- •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:
- •2. Using a bilingual dictionary (from New Headway English Course by John and Liz Soars, oup)
- •1. Practice this dialogue in groups. Use your real names.
- •2. 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:
- •1. Read the following statements and say if you agree or disagree with them.
- •Improve your study skills
- •3. Read the text again and answer the following questions:
- •Improve your study skills
- •Suggestions for improving your reading skills
- •Vocabulary practice
- •1. Give the English equivalents to the following words and phrases.
- •2. Make up word combinations and use them in sentences or situations of your own.
- •3.Explain in English by matching a and b parts.
- •4. Write out all words and word combinations related to family. Add them to your topical vocabulary. Study the examples.
- •4. Put the verbs in brackets into the appropriate verb form.
- •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
- •2.2 How Common /Different are Families?
- •Vocabulary practice
- •Improve your study skills
- •2.3 Russian Family: What is it Like?
- •1. 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.
- •2. Now read the text in detail. Answer all the questions above. What is your family like?
- •Vocabulary practice
- •1. 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. Pay attention to the words denoting family relations.
- •3. 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) or 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? Noun forms can derived from verbs, adjectives and nouns with suffixes. To learn more visit http://www.Grammar-quizzes.Com/noun-forms.Html
- •2. To learn more visit http://www.Grammar-quizzes.Com/noun-forms.Html. Point out other examples. Make up your own table or a mind map.
- •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
- •4. 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?
- •2. Scan the text and fill in the table
- •3. Read the text once again and complete the sentences.
- •1. Go to Grammar Focus to revise the material about numerals
- •Improve your study skills
- •1. Make up a summary of the text. Use the following phrases
- •3.3 The Problem of Self-Realization
- •1. 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.
- •A Generation of Couch Potatoes
- •1.Go to Grammar Focus. Revise the material about modal verbs.
- •2. Work out recommendations how to be active and healthy using the modals.
- •Free Time Activities
- •1. Read the text and match the heading a-s to the paragraphs 1-18. One heading is extra.
- •1.Has your life changed dramatically after you became a University student?
- •1.Study the difference between make and do.
- •2. Make up sentences using active vocabulary.
- •3. Present perfect simple vs simple past
- •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:
- •3. Scan the text for general understanding. What it is about? Think of the title to the text.
- •4. 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.
- •5.Explain in English by matching a and b parts. Translate
- •6. Match the words from a and b columns to make collocations. Try to reproduce the sentences from the text. Translate into Russian
- •7. 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.
- •8. Form the nouns from the verbs below.
- •9. Read the text once again and answer the questions.
- •10. 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.
- •Improve your study skills
- •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. Translate.
- •2. Use the Present Perfect Tense (both in passive or active) to emphasize the impact of some actions or events on the present moment.
- •Improve your study skills
- •How to Find Information Online (from http://www.Wikihow.Com/Find-Information-Online
- •1. Summarize what changes happen to the following things from the list given below. You may develop the list using the information from the Internet.. Your own ideas are welcome!
- •2.2 Is Globalization a Benefit or a Problem?
- •Effects of globalization
- •2. 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.
- •3. Explain in English by matching a and b parts. Use them in the sentences of your own.
- •4. 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:
- •5. 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:
- •Improve your study skills
- •1. Study the information below.
- •2. To learn how to start a blog go to http://startbloggingonline.Com/
- •3. 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 3. 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. Explain in Russian by matching a and b parts.
- •4. Explain in English using the words from 3.
- •5. Using on-line dictionary find out colocations with the word “culture” and “cultural”. Write them down Exchange with your groupmates.
- •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.Look at the diagram . Does it reflect the meaning of culture?
- •5. Some cross-cultural aspects of human life are presented in the left part of the table. Fill in the right part, adding information on the point. Discuss.
- •Unit 2. Why is Understanding Culture so Important?
- •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?
- •Think for yourself. Don't let others dictate your opinions.
- •1. Explain in English by matching a and b parts. Make up sentences
- •2.Read the text again. Make a short list of recommendations, using the titles of main parts of the text. Prioritize them according to their importance.
- •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 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.
- •Unit 4. What is Xenophobia?
- •1. Read the text for general understanding . Pay attention to the words in bold?
- •2. Explain in English by matching a and b parts. Make up sentences
- •Two forms of Xenophobia
- •Xenophobia, Racisms, Discrimination, Genocide, Chauvinism, Prejudice
- •5. Mark each statement as t(True) or f (or False). If false, make corrections.
- •Verbs of thinking and opinions
- •4.Make up your own 10 sentences with the state verb, paying special attention to the use of Present Simple as well as Present Continuous.
- •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 Части речи
- •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
- •Группа продолжающихся времён (The Continuous Forms) The Present Continuous Tense
- •The Past Continuous Tense
- •The Future Continuous Tense
- •Группа совершённых времён.The Perfect Forms. The Present Perfect Tense
- •Страдательный залог
- •Имя существительное (The Noun)
- •Местоимение (The Pronoun)
- •Личные местоимения
- •Притяжательные местоимения
- •Имя числительное (The Numeral)
- •Количественные числительные
- •Порядковые числительные
- •Имя прилагательное (The Adjective)
- •Производные прилагательные
- •Префиксы
- •Суффиксы
- •От основы существительного:
- •От основы глагола:
- •Составные прилагательные
- •Предлоги Предлоги (времени) At / on / in (time)
- •In September/ in October /in the 21 century
- •In 1968/ in the 1970s/ in the early (late) 30s
- •In, at, on (position/ предлоги места) (1)
- •In a cage/ in the sea/ in a queue
- •In, at, on (position) (2)
- •Предложение (The Sentence)
- •Структура английского простого повествовательного распространённого предложения
- •Условные предложения I типа
- •Условные предложения II типа
- •Условные предложения III типа
- •Союзы условных придаточных предложений.
- •Функции инфинитива
- •Слова, заканчивающиеся на –ing
- •Признаки отглагольного существительного:
- •Признаки Причастия I:
- •Признаки герундия:
- •Communication Guide
- •Introductions and greetings
- •Informal Greetings: Arriving
- •Оглавление
Communication Guide
Introductions and greetings
Greetings are used to say hello in English. It's common to use different greetings depending on whether you greet a friend, family or a business associate. There are also greetings that are used with people you do not very well.
Once you have been introduced to someone, the next time you see that person it is important to greet them. We also greet people as we leave people. In English (as in all languages), there are different ways to greet people in formal and informal situations.
Formal Greetings: Arriving
Good morning / afternoon / evening. Hello (name), how are you? Good day Sir / Madam (very formal)
Informal Greetings: Arriving
Hi / Hello How are you? What's up? (very informal) How are you doing? (very informal)
It's important to note that the question "How are you?" or "What's up?" doesn't necessary need a response. If you do respond, these phrases are generally expected:
Very well, thank you. And you? (formal) Fine / Great (informal)
Formal Greetings: Departing
Good morning / afternoon / evening. It was a pleasure seeing you.
Introductions are the first phrases we say when we meet someone new. They are an important part of small talk - what we say when we meet people at parties. These phrases are different than the phrases we use when we greet friends. Read these phrases and practice them in these short conversations.
There are a number of phrases that are commonly used to introduce strangers.
(name), I don't think you've met (name). I don't think you know (name) May I introduce you to (name) (name), do you know (name)? (name), I'd like you to meet (name)
When you meet someone the first time, it is common to greet the person with "How do you do?" the correct response is "How do you do." Here is a short introductory conversation:
Ken: Peter, I'd like you to meet Mary. Peter: How do you do? Mary: How do you do. Ken: Mary works for ...
A variation is also "It's a pleasure to meet you." or "Pleased to meet you."
Ken: Peter, I'd like you to meet Mary. Peter: It's a pleasure to meet you. Mary: How do you do. Ken: Mary works for ...
Ken: Peter, I'd like you to meet Mary. Peter: How do you do? Mary: Pleased to meet you. Ken: Mary works for ...
In informal situations, especially in North America, introductions are also made simply saying: "This is (name)." It is also common to just say "Hi" or "Hello" as a response in this informal setting.
Ken: Peter, this is Mary. Peter: How do you do? Mary: Pleased to meet you. Ken: Mary works for ...
It is also quite common to shake hands when you are introduced. After the initial introduction, hand shaking generally takes place in more formal, business situations. Otherwise, people just say "Hi."(from http://esl.about.com/od/beginnerpronunciation/a/intros.htm
Expressing opinion
Personal Point of View
We use these words and phrases to express a personal point of view:
In my experience…
As far as I'm concerned…
Speaking for myself…
In my opinion…
Personally, I think…
I'd say that…
I'd suggest that…
I'd like to point out that…
I believe that…
What I mean is…
General Point of View
We use these words and phrases to express a point of view that is generally thought by people:
It is thought that...
Some people say that...
It is considered...
It is generally accepted that...
Agreeing with an opinion
We use these words and phrases to agree with someone else's point of view:
Of course.
You're absolutely right.
Yes, I agree.
I think so too.
That's a good point.
Exactly.
I don't think so either.
So do I.
I'd go along with that.
That's true.
Neither do I.
I agree with you entirely.
That's just what I was thinking.
I couldn't agree more.
Disagreeing with an opinion
We use these words and phrases to disagree with someone else's point of view:
That's different.
I don't agree with you.
However…
That's not entirely true.
On the contrary…
I'm sorry to disagree with you, but…
Yes, but don't you think…
That's not the same thing at all.
I'm afraid I have to disagree.
I'm not so sure about that.
I must take issue with you on that.
It's unjustifiable to say that...
(from http://www.vocabulary.cl/Lists/Opinions.htm)
Explaining
Ways of explaining or clarifying
As - adverb, conjunction, preposition
used for giving the reason for something
because - conjunction
used for introducing facts that explain why you believe that something is true
besides adverb, preposition
used when you are adding another stronger reason to support what you are saying
explain verb
used when you want someone to understand and forgive you
i.e. abbreviation
used when you are explaining exactly what you mean by something
inasmuch as conjunction
used for adding a comment that explains or makes clearer what you have just said
inasmuch as conjunction
used for adding a comment that limits what you have just said
look at
used for giving an example that proves that what you are saying is true
precisely adverb
used for adding emphasis to a reason or explanation
since adverb, conjunction, preposition
used when explaining why someone does something or why a situation exists
that adverb, conjunction, determiner, pronoun
used when explaining why someone feels sad, angry, happy etc
witness verb
used before you give an example that proves what you have just said
after all
used when giving a reason to explain what you have just said
as a matter of fact
used when you are going to disagree with or correct what has just been said
as if
used when you are describing something and you imagine an explanation for it that you know is not the real one
as much as anything
used for saying that something is one of the main reasons for a situation, feeling etc
at bottom
used when explaining the basic cause or nature of something
being...
used for giving an explanation of something
by extension
used for explaining that a particular person or thing is affected by something only because they are connected to what you have just mentioned
can’t begin to imagine/understand/explain etc
used for emphasizing that something is very difficult to imagine, understand etc
due to unforeseen circumstances
used in official statements for explaining that something unexpected has happened that will prevent an event or situation from continuing normally
for example
used when mentioning something that shows the type of thing that you are talking about and helps to explain what you mean
for instance
for example
for one reason or another
used for saying that there is more than one reason for something
for one thing
used when mentioning one reason for something as an example, when there are several reasons
for one thing...(for another thing)
used for giving a reason for something
for reasons of economy/safety/security etc
used for showing why a particular thing is done
for want of a better word/phrase/term
used for saying that you cannot think of a more exact way of describing or explaining what you mean
I mean (to say)
used for adding a comment or explaining what you have just said
in case
used for explaining why you are doing something
in other words
used for introducing another way of saying or explaining something, especially a more simple way
in that
used for introducing an explanation of what you have just said, showing in what way it is true
in the first place
used for stating the most basic reason for something
in the interest(s) of something
in order to preserve, develop, or achieve something
it’s just that...
used when you are explaining your reaction to something
it’s not that...it’s just that
used when you are explaining why you are doing something
judging by/from something
used for giving the reason why you think something is true
on this/that account
used when giving the reason for something
pure and simple
used for saying that there is no additional explanation for something
there it is/there you are/there you go
used when a situation is not satisfactory but there is nothing that you can do to make it better
so to speak
used for showing that you have expressed something in an unusual way
that is (to say)
used when explaining more clearly what you have just said
that is (to say)
used when you are going to correct something that you have just said
that is to say
used for explaining something that you have just said in a more exact way
the thing is
used for introducing an answer, comment, or explanation related to something that was just mentioned
the whole point
used for emphasizing that something is the main reason for something else
to put it another way
used when you are going to explain something in a different way in order to make it easier to understand
to put it in a nutshell
used when you are going to explain a long or complicated idea, story etc in a quick and simple way
to put it mildly
used for saying that the words you have chosen are not as extreme as they could have been
to put it simply
used for saying that you are explaining something in a clear and simple way
what with
used when you are giving a number of reasons for a particular situation or problem
you see
used when you are explaining something
Writing guide
Linking words
Linking words help you to connect ideas and sentences, so that people can follow your ideas.
Giving examples
For example
For instance
Namely
The most common way of giving examples is by using for example or for instance.
Namely refers to something by name.
"There are two problems: namely, the expense and the time."
2)Adding information
In addition |
Moreover |
As well as |
Apart from |
Also |
In addition to |
Too |
Besides |
Furthermore |
Moreover |
Ideas are often linked by and. In a list, you put a comma between each item, but not before and.
"We discussed training, education and the budget."
Also is used to add an extra idea or emphasis. "We also spoke about marketing."
You can use also with not only to give emphasis.
"We are concerned not only by the costs, but also by the competition."
We don't usually start a sentence with also. If you want to start a sentence with a phrase that means also, you can use In addition, or In addition to this…
As well ascan be used at the beginning or the middle of a sentence.
"As well as the costs, we are concerned by the competition."
"We are interested in costs as well as the competition."
Toogoes either at the end of the sentence, or after the subject and means as well.
"They were concerned too."
"I, too, was concerned."
Apart fromand besides are often used to mean as well as, or in addition to.
"Apart from Rover, we are the largest sports car manufacturer."
"Besides Rover, we are the largest sports car manufacturer."
Moreoverand furthermore add extra information to the point you are making.
"Marketing plans give us an idea of the potential market. Moreover, they tell us about the competition."
3)Summarising
In short |
In a nutshell |
In brief |
To conclude |
In summary |
In conclusion |
To summarise |
In a nutshell |
We normally use these words at the beginning of the sentence to give a summary of what we have said or written.
Sequencing ideas
The former, … the latter |
Lastly |
Firstly, secondly, finally |
The following |
The first point is |
Lastly |
The former and the latter are useful when you want to refer to one of two points.
"Marketing and finance are both covered in the course. The former is studied in the first term and the latter is studied in the final term."
Firstly, … secondly, … finally(or lastly) are useful ways to list ideas.
It's rare to use "fourthly", or "fifthly". Instead, try the first point, the second point, the third point and so on.
The following is a good way of starting a list.
"The following people have been chosen to go on the training course: N Peters, C Jones and A Owen."
Giving a reason
Due to / due to the fact that |
Because of |
Owing to / owing to the fact that |
Since |
Because |
As |
Due to and owingto must be followed by a noun.
"Due to the rise in oil prices, the inflation rate rose by 1.25%."
"Owing to the demand, we are unable to supply all items within 2 weeks."
If you want to follow these words with a clause (a subject, verb and object), you must follow the words with the fact that.
"Due to the fact that oil prices have risen, the inflation rate has gone up by 1%25."
"Owing to the fact that the workers have gone on strike, the company has been unable to fulfill all its orders."
Because / because of
Because of is followed by a noun.
"Because of bad weather, the football match was postponed."
Because can be used at the beginning or in the middle of a sentence. For example, "Because it was raining, the match was postponed."
"We believe in incentive schemes, because we want our employees to be more productive."
Since / as
Since and as mean because.
"Since the company is expanding, we need to hire more staff."
Asthe company is expanding, we need to hire more staff."
Giving a result
Therefore |
This means that |
So |
As a result |
Consequently |
This means that |
Therefore, so, consequently and as a result are all used in a similar way.
"The company are expanding. Therefore / So / Consequently / As a result, they are taking on extra staff."
So is more informal.
7) Contrasting ideas
But |
In spite of / in spite of the fact that |
Whereas |
However |
Nevertheless |
Unlike |
Although / even though |
Nonetheless |
In theory… in practice… |
Despite / despite the fact that |
While |
Whereas |
Butis more informal than however. It is not normally used at the beginning of a sentence.
"He works hard, but he doesn't earn much."
"He works hard. However, he doesn't earn much."
Although, despite and in spiteof introduce an idea of contrast. With these words, you must have two halves of a sentence.
"Although it was cold, she went out in shorts."
"In spite of the cold, she went out in shorts."
Despite and in spite of are used in the same way as due to and owing to. They must be followed by a noun. If you want to follow them with a noun and a verb, you must use the fact that.
"Despite the fact that the company was doing badly, they took on extra employees."
Nevertheless and nonethelessmean in spite of that or anyway.
"The sea was cold, but he went swimming nevertheless." (In spite of the fact that it was cold.)
"The company is doing well. Nonetheless, they aren't going to expand this year."
While, whereas and unlikeare used to show how two things are different from each other.
"While my sister has blue eyes, mine are brown."
"Taxes have gone up, whereas social security contributions have gone down."
"Unlikein the UK, the USA has cheap petrol."
In theory… in practice… show an unexpected result.
"In theory, teachers should prepare for lessons, but in practice, they often don't have enough time."
Recommended for you. From http://www.english-at-home.com/grammar/linking-words/