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Файл:Англиский Язык.doc
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- •Steps 1
- •От автора
- •Contents
- •Entrance test
- •26. Could I ___ your dictionary?
- •1 Listen and repeat. (Прослушайте и повторите.)
- •Vocabulary (Словарь)
- •2 Listen and repeat. (Прослушайте и повторите.)
- •3 Listen and repeat the sentences until you can say them fluently. (Прослушайте и повторяйте предложения, пока не сможете проговаривать их быстро.)
- •4 Study the table below and learn the appropriate be-verb forms in relation to personal pronouns. (Изучите нижеследующую таблицу и запомните формы глагола.)
- •5 Introduce yourself. (Представьтесь.)
- •6 Give the short forms of the following phrases. Sometimes you can have two variants. (Дайте краткие формы следующих фраз. Иногда можно дать два варианта.)
- •7 Fill in the blanks with the correct form of the verb «to be»: am, is, are. (Вставьте правильную форму глагола «to be»: am, is, are.)
- •8 Give short answers to the following questions (ответьте кратко на вопросы).
- •9 Write true sentences (positive or negative) for yourself. (Напишите утвердительные или отрицательные предложения о себе.)
- •10 Act out the dialogues from Exercise 1 in class (Обыграйте диалоги из упражнения 1 на уроке.)
- •11 Make up your own conversations in pairs using the words and
- •12 Read the alphabet in the reverse order (Прочитайте алфавит в обратном порядке).
- •13 Read every third, fourth, fifth letter of the alphabet (Прочитайте каждую третью, четвертую, пятую букву в алфавите).
- •14 In two teams think of the words beginning with g, t, m … (в двух командах вспомните слова, начинающиеся с g, t, m …).
- •15 Spell in English (Произнесите по буквам).
- •2 Listen and repeat. (Прослушайте и повторите.)
- •3 Unscramble the words. (Расставьте буквы так, чтобы получились слова.)
- •4 Find pairs of antonyms. (Найдите пары антонимов.)
- •5 Listen and repeat the sentence until you say them fluently. (Прослушайте и повторяйте предложения, пока не сможете проговаривать их быстро.)
- •6 Act out the dialogue from exercise 1 in class.
- •7 Say these numbers in English. (Назовите числа по-английски.)
- •8 Time: see and tell (Время: посмотрите и скажите).
- •9 What time is it? (Который час?)
- •1 Translate the following sentences into English. (Напишите по-английски).
- •1 Listen and repeat the following dialogues. (Прослушайте и повторите.)
- •Vocabulary (Словарь)
- •2 Listen and repeat. (Прослушайте и повторите.)
- •5 Describe the weather in the pictures. (Опишите погоду на картинках.)
- •6 What season is it? (Какое это время года?)
- •7 Act out one of the dialogues from exercise 1 in class. (обыграйте один из диалогов из упражнения 1 в классе.)
- •9 Read the following texts about four seasons. (Прочитайте следующие тексты о временах года.)
- •11 Learn the appropriate vocabulary about your favorite season. (Выучите слова и выражения о своем любимом времени года из текстов.)
- •13 Using the example given below, construct sentences on your own for the other three seasons. (Используя данный ниже пример, составьте свои предложения для трех оставшихся времен года.)
- •15 Fill in the missing numerals in the following sentences as in the example given for the first sentence. (Вставьте пропущенное имя числительное как в примере.)
- •18 Say for yourself. (Скажите о себе.)
- •19 Remember the prepositions before the “time” words (Запомните предлоги перед словами, обозначающими время).
- •1 Write your answers in your notebook to the following questions in English. (Запишите свои ответы на вопросы в тетрадь).
- •2 Rewrite these dates (and not the months) in the number format. (Перепишите даты по примеру.)
- •II Глагол
- •III Имя числительное
- •1 Повествовательные
- •2 Вопросительные
- •3 Восклицательные
- •II My family and I
- •1 Read the following text and translate it into Russian. My Family
- •Vocabulary
- •2 Listen and repeat
- •3 Practice the following sentences with the words given below until you can say them fluently.
- •4 Unscramble the following words
- •5 Restore the words in the following photo family tree.
- •6 Match the words with the definitions
- •7 Draw the family tree for Baiburins family.
- •8 Draw your own family tree as long as you can remember or consult with elder members of your family. Give the birth dates of your family members.
- •9 Fill the questionnaire for yourself and your family. If the question is not applicable, write n/a.
- •10 Rewrite all the nouns from the text and give their singular and plural forms.
- •11 Insert the plural form of the nouns given in brackets as in the example.
- •12 Listen to the dialogue.
- •13 Read the dialogue in pairs. Think why some of the words in italics take the –s ending and some don’t. Reproduce the dialogue changing the cities and family members.
- •14 Practice oral exercises. Repeat the sentences, using the words given in brackets in place of ice-cream.
- •15 Practice the following dialogues replacing the words in bold type by the phrases in brackets.
- •16 By asking the relevant questions, fill in the given below survey about your neighbor.
- •17 Practice oral exercises. Repeat the sentences, using other words in place of milk.
- •1 Listen and read the dialogues.
- •Vocabulary
- •Pronunciation
- •10 Choose one of these famous people from real life and fiction and describe his/her physical appearance. Can you guess who your friends are describing?
- •11 Read the following sentences and define the degree of
- •12 Identify the degree of comparison of the highlighted word in each sentence by writing полож. (положительная), сравн. (сравнительная), or превосх. (превосходная).
- •13 Write the missing degrees of comparison.
- •14 Complete the sentences with the comparative form of the adjectives in brackets.
- •15 In groups of four complete the sentences with the correct superlative of the adjectives from the box.
- •16 Insert the appropriate degree of comparison of the adjective in brackets.
- •1 Answer the questions about your family.
- •2 Write a description of physical features of any member of your family. Supply a photo.
- •3 Insert the appropriate degree of comparison of the adjectives given in brackets.
- •1 Listen to the dialogues and read them in pairs.
- •Vocabulary
- •Pronunciation
- •6 Read the following texts about houses in Russia paying attention to sentences beginning with there is.
- •7 Read again the above description about houses in Russia and answer the following questions based on the description and your knowledge of houses in Russia.
- •8 Translate the following sentences into Russian.
- •9 Make up your own 5 sentences with “there is /are”.
- •10 Look at the description of the living room in the picture and complete the descriptions of the other rooms inserting is or are.
- •11 Read about houses in Great Britain. Find the differences and similarities between Russian and British living places.
- •12 Team-work. Find as many differences and similarities between the two rooms as you can.
- •Vocabulary
- •2 Listen and repeat. Add more words.
- •3 Practice the following sentences with the words given below. Listen and repeat the sentences until you can say them fluently.
- •4 Answer the questions on the dialogues.
- •10 Look at the pictures and say what the people are doing.
- •11 Change the following into negative sentences.
- •16 Put the verb in brackets into Present Simple or Present Continuous.
- •1 Describe the way from your home to the University.
- •2 Learn one of the dialogues from exercise 1.
- •3 Complete the sentences with the appropriate verbs from the box in the correct tense: Present Simple or Present Continuous.
- •4 Read the texts about British and American cities and render them into Russian.
- •5 Review
- •I Имя существительное
- •II There is/are
- •III Articles
- •IV Имя прилагательное и наречие
- •V Глагол
- •1 Complete the sentences with the words in brackets. Use either Present Simple or Present Continuous.
- •3 Compare yourself with your neighbor in 5 sentences.
- •Questions on the topic
- •1 Read the following text and translate it into Russian.
- •Vocabulary
- •2 Listen and repeat. Add more words.
- •3 Practice the following sentences with the words given below. Listen and repeat the sentences until you can say them fluently.
- •4 Cross out the activity that doesn’t belong.
- •10 Complete the sentences on the pictures. Give several variants.
- •11 Look at Lilia’s schedule and complete the sentences about her activities using adverbs of frequency.
- •12 Speak about what Lilia does on Monday (Tuesday, Wednesday …).
- •1 Insert the verbs from the box into the following story.
- •2 Read the following text and choose the best title for it.
- •3 Think of what you do during the week-end and make up a plan for talking about it.
- •1 Listen to the following dialogues and read them in pairs.
- •Vocabulary
- •2 Listen and repeat the words, add other “food” words to the appropriate sounds.
- •7Say what you usually have for breakfast, lunch, dinner (supper).
- •8 Say when you have breakfast, lunch, dinner (supper).
- •9 Reproduce the dialogues in the class replacing some of the “food” words. Change the second dialogue for yourselves.
- •10 Look at the first dialogue in exercise 1 and say what the words “shall” and “will” mean.
- •11 Unscramble the sentences.
- •12 Make up five types of questions to the following sentences. Look at the example.
- •13 Insert will or shall (positive or negative) in the appropriate sentences.
- •14 Translate the following sentences into English.
- •15 Rewrite the following sentences from Present Simple to Future Simple making necessary changes.
- •16 Make up questions and interview two of your group-mates.
- •17 Speak about two persons from your group.
- •18 Read the following texts about English food and answer the questions.
- •19 In groups of four match the words with the definitions. Use a dictionary.
- •1 Read the texts. Which is positive and which is negative?
- •Fast food in a fast world
- •My big fat greek wedding
- •2 Say whether the sentences are true (t) or false (f).
- •3 Find words or phrases in the texts which mean the following.
- •4 Put the verbs in brackets into the correct tense form (Present Simple, Present Continuous or Future Simple).
- •1 Listen to the following dialogues and read them in pairs.
- •Vocabulary
- •2 Listen and repeat.
- •9 Fill in the blanks with the correct form of the verb «to be»: was, were.
- •10 Give short answers to the following questions.
- •11 Remember and say what you were doing yesterday at:
- •Vocabulary
- •2 Listen and repeat.
- •12 Look at the following sentences and try to translate them.
- •13 Remember the following verbs in three forms.
- •14 Look at the chart and correct the sentences.
- •15 Put the words in the correct order to make a story.
- •18 Speak about two persons from your group.
- •Take-home assignment
- •This is an interview with Kevin Costner. Match the questions and answers.
- •2 Put the words into the correct order.
- •1 Listen to the following dialogues and read them in pairs.
- •2 Answer the questions on the dialogues.
- •Vocabulary
- •3 Listen and repeat.
- •4 Read the words from the transcription.
- •5 Practice the following sentences with the words given below. Listen and repeat the sentences until you can say them fluently.
- •6Find in the dictionary the words describing different kinds of movies.
- •7 Find in the dictionary the words describing different kinds of theater plays.
- •8 Think of as many words as you can to describe the activities in the park.
- •9 Make up as many phrases with the following words as you can.
- •10 Answer the following questions in pairs.
- •11 Look at the following sentences from the dialogues and say what kind of action is denoted by the highlighted words.
- •12 Remember the following verbs in three forms.
- •13 Give the missing form of the verb or the Russian translation.
- •1 Read the sentences and the questions and tick the correct answer.
- •2 Make a review of the movies and performances at the theaters and say which you want to watch. Explain your choice.
- •3 Read the story about Lake District National Park and render it into Russian.
- •6 Review
- •I Наречие
- •II Глагол
- •1 Use the words in the box to complete the sentences.
- •2 Complete these sentences with the correct forms of the verbs in brackets. Use short forms where possible.
- •3 Answer the questions on the text.
- •Questions on the topic
- •IV Our University
- •1 Read the following text and translate it into Russian. Our University
- •Vocabulary
- •2 Listen and repeat.
- •3 Practice the following sentences with the words given below. Listen and repeat the sentences until you can say them fluently.
- •4 Complete the sentences using the appropriate word from the box.
- •5 Look at the following sentence. Find a verb there. Translate it into Russian.
- •6 Remember the following verbs in three forms.
- •1 Read the story about British universities and answer the questions.
- •1 Listen to the following dialogues and read them in pairs.
- •Vocabulary
- •2 Practice the following tongue-twister till you can read it very quickly.
- •3 In groups of four match the occupations with the definitions. Use the dictionary.
- •4 What qualities are very important for the following careers?
- •6 In pairs think of as many occupations as you can that can be taken up by left or right-brained people.
- •7 Look at the following resume and speak of the man who wrote it.
- •8 Translate the following sentences into Russian paying attention to the words in bold type.
- •9 Remember the following verbs in three forms.
- •10 Give the missing form of the verb or the Russian translation.
- •12 Write these sentences in the active voice. Use the same tense-form.
- •1 Write your own resume using instructions from the dialogue.
- •2 Complete these sentences with the verbs in brackets. Use the Passive Voice. Example: Every year, about 6.5 billion (6,500,000,000) kilograms of rubbish are thrown into the oceans! (to throw)
- •1 Listen to the following dialogues and read them in pairs.
- •Vocabulary
- •2 Practice the following tongue-twister till you can read it very quickly.
- •3 Group the words according to their meanings.
- •4 Read the following information on studying abroad and discuss in groups of four its advantages and disadvantages.
- •5 Remember the following verbs in three forms.
- •6 Give the missing form of the verb or the Russian translation.
- •7 Read the following sentences from the dialogues and say what the highlighted words mean.
- •8 Study the following chart on modal verbs.
- •9Translate the following sentences to Russian.
- •10 Match the sentences or parts of the sentences.
- •11 Complete the sentences using must, mustn't, or needn't.
- •12 Make up questions and interview two of your group-mates.
- •13 Speak about two persons from your group.
- •1 Complete the sentences with modal verbs.
- •2 Write what you had to do or didn’t have to do yesterday.
- •1 Listen to the following dialogues and read them in pairs.
- •Vocabulary
- •8 Sort the countries by the continents.
- •9 Remember the following verbs in three forms.
- •10 Give the missing form of the verb or the translation.
- •11 Replace the modals by their equivalents.
- •12 Match the sentences.
- •13 Complete the sentences using must, mustn't, or needn't and the correct verb.
- •1 Read the text and answer the questions.
- •Transportation and tourism in the usa
- •5 Review
- •I Пассивный залог
- •Appendices Appendix 1 British English and American English
- •Appendix 2 Spoken Etiquette
- •Appendix 3 Metric System
- •Appendix 4
- •Verb-Aspect Chart
- •Appendix 5 Irregular Verbs
- •Word Formation
- •Bibliography
2 Вопросительные
В английском языке 4 типа вопросов, каждый из которых строится определенным образом. Эти формулы нужно запомнить:
a) общий, требует ответ «да» или «нет» (yes/no question)
Построение общего вопроса:
Вспомогательный глагол – подлежащее – сказуемое – и т.д.
|
Вспомогательный глагол |
подлежащее |
сказуемое |
и т.д. |
|
|
Do |
people |
go |
to beaches |
in winter? |
Вспомогательный глагол служит только для построения вопросов и отрицаний, несет информацию о времени и аспекте сказуемого, на русский язык не переводится.
Глагол to be в функции сказуемого не требует вспомогательного глагола.
|
Вспомогательный глагол |
подлежащее |
сказуемое |
и т.д. |
|
Are |
you |
- |
Martha? |
b) специальный, требует подробного ответа, начинается с вопросительного слова (когда, что, как, почему и т.д.) (wh - questions)
|
What? |
Что? |
|
Who? |
Кто, |
|
Whom? |
Кого? |
|
Whose? |
Чей? |
|
When? |
Когда? |
|
Where? |
Где? Куда? |
|
Which? |
Который? |
|
Why? |
Почему? |
|
How? |
Как? |
|
How much? |
Сколько? (с неисчисляемыми именами существительными) |
|
How many? |
Сколько? (с исчисляемыми именами существительными) |
Построение специального вопроса:
Вопросительное слово - вспомогательный глагол – подлежащее – сказуемое – и т.д.
|
Вопросительное слово |
Вспомогательный глагол |
подлежащее |
сказуемое |
и т.д. |
|
How |
do |
you |
do? |
|
|
When |
is |
your birthday? |
|
|
Немного по-другому образуется вопрос к подлежащему; оно может быть одушевленным и неодушевленным, соответственно вопросительное слово может быть who? - кто? и what? – что? Такой вопрос не требует вспомогательного глагола, если его нет в предложении (как, например, глагол to be, который и является сказуемым).
|
Вопросительное слово |
сказуемое |
и т.д. |
|
What day |
comes |
before Wednesday? |
|
Who |
is |
that man? |
c) альтернативный, требует полного ответа, даёт выбор (or - question)
Построение альтернативного вопроса:
Вспомогательный глагол – подлежащее – сказуемое – и т.д.
Выбор может быть между любыми членами предложения.
|
Вспомогательный глагол |
подлежащее |
сказуемое |
и т.д. |
|
Do |
people |
go |
skiing or swimming in winter? |
|
Is |
your name |
- |
Maria or Lilia? |
d) разделительный, требует ответ да/нет, чаще всего является риторическим (tag - question)
Построение разделительного вопроса (за основу берется само предложение):
Само предложение – (после запятой) вспомогательный глагол (с отрицанием, если предложение утвердительное, либо без него, если предложение отрицательное) – местоимение, заменяющее подлежащее
|
Само предложение |
Вспомогательный глагол |
Местоимение, заменяющее подлежащее |
|
The weather is wonderful, |
isn’t |
it? |
|
You are fine, |
aren’t |
you? |
|
Monday doesn’t come after Thursday, |
does |
it? |
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