- •Дорогие первокурсники!
- •Meeting people
- •Introduction
- •Vocabulary to Text 1
- •1. Read and translate the text. Do the tasks following it
- •Introducing People
- •2. Match the following words and word-combinations. Use them in sentences of your own
- •3. Translate the following questions into English, then answer them
- •Vocabulary to Text 2
- •1. Read and translate the text. Do the tasks following it Forms of Address
- •2. Match the following words and word-combinations. Use them in sentences of your own
- •3. Answer the following questions
- •Dialogues
- •Dialogue 1
- •Dialogue 2
- •Dialogue 3
- •Dialogue 4
- •Greeting People
- •Dialogue 5
- •At the Friendship House
- •Exercises
- •1. Complete these conversations. Then practise them
- •Match the opening phrases in the column on the left with the remarks on the right
- •3. You are on a stay in Britain on an exchange programme. Say how you would address each of the following:
- •4. Translate into English.
- •5. Questions on the topic
- •Jokes and fun
- •The activities
- •Role play
- •Introduction
- •1. Marry first and love will come afterwards.
- •2. Marriage is lottery.
- •1. Read and translate the text. Do the task following it
- •2. Match the following words and word-combinations. Use them in the sentences of your own
- •3. Translate the following questions into English, then answer them
- •Vocabulary to Text 2
- •1. Read and translate the text. Do the tasks following it a Quiet Revolution?
- •2. Match the following words and word combinations. Use them in the sentences of your own
- •3. Translate the following questions into English and answer them
- •4. Speak for or against: a) extended family; b) nuclear family; c) divorce; d) women career advancement
- •5. Discuss the problem of the nature of the family dialogues
- •Dialogue1.
- •Dialogue 2.
- •Dialogue 3.
- •Dialogue 4.
- •Dialogue 5.
- •Dialogue 6.
- •Dialogue 7.
- •Dialogue 8.
- •Exercises
- •1. Translate into English
- •2.Translate the following dialogues and dramatize them in English
- •3.* Questions on the topic
- •4. Read the following announcement and if you are not married write your own announcement
- •5. Agree or disagree with the following statements by using the phrases like: I (fully/partly) agree. I couldn’t agree more. (I am afraid) I disagree. Try to prove your point
- •Jokes and fun
- •1.Daddy’s Little Girl
- •The activities
- •3. Numbers in my life
- •Let’s share
- •Role play
- •Talking about the weather
- •Introduction
- •Vocabulary to Text
- •Text 1.
- •1. Read the following interview and translate it into Russian. Do the tasks following it Angry, Sad, Happy?-Blame the Weather! (Interview with an expert)
- •2. Match English word-combinations with their Russian equivalents
- •3. Translate the following questions into English, then answer them
- •4. Find statements in the text you agree with.
- •5. Discuss the text with your friend. Speak on the effect of the weather on people’s health, mood and behaviour. Describe your own experience
- •6. There are two texts. Work in pairs. Student a reads the first text on page 46, Student b reads the second text on page 47 and do the tasks after the texts Weather in Britain
- •Weather in New York
- •2. Answer the following questions
- •3*. Complete the text about the weather in Britain, using appropriate words The Weather in Britain
- •Dialogues
- •Dialogue 1. Read and dramatize the following dialogue Talking about Weather
- •Read the following dialogue. Render the contents of the dialogue in indirect speech
- •Dialogue 3. Read and dramatize the following dialogue
- •Dialogue 4. Complete the open dialogue using the vocabulary of the unit
- •Exercises
- •1. A) Fill the gaps in sentences 1-5 with the correct-form of one of these verbs
- •2. Match these adjectives with suitable weather nouns
- •3. Guess the meanings of the weather idioms in italics in these sentences. Translate the sentences into Russian
- •4. Translate into English
- •5*. Translate the following text into English, then write a short text about the weather in your country or another country
- •6*. Translate into English
- •7. Questions on the topic
- •Jokes and fun Read the stories
- •2. The Woman Who Wanted To Sing
- •Role play
- •Keeping fit
- •Introduction
- •Vocabulary to Text1.
- •1. Read and translate the text. Do the tasks following it Self-Care Has Come of Age – Again!
- •2. Match the following words and word-combinations and use them in the sentences of your own.
- •Vocabulary to Text 2.
- •Text 2.
- •1. Read and translate the text. Do the tasks following it
- •Aerobic dancing
- •2. Match the following words and word combinations. Use them in the sentences of your own
- •3. Translate the following questions into English and answer them
- •Give a summary of the text "Aerobic Dancing" using the following words and word-combinations from the text:
- •Dialogues
- •How to ask about people's health
- •Dialogue 1 Read and dramatize the following dialogue
- •Visiting the Doctor
- •Dialogue 2. Read the following dialogue. Render the contents of the dialogue in indirect speech
- •Dialogue 3.
- •At the Doctor's
- •Dialogue 4.
- •Dialogue5. Complete the open dialogue and learn it by heart
- •Exercises
- •1. Filling gaps. (Cloze technique) Going to the doctor
- •Going to the dentist
- •2. Translate into English
- •3*. Translate into English
- •4*. Translate the following dialogues into English. Use the vocabulary of the unit
- •5. Questions on the topic
- •Jokes and fun
- •Role play
- •Ways of holiday-making. Travelling
- •Introduction
- •Vocabulary to Text 1.
- •Text 1.
- •Read and translate the text. Do the tasks following it Planning Holidays
- •2. Match the following words and word-combinations. Use them in the sentences of your own
- •3. Translate the following questions into English, then answer them
- •4. Find statements in the text you agree with
- •5. Discuss the text with a friend. Work in pair. Speak of your own experience in planning a holiday and spending one
- •Vocabulary to Text 2.
- •Text 2.
- •1. Read and translate the following text. Do the tasks that follow it Ways of Holiday-Making
- •2. Match the following words and word-combinations. Use them in the sentences of your own
- •3. Translate the following questions into English, then answer them
- •Text 3.
- •2. Match the following words and word combinations. Give definition to them
- •3. Answer the following questions
- •Dialogues
- •Dialogue 1. Read and dramatize the following dialogue
- •Dialogue 2. Read the following dialogue. Render the contents of the dialogue in indirect speech
- •Dialogue 3. Read and dramatize the following dialogue
- •Dialogue 4. Learn the following dialogue by heart
- •Dialogue 5. Complete the open dialogue. Use the vocabulary of the unit
- •Exercises
- •1. Fill in prepositions where necessary
- •2. Translate into English
- •3. Translate into English
- •4*. Translate the following dialogues into English. Use the vocabulary of the unit
- •5. Questions on the topic
- •Jokes and fun
- •3. The Vacation In Florida
- •Short activities
- •Role play
- •Education
- •Introduction
- •Vocabulary to Text 1.
- •Text 1.
- •1. Read and translate the text. Do the tasks that follow it How to Educate a Child
- •2. Match the following words and word-combinations. Use them in the sentences of your own
- •3. Translate the following questions into English, then answer them
- •4. Find statements in the text you agree with.
- •There is a text. Work in pairs. Student a reads the first part of the text on page 106, Student b reads the second part of the text on page 108 and do the tasks that follow it
- •Vocabulary to Text 2.
- •Text 2. Higher Education Part one
- •6. Match the following words and word combinations. Use them in the sentences of your own
- •7.All Students a do task I together
- •Vocabulary to Text 2.
- •Text 2. Part two
- •8. Match the following words and word combinations. Use them in the sentences of your own.
- •9.All Students b do task I together
- •10*. Translate the following questions into English, then answer them
- •11. Speak for or against: a)European system of education; b)American system of education; c) Russian system of education
- •12. Discuss advantages and disadvantages of bachelor's degree, master's degree
- •13. Discuss the problem of higher education
- •Dialogues
- •Dialogue 1 Read and dramatize the dialogue
- •Dialogue 2.
- •Education in England
- •Dialogue 3.
- •Dialogue 4.
- •Dialogue 5.
- •Exercises
- •1. Read three different descriptions of early school memories. What are the memories about? Are the memories happy or unhappy? Note down three memories for each speaker
- •2. Translate into English
- •3. Questions on the topic
- •4. Talking points
- •Jokes and fun
- •2. Dreams
- •3. Income Tax
- •I opened the door and income tax. Role play Dramatize one of the following situations
- •5. Speak with your friend about Ufa State Aviation Technical University. Use the words given below
- •6. Make up and write down 10 questions which you would include in a questionnaire for a University graduate in Ufa
- •7. Discuss with your friends the career opportunities open to young people in this country
- •New technologies
- •Introduction
- •Vocabulary to Text 1.
- •Text 1.
- •1. Read and translate the text. Do the tasks that follow it.
- •Virtual reality
- •2. Match the following words and word-combinations, use them in the sentences of your own.
- •3. Translate the following questions into English, then answer them.
- •4. Speak for or against virtual reality.
- •Vocabulary to Text 2.
- •Text 2.
- •1. Read and translate the text. Do the tasks that follow it
- •Intelligent Intranets
- •1. Match the following words and their definitions. Use them in the sentences of your own
- •6. Compare the differences between the Internet and Intranet.Discuss their advantages
- •7. Discuss the present day technologies with your friends dialogues Dialogue 1.
- •Dialogue 2.
- •Exercises
- •1. Filling the gaps (cloze technique) the twenty-first century
- •2. Are you a ‘computer nerd’ or a ‘technophobe’?
- •3. Crossword puzzle
- •Villagers adapt to laboratory life
- •5*. Read the text and think of the word which best fits each gap Computers in the Classroom
- •6*. Translate into English
- •Questions on the topic
- •Active voice
- •Passive voice
- •Indirect speech Sequence of Tenses
- •Exercise 2. Change the following sentences Into Indirect Speech
- •Modal verbs Obligation and Likelihood Must, Need
- •Should /Ought to
- •Ability, Likelihood and Permission
- •May, Might
- •The infinitive
- •Complexes with the infinitive Complex Object
- •Complex subject
- •The verbals
- •The participle
- •The subjunctive mood
- •Grammar Tests Test 1 Tenses
- •Test 2. Modal Verbs
- •Test 3.
- •Verbals
- •Test 4. Subjunctive Mood
- •Final Test
- •Keep the conversation going
- •Situation 1.
- •Vocabulary
- •Situation 2.
- •Vocabulary
- •Vocabulary
- •Situation 3.
- •Invitation is Incomplete
- •Vocabulary
- •Vocabulary
- •Situation 4.
- •Vocabulary
- •Vocabulary
- •Situation 5.
- •Vocabulary
- •Vocabulary
- •Situation 6.
- •Vocabulary
- •Situation 7.
- •Vocabulary
- •Vocabulary
- •Situation 8.
- •Vocabulary
- •Vocabulary
- •Situation 9.
- •Vocabulary
- •Vocabulary
- •Situation 10.
- •Vocabulary
- •Situation 11.
- •Vocabulary
- •Situation 12.
- •Vocabulary
- •Situation 13.
- •Vocabulary
- •Situation 14.
- •Vocabulary
- •Vocabulary
- •Supplementary reading Unit 1. Cultural adjustment
- •Initial
- •Isolation
- •Integration
- •Individual reactions
- •"Comfort Zones"
- •Business Cultures
- •Eye Contact
- •Shaking Hands
- •North America
- •Titles and Names
- •Beating Culture Shock
- •Unit 2. The Japanese Family
- •American Family Trends
- •An Irish Wedding
- •Climate
- •Climate, Vegetation and Wildlife
- •Climate in Canada
- •Climate in Australia
- •Eurorailing
- •Why laughter is the best medicine.
- •Long life
- •Are you on top of the world? Some things that can make you feel better...
- •Getting moving
- •A lively social life.
- •Self-indulgence
- •Schooling
- •Secondary Education
- •Public Education: Historical Review
- •American School System
- •Higher Education
- •Higher education in Russia
- •Computers: History and Development
- •Key Developments of the Information Age
- •Teacher’s corner
- •1. Tongue twisters
- •2. Associations
- •3. Brainstorm round a word
- •4. Damaged property
- •5. General knowledge
- •Intermediate Level
- •6. Questions about a statement
- •7. The Moon survival problem
- •Cultural adjustment
- •Celebrating holidays and special events
- •American holidays
- •Whom do you invite to dinner party?
- •Plan the Perfect «Core» College Curriculum.
- •1. Pizza
- •2. That Terrible Bus
- •Improve your ability to use the idioms in conversation with a couple of your classmates by acting out one or more of the roleplays below:
- •American slang
- •1. Read the following dialogue in slang and try to guess the meaning of the underlined expressions At school
- •2. Use the explanations given below and compile the dialogue in standard English
- •Vocabulary
- •3. Read the same dialogue translated into Standard English and compare it with your variant of translation At school
- •4. Read the following dialogue in slang and try to guess the meaning of the expressions At the movies
- •5. Use the explanations given below and compile the dialogue in standard English
- •Vocabulary
- •Read the same dialogue translated into standard English and compare it with your variant of translation At the movies
- •7. Complete the phrases by choosing the appropriate words from the list below
- •Match the two columns
- •9. Underline the word that best completes each phrase
- •Speak test
Dialogue 5.
Complete the open dialogue using the vocabulary of the unit. Dramatize it. Work in pair
A: – Excuse me, lady. Can I ask you some questions?
B: – Sure.
A: – Can you tell me about higher education in GB?
B: – Well, ___________
A: – In Russia our academic year lasts two terms. What about the Universities?
B:__________________
A: – Yes, I’ve heard only about two English Universities: Oxford and Cambridge. Are all English Universities as old as Oxford and Cambridge?
B:__________________
A: – What does it mean “Redbrick University”?
B:__________________
A: – I see. And which Universities do you call “Concrete and glass”?
B:__________________
A: – Do you have any Polytechnics in GB?
B: __________________
A: – Some pupils in Russia leave schools at 16. What about your country?
B: __________________
A: – Thank you very much.
Exercises
1. Read three different descriptions of early school memories. What are the memories about? Are the memories happy or unhappy? Note down three memories for each speaker
speaker 1 It's odd, you know, because, I can't remember very much about my first year at school, but I remember very clearly the first time I went to kindergarten. My mum drove me there in the morning, and I think I was only supposed to stay a few hours -anyway that's what she told me later. Well, I can clearly recall the place. We went up an outdoor staircase with a sort of concrete balcony at the top. There was, there was a glass door with another half door leading into the main room. I can still picture a big, bare room with toys scattered on the floor. I, I can't recall there being any other children there, but I suppose there must have been. Anyway, mum stayed for a bit and played with me and then she left. Oh, I remember that moment as clearly as if it was yesterday. I ran to the door at the top of the steps and hung on to the handle, screaming and sobbing hysterically. I have no idea how long I stayed there, but it seemed like forever. Anyway, then mum came to fetch me and I never went back there again.
speaker 2 I'll never forget my first riding lesson at school. I must have been four or five perhaps. We had to choose between riding and piano. I chose riding. I recall the journey to the riding stables. I was tremendously excited. A lady called Mrs Jenkins, came to fetch us in a sort of mini-bus and she took us to her farm a few miles away. She was a very loud lady, but very friendly and I don't recall being at all frightened. Then I tried on riding hats until I found one my size. I can even remember the feel of the elastic under my chin and the marvellous smell of the saddles. I can't remember much about the ponies on that first day, but I can clearly recall being covered in mud when I got home. I can also remember enjoying that very much too! It is one of my most vivid memories and I'm sure that wonderful first impression made me fall in love with riding.
speaker 3 I have a very blurred memory of my first day at school, so I suppose it can't really have upset me very much. What I remember most were the new smells, and in particular, the smell of my new blouse. It was a sort of soft cotton with a very distinctive smell. I can also recall struggling to do up my tie. Apart from that, I can't even picture my teacher's face or those of the other children. One particular memory has stuck in my mind, and unfortunately it set me against the school for a long time. One morning, when the bell went, the headmistress called us all into assembly and held up an empty bag of sweets. She waved it about and then said that she had left it on the hall table and someone had stolen the contents. She said that she knew who the culprit was and would give her two minutes to own up. Everyone went very quiet. Nobody said a word. Then, she called me out to the front, grabbed my arm and said to the rest of the school that not only was I a thief, but 1 was also a coward. I remember being completely bewildered and humiliated. I couldn't believe what was happening to me. I had never stolen anything in my life and I couldn't understand why she was accusing me of stealing the sweets. From that day I hated her and the school.