- •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
Префиксы
Наиболее распространены префиксы с отрицательнымзначениемun-иin-, изменяющие смысловое значениеприлагательныхна противоположное. При присоединении префиксаin-, в зависимости от первой буквы исходного слова,in-видоизменяется: передlпревращается вil-, передrпревращается вir-, а передmиpпревращается вim-. Сами префиксы остаются безударными, сохраняя ударение на корне слова.
|
Префикс |
Исходное прилагательное |
Производное прилагательное |
|
un- |
happy счастливый known известный |
unhappy[An'hxpI]несчастный unknown["An'nOun]неизвестный |
|
in- |
legal законный possible возможный |
illegal [I'lJgl] незаконный impossible [Im'pOsqbl] невозможный |
Суффиксы
С помощью суффиксов прилагательные образуются в основном от существительных и глаголов.
От основы существительного:
|
Суффиксы |
Исходное слово |
Производное прилагательное |
|
а) указывают на свойство, качество или характер: | ||
|
-y |
sun солнце |
sunny ['sAnI] солнечный |
|
-al |
centre центр |
central ['sentrql] центральный |
|
-ous |
danger опасность |
dangerous ['deInGrqs]опасный |
|
-ive |
effect действие |
effective [I'fektIv]действительный |
|
-ful |
beauty красота |
beautiful ['bjHtIfl] красивый |
|
б) указывает на отсутствие свойства или качества (в противопол. суффиксу -ful): | ||
|
-les |
home дом |
homeless ['hOumlIs] бездомный |
|
в) указывает на качества, присущ. исходн. слову, а также на периодич. повтор.: | ||
|
-ly |
friend друг day день |
friendly ['frendlI] дружеский daily ['deIlI] ежедневный |
|
г) значение национальной принадлежности | ||
|
-ish |
Swede швед |
Swedish ['swJdIS] шведский |
От основы глагола:
|
Суффиксы |
Исходное слово |
Производное прилагательное |
|
-ant |
resist сопротивляться |
resistant [rI'zIstnt] стойкий |
|
-ent |
differ различаться |
different ['dIfrqnt] различный |
|
-able |
eat есть |
eatable [Jtqbl] съедобный |
|
-ible |
convert обращать |
convertible [kqn'vWtqbl] обратимый |
|
-ive |
act действовать |
active ['xktIv]деятельный |
А также одновременное использование префиксов и суффиксов, например: nature–природа,unnatural – неестественный.
Составные прилагательные
Сложные прилагательные образуются различными способами и обычно имеют двойное ударение, например:
Существительное + прилагательное: snow-white–белоснежный
Прилагательное + прилагательное: dark-blue–темно-синий
Наречие + причастие: well-built–хорошо построенный, хорошо сложенный
По значению прилагательные бывают качественные (large –большой,small –маленький,heavy –тяжёлый,brave –храбрый) и относительные (wooden –деревянный,central –центральный) и т.д.
Относительные прилагательные не имеют степеней сравнения и не сочетаются с наречием very – очень.
Качественные прилагательные имеют следующие степени сравнения: положительную, сравнительную и превосходную.
Односложные (т.е. состоящие из одного слога) прилагательные образуют сравнительную степень при помощи суффикса -er, превосходную степень – при помощи суффикса-est.
Положительная степень
Сравнительная степень
Превосходная степень
deep –глубокийhard –тяжёлыйbig –большой
deeper – глубже harder – тяжелее bigger – больше
the deepest – самый глубокий the hardest – самый тяжёлый the biggest– самый большой
Некоторые двусложные прилагательные: а) имеющие ударение на втором слоге и б) оканчивающиеся на -y,-er,-ow,-le, образуют степени сравнения таким же образом.
|
Положительная степень |
Сравнительная степень |
Превосходная степень |
|
polite— вежливыйsunny— солнечныйshallow— мелкийsimple— простой |
politer— вежливееsunnier— более солнечныйshallower— более мелкийsimpler— проще |
(the) politest— самый вежливый(the) sunniest— самый солнечный(the) shallowest— самый мелкий(the) simplest— простейший |
Большинство двусложных и многосложных прилагательных (т.е. состоящие из 3-х слогов и более) образуют сравнительную степень при помощи слов more –более иless – менее, а превосходную степень – при помощи словmost –наиболее, самый иleast –наименее.
|
Положительная степень |
Сравнительная степень |
Превосходная степень |
|
Interesting – интересный |
more interesting – более интересный less interesting – менее интересный |
(the) most interesting – самый интересный (the) least interesting – наименее интересный |
Некоторые прилагательные образуют степени сравнения от других корней.
|
Положительная степень |
Сравнительная степень |
Превосходная степень |
|
Good –хорошийbad –плохойmuch,many –многоlittle –маленький, малоfar–далёкий |
Better – лучшеworse –хужеmore –большеless –меньшеfarther –дальшеfurther –дальше |
(the) best –самый лучший(the) worst – самый плохой(the) most –больше всего(the) least –меньше всего(the) farthest –самый дальний(the) furthest – дальнейший |
Предлоги