14.09.24
Listening, p.16-17 без текста
Aim
to give students practice in listening for specific
information and inferring; to practise listening
intensively for chunks of language
2 5 Give students time to read the sentences a to
h carefully. Play the recording. Students listen and note
the speaker for each sentence. Tell them to write 1, 2 or 3
next to each sentence. Explain that two of the sentences
do not match any speakers. After playing the recording,
ask students to work in pairs to compare their answers.
• In feedback, elicit answers from the class, and ask
students what they heard on the recording that helped
them work out the correct answers.
Answers
a 1 (He gave directions in Chinese.)
b no match (Students may say conversation 2, but
the parents fell in love on the cruise ship and
settled in Rio later.)
c 2 (She’s Brazilian, but speaks German at home
and has Russian and Turkish parents!)
d 3 (He wanted to ask about the people of the inner
forest but asked about people with tasty insides;
his colleague wanted to say the food was delicious,
but ended up saying he liked eating children!)
e 2 (The mum lived in Germany for a while and had
picked up some German; the dad knew German
from school. It became their lingua franca.)
f no match (Students may say conversation 3,
because of the comments about eating children,
but this would be incorrect.)
g 1 (The experience of speaking Chinese with a
native speaker made them seek out language
exchange partners.)
h 3 (They need local people to act as guides or cooks
for the film crew.)
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1...................................
I was in town and I was walking down the main street
and two Chinese guys came up to me and stopped me.
They showed me a business card and pointed at a map
on their phone. They just said, ‘Donde, donde? Where,
where?’ So I said in Chinese, ‘I don’t know.’ They first
looked really surprised and then they started talking
really fast, you know, and I didn’t catch anything at all!
I asked them to slow down, and then, with a mixture
of my bad Chinese and gesture, I explained they had
put the wrong postcode in the phone and they needed
to go to another part of the city. I was quite proud of
myself. After three years of study, it was actually the
first time I’d spoken to anyone Chinese outside of my
class and it really motivated me. Since then I’ve found
someone to practise with.
2..............................................
I’m Brazilian so I speak Portuguese, but I speak
German at home. People are interested when they
find out, but they’re amazed when I say my parents
are from Russia and Turkey! They say, ‘Wow! How’s
that?’ Well, they first met when they were both
working on a cruise ship. He worked in the engine
room and she was a cabin cleaner. The ship’s crew
had a kind of party each week and they met there.
My mum said Dad was a really good dancer, which
I find very difficult to believe. Anyway, neither spoke
each other’s language, but my mum had worked in
Germany before and Dad knew German from school,
so that’s how they communicated. They chose to
settle in Rio because the cruises usually stopped here
and when they were married they often had a short
holiday here. They also said it saved them arguing
about whose country to live in.
3...............................................
I’m a sound engineer on a National Geographic
show called Beast Hunter. We go all over the place
in search of unusual wild animals and we often
need the support of local people to act as guides or
cooks for the film crew. I always try to learn a bit of
their language to, you know, just connect somehow.
Anyway, last year we were filming in Sumatra in the
middle of a forest, looking for orangutans. And one
time, at dinner, I was talking to the guide and I tried
to ask about ‘the people of the inner forest’, but apparently I asked about ‘people with tasty insides’.
I thought the guide looked a bit worried and then later
I found out that the presenter of the programme had
previously tried to thank him for the meal and instead
of saying the food’s really delicious, had said ‘I’m eating
a child!’ Who knows what they thought of us!
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P.12 Listening: ex.2
With translations
1.........................................................
I was in town and I was walking down the main street.
Я был в городе и шел по главной улице.
And two Chinese guys came up to me and stopped me.
И ко мне подошли два китайца и остановили меня.
They showed me a business card and pointed at a map on their phone.
Они показали мне визитную карточку и указали на карту на своем телефоне.
They just said, ‘Donde, donde? Where, where?’
Они просто сказали: «Donde, donde? Где, где?»
So I said in Chinese, ‘I don’t know.’
Тогда я ответил по-китайски: «Я не знаю».
They first looked really surprised and then they started talking really fast, you know, and I didn’t catch anything at all!
Сначала они выглядели очень удивленными, а затем начали быстро говорить, и я ничего не понял!
I asked them to slow down, and then, with a mixture of my bad Chinese and gesture, I explained they had put the wrong postcode in the phone and they needed to go to another part of the city.
Я попросил их говорить медленнее, а затем, с помощью моего плохого китайского и жестов, объяснил, что они ввели неправильный почтовый индекс в телефон, и им нужно было ехать в другую часть города.
I was quite proud of myself.
Я был довольно горд собой.
After three years of study, it was actually the first time I’d spoken to anyone Chinese outside of my class and it really motivated me.
После трех лет изучения это был первый раз, когда я говорил с кем-то китайцем вне класса, и это меня действительно мотивировало.
Since then I’ve found someone to practise with.
С тех пор я нашел кого-то, с кем могу практиковаться.
2..............................................................................
I'm Brazilian so I speak Portuguese, but I speak German at home.
Я бразилец, поэтому говорю по-португальски, но дома говорю по-немецки.
People are interested when they find out, but they’re amazed when I say my parents are from Russia and Turkey!
Людям это интересно, но они поражаются, когда я говорю, что мои родители из России и Турции!
They say, ‘Wow! How’s that?’
Они говорят: «Ух ты! Как так?»
Well, they first met when they were both working on a cruise ship.
Ну, они впервые встретились, когда оба работали на круизном лайнере.
He worked in the engine room and she was a cabin cleaner.
Он работал в машинном отделении, а она была уборщицей в каютах.
The ship’s crew had a kind of party each week and they met there.
У команды корабля каждую неделю были вечеринки, и они встретились там.
My mum said Dad was a really good dancer, which I find very difficult to believe.
Моя мама сказала, что мой отец был очень хорошим танцором, что мне очень трудно поверить.
Anyway, neither spoke each other’s language, but my mum had worked in Germany before and Dad knew German from school, so that’s how they communicated.
В любом случае, никто из них не говорил на языке другого, но моя мама работала в Германии раньше, а отец знал немецкий со школы, так что вот как они общались.
They chose to settle in Rio because the cruises usually stopped here and when they were married they often had a short holiday here.
Они выбрали поселиться в Рио, потому что круизы обычно останавливались здесь, и когда они поженились, часто проводили здесь короткий отпуск.
They also said it saved them arguing about whose country to live in.
Они также сказали, что это спасло их от споров о том, в какой стране жить.
3.......................................................................
I'm a sound engineer on a National Geographic show called Beast Hunter.
Я звукоинженер на шоу National Geographic под названием Beast Hunter.
We go all over the place in search of unusual wild animals and we often need the support of local people to act as guides or cooks for the film crew.
Мы ездим по всему миру в поисках необычных диких животных, и нам часто нужна помощь местных людей в качестве гидов или поваров для съемочной группы.
I always try to learn a bit of their language to, you know, just connect somehow.
Я всегда стараюсь выучить немного их языка, чтобы, ну, как-то наладить контакт.
Anyway, last year we were filming in Sumatra in the middle of a forest, looking for orangutans.
В общем, в прошлом году мы снимали в Суматре, в середине леса, в поисках орангутанов.
And one time, at dinner, I was talking to the guide and I tried to ask about ‘the people of the inner forest’, but apparently I asked about ‘people with tasty insides’.
И один раз, за ужином, я разговаривал с гидом и попытался спросить о «людях внутреннего леса», но, оказывается, я спросил о «людях с вкусными внутренностями».
I thought the guide looked a bit worried and then later I found out that the presenter of the programme had previously tried to thank him for the meal and instead of saying the food’s really delicious, had said ‘I’m eating a child!’
Я заметил, что гид выглядел немного обеспокоенным, а позже узнал, что ведущий программы ранее пытался поблагодарить его за еду и вместо того, чтобы сказать «еда очень вкусная», сказал «я ем ребенка!»
Who knows what they thought of us!
Кто знает, что они о нас подумали!
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3 5 Give students time to read the sentences and
try to recall what the missing words might be. Play
the recording. Students listen and note answers. After
playing the recording, ask students to work in pairs to
compare answers.
• In feedback, elicit answers from the class, and drill them,
asking students to pay attention to pronunciation features
such as the weak stress and linking between the words.
Answers
1.............................
a came up to (= a phrasal verb meaning
approached)
b didn’t catch anything (I didn’t catch a word
means I didn’t hear and/or understand what
people were saying)
c with a mixture (note the linking and weak stress
of the word of here, and in the phrases in 3 a, b
and c)
2 ..........................
a a cabin cleaner
b which I find
c saved them arguing (an idiomatic way of saying
stopped them from arguing)
3 ........................
a in search of
b the support of
c the middle of
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Teacher development:
listening intensively
for chunks of language
In Exercise 3,
students are asked to listen to a text very
intensively. It develops their intensive listening as it tests
students’ abilities to hear particular chunks of sound. It
also introduces students to a set of useful and common
chunks of language, which they can learn and use.
In order to develop your students’ ability to listen for
chunks, do the following:
• Give them time to predict what words might be
missing, or what parts of speech the words might be
before they listen.
• Allow them to listen two or three times to extracts
from the listening so that they can really work at hearing
chunks (фраз) of language.
• Introduce your students to the way words link
together when spoken naturally, and the way words such
as to or a are reduced to weak forms.
Познакомьте своих студентов с тем, как слова соединяются друг с другом, когда их произносят естественно, и как такие слова, как to или a, сокращаются до слабых форм.
• Drill (отрабатывай) the missing chunks, and get(пусть) students to
manipulate them by making their own sentences, in
order to consolidate their understanding of what the
chunks(фразы) mean and how to say them.
Отрабатывайте пропущенные фразы, и пусть студенты используют их, составляя свои собственные предложения, чтобы закрепить понимание того, что эти фразы означают и как их произносить.
4 Give students time to read the questions and think
of how they would answer them. Then organise the
class into groups of four or five and ask them to take
turns to ask and answer the questions. Tell students to
concentrate on the questions they find most interesting.
