MAKE_THE_GRADE_kafedra

МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ КИЇВСЬКИЙ НАЦІОНАЛЬНИЙ ЛІНГВІСТИЧНИЙ УНІВЕРСИТЕТ

В.Г.НІКОНОВА, Л.С.КУЗЬМІНСЬКА

ДОСЯГНИ УСПІХУ

Завдання для самостійної роботи з розвитку навичок усного та писемного мовлення

Київ - 2011

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Ніконова В.Г. , Кузьмінська Л.С.

Make the Grade: (self-study assignments

for developing the skills in oral and written language use)

Досягни успіху (завдання для самостійної роботи з розвитку навичок усного та писемного мовлення)

Рецензенти: Буніятова І.Р. – доктор філол. наук, професор Тягловська В.М. – канд. філол. наук, доцент Cліпченко Л.Д. – канд. філол. наук, доцент

Друкується за рішенням вченої ради Київського національного лінгвістичного університету (протокол № 5 від 29 листопада 2010 року).

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Contents

ПЕРЕДМОВА

UNIT 1. LANGUAGE LEARNING AND MY FUTURE PROFESSION

1.1.READING…………………………………………………………………………………………7

1.2.USE OF ENGLISH ………………………………...………………………………………..……12

1.3.MEDIATION…………………………………………………..………………..……….……….16

1.4.WRITING………………………………………………………………...………………………18

1.5.LISTENING AND SPEAKING………………………………………..……………….………..19

SELF-ASSESSMENT TEST…………….………………………………………………..………………20

UNIT 2. TELEVISION AND CINEMA

2.1.READING……………..………………….……………..……………….……………..………..25

2.2.USE OF ENGLISH …………………………………………..……………………………..…….30

2.3.MEDIATION……………………………………………………...…………………….………..34

2.4.WRITING……………………………………………………………………………….………..35

2.5.LISTENING AND SPEAKING………………………………………...………………..………36

SELF-ASSESSMENT TEST…………………………………………………..……………………….....37

UNIT 3. ADVERTISING

3.1.READING……………………………………………………………………………….……….44

3.2.USE OF ENGLISH ……………………………………….………………………………….…..48

3.3.MEDIATION…………………………….……………………….………..………………..……52

3.4.WRITING………………………………………………………………...………………………54

3.5.LISTENING AND SPEAKING…………………………………………….…………..………..54

SELF-ASSESSMENT TEST………………………….…………………………………………………..56

UNIT 4. ART

4.1.READING………………………...………………………………………………………..……..61

4.2.USE OF ENGLISH …………………………………..…………………………………………...67

4.3.MEDIATION………………………………………………………………………..……………70

4.4.WRITING……………………………………………………………………………….………..72

4.5.LISTENING AND SPEAKING………………………………………………………………….72

SELF-ASSESSMENT TEST…………………………………………………………..………………….73

UNIT 5. PEOPLE AND PERSONALITIES

5.1.READING………………………………………………………………………………..………77

5.2.USE OF ENGLISH ………………………………………………………...………………..……83

5.3.MEDIATION………………………..………………………………………………..…………..87

5.4.WRITING………………………………………………………………………..……………….89

5.5.LISTENING AND SPEAKING……………………………………………………………….…89

SELF-ASSESSMENT TEST…………………………………………………………….………………..90

UNIT 6. PEOPLE AND NATURE

6.1.READING……………………………………………………………………….……………….95

6.2.USE OF ENGLISH…………………………………………………………………...………….100

6.3.MEDIATION…………………………………………………………………………….………103

6.4.WRITING……………………………………………………………………………...…….…..105

6.5.LISTENING AND SPEAKING…………………………………..………………….………….105

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SELF-ASSESSMENT TEST………………………….………………………………………………….107

UNIT 7. GRAMMAR REVISION 7.1. MORPHOLOGY

7.1.1. THE NOUN…………………………………………………………………….…………………..112 7.1.2. THE PRONOUN……………………………………………………………………….………...120 7.1.3. THE ADJECTIVE AND THE ADVERB…………………………………………..……………133 7.1.4. THE PREPOSITIONS………………………………………………………………...………….143 7.1.5. MODAL VERBS……………………………….....………………………………………….….146

7.2. INDICATIVE MOOD: TENSE AND VOICE FORMS OF THE VERB

7.2.1. THE INDEFINITE FORM OF THE VERB IN THE ACTIVE VOICE…………………...…….165 7.2.2. THE CONTINUOUS FORM OF THE VERB IN THE ACTIVE VOICE…………...………….172 7.2.3. THE PERFECT FORM OF THE VERB IN THE ACTIVE VOICE …………………………..181 7.2.4. THE PERFECT CONTINUOUS FORM OF THE VERB IN THE ACTIVE VOICE ……… 196 7.2.5. TENSES OF THE VERB IN THE PASSIVE VOICE ……………………………….…………207 7.2.6. THE SEQUENCE OF TENSES. REPORTED (INDIRECT) SPEECH……………………...…213 7.2.7. GENERAL REVIEW OF THE TENSE AND VOICE FORMS OF THE VERB ………….… 223

7.3. SUBJUNCTIVE MOOD: SYNTHETIC AND ANALYTICAL FORMS 7.3.1. THE USE OF THE SUBJUNCTIVE MOOD IN CONDITIONAL

SUBORDINATE CLAUSES……………………………………….……………………………229 7.3.2. THE USE OF THE SUBJUNCTIVE MOOD IN OTHER TYPES OF.

SUBORDINATE CLAUSES………………………………………………...…………………..239 7.3.2.1. ADVERBIAL CLAUSES OF CONCESSION…………………………………………………239 7.3.2.2. ADVERBIAL CLAUSES OF COMPARISON……………………………………..………….241 7.3.2.3. SUBJECT SUBORDINATE CLAUSES……………………………….………………………243 7.3.2.4. OBJECT SUBORDINATE CLAUSES……………………………………………..………….244 7.3.2.5. ADVERBIAL CLAUSES OF PURPOSE……………………………………...……………….250

7.3.3. THE USE OF THE SUBJUNCTIVE MOOD IN SIMPLE SENTENCES……………….………252

7.3.4. REVIEW EXERCISES ON MOOD FORMS OF THE VERB ………………...…………………254

7.4.THE NON-FINITE FORMS OF THE VERB (THE VERBALS)

7.4.1. THE INFINITIVE………………………………………………..………………………………..257

7.4.2. THE GERUND ……………………………………………………………………………………266

7.4.3. THE PARTICIPLE………………………………………………………………………………..272

7.4.4. REVISION EXERCISES ON THE VERBALS…………………………………………………..282

7.5.SYNTAX

7.5.1. THE SIMPLE SENTENCE……………………………………………………………….………287 7.5.2. THE COMPOUND AND THE COMPLEX SENTENCE ………………………………………..293

ANSWER KEY………………………………………..…………………………………………….297

TAPESCRIPS……………………………………………………………………………………………308 ANSWER SHEETS..………………...…………………………………………………………………..329

UNIT 1. LANGUAGE LEARNING AND FUTURE PROFESSION………………...……...…………329 UNIT 2. TELEVISION AND CINEMA……………………………………………….………………..330 UNIT 3. ADVERTISING………………………………………………………………………………..332 UNIT 4. ART…………………………………………………………………………….……………....334 UNIT 5. PEOPLE AND PERSONALITIES…………………………………………….…………...….336 UNIT 6. PEOPLE AND NATURE………….…………...……………………………………………...338

REFERENCE MATERIALS…………………………………………………………..………………..341

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ПЕРЕДМОВА

Навчальний посібник містить завдання для самостійної роботи студентів з розвитку навичок усного та писемного мовлення, які спрямовані на удосконалення знань лексичного матеріалу з шести тем: Language Learning and My Future Profession, Television and Cinema, Advertising, Art, People and Personality, People and Nature. Тематика посібника відповідає програмним вимогам практичного курсу з першої іноземної мови на ІІІ курсі філологічних факультетів.

Кожний із шести тематичних розділів пропонує завдання для самостійного опрацювання, що охоплюють всі види мовленнєвої діяльності (читання, аудіювання, говоріння, письмо), і має такі підрозділи:

• підрозділ 1 – Reading – складається з текстів для читання; контроль розуміння прочитаного здійснюється шляхом відповідей на запитання, вставок певних речень у відповідний абзац або розташування абзаців у певній послідовності;

• підрозділ 2 – Use of English – спрямований на засвоєння лексичного матеріалу; перевірка знань вокабуляру з теми та контроль вміння користуватися певними граматичними моделями відбувається шляхом виконання системи завдань творчого характеру;

•підрозділ 3 – Mediation – включає текст для перекладу або реферування;

•підрозділ 4 – Writing – пропонує теми для творчої роботи;

•підрозділ 5 – Listening and Speaking – передбачає слухання уривку тексту та контроль його розуміння за допомогою вставок, вибору правильної

відповіді (multiple choice); підрозділ також містить перелік тем для контролю навичок мовлення в монологічній та діалогічній формі.

Автентичні тексти та форми контролю дібрано із найсучасніших оригінальних англомовних курсів з практики англійської мови (Proficiency Masterclass, Gold, Expert, Practice Tests, Focus on Grammar, Upstream, Use of English та інші). Кожний підрозділ завершується тестом для самоконтролю.

Розділ 7 – Grammar Revision – передбачає системне повторення студентами граматичного матеріалу; виконання вправ з практичної граматики англійської мови дозволить студентам систематизувати свої знання з морфології та синтаксису англійської мови.

У заключній частині додаються відповіді на завдання підрозділів ( Answer Sheets), друковані тексти з аудіювання (Tapescripts) та листки-відповіді на тести для самоконтролю (Answer Sheets), що дає можливість студентам, які працюють самостійно, вдатися до самоконтролю.

Якісне виконання завдань, що пропонуються у посібнику, забезпечить ефективну підготовку студентів до контрольних робіт у межах поточного та підсумкового семестрового контролю. Навчальний посібник призначений для студентів ІІІ курсу філологічних факультетів педагогічних і мовних вищих навчальних закладів ІІІ та ІV рівня акредитації.

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UNIT 1 LANGUAGE LEARNING AND MY FUTURE PROFESSION

1.1. READING

Ex. 1. You are going to read an article about five young people who have each made a lot of money by setting up a business. For questions 1-15 choose from the people (A-E). The people may be chosen more than once. When more than one answer is required, they may be given in any order. There is an example at the beginning (0).

is willing to give up aspects of his/her social life for the business? 14 -

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HOW TO GET RICH YOUNG

We asked five young people who have already made their fortunes in business to tell us the secret of their success.

A Justin Etzin (24)

It all began when Justin, then aged 16, tried to get into a nightclub and was turned away for being too young. ―After that, I kept on at them until they let me organize an under-20s party,‖ he recalls. ―They were expecting about 50 teenagers to turn up, but I‘d found them 2000!‘ Justin continued organizing parties during his school holidays and had made enough money by the age of 18 to buy himself a speedboat. Today, at 24, he has other business interests and a fortune of $2 million. But Justin‘s not just in it for the financial rewards. ―What gets me excited is coming up with new ideas,‖ he insists, ―and at the end of the day, I‘d rather be healthy than wealthy‖.

B Lee Allen (20)

Lee set up a sports - coaching business when he was just 18. ―Everyone warned me that it was a tough world and I wasn‘t experienced enough to take the disappointments that lay ahead. But I felt confident in what I was doing, so I took no notice from them. My idea was to coach children with special needs and because nobody else was doing that, I got a grant and an office from Mencap, a charity which helps the mentally disabled. At first, the administrative side was a real struggle, but I managed it somehow. Last year, the company I set up won an award for being the most innovative new business in the country. That means more to me than any money I‘ve made out of it.‖

C Charlotte Crossley (18)

Charlotte first started up in business when she was 12 years old, making and selling things called ―friendship bracelets.‖ She paid friends to make them, using her materials and designs. Since then, she‘s expanded into make-up and hair accessories and was able to buy herself a brand new car last year. ―My father and grandfather were both successful businessmen, so making money seemed natural to me. I am studying for A levels, but I

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have decided not to go to university because I don‘t feel it has anything more to offer me. Work excites me more. I can work all day every day without a break and never get bored. I lead a hectic life – socializing, schoolwork and working. But why not? I feel like I can have it all.

D Thomas Jones (16)

Tom started playing with computer when he was five. By the time he was

12, he‘d set up his own web page on the Internet and was selling advertising space. He now runs a profitable business from his bedroom at home, offering a complete Internet and technical support service. ―I have always been fascinated by computers. I‘m proud of what I‘ve achieved.

But what really keeps me going is the thought of all the cash I‘m making. I think it‘s worth giving up a few nights out in case there aren‘t the same opportunities later. Our projected turnover for next year is $160.000, so the business is a huge investment‖. Apart from buying himself a few treats, Tom mainly invests his money. ―But I still intend to go to university, no matter how much I make, because in any business you need to keep up with new developments.‖

E Louise Bagshawe (25)

Things haven‘t always gone well for Louise. After she‘d written her first book at the age of 23, a publisher took one look at it and advised her to tear it up and start again. ―I was so upset by their reaction,‖ said Louise, that I bought a pile of very successful novels and read them from cover to cover to remind myself of my business aim. This was to write ―popular books‖ that would earn me a fortune by working for myself, rather than earning peanuts working foe someone else.‖ The rewritten novel became the first of four ―blockbusters‖ which have made Louise a millionaire. However, she does not splash her money around. ―I‘m saving up for a rainy day. Who knows what will happen in the future.‖

Ex. 2. Read the following magazine article about e-mail and answer questions

1- 5. Indicate the letter A, B, C or D against the number of each question. Give only one answer to each question.

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WHEN E-MAIL BECOMES E-NOUGH

The first person I came across who‘d got the measure of e-mail was an American friend who was high up in a big corporation. Some years ago, when this method of communication first seeped into business life from academia, his company in New York and its satellites across the globe were among the first to get it. In the world‘s great seats of learning, e -mail had for some years allowed researchers to share vital new jokes. And if there was cutting-edge wit to be had, there was no way my friend‘s corporation would be without it.

One evening in New York, he was late for a drink we‘d arranged. ―Sorry,‖ he said, ―I‘ve been away and had to deal with 998 e-mails in my queue,‖ Wow,‖ I said, I‘m really surprised you made it before midnight.‖ ‗It doesn‘t really take that long,‖ he explained, ―if you simply delete them all.‖

True to form, he had developed a strategy before most of us had even heard of e-mail. If any information he was sent was sufficiently vital, his lack of response would ensure the sender rang him up. If the sender wasn‘t important enough to have his private number, the communication couldn‘t be sufficiently important. My friend is now even more senior in the same company, so the strategy must work, although these days, I don‘t tend to send him many mails.

Almost every week now, there seems to be another report suggesting that we are all being driven crazy by the torment of e-mail. But if this is the case, it‘s only because we haven‘t developed the same discrimination in dealing with e-mail as we do with post. Have you ever mistaken an important letter for a piece of unsolicited advertising and throw it out? Of course you haven‘t. This is because of the obliging stupidity of 99 per cent of advertisers, who just can‘t help making their mail shots look like the junk mail that they are. Junk e-mail looks equally unnecessary to read. Why anyone would feel the slightest compulsion to open the sort of thing entitled SPECIALOFFER@junk.com I cannot begin to understand. Even viruses, those sneaky messages that contain a bug which can corrupt your whole computer system, come helpfully labelled with packaging that shrieks‘ danger, do not open.

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