- •Match the computer parts with the words below.
- •Read the text quickly. Match the headings (a-d) with the paragraphs (1-4).
- •Look at these words from the text. Write h (hardware), p (peripheral), s (software) or m (measurement) next to each one.
- •Vocabulary 9
- •Vocabulary 12
- •Work in pairs. Look at the chart and compare the two computers. Use fast, slow, cheap, expensive, big, small
- •What do you see first when you turn on a computer? How do you open a program?
- •Read the text quickly and match the headings (a-d) with the paragraphs (1-4).
- •Decide if the sentences are true (t) or false (f).
- •Vocabulary
- •Find the words in the text that mean:
- •Complete the sentences (1-7) with the words in the box.
- •Write the commands and tools from the table under the correct heading.
- •Match the first part of the sentence (1-6) with the second part (a-f).
- •Vocabulary
- •7. Complete the sentences with words from the box.
- •8. Match the icons (a-1) with the words (1-12). Say what the command or tool does.
- •Practise your typing! Type a paragraph of any English text that is new to you using a word- processing program. Do the following:
- •Work in pairs and discuss the questions.
- •Read the text and underline the advantages of word processing in the first paragraph and the disadvantages in the second. Write the number of each.
- •What information can you store on a computer? Where can you store your documents or files?
- •Read the text quickly. Write the number of the paragraph that tells you about:
- •Write short answers to these questions.
- •Match the questions (1-5) with the answers (a-e).
- •Vocabulary
- •Find the words in the text that mean:
- •Work in pairs. Look at the files below. How would you organize them so that you can find them easily? Add more files to the list.
- •Match the icons (a-I) with the words (1-9) below.
- •Read the text quickly. What do you use from Exercise 1 to make a folder?
- •Match the diagrams (a-d) with the instruction numbers from Exercis 2.
- •Vocabulary
- •Complete the sentences with words from Exercise 1.
- •Write down the instructions you need to operate one of the following:
- •Find the correct word or abbreviation in the text.
- •Vocabulary
- •Match the groups of verbs below with their general meaning from the box.
- •Complete the sentences (1-7) with the words from the text.
- •Work in groups. Say which of the following ideas about the Internet are good or bad.
- •Where is the best place to find information on these topics?
- •What are the advantages and disadvantages of finding information from these sources?
- •Read the text quickly and choose the correct answer.
- •Vocabulary
- •Write these messages in the correct order. Which are formal and which are informal?
- •Vocabulary
- •Vocabulary
- •Vocabulary
- •Viewing and downloading files
- •Work in pairs and answer the questions.
- •Circle the answers yes or no. Read the text to check your answers,
- •Match the first part of the sentence (1-6) with the second part (a-f).
- •Vocabulary
- •Which of the words and phrases in the box are specific to it and which are used in general English? Use the Glossary or a dictionary to help you.
- •Work in groups. Match the messages with the occasion and the person.
- •Label the diagrams central location and peer-to-peer.
- •Vocabulary
- •Image editing
- •Do you like paintings, photographs or computer art best? Why?
- •'A picture paints a thousand words’. Do you think this saying is true?
- •Find the opposites of the adjectives (1-6) in the text.
- •Complete the sentences (1-5) with the words in the box.
- •Vocabulary
- •Match the highlighted words and phrases in the text with the definitions (1-7).
- •Vocabulary
- •Work in groups. Make a list of:
- •Read the opinions about chat rooms. Which ones do you agree with?
- •Read the text and make six two-word phrases. Then write the meanings in your language. Use the Glossary or a dictionary to help you.
- •Work in pairs. Match the emoticons with the meanings and descriptions in the box. Do you know any others?
- •Look at the definition of etiquette. What do you think Netiquette is?
- •Read the Web page about Netiquette and check your answer to Exercise 1. Then write the headings (a-d) above the correct paragraphs (1-4).
- •Make questions from the text for these answers.
- •Tick (√) the things which are good netiquette and put a cross (X) by those that are bad netiquette.
- •Complete the sentences (1-5) with the highlighted words in the text.
- •Work in groups. Discuss the ‘rules’ of etiquette in your country. Think about things like greeting, saying goodbye, queueing, visiting someone’s home.
- •Write a paragraph describing common customs and behaviour in your culture.
- •Vocabulary
- •Vocabulary
- •Irregular Plurals
- •Very much, very
- •Is used
- •Indirect Questions
- •Verbals
- •Type 0 (zero) and I Conditionals. Real Condition
- •1. Form
- •Inverted conditional sentences without if
Type 0 (zero) and I Conditionals. Real Condition
Zero Conditionals.
subordinate clause (підрядне речення) |
main clause (головне речення) |
f or instructions |
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If + present simple present simple |
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e. g. If you press the button, the machine switches off. |
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Якщо ви натиснете кнопку, апарат вимкнеться |
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to express a general truth or scientific fact. |
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If/ when + present simple present simple |
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e.g. If / when you mix red and yellow |
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paint you get orange. |
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to talk about things that always / often / sometimes happen if something else (in |
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the if-clause ) happens. |
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If/ + present simple present simple |
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e.g. If you cook vegetables for too |
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long, they taste awful. |
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Type I Conditionals, (likely to happen in the present or future)
subordinate clause |
main clause |
If (as soon as, present simple, till, before, + present after, present perfect when) e. g. If you phone me, Якщо ти зателефонуєш мені, e. g. If you have finished your work, Якщо ти закінчила роботу, |
Future
I'll pick you up. Я Te6e 3a6epy. we can go home. Ми можемо йти додому |
Remember!
If is used for things which may possibly happen.
e.g. //the weather is fine, we shall go swimming.
When is used for things which are sure to happen.
e.g. I'll phone you when I get home.
By the time means before, not later than.
e.g. By the time I am twenty-five, I will be a skilful engineer.
Until means up to the time when.
II. Type II and III Conditionals. Unreal Condition (unreal to happen in the past, present or future).
1. Form
Subjunctive II |
Conditional |
Present Past |
Present Past |
2nd form of t he verb had done (= Past Simple) (= Past Perfect) |
should should would would could + Indefinite Perfect could + Infinitive Infinitive might might |
Note: Present Subjunctive II + Present Conditional = Type II Conditionals
e. g. If I had money, I would buy a car.
e.g. But for him, I should go to Lviv. Якби не він я поїхав би до Львова.
Past Subjunctive II + Past Conditional = Type III Conditionals
e. g. If I had had money, I would have bought a car.
Mixed Conditionals
e.g. If I were you / In your place I should have bought this camera. На твоєму місці я купив би цей фотоапарат.
Subjunctive II is used: 1. after if/(якби) Present Subjunctive II e. g. If I had money, Якби я мав гроші, Past Subjunctive II e. g. If I had had money,. Якби я мав гроші, |
Conditional Is used: 1. in complex sentences (in the main clause) Present Conditional I would buy a car. Я купив автомобіль Past Conditional I would have bought a car. Я купивби автомобіль
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2. after as if, as though (наче,ніби) e. g. She looks at me as if she had never seen me before. Вона дивиться на мене, ніби ніколи раніше не бачила. |
2. in simple and compound sentences e. g. I should write him a letter but I don't know his address. Я написав би йому листа, але не знаю його адреси. |
3.* after wish!if only. {If only is more emphatic or more dramatic) I wish you were happy (but you are not). Я хотів би, щоб ви були щасливими If only it were summer now! Якби тільки зараз було літо! |
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3.* wish 1 if only + subject + would + Indefinite Infinitive To express: 1. a polite imperative; 2. a desire for a situation or person's behavior to change. e.g. I wish you would behave better in class. If only it would stop raining. |
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3
Subjunctive I |
Suppositional |
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Infinitive without to e.g. read, go |
Present Should + Indefinite Infinitive |
Past Should + Perfect Infinitive |
Subjunctive I and Suppositional show that action is necessary, important, ordered etc.
They are used:
1. after it is necessary, it's important, it's ordered etc.
e.g. It's important we go/should go there. Важливо щоб ми пішли туди.
2. after the verbs denoting order, request, suggestion etc.
e.g. They offered that we have/should have ju ice for breakfast. Вони запропонували, щоб ми випили соку на сніданок.
3. with lest (mp6 ... He).
e.g. I worry lest we should miss the train.
Я хвилююся, щоб ми не запізнилися на поїзд.
SYNTAX
Word Order
subject |
verb |
object |
adverbials |
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indirect To/For whom? |
direct What? |
manner How? |
place Where? |
time When? |
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e.g. I |
bought |
him |
a new picture |
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at the exhibition |
at 5 o'clock yesterday |
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2.а)verb (bring, give,
lend, pay, promise, + direct object + to + indirect object
send, show,
take, tell)
e.g. Give the money to him.
b)verb (buy, find, get, make) + direct object + For + indirect odject
e.g. Buy a present for your girl-friend.
Inversion
Inversion is:
changing of normal positions of verb and subject.
using a question form of the main verb,
e.g. Not only did he fail.
These words and phrases are followed by a change in word order when they begin a sentence or an independent clause:
at no time hardly ever/barely (тільки - тільки) in no way little neither never no sooner.. .than (як тільки) nor not after not once not only...as well not until nowhere on no account (ні в якому разі) only |
only after/then only by only if/when only in this way only later rarely (рідко) scarcely (ледве) scarcely... when seldom (рідко) so so/such... that under no circumstances (за жодних умов)
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But: 1. When only refers to the state of begin the only one, there is no inversion following it.
Compare:
Only after posting the letter did I remember that I had forgotten to write the address. |
Only Mary realized that the door was not locked.
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2. Inversion after so/such ... that occurs:
a) when the main verb is be.
e.g. So devastating were the floods that some areas may never recover.
b) such used with be means so much/so great.
e.g. Such was the force of storm that trees were uprooted.
Here are some examples of inverted sentences
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