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- •Match the words to make job titles.
- •The following data shows how a group of British students responded to the question: “What are the most important factors for success in a university?”
- •Can you give a clear answer to the question:
- •Insert the right form of the verb “to have”.
- •Open the brackets and put the appropriate form of the verbs “to be” and “to have”.
- •Put the words given below into the right order to make up a sentence.
- •Put the verbs in brackets into the Past Simple Tense. Remember that some of them are irregular.
- •Open the brackets and put the verbs into one of the Simple Tenses.
- •Read and translate the text.
- •What are the main factors of success for an American student? Give the main ideas of the text. Vocabulary practice
- •Fill in the correct word from the list below.
- •Insert the right prepositions. Make up sentences with the expressions.
- •Consult the dictionary to find the meaning of the following words and their derivatives. Then insert the words into the gaps.
- •Discuss in groups of four the factors Russian students should keep in mind to succeed in university? Give your opinion using the following phrases.
- •Ask for the opinions of other members of your group using the following phrases. Practise these phrases before using them in speech.
- •Read the dialog, practice and reproduce it.
- •Read the text written by Steven c. Hayes (University of Nevada) and summarize its main ideas.
- •Enumerate the rules given by paraphrasing them.
- •Using the material of the lesson express your opinion on one of the following themes.
- •Put the sentences into the interrogative form.
- •Open the brackets and put the verbs into the Present Progressive Tense.
- •Open the brackets and put the verbs into Present Simple or Present Progressive.
- •Put the verbs into the appropriate form of the Past Progressive Tense.
- •Put the verbs into Past Simple or Past Progressive.
- •Open the brackets and put the verbs into the affirmative, interrogative or negative form of Future Progressive.
- •Open the brackets and put the verbs into Future Simple or Future Progressive.
- •Answer the questions about the actions, which are in progress now.
- •Translate from Russian into English using the Progressive Tenses.
- •Read the text and express in your own words its main idea.
- •Use the information in the text to find answers to the following questions.
- •Finish the sentences using the information from the text.
- •Look at the scheme of giving a summary to the text and enumerate the 4 main elements of the summary.
- •Look at the example summary and say what element among the enumerated ones does it lack?
- •Give your own variant of the summary.
- •Vocabulary practice
- •March phrases in column a with their translation in column в and make up sentences with them.
- •Distribute the words given below into three columns.
- •Fill in the correct word from the list below.
- •Make up a dialog on the situation.
- •Look at sentences. Then choose phrases from the list and in pairs act out short exchanges reacting positively or negatively.
- •Enlarge the situations given in Task 1.
- •Use the phrases given below to fill in the gaps into the sentences.
- •Choose the right variant: Present Perfect or Past Simple.
- •Translate from Russian into English using the active vocabulary of the lesson.
- •Read the text and match the abstracts with the titles given below.
- •Find what the following figures refer to? Give answers as in the example.
- •Answer the questions to the text.
- •Find information in the Internet on the following topics and present it in the form of a report.
- •Smile with us
- •Put the verbs in brackets into the right form of Present Perfect and translate them.
- •Choose the right variant: Past Perfect or Present Perfect.
- •Open the brackets and put the verbs into the Future Perfect Tense.
- •You are first year students. You spent not much time at the university. What have done yet?
- •React to the suggestion using the Present Perfect Tense as in the model.
- •Read the text and do the tasks after it.
- •Give the main idea of the text in one sentence.
- •Answer the questions to the text.
- •Try to explain the purpose of the following educational institutions. Make use of the model given to you.
- •Vocabulary practice
- •Match the English phrases with their Russian equivalents.
- •Insert the right prepositions. Consult the text.
- •Give the English equivalents to the following Russian phrases.
- •Complete the gaps using the factual information from the text.
- •Tell about the system of Higher education of the uk to your friend who doesn’t know anything about it.
- •What has changed in your character since you entered the university? Have you become more serious, more responsible, more independent or vice versa?
- •Practice the phrases used for making congratulations and consoling.
- •Read the dialogs and underline the phrases used for congratulating and consoling. What is the situation in each dialog?
- •Use the useful language in the box to act out similar dialogs for the situations.
- •Open the brackets using one of the Perfect Tenses or the Past Simple Tense.
- •Translate the sentences from Russian into English using the active vocabulary
- •Express your agreement or disagreement with the statements. Prove your point of view by giving arguments.
- •Compare two systems of higher education that of Great Britain and Russia. Give your opinion about their advantages and disadvantages. Smile with us
- •Using your background knowledge about the system of higher education in the usa agree or disagree with the following statements.
- •To repair a flat is an endless process. Many things change. Describe the changes that happen when we repair the flat, using the Present Simple Passive.
- •Open the brackets and put the words into the Future Simple Passive.
- •Ann and Tom bought a car 10 years ago. The car has been repaired several times since then. Describe the changes that have been made, using the Present Perfect Passive.
- •Open the brackets and put the verbs into the Past Perfect Passive.
- •Open the brackets and put the verbs into the Future Perfect Passive.
- •Choose the right variant.
- •Read the text and do the tasks after it.
- •Read the abstract about the assessment system in an American University and
- •Discuss in groups of three: How do you think why the reasons mentioned above worry the American professors?
- •Give arguments to the following:
- •Transfer the sentences from Active into Passive.
- •Try to match discoveries and works of art with the famous inventors.
- •Read the commands and say that the actions have already been already.
- •Choose one of the inventions and present the story of its development for your classmates. Use the following plan:
- •Translate the sentences from Russian into English using the Active vocabulary of the lesson.
- •Read the text and open the brackets.
- •Complete the sentence given below:
- •Answer the questions to the text.
- •Smile with us
- •10. Make up a crossword using the basic terms of higher education.
- •1. Listen and repeat the active vocabulary of the lesson after the teacher.
- •2. Read the words following the order of their Russian equivalents.
- •Read and translate the sentences. Try to explain the meaning of the words and word combinations in bold.
- •Try to answer the following questions using your background knowledge.
- •Ask Yes/No questions to the following statements.
- •Ask special questions to the underlined words.
- •Match question tags with the appropriate statement.
- •Fill in the gaps with the Modal verbs: can, can% could, couldnft.
- •Fill in the gaps with the modal verb must or its equivalents have to, be to.
- •Finish the sentences using should or shouldn 7.
- •Choose the right variant.
- •Read and translate the text. Enumerate its main ideas.
- •Answer the questions using the information in the text.
- •Can you comment the last sentence of the text? What does it imply?
- •Vocabulary practice
- •Insert the prepositions where necessary.
- •Make up 15 sentences with the word combinations from Exercises 1 and 2. Discussion
- •2. Make up a dialog.
- •Prepare a talk about the prevalence of values over the actions we perform and things we do in our life.
- •Choose one of the expressions below and write an Argumentative Essay where you are to express your agreement or disagreement with the chosen statement about the purpose of education.
- •Answer the following questions to find out what small talk is.
- •Practice the following dialog.
- •What topics are safe to talk about? Discuss these questions with your partner before you see the list of safe topics.
- •With a partner choose one or two topics from Task 3 making small talk with him or her. Homework
- •Match synonyms and make up sentences with the word expressions from column b.
- •Translate from Russian into English.
- •Ask all the possible questions to the following sentences.
- •Ask questions starting with the following question words.
- •Open the brackets choosing one of the modal verbs: can, may, must.
- •Look at the reasons of choosing the university to study at and select the five most important ones from your point of view.
- •If you had the possibility to choose the university what university would you choose among the suggested ones? Give reasons for your choice.
- •Answer the questions using your background knowledge about the susu University.
- •Look at what Jenny and Mark hope will happen in the future. Make sentences using If I, I will
- •What will you do in the following situations? Complete the sentences.
- •Make up 2 Chain stories. Look at the situations, and then continue these people thoughts.
- •Read the text and do the tasks after it.
- •Answer the questions to the text.
- •Use the phrases from exercises 1 and 2 to make up 10 sentences of your own. Speaking
- •A delegation of students and teachers from Cambridge are on a visit at your university. You are asked to tell the guests about it. Present information on:
- •Practice the formulas used when asking for information in English.
- •Make up a dialog.
- •Translate the sentences from Russian into English.
- •Finish the sentences.
- •Read the text and say if it is difficult to study at Oxford.
- •Find proofs in the text to the following:
- •How does your life at susu differ from that of a British student? Do they have anything in common? Describe the life of a Russian student. Do not forget to mention:
- •Fill in the correct grammar tense.
- •Complete the sentences. What would you do in the following situations?
- •Read and translate the text.
- •Answer the questions to the text.
- •Does a job of a teacher have anything in common with the jobs of a news reporter and a surgeon? What are these similarities if any?
- •Use the formulas to give a piece of advice in the following situations.
- •Do you have problems in your life? Formulate some of the problems and ask
- •Translate the text in written form.
- •Enumerate the top six key factors to being a successful teacher.
- •Insert the required form of the verb into the gaps.
- •Finish the sentences.
- •Translate the sentences from Russian into English.
- •2. Read the words following the order of their Russian equivalents.
- •Answer the questions using your background knowledge.
- •Here are different definitions of the term “innovation”. Do they mean the same thing or different things?
- •Read the text and choose the best title for it.
- •Answer the questions to the text.
- •Try to summarize the main ideas of the text in one sentence.
- •Vocabulary practice
- •Fill in the prepositions.
- •Give the English equivalents to the Russian phrases.
- •Read the sentence and try to remember the last variant.
- •Here are different reasons that may cause innovation enumerated. Can you think of arguments for the reason if you think it is true and arguments against the reason if you think it is false?
- •There are different types of innovations in education. Read the text and list the
- •Innovation of Mode of Education j Innovation of Innovation of
- •Choose three innovations and present them to the classmates giving your arguments to proof the innovations are necessary. Homework 1. Translate from Russian into English.
- •What do the following statements mean? Define the idea and develop it in written form.
- •The film studio is going to make a documentary film about the greatest inventions of the mankind. You are supposed to speak about one invention only. Present information on:
- •Repeat and practice the active vocabulary of the lesson after the teacher.
- •1. Discuss in small groups the following questions.
- •Answer the questions using your background knowledge.
- •Read the text and formulate its main idea.
- •Discuss in groups the following questions.
- •Translate sentences from Russian into English.
- •Agree or disagree with the following statements. Give arguments.
- •Using your background knowledge about psychology as a science, complete the following sentences. You may use the phrases given below.
- •Agree or disagree with the following statements.
- •Try to develop the idea given. Agree or disagree. Give your arguments.
- •Say whether the action of the object clause precedes, follows or is simultaneous with the action of the principal clause in the following sentences.
- •Open the brackets and put the verb into the correct form. Mind the sequence of
- •Open the brackets and put the verb into the correct form.
- •Read the text and express in your own words the main idea of the text.
- •4. Match the meaning with the word.
- •Choose the appropriate phrases to complete the dialog.
- •Make up similar dialogs. Homework 1. What are the English equivalents for the following words and word combinations?
- •Translate these sentences using words and word expressions from Task 1 and mind the grammar of the lesson.
- •Make up sentences using these groups of phrases in one sentence.
- •Read the text written and give a 2-minute summary of it.
- •Make up 6 wh-questions on the text “Active agent and/or passive victim’; make sure that you can answer them.
- •Using the material of the lesson express your opinion on one of the following themes.
- •Using your background knowledge about methods of research in psychology agree or disagree with the following statements.
- •Try to develop the idea given. Agree or disagree with the following quotation. Give your arguments.
- •Change the following sentences into Indirect Speech.
- •Change the sentences into Indirect Speech.
- •Change the sentences into Indirect Speech.
- •Read the text and express in your own words the main idea of the text.
- •Use the information in the text to find answers to the following questions.
- •Finish the sentences using the information in the text.
- •Present the additional information on other methods of research you’ve found to your groupmates using the following scheme:
- •Vocabulary practice
- •Fill in the correct word from the list below.
- •Distribute the words given below into three columns.
- •Make up a dialog.
- •Express your point of view on the following statements. Give your arguments.
- •Role play: “a talk to a scientific advisor”.
- •Read the dialogs, practice them and underline the phrases used to express doubt, disbelief or surprise.
- •React somehow expressing doubt or surprise. Use the phrases given.
- •Make up sentences so that the following phrases may be answers to them.
- •Translate the sentences from English into Russian.
- •Translate the sentences from Russian into English using the active vocabulary
- •Express your opinion (agreement, disagreement) in the written form about the
- •Read the text and do the tasks after it.
- •Answer the following questions:
- •Are the following statements true or false?
- •Can you give your own example of using the survey method in psychology?
- •Insert the right preposition.
- •Put the words given below into the right order to make up a sentence.
- •Open the brackets and put the appropriate from of the gerund.
- •Read and translate the text.
- •Use the information in the text to find answers to the questions.
- •Discuss in groups of three the advantages and disadvantages of the memory techniques described in Task 1?
- •How do you understand the meaning of the following citations?
- •Discuss in groups of four.
- •Answer the questions and then make up a dialog using these questions.
- •Complete the dialog between two students, one of whom majors in psychology, while the other majors in history.
- •Tell your groupmates about your ways of memory exercising.
- •Read through the following, allowing yourself to form mental pictures as you go along. When you come to the end, write down the list of words in the correct order.
- •Translate the sentences from Russian into English.
- •Make up sentences using these words.
- •Read through the quotes of famous people, choose one and develop the idea given.
- •Give your own definition of “memory”.
- •Replace the underlined parts of the sentences by the participle.
- •Translate the words in brackets.
- •Define the function of the participle.
- •Make up sentences from these words.
- •Read and translate the text.
- •Complete the sentences.
- •Read the text and agree or disagree with the statements, highlighting the peculiarities of the Russians.
- •Work in pairs. Translate the sentences in turn from Russian into English, using
- •Read the joke and try to explain in your own words the meaning of the word “hypocrisy.”
- •The following statements are all incorrect. Work with a partner. Ask and answer questions to find out what’s wrong.
- •Develop the ideas given. Discuss them in groups of three.
- •Translate the sentences from Russian into English.
- •Read the text and summarize the main ideas.
- •Match the color with the personality trait.
- •Read the text and find out what your coffee says about you.
- •Divide into groups of three. Work in a team. Make a list of as many means of
- •Look through the definitions of communication and choose the most
- •Express your agreement or disagreement with the following quotes:
- •Find infinitives in the following sentences and define their functions. Translate the sentences into Russian.
- •Open the brackets using the correct form of the infinitive. Define its function.
- •Translate the following sentences from Russian into English using the infinitive.
- •Transform the sentences using the complex object construction.
- •Translate the sentences using the complex object construction.
- •Rewrite the sentences according to the models using the complex subject
- •Translate the sentences using the complex subject construction.
- •Read and translate the text.
- •Answer the questions to the text.
- •Discuss in pairs the following:
- •Vocabulary practice 1. Fill in the correct word from the list below:
- •Insert the right prepositions. Make up sentences with the expressions.
- •3. Match phrases in column a with their translation in column b.
- •Consult the dictionary to find the meaning of the following words and their derivatives. Then insert the words into the gaps.
- •Study the material about how to make persuasive speeches.
- •Read the following model and circle the linking words. Then, underline the reasons given to support each point raised.
- •Introduction
- •Make up a persuasive speech on one of the following topics and present it to your groupmates.
- •1. Practice some expressions used for persuasion.
- •Make up small dialogs, using the phrases from Task 1.
- •Here are some dialogs illustrating different ways of persuading. Read them and try to see how one person persuaded the other to do something.
- •Use the words and phrases given below to fill the gaps into the sentences.
- •Translate from Russian into English using the active vocabulary of the lesson.
- •Read the text and answer the questions.
- •Argue or disagree with the following.
- •Make up a persuasive speech on one of the following topics.
- •Discuss with your partner the following questions.
- •Look through the text and enumerate the methods of fighting fear of public speaking it suggests.
- •In the following sentences name the Absolute Participial Construction and
- •Combine the sentences using the Absolute Participial Construction.
- •Read and translate the text.
- •Answer the questions to the text.
- •Read the text and say why you need to prepare visuals for the presentation.
- •Study the materials about describing visual aids.
- •Prepare three different visual aids on the subject you like and describe them before the audience.
- •Read the text and say what types of questions can be asked at presentation and how you should deal with them?
- •Choose the appropriate variant from
- •Fill in the correct verb from the list below.
- •1. Translate the sentences from Russian into English.
- •Choose the topic you like. Prepare presentation and visuals. Give a speech
- •References
Put the verbs in brackets into the right form of Present Perfect and translate them.
He (gain) a lot of weight recently.
Tom just (clear out) the garage.
They (sell) their house and (go) on a tour of the world.
1 (be) to New York several times.
Martin is not here. He (leave) for Moscow.
1 (not see) Kate since my weeding.
Pam already (finish) his test.
She (quarrel) with her mother 5 times this week.
This year I twice (be) abroad.
Choose the right variant: Past Simple или Present Perfect.
We (not/have) a holiday last year.
a) didn’t have b) haven’t had
My parents (be) to the USA many times.
a) have been b) were
It (stop) raining?
a) Did it stop b) Has it stopped
(buy) a new dress last week.
a) have bought b) bought
Don’t worry about your letter. I (send) it the day before yesterday.
a) sent b) have sent
When Jill (finish) school?
a)When has Jill finished b) When did Jill finish
When I was a child, I (be) always late for school.
a) have always been b) was always late
- Are you tired? - Yes, a little. I (paint) the ceiling today.
a) have painted b) painted
My husband (work) in the bank for three years since 1990 to 1993.
a) has worked b) worked
He (call) you yesterday?
a) has he called b) did he call
One of the passengers (die) in that accident.
a) died b) has died
Mom (lose) her key, so we have to open the door by force.
a) has lost b) lost
Choose the right variant: Past Perfect or Present Perfect.
Aunt Polly punished Tom Sawyer because he (be) naughty boy. a) has been b) had been
Why are you so unhappy? -1 (lose) my purse, a) have lost b) had lost
Sam was upset because Judy (not/come), a) hasn’t come b)hadn’t come
Mother asked the children if they (buy) some biscuits for tea. a) has bought b) had bought
(leave) some photos to be developed. Are they ready? a) have left b) had left
Tell Tommy about these wonderful islands. He never (hear) about them, a) has never heard b) had never heard
I’m so happy to see you again. I (not/see) you since I left Berks, a) hadn’t seen b) haven’t seen
She said she (not/see) him since she left Berks, a) hadn’t seen b) hasn’t seen
When she returned home, he (already/cook) dinner, a) had already cooked b) has already cooked
Who (read) this book?
has read b) had read
Open the brackets and put the verbs into the Future Perfect Tense.
She (to cook) dinner by the time you come.
The tutor (to look through) all our tests by the end of the week.
The film already (to start) when we get there.
1 (to finish) this book by next month.
My parents (to go) to bed when we come back from the theatre.
The lecture (to be over) by 5 and the last student will have left the
hall.
It (to stop) raining by the time we get there.
By the time you get home you (to forget) everything.
Ann (to come) back by the moment the play starts.
By 2100 computers (to take over) many of the jobs that people do today.
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