- •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
Introduction
Read the following English proverbs, think of their Russian equivalents
1. Marry first and love will come afterwards.
2. Marriage is lottery.
3. Marriages are made in heaven.
4. Men make houses, women make homes.
Vocabulary to Text 1
to respect – уважать
to look after – присматривать
separation разлука – раздельное проживание
extended family – расширенная семья
to grow up – расти
nuclear family – малая семья, состоящая из детей и родителей
to consist of – состоять
hardly – едва
Text 1
1. Read and translate the text. Do the task following it
The Family
The first thing most Western people notice in the Far, Middle and Near East is the respect everyone has for old people. Elderly men and women live with their married children and are important members of the family. They look after the children, help with cooking, give advice and often rule family life. Living in an extended family has advantages for everyone. A small child, for example, knows many people from the very beginning, not just his mother and father. When his mother goes out, it doesn’t matter. He’ll stay with someone who loves him – an aunt, sister or grandmother.
For a young mother and father there are also advantages. They can go out to work, and grandmother will look after the house and children. This is especially important in farming communities, where both men and women work in the fields.
And the older woman, for example, has something important to do. She sees how her children and grandchildren grow up. She is needed and loved.
The nuclear family is a product of the West. The typical family consists of mother, father and two children. If the mother goes out to work, she must leave them with a stranger – someone who looks after them as a job, for money. If there is a divorce or separation, the child’s life will change completely.
And as for the elderly people, too many of them live alone – in special flats or homes. They hardly ever see their children and grandchildren. They have nothing important to do. They are often poor and lonely. In the winter many elderly people die of cold or from falls in the house, because there is no one to look after them.
2. Match the following words and word-combinations. Use them in the sentences of your own
1. help with cooking 1. особенно важно
2. give advice 2. типичная семья
3. rule family life 3. давать советы
4. from the very beginning 4. жить в одиночестве
5. especially important 5. с рождения
6. farming communities 6. помогать на кухне
7. typical family 7. управлять семейной жизнью
8. live alone 8. колхозы
3. Translate the following questions into English, then answer them
1. Что прежде всего западные люди замечают на востоке?
2. Являются ли старшие мужчины и женщины уважаемыми (значимыми) членами семьи?
3. Каковы преимущества проживания в расширенной семье?
4. Как организована жизнь в малой семье?
5. Как живут «старшие» в малой семье?
6. Как Вы можете описать семейную жизнь в России? Кто присматривает за детьми? У нас малые или расширенные семьи? Счастливо или нет старшее поколение в России? Что мы можем сделать, чтобы улучшить их жизнь?
4. Find statements in the text you agree with
Find statements in the text you disagree with
5.Look through the Text . Pick out from the text words, which are the most important in the view of the whole text content. Further we’ll term such words “KEY WORDS”. The key words will help you to retell the text completely and briefly. Write the key words down
6. What words in your opinion are associated* (see appendix № 1) with the key words? Write down an associative chain to the key words
7. Arrange the key words and the associations in the form of a graph* (“train” or “tree”) (see appendix 1)
1 )
2 )
3 )
8. Give a brief summary of Text 1 using the key words and combinations with them
Упражнение 5 требует небольшого объяснения.
Очень часто представление об одном предмете вызывает ассоциации - мысли о другом, поскольку все слова функционируют в ассоциативном окружении. Усвоение слов неродного языка бывает зачастую сложным, так как не сформированы ассоциативные связи, слово хранится в нашей памяти не долго потому, что оно не подключено к ассоциативной сети. Когда вы встречаете незнакомое слово, вы пытаетесь соотнести с уже знакомым, если вы сможете объяснить его значение через связи и отношения, то новое слово станет достоянием опыта. Давайте проведем на родном языке простой эксперимент. Какие слова у вас ассоциируются со словом семья? Оказывается, что вы запомнили это слово и можете им пользоваться потому, что оно связано со многими другими, оно входит в систему целого ассоциативного окружения.
А если провести такой же эксперимент на английском? Какие ассоциации вызывают у вас найденные ключевые слова?
Ключевое слово family в данном тексте быть связано со следующими словами: extended, nuclear, parents (elderly men and women), children.
Набор ключевых слов, связанных иерархическими отношениями, т. е. отношениями подчинения и соподчинения, представляет собой структуру содержания текста или денотатную структуру, Именно ее мы и построим. Затем с помощью этого денотатного графа мы сможем передать содержание текста без затруднений. А это - главная цель не только урока, но и всего курса.
В предыдущем упражнении мы выбирали ключевые слова. Сейчас мы ими и воспользуемся. Итак, понятие family объясняется в тексте посредством других, следовательно , оно связано со всеми другими КС. Таким образом, это слово имеет самое большое количество связей. Чем больше связей имеет данное слово, тем более оно существенно. Ключевое слово, имеющее наибольшее количество связей и отношений, обозначает тему текста. Темой нашего текста является слово family, поэтому занесем его в самую верхнюю клетку нашего иерархического дерева. Далее мы выбираем те слова, которые помогут нам раскрыть тему текста, то есть нас интересует, что говорится в тексте о его теме. Тему раскрывают подтемы. и их мы выписываем во второй ряд. Их два: extended, nuclear. А теперь следующий ряд - ряд субподтем, что говориться в тексте о каждой из его подтем. На наш взгляд это слова - parents, children,. Записываем эти слова в ряд и получаем "денотатную структуру текста".