- •General english for university students
- •Предисловие
- •Unit 1. Breaking the ice
- •1. Read the following words of wisdom. What do they mean?
- •A Short Course in Human Relations
- •Vocabulary
- •2. Say how the prefixes dis-, un-, in-, im- change the meaning of the words (a–h).
- •If you want to learn the highest truths,
- •3. Translate the derivatives; say to what part of speech they belong.
- •4. Match the parts of speech (a–d) with the lists of typical suffixes (1–4).
- •5. Choose the corresponding English word.
- •6. Match the words of similar meaning.
- •7. Match the words to their opposites.
- •8. Express the following in one word.
- •9. Read and translate the sentences.
- •10. Fill in the correct word from the list below. Some words may be used more than once.
- •11. Complete the sentences with the prepositions in the box.
- •12. Match the sentence beginnings (a-h) with their endings (1-8).
- •17. Complete the sentences with possessive adjectives.
- •18. Complete the sentences with object pronouns.
- •28. Find the word that doesn’t belong to each list. Give the Present Tense form of the verbs.
- •29. Put these words into three groups according to the pronunciation of the -ed endings.
- •30. Put the verbs in brackets into the correct form of the Past Simple.
- •31. Complete the sentences using the words in the list. Use the Simple Present or the Simple Past.
- •32. Make the following sentences negative.
- •33. Complete the sentences. Put the verb into the correct form, positive or negative.
- •34. Rewrite each sentence as positive, negative or a general question, according to the instructions.
- •35. Ask questions about the information in italics.
- •36. Ask subject or object questions. Give short answers to subject questions.
- •37. Complete the sentences. Use is, are, was, were, do, does, did.
- •38. Complete the following tag questions.
- •39. Work with a partner. Complete the tag questions; act out the following dialogue.
- •40. Work with your partner. Imagine you are going to get a new job and you are being interviewed by a hiring manager (hm). Complete the conversation.
- •41. Complete the sentences. Use in, with, at, about, on.
- •42. Write questions that match the answers.
- •43. Write the words in order to complete the questions. Then answer the questions.
- •44. Read the text and do the tasks below.
- •45. Are the following sentences true or false? If false, say why.
- •46. Here are the answers to some questions about the text. Ask the questions.
- •47. Put the verbs in brackets into the Future Simple Tense. Use contraction (’ll) where possible.
- •48. Write negative sentences with the verb in the correct form.
- •49. Complete the sentences with the correct form of the verb given in the box.
- •54. Read through the following paragraph and practise introducing yourself to a roomful of people.
- •55. Make notes about yourself under the headings, then talk about yourself.
- •56. Work in pairs following the instruction:
- •57. Read and learn how “social language rules” work in English. Then do the task that follows.
- •Politeness Conventions
- •How to Be a Good Listener?
- •58. Answer the following questions.
- •59. Express the following in one word.
- •60. Find a synonym in the box for each underlined word or phrase.
- •61. Choose a word from the box to complete each sentence. Some words may be used more than once.
- •62. Read and learn how different nations behave in the same situations. Think about whether this is different in your culture. Saying it without words
- •63. Read the text again, then ask and answer questions based on it.
- •64. In groups collect information about cultural differences in verbal and nonverbal communication. Use the Internet or other sources. Prepare a quiz for your groupmates.
- •65. Work in pairs or small groups. Discuss the questions.
- •Unit 2. Daily life
- •By doing nothing we learn to do ill.
- •1. Remember some words of wisdom.
- •2. Read the text and answer the questions below.
- •Vocabulary
- •3. Translate the derivatives; say to what part of speech they belong.
- •4. Choose the corresponding English word.
- •5. Complete the sentences below using the correct adjective.
- •6. Match the words of similar meaning.
- •7. Match the words to their opposites.
- •8. Read and translate the sentences.
- •9. Fill in the correct word from the list below. Some words may be used more than once.
- •10. Match the sentence beginnings (a-g) with their endings (1-7).
- •Time Expressions
- •Telling the time
- •11. Match the time.
- •12. What is the difference between 8 a.M. And 8 p.M.? Look at the chart and check your answer.
- •13. Match the times that are the same.
- •14. Practise saying these important dates in the Russian calendar.
- •15. Put in the correct preposition at / on / in or —.
- •17. Work with your partner. Take it in turns to ask and answer the questions.
- •18. Rewrite each sentence with the adverb of frequency (in brackets) in its correct position.
- •19. Work with a partner. Use the adverbs of frequency to talk about your daily routine.
- •20. Complete the text with the correct form of the word in brackets.
- •21. Match the two halves of English sayings. Are they similar to any in your own language? How many Russian sayings about time can you think of?
- •22. What sort of people tend to be unpunctual? Read the following text and check your ideas.
- •It is Never Too Late to Be Punctual
- •23. Answer the following questions.
- •24. Read the text and do the task below. Use your dictionary to help. Paul brown's daily routine
- •25. Are the following statements true or false? If false, say why.
- •26. Read the text again, then ask and answer questions based on it.
- •27. Complete the sentences. Use the verbs in brackets in the Present Continuous.
- •28. Complete the sentences with the negative form of the verbs in brackets.
- •29. Ask general questions and match them with the answers.
- •35. Choose the correct present form.
- •36. Complete the sentences with the correct present form of the verbs in brackets to express a permanent or a temporary action.
- •37. Complete the sentences putting the verbs in brackets in the Present Continuous or the Present Simple.
- •38. Put the verbs in brackets in the Present Continuous or the Present Simple tense to express a future action.
- •39. Put the verbs in brackets into the correct present form.
- •41. Read the text and answer the questions below. Procrastination – a difficult word that makes life difficult
- •42. Express the following in one word.
- •43. Fill in the correct word from the list below.
- •44. Work with a partner. What advice would you give somebody who wants to fight a habit of putting off difficult tasks? Give advice using should or shouldn’t.
- •45. Render the text in Russian.
- •46. What’s a typical day for you? Look at the activities below and fill in the time you spend on each activity.
- •47. Work in pairs or small groups. Discuss the questions about your daily routine.
- •48. Read through these two morning routines. Underline the correct alternatives. Which person is most like you?
- •55. Explain the meaning of the following words and collocations.
- •56. Express the following in one word.
- •57. Fill in the correct word from the list below. Some words may be used more than once.
- •58. Take roles and act out the following dialogues. The first one is between Mrs Smith and her younger son John. The second is between Mrs Smith and a shop assistant.
- •59. Now it’s your turn. Create your own dialogue between a customer and a shop assistant and act it out.
- •6 0. A) Cover the audioscript. Listen to a dialogue between two women and answer the question:
- •62. Express your agreement or disagreement with the following quotes.
- •63. Discuss the following in small groups.
- •Unit 3. Lifestyle: Leisure for pleasure
- •5. Read the following paragraph and answer the questions below.
- •6. Express your agreement or disagreement with the following quotes.
- •7. Read and choose the correct alternatives in the sentences below.
- •8. Add the adjectives in task 6 to the table below. Use them in the sentences of your own.
- •9. Work with a partner. Choose the correct form.
- •10. Match a question in column a with an answer in column b.
- •11. Match a line in a with a line in b.
- •12. Use the words in the list below to express your preferences.
- •13. Give reasons why you enjoy doing something.
- •Vocabulary
- •14. Translate the derivatives; say to what part of speech they belong.
- •15. Choose the corresponding English word.
- •16. Match the parts of speech (a–d) with the lists of typical suffixes (1–4).
- •17. Match the words/phrases of similar meaning.
- •18. Match the words to their opposites.
- •19. Express the following in one word.
- •20. Find the odd word out.
- •21. Translate the sentences paying attention to the words in bold.
- •22. Read and translate the sentences.
- •23. Fill in the correct word from the list below. Some words may be used more than once.
- •24. Complete the sentences with the prepositions in the box.
- •25. Match the sentence beginnings (a-g) with their endings (1-7).
- •26. Complete the paragraph with the prepositions from the box.
- •27. Work with a partner. Discuss the following question:
- •Fill Your Free Time with fulfilling activities
- •28. Answer the following questions about the text.
- •29. Read the article in more detail. Answer the questions below.
- •30. Complete the paragraph using the words from the box.
- •31. Read the article and do the task after it. How to Start the Active Leisure Habit
- •32. Comment on the following quotations about leisure.
- •34. Complete the following table.
- •35. Tell your partner about a hobby or something you like to do every day.
- •36. Read the article and find places (1–6) where the following sentences (a–f) should go.
- •37. Read the article and the sentences (a–f) again and underline any useful expressions for giving advice.
- •38. Give advice on how to get started with a new hobby.
- •39. Complete the sentences. Use the verbs in brackets in the Future Continuous.
- •40. Complete the sentences with the negative form of the verbs in brackets.
- •41. Ask questions about the information in italics.
- •42. What will / won’t be happening at this time tomorrow? Write true sentences, positive or negative.
- •43. Complete the sentences. Use the verbs in brackets in the Past Continuous.
- •44. Put the verbs in the Past Continuous Tense in the negative form.
- •45. Make these sentences into general questions. Give short answers.
- •46. Ask questions about the information in italics.
- •47. Put the words in the correct order to make questions in the Past Continuous.
- •48. Complete each sentence with when and while.
- •49. Identify the tenses, then match them to the correct description.
- •50. Complete the sentences with the Past Continuous or the Past Simple.
- •51. What time is it now? Complete the sentences to say what you were doing at these times in the past?
- •52. Underline the correct alternative.
- •53. Read the story. The verbs (1-12) are all in the past continuous. Change them to the past simple if necessary.
- •54. Listen to Jake’s anecdote. Then put the headings below in the correct order to show the five stages of the story.
- •55. Listen again and answer the questions below.
- •He who has hope has everything.
- •1. Work in pairs or small groups. Discuss the following questions.
- •7 Ways to grow old and to stay young
- •4. Read the article and do the tasks after it. A guide to living a healthy lifestyle
- •5. Answer the following questions.
- •6 . Read the article and find answers to these questions.
- •Healthy eating
- •8. Work with your partner. Discuss healthy weight problems.
- •9. An English proverb says: “Don’t dig your grave with your own knife and fork.” What does this mean? Do you agree?
- •10. Complete the text with the phrases in the box.
- •11. A) Decide if the following statements about chocolate are true or false.
- •12. You are going to conduct your own “fast Food Survey” in the classroom.
- •13. Internet info: Search the Internet and find more information about fast food. Talk about what you discover with your partner(s) in the next lesson.
- •14. Work with a partner. Discuss the following questions.
- •15. Read the text and find the places (1–4) where these headings (a–d) should go.
- •Stress – what you need to know about it?
- •16. Read the text below and answer the questions.
- •Vocabulary
- •17. Translate the derivatives; say to what part of speech they belong.
- •18. Choose the corresponding English word.
- •19. Read and translate the sentences.
- •20. Fill in the gaps with the correct form of the words in brackets. A lifestyle “to die for”?
- •21. Express the following in one word.
- •22. Match the words of similar meaning.
- •23. Match the words to their opposites.
- •24. Match the words to make phrases. Use them in the sentences of your own.
- •25. Fill in the correct word from the list below. Some words may be used more than once.
- •26. Match the sentence beginnings (1-8) with their endings (a-h).
- •27. Work with a partner. List the sports in the box in different groups according to the criteria a–f. A sport might belong to more than one group.
- •Verbs play, go and do
- •28. Complete these collocations lists with either do, go or play.
- •29. Answer the following questions.
- •30. Work with your partner. Tell each other about the following.
- •31. Read these comments and underline the benefits of exercise. Use words from the list and prepare your own short talk on the benefits of exercise. You can include your own ideas.
- •32. Complete the sentences with the comparative or superlative form of the adjectives in brackets.
- •33. Put the adjectives in brackets into the comparative or superlative form. Insert than and the where necessary.
- •34. Rewrite the sentences beginning with the words given.
- •35. Write as many comparative and superlative statements about sports and games as you can.
- •36. Here are the Past Participles of some verbs. Write the infinitive.
- •37. Complete the sentences putting the verbs in brackets in the Present Perfect Tense.
- •38. Match the sentence beginnings (a-h) with their endings (1-8).
- •39. Make the following positive sentences negative.
- •40. Write the words in order to make sentences.
- •41. Use the words in brackets to answer the questions.
- •42. Use prompts to write questions.
- •43. Complete the sentences putting the verbs in brackets in the Present Perfect or the Past Simple.
- •44. Complete the sentences putting the verbs in brackets in the Present Perfect Continuous.
- •50. Take roles and act out the following dialogue.
- •51. Think it over and answer the questions.
- •52. Discuss what one should or shouldn’t do if he wants to keep healthy and fit. The following are some key words and expressions used in asking for and giving opinions.
- •Some expressions to be used while making a presentation
- •Unit 5. Family life
- •1. Answer the following questions.
- •2. Scan the passage to answer the questions:
- •Belonging to a family
- •3. Sentences a–f are missing from the article. Put them in an appropriate place.
- •The family in Britain
- •4. Answer the following questions.
- •Vocabulary
- •5. Translate the derivatives; say to what part of speech they belong.
- •6. Choose the corresponding English word.
- •7. Match the definitions with the words in the box.
- •8. Translate the sentences paying attention to the words in bold.
- •9. Match the words of similar meaning.
- •10. Match the words to their opposites.
- •11. Match the words to make phrases. Use them in the sentences of your own.
- •12. Read and translate the sentences.
- •13. Fill in the correct word from the list below. Some words may be used more than once.
- •14. Complete the sentences with the prepositions in the box.
- •15. Match a line in a with a line in b.
- •16. In pairs, discuss the following questions.
- •17. Which of these sentences are true about the American family? Decide in pairs or small groups. Read and check.
- •The american family
- •18. Match the definitions with the words in the box.
- •19. Match the words to make phrases. Use them in the sentences of your own.
- •20. Study the following and do the tasks that follow. Your family tree
- •2 1. Express the following in one word.
- •22. Complete the sentences with an appropriate family word.
- •23. Which sentence is logically (or legally) impossible?
- •24. Read the text and do the task after it. The Simons
- •25. Are the following statements true or false? If false, say why.
- •26. Put the words from the list under the following headings: a) positive; b) neutral;
- •If you were asked to list three adjectives that describe your personality, what would they be?
- •2 7. Give personal information.
- •28. Tell your classmates about the people in your family. Describe their personality and appearance. (If you have a family photograph, you may wish to show it to them.)
- •29. Work in pairs. Ask your partner questions about his / her appearance and personality.
- •30. Read and translate the dialogues. Then do the task after it.
- •34. Your relatives are preparing to leave for the country for summer. Ask them about their arrangements.
- •35. Write about your friend’s plans for the coming summer vacation.
- •36. Write questions with going to.
- •37. You have to say what you think is going to happen in these situations.
- •38. Decide what to do or not to do in the following situations.
- •39. Agree and promise to do things.
- •40. Put each verb in brackets into the most appropriate future time form.
- •41. Read the following conversations and choose the most appropriate future forms.
- •42. Read the text and get ready to discuss the advantages and disadvantages of being an only child. Write out the words and word combinations that will help you speak on the problem. Only children
- •43. Work in pairs or small groups. Discuss the questions.
- •44. Comment on the following:
- •45. In pairs, discuss the following questions.
- •46. Read the stories and answer the questions below. Jenny's Parents – a Traditional Marriage
- •Karen and Rod’s Common-Law Marriage
- •47. Translate the sentences paying attention to the phrases in bold.
- •48. Work in pairs or small groups. Discuss the following questions. Remember to use a variety of phrases to express your opinion.
- •49. Give a talk on family and family values. Remember to discuss:
- •References
- •Contents
Министерство образования и науки Российской Федерации
Южно-Уральский государственный университет
Кафедра английского языка
Ш143.21
Ж479
Е.А. Жежера
General english for university students
Учебное пособие
Челябинск
Издательский центр ЮУрГУ
2016
ББК Ш143.21-923
Ж479
Одобрено
учебно-методической комиссией
факультета лингвистики
Рецензенты:
к.п.н. Е.С. Глазырина, к.п.н. В.Г. Ульянова
Жежера, Е.А.
Ж479 General English for University Students: учебное пособие / Е.А. Жежера. – Челябинск:
Издательский центр ЮУрГУ, 2016. – 158 с.
Настоящее учебное пособие предназначено для аудиторной и самостоятельной работы студентов неязыковых специальностей. Пособие разработано на основе действующей учебной программы в соответствии с требованиями Государственного образовательного стандарта высшего профессионального образования и охватывает все компоненты содержания обучения иностранному языку: предметы речи (темы, проблемы, ситуации общения); языковой и речевой материал; процессуальный аспект содержания обучения, включающий в себя организацию деятельности общения на репродуктивном, рецептивном и продуктивном уровнях; интеграцию социокультурного аспекта во все компоненты содержания обучения.
Содержание, структура и методический аппарат пособия отражают деятельностный коммуникативно-когнитивный подход к обучению иностранным языкам. Предложенная в пособии система заданий – иллюстрация к пониманию того, как, используя смыслопорождающий потенциал содержания знаний, обеспечить перевод изучаемого материала из информативной в личностно значимую (смысло-поисковую) сферу деятельности, способствовать самоактуализации личности на уровне порождения творческой активности.
ББК Ш143.21-923
© Издательский центр ЮУрГУ, 2016
Предисловие
В рамках учебного пособия намечена комплексная реализация практических, воспитательных, образовательных и развивающих целей обучения иностранному языку студентов высших учебных заведений.
Пособие имеет единую структуру и состоит из пяти разделов, каждый из которых включает систему тренировочных и творческих упражнений, ориентированных на развитие умений иноязычной речевой коммуникации и способствующих достижению основных целей обучения иностранному языку в неязыковом вузе.
Осуществление практических целей обучения предполагает взаимосвязанное развитие коммуникативных умений чтения, диалогического и монологического общения, умений дискутирования и аргументации, расширение и систематизацию активного словаря, обеспечивающего коммуникацию в рамках социально-бытовой, социально-культурной и учебно-трудовой сфер общения.
Интеграция всех видов речевой деятельности при освоении учебного материала обеспечивает внутреннюю, деятельностную логику уроков. Работа над каждой темой предусматривает стартовую актуализацию личностного опыта и лингвистических знаний студентов; презентацию и тренировку лексико-грамматического материала, отобранного на основе принципов семантической ценности и частотности; практику творческого использования приобретенных знаний, умений и навыков в продуктивных видах речевой деятельности.
Качество речевого творчества студентов достигается посредством организации упражнений, направленных на обучение правильному комбинированию изолированных языковых единиц, отдельных словосочетаний, предложений. Упражнения на развитие лексических умений находят свое логическое завершение в заданиях на развитие умений чтения и говорения.
Работа с аутентичным текстовым материалом нацелена на обучение разным стратегиям чтения (просмотрового, поискового, чтения с пониманием основного содержания, с полным пониманием прочитанного). Тексты сопровождаются до- и послетекстовыми заданиями, обеспечивающими проблемную подачу информации, включение студентов в диалоговое и полилоговое взаимодействие, в том числе дискуссии, диспуты, интервью.
Тематическое единство каждого из пяти разделов, преемственность в развитии грамматических и речевых навыков, создание психологического стимула для занятий английским языком входят в методический замысел учебного пособия.
При написании пособия автор руководствовался новейшими направлениями в отечественной и зарубежной методике и психологии, такими, в частности, как личностно-ориентированный, деятельностный, коммуникативно-когнитивный и социокультурный подходы к обучению иностранным языкам.
Автор надеется, что работа с пособием будет стимулировать сознательное отношение к изучению английского языка, содействовать развитию всех составляющих иноязычной коммуникативной компетенции студентов.