- •Dealing with statistics вивчаючи статистику
- •Fundamentals of Statistics
- •Read and translate the text: What is statistics?
- •Complete the following sentences:
- •Present tenses Present Simple. Present Continuous. State Verbs
- •2. Fill in the gaps with the correct form of the verbs in brackets.
- •3. Fill in the gaps with the verbs in the box in the correct present tense.
- •Look at the following extracts. There are six incorrect verbs. Find and correct them.
- •Unit 2. A very brief history of statistics.
- •Practice the pronunciation of the words:
- •Read and memorize the following words and word combinations. Use them in the sentences. Pay attention to the prepositions.
- •Read and translate the following sentences:
- •Read and translate the text:
- •Why you need to use statistics
- •Past tenses 1 Past Simple. Past Continuous. Used to/ Would.
- •1. Fill in the gaps in this model answer with verbs from the box in the past simple.
- •3 A teacher and student are talking about local customs. Fill in the gaps with the verbs in brackets in the correct form. Use would or used to where possible.
- •Unit 3. Variable and constant. Discrete and continuous.
- •Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the texts:
- •Variable and constant
- •Discrete and continuous
- •5. Write out the definitions from the texts:
- •6. Complete the following sentences:
- •7. Ask 10 general questions to the text.
- •8. Give examples of:
- •Present perfect Present Perfect. Present Perfect Continuous
- •1 Tick (/) the correct underlined verbs, and correct the verbs that are wrong.
- •3. Underline the correct form of the verbs.
- •4 Fill in the gaps with a verb from the box in the present perfect simple or present perfect continuous. You will need to use some verbs more than once.
- •Unit 4. Cardinal and ordinal. Population and sample.
- •1. Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the texts:
- •5. Write out the definitions out of the texts:
- •6. Complete the following sentences:
- •7. Ask 10 general questions to the text.
- •8. Give examples of:
- •9. Summarize the contents of the text in 10 – 15 sentences. Use the expressions:
- •Past tenses іі Past Perfect. Past Perfect Continuous.
- •1 Fill in the gaps with the past perfect simple of the verbs in brackets in the positive or negative.
- •2 Complete the report with the past simple or past perfect simple of the verbs in brackets
- •Unit 5. Misuses of statistics.
- •Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the texts:
- •Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7. Answer the following questions:
- •Sum up all the information about statistics and discuss this topic with your group-mates according to the plan:
- •Future 1 Plans, Intentions and Predictions: Present Continuous; Going to; Will
- •Fill in the gaps in the second half of this model answer with phrases from the box.
- •2 Fill in the gaps with the present continuous or will-future form of the verbs in brackets.
- •Unit 6. Basic statistical vocabulary.
- •1. Practice the pronunciation of the words:
- •2. Read, translate and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the texts:
- •Variables and data
- •Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7. Answer the following questions:
- •8. Write out the definitions of variables from the texts:
- •Give examples of these variables.
- •Summarize the contents of the text in 10 – 15 sentences. Use the expressions:
- •Don’t put all your data into one basket!
- •Future 2 Present Simple; be about to; future continuous; future perfect
- •The following chart shows the results of a class survey about planned activities for Saturday afternoon. Complete the sentences using the future continuous tense.
- •Read the following projections about the future population of Australia
- •3 In six of these sentences there is a verb in the wrong tense. Underline each mistake and write the correction.
- •4 Fill in the gaps with a future form from this unit and the verbs in brackets.
- •Test Practice. Academic Writing Task 1
- •Test Yourself (Unit 1–6)
- •Unit 7. Sources of Data.
- •Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the text:
- •Complete the following sentences:
- •Ask 10 general questions to the text.
- •Answer the following questions:
- •Agree or disagree with the following statements. Use the expressions:
- •Get ready to speak about sources of data. Use the following phrases:
- •Adjectives and Adverbs Describing things; adding information about manner, place, time, frequency and intensity.
- •1 Read the test task and the students' responses. Some of the adjectives they used are underlined. If they are used correctly, put a tick (/). If they are wrong, write the correct answer.
- •2 Write the missing adjectives and adverbs.
- •3 Match the beginnings (1-8) and the endings (a-h) of the sentences. Join them by adding a suitable -ed or -ing adjective formed from one of the verbs in the box. Use each verb once.
- •4 Underline the correct words.
- •Unit 8. Presenting Categorical Data.
- •1. Practice the pronunciation of the words:
- •2. Read and memorize the following words. Use them in the sentences.
- •3. Read and translate the following sentences:
- •4. Read and translate the text:
- •Column Variable
- •5. Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7 Answer the following questions:
- •8. Agree or disagree with the following statements. Use the expressions:
- •9. Get ready to speak about “Presenting Numerical Data”. Use the following phrases:
- •Comparing things Comparative and superlative adjectives and adverbs; other ways of comparing
- •1 Fill in the gaps with the adjectives in the box in a comparative or superlative form.
- •2 Fill in the gaps with the words in brackets in a comparative or superlative form.
- •3 Fill in the gaps in the model answer below. Use one word in each gap.
- •Academic Writing Task 2
- •Unit 9. Analysing and Presenting Data.
- •1. Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •3. Read and translate the following sentences:
- •4. Read and translate the texts:
- •5. Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7. Answer the following questions:
- •Give examples of graphs you know. Modals I
- •I Obligation and necessity; suggestion and advice; adverbs
- •2 Fill in the gaps below with the correct form of (not) have to, must, (not) need or should.
- •3 Read the extract. Decide if the underlined phrases are correct or not. Tick (✓) them if they are right and correct them if they are wrong.
- •4 Fill in the gaps with the correct form of (not) have to, ought to or must(n't) and the verbs in brackets.
- •Modals II Ability; possibility; alternatives to modals
- •5 Underline the most suitable words. Sometimes both options are possible
- •6 Tick (✓) the sentence, a or b, which best matches the sentence on the right.
- •7 Replace the underlined phrases with a suitable past modal phrase.
- •Unit 10. Describing data.
- •Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •3. Read and translate the following sentences:
- •4. Read and translate the texts:
- •Inferring differences and relationships
- •5. Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7. Answer the following questions:
- •11. Changes can also be described in more detail by modifying a verb with an adverb. Using a verb from box a and an adverb from box b make sentences describing the changes represented on the graph.
- •12. Read the following summary of the Magic Music Downloads. The expressions in bold refer to time and amount. Underline the expression that you think is correct according to the graph.
- •Write a brief summary of your own graph using the language you have covered in this lesson.
- •14. Extension. (If you have time in this lesson or for the beginning of the next lesson)
- •Up close and personal: Survey results
- •If your data are categorical:
- •If your data are numerical:
- •Reported speech Tense changes; time references; reporting questions; reporting verbs
- •1 Here is a conversation between Tanya and her teacher.
- •2 Underline the correct verb in each sentence.
- •3 Correct the mistakes in these sentences.
- •4 Report each of the sentences below using a verb from the box. Remember that you do not need to report the original words exactly.
- •Uniit 11 categorical data in tables and graphs
- •Practice the pronunciation of the words:
- •Memorize the following words and word combinations. Use them in the sentences. Pay attention to the prepositions.
- •Read and translate the following sentences:
- •Read and translate the text:
- •Complete the following sentences:
- •Ask 10 general questions to the text.
- •Answer the following questions:
- •Get ready to speak about presenting categorical data using tables. Draw the examples of a frequency, a cross-classification table and graphs to support your talk.
- •1 Fill in the gaps with the correct form of the verbs in brackets.
- •2 Underline the correct form of the verbs.
- •4 Fill in the gaps in the letter using both of the verbs in brackets.
- •Unit 12 numerical data in tables and graphs
- •1. Practice the pronunciation of the words:
- •2. Memorize the following words and word combinations. Use them in the sentences. Pay attention to the prepositions.
- •3. Read and translate the following sentences:
- •4. Read and translate the text:
- •Complete the following sentences:
- •6. Ask 10 disjunctive questions to the text.
- •7. Answer the following questions:
- •8. Get ready to speak about the graphs. Use the following phrases:
- •Likelihood based on conditions
- •I. Zero, first and second conditionals; other ways to introduce a condition
- •2 Fill in the gaps in the extracts below using the verbs in brackets in the correct form.
- •3 Decide if the underlined verbs are correct or not. Tick (✓) them if they are right and correct them if they are wrong
- •4 Underline the correct words.
- •II Third conditional; mixed conditionals; wishes and regrets; should(n’t) have
- •1 Fill in the gaps with the correct form of the verbs in brackets.
- •2 Read about two scientific discoveries that were made due to chance and complete the sentences.
- •3 Find and correct the mistakes in the sentences below.
- •Test Practice. Academic Reading
- •Academic Writing Task 3
- •Test Yourself (Units 7 – 12)
- •Keys to grammar exercises удалено Grammar references
- •Future continuous
- •Future perfect
- •Future perfect continuous
- •1 Adjectives
- •2 Adverbs
- •Irregular adverbs
- •Reported Statements
- •Reported Questions
- •Reported Orders
- •Reported Commands, Requests, Suggestions, etc
- •Difference in meaning between the to-infinitive and -ing form
- •The infinitive without to (also called bare infinitive) is used:
- •Conditionals:Types 2 and 3
- •Other words to introduce a condition
- •In case
- •Mixed conditionals
- •Irregular verbs
- •Glossary
- •Key vocabulary index
- •References
- •Content
3 Decide if the underlined verbs are correct or not. Tick (✓) them if they are right and correct them if they are wrong
Teacher: Is it better to have one special friend or lots of good ones? Student: I think that if you have lots of friends, you 1 will be lucky. However, I feel that everyone should have someone special. If you 2 won't have a special friend, you won't have someone to talk to at difficult times in your life. Teacher: When do people make most friends? Student: Well, everyone makes friends when they are at school. If you 3 are in an environment where everyone is your own age, you 4 would probably make friends. Teacher: Do you think that friends need to be similar ages? Students: Well, generally friends from school are similar ages. But when you 5 started work, for example, you meet people of different ages. If you get on well with someone and you 6 will have a lot in common, then age 7 won't be important. Teacher: Do people need to have things in common to be friends? Student: Well, yes. If you 8 like the same things, you will probably get on well. But having said that, I have a very good friend who is completely different from me. She loves sport and I hate it. If you asked me why we were friends, I 9 am not able to say! Maybe it's just chance - if you are in a certain place at a certain time you 10 become friends, but if you 11 will meet the same person at a different time in a different place it 12 didn't happen. Teacher: What different roles do friends play in people's lives? Student: Well, your friends are the people you choose to be with. And if you 13 will need help, you often turn to your friends. It works the other way too. When your friends need you, you 14 will help them |
1 are lucky 2 _________
3 __________ 4 __________
5 ___________ 6 ___________ 7 ___________
8 ___________
9 __________ 10 _________ 11 _________ 12 _________
13 _________ 14 _________
|
4 Underline the correct words.
I'll put my umbrella in my bag in case / provided that it rains later.
Unless / As long as you pay me in advance, I'll buy the tickets for you.
I'm going to get fat if/ unless I stop eating so much chocolate.
You must follow the instructions accurately in case / unless you want to risk damaging the machine.
When I travel on planes I always, put my toothbrush in my hand luggage in case / if my suitcase gets lost
Ice skating is fun as long as / when you are willing to fall over a lot!
Dear Mr Brown, I am writing to inform you that your library books are overdue. Provided that / When you return them immediately, you will not be fined.
I've just signed the contract for the job in Indonesia, starting in April. When /If I move there, I'll have to sell my car.
I wouldn't stay out in the sun too long as long as / if I were you.
I don't really like going to parties unless / as long as I know most people there.