- •Английский язык Учебно-методическое пособие для самостоятельной работы по английскому языку
- •Оглавление
- •Методическая записка.
- •Unit 1. Language practice and writing
- •I. Review Present tenses
- •II. Write e-mail to your friend telling all about yourself and your students’ life. Use the questions in present tenses:
- •Unit 2. Language practice and writing
- •I. Review Past tenses
- •II. Write a story about your grandparents. Ask questions about past events. Unit 3. Reading and writing
- •I. Read the text and match the following sentences to the correct paragraphs.
- •II. Read the text and draw up a map of the places, conquered by Alexander the Great.
- •Unit 4. Language practice and writing
- •I. Review Perfect tenses
- •II. Write curriculum vitae. Use the following headings in cv:
- •Unit 5. Language practice, translating and writing
- •I. Review Auxiliary verbs – be, have, do
- •II. Read and translate the text. Find more information about people, mentioned in the text and write an essay. Alexander the Great
- •Unit 6. Language practice, reading and translating
- •I. Review the passive voice
- •II. Read and translate the text. Write an essay on Ottoman Empire
- •Unit 7. Reading, translating and discussing
- •I. Read and translate the text. Discuss the Paris Peace Accord and express your opinion on articles.
- •II. Underline passive verb groups. Unit 8. Language practice, translating and writing
- •I. Defining and Non-defining relative clauses
- •Ottoman Empire
- •Palestine Before wwi
- •Unit 9. Reading, translating and writing
- •I. Conditional clauses
- •I. Match these parts to make conditional sentences.
- •1. Watch the video “Spartacus”. Find your own solutions to problems discussed in the film.
- •2. Write an essay on Spartacus. Find more information about Spartacus from Internet and other sources. Make your own predictions, using conditional clauses.
- •III. Read and translate the text in writing. Give a summary of the text. Peace treaty of Cadesh
- •IV. Writing a narrative
- •1. Narrative.
- •2. Watch the video “Elizabeth: The Golden Age”. Make up a narrative of the events.
- •Unit 10. Language practice, reading, speaking and writing
- •I. Review Reported speech: Reporting the past
- •Persian wars
- •Unit 11. Language practice, reading and writing
- •I. Can, could, may, might - possibility
- •World War I
- •Unit 12. Language practice, watching video and writing
- •I. Linking words.
- •Homeless in the usa
- •Getting ready for the exam texts for written translation Stalin's Reign and the Great Purges
- •Northern Ireland Peace Accord.
- •Speaking and discussing
- •The world since 9/11
- •Us Foreign Policy
- •British Foreign Policy
- •Problems with Africa
- •Russia and Eastern Europe
- •Israel and The Middle East
- •European Union (eu)
- •International relations after the Second World War
- •International law
- •Alexander the Great Text 1
- •Text 10
- •Text 11
- •Text 12
- •Text 13
- •Text 14
- •Text 15
- •Text 16
- •Key to exercises
- •I. Match these parts to make conditional sentences.
- •660041, Г. Красноярск, пр. Свободный, 79
- •660041, Г. Красноярск, пр. Свободный, 82а
Unit 12. Language practice, watching video and writing
I. Linking words.
Similar meanings to and: also, besides, what’s more Similar meanings to but: despite this, however Similar meanings to so: as the result, for that reason, therefore
The words in the box are used to join sentences and link ideas. Put them in the text.
also, besides, what’s more as the result, for that reason, therefore, despite this, however |
Homeless in the usa
The city streets of America’s urban metropolises have remained crowded with homeless men and women for decades. (1) …. government agencies, religious organizations, and community outreach programs have aided in the health and welfare of the homeless but none have solved the problem or offered any long-term answers to homelessness. (2) …. at the root of the issue lie mental illness concerns, government bureaucracy, and humanitarian apathy towards a national problem that is often easier to turn away from than to look straight in the eyes of the homeless for the answer. (3) …. the solution appears to lie somewhere between the hands of the caring and the powers of government. An unprecedented trend is emerging in America to merge the division between church and state and work towards the mutual goals of solving social problems as a united force.
(4) …. the magnitude of the problem of homelessness in America is incontrovertible. According to the Homes for Homeless organization:
The typical homeless family is a 20-year-old mother with children under the age of 6 (in the early 80's it consisted of a middle aged woman with adolescent children).
Today's homeless mother has probably never been married, has an incomplete education, and has never been employed.
22% of homeless mothers grew up in foster care.
22% reported they lived in shelters as a child.
80% of homeless families moved two or more times before becoming homeless.
63% doubled up with friends or relatives before becoming homeless.
(5) …. the need for affordable housing reaches into the middle class, as the line between poverty and survival becomes blurred. Take for example the cost of housing in San Francisco. The Bay Area is a classic example of the need to serve people above and below the poverty line. According to Davis, federal guidelines assert that no more than 30 percent of a person’s income should go for housing. A household earning $18,000 a year would then spend $450 a month on housing. However, the median rent in San Francisco is $700, illustrating the need for affordable housing above low-income standards. These numbers cut across race lines and also illustrate the state of homelessness among racial discrimination lines. According to U.S. Conference of Mayors Task Force on Hunger and Homelessness (based on statistics from 26 cities between November 1, 1992 and October 31, 1993) and data from Census Bureau and Bureau of Labor Statistics, of the homeless.
Getting ready for the exam texts for written translation Stalin's Reign and the Great Purges
During his entire reign, Stalin used the threat of force to gain power and concessions. When the peasant farmers failed to show allegiance to Stalin’s banners and government propaganda, Stalin reacted with harsher controls on them. Party members that showed dissent were executed, such as Sergei Kirov, one of Stalin’s chief aids. The secret police rounded up thousands of Soviet citizens, gave them mock trials and executed them via firing squad during the Great Purges. In public, Stalin offered conciliatory gestures that seemed, on the surface, to be peaceful in nature. In reality, he wanted nothing less than world domination. Thus, Stalin's foreign policy was one of expansionism. He constructed an enormous propaganda machine that relied on the falsification of history and total control over all forms of media. It is tempting to suggest that the terror that accompanied the Great Purge of the late 1930 must have made him unpopular in the Russia but, given the fact that public opinion could not possibly be accurately measured under such conditions, this cannot be proved and there is evidence that Stalin was regarded by the people of Russia as being unaware of what was going in with respect to the terror.