- •Module 1. Changing World Unit 1. Getting to know you
- •3. Complete the questions to Carly.
- •Vocabulary
- •Improve your study skills
- •1 Answer the questions
- •Introducing yourself . Meeting people
- •1. Practice this dialogue in groups. Use your real names.
- •Introduce your partner to the people in the class. Ask and answer questions with a partner.
- •1. Find examples of present, past, and future tenses in the texts above.
- •2. Which tenses are the two verb forms in these sentences?
- •3. Choose the correct verb form.
- •Unit 2. Family
- •2.1 Patterns of family life
- •Vocabulary
- •1. Families are divided into several types. Match the pictures with 1-3 with the phrases in the box:
- •I. Read the following statements and say if you agree or disagree with them.
- •II. Skim the text and check and make sure that you have guessed right.
- •III . Read the text again and answer the following questions:
- •Improve your study skills
- •Suggestions for improving your reading skills
- •Vocabulary practice
- •I. . Give the English equivalents to the following words and phrases:
- •II. Make up word combinations and use them in sentences or situations of your own.
- •IV. Write out all words and word combinations related to family. Add them to your topical vocabulary . Study the examples. Expressions with family
- •2.Find a family photograph. Write a short description of it. Read your description to the class. You may start with…. This is a photograph of … when we/they were on holiday/at the party
- •How common /different families are?
- •The british Family
- •The American Family
- •Vocabulary practice
- •I. Translate and explain the following words and phrases. Then, use them to describe the modern tendencies in family life. You can do it in the form of the snowball game.
- •Improve your study skills
- •2.3 Russian Family: What is it Like?
- •I. In pairs, read the following statements and try to guess if they are true (t) or false (f). Then, read the text quickly to check if you have guessed right.
- •II. Now read the text in detail. Answer all the questions above. What is your family like? Russian Family: What Is It Like?
- •Vocabulary practice
- •I. Give the English equivalents to the following words and phrases.
- •Improve your study skills
- •It is interesting to know
- •International Day of Families
- •1. Read the text about the family tree.
- •2. Study your family history. Create your family tree. Make up presentation. Choose the best one.
- •2.4 Family values
- •4. Go on reading . Mark the statements as true (t), false (f)
- •5. Read the text once again and point out words and phrases describing values. Fill in the table as in the example.
- •1. How nouns are formed?
- •Vocabulary
- •1. Here is the list of other values. Tick which of them are important to you . Underline noun suffixes..
- •2. What is in your top values? Rank the list of values
- •Improve your study skills
- •Unit 3. Is it easy to be young?
- •3.1 Generation Gap
- •2. Before reading discuss following.
- •3.Read the title of the text. . What do you think the text is about? Scan the text to check if your guesses were correct. The Younger Generation Knows Best
- •IV. Read the text once again and mark the following statements as true (t) or false (f):
- •Vocabulary Practice
- •3.2 About Teenagers
- •What is a teenager?
- •Are teenagers a problem?
- •Do teenagers have problems?
- •II. Scan the text and fill in the table
- •III. Read the text once again and complete the sentences.
- •Improve your study skills
- •I. Make a summary of the text.
- •3.3 The problem of self-realization
- •I. Scan the text and point out the activities teenagers are engaged in. Working teens
- •Very Informal - for Friends and Family
- •Informal
- •Informal
- •Are Britain’s teenagers the worst in Europe?
- •Unit 4. Lifestyle
- •4.1 How to Stay Active and Healthy
- •Vocabulary
- •1. Check the words in the box
- •1.Go to Grammar Focus to revise the material about adverbs.
- •2. Think, pair and share.
- •A Generation of Сouch Potatoes (http://www.Teachingenglish.Org.Uk/sites/teacheng/files/potatoes
- •A generation of couch potatoes
- •1.Go to Grammar Focus
- •Module 2. International Communication Unit 1. Communication in the Globalized World
- •1. Read the following quotations about learning foreign languages. Develop the ideas suggested by the authors.
- •1. Read the definition of the communication phenomenon from Wikipedia. Translate into Russian.
- •2. Try to give your own explanation to the notion of communication. Emphasize the ultimate purpose of communication. You may find useful the following basic ideas:
- •2. Scan the text for general understanding. What it is about? Think of the title to the text.
- •2. Read the text in detail paragraph by paragraph. Find the topic sentence in each paragraph. Pay special attention to the word combinations in bold. Translate them.
- •3. Match the words and word combinations from the texts with their definitions. Use these words in the sentences of your own.
- •4. Match the words from two columns to make collocations. Try to reproduce the sentences from the text. Translate into Russian
- •5. Do you know what the acronyms from the text stand for? Explain their meaning. If necessary look up on the Internet. Match the names with the pictures where possible
- •6. Form the nouns from the verbs below.
- •7. Read the text once again and answer the questions.
- •8. Scan the text and pick up the key words that can help you to express its general idea. Give the summary.
- •1. In the text there are some sentences where Present Continuous is used. Point them out, analyze and translate into Russian.
- •2. Use the Present Continuous Tense to emphasize continual processes taking place in modern world.
- •1. Study the theory below.
- •Whether we like it or not we all belong to the global community!
- •2. Point out all international words. Check if they have got similar meaning in Russian.
- •3. Read the text below and try to answer the questions of the first paragraph.
- •4. Match the words from the text with their synonyms
- •5. Complete the sentences with the words from the previous exercise.
- •1. In the text there are some sentences where Present Perfect is used. Find them and try to reproduce.
- •2. Use the Present Perfect Tense (both in passive or active) to emphasize the impact of some actions or events on the present moment.
- •1. Summarize what changes happen to the following things from the list given below. You may develop the list. Your own ideas are welcome!
- •Effects of globalization
- •1. Match the words from different columns to make collocations. Reproduce the information from the text where these word combinations are used. Make your own sentences with these collocations.
- •2. Match the words with their definitions. Use them in the sentences of your own.
- •3. The words given below are the active vocabulary that is necessary to speak about globalization. Study them and make up a chain story with your group mate using these words. For example:
- •4. Scan the text about pros, cons and effects of globalization once again. Say whether you agree with every single point or not. Use the following conversational clichés:
- •1. Answer the questions. Use the ideas from the previous text.
- •1. Study the information below.
- •2. Write a post in your blog where you reveal the necessity of international communication and argue with an anonymous anti-globalist who has made an aggressive comment about your resent message.
- •Module 4. Life and culture Unit 1. Defining Culture
- •What culture is
- •2. Read the following interpretation of the concept “culture”. It is given in one of the Russian reference books. Compare with the definitions above. Point out differences and similarities.
- •3. Match the English word combinations with their Russian equivalents.
- •5. Using on-line dictionary find out as many colocations with the word “culture” and “cultural “ as you can. You have 10 minutes.
- •6. Mark each statement as t(True) or f (or False). If false, make corrections.
- •1. Look through the definitions of “culture” again and answer the following questions:
- •1. Split into groups. Make up the mental map of the concept culture.
- •Unit 2. Why is Understanding Culture so Important?
- •1. Read the text and decide why we can distinguish a lot of cultures in the world today, how culture expresses itself. Pay attention to the words in bold.
- •2. Match the English word combinations with their Russian equivalents .
- •5. Match the words and word combinations from the texts with their definitions. Use these words in the sentences of your own.
- •6. Read the text once again and answer the questions.
- •2.Find out different types of adjectives in the text and make up 10 sentences with them. Unit 3.What is to be a Man of Culture?
- •2. Read the text for general understanding Find the topic sentence in each paragraph. Pay special attention to the word combinations in bold. Define the main idea. Think of the title to the text.
- •3. Read the text for general understanding. Do you find all the pieces of advice useful?
- •4. Scan the text. Define the main idea. Do you agree with the author about the role of music in raising a person’s cultural awareness?
- •1. Look through the text once again and match the words and word combinations from the texts with their definitions. Use these words in the sentences of your own.
- •3. Scan the text and pick up the key words that can help you to express its general idea. Give the summary.
- •4. Find out in the text compound adjectives and make your own sentences with them.
- •2. Make up your 10 sentences using different modal verbs describing what should/ought to/must a person learn and know to be a man of culture in modern society.
- •Module 5 Unit 1. What is Xenophobia?
- •2. Match the words with their definitions.
- •Two forms of Xenophobia
- •Xenophobia, Racisms, Discrimination, Genocide, Chauvinism, Prejudice
- •Verbs of thinking and opinions
- •1. Read the text for general understanding. Think of the title to the text.
- •2. Find in the text the English equivalents of the following word combinations:
- •Team work Read and discuss
- •1. Read the message that King of Belgium delivered to the Parliament.
- •In trilingual Belgium, King stresses importance of multilingualism.
- •2. What message would you address to the younger generation if you were the ruler of the country? How would you motivate them to study foreign languages?
- •2. Match the paragraphs with their titles.
- •2. If you know some more exciting facts or amusing statistics about languages, share them with your group mates. Unit 2. Being Multilingual
- •1. Read the text for gist. Grasp the main idea
- •2. Mark each statement as t (True) or f (or False). If false, make corrections.
- •1. Read the summary of following ideas of some people who participated in on-line public opinion polls about the necessity to speak foreign languages. Say what appeals to you the most.
- •Study or research
- •Studying abroad
- •Challenging yourself
- •Project work
- •It is interesting to know…
- •1. Read the text for general understanding. Think of the title to the text.
- •2. Read the text once again. Find the key sentence in each paragraph. Make a summary.
- •3. Mark each statement as t(True) or f (or False). If false, make corrections.
- •1. In the text there are some sentences where degrees of comparison are used. Find them and try to reproduce.
- •2. Use the Degrees of Comparison to emphasize the degree or level of some quality.
- •1. Read the text. Get ready to give a detailed summary. Top Languages to Learn
- •2. Point out main ideas of each paragraph and fill in the table.
- •2. A Game-Playing Date
- •3. A Department Store
- •4. An Archeological Dig
- •5. Driving through a fog
- •Additional reading
- •Have fun
- •To make a long story short...
- •How to Make Money from Translation
- •Грамматический Комментарий
- •Времена английского глагола. Действительный залог
- •Группа простых (неопределённых) времён The Indefinite Forms The Present Indefinite (Simple) Tense
- •The Past Indefinite (Simple) Tense
- •The Future Indefinite (Simple) Tense
- •Раздел 1. Группа продолжающихся времён (The Continuous Forms) . Группа продолжающихся времён (The Continuous Forms) The Present Continuous Tense
- •The Past Continuous Tense
- •The Future Continuous Tense.
- •Группа совершённых времёню.The Perfect Forms. The Present Perfect Tense
- •Личные местоимения
- •Притяжательные местоимения
- •Количественные числительные
- •Порядковые числительные
- •Производные прилагательные
- •Префиксы
- •Суффиксы
- •От основы существительного:
- •От основы глагола:
- •Составные прилагательные
- •Предлоги (времени) At / on / in (time)
- •In September/ in October /in the 21 century
- •In 1968/ in the 1970s/ in the early (late) 30s
- •For, during, while
- •By and until
- •In, at, on (position/ предлоги места) (1)
- •In a cage/ in the sea/ in a queue
- •In, at, on (position) (2)
- •Предложение (The Sentence)
- •Условные предложения I типа
- •Условные предложения II типа
- •Условные предложения III типа
- •Союзы условных придаточных предложений.
- •Слова, заканчивающиеся на –ing
- •Признаки отглагольного существительного:
- •Признаки Причастия I:
- •Признаки герундия:
- •Communication Guide
- •Introductions and greetings
- •Informal Greetings: Arriving
The Past Continuous Tense
Употребление
Прошедшее продолженное время (Past Continuous) обозначает действие, происходившее в определённый момент в прошлом, который обозначен либо обстоятельством времени, либо другим действием в прошлом. При этом ни начало, ни конец длительного действия неизвестны. Подчёркивается сам процесс действия, его продолжительность.
I was writing a letter to my friend |
… at 5 o’clock yesterday. … from 5 to 6 on Sunday. … when my brother came. … while my mother was cooking dinner. |
Образование
Прошедшее продолженное время (Past Continuous) образуется при помощи глагола to be в Past Indefinite и –ing формы смыслового глагола.
Утвердительная форма |
Отрицательная форма |
Вопросительная форма | |
I, he, she, it We, you, they |
was writing were writing |
was not writing were not writing |
Was I (he, she, it) writing? Were we (you, they) writing? |
Was not = wasn’t were not = weren’t
The Future Continuous Tense.
Употребление
Будущее продолженное время (Future Continuous) обозначает будущее действие в процессе его совершения, т.е. незаконченное длительное действие. Future Continuous употребляется также для выражения намерения совершить действие в будущем или уверенность в его совершении.
He will be writing a letter to his friend |
… at 5 o’clock tomorrow. … from 5 to 6 on Sunday. … when I come. |
Он будет писать письмо другу |
… завтра в 5 часов. … с 5 до 6 в воскресенье. … когда я приду. |
I will (shall) be visiting him tomorrow. Завтра я собираюсь навестить его.
Образование
Будущее продолженное время (Future Continuous) образуется при помощи глагола to be в Future Indefinite и –ing формы смыслового глагола
Утвердительная форма |
Отрицательная форма |
Вопросительная форма | ||
I (we) He, she, it, we, you, they |
will be writing |
I (we) He, she, it, we, you, they |
will not be writing |
Shall (will) I (we) be writing? Will he (she, it, we, you, they) be writing? |
I shall = I’ll
Группа совершённых времёню.The Perfect Forms. The Present Perfect Tense
Употребление
Для выражения действия, завершившегося к моменту речи. Время действия не указывается, важен сам факт совершения действия к настоящему моменту или его результат.
She has read this book. Она прочитала эту книгу.(Действие завершено к моменту речи.)
В этом значении Present Perfectчасто употребляется с наречиямиjust– только что,already– уже, yet – ещё,lately– недавно,of late– в последнее время,recently– недавно.
The mail has just come. Почта только что пришла. He has seen many films lately. В последнее время он посмотрел много фильмов. GC\]]]]
Для выражения действия, которое завершилось, но тот период, в котором оно происходило, ещё продолжается и может быть обозначен обстоятельствами времени today– сегодня,this week– на этой неделе,this month– в этом месяце,this century– в нашем веке и др.
I have written a letter this morning. Я написал письмо сегодня утром.
Для выражения действия, которое началось в прошлом и продолжается до настоящего времени.
I have known him all my life. Я знаю его всю жизнь.I have known him for 2 years. Я знаю его 2 года. He has not seen his parents since January. Он не видел своих родителей с января.
Present Perfect может употребляться с наречиями always – всегда, often – часто, seldom – редко, ever – когда-нибудь, never – никогда.
She has never been to London. Она никогда не была в Лондоне.Have you ever been to Moscow? Вы когда-нибудь были в Москве?
Образование
Present Perfectобразуется при помощи глагола to have вPresent IndefiniteиParticiple II(Причастия II) смыслового глагола.
Утвердительная форма |
Отрицательная форма |
Вопросительная форма | ||
I, we, you, they He, she, it |
have seen has seen |
I, we, you, they He, she, it |
have not seen has not seen |
Have I (we, you, they) seen? Has he (she, it) seen? |
I have = I've He has = He's I have not = I haven't He has not = He hasn't
Страдательный залог
Действительный и страдательный залоги в английском языке совпадают со значением соответствующих залогов в русском языке. Глагол в действительном залоге (Active Voice) показывает, что действие совершает лицо или предмет, выраженный подлежащим.
He often asks questions. Он часто задаёт вопросы.
Глагол в страдательном залоге (Passive Voice) означает, что действие направлено на предмет или лицо, выраженное подлежащим.
He is often asked questions. Ему часто задают вопросы.
Формы страдательного залога образуются при помощи глагола to be в соответствующей форме и Participle II (Причастие II) смыслового глагола.
|
Present |
Past |
Future | |||
Indefinite |
I he (she) we (you, they) |
am asked is asked are asked |
I (he, she) we (you, they) |
was asked were asked |
I (we) he (she, you, they) |
will be asked |
Continuous |
I he (she) we (you, they) |
am being asked is being asked are being asked |
I (he, she) we (you, they) |
was being asked were being asked |
|
|
Perfect |
I, we, you, they he (she) |
have been asked has been asked |
I (he, she, we, you, they) |
had been asked |
I, we he, she, you, they |
will have been asked |
Примеры.
Indefinite Passive (to be + Participle II)
The newspapers are delivered every morning. (Present Indefinite Passive) Газеты доставляются каждое утро.
This book was bought a month ago. (Past Indefinite Passive) Эта книга была куплена месяц назад.
The letter will be mailed tomorrow. (Future Indefinite Passive) Письмо будет оправлено завтра.
Continuous Passive (to be + being + Participle II).
The house is being repaired. (Present Continuous Passive) Дом ремонтируется.
When John was ill he was being taught at home. (Past Continuous Passive) Когда Джон болел, его обучали дома.
Perfect Passive (to have + been + Participle II)
This letter has been brought by the secretary (Present Perfect Passive). Секретарь принёс письмо. (Письмо принесено секретарём).
He decided to become a writer only when his first story had been published (Past Perfect Passive). Он решил стать писателем, только когда его первый рассказ был напечатан.
By the 1st of July the last exam will have been passed (Future Perfect Passive). К первому июля последний экзамен будет вами сдан.
Сказуемое в страдательном залоге может переводиться на русский язык:
а) кратким страдательным причастием; б) глаголом на -ся; в) неопределённо-личным глаголом.
The house is built.а) Дом построен. б) Дом строится. в) Дом строят.
Следует обратить особое внимание на перевод глаголов с предлогом в страдательном залоге. Наиболее распространённые из этих глаголов:
hear of– слышать оlaugh at– смеяться надlook after– присматривать за (кем-либо)look at– смотреть наrely on–полагаться наsend for – посылать заspeak of (about)– говорить оpay attention to– обращать внимание наtake care of– заботиться о
The book is much spoken about. Обэтой книге много говорят.He can't be relied on. Нанего нельзя положиться.
В русском переводе не все глаголы сохраняют предлог:
to listen to– слушать что-либо, кого-либоto look for– искать что-либоto provide for– обеспечить кого-либо, чем-либоto explain to- объяснять кому-либо
He was listened to with great attention. Его слушали с большим вниманием.
Имя существительное (The Noun)
Имя существительное – часть речи, обозначающая предмет и отвечающая на вопросы: кто это?(Who is this?) иличто это?(What is this?)
По своему значению имена существительные делятся на собственные (John Black–Джон Блэк,Great Britain–Великобритания) и нарицательные (a table–стол,snow–снег,freedom–свобода). Последние делятся на конкретные (a book–книга) и абстрактные (joy–радость), одушевлённые (a cat–кот) и неодушевлённые (a cup–чашка). Существительные также подразделяются на исчисляемые(a house–дом,houses–дома) и неисчисляемые (bread–хлеб,advice–совет,weather–погода,furniture–мебельи др.).
Большинство имён существительных в английском языке употребляется с артиклями
Местоимение (The Pronoun)
Местоимение – это часть речи, которая указывает на лицо, предметы или количество, но не называет их.
We– мы,who– кто,that– тот,some– несколько.
Местоимение обычно употребляется в предложении вместо имени существительного или имени прилагательного, а иногда вместо числительного и наречия.
Jane studies the Russian language. She likes it.Джейн изучает русский язык. Он ей нравится.She has some books in Russian.У неё есть несколько книг на русском языке.