- •Everyday english
- •Content
- •Unit 1. My family
- •Germany: What future is for the family?
- •5. Read the text again. Are these sentences true or false? Correct any false sentences.
- •6. What do you think of Ms von der Leyen's plan?
- •1. Are these statements true about your country?
- •2. Read the advert. Who uses the institute and its services? Why?
- •The Institute of Future Analysis
- •We provide:
- •Information about future trends in society.
- •Unit 2. House
- •4. Look at the photo and discuss the questions.
- •5. Read the text and decide whether it’s (t) true or (f) false.
- •Living in front of the cameras
- •Unit 3. Spare time
- •Las fallas
- •Vocabulary
- •4. Write a short summary of a festival you know about. Read your summary to a partner.
- •1. Think about last New Year's Eve. Work with a partner and ask and answer these questions.
- •2. What do you know about Chinese New Year? Decide whether you think the statements below are true or false.
- •How to throw the best party ever? (and enjoy it)
- •Vocabulary
- •10. Find words or phrases from the article above to complete the descriptions.
- •11. Have you ever thrown a party? What was it like? Tell your partner. Unit 4. Food
- •1. Read through the questions below and guess how your partner would answer.
- •If you answered yes to at least three of the questions you're probably a chocoholic.
- •2. Compare your answers. Who is the bigger chocoholic? Could you live without chocolate?
- •3. Decide whether the statements about chocolate are true or false.
- •7. Have you tried any of the dishes he talks about? Would you like to? What is the most unusual thing you have ever eaten? Tell your partner.
- •8. Read the article. What was Emma Bunton's favourite food as a child? What food didn't she like? memories of food
- •9. Look at the following statements about Emma's childhood. Are they true or false?
- •Unit 5. Language
- •4. Look at the text opposite about language learning. Where does it come from? What is its purpose?
- •5. Read the text quickly. Who is it aimed at?
- •English spoken here!
- •Don't delay ...Do it today!
- •Unit 6. Cultures
- •A world guide то good manners
- •1. Are these words and phrases used to talk about people, places, or things?
- •2. Can you remember any other words? Compare your ideas with a partner.
- •3. Read the story and choose the best title.
- •4. Read the story again. Work with a partner and decide if the sentences are true or false. If there is no information in the text, write doesn't say.
- •5. Look at Monica's story. Underline the correct option.
- •Unit 7. Art
- •Creative lives
- •Frida kahlo (1907-1954)
- •Unit 8. Travel and tourism
- •6. Work with a partner. How important are the different reasons, do you think? What are the three most important? Why?
- •7. Work with a partner to discuss the following.
- •8. Read the article quickly and choose the most suitable heading for each paragraph. (There are two extra headings.)
- •Travel and tourism
- •9. Read the article again and answer the questions.
- •1. What are the most interesting places you have visited in уour own country and abroad? Where else would you like to visit?
- •2. Complete these travel tips with the words in the box.
- •Unit 9. Health
- •5. Which of these definitions for words in the text are wrong? Can you correct them? Use your dictionary.
- •Unit 10. The environment
- •4. Listen to part of a documentary about global warming. Number these topics in order (1-6).
- •5. Listen again and answer these questions.
- •6. The presenter says we have to produce less c02. How can we do that? Discuss with a partner.
- •1. Change these sentences so that they are true for the place where you live. Compare your ideas with a partner.
- •2. Read the funding proposal below and answer these questions.
- •Wild city
- •Unit 11. Global affairs
- •4. Are these statements true or false, or does the text not say?
- •1. Look at this webpage about Stephen Hawking. Why is he famous?
- •2. Complete this summary of Hawking's life. Write one word in each gap. (The words you need are in the text.)
- •After the operation
- •8. Discuss these statements about attitudes to science in small groups.
- •Список литературы
МИНОБРНАУКИ РОССИИ
Федеральное государственное бюджетное образовательное учреждение высшего образования
«Ижевский государственный университет имени М.Т.Калашникова»
кафедра «Английский язык»
Everyday english
Электронное учебно-методическое пособие
для студентов неязыковых специальностей
Издательство Ижевского государственного технического
университета имени М.Т. Калашникова
Ижевск
2016
УДК 81
Р е ц е н з е н т: Краснова Т.А., канд.филол.наук, доцент кафедры лингвистической типологии и лингводидактики ФГБОУ ВО «Удмуртский государственный университет»
С о с т а в и т е л и: Соломатина С.Ю., канд. филол. наук, доцент, Булдакова Р.П., старший преподаватель, Ульянова М.А., старший преподаватель, Сомова К.Д., ассистент, Григорьева Н.Н.
Рассмотрено и одобрено на заседании кафедры «Английский язык» (протокол №13 от 16.05.2016.)
Электронное учебно-методическое пособие для студентов неязыковых специальностей «EVERYDAY ENGLISH»/ сост. Соломатина С.Ю., Булдакова Р.П., Ульянова М.А., Сомова К.Д., Григорьева Н.Н. – Ижевск: Изд-во ИжГТУ, 2016 . – 50 с.
Учебное электронное издание «Everyday English» предназначено для студентов первого курса бакалавриата неязыковых специальностей.
Содержание учебного пособия полностью соответствует требованиям примерной программы по дисциплине «Иностранный язык» для неязыковых вузов под руководством и общей редакцией С.Г. Тер-Минасовой (М., 2011) и согласуется с целями и задачами учебной дисциплины «Иностранный язык (базовый уровень 1,2. Английский язык)».
Текстовые задания данного пособия направлены на преодоление лексических трудностей современного английского языка путём применения аутентичных текстов и аудиозаписей. В каждом из разделов предлагаются задания по обучению английской разговорной лексике, аудированию, а также задания, способствующие пониманию читаемого текстового материала.
© С.Ю. Соломатина, Р.П. Булдакова, М.А. Ульянова, К.Д. Сомова, Н.Н. Григорьева, 2016
© Издательство ИжГТУ, 2016
Content
UNIT 1. MY FAMILY……………………………………………………………4
UNIT 2. HOUSE…………………………………………………………………..9
UNIT 3. SPARE TIME………………………………………………………….12
UNIT 4. FOOD…………………………………………………………………...18
UNIT 5. LANGUAGE…………………………………………………………...24
UNIT 6. CULTURES……………………………………………………………27
UNIT 7. ART………………………………………………………………….….32
UNIT 8. TRAVEL AND TOURISM……………………………………………37
UNIT 9. HEALTH…………………………………………………….…………41
UNIT 10. THE ENVIRONMENT………………………………………………44
UNIT 11. GLOBAL AFFAIRS…………………………………………….……50
СПИСОК ЛИТЕРАТУРЫ…………………………………………………….56
ПРИЛОЖЕНИЕ………………………………………………………………..57
Unit 1. My family
LESSON 1
SPEAKING
1. Discuss these questions with a partner.
How important is family life in your country?
How many people are there in your immediate family (parents, children, brothers and sisters)?
What are the advantages and disadvantages of a small or big family?
READING
2. Match these words with their definitions.
birth rate childcare employer old-fashioned responsible suitable
not modern
you did it or caused it
a person or company that pays you to work for them
right for a particular purpose or situation
when someone looks after children while the parents are at work
the number of births for every 100 or 1,000 people in a particular year and place
3. Read the newspaper article and complete this sentence in six or seven words.
This article is about .
4. What is the organisation of the text? Put these topics in order (1-4).
reasons for the low birth rate □
possible solutions to the problem □
reaction to the possible solutions □
facts about the low birth rate□