Glossary

ENGLISH	RUSSIAN	KAZAKH
to pursue	иметь профессию, продолжать	мамандықты игеру
performance	исполнение	орындау
suave	обходительный, вежливый	әдепті, сыпайы
weekend tally	выходной подсчет	демалыс күндік есеп
movie stardom	звезда экрана	кино өнер жұлдызы
refugee camps	лагеря беженцев	қоныс аударушы босқындар лагері
accolades, awards	награды	марапат
plight of underprivileged people	бедственное положение обездоленных людей	мүшкіл жағдайдағы енжар халық

SIW

1. Write a magazine article about celebrity. Include imaginary interviews with some (“Interview with a celebrity”).

2. Make a presentation “Your favorite celebrity”.

Office hours

1. The angelina jolie survey:

Write five questions about Angelina Jolie in the table. Do this in pairs/groups. Each student must write the questions on his / her own paper.

Without your partner, interview other students. Write down their answers.

	STUDENT 1 _____________	STUDENT 2 _____________	STUDENT 3 _____________
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.

2. Divide into two groups. Group A chooses one of the best known British celebrity and group B chooses one famous American celebrity. Compare their lifestyles and creative activities are they the same?

References

Main:

1. Clive Oxenden and Christina Latham-Koenig “New English File”. Upper-intermediate. Students Book. Oxford, 2010.

2. Clive Oxenden and Christina Latham-Koenig “New English File”. Upper-intermediate. Workbook. Oxford, 2010.

Additional:

3. Audio Disc of “New English File” for Upper-intermediate level.

4. “Blueprint” Upper-intermediate by Brian Abbs and Ingrid Freebairn. Longman, 2007

5. Internet resources. www.breakingnews.com

Hand out Discipline: English as a foreign language Term: fourth Practical lesson №23 Credits: 2 Upper-intermediate level Academic year 2013-2014 Lexical theme: Books and literature. Grammatical theme: Narrative tenses. Teacher: assistant professor Tolynbekova G.A.

GRAMMAR COMMENT [1, p. ]

Narrative tenses Use the past simple to talk about consecutive actions in the past. We use the past simple for the main events in a story. Use the past continuous to describe a longer, continuous past action. This is often an action which was in progress when another action happened. Use the past perfect to talk about an action which happened before the specific time in the past when the main events of the story happened. Use the past perfect continuous to talk about a longer continuous action that was going on before the specific time in the past when the main events of the story happened.

Exercise 1. Answer the questions:

• What kind of literature do you prefer to read?

• Who is your favorite writer?

• In your opinion, who is the most outstanding writer in our country? Why?

Exercise 2. Work in pairs, make a dialogue about the book which you have recently read. Use the following tips:

• Focus on how the different tenses are used in the story.

• Focus on the regular and irregular verbs. Check you know how to pronounce them. Try to say them correctly when you retell the story.

• Remember to contract had to‘d when you use the past perfect (simple or continuous).

Exercise 3. From the list below, choose two true stories you could tell about yourself or someone else. Think about details.

a disastrous experience at a party a funny experience involving a pet/animal missing an important occasion because seeing/taking part in a memorable sporting occasion of oversleeping/traffic problems meeting a partner/ a friend in unusual being particularly lucky/unlucky recently circumstances

Exercise 4. You are going to read an extract from the novel of M. Auezov Abai.

Abai Kunanbaev was the great poet and thinker of the Kazakh nation, the founder of the Kazakh literary language. His poetry, translations of works of Russian and West European authors, and philosophical reflections (words of edification) in their spirit, form and content marked a new stage in the history of Kazakh literature. Abai's name was included by the UNESCO Council in the list of outstanding people whose anniversary was celebrated by the world community in 1995.

Before crossing

He passed a sleepless night. It was only at dawn that Abai lay down, but feel­ing wide awake he soon returned to his desk, which was heaped with open books. Volumes in old Uzbek, a language he could freely read, jostled with others in Persian and Arabic, more difficult, and still others in Russian—even harder.

These polyglot friends had not got together on his table fortuitously. Life itself demanded of him the knowl­edge secreted in these folios. For several days Abai had been poring over them by day and night like an obsessed scholar or a devout recluse. Glancing up from the pages from time to time, he would look about, momentarily awaking to reality.

The Uzbek works carried Abai back to the flowering gardens of Shiraz; he saw the ancient tombs of Samar­kand, strolled through the orchards fringing the limpid waters of Merv and Mash-had, wandered through the fairy palaces, the madrasahs and the libraries of Herat, Ghazni and Baghdad, the land of the immortal poets. The books in Arabic and Persian conjured up scenes of the flashing scimitars with which the Arabs, Persians, Turks and Mongols settled scores in turn throughout the centuries. The Russian books disclosed the mysteries of the seas and sandy wastes of Central Asia, Persia, Arabia and the life of the great cities of barter and trade.

Abai wanted to know how these countries lived today. He made careful notes of the caravan routes and water­ways, of great cities and rich bazaars.

All such data was indispensable to a traveller about to set off on a long voyage. "What a pity it's not I who am going," Abai exclaimed again and again as he thought of all those distant lands that had filled his imagination since childhood.

The high table stood by the window. A breath of cool air came through, billowing out the weightless white of the curtain, which played with the books like a mischie­vous child, now concealing the pages from Abai's view, now wiping them as though to eradicate the written word. Abai looked up—the door was opening for the first time that morning.

It was Ulzhan shuffling in, heavy with years and short of breath. She was supported by two women. Abai sprang up and quickly spread a soft corpeh* on the floor. An ele­gant, fair-faced young woman who had entered with Ulzhan arranged the cushions. Her resemblance to Abai was striking—this was his sister Makish, who lived in Semipalatinsk. She was the daughter-in-law of Tinibai, the wealthy owner of the house in which Abai was stay­ing. Ulzhan's other companion, her life-long friend Kalikha, who had accompanied her all the way from the aul, now set a shining brass basin before her and proceeded to pour water over her hands from a long-necked Kashgar pitcher covered with delicate chasing.

Makish unfolded a low table in the middle of the spa­cious room.

“You may set the table! Bring in the food,” she called through the door.

Another of Tinibai's daughters-in-law entered. She was about the same age as Makish, a tall, fine looking woman with shining ebony hair brushed back from the temples, wearing a black velvet jacket with an embroi­dered border. She spread the cloth and arranged the table for the morning tea.

Abai removed his beshmet and began to wash. It was only now that he realized how heavy his head was. Ma­kish poured the water over his hands as attentively as for a guest.

“The water feels so good today. Pour some over my head,” he begged, bending his neck. “I must freshen up”.

Having dried her face and hands, Ulzhan looked at her son's desk and then at her son, at his pale face and red rimmed eyes.

“You've been up all night again, Abai-zhan?” she reproached him.

“No, I had a nap”.

“Don't you get your thoughts addled, sitting there with­out sleep? I remember asking Kodiga one day, “What sort of a night watchman are you? Couldn’t keep the wolf away? You must have been sleeping!” And what did he reply, 'Oh no! I couldn't have been. True, towards morning it seemed to me that the camels had twice as many humps and the wolf slipped by me with his tail be­tween his legs so that I took him for a cur. “What good will all that reading does, my dear, if the camels' humps are doubled by the morning?” Their mother's joke set brother and sister laughing.

"Right you are, Apa, but time is pressing. Father will be leaving today.

Ulzhan asked whether one could really learn the routes from the books.

Exercise 5. Focus on the highlighted words, in pairs try to work out what they mean.

Exercise 6. Read the poem.

A Brook In The City

The farmhouse lingers, though averse to square

With the new city street it has to wear

A number in. But what about the brook

That held the house as in an elbow-crook?

I ask as one who knew the brook, its strength

And impulse, having dipped a finger length

And made it leap my knuckle, having tossed

A flower to try its currents where they crossed.

The meadow grass could be cemented down

From growing under pavements of a town;

The apple trees be sent to hearth-stone flame.

Is water wood to serve a brook the same?

How else dispose of an immortal force

No longer needed? Staunch it at its source

With cinder loads dumped down? The brook was thrown

Deep in a sewer dungeon under stone

In fetid darkness still to live and run --

And all for nothing it had ever done

Except forget to go in fear perhaps.

No one would know except for ancient maps

That such a brook ran water. But I wonder

If from its being kept forever under,

The thoughts may not have risen that so keep

This new-built city from both work and sleep.

Robert Frost

Exercise 7. Listen to the dialogue, complete the table below. Write no more than three words or a number for each answer. [6, p. 39]

Author	Title	Publisher	Year of Publication
1_____________ ______________	“Sample Surveys in Social Science Research”
Bell	2________________ _________________	3_________________ __________________
Wilson	“Interviews that work”	Oxford University Press	4 _____________________

Exercise 8. Mark the sentences true/false.

1. Rosa wants to be sure about the article.

2. The name of the article is “Social Science Research”.

3. Mehta is the author of the article.

4. The more recent book by Bell is called “Survey Research”.

5. They were published by Oxford University.

6. A very helpful book for the interviews is called ‘Interviews that work”.

7. A book by Wilson is published in 1991.

8. The students are going to meet up again on Friday.

9. They are going to meet at 12 o’clock in the afternoon.

10. They decide not to look the reading list.

Exercise 9. Answer the questions:

1. What is the name of the article?

2. Who is the author of the mentioned article?

3. Which book of Bell was recommended to students?

4. Where was published the book “Survey Research”?

5. Which book is very helpful for the interviews?

6. Where can students find the book “Interviews that work”?

7. Where and when was published the book by Wilson?

8. When did they decide to meet up again?

9. What is the time of the meeting?

10. What should they do before Friday?

Exercise 10. Read the tips for writing a story.

• Always invent your plot before you start writing.

• Divide your story into three parts:

Opening paragraph

Body of the story

Closing paragraph

• Try to use a mixture of narrative tenses.

• Use time expressions to link events.

• Use adverbs to make your story more vivid.

Exercise 11. You’re going to write a story which begins “When Chris saw the letter he/she knew immediately what was in it…”. Plan your story in pairs. List the main events, and decide how many paragraphs to use. Decide on an ending.

Exercise 12. Write your story in about 150 words. Remember to use phrases to make the story more vivid. Check it for mistakes before you give it in.

Useful phrases at that moment desperately especially fortunately in a panic quickly straight suddenly

Questions for computer based test

1. Choose the right variant. While I_______football I ________my leg.

a) play hurt

b) played hurted

c) played was hurting

d) was playing hurt

2. Choose the right variant. Until I ­­______ a doctor I ________ that I _______ my leg.

a) saw/ doesn't realize/ had broken

b) had seen/ didn't realize/ broke

c) saw/ didn't realize/ had broken

d) seen/ didn't realize/ had broken

3. Choose the right variant.

The police _______ to the bank after a neighbour ________ to tell them what _________.

a) went/ phoned/ was happening

b) went/ phoned/happened

c) went/was phoning/happening

d) had gone/ was phoning/happening

4. Choose the right variant. Suddenly they _________a strange noise and ________at each other in terror.

a) heard/ looked

b) were hearing/were looking

c) were hearing/looked

d) had heard/looked