- •Contents
- •Введение
- •Topic 1 My Biography
- •1. Vocabulary focus
- •1. Read and learn the following words:
- •2. Read and translate texts 1,2: Text 1 (Elementary level)
- •Text 2 (Pre-Intermediate Level)
- •Introducing Myself
- •3. Speaking comprehension skills
- •3.1. Answer the following questions: (Text 1)
- •3.2. Tell about your family:
- •3.3. Fill in the gaps with the appropriate words: (Text 2)
- •4.4 Write the short answers for the questions:
- •4.5.Write ’s in the correct place in the sentences, as in the example:
- •Vocabulary:
- •5.1. Find these sentences in the text:
- •5.2 Fill in the gaps with the appropriate words:
- •5.3. Complete these sentences:
- •5.4 Answer the following questions:
- •6.2.Does she give the answers to these questions in the text? Write y or n in the boxes.
- •6.9.Read the text 5 and match the questions with each paragraph. There is one extra question.
- •6.10. Which paragraphs give specific information about Corinne’s family? Which paragraphs give more general information?
- •6.11.Complete a family tree ...
- •6.12.Read about four people.
- •Magnus Mills
- •Allan, Doug, Richard and Kirsty are Plankton …
- •6.13. Read the text about the Iglesias family: Text 6
- •6.14. Complete the information in the family tree about the Iglesias family:
- •7.1.Fill box 1 on the card below about yourself, then interview five other people in the class. Only tick (γ) the box if they answer yes. (You will also be asked questions.)
- •7.2.Fill box 1 on the card below about yourself, then interview five other people in the class. Only tick (γ) the box if they answer yes. (You will also be asked questions.)
- •Topic 2 my working day Warm up
- •1.Vocabulary focus
- •1.2. Pay attention to the difference of the meanings of the words
- •1.3. Study the time:
- •1.4. Match the words in the left-hand column with the definitions in the right-hand column:
- •2. Read and translate the text:
- •3. Grammar focus
- •4.Communication skills
- •4.1. Fill in the blanks with prepositions when necessary:
- •4.2. State the type of question and answer them:
- •4.3. Complete the sentences:
- •4.4. Put down the questions to the following answers:
- •4.5.Carolina Da Cruz is a radio dj. Look at what she usually does every day. Then use the words in the box to complete the description.
- •4.6. Look in the Grammar Focus and study the present Simple verb endings. Now compare yourself with Carolina. Make true sentences.
- •4.7. Make an interview with Carolina. Write the questions and answers.
- •4.8. Tell what time is it and what you do at this time.
- •5.4. Amy talk to her Net pals*. Read her notes about what they do on Saturday . Talk about each person.
- •5.5. Interview each person in your group and make notes about them in form of the table.
- •5.6. Read about special day in Sandra’s life. Remember a special day in your life and write a composition about it:
- •A special day in my life
- •6.Time for fun
- •6.1.Look at the Pluto’s Day an tell about it.
- •6.2. Meet the Different Family:
- •6.2.1.How is the Different Family different?
- •6.2.2.What does Deila Different do?
- •Check yourself.
- •Topic 3 our university
- •1. Vocabulary focus
- •1.1 Pay attention to the stress and the pronunciation of the words.
- •1.2 Check the meaning of the words in the box
- •2. Read and translate the text Text № 1 “Our University”
- •3.Grammar focus
- •3.1 Find in the text examples of the verb forms
- •3.3 What of these subjects do you study? Which do you like? Which ones don’t you like and why?
- •3.4 Compare subjects.
- •3.5 Translate the sentences into English
- •4.Communication skills
- •5.Use of English
- •6. Additional Materials Text №2 History of the University (some historical facts)
- •Reading
- •6.2 Ask and answer about the most important events.
- •7.5 Make up a talk with your group-mate.
- •Interview your partner and ask him what interesting things does he do at
- •8. Use of English
- •9. Text №3. History of the building
- •Vocabulary
- •300 Tutors
- •1.2. Practice your pronunciation studying geographical nouns:
- •4. Grammar focus
- •3.1.Complete the dates used in the Text a and match them with the events in the right-hand column :
- •5. Speaking comprehension skills
- •4.1. Complete the sentences according to the text choosing the right variant:
- •4.2. Decide whether the statements are true or false. Use the following expressions of
- •4.3.Check up your memory:
- •6.Additional materials Text 2
- •6.1. Read about the history of Tyumen and ask each other about the most important events. Start so: Did you know that…? Pay attention to the words after the text:
- •Vocabulary
- •6.2. Read the text and make the review about main higher educational establishments in town.
- •6.3.Read the text and tell about the most important places of interest in Tyumen.
- •Vocabulary:
- •Communicational skills to the texts 2,3,4.
- •6.4.1.Complete the sentences using the information from the texts:
- •6.4.3. Translate the sentences into English:
- •Group work
- •2. Higher educational establishments
- •6.6.2. Read, translate and play out the dialogues.
- •Stranger:Will it take me to the centre of the city?
- •6.6.3. Fill in the blanks in the dialogue using the appropriate phrases:
- •6.6.4.Translate into English:
- •6.6.5.Make up dialogues of your own to the situations:
- •7. Writing a resume
- •7.1. Read the following text, try to understand the main idea of it, then read and translate the example of resume of it: Oil: Siberia on the international scene
- •Resume of the text “Oil: Siberia on the international scene”
- •Topic 5
- •3.Use of English
- •1.What is a teenager?
- •2. Are teenagers a problem?
- •3. Do teenagers have problems?
- •4.1.Try to understand the text with the help of the following words and expressions:
- •4.2..Fill in the gaps with suitable words and expressions.
- •4.3.Translate into English:
- •Vocabulary
- •5.2.Translate into English:
- •If you think it cool, think again
- •Vocabulary
- •5.8.Use of English.
- •5.8.1.Fill in the gaps with suitable words and expressions.
- •5.8.2.Say in other words:
- •5.8.3.Translate into English:
- •5.9.Grammar focus
- •5.9.3.Make up a dialogue. Choose some situation:
- •Vocabulary
- •6.1.Translate into English:
- •Vocabulary
- •6.6.Translate into English:
- •6.7.Complete the sentences:
- •6.8.Give the equivalents of the following words:
Vocabulary:
|
Aquiline a. |
орлиный | |
|
Ash-blond a. |
пепельный | |
|
Attractive a. |
привлекательная | |
|
Careless a. |
беззаботный | |
|
Common sense |
здравый смысл | |
|
Create v. |
создавать | |
|
Curious a. |
любознательный | |
|
Curly a. |
кудрявый | |
|
Effort n. |
усилие | |
|
Encourage v. |
воодушевлять | |
|
Fair a. |
порядочный справедливый | |
|
Frankly adv. |
откровенно открыто | |
|
Generous a. |
великодушный | |
|
Get on with |
быть в хороших отношениях, ладить | |
|
Honest a. |
честный | |
|
Housewife n. |
домашняя хозяйка | |
|
Keep the house |
Вести домашнее хозяйство | |
|
Keep up v. |
поддерживать | |
|
Medium size |
среднего роста | |
|
Moralizing n. |
поучение | |
|
Mutual a. |
взаимный | |
|
Plump a. |
полный | |
|
Practical a. |
практичный | |
|
Provide v. |
обеспечивать | |
|
Raise v. |
воспитывать | |
|
Require v. |
требовать | |
|
Reserved a. |
сдержанный | |
|
Respect n. |
уважение | |
|
Snub a. |
вздёрнутый | |
|
Spitting image |
точная копия | |
|
Stout a. |
тучный, толстый | |
|
Tactful a. |
тактичный | |
|
Take after v. |
быть похожим | |
|
Thick a. |
густой | |
|
Tolerance n. |
терпимость | |
|
Transmitter n. |
передатчик | |
|
Upbringing n. |
воспитание | |
|
Warm-hearted a. |
добросердечный | |
|
Well-bred a. |
воспитанный | |
|
|
| |
Communicational skills to the text
5.1. Find these sentences in the text:
1. По-моему, семья – это эмоциональный центр жизни человека, передатчик культуры, место, где воспитываются дети.
2. Женщина создаёт домашнюю атмосферу, поддерживает своего мужа и детей. Хранит семейные традиции и ведёт хозяйство.
3. Когда мама была молодая, у неё были густые вьющиеся пепельные длинные волосы, а сейчас у неё короткие волосы.
4.Мой старший племянник – точная копия моего брата, а младший похож на свою маму, жену моего брата.
5.Мы все дружим.
5.2 Fill in the gaps with the appropriate words:
The process of ... children is difficult.
In happy families parents are ... honest with their children without ... , and the children in their ... learn how to get on with other people.
The proverb says, «Men make ... , woman make ...».
She is ... and the same time ... and full of ... ... .
Boys are funny and ... .
5.3. Complete these sentences:
1. The process of upbringing children requires
a) parent’s tolerance.
b) not so much effort, but mutual respect.
c) much effort, mutual respect and tolerance.
2. In my view, the man must
a) provide for the family.
b) build his house with his own hands.
c) keep away from gamily problems.
3. The housewife
a) does all the work about the house.
b) stays at home all day long.
c) helps different people keep their houses.
5.4 Answer the following questions:
Will you introduce yourself?
Is your family large?
Have you got any brothers or sisters?
What are your parents?
Where do they work?
How long have your parents been married?
Do you spend much time with your family?
Do you go out with your parents?
Who keeps your house?
What are your parents’ hobbies?
Will you describe your mother and father?
Have you got any other relatives?
5.5 Tell us about ...
1. Your ideas of the role the family plays in our life.
2. Your parents.
3. Your relatives.
6. Additional materials
Text 4
6.1. Read the text Family life. What does Kathy actually tell you about herself?
Family life
Kathy Papas, Sydney, Australia:
’My parents came here from the Greek island of Kalymnos in 1965. I was eight years old, the eldest of four children. We shared a house with three other families from Kalymnos when we arrived in Sydney. We were quite Lucky - both my parents found jobs and after about 20 months here they bought a house. But life wasn’t easy for my parents. Language was a real problem and they never real settled down here. They missed their friends back home, Greek hospitality in general, and the closeness to nature they had on the island. In 1980 they moved back to Greece and my father died five years later.
My husband and I socialize almost entirely with our families – his sister and my brother and their children – and other Greek-Australians. We meet in each other’s homes and sometimes we have a barbecue together. Most Greeks live in the suburbs to the east of Sydney so we don’t have far to travel to see each other.
We also send our three daughters to Greek classes twice a week after regular classes. They were all born here but a lot of Australians still tend to think of them as foreigners. This is perhaps the reason that we Greek-Australians stay together like a big family.’