
- •Астана 2012
- •Content
- •Introduction
- •Text 1: Hunting
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences:
- •4. Give the definitions.
- •5. Retell the text Text 2: Hunting Methods for Beginners
- •Exercises
- •1. Translate the following words into Russian :
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences:
- •4. Give the definitions:
- •5. Retell the text
- •Exercises
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3.Put special questions to the following sentences:
- •4. Complete the following sentences:
- •5. Retell the text
- •Exercises
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences:
- •4. Retell the text
- •Exercises
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences:
- •4. Retell the text Text 6: Animals and birds of Kazakhstan
- •Exercises
- •1.Translate the following words into Russian.
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences:
- •4. Give the definitions:
- •5. Retell the text
- •Exercises
- •1. Translate the following words into Russian.
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences:
- •4. Give the definitions:
- •5. Retell the text
- •Exercises
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences:
- •4. Give the definitions:
- •5. Retell the text Text 9: Birds of prey
- •Exercises
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences:
- •4. Give the definitions:
- •5. Retell the text
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences.
- •4. Give the definitions:
- •5. Retell the text
- •Exercises
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences.
- •4. Give the definitions:
- •5. Retell the text Text 12: Wildlife
- •Exercises
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences.
- •4. Retell the text
- •Exercises
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences.
- •4. Retell the text
- •Exercises:
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences.
- •4. Retell the text Text 15: Birds and Beasts of mountain and steppe
- •Exercises:
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences.
- •Text 16: Birds and Beasts of mountain and steppe
- •Exercises:
- •1. Translate the following words into Russian:
- •2. Give Russian equivalents of the following word combinations:
- •3. Put special questions to the following sentences.
- •4. Give the definitions:
- •5. Retell the text texts for collateral reading Hare
- •Text 2: Deer
- •Text 3 Moose
- •Text 5: Marmots Baibak
- •Text 6: Environmental protection
- •Text 7: Reserves and National Parks
- •Грамматический справочник
- •1. Explain the use of Present Perfect in the following sentences and translate:
- •Break, buy, finish, do, go, go, lose, paint, read, and take
- •3. Mary is 65 years old. She has had an interesting life. Write sentences about the things she has done. Use the Present Perfect:
- •4. Write the verb in brackets in the present perfect form:
- •5. Ask again:
- •1. Look at these sentences and explain the difference between them:
- •2. Put the verb into the correct form, past perfect (I had done etc.) or past simple (I did etc.):
- •3. Finish the sentences:
- •4. Choose the correct tense:
- •5. Answer these questions using the past perfect. Start your answer with the word in bracket:
- •1. Translate these sentences into Russian:
- •2. Finish the following sentences:
- •3. Say what you will have done:
- •4. Make up the sentences and translate them:
- •5. Put the verbs in brackets in correct form:
- •1. Complete the sentences using one of these verbs in the correct form:
- •3. Put the verb into the correct form, present simple or past simple, active or passive:
- •4. Rewrite these sentences. Instead of using 'somebody/they/people' etc. Write a passive sentence:
- •5. Use the words below to write questions in the Passive. Answer them:
- •Infinitive of the Passive Voice
- •1. Rewrite these sentences. Instead of using 'somebody/they', write a passive sentence:
- •2. Make sentences from the words in brackets. Sometimes the verb is active, sometimes passive:
- •3. Turn these sentences into the Passive Voice:
- •Sequence of Tenses (Согласование времен)
- •1. Translate into your native language, pay attention to tenses:
- •2. Rewrite the following sentences in the Past tense:
- •3. Open the brackets and chose necessary tense:
- •Reported speech Косвенная речь
- •Reported Questions Вопросы в косвенной речи
- •Subjunctive mood Сослагательное наклонение
- •Образование форм сослагательного наклонения
- •Употребление сослагательного наклонения
- •Conditional sentences Условные предложения
- •Interrogative sentences Вопросительные предложения
- •Специальный вопрос.
- •Альтернативный вопрос.
- •Разделительный вопрос.
- •1. Read and translate the following questions. Answer them:
- •2. Put your own yes /no questions.
- •3. Alternative questions. Read, answer them and make up your questions:
- •4. Tail questions. Read and answer them. Put your own questions:
- •5. Put the words in the right order to ask a question and write true answers:
- •6. In each of the following sentences there is one mistake. Find it and correct it:
- •Linking words. (1) Слова – связки (1)
- •E.G.: I wake up at 7.00 and I switch on the radio.
- •Linking words (2) Слова – связки (2)
- •The Infinitive Инфинитив
- •I heard him sing – я слышал, как он поет.
- •Инфинитивные формы времени и залога
- •Употребление инфинитива
- •Инфинитив как член предложения
- •1. Insert the particle “to” before Infinitive, where necessary:
- •2. Translate into your native language, be attentive with Active Infinitive and Passive Infinitive:
- •3. Translate into your native language, be attentive with Perfect Infinitive:
- •4. Open the brackets, use necessary forms of Infinitive:
- •5. Change the parts of the sentences:
- •6. Open the brackets to insert the necessary forms of Infinitive:
- •7. Complete the sentences, using a verb given below:
- •The infinitive of purpose
- •2. Rewrite the sentences, using to – infinitive:
- •4. Tick the correct sentence:
- •6. Read the sentences about the past. Make negative sentences about the future:
- •The Gerund Герундий Герундиальные формы времени и залога
- •Употребление герундия
- •Герундий как член предложения.
- •1. Translate into your native language, be attentively with Gerund:
- •2. Complete these sentences, putting the verbs into the gerund and using one of the following prepositions. Some of them are used more than once:
- •3. Translate into your native language, be attentively with Gerund:.
- •4. Open the brackets, using the Gerund in active or passive forms:
- •5. Translate into your native language, pay attention to nouns and pronouns before the Gerund:
- •6. Fill the gaps with the gerund from the box. Use each verb once only:
- •7. Write these sentences, changing the verbs into gerunds:
- •8. Rewrite these sentences, starting with a gerund. You may need to change
- •10. Complete the sentences using the Gerund:
- •Revision for all materials
- •1 Variant
- •2 Variant
- •3 Variant
- •4 Variant
- •5 Variant
- •6 Variant
- •7 Variant
- •Examination tests test-1
- •Irregular verbs
- •Bibliograhpy
Exercises
1. Translate the following words into Russian:
Bird, develop, ability, part, skeleton, feather, evolve, aid, flight, genera, design, distinct, difference, skull, light, proportion, rest, chewing, heavy, jaw, muscles, job, grinding up, food, perform, gizzard, percent, weight, forelimb, wing, compose, humerus, upper, ulna, forearm, wrist, secondary, fused, wrist, hand, primary, joint, add, strength, limited, movement, modification, allow, walk, hind, leg, breast, pectoralis, major, contract, stroke, upstroke, power,
streamlined, reduce, friction, smooth, surface, tail, entirely, maneuvering. To be tucked, affect, beak, diet, save, fingernails.
2. Give Russian equivalents of the following word combinations:
The ability to fly, every part from the skeleton to the feathers, to aid in flight, some distinct differences, very light in proportion, no teeth for chewing, heavy jaw or jaw muscles, the job of grinding up food, with wrist, and hand bones, secondary feathers, primary feathers limited movement, many modifications, hind legs, important muscles for flight, between the upper arm and the breast, two pairs of flight muscles, less power, part of this design for flight, the smooth surface of the feathers, reduce the friction, beaks of birds, particular diet, to save weight for flight, bony structures, like our fingernails.
3. Put special questions to the following sentences:
1.Birds are one of the few animals that have developed the ability to fly. 2.The skull is very light in proportion to the rest of the body because there are no teeth for chewing, or any heavy jaw or jaw muscles. 3.The job of grinding up food is performed by the gizzard.4.The wings are composed of the humerus or upper arm, and the radius or ulna, which makes up the forearm with wrist, and hand bones. 5. The important muscles for flight run between the upper arm, and the breast. 6.The tail consisting entirely of feathers aids in maneuvering. 7.Bird beaks are bony structures covered with keratin, much like our fingernails.
4. Give the definitions:
Birds, the skeleton of birds, pectoralis, beaks of birds, the body of birds.
5. Retell the text Text 9: Birds of prey
Birds of prey are birds that hunt for food primarily on the wing, using their keen senses, especially vision. They are defined as birds that primarily hunt vertebrates, including other birds. Their talons and beaks tend to be relatively large, powerful and adapted for tearing and/or piercing flesh. In most cases, the females are considerably larger than the males. The term "raptor" is derived from the Latin word rapere (meaning to seize or take by force) and may refer informally to all birds of prey, or specifically to the diurnal group.
Taken literally the term “bird of prey” has a wide meaning that includes many birds that hunt and feed on animals and also birds that eat very small insects. In ornithology, and the definition used here, the term has a narrower meaning for birds that have very good eyesight for finding food, strong feet for holding food, and a strong curved beak for tearing flesh. Most birds of prey also have strong curved talons for catching or killing prey. Birds of prey generally prey on vertebrates, which are usually quite large relative to the size of the bird. Most also eat carrion at least occasionally and the vultures and condors eat carrion as their main food source. By way of an example, the narrower definition excludes storks and gulls, which can eat quite large fish, partly because these birds catch and kill prey entirely with their beaks, and similarly bird-eating skuas, fish-eating penguins, and vertebrate-eating kookaburras are excluded.
The diurnal birds of prey are formally classified into five families (traditionally of the order Falconiformes, a classification currently in flux):
Accipitridae: hawks, eagles, buzzards, harriers, kites and Old World vultures
Pandionidae: the Osprey (sometimes classified as subfamily Pandioninae of the previous family)
Sagittariidae: the Secretary Bird
Falconidae: falcons and caracaras
Cathartidae: New World vultures including condors.
The observation that otherwise unrelated bird groups may perform similar ecological roles and bear striking morphological similarities to one another is explained by the concept of convergent evolution.
The common names for various birds of prey are based on structure but many of the traditional names do not reflect the evolutionary relationships between the groups.