- •Match the computer parts with the words below.
- •Read the text quickly. Match the headings (a-d) with the paragraphs (1-4).
- •Look at these words from the text. Write h (hardware), p (peripheral), s (software) or m (measurement) next to each one.
- •Vocabulary 9
- •Vocabulary 12
- •Work in pairs. Look at the chart and compare the two computers. Use fast, slow, cheap, expensive, big, small
- •What do you see first when you turn on a computer? How do you open a program?
- •Read the text quickly and match the headings (a-d) with the paragraphs (1-4).
- •Decide if the sentences are true (t) or false (f).
- •Vocabulary
- •Find the words in the text that mean:
- •Complete the sentences (1-7) with the words in the box.
- •Write the commands and tools from the table under the correct heading.
- •Match the first part of the sentence (1-6) with the second part (a-f).
- •Vocabulary
- •7. Complete the sentences with words from the box.
- •8. Match the icons (a-1) with the words (1-12). Say what the command or tool does.
- •Practise your typing! Type a paragraph of any English text that is new to you using a word- processing program. Do the following:
- •Work in pairs and discuss the questions.
- •Read the text and underline the advantages of word processing in the first paragraph and the disadvantages in the second. Write the number of each.
- •What information can you store on a computer? Where can you store your documents or files?
- •Read the text quickly. Write the number of the paragraph that tells you about:
- •Write short answers to these questions.
- •Match the questions (1-5) with the answers (a-e).
- •Vocabulary
- •Find the words in the text that mean:
- •Work in pairs. Look at the files below. How would you organize them so that you can find them easily? Add more files to the list.
- •Match the icons (a-I) with the words (1-9) below.
- •Read the text quickly. What do you use from Exercise 1 to make a folder?
- •Match the diagrams (a-d) with the instruction numbers from Exercis 2.
- •Vocabulary
- •Complete the sentences with words from Exercise 1.
- •Write down the instructions you need to operate one of the following:
- •Find the correct word or abbreviation in the text.
- •Vocabulary
- •Match the groups of verbs below with their general meaning from the box.
- •Complete the sentences (1-7) with the words from the text.
- •Work in groups. Say which of the following ideas about the Internet are good or bad.
- •Where is the best place to find information on these topics?
- •What are the advantages and disadvantages of finding information from these sources?
- •Read the text quickly and choose the correct answer.
- •Vocabulary
- •Write these messages in the correct order. Which are formal and which are informal?
- •Vocabulary
- •Vocabulary
- •Vocabulary
- •Viewing and downloading files
- •Work in pairs and answer the questions.
- •Circle the answers yes or no. Read the text to check your answers,
- •Match the first part of the sentence (1-6) with the second part (a-f).
- •Vocabulary
- •Which of the words and phrases in the box are specific to it and which are used in general English? Use the Glossary or a dictionary to help you.
- •Work in groups. Match the messages with the occasion and the person.
- •Label the diagrams central location and peer-to-peer.
- •Vocabulary
- •Image editing
- •Do you like paintings, photographs or computer art best? Why?
- •'A picture paints a thousand words’. Do you think this saying is true?
- •Find the opposites of the adjectives (1-6) in the text.
- •Complete the sentences (1-5) with the words in the box.
- •Vocabulary
- •Match the highlighted words and phrases in the text with the definitions (1-7).
- •Vocabulary
- •Work in groups. Make a list of:
- •Read the opinions about chat rooms. Which ones do you agree with?
- •Read the text and make six two-word phrases. Then write the meanings in your language. Use the Glossary or a dictionary to help you.
- •Work in pairs. Match the emoticons with the meanings and descriptions in the box. Do you know any others?
- •Look at the definition of etiquette. What do you think Netiquette is?
- •Read the Web page about Netiquette and check your answer to Exercise 1. Then write the headings (a-d) above the correct paragraphs (1-4).
- •Make questions from the text for these answers.
- •Tick (√) the things which are good netiquette and put a cross (X) by those that are bad netiquette.
- •Complete the sentences (1-5) with the highlighted words in the text.
- •Work in groups. Discuss the ‘rules’ of etiquette in your country. Think about things like greeting, saying goodbye, queueing, visiting someone’s home.
- •Write a paragraph describing common customs and behaviour in your culture.
- •Vocabulary
- •Vocabulary
- •Irregular Plurals
- •Very much, very
- •Is used
- •Indirect Questions
- •Verbals
- •Type 0 (zero) and I Conditionals. Real Condition
- •1. Form
- •Inverted conditional sentences without if
Is used
1. to express past repeated actions and routines but not states.
e.g. When she was young, she would /used to go cycling every day.
Stative verbs are not used with would.
e.g. He used to live in a cottage.
Word Order in Questions. Types of Questions
Type of question (тип запитання) |
Interrogative word (питальне слово) |
Auxiliary verb (допоміжне дієслово) |
Subject (підмет) |
Predicate (присудок) |
The secondary parts of the sentences (другорядні члени речення) |
General Alternative Special |
- - Where |
Did Did did |
You You you |
Live Live Live? |
In Paris? In Paris or in Kyiv? |
but |
Who |
- |
- |
lived |
In Paris? |
Tag Questions
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Примітки |
1 |
She goes to school, She doesn’t go to school, |
Doesn’t she? Does she? |
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2 |
He is going to school, He isn’t going to school, |
Isn’t he? Is he? |
I am…,aren’t I? |
1 |
He went to school, He didn’t go to school, |
Didn’t he? Did he? |
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2 |
She was going to school, She wasn’t going to school, |
Wasn’t she? Was she? |
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1 |
I shall go to school, I shall not go to school, |
Shan’t I? Shall I? |
Shan’t = shall not Won’t = will not |
1 |
I have gone to school, I haven’t gone to school, |
Haven’t I? Have I? |
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2 |
I had gone to school, I hadn’t gone to school. |
Hadn’t I? Had I? |
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Echo Tags
1. — Sam is paying. — /she? |
1. — Sam isn't paying. — Isn't he? |
2. — Sam eats much. — Does he? |
2. — Sam doesn't eat much. — Doesn't he? |
Remember!
1. No one can do that, 2. Pass me some bread, 3. Please help me, 4. Don't tell anyone, 5. Let's go to the cinema, |
can theyl will you? will you / can you / could you? will you? shall we? |
But Let me 1 him I her buy this shirt, |
will you / wow't you? |
6. There is a book on the desk, 7.1 have to help him, |
isn 'r there? don't I? |
Direct and Indirect (Reported) Speech
Час, якого вимагає зміст і ситуація |
Modals ”present” |
Modals ”shall” |
Modals ”past” or “conditional” |
Modals ”perfect” |
Modals ”should” |
Час, який фактично вживається в підрядних реченнях |
Modals ”past” |
Modals ”should” |
Do not change |
Do not change |
Doesn’t change |
1) I may arrive late. — Sam said (that) he might arrive late.
2) Shall I speak to her? — Ron asked whether he should speak to her.
3)I could help you. — Ted said (that) he could help me/us.
4) I couldn't have said that. — Ted said (that) he couldn't have said that.
b) I ought to have helped her. — Bill said (that) he ought to have helped her.
5) I should go to the doctor. — Sam said (that) he should go to the doctor.
Time and Place Changes
Now-> immediately/then |
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this - |
that |
Today->that day |
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these - |
those |
Tonight->that night |
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here- |
there |
Tomorrow->the next day |
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the day after tomorrow-> two |
Two days |
later |
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Yesterday->the day before |
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Ago->before |
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Note: It is not always necessary to make these changes, especially in spoken indirect speech.
e.g. "I'll see you tonight” — she said. ->She said that she would see me tonight.