M. Listen to «Go Into The Mountains» by Trini Lopez, fill the gaps with rhymes. What answer can be found in the mountains?
Life can bring troubles both great and small
But man all alone cannot solve them _______ .
So when you’re troubled by the world all around
Remember the place where peace can be _______ .
Go into the mountains and climb very high
Go there alone and look to the _______ .
You’ll find the answer to the question you seek
Go into the mountains and let your heart _______ .
Some men will tell you: life is wine, women and song
Young men, let me tell you: those darn fools are ______ .
There’s more to good living than just fooling around
Go into the mountains till the answer you’ve ______ .
N. Pre-debate reading. A gap year is a break taken by students between leaving school and starting further education when they do volunteer work and travel. A gap year can teach enterprise, independence, prevent burn-out of classroom education and give better application chances. Read Julie Taylor’s story.
“During my gap year, I taught in a primary school in Kenya. I spent 4 months teaching children aged 8 - 18 in English, Art, Physical Education, and I coached the school's netball team. As well as working, I also travelled the country and even climbed Mount Kenya. The trip was one of the best experiences of my life. I’m very happy that I didn’t head off to university straight after school because I learnt a lot about myself in my year out. I was able to get by on very little money and to deal with problems without the support of my family and friends. My trip to Africa also looks great on my CV. I worked to save up for the trip which showed my employer that I had good self-motivation and organizational skills, which are essential in any job. My interviewers were really interested in how I managed to teach classes of 88 children (with lots of enthusiasm and promises of netball after class!). Employers see that climbing to an altitude of 4,985m up Mount Kenya shows immense self-motivation, uncommon strength and determination.” (www.learnenglishteens.britishcouncil.org)
O. Debate. Should an all-expense paid gap year (room & board, meals, transportation, etc.) become obligatory for Russian school leavers? Discuss the question in pairs using role- and mission tips. Then voice your final solution with reasons for or against it. Then evaluate your debate using questions from the next task.
Role: “Johnny-come-lately” Role: “Enthusiast”
(a confused stuttering newcomer (a creative positive idea-monger
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with uncertain motivation, with strong intuition,
dissolves behind others’ backs). heartily encourages others).
Mission: asking for clarification. Mission: offering clarification.
– You’ve lost me. I don’t get it. – I’ve got a fantastic idea.
– I’m not quite with you. – I’ll sketch it in a few words.
– What are you driving at? – What do you think?
– Hang on, are you saying…? – Well, just look at the facts …
– Would it be all right if I say? – Let me fire a wild shot in the dark.
– You’ve caught me on the hop there. – As a famous saying goes: “…”
– I need time to collect my thoughts. – There must be something in it.
– I was miles away. Could you repeat? – You stand in the way of progress.
– Could you speak more slowly? – We are near to solving the puzzle.
– I cannot think straight at the moment. – Nothing great is easy.
– I lost the thread. Give me a hint! – Use your imagination.
– I’m not sure I get your meaning. – If I were in your shoes…
– I didn’t quite catch what you’ve said. – Let’s try another approach.
– I said the right thing, didn’t I? – 9 times out of 10 it’s true that…
– I begin to doubt myself. – You are reading my thoughts.
– I would have said the same thing. – That’s another pair of shoes!
– It looks like that, but I could be wrong. – Everything fell into place!
P. Evaluate your performance in four aspects: a) grammar & vocabulary: Was the vocabulary range wide? Was the use of grammar accurate? b) discourse management: Were ideas organized logically? Were the answers of suitable length? c) pronunciation: Was the speech highlighted by intonation? Were individual sounds clear? d) interactive communication: Did speakers take turns in conversation? Was the speech fluent?
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Q. The summer’s gone. Do you have plans for the following summer? Listen and learn the poem of Emily Dickinson by heart.
“A drop fell on the apple tree,
Another on the roof.
A half a dozen kissed the eaves
And made the gables laugh.
A few went out to help the brook
That went to help the sea
Myself conjectured were they pearls?
What necklaces could be!”
GRAMMAR
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