future.
Clarifying when each verb form is most appropriate and what time expressions can be
used with each form. Tenses in time clauses.
9 Unit 10. The world of work
Writing pp. 150-151
Aims:
to practise the appropriate style for report writing;
to provide practice in sentence combining.
Features of report writing. The writing task: helping college leavers with career advice.
Combining sentences expressing cause and effect. The importance of using a range of
structures in writing.
10 Unit10. The world of work
Revision
Aim:
to check the understanding of the vocabulary and grammar structures.
A written test in the form of tasks requiring to choose the word or phrase which best
completes each sentence; to complete each sentence using an appropriate form of the
word given in capitals; to complete the second sentence with three to eight words so that
it has a similar meaning to the first sentence, using the words given; to choose the correct
answer for each question.
11 Unit 11. The monster in the machine
Speaking p. 154
Aim:
to introduce the theme of the unit: technology, its increasing impact on everyday
life and its possible implications for the future.
Discussing the problem of what everyday life would be like without technology, qualities
shared by men, animals and machines.
Listening pp. 154-155
Aim:
to practise three-option multiple-choice questions;
to extend students’ awareness of collocations;
to provide input on the topic of technology.
Listening to four extracts about technology, choosing the answer that fits best according
to the text. Re-expressing the given sentences.
12 Unit 11. The monster in the machine
Reading pp.156-158
Aim:
to develop the skills needed to complete a gapped text.
Reading a text about Frankenstein and doing a quiz; re-arranging the jumbled paragraphs.
Language Focus: Grammar p. 159
Aim:
to extend students’ awareness of how a reflexive pronoun can change the meaning
of a verb.
Error correction in the use of reflexive pronouns. The difference in meaning when the
verb is used with a reflexive pronoun. Completing a sentence using the given word
without changing it.
13 Unit 11. The monster in the machine
Listening p.160
Aim:
to develop the skills needed for doing a three-way choice task.
Listening to two friends discussing a television documentary about medical advances,
indicating which of the opinions are given by each speaker.
Language Focus: Grammar p. 161
Aim:
to revise the use of complex verb forms including modals for future prediction.
Doing exercises where the choice of form for talking about the future is necessarily
subjective as the future is uncertain. The choice of modal verbs and future structures can
also be subjective and there may be more than one answer in the exercises.
14 Unit 11. The monster in the machine
Language Focus: Vocabulary p. 161
Aim:
to extend students’ knowledge of idiomatic expressions.
Idioms related to sight and hearing. Explaining the meaning of each idiomatic expression
and filling in the gaps.
Reading pp 162-164
Aim:
to develop the reading skills needed to complete multiple-choice questions,
particularly those that test understanding of detail and implication.
Reading a text about possible future uses of genetic engineering and choosing the best
option to answer the given questions.
15 Unit 11. The monster in the machine
Writing pp165-166
Aim:
to introduce the second type of discursive essay – presenting only one side of an
argument and supporting it with evidence.
The writing task: the effects of technology on modern society. Editing the essay.