- •Передмова
- •Методичні рекомендації до організації та проведення самостійної роботи студентів магістратури
- •I. Complete the gaps in the following article with a word from the box. Oxbridge
- •II. Choose the correct definition of the word.
- •VII. Change the verbs in brackets to either the Present Simple or the Present Continuous.
- •VIII. Answer the following questions. Make up a story:
- •I. Read the article and do the quiz. Harvard university
- •II. Remember the following words and word combinations and use them in the sentences of your own:
- •III. Explain the difference between:
- •IV. Complete the sentences below with prepositions from the box. Some words may be used more than once.
- •V. Change the verbs in brackets to either the Past Simple or the Past Continuous.
- •VI. Write a paragraph about the rules you are supposed to obey in a library/ your university/ your office. Unit 3
- •I. Read the article and answer the questions.
- •II. Fill in the blanks with the proper words from the box.
- •III. Translate into English:
- •IV. Complete the sentences below with prefixes from the box.
- •V. Change the verbs in brackets to either the Past Simple or the Present Perfect.
- •VI. Write a passage, explaining the meaning of the proverb “Little knowledge is a dangerous thing”. Unit 4
- •I. Read the article:
- •Admission guidelines for graduate applicants
- •II. Answer the following questions.
- •III. Look through the text and find equivalents of the following words:
- •IV. Complete the sentences with the appropriate prepositions.
- •V. Look at the news extracts below and change the verbs in brackets to the simple or continuous form of the Past, Present or Present Perfect. In some cases the order of the words may change.
- •VI. Write your cv, using the example.
- •I. Complete the gaps in the following article with a word from the box. Life on campus
- •II. Translate the following word-combinations into English and use them in the sentences of your own describing the students’ life at your university:
- •III. Write t (for True) or f (for False) to each of the statements.
- •IV. Complete the following test with a/ an or the. Leave a blank if no article is required.
- •V. Each of the following sentences has an error. Find it.
- •VI. Write a letter to your American friend asking him about students’ customs and lifestyle. Unit 6
- •I. Complete the gaps in the following article with words from the box.
- •Welcome to wales
- •II. Pick out compounds from the article, comment on their structure and meaning.
- •III. Complete the sentences with suitable prepositions.
- •Scotland: the view today
- •II. Arrange the following words into groups according to the part of speech they belong to:
- •IV. Complete the following sentences with the. Leave a blank if the article is not needed.
- •V. Link the sentences to make one complete sentence that means the same. Change the base forms of the verbs in brackets to the correct form and make any other changes that are necessary.
- •VI. Complete the sentences below with the most appropriate adverbs from the box.
- •VII. Supplementary reading. Translate the article and write about the university you are studying at. The universities of scotland: Edinburgh University
- •I. Complete the gaps in the following article with words from the box. Republic of ireland
- •VII. Supplementary reading. What was g. B. Shaw’s contribution to the world literature?
- •I. Read the article and write t (for True) or f (for False) to each of the statements. The “melting pot”
- •II. Correct the misspelled words:
- •III. Write the following in words.
- •III. Complete the sentences with words from the box.
- •IV. Rewrite the following sentences, using the Complex Object.
- •V. Supplementary reading. Write a summary of the article. United states culture
- •Unit 10
- •I. Read the article and answer the questions. Primitive society on the territory of the british isles
- •III. Complete the sentences with the prepositions from the box.
- •IV. Complete the sentences in the affirmative or the negative, according to the cues in brackets, using the modals from the box. In some cases there is more than one possibility.
- •V. Choose the phrases which best complete the sentences.
- •VI. Supplementary reading. Read the article and complete the chart below. Ukrainian culture
- •Unit 11
- •I. Read the article and divide it into four or five paragraphs. What is the purpose of each paragraph? Complete the chart below. Scientific communication
- •II. Match the words with their definition.
- •III. Use the required tenses instead of the infinitives in brackets.
- •IV. Complete the questions with a preposition from the box.
- •V. Words that go together. Choose the best answer a, b, c, or d.
- •VI. Supplementary reading. Translate the article and write a paragraph about the role of computers in your life. Uses of computers
- •Unit 12
- •I. Read the biographical information about a famous American educator and answer the following questions in a written form. John dewey
- •II. Explain the italicised parts:
- •III. Fill in the blanks with prepositions.
- •IV. Complete the conversation. Choose the correct form.
- •V. Which modals fit?
- •I. Read the article and fill the gaps with a clause below.
- •Postgraduate education
- •II. Fill in the blanks with the proper words.
- •III. Convert into indirect speech.
- •IV. Write in the correct form of the infinitive of the verb in brackets.
- •V. Give a brief account of your life up to the present. What do you think is the most important event in your life? unit 14
- •I. Read the article and write t (for True) or f (for False) to each of the statements.
- •Teacher training
- •II. Combine the sentences, remembering to put the preposition after the verb in the relative clause.
- •III. Put each sentence into the passive to make it sound more natural.
- •IV. Open the brackets, using the correct form of the Gerund.
- •V. Write a paragraph about probable changes that may take place in the field of education in the 21st century. Unit 15
- •I. Read the article and write t (for True) or f (for False) to each of the statements.
- •Montessori’s method
- •II. Choose which words fit the sentences.
- •III. Rewrite these sentences using the words in brackets.
- •IV. Had done, had been doing or was doing? Put in the correct form of the verbs.
- •I. Read the article and answer the questions in a written form.
- •The library of congress
- •II. Choose the correct meaning of the word:
- •III. Put the verb in brackets in the correct tense to form either the first, second, third, or zero conditional.
- •V. Correct the mistakes in word order in the sentences.
- •VI. Write a paragraph, explaining the idea of the saying “Reading is to the mind what exercise is to the body”. Unit 17
- •I. Summarize the information from the article in a paragraph.
- •Computer-aided instruction
- •II. Translate from Ukrainian into English:
- •III. Rewrite the sentences so that they have a similar meaning. Use the prompts. Include an infinitive or an -ing form.
- •IV. Complete the sentences, putting the verbs in brackets into the correct form.
- •V. Choose the correct preposition: a) in; b) with; c) on; d) from.
- •VI. Filling in an application form.
- •West London College
- •2. Information about you
- •Unit 18
- •Standardized tests
- •II. Identify the one underlined word or phrase that must be changed in order for the sentence to be correct.
- •III. Put the verb in brackets in either the -ing form or the infinitive.
- •IV. Choose the correct answer.
- •V. Study the content and composition of a personal invitation to a conference:
- •VI. Supplementary reading. Translate the article. Prepare additional information on psychological testing in Ukraine.
- •Unit 19
- •I. Read the article and make a plan with key words (word combinations) to each item. Libraries
- •II. Give the definitions of the words. Use the word combinations in brackets.
- •III. Rewrite each sentence so it has a similar meaning to the first. Use the word in bold.
- •IV. Rearrange the words to make excuses in the third conditional.
- •V. Complete the sentences with one of the phrasal verbs in its correct form.
- •VI. Writing a covering letter.
- •Unit 20
- •I. Read and translate the article. Summarize the information in a paragraph. Distance education
- •II. Words other than if. Choose the correct word.
- •III. Put one of the nouns in the box into each gap.
- •IV. Rewrite the sentences, making them more emphatic.
- •V. Supplementary reading. Translate the article and write a paragraph about the problems in teaching talented children. Gifted students
- •Supplementary wikipedia articles bologna process
- •Academic aspects
- •Effects by state
- •Germany
- •Ukraine
- •United Kingdom
- •England and Wales
- •Scotland
- •Education in ukraine
- •Major universities
- •Languages Used in Educational Establishments
- •Higher education in Ukraine
- •Postgraduate Education
- •American university system
- •College Admissions in the United States
- •How to choose a college that's right for you
- •Social customs
- •Beginning your u.S. Education
- •Cheating
- •Plagiarism
- •Adult education
- •Education in england
- •Open university
- •Universities in the united ksngdom
- •Читання словосполучень
- •Читання голосних буквосполучень
- •Читання деяких приголосних і їх сполучень
- •Irregular verbs
- •Indefinite Tenses
- •English-ukrainian dictionary of educational lexicon
- •Keys unit 1
- •Unit 10
- •Unit 11
- •Unit 12
- •Unit 13
- •Unit 14
- •Unit 15
- •Unit 16
- •Unit 17
- •Unit 18
- •Unit 19
- •Unit 20
- •Література
Unit 10
I. Read the article and answer the questions. Primitive society on the territory of the british isles
In some parts of Britain one can see a number of huge stones standing in a circle. These are the monuments left by the earliest inhabitants of the country. The best-known stone-circle named Stonehenge dates from between 1900 and 1600 BC. It is made of upright stones, standing in groups of twos, 8.5 meters high. They are joined on the top by other flat stones, each weighing about 7 tons. No one can tell how these large stones were moved, or from what places they were brought. Stonehenge is still a mystery to scholars. What was it used for? As a burial-place or a sacred place where early man worshipped the sun?
About three thousand years BC many parts of Europe, including the British Isles, were inhabited by people who came to be known as the Iberians because some of their descendants are still found in the north of Spain (the Iberian Peninsula). We do not know much about these early people because they lived in Britain long before a word of their history was written, but we can learn something from their skeletons, their weapons and the remains of their dwellings which have been found. The Iberians used stone weapons and tools. The art of grinding and polishing stone was known to them, and they could make smooth objects of stone with sharp edges and points.
During the period from the 6th to the 3rd century BC a people called the Celts spread across Europe from east to west.
More than one Celtic tribe inhabited Britain. From time to time these tribes were attacked and overcome by other Celtic tribes from the Continent. Celtic tribes called the Picts penetrated into the mountains іn the north; some Picts as well as tribes of Scots crossed over to Ireland and settled there.
Later the Scots returned to the larger island and settled in the north beside the Picts. They came in such large numbers that in time the name of Scotland was given to that country. Powerful Celtic tribes, the Britons, held most of the country, and the southern half of the island was named Britain after them. Today the words “Briton” and “British” refer to the people of the whole of the British Isles.
We know more about the Celts than about the earlier inhabitants of the island, because of the written accounts that exist. The Celts did not write down the events themselves. Their life was described by other peoples who knew them. The Greeks were the first to mention the British Isles. It is from the Greek books that we know about the Phoenicians, who were great sailors and traders even before the Greeks and who traveled as far as the shores of Britain. The ancient Greek historian Herodotus who is called the Father of History wrote that in the 5th century BC the Phoenicians used to come to the British Isles for tin which was used for making bronze. They called the British Isles the Tin Islands.
The earliest writer from whom we have learned much about the country and its inhabitants was Julius Caesar, a famous Roman general, statesman and writer. In his Commentaries on the Gallic War, a book written in Latin, Julius Caesar describes the island and the Celts against whom he fought. He tells us that the Celts were tall and blue-eyed. They wore long flowing moustaches but no beards. In their mode of life the British Celts differed little from the Celts tribes of the Gauls who lived on the Continent. In the 1st century BC they lived in tribes, and were ruled by chiefs whom all the tribesmen obeyed. The chiefs were military leaders and some of them were very powerful. The military leaders of the largest tribes were sometimes called kings and stood at the head of detachments of warriors.
The Celts had no towns; they lived in villages. They were acquainted with the use of copper, tin and iron and they kept large herds of cattle and sheep which formed their chief wealth. They also cultivated crops, especially corn. They used light ploughs as well as hoes, and grew their crops in small, square fields. The Celtic tribes of the Britons who inhabited the south-eastern parts of the island were more civilised than the other tribes. Their clothing was made of wool, woven in many colors while the other Celts wore skins.
Some of the Celtic tribes were quite large and righting was common among them. In war-time the Celts wore skins and painted their faces with a blue dye to make themselves look fierce. They were armed with swords and spears and used chariots on the battle-field.
The Celts believed in another life after death. They were taught by priests called druids that their souls passed after death from one body to another. The druids lived near groves of oak-trees which were considered to be sacred places. No one was allowed to come near without permission. The druids were very important and more powerful than the chiefs. The Celts believed in their magic power. They believed that the druids were able to foretell the future and the druids very often acted as prophets.
What monuments can you see in some parts of Britain?
Who were the monuments left by?
How is the best-known stone-circle named?
What is Stonehenge made of?
Prove: Stonehenge is still a mystery to scholars.
How did we get information about primitive men?
What do we know about the Iberians?
What do we learn from Caesar’s Commentaries on the Gallic War about: the occupations of the Celts; their arms; their social system?
The meaning of the name “Briton “is uncertain; most probably “Briton” is derived from a Phoenician word meaning tin; from a Celtic word for clothes. What facts explain these possible meanings?
10) Prove that the druids were very important and powerful, sometimes, more powerful than the chiefs.
II. Summarize the information on the Celts in seven sentences.
