- •Personal identification
- •Предисловие
- •Тематика коммуникативных модулей
- •Желаем Вам больших успехов!
- •Contents
- •Module 1 personal identification
- •Elementary - pre-intermediate
- •21 Look through the text again and complete the table below. Think which country or countries meet the following rule. Check the correct boxes.
- •27 Think and say what this notice means according to the dialogue in activity 26. Choose the best variant a, b or c.
- •Vocabulary & grammar possessive pronouns
- •28 Complete the sentences with my, his, her, its, our, your or their.
- •29 Put in my/ our/ your/ his/ her/ their/ its.
- •30 Choose the right personal or possessive pronoun to fill each gap.
- •32 Write positive or negative sentences. Use am / am not / is / isn’t / are / aren’t.
- •33 Write questions using the words in brackets. Use am/ is /are.
- •34 Write questions with What/ Who/ How/ Where / Why. Use am/ is / are.
- •35 Write the questions in the table below. (Read the answers to the questions first). The first two questions are given as examples.
- •36 Write short answers for these questions. Use the verb to be.
- •The possessive with ‘s
- •37 Write sentences. Use the words in brackets to replace the underlined words.
- •38 Underline the correct words.
- •39 Put f (formal) or I (informal) with these words.
- •40 Listen and repeat these words. Count the number of syllables in each word.
- •41 Look at these words and underline the stressed syllable. Listen and check.
- •42 Work in groups of three. Match the capital cities with the countries as fast as possible. Then write sentences.
- •8 Work in pairs. Look at the photo above and say who you think the people are.
- •9 Look at the pictures and write sentences about the families.
- •10 Look at the passage. Two texts are mixed up. The texts are descriptions of the two families in the pictures. Read the passage and underline the description of family a.
- •Have/ has got
- •19 Write short form (we’ve got/ he hasn’t got).
- •20 Make up questions.
- •21 Put in have got (‘ve got), has got (‘s got), haven’t got or hasn’t got.
- •Numbers
- •22 Listen and repeat these numbers.
- •23 Say the telephone numbers.
- •24 Write the number next to the word.
- •25 Look at the table. How many kilometers is it? Write the answers and practice saying them.
- •26 Dramatize the conversation.
- •2 Watch the video section and match the people with the jobs, a-g, in activity 1. Write a-g in the boxes.
- •3 Circle the correct answer.
- •5 While you watch the next video section, identify the speakers and write the names of the people in the pictures.
- •6 Watch the video section again. Pay attention to the information the secretary writes (not checks). Tick the necessary boxes.
- •7 While you watch the documentary, correct the information on the agency form. After you watch the documentary make up information about Susan and complete the agency form.
- •13 Look at the photos. Ask your partner about different activities Seumas does in different times of his day.
- •14 Listen to four conversations from Seumas’ day. After each one answer these questions.
- •15 Complete the conversations.
- •16 Work in pairs. Choose the dialogue from activity 15, complete it with your own words and phrases. Practice the conversations with your partner.
- •17 Read the article. Find out why these students work. Check the correct boxes in the table. The Daily Grind
- •Is it a good idea for a student to have a job? Why or why not?
- •18 Work in groups of three. In turn ask and answer the following questions.
- •19 Listen to a conversation. Decide where the situation is taken place. Tick the correct situation in the table below.
- •20 Listen again. Write down four questions the interviewer asks.
- •21 Decide if the sentences are true or false. Correct the false sentences.
- •Vocabulary & grammar the present simple tense
- •22 Write the he/she/ it form of these verbs.
- •23 Complete the sentences. Use the correct form of these verbs.
- •Complete the sentences. All of them are negative. Use don’t/doesn’t one of these verbs:
- •25 Imagine you are asking somebody questions. Write the questions starting with Do/Does.
- •26 Imagine you are asking somebody questions. Write the questions starting with the question words Where/What/How.
- •27 Give positive or negative short answers about yourself. (Yes, he does/ No, I don’t etc.)
- •Articles a/an
- •28 Write a or an.
- •29 Give a short definition of the words below. Choose your answer from the list and write a sentence.
- •30 Finish the sentences defining people’s job. The jobs are: nurse/ photographer/ private detective/ dentist/ taxi-driver/ road-sweeper/ shop assistant. Use the correct article in each sentence.
- •31 Define the places where these people work. Write them down.
- •32 Match the adjectives to the reasons, then use them to describe people you know well, as in the examples.
- •33 Listen and cross out the adjective which do not match the colour.
- •34 Ask your friend what his/ her favourite colour is, then use the table above to talk about his/ her character, as in the example.
- •35 Fill in the correct adjectives from the lists, then underline the phrases which justify each person’s character.
- •41 Work in pairs.
- •1 Find out if you are a morning person. Think about the first hour of your day. Tick what you usually do. Then discuss your answers with your partner. Use the following expressions in your speech:
- •3 Read the article and find out what time her day starts and finishes. My working day
- •4 Decide where these sentences go in the article.
- •5 Decide if the sentences 1- 5 ‘Right’ (a) or ‘Wrong’ (b). If there is not enough information to answer ‘Right’ (a) or ‘Wrong’ (b), choose ‘Doesn’t say’ (c).
- •15 Complete the sentences with the verbs from the box in the correct form.
- •16 Put the adverbs in brackets in the correct position.
- •17 Find one mistake in each sentence and correct it.
- •Prepositions of time
- •How do you live?
- •22 Work in groups of two. Talk for 3- 4 minutes.
- •6 Answer the questions
- •7 Tick who does or likes doing these things.
- •8 Underline the correct variant of the verb form. Then watch Part 1 again and check your answers.
- •Look at photos and choose the best answer.
- •10 Work in pairs. Ask your partner what he/she does every day and what he/ she likes doing. Then give a report in the class.
- •11 Decide where these sentences go in the dialogue below. Write them down in the spaces provided.
41 Work in pairs.
Student A: You’re going on a day trip with your school. You know everything about it. Answer your partner questions using the information below.
SCHOOL BUS TRIP TO LONDON Saturday 24th September Morning - Buckingham Palace Lunch - 1. 00 p.m. Afternoon - shopping in Oxford Street
TAKE YOUR RAINCOAT!! |
Student B: You want to go on this trip, but you don’t know anything about it, so ask Student A some questions. Use these words to help you.
SCHOOL TRIP
|
Writing
42 Write a note to your room mate expressing your feelings about your new girlfriend/boyfriend. Tell about her/ his character. Write 25-35 words in the box. You’ll find more details in your workbook.
43 Write a letter to your friend about your favourite job. Say why you like it and what this person usually does. Don’t forget to write the address and the date. Write 25-35 words. You’ll find more details in your workbook.
Unit 4
Daily routine
LEAD-IN
1 Find out if you are a morning person. Think about the first hour of your day. Tick what you usually do. Then discuss your answers with your partner. Use the following expressions in your speech:
Firstly
Secondly
After that I ...
As for me ....
A get up quickly sing in the bathroom talk to people have a good breakfast get dressed quickly start work quickly |
B wake up slowly lie in bed and think don’t talk to people don’ have breakfast read a newspaper start work slowly |
Reading
2 You’re going to read a magazine article about Tanya Phillips, who is a presenter on breakfast television in Britain. Before reading the article think and say what time her day starts and finishes.
3 Read the article and find out what time her day starts and finishes. My working day
My working day starts very early. From Monday to Friday I get up at half past three and have a shower and a cup of coffee. I usually leave the house at ten past four because the car always arrives a few minutes early. I get to the studio at about five o’clock and start work. Good Morning Britain starts at seven o’clock and finishes at nine o’clock. Then I leave the studio at a quarter past ten. After that, I get home at three o’clock. A woman helps me with the housework and the ironing. I read the newspaper and do some work. Then my husband gets home at half past five in the afternoon and I cook dinner. We stay at home in the evening. We don’t go out because I go to bed very early. We usually watch television and then I go to bed at half past eight. I’m usually asleep by nine o’clock. At weekends I don’t get up until ten o’clock. In the evening, we often see some friends or go to the cinema. But I’m always up early again on Monday morning.