- •Lesson one
- •A glimpse of london
- •Vocabulary
- •Word combinations
- •Exercises comprehension
- •1. The difference between:
- •2. What each of the following stands for:
- •3. The literal and figurative meanings of:
- •Key structures and word study
- •Grammar There is ... There are ... . Be. Have.
- •With Countable Nouns
- •(B) With Uncountable Nouns
- •Reported Speech
- •Imperative (Requests, Warnings, Instructions, Prohibition)
- •Degrees of Comparison of Adjectives
- •Reading
- •Some facts about the soviet union
- •Government in britain
- •Questions:
- •Vocabulary
- •Word combinations
- •Comprehension
- •The Indefinite Tense forms (Present, Past and Future)
- •Reported Speech
- •Sequence of Tenses
- •The Article
- •Assignments
- •Questions
- •In the Morning
- •More about the english
- •Vocabulary
- •Word combinations
- •Exercises comprehension
- •Key structures and word study
- •Ex 14 Translate the following
- •On weather
- •The Continuous Tense Forms (Present, Past and Future)
- •Mixed Bag
- •In the waiting room
- •The Use of the Present Indefinite Tense in Adverbial Clauses of Time and Condition with the Meaning of the Future
- •Reported Speech. Sequence of Tenses (contd)
- •Degrees of Comparison of Adverbs
- •The Article
- •Assignments
- •Speech and composition
- •Questions
- •Lesson four
- •At home
- •Vocabulary
- •Word combinations
- •The Present Perfect Tense
- •The Past Perfect Tense
- •The Future Perfect Tense
- •Reported Speech. Sequence of Tenses (contd)
- •The Article
- •Assignments
- •Speech and composition
- •Questions
- •To kill a man
- •Vocabulary
- •Word combinations
- •Comprehension
- •Key structures and word study
- •Complex Object
- •Mixed Bag
- •Adverbial Clauses of Time
- •The Use of the Present Perfect Tense in the Meaning of the Future Perfect Tense in Adverbial Clauses of Time
- •In the dining-car
- •The Article
- •Assignments
- •Speech and composition
- •Questions
- •Lesson six
- •An unfinished story
- •Vocabulary
- •Word combinations
- •Key structures and word study
- •Model Verbs and Their Equivalents Must, Can and May
- •Have to*
- •Be Able*
- •Mixed Bag
- •The Article
- •Reading
- •Assignments
- •Types of Novels**
- •Speech and composition
- •Questions
- •Lesson seven
- •Vocabulary
- •Word combinations
- •Key structures and word study
- •Passive Voice (Indefinite Tense Forms)
- •Two Objects: Direct and Indirect (a) give, send, tell, show, pay, promise, offer
- •(B) buy, sell, sing, read, write*
- •(С) explain, describe, dictate, repeat, mention**
- •Two Direct Objects (ask, envy, teach)***
- •Passive Voice with Verbs which Have a Prepositional Object
- •Mixed Bag
- •The Article
- •Reading
- •Assignments
- •How to Write a Précis
- •Questions
- •How einstein discovered the law of relativity
- •Vocabulary
- •Word combinations
- •Exercises comprehension
- •Key structures and word study
- •Grammar Passive Voice (contd)
- •Perfect Tense Forms
- •II. Continuous Tense Forms
- •Mixed Bag
- •The Article
- •Reading
- •Assignments
- •Speech and composition
- •Questions
- •Lesson nine
- •Letters from college
- •Vocabulary
- •Word combinations
- •Key structures and word study
- •Perfect Continuous Tense Forms (Present, Past and Future)
- •Mixed Bag
- •The Article
- •Assignments
- •Speech and composition
- •Questions
- •Lesson ten
- •Joe hill—the man they couldn't kill
- •Vocabulary
- •Word combinations
- •Tense and Voice (revision)
- •Reading
- •Speech and composition
- •Questions
- •Lesson eleven
- •A meeting in the night
- •Vocabulary
- •Word combinations
- •Key structures and word study
- •The Infinitive. Syntactical Functions
- •The Predicative
- •An Attribute
- •An Adverbial Modifier of Purpose
- •An Adverbial Modifier of Result
- •The Article
- •Reading
- •Assignments
- •Speech and composition
- •Questions
- •Lesson twelve
- •Barney's maggie2
- •Vocabulary
- •Word combinations
- •Comprehension
- •Key structures and word study
- •Ex 14 Study the following phrases and (a) recall the sentences in which they are used in the text and (b) use them in sentences of your own.
- •Grammar Modal Verb "Should"
- •The Article
- •Reading
- •Assignments
- •Speech and composition
- •Questions
Assignments
(a) Quickly look through the list and mark the lettered phrase nearest in meaning to the word or phrase tested.
1. Consist of: (i) be made up of; (ii) comprise; (iii) arrange in a certain manner.
2. Commonly: (i) usually; (ii) regularly; (iii) obviously.
3. Along with: (i) as well as; (ii) together with; (iii) at the same time.
4. Advantage: (i) a favourable point; (ii) a necessary condition; (iii) an essential feature.
5. Take account of: (i) ignore; (ii) register; (iii) mention.
6. Require: (i) need; (ii) regulate; (iii) command.
7. Reduce: (i) make more; (ii) make impossible; (iii) make less.
8. Depend on: (i) be unable to do without; (ii) be controlled by; (iii) deal with.
(b) "While" in "Some students are able to write rather good answers without really knowing about the subject, while other students who actually know the material have trouble expressing their thoughts in essay form" expresses: (i) simultaneity; (ii) contrast.
(c) Complete the following.
1. The opposite of advantage is—; of wrong is—, of satisfactory is —. 2. Wrong is synonymous with —.
(d) Say which of the following statements are true according to the text. If not, explain why.
1. Spoken examinations are more effective than written ones. 2. An objective test makes it possible to quickly test the student's memory of facts and details. 3. One advantage of the objective test is that it reduces the elements of luck. 4. The essay test is an effective way of finding out if a student has the ability to put facts together in a meaningful whole. 5. There is really no way of testing a student's knowledge. 6. No examinations, whether written or spoken, are satisfactory. 7. The result of an examination often depends on the examiner's mood. 8. Essay tests deal with personal opinions, not facts. 9. Objective tests are more effective than essay tests in learning about the student's range of knowledge.
(e) Sum up what the text has to say on each of the following points.
1. The definition of an objective test. 2. The definition of an essay test. 3. The advantages and disadvantages of: (i) the objective test; (i) the essay test. 4. What makes examinations unsatisfactory to: (i) teachers; (ii) students.
(f) Discuss the ways and methods of testing students' knowledge which you might recommend as both fair and satisfactory.
(g) Compare the examination system described in the text with the system practised at your Institute, University, or school, mentioning all the pros and cons.
(h) Write a précis of the text.
Ex 32 Read the text carefully, without a dictionary. While reading, pay special attention to the words you don't know: look carefully at the context and see if you can get an idea of what they mean. Write five questions covering the main points, answer each question in one complete sentence in your own words as far as possible; then, using your answers as guides, write a summary of the text.
The doors of universities and institutes of higher education are open to all graduates of secondary general, vocational and specialized schools.
There are no "dead-end" educational establishments in the USSR. Each stage of education is a stepping-stone to a higher one, up to the highest level.
The departments of institutes of higher education offering full-time study courses admit persons of up to 35 years of age. If by this age a person has not obtained a higher education, he can do so by attending evening classes or taking a correspondence course run by an institute of higher education without discontinuing employment.
More persons wish to get a higher education than the institutes of higher education can admit. Therefore entrance examinations are, as a rule, competitive.
It will do well to remember that the right to education is exercised in our country not only to meet the economic requirements of society, but also to meet the needs of the individual.
The main concern of the state is man, the satisfaction of his requirements and interests, his ability to be the master of his destiny, his creative participation in political and social life. All this directly depends on his level of education. So the task of Soviet schools is to give everyone this possibility, to educate all to be harmoniously developed people — morally, physically and intellectually.