- •Предисловие к учебному пособию «Великобритания и сша. Политико-культурный аспект» (Aspects of Britain and the usa. Politics and Culture)
- •Методическая записка
- •Unit 1 english in the world
- •1. Put in there is/was or it is/was. Some sentences are questions and some are
- •2. Are these sentences right or wrong? Change it to there where necessary.
- •3. Fill each space in the paragraph below with it or there. A Change in the Weather
- •1. Look at the texts below and complete them using a definite (the), indefinite (a/an)
- •2. Now complete the rules using the words below.
- •3. Now decide which articles frоm Ex. 1 arе examples of which rules.
- •4. Use the rules to make eleven corrections to the following passage.
- •Vocabulary 1 us English
- •1. See if you know some other British and American equivalents.
- •If necessary, use a dictionary.
- •2. If you saw words spelt in the following way would you expect the writer in each
- •3. Can you avoid some of the most common confusions arising between British and
- •Vocabulary 2 Countries and nationalities
- •1. Parts of the world
- •2. Countries
- •3. People
- •5 Major cities
- •6 Languages
- •7 It's somewhere in Africa Complete the sentences with in or on:
- •Unit 2 national homes
- •1. Identifying tenses
- •1. Write in the correct verb form, using the verb in bold.
- •2. Complete the tense chart with the verb forms from exercise 1.
- •2. Correcting mistakes
- •3. Choosing the right tense
- •Verbs into the correct tense. Sometimes there is more than one possibility.
- •4. Active or passive?
- •1. These sentences sound unnatural in the active. Rewrite them using the passive.
- •2. Put the verbs in brackets into the correct tense, active or passive.
- •5. At home on a train
- •1. Read about Pat and Ronald Thomas, who live on a train.
- •2. Here are the answers to some questions about Pat and Ronald. Write the questions.
- •6. Have, be, or do?
- •7. Forms of have and have got
- •1. Complete the dialogues with a correct form of have or have got. Sometimes both
- •2. Make the sentences negative.
- •3. Ask questions about the sentences in Exercise 2.
- •Vocabulary house and home idioms
- •1 Underline the correct definition for each idiom. Use your dictionary.
- •2 Complete the conversations with one of the idioms above in the correct form.
- •1. Look at the following sample addresses.
- •2. Write out these addresses correctly.
- •3. Read the following letter and decide what type of letter it is.
- •Informal style
- •1. Here are some things you might write in an informal letter.
- •2. After a friendly beginning you should give your reason for writing.
- •3. Fill each blank with the following words. Use each item once only.
- •4. A) Look at the letter. Choose the word or expression that is most appropriate to the
- •Informal register of the letter. In a few cases, it may be possible to use either.
- •Unit 3 nations and stereotypes
- •1. Questions with like
- •1. Answer the questions about yourself.
- •2. Write questions using the phrases in the box.
- •3. Read the conversation between two friends. Complete it with questions.
- •2. Like or would like?
- •1. Match a sentence in a with a sentence in b.
- •2. Tick the correct question.
- •3. Read the following rule in the box and complete the sentences with as or like.
- •Vocabulary What’s in a name?
- •1. Read the following descriptions of seven different people, and write their names
- •In the appropriate box depending on their personality.
- •2. Look at these adjectives in the box and add them to the table in exercise 1.
- •3. Answer the following questions using adjectives from exercise1.
- •4. Guess the meaning of the following idioms and complete the sentences below.
- •5. Write a paragraph describing someone who is important to you.
- •1. A learner wrote the composition below, which compares her home city and her
- •2. If it is difficult for you to find all the mistakes, study the information in the charts
- •3. Fill in each gap with a suitable word. In most gaps you need to use a form of the
- •4. Underline the correct item.
- •1. Complete the sentences with both/neither/either.
- •2. Complete the sentences with both/neither/either. Use of where necessary.
- •3. Complete the sentences with both/neither/either of us/them.
- •4. Write sentences with both...And... / neither...Nor... / either...Or... .
- •5. Complete the sentences with neither/either/none/any.
- •1. A survey of British university students was conducted in 1990 and recently
- •2. Complete these sentences with as ... As or not as/such ... As. Sometimes two answers
- •3. Complete these sentences with as much as, as many as, as little as, or as few as.
- •1. Underline the correct phrase.
- •3. Use your own ideas to complete these sentences. Write about what уоu missed or what was disappointing when уоu went оn а holiday or trip abroad.
- •1. Comparison and contrast
- •2. Linking ideas
- •1. Proof-reading
- •Living in London
- •Unit 4 states and systems
- •Vocabulary 1
- •B Political System
- •Use of Articles 1
- •1. Put a/an, the or zero article (-) in the spaces. If two answers are possible, give
- •Are we talking now about ……. John Smith who led the Labour Party?
- •2. Who do you think is being described in these text extracts?
- •3. Insert the necessary article into each gap.
- •The Best Job in the World?
- •Imagine that you are the Editor of a magazine for young people. One of your journalists has given you this article to be included in the next edition.
- •1. Match the opening sentences a – g with each of the paragraphs (1 - 7).
- •3. Fill in each space with an appropriate word or phrase. In some cases, more that
- •4. Match the items in the two columns. The first one has been done as an example.
- •5. Rewrite each sentence, beginning as shown. Do not change the meaning.
- •Vocabulary 2 The election system
- •1. Put each of the following words or phrases in its correct place in the passage below.
- •2. Choose the most appropriate word underlined.
- •Word choice
- •1. Put each of the following words or phrases in its correct place in the passage below.
- •2. Fill in the gaps in the sentences below with suitable prepositions.
- •Vocabulary 3 Phrasal verbs
- •1. Express in other words the meaning of the phrasal verbs in the following sentences.
- •2. Find the phrasal verbs in the following invented passage about an industrial
- •3. Fill in the blanks with particles back/ ahead/ down/ out/ for/ up.
- •Vocabulary revision
- •1. Choose the correct answer.
- •2. Fill in the blanks using the words from the list below.
- •3. Multiple-choice cloze
- •4. Complete each sentence with the most appropriate word from the box.
- •Use of Articles 2
- •1. Make sentences combining words from a and b. Add a connecting verb and а/an or
- •2. Put а/аn, the or - in the spaces. If zero article is an alternative for the, write the /-.
- •3. If necessary, correct these sentences (a-d).
- •Unit 5 stories in history Grammar Practice: links with the past
- •Irregular verbs
- •1. Complete the sentences with the verb in bold in either the Past Simple or the Past Perfect. All the verbs are irregular.
- •2. Tick (V) the verbs in Exercise 1 which have the same form for both the Past Simple and the past participle. Put a cross (X) if they don't.
- •2. Past Simple or Past Continuous?
- •3. Past Simple or Past Perfect?
- •4. Time expressions
- •1. In each group, complete a line (a-o) with a time expression (1-15). Use each
- •2. Complete these sentences, using the prompts in brackets.
- •3. Study the table below and complete the exercises which follow.
- •5. Puss in Boots
- •1. This is the true story of Jim and Rita Bell, and their cat, Whiskers. Look at the
- •2. Complete the story about Jim and Rita Bell using the correct verb phrases from
- •3. Complete the questions.
- •6. Active to passive
- •In the following sentences the subject is either not important or too obvious to be necessary. Put each sentence into the passive to make it sound more natural.
- •7. Gilly's story
- •8. What a way to go
- •9. Present Perfect in news stories
- •1. Complete the sentences with the correct form of used to, positive, question, or negative.
- •2. Which of the verb forms can complete the sentences below? Underline all possible
- •3. Read the story of Henry Wardle. Which of the verbs in italics ...
- •Henry's £4.5 million secret
- •4. Write a paragraph about your life when you were a child. What did it use to be like? unit 6 times and people
- •1. Present Perfect simple or continuous?
- •1. Which sentence matches better in a and b?
- •2. Put the verb in brackets into the Present Perfect simple or continuous.
- •2 The world’s highest dustman
- •1. Read the text about David Clark. Underline the correct verb form. Sometimes both may be correct.
- •2. Read David’s letter to his parents. Fill the gaps with a verb from the box in the
- •3 Present Perfect passive
- •4 Have something done
- •1. Rewrite the sentences using have something done.
- •2. Melanie and Ken are getting married today. Here are notes about some of their arrangements. Here are notes about some of their arrangements.
- •Vocabulary 1 Travel
- •1. Put ticks (V) to show which verbs go with which forms of transport.
- •2. Choose the best word flight, journey, trip, travel or voyage to fit these gaps.
- •3. Fill in the blanks. Most of the words you need can be found opposite.
- •4. Write two advantages and two disadvantages for each of the four forms of
- •Vocabulary 2
- •1. Fill the gaps in this letter with suitable adding words and phrases.
- •2. Rewrite the sentences using the word or phrase in brackets at the end.
- •3. Correct the mistakes in the use of addition words and phrases in these sentences.
- •1. Read the biography of Martin Luther King, Jr. And fill the gaps with the verbs in brackets in the correct narrative tense.
- •2. Present Perfect and Past Simple
- •Immigration
- •Vocabulary National Identity. Immigration
- •1. Read groups of sentences below. Tick those in which words in bold are used
- •2. Complete the gaps with suitable words.
- •3. Complete the text with appropriate words. The first letter is given.
- •Bibliography
- •‘British Life and Institutions’, Mark Farrell, Chancerel, 2000
Методическая записка
Рабочая тетрадь представляет собой составную часть учебного пособия «Великобритания и США. Политико-культурный аспект» (‘Aspects of Britain and the USA. Politics and Culture’), целью которого является формирование у студентов иноязычной коммуникативной компетенции.
Более конкретные цели - это формирование языковой, социолингвистической или социокультурной, дискурсивной, компенсаторной компетенций.
Помимо рабочей тетради, пособие включает в себя книгу студента, предназначенную преимущественно для работы в аудитории, т.к. ее использование предполагает первичную презентацию грамматического и лексического материала, практику его употребления под контролем преподавателя, а также совместную работу студентов в парах и группах.
Содержание пособия представлено в семи уроках (Units), сформированных по тематико-грамматическому принципу, тематически это: “English in the World’, ‘National Homes’, ‘Nations and Stereotypes’, ‘States and Systems’, ‘Stories in History’, ‘Times and People’, ‘Travel and Immigration’. В рамках названных семи уроков соответственно изучаются следующие темы: «Роль английского языка в современном мире», «Жизнь в англоговорящих странах», «Национальные стереотипы», «Национальная принадлежность», «Политическое устройство США и Великобритании. Политические партии и выборная система», «История людей и государств в новостях», «Важные исторические эпохи. Видные политические деятели прошлого и настоящего», «Мультикультурализм в современном обществе», «Иммиграция». Также каждый раздел создает единую грамматическую тему.
Поэтапное изучение каждого урока займет в среднем 10 академических часов.
В рабочей тетради содержатся задания для самостоятельной работы студентов. Причем кроме упражнений для закрепления пройденного в аудитории материала и заданий по развитию письменной речи, для самостоятельного изучения вынесены некоторые грамматические и лексические разделы. Однако понимание и усвоение этого материала подлежит обязательному контролю со стороны преподавателя. Такой подход направлен на обучение студентов самостоятельной работе со справочной литературой.
Основные разделы в каждом уроке рабочей тетради – это Vocabulary, Grammar Practice или Grammar Revision, Writing.
Порядок изучения материала в пособии (как в книге студента, так и в рабочей тетради) определен его расположением. Тексты, задания, стратегии работы подобраны и организованы таким образом, чтобы обеспечить взаимосвязанное обучение всем четырем видам речевой деятельности в едином тематическом поле. В нем осваивается новая лексика и отрабатываются грамматические структуры, необходимые для того, чтобы уметь общаться на ту или иную тему. На основе пройденного материала студентам предлагаются задания на отработку продуктивных умений речевой деятельности: говорения и письма. Обучение письменной речи в рамках данного пособия идет последовательно и включает в себя освоение следующих форматов: параграф, неофициальное письмо, эссе типа «сравнение и противопоставление», биография.
Особенностью пособия является то, что перед каждым новым типом заданий студентам предлагаются определенные стратегии, в которых пошагово объясняется способ работы, например, с письменным текстом или аудиоматериалами. Это в полной мере относится и к упражнениям на закрепление грамматических и лексических структур. Например, перед заданиями соответствующего типа объясняются способы эффективного выполнения таких лексических и грамматических упражнений, как key word transformation, open cloze, multiple cloze choice и др.
Кроме того, выполнение некоторых заданий требует самостоятельной работы со справочной литературой, такой как грамматические справочники или одноязычные словари. Предполагается, что при регулярном использовании вышеназванных стратегий самостоятельной работы при изучении языка, произойдет их успешное освоение и присвоение. Таким образом, студенты смогут переносить полученные умения на изучение других иностранных языков и академических предметов, что будет формировать такие ключевые компетенции, как умение воспринимать и анализировать информацию и способность к самостоятельному эффективному обучению.