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Ďalšie e-knihy v edícii:Krok za krokom k maturite – Matematika

Krok za krokom k maturite – Slovenský jazykKrok za krokom k maturite – Náuka o spoločnosti

Krok za krokom k maturite – FyzikaKrok za krokom k maturite – Literatúra

Krok za krokom k maturite – Angličtina – gramatikaKrok za krokom k maturite – Nemčina - gramatika

Krok za krokom k maturite – Prehľad matematiky a fyzikyKrok za krokom k maturite – Dejepis I.Krok za krokom k maturite – Dejepis II.

Kateřina Klášterská, Dagmar ŠkorpíkováKrok za krokom k maturite – Angličtina – konverzácia, reálie – e-kniha

Copyright © Fragment, 2012

Všetky práva sú vyhradené.Nijaká časť tejto publikácie sa nesmie rozširovať

bez písomného súhlasu majiteľov práv.

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ObSAh

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1. Me and my family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2. Culture and arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 3. Sport and fame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 4. Housing and living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 5. Shopping and services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 6. Body and health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 7. Transport and travelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 8. School and education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 9. Jobs and employment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 10. Relationships and attitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 11. Nature and environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 12. Science and technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 13. Man and society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 14. Communication and language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 15. Media and the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 16. Young and restless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 17. Food and eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 18. Leisure and lifestyle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 19. Culture and variety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 20. Towns and places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 21. Fashion and clothes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 22. Books and reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 23. Models and ideals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 24. English-speaking countries and Slovakia . . . . . . . . . . . . . . . . . . . . . . . . . 173Kľúč . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185Assessment Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

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Krok za krokom k maturite n Angličtina – konverzácia a reálie

IntroductionGenerally, this book is aimed at secondary-school teachers and their students who are preparing for the ‘School-leav-

ing Examination’ in English. It focuses principally on the gradual development of vital speaking skills and strategies which are required by the new format of the exam, namely, its Speaking Paper. Thus, the book may serve as a basic School-leaving Examination reference material, or as an invaluable aid to complement the traditional core course books currently used in the classroom, in order to meet the amended requirements of the exam in question. In addition, we believe that the book may be used in English conversation courses which aim to improve general speaking skills.

The book was designed to mirror the essential parts and requirements of the Speaking Paper for the ‘School-leaving Examination’, both at the lower and higher exam levels. The levels are designed to correspond with the levels defined by the Council of Europe document, the Common European Framework of Reference for Languages (CEFR). The lower level, marked B, should correspond to the B1 CEFR level and the higher level, marked A, should correspond to the B2 CEFR level.

Firstly, the topics introduced in the book match the general topic areas defined by ‘Cieľové požiadavky na vedomo-sti a zručnosti’ documents for both the A and B levels of the exam and by the Council of Europe documents Threshold 19901, Vantage and Modern Languages: Learning, Teaching, Assessment. Secondly, the division of each unit copies the structure of the Speaking Paper of the ‘School-leaving Examination’ (see below).1

Each unit begins with a Warm-up section which is meant to be an introduction to the topic itself. It includes a variety of question-based and task-based exercises designed to develop the students’ confidence in asking and answering per-sonal questions and improve their skills in expression of opinion on general topics. It should mainly bring up the topic and make the students remember what they have already learnt about it.

In the Vocabulary section, our aim is to recycle and enlarge the vocabulary crucial for discussing general topics. Within this section, we also focus on the development of general study skills, such as the skills of working with monolin-gual dictionaries, or organizing and recording of vocabulary. This section is finished by an Exam task – Visual stimulus that corresponds to Part 1 of the Speaking Paper. It serves the students as an opportunity to practise own and comment on peer’s ability of work with visual stimulus.

The Speaking section contains two essential parts – a Sustained Long Turn and an Interaction, which correspond to Parts 2 and 3 of the Speaking Paper. Each of these parts contains an Exam task exercise, too. Special attention is given to the controlled practice and active use of functional language.

Finally, the Extras section aims to make students actively involved in their studies by providing the Projects and Peepshow parts of the unit. In these parts we do not only concentrate on providing facts. Instead, the emphasis is laid on employing the skills of working with materials and abundant Internet resources combined with individual and group project work and discovery techniques. In addition, this section is designed to be utilized and adapted by secondary school teachers for their own needs and the needs of their students.

The methodology of the book is communicative and interactive, enhancing group and pair work, project work and problem-solving. Students are also constantly invited to assess themselves and their peers in order to promote the higher aims introduced by the CEFR and language portfolios.

We honestly hope that you will find this book useful when preparing yourself for the Speaking Paper of the ‘School- -leaving Examination’.Speaking Paper – School-leaving ExaminationGeneral overview

The format of the ‘School-leaving Examination’, as you probably know, is the result of a long-span of work aimed at reforming the Slovak school-leaving examinations. The project has been conducted under the auspice of the Slovak

1 J. A. van Ek; J. L. M. Trim.

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Ministry of Education, through its organization ‘Štátny pedagogický ústav’, whose main task it is to produce test specifi-cations and guidelines for the examiners.

The Speaking Paper remains unchanged concerning the time setting, i.e. a student has 20 minutes to prepare for the oral part and the maximum of 20 minutes for the actual performance. The examination is organized around 25 general assignments which build the framework for testing both active and passive language skills. In comparison to the old format, the language exam does not have to be based on one topic only. So, a student may deal with a variety of topics throughout the Speaking Paper. The exam assesses both the factual knowledge of the topic as well as communicative competence as defined by the CEFR for the B1 and B2 levels.

The interlocutor (‘skúšajúci’) leads the exam in accordance with a set structure, methodology and criteria specified beforehand by the ‘Štátny pedagogický ústav’ institution. The assessor (‘prísediaci’) takes a record of the student’s performance on the basis of set assessment criteria into a special report sheet. The whole exam procedure is supervised by the exam board chairperson (‘predseda predmetovej maturitnej komisie’). All members of the exam board take record of each candidate’s performance into a separate report sheet and decide on the final assessment in accordance with the official guidelines.

The Speaking Paper worksheets are prepared by each school in concordance with the requirements set by ‘Štátny pedagogický ústav’.

Structure of the Speaking Paper

Language level B (B1) Language level A (B2)

General topics General and specific topics

Contents Time (min.)

Contents Time (min.)

1. Visual stimulus (Sustained long turn based on visual prompts; picture description)

5(min.)

1. Visual Stimulus (Sustained long turn based on visual prompts; picture story)

5(min.)

2. Thematic analysis (Sustained long turn: a general topic: a – c)

10(min.)

2. Thematic analysis (Sustained long turn: a general topic: a – f )

10(min.)

3. Role play (Interaction between the student and the interlocutor; e.g. short dialogues, role play)

5(min.)

3. Role play (Interaction between the student and the interlocutor; e.g. short dialogues, role play)

5(min.)

max. 20 max. 20

ACKNOWLEDGEMENTSWe would like to thank Laco Javorský, a teacher and Fragment author, and Lenka Macková, the Fragment Publishing House Representative, for their tireless support, help and encouragement while drafting and finishing this book.

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1. Me and my familyWarm-up

n Complete the information and create your personal ID.

Title:First name(s):Surname:Home address:Telephone:Email address:Date of birth:Place of birth:

Nationality:Age:Marital status:Occupation:Education:Work history/Work experience:Skills:Hobbies and interests:

n Use the information from your ID to introduce yourself to the class.n Prepare at least ten personal questions based on the headings above. In pairs, ask and answer the questions.

Vocabulary

1. a) Work alone. In three minutes, write as many family members as possible into each graph. If you find more than fifteen, you are an expert on family!

NUCLEAR FAMILY EXTENDED FAMILY

IN-LAWS

b) In pairs, test each other. First, ask your partner to tell you a family member of the opposite sex (e.g. father × mother). Then prepare ten questions according to the model (e.g. Who’s my mother’s or my father’s brother? – It’s your uncle).

Draw your three-generation family tree and describe it to your partner, explaining who is who in your family and what their relationship to you is. Add information on their age, job, where they live, how often you see them and what they like/don’t like doing. If possible, bring some pictures of your family to make it more interesting!

Extra practice

Me and my family

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2. Decide which member of your family matches best each description. E.g. My uncle John has blond/fair hair.______________ has (got) blond/fair hair.______________ has got a beard/a moustache.______________ wears glasses.______________ is quite tall and slim.______________ is a bit overweight/plump.______________ is really good-looking/attractive/

handsome.______________ loves wearing smart/designer/

fashionable clothes.______________ is a bit shy and does not enjoy our

family gatherings.______________ isn’t mean and likes buying and giving

us Christmas and birthday presents.______________ is in his/her early-/mid-/late-sixties.______________ is interested in reading detective/love

stories.

3. a) Individually, find the words we use to describe various stages of life. The letters are jumbled. rhibt – hlhocidod – pretuby – eseecandolc – ltdaduooh – gimleaded (2 words) – tetermneri – ladoeg (2 words)

b) Put these words into appropriate order from the youngest to the oldest.school-age child – elderly – parent – teenager – infant – pensioner – juvenile – toddler – newborn – adult – youngster – adolescent – grown-up – senior citizen – middle-aged person – young adult

c) Complete the phrases describing important life events. Compare in pairs. Which life stages do you associate them with? _________ born, learn _________ talk/walk/read/drive, _________ married/engaged/divorced/widowed, _________ house, _________ a baby, leave _________home/school/university, _________ to school/college/university, _________ in love, retire, grow _________, bring _________ children, settle _________, graduate _________ school, _________ pregnant, _________ exams, _________ a job, _________/rent a flat/house, go _________ with somebody, qualify/work _________ a teacher, _________ promoted, take an _________ retirement, start a _________, _________ homework, save _________ for something, work _________ a company, _________ for a job, run a _________, work _________ (banking), _________ up a job/a career, _________ (medicine), _________ a course, _________ retired, go on a _________ with somebody, _________ up with your boyfriend/girlfriend, _________ a degree, take a year _________, apply _________ a job, _________ up a company/a business, _________ away/die

Exam task – Visual stimulus4. a) Work alone. In about five minutes, get ready to

answer the questions in some detail.n Who are the people in the pictures? What is the

relationship between them?

______________ plays tennis/squash/golf and exercises regularly.

______________ (dis)likes drinking beer/wine.______________ is good at computers/chess/playing ice-

hockey/English.______________ cooks well.______________ always does the ironing.______________ is keen on knitting/gardening/doing

crosswords.______________ is the person I get on best with.______________ is the person I look like a lot.______________ is the person I take after in lots of ways.______________ is the person I don’t get on well with at all.______________ is the black sheep of the family.

… useful words to talk about:n Appearance: n Personality:n Hobbies and interests:n Household chores:

Note down

To get ready for a similar task, note down interesting ideas, think of useful words and expressions and try to structure your talk effectively.

Tips

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n Can you describe the people in one of the pictures in more detail? Talk about their age, appearance, clothes.

n What are the people doing at the moment? How are they feeling? Why do you think so?n What are the main similarities and differences between these families?n Which picture resembles more your own family situation? Why?n Which of these images is more typical for your country/region?

b) In pairs, take turns and describe the pictures. Then give feedback to your partner using the Assessment Grid I.

Speaking

SUSTAINED LONG TURNGetting started1. a) See, how Mr. White describes his best friend, Mr. black.

1. __________________Hello. I would like to tell you something about my best friend. His name is George Black, he is 19 years old and we are high school mates. George was born in Topeka, the capital city of Kansas, USA. He’s an only child.2. __________________George is a bit overweight and plump. He has got blue eyes, a small upturned nose and a pointed chin. His hair is fair and curly and he often wears it tied back in a pony-tail. He has got a tattoo and a piercing, which his parents know nothing about. George likes wearing casual, comfortable clothes, especially baggy shorts and shirts.3. __________________George is a good friend and I can rely on him whenever I need help or advice. He has a good sense of humour. The only negative thing I can think of is that he’s a bit messy.4. __________________George has many hobbies and interests. Firstly, he loves reading fantasy and sci-fi books. Secondly, he plays chess. He took it up when he was about seven years old and has been enjoying it ever since. I think it is a bit boring, but George is a real addict. He often plays chess on his computer. He also loves animals.5. __________________George is quite ambitious. In the future he would like to attend Harvard University and do a course in economy. He is planning to work as a tax advisor for a big multi-national company. Actually, I think he will make a perfect tax consultant. Anyway, this will have to wait because we both are going abroad. We are taking a year off school. We will probably travel a bit first and enjoy ourselves. Our plan is to stay either in the Czech Republic or Slovakia. Which do you recommend to us?

b) Read the text again and match the headlines with the paragraphs.n Hobbies and interests (likes and dislikes)n Personality and behaviour (positive and negative sides)n Basic personal information (age, family, work/study, your relationship to the person)

Me and my family

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n Future plans and ambitionsn Physical appearance (height, build, hair, eyes, special features, clothes)2. a) Get ready to talk about your sibling, parent, or another member of the family. Follow the structure in

exercise 1. b) Give your presentations in pairs.

Over to you3. a) Work alone and prepare an outline of a three-minute talk on one of the topics below.n ‘Typical generation problems’n ‘Sibling dynamics’ b) Give your talks in small groups. Your colleagues will give you feedback.4. a) In pairs, rank the traditional functions of the family according to how important they are nowadays. Give

reasons and support your opinion with examples.n Providing financial security and economic supportn Giving people sense of security and position in a societyn Helping children to surviven Making sure that children socialise into the norms and values of societyn Satisfying our emotional needs for love b) Individually, prepare a three-minute talk on the family. Use the questions below to help you structure your

speech.n What is a family? How can you define it?n What are its main functions? Why is it important?n What family types are common in your country?n What are some new trends in family life and structure?n What influences/affects the family most?n What will a typical family look like in twenty years’ time?

Exam task – Thematic analysis5. a) Work in pairs. Choose one of the sets below each. In about 7 minutes note down key words and ideas to

answer the questions.

Set A1. Could you describe your immediate family to me?2. Which member of the family are you really close to and have a lot in common with? Describe the person to me.3. In your opinion, what are the advantages and disadvantages of having brothers and sisters?4. What do you think the three most important qualities of an ideal parent are? Explain.5. You should wait till you are in your late thirties before you get married. Do you agree? Why (not)?

Set b1. Could you describe your sibling/best friend to me?2. Is there anyone in your family you didn’t use to/don’t get on well with? Tell me more about him/her.3. In your opinion, what are the advantages and disadvantages of being an only child?4. What do you think the three most important qualities of an ideal partner are? Why?5. The media often claim that traditional family and family values are under threat. Do you agree? Why (not)?

b) Take turns to answer the questions. Try to talk for at least five minutes each. Remember to avoid short, one-word answers.

c) Use the Assessment Grid II to give feedback to your partner.

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INTERACTIONModel1. a) Mr. black is an only child whereas Mr. White has one older brother and two younger sisters. Who do you

agree with? Mr. Black: ‘In my opinion, it’s much better to grow up as an only child. Firstly, you have all your parents’ and

grandparents’ attention. Secondly, you don’t have to share your toys and room with anyone.’ Mr. White: ‘Well, that makes sense, but I’m not sure if I’d like it better. Having brothers or sisters is a great fun.

Even though we used to argue and fight a lot, we could always rely on each other and share our secrets. What is more, I’ve never felt alone in my life. There was always someone to help me, to go to the cinema with or simply a person I could play basketball with.’

Mr. Black: ‘That’s an interesting point of view. To tell the truth, I sometimes felt a bit lonely and, moreover, it was difficult for me to find friends. On the other hand, I always had the freedom to decide what music to listen to and when to go to bed. Haven’t you ever missed privacy or the feeling of having something which belongs only to you and no one else?’

Mr White: ‘I’m afraid I don’t quite understand what you mean by having something for myself. Of course I had my own toys, books and clothes. Although it’s true that I sometimes had to share things with them, I certainly wouldn’t lack privacy … Maybe sometimes, especially when we were teenagers … but not often. We were a friendly bunch. Actually, it’s said that when you are an only child, you usually become a mean, spoilt and …’

Mr. Black: ‘I don’t see why. Besides, I’m the most generous person in the world! And, to be honest, I don’t like these unfair stereotypes about the poor only children.’

Mr. White: ‘… and a bit touchy person.’ b) have a look at the underlined phrases and add them to the proper group of functions.

2. a) In about three minutes, get ready to perform a similar dialogue in pairs. Try to use as many phrases from the ‘Functions’ box as possible.

Card: student A Card: student b

Your opinion is that ‘being the youngest in the family is a nightmare.’ a) Start the discussion and express your opinion. Give at

least two reasons to support your opinion.b) Listen to your partner’s opposing view and disagree

with him/her politely. Add one or two more reasons in favour of your statement.

You think that ‘the youngest children are always spoilt.’ a) First, listen to your friend’s opinion. Disagree with him/

her and explain why. Then introduce your opinion on the youngest children in the family and add some examples or reasons to support your point of view.

b) Listen to the arguments your partner adds and agree with (some of ) them.

b) In pairs, carry out the task. Try to speak for about 3 minutes. c) Which is better? Which is worse? Practise expressing opposing viewpoints.

n Bringing children up in the countryside – Bringing children up in a big cityn Getting married at the age of 20 – Getting married at a later age

Me and my family

Functions

Listing and adding pointsnnn

Introducing your opinionnnn

Expressing disagreementnnn

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n Having a mother who works full-time – Having a mother who does not workn Family life now – Family life 100 years ago

Mini-dialogues3. Without preparation, act out the dialogue in pairs. Try to talk for at least three minutes and use the new phrases

from the ‘Functions’ boxes. Situation:

I am your mother/father. You came much later from a party than you had promised. Explain the situation and list some reasons why you should be allowed to stay out longer on Friday nights. I start.

Exam task – Role play4. a) In about five minutes, get ready to act out one of the dialogues. First, read the situation and plan what

to say. Situation 1:Talk to your friend. Find out about a typical day in his/her family and learn more about family celebrations and other special occasions.Situation 2:Talk to your grandparent. Find out more about what family life used to be when he/she was young and what he/she likes or dislikes about the current situation.

b) Act out the dialogues in pairs. Try to speak for about five minutes. Then use the Assessment Grid III to give feedback to your partner.

c) Now work with another partner and act out the second situation.

ExtrasPROjECTS1. Project I: ‘Outlook for the Future’ /Survey, 90 minutes/ a) Work in four groups, each focusing on one of the

areas below. Prepare a ten-question survey to find out what the ideas, ideals, dreams and prospects of young generation are.

n Will the institution of family survive our generation?n Dream partner in the eyes of youngstersn That’s what we call cool housingn Work ambitions of our decade b) Carry out the survey among at least 20 respon-

dents/your peers from class/school/home town. c) Summarise the findings and present them to the

class.

PEEPShOW Are you an expert on real and fictional family dynasties? In pairs, decide whether the statements are true or false. Then correct the mistakes. 1. The ruling British Royal Family, i.e. the monarch and her close relatives, are members of the

House of Tudor. 2. The Queen’s eldest son and his wife, namely Charles and Camilla, enjoy the royal styles

Prince of Scotland and Princess of Cornwall.

To present the results of a survey in an interesting way, consider using visual support and aids, i.e. pictures, diagrams, charts, or graphs. Remember that the visuals must be clear, visible and well-prepared.

Tips

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3. Prince William, the Queen’s husband, comes from the Greek Royal Family. 4. Succession to the British throne is governed by the rule of male-preference primogeniture. This rule says that male

children are preferred over the ruling sovereign’s daughters and an older child is preferred over a younger child of the same gender.

5. Charles’s aunt, Princess Margaret, was the first immediate royal family member to get divorced since Henry VIII (1491 – 1547).

6. The former U.S. President John F. Kennedy, who was assassinated in 1963 in Dallas, came from a prominent Welsh-American political dynasty. As you probably know, many other members of this dynasty died at an early age. Some of them were assassinated (such as Robert F. Kennedy, J.F.K’s younger brother), some died in a plane crash (e.g. the late president’s sister Kathleen, his older brother who died during the WWII fights or J.F.K’s only son).

7. Do you remember John Kerry, George W. Bush’s opponent in 2004 presidential election? In fact, he and Bush have a common ancestor and are 9th cousins, twice removed.

8. The Rockefeller family made its amazing fortune in the telecommunications business during the late 19th and early 20th century. The family are of British-French-German-American origin.

9. One of the most famous fictional families, the Simpsons, first appeared in 1998. It has been one of the most popular TV shows and the longest running prime-time cartoon ever since. By the way, can you name its members?

10. The Addams family, a horror-like and eccentric fictional family living in a dark mansion next to the Central Park, is believed to represent a satirical and critical mirror of a typical American nuclear family.

2. Culture and artsWarm-up

nWork alone and create questions, then check them in pairs. 1. your – kind of music/group/singer – favourite? 2. kind of entertainment – appeal most – you? 3. last year – cultural event – enjoy most – you? 4. film – the keenest on – you? 5. you – amuse yourself – at weekends/in your free time/on school days? 6. where – enjoy yourself more – you – a concert/the theatre? 7. where – you – prefer – go – music festival/hip-hop festival? 8. cartoon character – find – you – most amusing? 9. in your opinion – the best way – spend a Saturday

night?nNow, take turns and ask the questions. Listen carefully

to your colleague.

Vocabulary

1. a) Work alone and complete the sentences. The first letters are given for you.

a) Today the most popular TV programmes are

Culture and arts

… at least five …n Music genres:n Musical instruments:n Film genres:n Adjectives evaluating films/music:n Film/art/culture events you know:

Note down

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s___________ operas, reality s___________, and g___________ shows, in which people can win interesting prizes, and of course detective s___________.

b) The film Lord of the Rings, a f___________ film (the principal film in the programme at a cinema) s___________ by Peter Jackson, was full of spectacular s___________ effects and modern computer technologies. Some people claim that it is at least as good as the book o___________. As expected, it became quickly a b___________ with immense earnings.

c) Today those popular films based on p___________ novels, such as Sin City, Fantastic Four, or Cat Woman, are usually much worse than their c___________ originals.

d) Action and adventurous films usually depend mainly on good c___________ (the way the scenes are put to-gether), good p___________ (the camera work) and exciting a___________ scenes. It does not even matter that you have to read the s___________ all the time because the a___________ do not speak much anyway.

e) E. Vasaryova and J. Kukura were c___________ as the main p___________ in the new a___________ of Shake-speare’s Othello p___________ in the Slovak National Theatre. The performance is a tremendous success.

f) In a rock group, one can hear the following i___________: a bass guitar, k___________, d___________, and a solo g___________. In a symphony o___________, on the other hand, it is common to hear violins, h___________, oboes, cymbals, and t___________. If the concert takes place in a church, you can usually expect the sound of an o___________.

b) Work in pairs and discuss some of the statements above. Do you agree with them? Why (not)? If you do not agree, express your own point of view.

c) Choose at least three new words from the text above and prepare their definitions in English. Explain them to your partner.

2. a) Work alone and for each verb write nouns to create collocations.Write: a poem, … Read: a novel, …Paint: a portrait, … Sing: an aria, …Draw: a cartoon, … Compose: an opera, …

b) Do you know these words? Use a dictionary if necessary. nPlaces: concert, recital, gig, festival, rehearsal, shownActivities: play, take part in, improvise, participate, win, join in, sing a solo, rehearse, record, compose, sing

c) Now, work in pairs and prepare definitions of the following expressions. Then test one another. musician, soloist, band, orchestra, pianist, conductor, choir, singer, composer d) Use the expressions from exercises 2 b) and c) to form sentences as in the example. Example: A musician plays at a concert.

3. a) Work in pairs and put the adjectives into the correct column.

appalling, awful, fabulous, boring, excellent, passable, extraordinary, nothing special, fantastic, first-rate, second-rate, forgettable, astonishing, frightful, great, dreadful, gorgeous, horrible, impressive, lousy, magnificent, mediocre, unforgettable, horrible, splendid, memorable, exceptional, not bad, nothing to write home about, out of this world, outstanding, reasonable,

remarkable, rotten, run-of-the-mill, marvellous, satisfactory, sensational, special, splendid, superb, tremendous, wonderful, terrific, terrible

Positive evaluation Not much good Negative evaluation

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b) Work alone for 5 minutes and prepare a description of a film. Also, express your opinion on the film. Use words from exercises above.

c) Now, work in small groups and carry out the descriptions.

Exam task – Visual stimulus4. a) Work in pairs. Choose one set of pictures each and

get ready to answer all questions in detail. You have about 5 minutes to note down your ideas.

Set of pictures An What kind of entertainment can you see in the photos?

Provide details (price, time demands, amount of entertainment, atmosphere, etc.).n Which of these events would you choose in your free time and why?n What are the advantages and disadvantages of each activity?n Which was the last film you saw? Tell us more about it.n What is your favourite music genre? Tell us more about it.n Are there any other cultural events you can think of?

Choose one of them and talk about it in more detail.

Culture and arts

Grammar

IntensifiersWhen we want to emphasise, we use words such as very, really, awfully, absolutely, extremely, etc. (the intensifiers). We use them with gradable adjectives, i.e. those which can be used in the comparative, to express a higher degree of a quality, e.g. It was a very impressive film. Non-gradable/extreme/absolute adjectives, e.g. marvellous, gorgeous, fantastic, cannot form the comparative. We use really or absolutely to intensify them, e.g. It was absolutely gorgeous.

Do you know the difference between these words: invaluable – priceless, priceless – valuable, priceless – worthless, heroine – heroin?

Extra practice

You can compare and contrast the pictures, comment on the similarities and differences, or talk about the positives and negatives/the advantages and disadvantages. You can also describe them in detail and speculate about what is behind the pictures (mood, story, people in the pictures, etc.). We usually use modal verbs to speculate.

Tips

Comparing and contrasting picturesn The main/most important/most significant

difference between the pictures is that …n The most striking/obvious/greatest

similarity is that …n In the first picture, …

whereas/while/but in the second one …

Functions

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Set of pictures bn Describe (define) the free-time activity in each picture. How are they connected with culture and arts?n What kind of people, in your opinion, do usually take up each activity? Why?n Which of them have you already tried/would you try? Explain/provide details.n What kind of equipment do you need for each activity? How expensive is the activity in your opinion?n Can you think of similar activities which are preferred by your age group?

b) Now, work in pairs and speak for about 5 minutes each. Listen to your friend and comment on his/her speech using the Assessment Grid I.

Speaking

SUSTAINED LONG TURNGetting started1. a) Read Mr. White’s description of a work of art he admires. Do not pay attention to the gaps.

‘My friends told me, ‘You must see it!’, and they were right. The first time I saw this work of art, I was 1______________ absorbed by its beauty. It was standing in the middle of a 2______________ exhibition hall and people were 3______________ standing around it, studying every inch of the white marble. It is said that Michelangelo’s work from the early 16th century still speaks to people today and standing in front of it, I could understand what was meant by this sentence.Yes, I am talking about ‘the 4______________David’, the youth sculptured in the Greek style of representing heroes, the masterpiece of Renaissance sculpture. Just imagine the carving of this statue took Michelangelo more than three years. It portrays the Biblical King David at the moment he decides to do battle with Goliath. The muscles are 5______________ enough for a fighter, but do not look overdone. He seems to be thinking and I would 6______________ not call him a 7______________ hero, but a rather tense man. The statue is naked, but it is definitely not 8______________ or degrading.Everyone knows that it was the first nude statue to be exhibited in a public place, something9______________

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surprising for its time of origin. To protect it from damage, it was later moved into the Accademia Gallery in Florence, where I saw it about two years ago, after a 10______________ cleaning. I must say that it really is as white as snow when you look at it.The work is so 11______________ that you can find many copies of it, one of them, for example, is standing in Florence, in front of the Palazzo Vecchio, its original place. There are also others, some made of plaster, as in London, some in stone. Anyway, it was the most 12______________ work of sculpture that I have seen so far. So, if you come to Florence, you mustn’t miss the opportunity to see this statue.’

b) Now, find an adjective or adverb to complete each gap. Try to avoid general words like very, really. More correct answers are possible for each gap.

c) Which function do the two underlined phrases have? Discuss it in pairs and add phrases to the list.

2. a) Work alone and prepare a short description of a work of art of your choice using various adjectives and phrases for evaluation.

b) Present your speeches in small groups and give one another feedback.

Over to you3. a) Work alone and get ready to present your opinion on one of these topics:

n ‘It is mostly young people who visit festivals’n ‘Circus is an amazing place’

Prepare an outline for your presentation and use a range of adjectives and phrases of recommen-dation.

b) In pairs take turns and present your topics. Then, assess your own performance.

4. Which is better? a) Get ready to prepare your opinion and arguments

on one of the topics below.n Watching a film at home – Going to the cineman Modern arts – Primitive/Baroque/Classicist artsn Live concert – Listening to a CD

b) Take turns and carry out your presentations.

Exam task – Thematic analysis5. a) Read the questions below and write down ideas in about 7 minutes.

1. Which of these does your town offer: museums, exhibition halls, theatres, concert halls, circus, opera house, discos? Choose one and tell us more about it.

2. What is your favourite culture event? Why? Provide details.3. Can you explain following these: arts, fine arts, sculpturing, painting, folk arts?4. ‘People of different ages/from different countries/with different family backgrounds like different kinds of

culture.’ – Can you provide an example/examples to support/contradict this statement?5. Do you think that art can educate you? Explain your opinion.6. Would you trust advertisement that promotes a culture event? Why (not)?

Culture and arts

Making ______________n You’ll love the …n I wouldn’t recommend the …n You definitely wouldn’t enjoy

going to the …

Functions

Note down useful vocabulary to the topic and think of the structure of your presentation – where you start and where you want to finish. When preparing, think about sufficient arguments, personal experience, or examples from your life. Use the language of comparing and contrasting.

Tips

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7. What is your favourite band? Explain your choice and mention the genre and the representatives of this genre.8. What can you tell us about the folklore of your country?

b) In pairs, take turns and give your presentations in about 10 minutes each. Use the Assessment Grid II to comment on your partner’s performance.

INTERACTIONModel1. a) Read the dialogue in which Mr. White invites Mr. black to a concert. Pay attention to the underlined

phrases.Mr. White: ‘George, I’ve heard on radio that the Rolling Stones are coming to town next month. Would you like to

go with me and several other guys?’Mr. Black: ‘Hmm … That sounds interesting. When did you say it was?’Mr. White: ‘July 20, I think. Let me see the calendar … That’s Tuesday.’Mr. Black: ‘I’m afraid I can’t make it. I’m at the cottage with my family and you know Jackie … I’m really sorry,

I’d love to go.’Mr. White: ‘Well, maybe some other time’Mr. Black: ‘Hold on. What about going to the cinema at least, to see Pirates of the Caribbean – At World’s End?

Remember, you wanted me to go with you and Jack.’Mr. White: ‘I’ve nearly forgotten. You’re right. Is it still on?’Mr. Black: ‘Yeah, what are you doing this Friday evening?’Mr. White: ‘Nothing much, really. I think that would be great.’Mr. Black: ‘Perfect. I’ll call you later.’

b) Now, divide the underlined phrases into the following groups.

c) Work in pairs and act out dialogues. Invite your colleague to a party/the theatre/the cinema/a museum/ a show. Use the function phrases above.

Exam task – Role play2. Work in pairs and perform a dialogue following the prompts on the cards below. a) First, work alone. You have 5 minutes to go through the instructions on your card.

Card: student A Card: student b

Your friend will invite you to an exhibition in the local museum. Accept the invitation and discuss the details together. Also, ask about the topic of the exhibition, the date and admission fee. Say that you are busy on that date and suggest an alternative one.

Invite your friend to an exhibition about English-speaking countries in the local museum. Get ready to answer your partner’s questions about it. Prepare some information about the event (admission fee, date, interesting facts, etc.). Discuss the details together.

Functions

Making invitation n Have you got any plans for

(day/time) …?n Do you fancy (-ing) …?

Accepting invitation n (Yes), I’d love to.

Refusing invitation n I’m afraid I’m busy on (day).

How about next (day)?n I’m sorry I can’t. I’m (doing …).n That’s very kind of you, but …

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b) In pairs, carry out the task. You should speak for about 5 minutes. c) Comment on your partner’s performance using the Assessment Grid III.

3. a) Perform similar dialogues and practise the invitation phrases. Take turns and invite your friend to:n A concert hall/church choir concert/open-air concert/hip-hop partyn A theatre performance/documentary filmn A stay in your flat/house/cottage/weekend house

b) Assess your own performance.

Mini-dialogues4. a) Choose one situation and role-play it in pairs. Use ‘phrases of recommendation’ and ‘phrases to compare

and contrast’ in your dialogues.Situation 1:A, you think that American movies are the best thing we import from the USA. B, you prefer Slovak films. A, support your view with examples and recommendation of an American film/films you’ve seen recently and start the dialogue. B, prepare arguments to contradict A.Situation 2:You are classmates. A, you think that a book is always better than its film version. Support your view with examples and recommend at least one such a book. B, you definitely prefer films. B, start the dialogue.

b) Comment on your partner’s performance.

ExtrasPROjECTS1. Project I: ‘Slovak Culture’ /Posters and Presentation, 90 minutes/ a) Work in six groups – each focusing on one of these areas:

n Music n Folk artsn Film n Festivals (film, music, folk, etc.)n Painting, sculpturing (and museums) n Architecture

b) Each group prepares a poster and its presenta-tion on the chosen topic. Include both pictures and text; use the Internet as a source.

c) Display the posters in the classroom and present them. Note down the information your friends present.

d) In your groups, prepare a short quiz on the facts you presented. Solve the quizzes in the class.

2. Project II: ‘Native Culture’ /Posters, 90 minutes/a) Work in groups and choose one of the English

speaking countries. Find information about its native inhabitants and their culture. Create a poster with the information and place it on the classroom wall.

b) In class, decide on the best poster and discuss the similarities and differences among the na-tive cultures.

Culture and arts

http://www.slovakia.org/culturehttp://en.wikipedia.org/wiki/Category:Slovak_culture

Links

http://www.aboriginalaustralia.com/http://www.aboriginalculture.com.au/http://www.virtualoceania.net/

newzealand/culture/maori/http://www.usatourist.com/english/inside/

indians2.html

Links

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3. Project III: ‘Who Is Who in Art’ /Research and Interviews, about 45 minutes/a) Work alone. Choose one of the English speaking artists below and find essential information about him/

her on-line.n Inigo Jones (1573 – 1652) n John Nash (1752 – 1835)n Sir Christopher Wren (1632 – 1723) n William Turner (1775 – 1851)n William Hogarth (1697 – 1764) n John Constable (1776 – 1837)n Joshua Reynolds (1723 – 1792) n Henry Moore (1898 – 1986)n Thomas Gainsborough (1727 – 1788) n Andy Warhol (1928 – 1987)

b) Prepare at least 5 general questions you might ask any of the artists above and write them down. The questions may be both personal and work-related.

c) Take part in a press conference where you impersonate the artist you have done the research about. Your classmates are the journalists asking questions.

d) Work alone and find information about one Slovak … n Painter n Architect n Film-maker n Entertainer/comediann Sculptor n Dancer n Photographern Musician n Actor/actress n Writer

PEEPShOW a) Work in pairs and sort out the architectural Wonders of the World into groups.

Stonehenge (England, Salisbury Plains), The CN Tower (Toronto), Mausoleum of Maussollos (Turkey), The Golden Gate Bridge (San Francisco), The North Sea Protection Works (Netherlands), The Leaning Tower of Pisa (Italy), The Panama Canal

(Panama), Great Pyramid of Giza (Egypt), The Hagia Sophia (Istanbul), Temple of Artemis (Turkey), Colossus of Rhodes (Greek island of Rhodes), The Channel Tunnel (England & France), The Lighthouse of Alexandria (Egypt), The Itaipu Dam (Brazil/

Paraguay), The Colosseum (Italy, Rome), The Catacombs of Kom el Shoqafa (Alexandria, Egypt), The Empire State Building (New York), Statue of Zeus at Olympia (Greece), The Great Wall (China), The Porcelain Tower of Nanjing (China), Hanging

Gardens of Babylon (Iraq)

The Seven Wonders of the Ancient World

The Seven Wonders of the Medieval World

The Seven Wonders of the Modern World

1.2.3.4.5.6.7.

1.2.3.4.5.6.7.

1.2.3.4.5.6.7.

b) Find information about five of these Wonders.c) In class, prepare together a list of The Seven Wonders of Slovakia.

Links

http://coolmaps.7wonders.googlepages.com/medievalwonders.htmlhttp://en.wikipedia.org/wiki/Seven_Wonders_of_the_Worldhttp://wonderclub.com/WorldWonders/ModernWonders.htm


3. Sport and fameWarm-up

nWork in pairs and choose 5 questions each. Now, ask and answer the questions.

1. What, in your opinion, is the number one Slovak national sport? 2. Do you think that some sports are easier/more dangerous than others? Why? 3. Do you prefer team or individual sports? Why? 4. Do you do any sports? Which one/s? Provide details (equipment, how often, etc.). 5. Which sport do you enjoy/hate watching? Why? 6. Which is better – watching a match on TV or at the stadium? Why? 7. Is there a sport that you would like to try one day? Why? 8. Which sports have you either taken up or given up recently? Why? 9. Are you (or anyone in your family) a fan of a sports team? Do you (or they) watch their matches? Where and how often?10. Would you like to be a famous sports-person? Why (not)?11. Who do you think the greatest football player/skier/

athlete/swimmer, etc. of all times is? Why?12. Which sports-person do young people fancy today? Why?13. Would you sacrifice your private life, friends, family and

other hobbies to sport? Why (not)?nShare the most interesting answer of your partner in

class.

Vocabulary

1. Work in pairs and put the words in the correct column. Can you add more?

snowboarding, aerobics, volleyball, fishing, golf, jogging, ice skating, basketball, yoga, (mountain) biking, chess, cricket, hiking, soccer, boxing, rugby, baseball, horse-riding, tennis, swimming

Play Do Go

Sport and fame

… five words for …n Dangerous/adrenaline sports:n Team sports:n Individual sports:n National sports (in ESC):n Important sport events:

Note down

Tips

Answering questionsDevelop all answers and remember that your answers do not have to be true.

Tips

We usually use go with sports that end in -ing, e.g. go cycling, play with team sports and ball sports, e.g. play badminton and do with other sports, e.g. do athletics.

krok za krokom k maturite - alza

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