Пособие по выполнению самостоятельных работ по дисциплине "Английский язык"

Министерство общего и профессионального образования Ростовской области

ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ

РОСТОВСКОЙ ОБЛАСТИ

«ТАГАНРОГСКИЙ МЕХАНИЧЕСКИЙ КОЛЛЕДЖ»

Методические указания

по выполнению самостоятельных работ

по дисциплине

Английский язык

Составитель: преподаватель

иностранных языков

Нижникова И.Н.

Содержание

Введение

Дисциплина «Английский язык» является общеобразовательной дисциплиной, в процессе изучения которой обучающиеся должны приобрести определенные знания. Наряду с изучением теоретического материала по дисциплине «Английский язык» большое внимание должно быть уделено практическим занятиям. Практическим занятиям отводится 39 часов. Последние представляют собой весьма важную часть в общем объеме дисциплины. Они дают, возможность ознакомиться с такими вопросами, как Определенные и неопределенные артикли, Местоимения: указательные, личные, притяжательные, вопросительные, Времена действительного залога, Пассивный залог, Модальные глаголы, Структуры thereis/are,have/hasgot и т.д.

Общие методические рекомендации и указания по выполнению практических работ

1. Подготовка к практической работе

Для выполнения практических и лабораторных работ обучающийся должен руководствоваться следующими положениями:

1. Внимательно ознакомиться с описанием соответствующей практической работы и установить, в чем состоит основная цель и задача этой работы;

2. По лекционному курсу и соответствующим литературным источникам изучить теоретическую часть, относящуюся к данной работе.

1. Выполнение практических работ

Успешное выполнение практических работ может быть достигнуто в том случае, если обучаемый представляет себе цель выполнения практической работы, поэтому важным условием является тщательная подготовка к работе.

1. Оформление практических работ

Оформление практических работ является важнейшим этапом выполнения. Каждую работу обучающиеся выполняют руководствуясь следующими положениями:

1. На новой странице тетради указать название и порядковый номер практической работы, а также кратко сформулировать цель работы;

2. Записать при необходимости план решения заданий;

3. Схемы и графики вычертить с помощью карандаша и линейки с соблюдением принятых стандартных условных обозначений;

4. После проведения практических занятий обучающиеся должны составить отчет о проделанной работе. Практическая работа должна быть написана разборчивым подчерком и выполнена в тетради с полями для проверки работы преподавателем. Итогом выполнения является устная защита работы, по вопросам, которые прописаны в конце каждой работы.

I семестр

Самостоятельная работа № 1.

Тема: Мои летние каникулы.

Цель: употребление известной и новой лексики при написании мини –сочинения.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: написать мини - сочинение по теме «Мои летние каникулы» (10-15 предложений).

Образец:

My summer holidays

Let me tell you about my last summer holidays. Traditionally I stay in Moscow. Last summer I decided to have a change. I went to my country house for all summer. It was unforgettable. Definitely, I’ll got here again next summer. Why did I like my rest so much? I enjoyed fresh and clean air. Our country house is near a very big forest. I went to the forest to gather berries and mushrooms. My new friends and I went to the lake every day. It was a wonderful rest.

Отчет о проделанной работе: написано мини-сочинение по теме.

Самостоятельная работа № 2.

Тема: Внешность, характер, личностные качества.

Цель: употребление новых слов в составлении топика.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения: От англ. topic — «тема»,«топик» или «тема» в лингвистике — логический субъект предложения, о котором высказывается его смысл.

Задание: Из данных слов, составить топик.

Height (рост): tall, short , medium height.

Build (телосложение):frail, stocky, slim , thin , plump , fat , skinny.

Age (возраст):young , elderly , middle-aged ,teenager.

Hair (волосы): fair, blond, red , grey, sleek (smooth), braids, bald , straight , curly, wavy.

Face (лицо): round, oval, square, wrinkled, freckled, sun-tanned , pale.

Complexion (цвет лица): dark, fair.

Skin (кожа): delicate, rough.

Forehead (лоб):broad , doomed, high (tall) , large (open), low, narrow.

Nose (нос): aquiline, flat, hooked , snub, fleshy, turned up.

Eyebrows (брови):arched , bushy, penciled, shaggy.

Eyes (глаза): big round blue eyes, hazel, small, kind/warm.

Eyelashes (ресницы): curving, straight, thick.

Cheeks (щеки): chubby, hollow, ruddy, dimples in one’s cheeks .

Mouth (рот): large, small, vivid.

Lips (губы): full, thick, rosy, painted.

Teeth (зубы): close-set, even/uneven.

Smile (улыбка): charming, engaging, pleasant, sweet, cunning, sad, enigmatic.

Chin (подбородок): double, pointed, protruding, round, massive.

Hand (рука): puffy, soft .

Legs (ноги): long, short, slender, shapely.

Отчет о проделанной работе: составлен письменно топик по теме.

Самостоятельная работа № 3.

Тема: Имя существительное, множественное число имени существительного.

Цель: Образование множественного числа имени существительного.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Множественное число существительных в английском языке.

Исчисляемые существительные могут иметь форму единственного числа, если речь идёт об одном предмете, и множественного числа, если речь идёт о двух или более предметах. Форма множественного числа у большинства исчисляемых существительных образуется с помощью суффикса "-s (-es)", например:

a book - books a table - tables

a bridge - bridges a boy - boys

В английском языке есть небольшое количество существительных, которые образуют форму множественного числа не по общему правилу:

Исключения:

Единственное число	Множественное число	Перевод
man woman mouse tooth foot child ox goose sheep deer swine	men women mice teeth feet children oxen geese sheep deer swine	мужчины, люди женщины мыши зубы ступни, ноги дети быки гуси овцы олени свиньи

Существительные, оканчивающиеся на "-f/-fe", во множественном числе пишутся с "-ves". Если слово в единственном числе оканчивается на "-о", то к нему во множественном числе прибавляется суффикс "-es". Если же слово оканчивается на "-y" с предшествующим согласным, то во множественном числе к нему прибавляется суффикс "-es", а буква "y" переходит в "i", например:

leaf - leaves life - lives tomato - tomatoes

Negro - Negroes army – armies f amily - families

Неисчисляемые существительные имеют только форму единственного числа и согласуются только с глаголами в единственном числе:

Her hair is blond. Волосы у неё светлые.

The money is on the table. Деньги лежат на столе.

Имеются существительные, которые напротив употребляются только в форме множественного числа. К ним относятся слова, обозначающие предметы, состоящие из двух частей: trousers - брюки, braces - подтяжки, scissors - ножницы, glasses - очки, или собирательные существительные: troops - войска, goods - товары, сlothes - одежда, police - полиция, people - люди. Такие существительные согласуются только с глаголом во множественном числе.

Задание: Даны слова в единственном числе, образуйте множественное число существительных.

Упражнение1. Отметьте правильный вариант образования множественного числа:

1. roof- rooves, 2) dish - dishes, 3) fish - fish, 4) potato - potatos, 5) half-halfs, 6) branch - branches, 7) book - books, 8) book - bookes, 9) dress -dreses, 10) wife - wifes. 11) paper - papers, 12) factory - factorys, 13) day -daies, 14) play - plays, 15) list - listes, 16) safe - saves, 17) text - texts, 18) lamp - lamps, 19) bridge - bridges, 20) city - cities.

Упражнение2. Отметьте неправильный вариант образования множественного
числа.

1) woman - women, 2) woman - womans, 3) foot - foots, 4) mouse - mous­es, 5) hour - hours, 6) hero-heroes, 7) mouse - mice, 8) tomato - tomatos, 9) tomato - tomatoes, 10) child - childes, 11) child - childs, 12) kid - kids, 13) child - children, 14) tooth - toothes, 15) tooth - teeth, 16) people - peo­ples, 17) new - news, 18) boy - boys, 19) way - waies, 20) man - men, 21) Englishman - English-mans, 22) Englishman - Englishmen, 23) news -news, 24) sheep - sheep, 25) deer - deeres, 26) deer - deers, 27) deer - deer, 28) leaf- leaves, 29) German - Germen, 30) German - Germans. 31) life -lifes, 32) wife - wives, 33) shelf- shelfs, 34) knife - knives, 35) house - housess, 36) pause - pausess, 37) size - sizez, 38) day - days, 39) roof- rooves.

Упражнение3. Образуйте множественное число следующих существительных.

box, match, brush, page, bus, house., ball, room, table, pencil, play, light, book, cup, flat, hat. knife, wife, shelf, life, leaf, child, man, wom­an, family, factory, story, faculty, city.

Упражнение 4. Поставьте существительные в скобках во множественное число и перепишите предложения.

1. These (man) are strong. 2. Those (woman) are attractive. 3. These (flat) are comfortable. 4. What (city) have you been to? 5. How many (faculty) are there at the university? 6. How many (match) are there in the box? 7. What is there in these (box)? 8. Whose (child) are those? 9. How many (book) are there on the (shelf)? 10. Where do their (wife) work?

Отчет о проделанной работе: выполнены упражнения.

Контрольные вопросы:

1.При помощи чего образуется множественное число имени существительного?

2.Перечислите правила образования множественного числа имен существительных.

Самостоятельная работа № 4.

Тема: Местоимения: указательные, личные, притяжательные, вопросительные.

Цель: определение местоимения.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Личные местоимения

I - я you - ты, вы, Вы he - он (о человеке) she - она (о человеке) it - он, она, оно (не о человеке) we - мы they - они

me - мне, меня him - его, ему, им her - её, ей it - его, ему, ей us - нас, нам you - тебе, вам, вас them - их, им

Притяжательные местоимения

my - мой your - твой, ваш his - его her - её its - его, её our - наш their - их

mine - мой his - его hers - её its - его, её ours - наш yours - твой, ваш theirs - их

Примечание.

Местоимение it обычно заменяет ранее употреблённое существительное в единственном числе, не обозначающее человека:

wind / dog / lake = it (= он / она / оно).

Местоимение you требует сказуемого в форме множественного числа, каким бы способом оно ни передавалось на русский язык (ты, вы, Вы).

You are a student. Вы (ты) - студент.You are students. Вы - студенты.

Местоимения this / these, that / those: Местоимения this (этот) и that (тот) имеют формы мн.числа, соответственно: these (эти) и those (те). Если эти местоимения в предложении выполняют функцию подлежащего, то при грамматическом анализе предложения нужно искать сказуемое в соответствующем числе. В этом случае these обычно переводится - они.

These elements are called metals. Эти элементы называются металлы.

These are alike in … . Они схожи в том, что … .

Местоимения that / those употребляются также как слова-заместители тех существительных, которые были употреблены ранее. Главным признаком такого употребления является наличие предлога (обычно of) или причастия после that / those.

The climate of Great Britain is much like that of the Baltic republics. Климат Великобритании очень схож с климатом республик Прибалтики.

Слово that также может является относительным местоимением или союзом со значением "что / который / то, что", если оно находится перед придаточным предложением.

Copernicus proved that the Earth goes round the Sun. Коперник доказал, что Земля вращается вокруг Солнца.

Задание: вместо пропусков вставьте нужное местоимение.

Choose the correct variant:

1.What colour is the car? – It is quite far, I can’t see _____ colour.

It It’s Its

2._____ were the last words.

His Him He

3._____ told me a funny story the other day.

A mine friend Of my friend A friend of mine

4.Why are you sitting here? It is not your place, but _____ .

Her She Hers

5.These sweets are very tasty. Could you give _____ to me, please?

It them they

6.Where is the cooler? – You are standing next to _____ .

It Him He

7.You haven’t seen _____ ! How can you say, that she is a bad painter?

Hers picture A her picture A picture of hers

8.In what direction do you usually hitch-hike? – Western Europe. Join _____ .

Our we us

9.On holiday I’m going to stay in _____ house.

They their them

10.I really love _____ here in Paris!

His it them

11.It is a very good project, but _____ is better.

Ours our us

12.Jack, Are you listening to _____ .

I Me My

13.Every cat washes _____ face after eating.

His her its

14.Hmmm! Nice photos! – Yeah! It’s _____ in Hawaii.

Ours we us

15.What are you doing? – It is none _____ business!

Your of your of yours

16.Our children will go to the concert. So will _____ .

Their they theirs

17.Look at my new watch. Do you like _____ ?

It them they

18.This is his “Jaguar”, and this “Harley Davidson” is also _____ .

He Him His

19.They seem to be good guys. What do you have against _____ ?

They Their Them

20.Let’s send these flowers to _____ . I’m sure, she will be pleased.

Shе Her He

Отчет о проделанной работе: выполнение теста.

Контрольные вопросы:

1.Что такое местоимение?

2.Какие местоимения существуют в английском языке?

Самостоятельная работа № 5.

Тема: Моя семья.

Цель: употребление и понимание новых слов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: выполните упражнения.

№ 1.Выпишите номера под которыми, даны переводы следующих английских слов.

а) 1. surname; 2. parents; 3. grandfather; 4. member; 5. turner; 6. experienced; 7. part-time student; 8. full-time student; 9. to want; 10. to tell; 11. tall; 12. to come.

б) 1. бабушка; 2. студент дневного отделения; 3. рабочий; 4. студент; 5. хотеть; 6. имя; 7. токарь; 8. родители; 9. неопытный; 10. говорить; 11. дедушка; 12. идти; 13. фамилия; 14. студент вечернего отделения; 15. приходить; 16. член; 17. рассказывать; 18. техник; 19. опытный; 20. высокий.

№ 2. Переведите предложения. Знаком ∩ отмечайте предложения, соответствующие тексту “My Family”.

I am Peter Smirnov. 2. Our family is small. 3. My mother is a doctor. 4. She works at a hospital. 5. My father is a worker. 6. He is a turner. 7. His hobby is football. 8. I play the guitar and we sing together. 9. My grandpa is a veteran of the Great Patriotic War. 10. My granny is a pensioner. 11Ann is a full-time student. 12. My brother Nick is a student. 13. I go to the technical school. 14. I am a part-time student. 15. I want to be a technician.

Отчет о проделанной работе: выполнение упражнений.

Самостоятельная работа № 6.

Тема: Спорт в нашей жизни. Виды спорта.

Цель: формирование у обучающихся самостоятельно работать с текстом.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: Перевести и ответить письменно на вопросы после текста.

Summer and Winter Sports

People all over the world are very fond of sports and games. That is one of the things in which people of every nationality and class are united. The most popular outdoor winter sports are shooting/ hunting, hockey and, in the countries where the weather is frosty and there is much snow — skating, skiing and tobogganing. It's so nice to go to the skating-rink on a frosty sunny day. Some people prefer to be out of town in such weather and to sledge or to ski in the woods. Many people greatly enjoy figure-skating and ski-jumping.

Summer affords excellent opportunities for swimming, boating, yachting, cycling, gliding and many other sports. Among outdoor games football takes the first place in public interests; this game is played in all the countries of the world. The other games that have firmly established themselves in favour in different countries are cricket, volley-ball, basketball , and so on. Badminton is also very popular both with young and old.

All the year round many people indulge in boxing, wrestling, gymnastics and track and field events. Scores of young girls and women go in for callisthenics. Over the last few years aerobics has become popular with young girls and women. Aerobics helps them to be slim, healthy and strong. The interest for it greatly increased thanks to Jane Fonda, a prominent American actress, the founder of this kind of sport. This woman may serve as an impressive example of inexhaustible health, cheerfulness and beauty. Being a great enthusiast of aerobics she has been trying to initiate many women all over the world into this sport.

Among indoor games which one can go in for all the year round are billiards, table tennis, draughts, chess, of course. The results of chess tournaments are studied and discussed by enthusiasts in different countries. So we have all grounds to say that sport is one of the things that makes people kin.

Questions:

1. What are people all over the world fond of?

2. What unites people of every nationality?

3. Why do people prefer to be out of town on a frosty sunny day?

4. What are the most popular outdoor winter sports?

5. What opportunities for sports does summer afford?

6. What game takes the first place in public interest?

7. When do many people indulge in boxing, wrestling, athletics, gymnastics?

8. Who goes in for calisthenics?

9. Why is chess the great international game?

Vocabulary:

to be fond of smth. — любить, нравиться to unite — объединять

out door winter sports — зимние виды спорта на открытом воздухе

shooting — стрельба hunting — охота

tobogganing — санный спорт

to sledge — кататься на санках

yachting — парусный спорт gliding — планерный спорт

to establish oneself in favour — стать в почете

lawn-tennis — теннис

track and field events — легкая атлетика

scores of young girls and women — множество девушек и женщин

calisthenics — ритмическая гимнастика

indoorgames — игры в закрытом помещении

impressive example — замечательный пример

inexhaustible — неисчерпаемый cheerfulness — бодрость

enthusiast — энтузиаст to initiate — приобщить кого-то к чему-то

tournament — турнир, спортивное соревнование

Отчет о проделанной работе: переведен текст, даны ответы на вопросы по тексту.

Самостоятельная работа № 7.

Тема: Порядковые и количественные числительные.

Цель: правильное употребление порядковых и количественных числительных в письменной речи.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, грамматические таблицы, словарь.

Краткие теоретические положения:

Образование количественных и порядковых числительных.

В английском языке, так же как и в русском числительные делятся на количественные числительные (Cardinal Numerals) и порядковые числительные (Ordinal Numerals).

	Количественные	Порядковые
1	one	first
2	two	second
3	three	third
4	four	fourth
5	five	fifth
6	six	sixth
7	seven	seventh
8	eight	eighth
9	nine	ninth
10	ten	tenth
11	eleven	eleventh
12	twelve	twelfth
13	thirteen	thirteenth
14	fourteen	fourteenth
15	fifteen	fifteenth
16	sixteen	sixteenth
17	seventeen	seventeenth
18	eighteen	eighteenth
19	nineteen	nineteenth
20	twenty	twentieth
21	twenty-one	twenty-first
22	twenty-two	twenty-second
30	thirty	thirtieth
40	forty	fortieth
50	fifty	fiftieth
60	sixty	sixtieth
70	seventy	seventieth
80	eighty	eightieth
90	ninety	ninetieth
100	a (one) hundred	a (one) hundredth

Образование количественных числительных
1. Количественные числительные от 13 до 19 включительно образуются прибавлением суффикса -teen к соответствующим названиям единиц первого десятка: four- fourteen, seven-seventeen.
2. Названия количественных числительных, обозначающих десятки, образуются добавлением суффикса -ty к названиям единиц: six-sixty, seven-seventy.
3. Десятки с единицами образуются таким же способом, как и в русском языке: 22 twenty-two; 48 forty-eight.
4. При обозначении количественных числительных разряды многозначных чисел разделяются запятой:
7,000; 5,550,000.
5. Между сотнями (или тысячами и миллионами) следующими за ними десятками (или единицами, если нет десятков) в любом разряде всегда ставится союз and: 246 two hundred and forty-six; 5,050 five thousand and fifty ;3,525,250 three million five hundred and twenty-five thousand two hundred and fifty.
6. Числительные 100; 1,000; 1,000,000 употребляют с неопределенным артиклем или с числительным оne: 100 a hundred / one hundred; 1,002 a thousand and two / one thousand and two.
7. Числительные hundred, thousand, million не принимают окончания -s во множественном числе: three hundred; four thousand; five million.
8. Существительное, которое следует за числительным, употребляется без предлога и соответствует в русском языке существительному в родительном падеже: three thousand books три тысячи книг; ten students десять студентов.

Образование порядковых числительных
I. Порядковые числительные образуются прибавлением суффикса -th к количественным числительным:
four - fourth ; thirteen – thirteenth; seven – seventh; fifteen – fifteenth.
Образование трех первых числительных составляет исключение из этого правила: one – first; two –second; three – third.
При образовании порядковых числительных fifth пятый и twelfth двенадцатый буква v в названиях количественных числительных (five, twelve) меняется на f и опускается буква е; в числительном eight выпадает буква t, а в числительном nine опускается буква е: five –fifth; twelve – twelfth; eight – eighth; nine – ninth.
2. При образовании составных порядковых числительных, состоящих из двух или более чисел, только последнее число приобретает форму порядкового числительного, а предшествующие числа выражаются количественными Числительными, так же как и в русском языке: twenty-third - двадцать третий; five hundred – пятисотый; eighty-seventh - восемьдесят седьмой.
Имена существительные, определяемые порядковым числительным, употребляются с определенным артиклем. Артикль сохраняется перед порядковым числительным, если даже существительное не выражено, а лицо подразумевается.
The first law of motion has the idea of motion and the idea of force. –Первый закон движения cодержит понятие движения и понятие силы.
The second basket was the same size as the first. - Вторая корзина была такого же размера, как и первая.
В английском языке при обозначении номера страниц, глав, частей книг, аудиторий, домов, трамваев и т. д. обычно употребляются количественные числительные. В этом случае количественное числительное следует за определяемым им существительным, причем существительное употребляется без артикля: chapter one – глава первая, part two – часть вторая, page five – пятая страница. Open your books at page 23. – Откройте книги на 23-й странице (на странице 23).

Годы обозначаются количественными числительными. При чтении обозначений года хронологическая дата делится пополам, причем каждая половина читается как отдельное число: 1914: nineteen fourteen (девятнадцать – четырнадцать). A. S. Pushkin was born in 1799 (seventeen ninety-nine).
Даты обозначаются как правило порядковыми числительными.
Например 4 июля - День Независимости США может быть написан (и произнесен) следующим образом: 4th of July, 1776 = Fourth of July seventeen seventy six. Но существует и упрощенный американский вариант July 4, 1776 = July four, seventeen seventy six.

При обозначении арифметических действий (сложения, умножения и т.д.) глагол, выражающий результат действия, может стоять как в единственном, так и во множественном числе:
3+5 = 8 – Three and five is (are) eight.
Логично, что количественные числительные свыше одного употребляются с существительными в форме множественного числа:
Three classes – три класса

Задание: выполните упражнения письменно.

Упражнение № 1. Переведите на английский язык, употребив нужное числительное:

1. первый случай

2. 41 день

3. 5-го января 1988 года

4. 25 + 4 = 29

5. 346 минут

Упражнение № 2. Напишите словами следующие цифры: от 1 до 20, 30, 40, 50, 60, 70, 80, 90, 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000.

Упражнение № 3. Вставьте порядковое или количественное числительные.

1. There are ________ months in a year.

2. January is ________ month of the year.

3. May is ________ month of the year.

4. There are ________ months in winter.

5. December is ________ month of the year and ________ month of winter.

6. There are ________ days in a week: ________ one is Monday, ________ one is Tuesday, ________one is Wednesday, ________ one is Thursday, ________ one is Friday, ________ one is Saturday and ________ one is Sunday.

7. Sunday is ________ day of the week in England and ________ one in Russia.

8. Monday is ________ day in Russia and ________ in Great Britain.

9. There are ________ hours in a day, ________ minutes in an hour and ________ seconds in a minute.

10. September, April, June and November have ________ days. All the rest have ________ except February.

11. There are ________ days in February except the leap year. It's the time when February has ________ days.

Отчет о проделанной работе: выполнение упражнений письменно.

Контрольные вопросы:

1.Что называется именем числительным?

2. Какие числительные называются количественными, порядковыми?

3. С какой частью речи согласуются числительные?

4. Просклоняйте количественные числительные.

5. Назовите правила правописания количественных числительных.

6. Как образуются порядковые числительные? Их склонение.

7. Назовите правила правописания порядковых числительных.

Самостоятельная работа № 8.

Тема: Имена прилагательные. Степени сравнения.

Цель: образование сравнительной и превосходной степени имени прилагательного.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Имя прилагательное — часть речи, обозначающая признак предмета.

fine weather — хорошая погода

По значению прилагательные бывают качественные (large — большой, small — маленький, heavy — тяжёлый, brave — храбрый) и относительные (wooden — деревянный, central — центральный) и т.д.

Относительные прилагательные не имеют степеней сравнения и не сочетаются с наречием very — очень.

Качественные прилагательные имеют следующие степени сравнения: положительную, сравнительную и превосходную.

Односложные (т.е. состоящие из одного слога) прилагательные образуют сравнительную степень при помощи суффикса -er, превосходную степень — при помощи суффикса -est.

положительная степень	сравнительная степень	превосходная степень
deep — глубокий	deeper — глубже	the deepest — самыйглубокий
hard — тяжёлый	harder — тяжелее	the hardest — самыйтяжёлый
big — большой	bigger — больше	the biggest — самый большой

Некоторые двусложные прилагательные: а) имеющие ударение на втором слоге и б) оканчивающиеся на -y, -er, -ow, -le, образуют степени сравнения таким же образом.

положительная степень	сравнительная степень	превосходная степень
polite — вежливый	politer — вежливее	(the) politest — самыйвежливый
sunny — солнечный	sunnier — более солнечный	(the) sunniest — самыйсолнечный
shallow — мелкий	shallower — более мелкий	(the) shallowest — самый мелкий

Большинство двусложных и многосложных прилагательных (т.е. состоящие из 3-х слогов и более) образуют сравнительную степень при помощи слов more — более и less — менее, а превосходную степень — при помощи слов most — наиболее, самый и least — наименее.interesting — интересный-moreinteresting — болееинтересный-(the) mostinteresting — самый интересный

Исключения:

положительная степень	сравнительная степень	превосходная степень
good — хороший	better — лучше	better — лучше
much, many — много	more — больше	more — больше
little — маленький, мало	less — меньше	less — меньше
bad — плохой	worse — хуже	worse — хуже
far — далёкий	further — дальше	further — дальше

Задание: выполните тест.
Вставьте нужную степень сравнения

1.My wife is … than your wife.
the most beautiful beautifuller more beautiful

2.Their flat is … than ours.
more large larger the larger

3.You are … person that I know.
luckier the luckiest the Luckyest

4.Cats are not so clever … dogs.
as so than that

5.The situation is … than I thought.
more bad badder worse

6.Today the weather is … than yesterday.
nicer more nicer much nicer

7.For me mathematics is … physics.
more easy as easyer than easier than

8.This car is … of all.
an expensive the least expensivea less expensive The little expensive

9.Concord was … plane in the world.
fast fastest the fastest

10.The new teacher is … than the previous one.
many good a lot better many better a lot of good

11.This room is not so … as that one on the first floor.
the most comfortable more comfortable comfortable

12.The more you learn … you become.
smarter the smarter the smartest

13.These jeans are too small. I need … size.
a largea largera largest

14.We left … way possible.
the quickiest a quicka quicker the quickest

15.It is … to go for a walk, than to watch TV at home.
good the best better

16.What sea is … The Black or the Red?
less salty little saltier less saltier

17.The band will play on … stage.
a new a newer the newest

18.Oh! This dress is … expensive than I expected!
far much far more far a lot

19.It will do you … if you start doing your homework.
good better the best

20.It is … dog that I have ever seen!
the biggest biger the biggest

Отчет о проделанной работе: выполнен тест.

Контрольные вопросы:

1.Что такое прилагательное? 2.Какие степени прилагательного вам известны?

3.Как образуется сравнительная степень прилагательного?

4.Как образуется превосходная степень прилагательного?

Самостоятельная работа № 9.

Тема: Структуры there is/are (Оборот there + be), have/has got.

Цель: употребление структур в предложениях.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Оборот there + be

Оборот there + be употребляется в тех случаях, когда говорящий хочет подчеркнуть факт наличия (отсутствия) какого-либо предмета или явления, а не место, в котором последний находится. Оборот переводится словами "есть, имеется, существует".

There are several classification soft hesephenomena. Существует несколько классификаций этих явлений. Если предложение, содержащее рассматриваемый оборот, заканчивается обстоятельством места или времени, то перевод следует начинать с этих местоимений.

There are many students in room 205. В аудитории 205 много студентов.

Глагол be в этом сочетании может функционировать в различных видо-временных формах: There is / are Simple

There was / were Past

There will be Future

Число глагола be определяется по числу первого существительного, стоящего после этого оборота.

There is a table and two chairs in the room. В комнате стол и два стула.

В вопросительных предложениях there ставится после соответствующей формы глагола to be.

Are there many students in room 205? How many chairs are there in the room?

Отрицательная форма оборота there + be образуется путём добавления частицы no после соответствующей формы глагола be.

There are no clouds in the sky. На небе нет облаков.

Have and have got

(a) Have иhave got

Have got и has got чаще употребляют вместо have и has. Поэтому можно сказать:

- I have got a brother.или: I have a brother.

-Tom has got many books.или: Tom has many books.

Для вопросительных и отрицательных предложений существуют три возможные формы:

Have you got a sister? Have you a sister? Do you have a sister?	I haven't got a sister. I haven't a sister. I don't have a sister.
Has he got a flat? Has he a flat? Does he have a flat?	He hasn't got a flat. He hasn't a flat. He doesn't have a flat.

В прошедшем времени (Past) got не используется.

- When I was a student I had a friend.

В отрицательных и вопросительных предложениях прошедшего времени употребляются did и didn't.

- Did you have a friend when you were a student?

- I liked to travel but I didn't have a car then.

(b) Have используется для обозначения ряда действий. Например:

Have breakfast/lunch/dinner/a meal/a drink/ a cup of coffee/a cigarette ит.д.

havea swim/a walk/a rest/a holiday/ a party/ a good time ит.д.

Have a bath/a shower/a wash

Have a look (at something)

Have a baby (= give birth to a baby)

Have a chat (with someone)

В таких выражениях have не может быть заменен на have got:

- I usually have breakfast at 8 o'clock. (а не 'have got')

- Last summer I had a good time.

Сравните:

- I have a bath every morning.(=я принял ванну-действие)

- I've got a bath. (=в моем доме есть ванна)

Вспомогательный глагол to do употребляется для образования вопросительных и отрицательных предложений.

- When do you usually have breakfast?

- I don't have breakfast so early.

- Did you have a good time last summer?

- I didn't have a good time last summer.

Когдаhaveозначает действие, можно использовать формыContinuous (is having/ are having/was having и т.д.):

- Where's Mike? He's having dinner.

Задание: выполнить тест.

№ 1.Выбрать правильный вариант ответа. Choose the correct variant:

1.____ is a nice film on TV this evening. _____ is an American thriller.

there … it it … there it … it

2._____ is spring. ____ are happy cats everywhere.

There … it There … there It … there

3._____ are lots of toys in my child`s room. _____ makes him very happy.

There … there There … it It … there

4._____ is a sunny morning. _____ are no clouds in the sky.

it … there it … it there … is

5._____ is quite difficult to speak English correctly. _____ are so many rules to remember.

There … it There … there It … there

6. _____are lots of stray animals in our city, and _____ is nothing that we can do about it.

There … it It … there There … there

7._____ is only one child in the family. _____ is a boy.

It … there There … it It … it

8._____ is a pity, that _____ is no news at the moment.

It … there There … there There … it

9._____ is important never to give up. _____ is my motto.

There … it It ..it It … there

10._____ is a long break at 2 o`clock. _____ is our lunch time.

It … there There … there There ..it

11._____ was a reason for his strange behaviour and _____ was a serious one.

There … it It … there It … it

12._____ are 2000 recipes in this cookery books, _____ is too much.

It … there There … there There … it

13._____ is good information. _____ is no doubt about it.

It … there There … it There … there

14._____ is great to know that _____ is somebody who loves.

There … it It … it It …there

15._____ is little hope, that _____ is not a serious problem.

It …there There …it There … there

16._____ is my fault that _____ is no beer left.

It … there There … it There… there

17._____ is something on the road and _____ is moving in our direction.

There … it It…there It … it

18._____ is a field ahead of us, and _____ is full of wild tulips.

It … there There … it There … there

19._____ is a cinema theatre, where we can watch the film, but _____ is pretty far from here.

There … there It … there There … it

20.On Mondays _____ is always a crowd on the bus stop. _____ is very annoying.

it … there there … it it … it

№ 2.Выбрать правильный вариант ответа. Choose the correct variant:

1. He ___ got a bicycle.

Have has

2. They ___ got a new car.

Have has

3. Mike ___ got a black suit.

Have has

4. ___ you got a sister?

Have Has

5. ___ he got a toy car?

Have Has

6. Have you got a doll? Yes, I ___.

Have has

7. Has he got a bird? No, he ___.

haven't hasn't

8. Sasha ___ got a pet.

haven't hasn't

9. We ___ got a cat.

haven't hasn't

10. She __ got a book.

haven't hasn't

Отчет о проделанной работе: выполнение теста.

Контрольные вопросы:

1.Как переводится структуры there is/are?

2.Имеет ли временные формы? Какие?

3.Как образуется вопросительная и отрицательная формы?

4.Как переводится have and have got?

5.Как образуется вопросительная и отрицательная формы?

Самостоятельная работа № 10.

Тема: Защита окружающей среды.

Цель: употребление и понимание новых слов, формирование у студентов навыков самостоятельной работы с текстом.

Перечень оборудования для проведения работы: тетрадь, словарь, письменные принадлежности.

Задание: перевести текст.

The Problem of Environmental Protection

Environmental protection is the main problem facing humanity nowadays. The image of a sick planet has become firmly established in the public mind lately. Ten years ago the word 'ecology' hardly meant anything for the majority of people, but today we can't help bearing it in our minds. It has happened because of the growing effect of the rapid industrial development of the natural world which has negative features of its own. As a matter of fact the state of environment has greatly worsened of late.

There is no doubt that soil, water and air are contaminated with toxic wastes. Over the past few years we have been constantly speaking about ozone holes, droughts, high level of radiation, about food contaminated with chemicals. Scientists in many countries are very much concerned about drastic changes in weather patterns. The worst drought, the mildest winter and the most devastating hurricanes have become typical in those parts of the world where they used to be a rare occurrence.

Weather patterns have been changing recently due to the global warming-up process and its major reason — the greenhouse effect. The greenhouse effect is created by carbon dioxide emissions, released by industrial facilities and a constantly increasing number of cars. Thus it is of vital importance that the world should start cutting down the release of gases that contribute to the greenhouse effect. What is the reason for people getting so much worried about the state of environment? The answer to this question is fairly simple. The thing is the deterioration of the environment is telling heavily on people. They are paying for this with their health. And it is obvious what all people need is a healthy environment.

To solve this burning problem it is necessary for people to combine efforts, to raise safety standards at all industrial facilities, to adequately process by-products of industry, to set up an international space laboratory to monitor the state of environment and set up an international centre for emergency environmental assistance. All these measures will help us in solving these important problems and prevent us from dangerous illnesses and diseases.

Vocabulary:

Environmental protection — охрана (зашита) окружающей среды

humanity — человечество firmly established — укорениться

hardly — вряд ли, едва ли majority — большинство

soil — почва toxic wastes — токсичные отходы

drought — засуха

to contaminate — заражать, инфицировать (в том числе отравляющими и радиоактивными веществами)

chemicals — химические вещества

to be concerned about — беспокоиться

drastic — радикальный, глубокий; резкий

devastating — опустошительный, разрушительный

to be rare occurrence — происходить редко

the greenhouse effect — парниковый эффект

to create — создаватьcarbon dioxide — двуокись углерода

industrial facilities — промышленные предприятия

to be of vital importance — быть необычайно важным

to cut down — сокращатьthe release of gases — выброс газов

to contribute to — содействовать, способствовать

fairly —довольноdeterioration —ухудшение

to tellon — сказываться на to solve — решать

to raise safety standards — поднимать требования к технике безопасности

to adequately process by-products of industry — хорошо перерабатывать

промышленные отходы

to monitor — контролировать to prevent — защищать, предохранять

an international centre for emergency environment assistance — международный центр по оказанию срочной экологической помощи

Отчет о проделанной работе: перевод текста.

Контрольные вопросы:

1.What can cause air pollution? 2.What does acid rain harm?

3.What do you call scientists who study the weather? 4.Is there a lot of trash in your town?

5.What do you think you should do to protect the environment?

Практическая работа № 11.

Тема: Предлоги места и направления.

Цель: определение предлогов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Предлог Preposition

Предлог - это служебное слово, выражающее отношение существительного или местоимения к другим словам в предложении. Эти отношения бывают: пространственные, временные, причинные, целевые и др.

Формы предлогов

По своей форме предлоги делятся на следующие группы:1) Простые предлоги, например: in в, через; to к, в; at за, у, в; by около; with с.

2) Сложные предлоги, образованные путем словосложения, например: into в; inside внутри; before перед; behind за; upon на; throughout через.

3) Составные (или групповые) предлоги, которые представляют собой сочетание существительного, прилагательного, причастия или наречия с простым предлогом или союзом, объединенные единым значением. Например: as far as до; as for что касается; because of из-за; in case of в случае; in front of перед

of (кого? чего?) родительный падеж

Предлог of, стоящий между двумя существительными, передает грамматические отношения, выраженные в русском языке родительным падежом (кого? чего?):

He showed us the plan of the port. Он показал нам план (чего?) порта.

The roof of the house is painted green. Крыша (чего?) дома выкрашена в зеленый цвет.

He is a teacher of the English language. Он - учитель (чего?) английского языка.

to (кому? чему?) дательный падеж

Предлог to перед существительным в функции дополнения передает отношения, выражаемые в русском языке дательным падежом (кому? чему?), обозначая лицо, к которому обращено действие:

He showed the plan to the workers. Он показал план (кому?) рабочим.

by (кем? чем?) творительный падеж

Предлог by после глагола в страдательном залоге и перед существительным, обозначающим действующий предмет или действ.лицо, передает отношения, выражаемые в русском языке творительным падежом (кем? чем?):

The letter was signed by the director. Письмо было подписано (кем?) директором.

with (кем? чем?) творительный падеж

Предлог with перед существительным, обозначающим орудие действия или предмет, используемый при совершении действия, передает отношения, выражаемые в русском языке творительным падежом (кем? чем?):

The letter was written with a pencil. Письмо было написано (чем?) карандашом.

Существует и обратное явление: в английском предложении предлог может отсутствовать, а при переводе на русский язык он обязателен, например:

We entered the room. Мы вошли в комнату.

Задание: вставить нужный предлог вместо пропуска.

№ 1. Вставьте пропущенные предлоги в предложения. (in, on, at, for)

1. I live … Washington.

2. His glasses are … the table.

3. She took an apple … her child.

4. The meeting begins … five.

5. Look … him!

6. … the contrary he wanted to come.

7. May I come …?

8. We’re going to visit a theatre … Saturday.

9. Kate was born … 1986.

10. He lives … the second floor.

11. We have done our task … that moment.

12. My birthday is … July.

13. She returns … time.

14. He is … love with her.

15. My children are … home.

16. John was busy… fact.

17. I shall come … an hour.

18. They don’t like the sour apples and … example, me.

19. A chair is … the door.

20. He made a surprise his hands for me.

№ 3.Вставьте пропущенные предлоги в предложения. ( to, by, over, into)

1. When we came the game was …

2. He went … school.

3. She came … my room, no resolution.

4. The book was brought … the girl.

5. The pencil belongs … me.

6. The document was signed … the director.

7. The ball fall … the water.

8. She is going … the sea.

9. Repeat the texts … again.

10. He quickly climbed … the fence.

11. I think … your propositions.

12. The sunny weather will be all … the country.

13. She went … the river.

14. They go … home.

15. The pupils came … the classroom.

16. The dog went … the lake.

17. Put money … the pocket.

18. He couldn’t sleep and turn side … side.

19. The lamp is… the bookcase.

20. My sister prefers travelling … car.

Отчет о проделанной работе: выполнение теста.

Контрольные вопросы:

1.Что такое предлоги?

2.Какие предлоги вы знаете (по группам)?

Практическая работа № 13.

Тема: Программное обеспечение.

Цель: употребление и понимание новых слов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: выполнить упражнения.

1. Ответьте на вопросы.

1. What is the Webster s dictionary definition of the hardware?

2. What groups of hardware exist?

3. What is input hardware? What are the examples of input hardware?

4. What is the mouse designed for?

5. What is processing hardware? What are the basic types of memory used in a PC?

6. What is a storage hardware? What is CD – ROM used for? Can a user record his or her data on a CD? What kind of storage hardware can contain more information: CD – ROM, RAM or ROM?

7. What is modem used for? Can a PC user communicate with other people without a modem?

II. Какие из приведенных ниже утверждений верны/неверны.

1. The purpose of the input hardware is to collect data and convert them into a form suitable for computer processing?

2. Scanner is used to input graphics only.

3. CPU reads and interprets software and prints the results on paper/

4. User is unable to change the contents of ROM.

5. Printer is a processing hardware because it shows the information.

6. Modem is an electronic device that makes possible the transmission of data from one computer to another via telephone or other communication lines.

7. The purpose of storage hardware is to store computer instructions and data.

III. Дайте определения, используя текст.

CPU, ROM, Floppy – disk, CD – ROM, Printer, Modem, Hard disk, Keyboard.

1. Что из нижеперечисленного является оборудованием?

Program, mouse, CPU, printer, modem, instruction, cursor or the pointer, keyboard, symbol.

Отчет о проделанной работе: выполнение упражнений.

Практическая работа № 14.

Тема: Интернет и его возможности. Всемирная глобальная сеть.

Цель: употребление и понимание новых слов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: выполните упражнения.

№ 1. Дайте определение, используя словарь:

1. Internet 4.World Wide Web

2. Web browser 5.Internet provider

3. Hyperlinks

№ 2. Найдите эквиваленты в тексте:

1. Объем ресурсов и услуг, которые являются частью WWW растет чрезвычайно быстро.

2. Каждая ссылка, выбранная вами представляет документ, графическое изображение, видео – клип или аудио – файл где – то в Интернете.

3. Интернет также может быть использован для целей развлечения.

4. Вы получаете доступ к ресурсам интернет через интерфейс или инструмент, который называется веб-браузер.

5. Вся эта деятельность возможна благодаря десяткам тысяч компьютерных сетей, подключенных к Интернету и обменивающихся информацией в одном режиме.

6. Пользователи общаются через электронную почту, дискуссионные группы, чат-каналы и другие средства информационного обмена.

№ 3. Какие из приведенных ниже утверждений верны/неверны.

1. There are still not so many users of the Internet.

2. There is information on all sorts of topics on the internet, including education and weather – forecast.

3. People can communicate through e- mail and chat programs only.

4. Internet is a tens of thousand of networks which exchange the information in the same basic way.

5. You can access information available on the World Wide Web through the Web browser.

6. You need a computer and special program to be a WWW user.

7. You move from site to site by clicking on a portion of text only.

8. Film and picture are not available on the Internet.

Отчет о проделанной работе: выполнение упражнений.

Практическая работа № 15.

Тема: Употребление времен действительного залога. Группа Present.

Цель: определение времен по формулам.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, грамматические таблицы, словарь.

Краткие теоретические положения:

The Present Simple Tense. Обозначает постоянное повторяющееся, обычное действие, какой-либо факт или общеизвестную истину.

Present Simple пo форме совпадает с инфинитивом глагола (без частицы to) во всех лицах, кроме 3-го лица ед. ч., принимающего окончание -s (-es).

Вопросительная форма образуется при помощи вспомогательных глаголов Do (I,you,we,they) и Does (he,she,it),которые всегда стоят на первом месте.

Отрицательная форма образуется при помощи отрицательной частицы not, которая всегда стоит после вспомогательного глагола.

The Present Progressive Tense. Настоящее продолженное время обозначает действие, происходящее в настоящий момент; действие, представляющее собой непрерывный процесс; будущее действие, если оно запланировано.

He is watching TV now. The Earth is moving.

Настоящее продолженное время (Present Progressive) образуется при помощи глагола to be в Present Simple и -ing формы смыслового глагола.

Вопросительная форма образуется при помощи вспомогательных глаголов am (I), are (you,they,we), is (he, she, it), которые всегда стоят на первом месте.

Отрицательная форма образуется при помощи отрицательной частицы not, которая всегда стоит после вспомогательного глагола.

The Present Perfect Tense.

Для выражения действия, завершившегося к моменту речи. Время действия не указывается, важен сам факт совершения действия к настоящему моменту или его результат.

She has read this book. Она прочитала эту книгу. (Действие завершено к моменту речи.)

В этом значении Present Perfect часто употребляется с наречиями just - только что, already - уже, yet - ещё, lately - недавно, of late - в последнее время, recently - недавно.

The mail has just come. Почта только что пришла.

He has seen many films lately. В последнее время он посмотрел много фильмов.

Для выражения действия, которое завершилось, но тот период, в котором оно происходило, ещё продолжается и может быть обозначен обстоятельствами времени today - сегодня, this week - на этой неделе, this month - в этом месяце, this century - в нашем веке и др.

Present Perfect может употребляться с наречиями always - всегда, often - часто, seldom - редко, ever - когда-нибудь, never - никогда.

She has never been to London. Она никогда не была в Лондоне.

Have you ever been to Moscow? Вы когда-нибудь были в Москве?

Present Perfect образуется при помощи глагола to have в Present Indefinite и Participle II (Причастия II) смыслового глагола. Вопросительная и отрицательная формы образуются по общему правилу.

Задание: выполните тест.

Тест №1. Choose the correct variant:

1.My mother ____ a bad headache.

have got am has got

2.Where _____ the Johnsons (live)?

Do are does

3.Margie and her sister ____ wonderful voices.

Does has got have got

4.I (not/understand) ____ that man because I (not/know)____ English.

not understand, don’t know don’t understand, not know don’t understand, don’t know

5.____ you ____ any time to help me? – Sorry, I ____

Do you have, don’t Have you got, am not Do you have, have got

6.Everybody in our family (help) _____ Mummy about the house. Dad (walk) ____ the dog, I (water) ____ the flowers, and my brothers (clean) ____ the rooms.

help, walks, water, clean helps, walks, water, clean help, walks, water, cleans

7.____ Jane Smith (speak) ____ English?

Is ... speak Does ... speak Do ... speak

8.The Browns ____ a nice house in the country.

has got have got

9.____ you (like) swimming?

Do you like Does you like Are you like

10.____ Dad ____ any brothers or sisters?

Have Dad got Does Dad have Does Dad has

11.____ your sister often (go) to the theatre?

Is ... go Does ... go Do ... go

12.We ____ a car, but we are going to buy it.

don’t have aren’t have hasn’t

13.____ Bob (know) what I want?

Bob knows Do Bob knows Does Bob know

14.They can’t go out because they ____ rain – coats and umbrellas.

have got aren’t have don’t have

15.Jack lives not far from us, but we (not/see) ____ him often.

not see doesn’t see don’t see

16.Don’t give him cigarettes. He (not/smoke) ____.

isn’t smoke doesn’t smoke don’t smoke

17.Can you help me? I (not/know)____ the way to the market.

am not know not know don’t know

18.____ Peter ____ any beer in the fridge?

Does Peter have Do Peter has Have Peter got

19.My daughter Mary (not/like)____ apples, but she likes oranges.

not likes doesn’t likes doesn’t like

20.What’s the matter? You (look) _____ very happy.

Look looks

Тест №2.Choose the correct variant:

1.- Where are the children? It’s quiet at home. - They (lie) on the carpet and (draw).

lie, are drawing are lieing, drawing are lying, drawing

2.- What you (do) now? - I (look for) my key. I can’t open the door.

What do you do, I look for What are you do, I looking for

What are you doing, I’m looking for What you doing, I’m looking for

3.Listen! Somebody (sing) a lovely song.

Sings is singing are singing

4.Why you (put on) the coat? It’s sunny today.

are you putting on do you put on will you put on are you puting on

5.Don’t make so much noise. I (try) to work.

Tried I’m triing I ’m trying

6.Why you (cry)? Is anything wrong?

do you cry are you crying have you crying

7.I (listen) to you attentively.

am listening listen

8.What time Nick and Rosa (come) for dinner tonight?

is Nick and Rosa coming Nick and Rosa are coming

do Nick and Rosa come are Nick and Rosa coming

9.I’m sure you (make) the right choice.

will be made are making make

10.Take your umbrella. It (rain) cats and dogs.

Rained are raining is raining

11.Why you (not/hurry)? I (wait) for you.

are you not hurry, am waiting aren’t you hurrying, waiting

aren’t you hurrying, ’m waiting don’t you hurry, am waiting

12.I don’t speak any foreign languages, but I (learn) English now.

am learning learn

13.We (spend) next weekend at home.

Spent are spending аre spend

14.I (meet) Liz tonight. She (come) from Cork.

will meet, comes am meeting, coming am meeting, ’s coming

15.He (go) to speak to his parents.

Went is going goes

15.At the moment we (fly) over the desert.

have flying flied are flying

16.Have some hot tea. It (get) chilly.

Getting is getting i’s getting

17.I (die) to see him.

am dying have died am died am diing

18.My Dad (work) overtime this week.

Works are working is working

19.They (live) in a rented house these days.

were living are living live

Тест № 3. Choose the correct variant:

1. Since then I ______ my job several time.

Changed has changed have changed

2. “You ______ your hair”, he cried.

have dyed dyed

3.Jane ______ suddenly that there was a letter attached to the painting.

Found has found had found

4.I ______ that point yet.

haven’t considered didn’t consider not considered

5.Mary isn’t at home. She ______ to work.

Went was has gone

6.They ______ in construction business for 5 years.

Were have been are

7.______ you ever ______ the Queen of Great Britain?

Have ... seen Did ... see

8.He can’t find a job. He ______ unemployed for half a year.

Was has been have been

9.______ you ever ______ to Africa?

Have ... travelled Are ... travelled Did ... travel

10.______ you ______ about Miss Carol’ marriage?

Did ... hear Have ... heard

11.What ______ you ______ to find the way out?

did ... do have ... done are ... do

12.Nick and Sally ______ each other since their school years.

have known knowed knew

13.His spirits ______ a little. He’s all right now.

Revived has revived have revived

14.“______ anything ______ from the flat,” asked the policeman.

Is ... disappeared Did ... disappear

Has ... disappeared Have ... disappeared

15.“I ______ the letter you asked about, sir,” said the butler.

brought‘ve brought‘s brought

16.______ you ______ dinner already?

Did ... have Were ... having

Have ... had

17.He ______ his driving test. He is so happy. He hasn’t been able to pass it for three years.

has just passed have just passed just passed

18.I ______ my keys. I can’t get in.

Have lost lost have losed

19.The taxi ______. Hurry up!

Arrives have arrived has irrived

20.______ you ______ writing your book yet?

Did ... finish Have ... finished

Отчет о проделанной работе: выполнение тестов.

Контрольные вопросы:

1.Что такое Present Simple? Какое действие обозначает? Как образуется?

2.Что такое Present Progressive? Какое действие обозначает? Как образуется?

3.Что такое Present Perfect? Какое действие обозначает? Как образуется?

Практическая работа № 16.

Тема: Бытовые аспекты повседневной жизни.

Цель: отработка лексики.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте и переведите текст письменно.

Workaholism

For many people, fact about workaholism are not clear. What is workaholism, exactly? When should a person seek help about his problem related to his job. Workaholism is the same kind of addiction, like alcoholism. Most often, workaholism in its severe from could be observed. They have always been getters, and for modem workaholics it is a good argument to justify themselves. For smart people it is easier to become a workaholic, because physical labor can not last long. For example, modern workaholics are the majority of computer geeks. These people, suffering from this particular from of addiction, have a special warehouse mentality. According to most physicians, these people are always restless about themselves. The problem of workaholism is that the line between hard work and this disease is difficult to draw. A workaholic usually leaves work later, much later than the other workers. Most likely it seems to us we don't depend on workaholics but if his boss sees his work and thinks that other workers can stay after work too. So he voluntarily or involuntarily pulls the staff in an uncomfortable situation for them. It should be noted that workaholics ore divided into several groups. In the first there are workaholics who work because they like it. In the second there are workaholics who work because they have to. There are those are engaged in useless activities, which nobody is interested in it simulates, filling avoid in his life.
I think that workaholism is curable, if a workaholic understands in time that he is a workaholic. That in his life, there are serious problems from which he frees to work, without deciding, but only adding to them. Likely workaholics need to learn to enjoy doing nothing. Spend a delicious lunch twice as longer than usual. Give yourself a break once a week. You can choose a distraction from work but what it could be family, religion, art, sport or embroidering a cross - it's up to you.

Отчет о проделанной работе: письменный перевод текста.

Практическая работа № 17.

Тема: Составление типов вопросов в группе Present.

Цель: определение типов вопросов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь, грамматические таблицы.

Краткие теоретические положения:

В английском языке существует 4 типа вопросов: Общий, специальный, альтернативный, разделительный.

Общий вопрос относится ко всему предложению в целом, и ответом на него будут слова yes или no. Порядок слов в общем вопросе:

1. Вспомогательный (модальный, глагол – связка), глагол.

2. Подлежащее (существительное или местоимение).

3. Смысловой глагол (или дополнение).

Специальный вопрос относится к какому-нибудь члену предложения или их группе и требует конкретного ответа. Специальный вопрос начинается со специального вопросительного слова (who, whom, where, why, whatи т.д.)

Порядок слов в специальном вопросе:

1. Вопросительное слово.

2. Вспомогательный глагол (модальный, глагол – связка), глагол.

3. Подлежащее.

4. Смысловой глагол.

5. Дополнения.

6. Обстоятельства.

Альтернативный вопрос предполагает выбор между 2 возможностей. Начинается как общий вопрос, затем следует разделительный союз orи вторая часть вопроса.

Разделительный вопрос состоит из 2 частей. Первая часть – это повествовательное предложение, вторая, отделенная запятой от первой – краткий вопрос, который на русский переводится не правда ли? Не так ли? В кратком вопросе повторяется вспомогательный, модальный глагол.

Задание: выполните тест.

Начало формы

Teст №1.Questions.

Выберите правильный вариант ответа. Choose the correct variant:

1. _____ do his powers come from?
   Where Who Why

2. _____ one of you is coming to my house later?
   Who Why Whose

3. _____ set a world record for competition?
   When Who Why

4. Let me know ... you hear from your mother.
   Who Which What

5. ____ do you finish that task so quickly?
   How Whom What

6. ____ is my briefcase?
   Where When How

7. ____ dog is that?
   Who Why Whose

8. _____ team beat Germany to win the Football World leaders?
   Which Whosе Who

9. _____ could you do this to me?
   How Whose Who

10. _____ are you leaving?
    Who Why Where

Teст №2.Questions.

Выберите правильный вариант ответа. Choose the correct variant:

1. _____ are you going to get home from work?
   How Whom What

2. ______ are you leaving?
   Where When How

3. _____ are you crying?
   Who Why Whom

4. ____ would you like on your hamburger?
   Who What Which

5. _____ are you going tomorrow?
   Where Whom What

6. _____ you got any children?
   Have When Do

7. _____ does your husband do?
   Which Who What

8. ______are your going?
   Where When How

9. ____ is it? - A book.
   Who Which What

10. ____ the school a website?
    Have When Has

Отчет о проделанной работе: выполнение тестов.

Контрольные вопросы:

1.Сколько вопросов существует в английском языке?

2.Как образуется общий вопрос?

3.Как образуется специальный вопрос?

4.Как образуется альтернативный вопрос?

5.Как образуется разделительный вопрос?

IIсеместр

Практическая работа № 18.

Тема: Употребление времен действительного залога. Группа Past. Типы вопросов.

Цель: определение времен по формулам.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: выполните тест.

The Past Simple Tense

№ 1.Choose the correct variant:

1.There isn’t a cloud in the sky, but it (be) cloudy in the morning.

Is was were

2.Mrs. Clay usually finishes her work at half past three, but she (finish) it later yesterday afternoon.

Finish finishes finished

3.Every day I help my Mom about the house, but last week I was very busy with my exam. So I (not/help) her much.

not helped didn’t helped didn’t help

4.Tom isn’t playing tennis tomorrow afternoon, he (not/play) tennis yesterday.

doesn’t play didn’t play didn’t played

5.We generally have lunch at 12.30, but yesterday we (have lunch) later.

had lunch have lunched had had lunch

6.Now my brother smokes a lot, but he (not/ smoke) before.

hadn’t smoked didn’t smoke not smoked

7.The Frasers live in four-room apartment, but last year they (live) in a small house in the country.

were living did live lived

8.I (get) to the market myself last time, but now I don’t remember how to get there.

Getted goted got

9.How you (cut) your finger?

How have you cut How you cutted How did you cut

10.Jack (try) to remember what he had done last April.

was tried tried tryed

№ 2.Прошедшее продолженное время/ The Past Progressive Tense

Choose the correct variant:

1.The dog ______.

was barking bark were barking

2.______his head aching?

Was were

3.You ______ down the street.

was rushing rush were rushing

4.Where was Katie ______?

Sit sitting site

5.Yesterday he _____ very friendly.

is being was being being

6.The teacher ____ pointing to the board.

Was has were

7.We _____ the birds.

being feed were feeding feeding

8.My parents ______ at a restaurant.

not were eating were not eating

9.James and Phil _____ a tree house.

was building building were building

10.The birds _____ in the tree.

Sat were sitting being sit

№ 3.Прошедшее совершенное время/ The Past Perfect Tense

Complete the sentences

1.We could not send you a postcard because we _____ our address book.

have forgotten had forgotted had forgotten

2.I _____ the key that he had given to me.

Lost losted had lost

3. She put on the red dress, which she _____ for ages.

has not worn not had worn had not worn

4._____ your homework before you went to the cinema?

Had you finished Did you finished You had finished

5.I _____ downstairs because I had heard a noise

Go had gone went

6.When they came home, Sue _____ dinner already.

has cooked had cooked had cooking

7.Why _____ the bathroom before you bathed the dog?

had you cleaned you had cleaned had you clean

8.The waiter served something that we _____.

have not ordered had not ordered not had ordered

9.Had she found a place to stay when she ____ to Boston?

will go went go

10.His mother was angry because he ____ her with the shopping.

have not helped not had helped had not helped

Отчет о проделанной работе: выполнение теста.

Контрольные вопросы:

1.Что такое Past Simple? Какое действие обозначает? Как образуется?

2.Что такое Past Progressive? Какое действие обозначает? Как образуется?

3.Что такое Past Perfect? Какое действие обозначает? Как образуется?

Практическая работа № 19.

Тема: СМИ: пресса, телевидение, радио.

Цель: употребление и понимание новых слов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: переведите текст и задайте к тексту 5-7вопросов.

Mass Media

No doubt, is an important part of our life. People from different walks of life have become nowadays listeners, readers, viewers. Or in other words, reading newspapers and magazines, watching TV, listening to the news on the radio are our main means of getting information in all its variety. Newspapers with their enormous circulation report different kinds of news. They carry articles which cover the latest international and national events. Now people buy newspapers also for the radio and TV programmes which they publish. There are special newspapers which gave a full coverage of commercial, financial and publish affairs. There are newspapers and magazines for young people. They give a wide coverage of news, events and reports on education, sports, cultural life, entertainment, fashion. There are a lot of advertising programmes now, sensation material, too. They represent the views of today’s youth. Radio broadcasts are valued mainly for their music programmes (Europa plus). TV, radio, press reflect the present day life. Their information may vary from social and economic crises, conflicts, wars, disasters, earthquakes, to diplomatic visits, negotiations, from terrorism, corruption, to pollution problems, strikes, social movements. Much information is published concerning official governmental decisions. TV is the most popular kind of mass media now. Viewers are fond of watching variety show, films, sports, plays, games, educational and cultural programmes. We have many different channels, including commercial channels. There are many interesting and exciting programmes, but at the same time too often very primitive films are televised. I mean horror films, thrillers, detective films with all their cool-blooded atmosphere of violence and endless crimes and murders. Our family is also a mass media consumer. I have a TV set in my room. The culture programmes like “Kultura” are my mother’s favourite, my farther is a hockey fan, he likes to see sport programmes. I’m not keen on special programmes. I like to see a bit here and a bit there. Also, I can say I like programmes about travelling and traditions of another countries. Those programmes are educating and relaxing at the same time.

Отчет о проделанной работе: перевод текста, составление вопросов по тексту.

Практическая работа № 20.

Тема: Употребление времена действительного залога. Группа Future. Типы вопросов.

Цель: определение времен по формулам.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

The Future Simple Tense.Будущее неопределённое время Future Simpleупотребляется для обозначения: какого-либо факта в будущем, какого-либо решения или намерения в будущем, принятого в момент речи, для выражения предложения о помощи.

I'll do the shopping. Я пойду за покупками.

The Future Progressive Tense.

Будущее продолженное время Future Progressive обозначает будущее действие в процессе его совершения, т.е. незаконченное длительное действие. Future Progressive употребляется также для выражения намерения совершить действие в будущем или уверенность в его совершении.

He will be writing a letter to his friend … at 5 o'clock tomorrow.

… from 5 to 6 on Sunday.

… when I come.

Он будет писать письмо другу … завтра в 5 часов.

… с 5 до 6 в воскресенье.

… когда я приду.

I will (shall) be visiting him tomorrow. Завтра я собираюсь навестить его.

Задание: выполните тест.

Тест №1 Будущее простое время/ The Future Simple Tense

Выберите правильный вариант ответа. Choose the correct variant:

1.I'm tired. I (go) to bed.

I’ll I go I’d go

2.It’s late. I think I (take) a taxi.

will take shall take am take

3. ____ I (answer) the question?

Shall Will Shall not

4.We don’t know their address. What (we/do)?

What are we do What will we do What shall we do

5.Our test (not/take) long.

isn’t take doesn’t take willn’t take won’t take

6.I’m afraid they (not/wait) for us.

don’t wait will not be waited won’t wait

7.Diana (come) to the party tomorrow?

Shall Diana come Will Diana come Does Diana come

8.You (arrive) in Paris tomorrow evening.

Arrive will arrive arriving

9.The boy (remember) this day all his life.

will remember should remember remembers

10.Perhaps they (buy) a new house this year.

Bought ‘ll buy buying

Тест № 2.The Future Progressive / The Future Simple

Выберите правильный вариант ответа. Choose the correct variant:

1.This time tomorrow they (sit) in the train on their way to Chicago.

will sit will be sitting are sitting

2. Don’t phone Jim from 5 to 6 – he (have) English.

Had is having will be having has

3.Why are you in a hurry? If you arrive at 8 o’clock, they (still/cook) the meal.

still are cooking are still be cooking will be still cooking

4.- I’m not sure I’ll recognize Eve. I haven’t seen her for ages. - She (wear) a dark blue pullover and jeans.

Wears will be wearing is wearing

5.He (sleep) when you come back tonight.

will be sleeping would be sleeping slept

6.- Let’s meet at the station at 5 o’clock. - OK. I (wait) for you there.

’ll wait will be waiting wait

7.I (work) for my exam on Philosophy all day tomorrow.

have been working works am working will be working

8. “ … you (see) Alex tomorrow?” – “Of course I will. I (see) him at the Board meeting.”

Do you see, see Would you see, ’d see Will you be seeing, will be seeing

9.Next Friday, the President (celebrate) ten years in power.

Celebrates will celebrate will be celebrated will be celebrating

10.The plane (travel) at twice the speed of sound when it passes overhead.

will be traveling travels will travel is traveling

Отчет о проделанной работе: выполнение тестов.

Контрольные вопросы:

1.Что такое Future Simple? Какое действие обозначает? Как образуется?

2.Что такое Future Progressive? Какое действие обозначает? Как образуется?

3.Что такое Future Perfect? Какое действие обозначает? Как образуется?

Практическая работа № 21.

Тема: Пишем эссе.

Цель: научить правильно писать эссе.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Эссе - (франц. essai - попытка, проба, очерк, от лат. exagium - взвешивание), прозаическое сочинение небольшого объема и свободной композиции, выражающее индивидуальные впечатления и соображения по конкретному поводу или вопросу и заведомо не претендующее на определяющую или исчерпывающую трактовку предмета. Не важно, на какую тему Вы пишете эссе, Вы всегда должны задать себе следующие «контрольные» вопросы:

• Ответил ли я на предложенный вопрос?

• Ясно ли я выразил свою точку зрения?

• Было ли все написанное выражено ясным и понятным языком, не было ли ошибок во время написания?

Структура

Все идеи должны быть связаны логически друг с другом, пересекаться с главной мыслью и дополнять ее. По такой структуре можно писать любое эссе, наполняя его нужными фактами: Введение важно для того, чтобы читатель определил для себя, стоит ли читать Ваше эссе. Переход от параграфа к параграфу. Плавные переходы – это крайне важный элемент удачного эссе, поскольку именно это демонстрирует Ваше умение ясно и интересно излагать свою мысль.  Слова-связки, такие как later, furthermore, additionally или moreover помогают плавно переходить из одного параграфа к другому. Заключение. Последние несколько предложений в Вашем эссе являются крайне значимыми. Во-первых, они должны завершать Вашу мысль. Во-вторых, у читателя они должны оставить в памяти яркий след. Важно, чтобы вывод возвращался к главной идее. Другими словами, он должен содержать то, что было написано во введении.

Язык написания

Правила письменной речи меняются постоянно. Компьютерная обработка речи заставляет  их изменяться почти ежедневно. В наши можно встретить предложения, которые начинаются с «I» или «But». А не так давно это осуждалось. При написании эссе сокращения  (will not = won’t) как правило, не используются.

Задание: написать эссе по теме «Общественная жизнь».

Образец:

Отчет о проделанной работе: написано эссе.

Практическая работа № 22.

Тема: Употребление модальных глаголов в устной и письменной речи.

Цель: определение модального глагола в письменной речи.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Модальные глаголы - это глаголы, обозначающие не само действие, а отношение к нему говорящего.

Модальные глаголы в английском языке не имеют формы инфинитива, неличных форм на -ed, -ing, не принимают окончание -s, -es в 3-ем лице единственного числа Present Indefinite, т.е. не спрягаются. Они образуют вопросительную и отрицательную формы без вспомогательного глагола. После модальных глаголов инфинитив другого глагола употребляется без частицы to (исключение глагол ought to).

Can / could

Этот модальный глагол имеет две формы: can - для настоящего времени, could - для прошедшего. Употребляется он:

1.Для выражения возможности или способности совершения действия. В этом значении переводится как "мочь", "уметь".

She can speak English well but she can't write it at all. Она может (умеет) хорошо говорить по-английски, но совсем не умеет писать.

2.Для выражения разрешения совершить действие (в вопросительных и утвердительных предложениях).

Can we go home? Можно нам идти? Yes, you can go. Да, вы можете идти.

3.Для выражения запрета совершить действие, выраженного инфинитивом (только в отрицательных предложениях).

You can't speak at the lessons. На уроке разговаривать нельзя.

Для выражения просьбы (в вопросительных предложениях).

Can (could) you give me your dictionary? Вы не дадите мне свой словарь?

Форма could употребляется для более вежливого обращения.

to be able to

Сочетание to be able + инфинитив с частицей to является синонимом модального глагола can (см. пункт 1) для выражения возможности или способности совершения действия.

He is able to help you. Он может помочь вам.

He was able to help you. Он смог помочь вам.

He will be able to help you. Он сможет помочь вам.

May / might

Этот модальный глагол имеет две формы: may - для настоящего времени, might - для прошедшего. Глагол may употребляется для выражения:

Разрешения в утвердительных и вопросительных предложениях.

You may go. Ты можешь идти.

May I help you? Разрешите вам помочь.

Запрещения в отрицательных предложениях.

You may not come here. Не смей сюда приходить.

Предположения, неуверенности в утвердительных и отрицательных предложениях.

It may rain today. Возможно сегодня будет дождь.

Глагол might употребляется:

1.В придаточных дополнительных предложениях в соответствии с правилом согласования времён.

She said that he might take her book. Она сказала, что он может взять её книгу.

2.Для обозначения вероятности совершения действия.

He might come. Он, может быть, придёт.

to be allowed to

to be permitted to

Словосочетания to be allowed и to be permitted + инфинитив с частицей to являются синонимами модального глагола may (см. пункт 1).

I am allowed to use this device. Мне разрешено (я могу) использовать этот прибор.

He will be allowed to use this device. Ему разрешат.

must

Глагол must употребляется:

1.Для выражения долженствования, необходимости произвести действие в настоящем или будущем.

I must go. Мне надо идти.

2.Для выражения запрещения в отрицательном предложении.

You mustn't do it. Нельзя этого делать.

3.Для выражения вероятности какого-либо действия, предположения.

He must have read this book. Он, вероятно, читал эту книгу.

4.Для обозначения настоятельного совета, рекомендации.

You must come and see my new flat. Ты должен прийти посмотреть нашу новую квартиру.

to have (to)

Глагол to have (to) употребляется в сочетании с инфинитивом с частицей to для выражения необходимости совершить действие в силу определённых обстоятельств. Соответствует русскому "придётся, пришлось".

It was very dark and we had to stay at home. Было очень темно, и нам пришлось остаться дома.

I don't have to stay here. Мне не нужно здесь оставаться.

to be + Infinitive

Сочетание глагола to be с инфинитивом употребляется для выражения необходимости совершения действия в соответствии с предыдущей договорённостью или заранее намеченным планом. Переводится как "должен, должен был" и т.п.

I was to meet her at 3 o'clock. Я должен был встретить её в 3 часа.

They are to begin this work at once. Они должны начать работу немедленно нашу новую квартиру.

to be + Infinitive

Сочетание глагола to be с инфинитивом употребляется для выражения необходимости совершения действия в соответствии с предыдущей договорённостью или заранее намеченным планом. Переводится как "должен, должен был" и т.п.

I was to meet her at 3 o'clock. Я должен был встретить её в 3 часа.

They are to begin this work at once. Они должны начать работу немедленно.

shall, should

Глагол shall выражает обещание, намерение, угрозу, предостережение.

He shall get his money. Он получит свои деньги.

The child shall be punished for it. Ребёнок будет наказан за это.

Глагол shall также выражает запрос относительно дальнейших действий.

Shall we begin? Нам начинать?

Глагол should в основном употребляется для выражения настоятельного совета, рекомендации.

You should see a doctor. Вам следует показаться врачу.

Задание: выполните тест.

Тест №1. Can иCould

Выберите правильный вариант Choose the correct variant

1.My wife ______ three languages.

cans speak can speaks can speak cans speaks

2.I’m sorry, I ______ join you on Wednesday.

can`t can`t to don’t can to don’t can

3.Can you ______ people’s thoughts?

Read to read

4.Who ______ help me with my homework?

сans сan сans to сan to

5.He ______ pass the exam.

didn’t can couldn’t couldn’t to

6.In my youth I ______ 5 miles without stopping.

could run could to run could ran

7.______ lend me some money?

do you can you do you can

8.I ______ to go hiking with you.

shall be able shall can

9.Wife ______ never forgive him.

couldn’t could

10.Our child ______ read for now.

doesn’t can cannots can`t

11.Could Maugly ______ like people?

Spoke speak

12.Can you do this for me? – Yes, I ______.

Cando

13.Could he come in time? – No, he ______.

didn’t couldn’t

14.______ cats swim?

do cancan

15.People ______ some things.

couldn’t forget couldn’t forgot couldn’t to forget

16.Mary ______ English books without a dictionary.

can reads cans read can read

17.Where could I ______ my wallet?

Put putted

18.Weather in England ______ very quickly.

cans change can to change can changes can change

19.We ______ to finish this work next week.

Will can will be able to

20.My parrot ______.

can’t speak can’t to speak can`ts speak

Тест №2. Must / Have to / Be to

Choose a correct variant:

1.Listen, you must _____ your parents about it immediately.

Tell to tell

2.No, I ______ do it tomorrow.

mustn’t don’t must

3.She must ______ it.

Remembers remember to remember

4.______ study English every day?

Do me must Must we

5.I ______ get up early every morning.

haven't to don’t have to

6.She ______ look after her little sister.

Has tohave to haves to

7.Who ______ there first?

musts go must goes must go must to go

8.______ finish this work today?

Have we to Do we have to

9.They mustn’t say such things, ______ ?

must they do they

10.People mustn’t ______ lessons of history.

Forget to forget

11.The children ______ go to bed in time.

is to are to

12.Peter and Mike ______ work overtime this month.

have to has to

13.She ______ never let them hurt her feelings.

mustn’t must

13.I ______ see my doctor tomorrow.

will must will must to must

14.He said that they ______ come at once.

Musted must

15.It ______ be late. Let’s go home.

have to must is to musts

16.The workers have to stay here all day long, ______?

haven't they don’t they

17.Must I come here on weekends? – Yes, ______.

you do you must

18.He ______ see me in this situation.

doesn’t must mustn’t

19.You ______ me with the task.

must to help must help

Тест №3. Модальные глаголы May и Might

Choose a correct variant:

1.He ______ to see us tomorrow.

mays come may comes may to come may come

2.They ______ finish the work by Thursday.

don’t may don’t may to may not may not to

3.May I speak to you, sir? – Yes, ______.

you do you may

4.Henry said, that he ______ be late.

Might may would may

5.This ______ happen to us anytime.

will may may

6.I don’t think it ______ rain tomorrow.

Might will might

7.My father ______ promotion next month.

mights get might gets might get

8.“Come what ______”, he said and slammed the door.

Might may

9.The poor man ______ recover so soon.

doesn’t may mays not may not

10.Are you going to join us? - ______ .

May be may be

11.I think the children ______ dine with us.

May might

12.So, what ______ come out of this?

will may may

13.You ______ wait here.

May might

14.The solution to this problem soon ______ found.

May be may be

15.This man ______ more than he says.

mays know may know may knows

16.______ I say a few words?

May Might

17.The right time ______ never come.

Mights will might might

18.The next train ______ late.

might be mights be

19.Pupils ______ forget their teachers.

May might

20.He forgot that the police ______ discover the truth.

May might would may

Отчет о проделанной работе: выполнение тестов.

Контрольные вопросы:

1.Что такое модальные глагола?

2.Какие глаголы самые употребляемые?

Практическая работа № 23.

Тема: Мой любимый вид путешествия.

Цель: употребление и понимание новых слов, употребление лексики в диалогах.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: закончить диалог.

Agent: Good morning. Distant Dreams Travel.

Billy: Oh, hello. Do you sell airline tickets for New Zealand?

Agent: Yes.

Billy: Right. I’d like four tickets from London Heathrow to New Zealand.

Agent: What’s your exact destination?

Billy: Auckland.

Agent: And when do you want to go?

Billy: I’d like to go on Friday the fifth of next month.

Agent: Return or one-way?

Billy: I’d like return tickets, please. We want to come back one month later.

Agent: OK. I’ll just check on the computer. OK, do you want economy or business class?

Billy: Oh, business class is expensive. I prefer economy. How much is that?

Agent:

Billy: The cheaper one. Air New

Zealand, I think. What time does the flight leave London?

Agent:

Billy: Is it a direct flight?

Agent:

Billy: Fine. I’d like four tickets then, please.

Фразы для восполнения диалога:

- What flights to Boston have you got?

- There are two flights a week on Tuesday and on Friday.

- What time? - I want one single tourist class ticket for Tuesday.

- At 11.30 every Tuesday and at 8.30 every Friday.

- How much is the tourist class ticket to Boston? - A single ticket is 50 dollars and a return ticket is 110.

Отчет о проделанной работе: корректирование диалогов.

Практическая работа № 24.

Тема: Культура стран Великобритании и США.

Цель: закрепление знаний по страноведческому материалу.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: выполните тест.

Are you an expert on Great Britain?

1. What is the capital of Great Britain?

a) Edinburgh b) Boston c) London

2. How many parts does Great Britain contain?

a) 4 b) 3 c) 5

3. What is the English flag called?

a) Union Patric b) Union Jack c) Lines and Crosses

4. Who is the symbol of the typical Englishman?

a) John Bull b) John Bell c) St. Patric

5. What is the London underground called?

a) the tube b) the metro c) the subway

6. Who is the Head of State in Britain?

a) the Mayor b) the Queen c) the Prime Minister

7. What is the river in London?

a) Thames b) London c) Avon

8. What is the most expensive part of London?

a) West End b) East End c) the City

9. What colour are the taxis in London?

a) blue b) red c) black

10. If you go to London, you will see …..

a) the White House b) St.Paul`s Cathedral c) Greenwich

11.What is the Home of the Queen?

a) Buckingham Palace b) the White House c) Westminster Abbey

12. What city did The Beatles from?

a) London b) Manchester c) Liverpool

13. They say the Loch Ness Monster lives in a lake in ……….

a) Scotland b) Wales c) Ireland

Are you an expert on the USA?

1. What is the capital of the USA?

a) Ottawa b) Washington, D.C. c) New York

2. How many states are there in the USA?

a) 52 b) 50 c) 49

3. What is the American flag called?

a) Union John b) Union Jack c) Stars and Stripes

4. The cartoon symbol of the American government is ……

a) Uncle Ben b) Uncle Mike c) Uncle Sam

5. What is the New York underground called?

a) the metro b) the tube c) the subway

6. When did Christopher Columbus discover America?

a) in 1492 b) in 1592 c) in 1392

7. How often do American people choose a new President?

a) every 5 years b) every 3 years c) every 4 years

8. What is the most expensive part of New York?

a) Long Island b) Manhattan c) Staten Island

9. What colour are the taxis in New York?

a) black b) yellow c) green

10. If you go to New York, you will see ……….

a) Big Ben b) The Capitol c) The Empire State Building

12. What is the home of the President?

a) The Capitol b) The White House c) the House of Representatives

13. What do American people call their police officers?

a) copper b) cops c) bobbies

Отчет о проделанной работе: письменно выполнен тест.

Практическая работа № 25.

Тема: Путешествие по странам изучаемого языка.

Цель: определение уровня усвояемости страноведческого материала.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: выполните тест.

№ 1. Выберите правильный ответ.

1. What's the name of the most famous clock in Britain?

a) Big Albert b) Big Stephen c) Big Wren d) Big Ben.

2. What is soccer?

a) American football b) hockey c) squash d) boat-racing.

3. What was J. Constable?

a) a musician b) a politician c) a poet d) a painter.

4. What's the name of Sir Churchill?

a) Winston b) George c) Christopher d) Benjamin.

5. For Christmas dinner the English usually have ... .

a) chicken b) roast beef c) fish d) turkey.

6. Who wrote "Winnie-the-Pooh"?

a) L. Carroll b) O. Wilde c) J.R. Tolkien d) A. Milne.

7. What is the most ancient monument in Great Britain?

a) the Lower West Gate b) Stonehenge c) Hadrian's Wall d) the Tower Gate.

8. The telephone was invented by ... .

a) Isaac Newton, b) Alexander Bell, c) Michael Faraday, d) James Watt.

9. Elisabeth II lives in ... .

a) No 10, Downing Street b) the Tower of London c) Buckingham Palace d) Westminster Palace.

10. The traditional English drink is ... .

a) coffee b) tea c) cocoa d) milk.

11. The capital of Canada is ... .

a) Ottawa b) Quebec c) Toronto d) Melbourne.

12. The British money is ....

a) franks b) dollars c) crones d) pounds.

13. Margaret Thatcher was ... .

a) Queen of Britain b) British Prime Minister c) leader of the Labour party d) a film star.

14. "Alice in Wonderland" was written by ... .

a) Jane Austen b) Muriel Spark c) Lewis Carroll d) Iris Murdock.

15. The Tower of London now is ... .

a) a prison b) a royal residencе c) a museum d) a burial place.

16. A double-decker is ... .

a) a train b) a small plane с) a hotel room for two people d) a bus

17. St. Valentine's Day is observed in ... .

a) February b) May c) November d) December.

18. The common name for a toy bear in England is ... .

a) Michael-bear b) Tom-bear c) Teddy-bear d) Jack-bear.

19. R. Kipling wrote ... .

a) "Canterbury Tales" b) "Alice in Wonderland" c) "Treasure Island" d) "Maugly"

20. What is Eisteddfod?

a) a country b) a dish c) a festival d) a dance.

Отчет о проделанной работе: выполнение теста.

Практическая работа № 26.

Тема: Образование в России.

Цель: отработка лексико-грамматических навыков.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте и переведите текст письменно и составить 10 вопросов к тексту.

Education in Russia

Citizens of Russia have the right for education which is guaranteed by the Constitution. The public educational system in our country incorporates pre-school, general school, specialized secondary and higher education. Pre-school consists of kindergartens and creches. Children there learn reading, writing and arithmetic. But pre-school education isn't compulsory - children can get it at home. Compulsory education is for children from 6(7) to 17 years of age. The main link in the system of education is the general school which prepares the younger generation for life and work in modern production. There are various types of schools: general secondary schools, schools specializing in a certain subject, high schools, lyceums and so on. Tuition in most of them is free of charge, but some new types of schools are fee-paying. The term of study in a general secondary school is 11 years and consists of primary, middle and upper stages. At the middle stage of a secondary school the children learn the basic laws of nature and society at the lessons of history, algebra, literature, physics and many others. After the 9th form pupils have to sit for examinations. Also they have a choice between entering the 10th grade of a general secondary school and enrolling in a specialized secondary or vocational school. Persons who finish the general secondary school, receive a secondary education certificate, giving them the right to enter any higher educational establishment. Entrance examinations are held in July and August. Institutions are headed by rectors; the faculties are headed by the deans. One has to study in the institute for 5 years. Higher educational institutions train students in one or several specializations.

Отчет о проделанной работе: письменный перевод текста и заданы вопросы.

Практическая работа № 27.

Тема: Математические действия.

Цель: введение и закрепление новой лексики.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Сегодня ситуация в мире такова, что людям любых специальностей рано или поздно приходится иметь дело с английским языком. Для профессионального общения, для сдачи экзаменов при получении работы и многого другого. В данном разделе рассмотрим общую для многих специальностей науку — математику.

Начнем с самых простых действий, встречающихся в любой формуле:

• прибавить — plus/add

• отнять — minus/subtract

• умножить — multiply (умножить на 2 — multiply by two)

• разделить — divide (делить на 2 — divide by two)

• равно — is equal to

• больше — is greater than

• меньше — is smaller than

• пропорционально — is proportional to

Дробные числа. На письме целая и дробная части разделяются точкой, которая по-английски называется point. Например, 4.62 — four point sixty two. Если же нужно назвать часть целого числа (например, 2/5 — две пятых), то в этом случае вспоминаем порядковые числительные и говорим two fifth.

Квадратный корень — √ — на английском называется square root или просто root. Корень из 25 будет звучать как square root of 25.

Степень. Два в квадрате — two squared, два в кубе — two cube. Два в любой другой степени, допустим, в степени х — two to the power x. Если же соединить корень и степени в одной формуле и написать, например, корень n-ой степени из x, то получим N-th root of x.

Логарифм и интеграл звучат как logarithm (log) и integral соответственно. Антилогарифм — antilogarithm или antilog. Функция — function. Сумма — ∑ — sum/sumation. Разность — Δ — delta/difference.
Например,

• логарифм от b — log b — logarithm of b.

• функция от х — f (x) — function of x

• интеграл f от x поdх - ʃf(x)dx — integral of the f of x over dx

Верхний предел логарифма — upper limit, нижний предел — lower limit.

Тригонометрические функции:синус — sine, косинус — cosine, тангенс — tangent, котангенс — cotangent, арксинус — arc/inverse sine, гиперболический синус — hyperbolic sine.

С этими функциями тоже употребляется предлог of, если после них вы употребляете какое-либо число. Например, косину сх — cos x — cosine of x, арксинус х — arcsin x- inverse sine of x.

Математические действия (Numbers for Maths)

• Сложение (Addition)

1 + 2 = 3
One and two is seven. One plus two equals eight.

• Вычитание (Subtraction):

7 – 6 = 1
Seven minus six is one. Seven subtract six equals fourteen.

• Multiplication (Умножение):

5 x 6 = 30
Five times six equals twenty-one.Five multiplied by six is twelve.

• Division (Деление):

9 ÷ 3 = 3
Nine divided by three equals three. Three goes into nine three times.

• Другие символы и их чтение (Other symbols)

	less than	меньше	5	Five is less than 6
	greater than	больше	75	Seven is greater than 5
¼	fractions	дробь	¼ 1¼	one fourth one and one fourth
%	percent	процент	2% 2.5%	two per cent two per cent point five
°	degrees	градусы	90°	ninety degrees
1.666	decimals	десятичная дробь	1.666 0.25	one point six six six nought point two five

Задание: выполните упражнения.

Упражнение № 1. Запишите примеры по-английски.

11 x 2	6 X 8	7 X 6	4 X 9
6 X 4	7 X 7	81 : 9	12 x3

Упражнение № 2. Дайте письменный вариант следующих числительных:

a) 30 ; 13 ; 200 ; 21^st; 13^th ; 3.67 ; 2/3 ;
b) 5/8 ; ¹/₄; 2 3/7 ; 1/3 tons ; 2 ¹/₂pounds ; 1/2km

Упражнение 3. Запишите даты по образцу :

16.6.99. – June the sixteenth nineteen ninety-nine .

3.5.72. ; 12.7.89. ; 5.4.91. ; 17.11.97. ; 1.2.80. ; 5.12.00. ; 7.4.01. .

Отчет о проделанной работе: выполнены письменно упражнения.

Практическая работа № 28.

Тема: Условные предложения.

Цель: совершенствование и активизация грамматических навыков по теме.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Conditional sentences. Условные предложения - сложноподчинённые предложения, где в придаточной части указывается условие, а в главной - следствие.
Условные предложения делятся на три типа в зависимости от вероятности описываемых в них действий.

Тип 1. Реальные события. If + Present Simple , Future Simple

Тип 2. Практически нереальные события. If + Subjunctive I (Past Subjunctive), Subjunctive II (would + I)

Тип 3. Нереальные события, If + Subjunctive I (Past Perfect Subjunctive), Subjunctive II (would have + III).

Задание: выполните упражнения.

Упражнение № 1.Раскрывая скобки, напишите каждое предложение три раза, образуя условные предложения I, II и III типов.

E.g. If you (to be) free, I (to come) to see you.

If you are free, I shall come to see you. If you were free, I should come to sec you. If you had been free, I should have come , to see you. If I (to see) her, I (to be) glad.

If I see her, I shall be glad.

If I saw her, I should be glad.

If I had seen her, I should have been glad.

1. If you (to be) busy, I (to leave) you alone. 2. If I (to live) in Moscow, I (to visit) the Tretyakov Gallery every year. 3. If I (to get) a ticket, I (to go) to the Philharmonic. 4. If I (to live) near a wood, I (to gather) a lot of mushrooms. 5. If my father (to return) early, we (to watch) TV together. 6. If she (to know) English, she (to try) to enter the university. 7. If my friend (to come) to see me, I (to be) very glad. 8. If mother (to buy) a cake, we (to have) a very nice tea parly. 9. If we (to receive) a telegram from him, we (not to worry). 10. If you (not to work) systematically, you (to fail) at the examination.

Упражнение № 2. Составьте предложения, найдя соответствия между левой и правой колонками.

1. If I go on a diet	a. we'll make a snowman
2. If it's sunny tomorrow	b. I'll buy you some chocolate
3. If John doesn't hurry	c. she'll have to take a taxi
4. If it snows	d. I'll lose weight
5. If there sre no buses	e. he'll be late
6. If you are a good girl	f. we'll go for a picnic

Упражнение № 3.Поставьте глаголы, данные в скобках, в нужное время.

John Smith is in prison. How did it happen? If John (not / to oversleep), he (not / to be) late for work. If he (not / to be) late for work, his boss (not / to fire) him. If John (not / to lose) his job, he (not / to need) money and he (not / to rob) the bank. If he (not / to rob) the bank, the police (not / to arrest) him.

Отчет о проделанной работе: выполнены письменно упражнения.

Практическая работа № 29.

Тема: Геометрические понятия.

Цель: правильное употребление геометрических понятий в профессиональной деятельности.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: переведите письменно текст и выполните задания к тексту.

Geometric Solids

We have been studying plane figures which have only two dimensions; length and width. Now we will study figures with three dimensions. Figures that have three dimensions are called geometric solids or solid figures. The three dimensions are length, width and thickness or height.

PRISMS.A prism is a solid, each side of which is a polygon, and the upper base of which is parallel and congruent (exactly the same in size and shape) to the lower base; corresponding vertexes of the top and bottom polygons are joined by parallel edges. In a right prism the lateral faces (sides) are perpendicular to the bases.

Right prisms include; the rectangular prism and the cube. A geometric figure which has six sides, all of which are rectangles, is called a rectangular prism. If the dimensions (length, width and height) of a rectangular solid are equal, the solid is called a cube. The faces of a cube are squares.

THE RIGHT CIRCULAR CYLINDER.A cylinder is a circular prism, the bases of which are equal circles that are parallel to each other. If the sides of the cylinder are perpendicular to the bases, the cylinder is called a right cylinder. The axis of a right circular cylinder is the line between the centres of the bases.

A PYRAMID. It is a solid figure formed by a polygon called the base and sizes of triangles meeting at a common point called the vertex.

A CONE is much like a pyramid but has a circle for a base.

Answer the following questions:

1. What geometric figures have three dimensions?

2. What are the dimensions of solid figures?

3. What geometric solids do you know?

4. What cylinder is called a right cylinder?

5. What is a pyramid?

Найдите соответствующие эквиваленты :

1. solids	a) пересечение
2. length	b) вершина угла
3. cone	c) форма
4. sphere	d) пунктирные линии
5. polygon	e) тела
6. edge	f) длина
7. base	g) шар
8. vertex of an angle	h) основание
9. to be equal to	i) быть равным
10. shape	j) грань
11. doted lines	k) многоугольник
12. crossing	l) конус

Отчет о проделанной работе: письменный перевод текста и выполнены задания.

Практическая работа № 30.

Тема: Физические явления и стихийные бедствия.

Цель: работа с терминами, активизация изученной лексики.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте и переведите текст «Ozone Layer».

Ozone layer or ozonosphere, region of the stratosphere containing relatively high concentrations of ozone, located at altitudes of 12-30 mi (19-48 km) above the earth's surface. Ozone in the ozone layer is formed by the action of solar ultraviolet light on oxygen. The ozone layer prevents most ultraviolet (UV) and other high-energy radiation from penetrating to the earth's surface but does allow through sufficient ultraviolet rays to support the activation of vitamin D in humans. The full radiation, if unhindered by this filtering effect, would destroy animal tissue. Higher levels of radiation resulting from the depletion of the ozone layer have been linked with increases in skin cancers and cataracts and have been implicated in the decline of certain amphibian species.

In 1974 scientists warned that certain industrial chemicals, e.g., chlorofluorocarbons (CFCs) and to a lesser extent, halons and carbon tetrachloride, could migrate to the stratosphere. There, sunlight could free the chlorine or bromine atoms to form chlorine monoxide or other chemicals, which would deplete upper-atmospheric ozone. A seasonal decrease, or "hole," discovered in 1985 in the ozone layer above Antarctica was the first confirmation of a thinning of the layer. The hole occurs over Antarctica because the extreme cold helps the very high clouds characteristic of that area form tiny ice particles of water and nitric acid, which facilitate the chemical reactions involved. In addition, the polar winds, which follow a swirling pattern, create a confined vortex, trapping the chemicals. When the Antarctic sun rises in August or September and hits the trapped chemicals, a chain reaction begins in which chlorine, bromine (from the halons), and ice crystals react with the ozone and destroy it very quickly. The effect usually lasts through November. There is a corresponding hole over the Arctic that similarly appears in the spring, although in some years warmer winters there do not result in a major depletion of the ozone layer. A global thinning of the ozone layer results as ozone-rich air from the remaining ozone layer flows into the ozone-poor areas.

Minimum ozone levels in the Antarctic decreased steadily throughout the 1990s, and less dramatic decreases have been found above other areas of the world. In 2000 (and again in 2003) the hole reached a record size, extending over 10.8 million sq mi (28 million sq km), an area greater than that of North America. In 1987 an international agreement, the Montreal Protocol , was reached on reducing the production of ozone-depleting compounds. Revisions in 1992 called for an end to the production of the worst of such compounds by 1996, and CFC emissions dropped dramatically by 1993. Recovery of the ozone layer, however, is expected to take 50 to 100 years. Damage to the ozone layer can also be caused by sulfuric acid droplets produced by volcanic eruptions.

Отчет о проделанной работе: письменно переведен текст.

Практическая работа № 31.

Тема: Железные дороги в России.

Цель: активизация новой лексики и совершенствование грамматических навыков.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте текст и переведите.

THE OLDEST RAILWAY IN RUSSIA

The St.Petersburg–Moscow mainline is considered to be the oldest and the most outstanding railway in Russia. In the thirties of the 19thcentury much was spoken about the necessity of its construction and various projects were proposed by Pravdin, Safonov, Muravjov, Abaza, but all of them were rejected. In June 1839, the professors of the Moscow Engineering Institute P.P.Melnikov and N.O. Kraft were sent to the USA for the purpose of studying experience gained by the Americans in constructing and operating the railways. Melnikov's report about the results of their trip laid down the basis of the future railway project. According to this project «chugunka» was planned as a double-track line, 664 km long, with the 5 feet gauge (now the standard), steam powered. The speed of passenger and freight trains was supposed to be 34.4 km/h and 16 km/h respectively. The construction began in 1843 and lasted 8 years. From the very beginning the builders faced many hardships because of severe climatic and difficult geological conditions. Hundreds of kilometers of track were laid down through forests and marshes, many rivers were crossed. It should be noted that the line is virtually straight and level. 185 bridges and 19 viaducts were built to make the line as straight as possible. There is a legend that the route of the railway was chosen by the tsar Nikolay I, who took the map and the ruler, drew a straight line between the two cities on the map and ordered this line to be the route of the railway. But the fact is that the construction of the line was preceded by long and thorough surveying work, a great part of which was done by P.P.Melnikov himself. All the component parts of the track, bridges and viaducts were produced at Russian plants by using only domestic materials, including timber for sleepers and cast iron for rails. One has to give credit [нужно отдать должное]to the first railway builders, who laid the track in extremely difficult conditions. They worked from dawn till sunset, often in water up to their knees and their main tools were spades and axes. P.P. Melnikov proposed to mechanize the railway construction, but his idea was not backed up because it required a lot of expenses., Nevertheless, four excavators were bought in the USA on Melnikov's recommendation. It is interesting to note that at that time there were only seven excavators in the world. The other three ones were operated in the USA and Great Britain. The railway was officially opened for public traffic on November 1, 1851. The first train departed from St.Petersburg at 11.15 and arrived in Moscow 21 hours 45 minutes later. There were 17 passengers in the first-class cars, 63 – in the second-class cars and 112 – in the third-class cars. The speed of the first trains was 40 km/h but two years later it was increased up to 60 km/h. It was the world's record in the speed of passenger trains. It should be added that the Alexander Engineering Works was established in St. Petersburg to provide this railway with locomotives and cars.

Отчет о проделанной работе: письменный перевод текста.

Практическая работа № 32.

Тема: Определение активного и пассивного залога.

Цель: определение пассивного залога.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: выполните тест.

Active/ Passive Voice

Выберите правильный вариант:

1.We ... by a loud noise during the night.

woke up are woken up were woken up were waking up

2.A new supermarket is going to ... next year.

Build be built be building building

3.There’s somebody walking behind us. I think ... .

we are following we are being following we are followed

we are being followed

4.‘Where ...?’ ‘In London’.

were you born are you born have you been born did you born

5.There was a fight at the party, but nobody ... .

was hurt were hurt hurt

6.Jane ... to phone me last night, but she didn’t.

Suppose dis supposed was supposed

7.Where ...? Which hairdresser did you go to?

did you cut your hair have you cut your hair

did you have cut your hair did you have your hair cut

8.... during the storm.

They were collapsed the fence The fence was collapsed

They collapsed the fence The fence collapsed

9.The new computer system ... next month.

is being installed by people is be installed

is being installed is been installed

10.The children ... to the zoo.

were enjoyed taken enjoyed being taken

were enjoyed taking enjoyed taking

11.... chair the meeting.

John was decided to There was decided that John should

It was decided that John should John had been decided to

12.This car is not going ... in the race.

to driveto be drive to driven to be driven

13.Will these clothes ... by Saturday?

Make made be make be made

14.The mice ... the cheese.

have eaten have been eaten has eaten has been eaten

15.When a student I ... to the discos every Friday night.

used to go are used to go use to go were used to go

16.Neither Jim nor Jack ... there.

was invited was been invited were invited were been invited

17.Your food ... .

is still being prepared has still been prepared

is being prepare will prepare yet

18.Their engagement ... in the local paper.

was announced has been announcing

is being announced had announced

19.When ...?

has the letter posted has the letter been posted

was the letter posted did the letter post

20.After the volcanic eruption of 1957 the railway station ... .

destroyed completely was completely destroyed

has been destroyed has destroyed

Отчет о проделанной работе: выполнение теста.

Практическая работа № 33.

Тема: История развития железных дорог.

Цель: подготовка к пересказу текста, активизация лексики.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте текст и ответьте на вопросы к тексту.

FROM THE HISTORY OF RAILWAY TRANSPORT

The word ‘transport’ (or ‘transportation’) means to carry people or goods from place to place. Henry Ford, the American motor-car manufacturer, said that “transportation is civilization”. The history of transport is divided into two stages. The first stage is that in which all modes of transport depended directly on the power of men or animals, or on natural forces such as wind and current. The second stage began with the development of the steam engine. Do you know who invented it? It is sometimes said that James Watt got the idea for a steam engine while still a boy, watching steam lift the lid of his mother's tea kettle. The truth is that James Watt did not invent the steam engine; however, he made major improvements on the inefficient steam enginepatented in 1705 by Thomas Newcomen, John Cawley, and Thomas Savery. James Watt installed his engine in a machine which was used at a large coal mine for pumping out the water. Soon this invention was widely used at nearly every large enterprise. The revolution in industry made by this machine was extremely great.

One of the first attempts to put a steam engine on wheels was made by Richard Trevithick, a British mining engineer. In 1804 he demonstrated the first successful railroad steam locomotive. His engine pulled a short train of cars uphill on a coal-mine railway in Wales. In the years after Trevithick’s locomotive, several others were built for use on various British coal-mine railways. The world’s first common carrier railroad to use steam power was the Stockton-Darlington railway in England. It was designed and built by George Stephenson and opened for public service in 1825. On the day when it was opened, a man on a horse went in front of the engine and shouted that the train was coming. People on horses and in carriages were driving near the train. When they had gone for some time, Stephenson, who was running his locomotive, asked the horseman to go away. He put steam on and ran his locomotive at a speed of 12 miles per hour (about 20 km per hour). It was a success. But the British Parliament did not want to construct railways. The members of the parliament did not believe that steam engines could run against a strong wind. Then Stephenson built a new locomotive and called it the Rocket. This locomotive was faster and stronger than the first one; it could draw a 13-ton train at an “unheard-of speed” of 29 miles per hour (46 km per hour). In 1829 the Liverpool-Manchester Railway was built, and the railway company offered a prize of £500 for the best steam loco. The prize was won by George Stephenson with his famous train. Though not the first such locomotive, it was the beginning of the effective use of steam power for passenger and freight transportation. At first many people were afraid of the railways; nevertheless in 1842 the steam-powered railways were already in wide use in Britain.

Railroads were born in England, a country of dense population, short distances, and large financial resources. In England problems were very different from those in America, which in the early 1800s was a country of great distances, sparse population, and limited capital. Americans had to learn to build railroads for their own country by actual experience; they could not copy English methods. In the USA the first railroads were built in mines for carrying stone or coal. In 1804 Oliver Evans (who had built an amphibious steam-powered scow with wheels) declared that he could “make a steam carriage that will run at a speed of 15 miles per hour on good, level railways.” As early as 1812 Colonel John Stevens, of Hoboken, N.J., began to speak for a new kind of railway. He wanted one that would provide long-distance transportation, linking distant areas of the country. In 1815 Stevens obtained the first charter to build a railroad across New Jersey, but he was unable to raise the money needed to build it. The first common carrier railroad to be built in the United States was the Baltimore and Ohio. It was chartered in1827 and construction started on July 4, 1828.

The first steam locomotive to run in the United States, the English-built Stourbridge Lion, made a trial trip over the tracks of the Delaware and Hudson Canal Company in Pennsylvania in 1829. On the day of a test trip a lot of people came from miles around the small Pennsylvania town to see the first run of the steam locomotive. The engineer refused to let anyone ride with him – perhaps because the engine had not been tested before. As the signal to start was given, there was a moment of suspense. Then, slowly, the wheels began to turn. Cheers went up as engineer Allen opened the throttle wide and began his historic trip. All along the route, men were waving their hats, small boys were shouting, and women were looking in amazement as the Liont hundered past at the fantastic speed of ten miles per hour. Who would have believed that anything so big could move so fast without a horse to pull it! But the engine was too heavy for the track and the trip was not repeated. In the summer of 1830 service began on the Baltimore and Ohio line, with horses providing the power. Finally, in December 1830 an American-built locomotive, the Best Friend of Charleston, hauled a train of cars on the tracks of the South Carolina Railroad. The railroad had come to America. Railroads spread rapidly in the eastern and southern United States, with short lines being merged to form through routes. By the mid-1850s, railways linked the Atlantic seaboard and the Midwest. In 1869 the first transcontinental route was completed to the Pacific coast. Railroads became the dominant mode of overland transportation in the last half of the 19^thcentury. Faster and more powerful locomotives and larger freight and passenger cars were built. Standardization of track gauges and the adoption of standard time zones aided efficiency. The invention of air brakes, automatic signaling, and the automatic coupler increased safety. Sleeping cars and dining cars increased passenger comfort and convenience.

Notes:

Common carrier railroad – железная дорога общего пользования

engineer – зд: машинист

throttle – дроссель, дроссельная заслонка

air brake – воздушный тормоз

automatic coupler – автосцепка

Answer the following questions.

1) What does the word ‘transport’ mean? 2) Who said that “transportation is civilization”? 3) How many stages is the history of transport divided into? 4) Did the second stage in the history of transport begin with the invention of the wheel? 5)Whom was the first steamengine invented by? 6) Did Thomas Savery improve the inefficient steam engine designed by Thomas Newcomen? 7) Where did James Watt install his engine? 8) Who made one of the first attempts to put a steam engine on wheels? 9) Where was the world’s first common carrier railroad to use steam power built? 10) Did Robert Stephenson design and built the first common carrier railway in Britain? 11) Why didn’t the British Parliament want to build railways? 12) When was the Liverpool-Manchester Railway put into operation? 13) What can you say about the locomotive called the Rocket?

Отчет о проделанной работе: письменные ответы на вопросы к тексту.

Практическая работа № 34.

Тема: Локомотив.

Цель: совершенствование навыков использования специальных профессиональных терминов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте и переведите текст, ответьте на вопросы.

A locomotive (from Latin loc – 'from a place', ablative of 'locus' = 'place' and Medieval Latin motivus = 'causing motion') is a railway vehicle that provides the motive power for a train, and has no payload capacity of its own; its sole purpose is to move the train along the tracks. In contrast, many trains feature self-propelled payload-carrying vehicles; these are not normally considered locomotives, and may be referred to as multiple units or railcars; the use of these self-propelled vehicles is increasingly common for passenger trains, but very rare for freight. Vehicles which provide the motive power to haul an unpowered train, but are not generally considered locomotives because they have payload space or are rarely detached from their trains, are known as power cars.

Traditionally, locomotives haul (pull) their trains. Increasingly common these days in local passenger service is push-pull operation, where a locomotive pulls the train in one direction and pushes it in the other, and is therefore optionally controlled from a control cab at the opposite end of the train. This is especially true of "High Speed Rail lines", such as Germany's ICE and France’s TGV trains.

Origins

The first successful locomotives were built by Cornish inventor Richard Trevithick. In 1804 his unnamed locomotive hauled a train along the tramway of the Penydarren ironworks, near Merthyr Tydfil in Wales. Although the locomotive hauled a train of 10 tons of iron and 70 passengers in five wagons over nine miles it was too heavy for the cast iron rails used at the time. The locomotive only ran three journeys before it was abandoned.

In 1813, George Stephenson persuaded the manager of the Killingworth colliery where he worked to allow him to build a steam-powered machine. He built the Blucher, the first successful flanged-wheel adhesion locomotive. The flanges enabled the trains to run on top of the rails instead of in sunken tracks. This greatly simplified construction of switches (called "points" in UK) and rails, and opened the way to the modern railroad.

Answer the following questions.

1) What is a locomotive?

2) What is the difference between a locomotive and a power car?

3) What is the sole purpose of locomotives?

4) Who built the first successful locomotives?

5) When did George Stephenson build the first successful flanged-wheel adhesion locomotive?

Vocabulary:

ablative – творительный падеж

motive power – движущая сила

payload – полезная нагрузка

sole – единственный, исключительный

tracks – колея, рельсовый путь

to feature – выступать в роли

self-propelled – самоходный

payload-carrying – несущий полезную нагрузку

multiple units – составные элементы

railcars – поезда

to haul – тянуть

an unpowered train – состав без локомотива

power cars – поезда с двигателем (например, электропоезда)

a control cab – кабина машиниста

ironworks – чугунолитейный завод

cast iron rails – литые железные рельсы

was abandoned – был забыт

colliery – каменноугольная копь

a steam-powered machine – транспортное средство на паровой тяге

blucher – короткий сапог, старомодный мужской ботинок на шнурке

flanged-wheel adhesion – сцепление рельса с колесом при помощи реборды (гребня, выступа, борта)

flange – реборда (колеса)

switch (called «point» in UK) – стрелка

Отчет о проделанной работе: письменный перевод текста, даны ответы на вопросы.

Практическая работа № 35.

Тема: Прямая и косвенная речь.

Цель: активизация лексико-грамматических навыков.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Краткие теоретические положения:

Переход прямой речи в косвенную речь

this → that these → those now → then today → that day tomorrow → next day

the day after tomorrow → 2 days later yesterday → the day before the day before yesterday → 2 days before ago → before here → there

согласование времен

Прямая речь	Косвенная речь
Present Indefinite	Past Indefinite
Present Continuous	Past Continuous
Present Perfect	Past Perfect
Past Indefinite	Past Perfect
Future Indefinite	Future Indefinite in the Past

Таблица перевода обстоятельств.

Now — then Today — that day Yesterday - the day before The day before yesterday (позавчера) — two days before Tomorrow — the next day The day after tomorrow (послезавтра) — in two day's time Next week (year, month) — the following week (year, month)

Next Monday — the following Monday Last week (year, month) — the previous week (year, month) A year ago — the year before/the previous year This June — the following June Ago — before Here — there This, these — that, those Примечание:Will превращается в would, Can — в could.

Задание: выполните упражнения.

Упражнение № 1.Передайте следующие повелительные предложения в косвенной речи.

1. "Go home," said the teacher to us. 2. "Buy some meat in the shop," said my mother to me. 3. "Sit down at the table and do your homework," said my mother to me. 4. "Don't forget to clean your teeth," said granny to Helen. 5. "Don't sit up late," said the doctor to Mary. 6. The doctor said to Pete: "Don't go for a walk today." 7. "Don't eat too much ice-cream," said Nick's mother to him. 8. "Explain to me how to solve this problem," said my friend to me. 9. The doctor said to Nick: "Open your mouth and show me your tongue." 10. "Don't be afraid of my dog," said the man to Kate. 11. "Take this book and read it," said the librarian to the boy.

Упражнение № 2.Передайте следующие повествовательные предложения в косвенной речи.

1. "My friend lives in Moscow," said Alec. 2. "You have not done your work well," said the teacher to me. 3. The poor man said to the rich man: "My horse is wild. It can kill your horse." 4. The rich man said to the judge: "This man's horse has killed my horse." 5. "This man spoke to me on the road," said the woman. 6. "I can't explain this rule to you," said my classmate to me. 7. The teacher said to the class: "We shall discuss this subject tomorrow." 8. The woman said to her son: "I am glad I am here." 9. Mike said: "We have bought these books today." 10. She said to me: "Now I can read your translation," 11. Our teacher said: "Thackeray's novels are very interesting." 12. She said: "You will read this book in the 9th form." 13. Nellie said: "I read 'Jane Eyre' last year."

Упражнение № 3. Передайте следующие вопросительные предложения в косвенной речи.

1. The teacher said to Mike: "Does your father work at a factory?" 2. Mother said to us: "What are you doing here?" 3. Father said to Nick: "Have you done your homework?" 4. Tom said: "Ann, where are your friends?" 5. Kate said: "Mike, do you like my dress?" 6. Grandfather said to Mary: "What mark did you get at school?" 7. My sister said to me: "Will you take me to the theatre with you tomorrow?" 8. Mother asked me: "Did you play with your friends yesterday?" 9. "Why don't you play with your friends, Kate?" said her mother. 10. "Do you like chocolates?" said my little sister to me. 11. "Did you see your granny yesterday, Lena?" asked Mr. Brown. 12. The doctor asked Nick: "Do you wash your face and hands every morning?"

Отчет о проделанной работе: выполнены письменно упражнения.

Практическая работа № 36.

Тема: Принципы передачи железнодорожных сигналов.

Цель: активизация употребления новых терминов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте и переведите текст, ответьте на вопросы к тексту.

BASIC PRINCIPLES OF RAILWAY SIGNALING

No department of railways has been more developed by modern technology than signaling and telecommunications. Color light signals, electrical operation of signals and points, track-circuiting, route-setting panel control, automatic train operation, computer-based centralized traffic control (CTC) – these are the basic elements of up-to-date signaling. The method of operating long railway lines by CTC began in the USA in 1927. The principle is that at the central point the operator has a diagram showing him where every train is and he can control the whole section of the line – possibly of two or three hundred miles – from his control console. The operator can see and control the overall track circuit. On modern railways the main line and station approaches are controlled from a single control center to provide regular traffic and avoid delays. To control a whole trunk line from one place a single control centre was first introduced in Japan, on the New Tokaido Line. The entire line between Tokyo and Osaka is wholly controlled from the general control center located in Tokyo. It’s well-known that conventional CTC uses conventional relays. Practical railway experience shows that it takes much time to transmit information therefore the Japanese National Railways have developed a new system using transistors and diodes. This system proves to be more reliable; besides that it is more economical because it helps to save time: it takes about one second to scan indications for all tracks. At present up-to-date electronic equipment including a digital computer is widely used to automate train operation and to improve the quality of railway service.

Answer the following questions to the text:

1. Do railway signaling and communications have the most advanced technologies and equipment?

2. What are the basic elements of up-to-date signaling? Which of them is the latest one? What’s your opinion on the subject?

3. What does the abbreviation CTC mean?

4. What country was the first to use CTC on its railways?

5. What kind of a diagram does the operator have on his (her) control console?

6. How long may be the section of the main line controlled from the single control centre?

7. What approaches are controlled from a single control centre?

8. Why is CTC so important for railways?

9. What railways began to control a whole trunk line by means of CTC?

10. What devices had been used to transmit information before the Japanese National Railways developed a new system using transistors and diodes?

11. Why are transistors and diodes more reliable than relays?

12. What is the latest development used to automate train operation and improve the quality of railway service?

Отчет о проделанной работе: письменный перевод текста и ответы на вопросы.

Практическая работа № 37.

Тема: Железнодорожная автоматизация.

Цель: активизация употребления новых терминов.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте и переведите текст, составьте вопросы к тексту.

RAILWAY AUTOMATION

At present control of high-speed trains is semi-automatic since they are automatically forced to comply with permissible speeds at any instant. Stops at station platforms are under the driver’s control. The state of the line is continuously surveyed and information is transmitted at high speed to the control centre. Each train automatically identifies itself by generating a unique frequency as it passes fixed ground equipment and the information is displayed on the control panel at Tokyo. Trains entering stations automatically set the points system according to classification, i.e. whether super express, express or freight. One interesting but simple safety feature enables the operator on the line to stop the train in an emergency. It consists of push-button switches placed at intervals of 50m. Operation of the switch completes the circuit, and the consequent indication in the driver’s cab of an approaching train causes the brakes to be applied automatically when at an appropriate distance from the danger position. All the circuits are fail-safe, and the possibility of an accident due to human error has been virtually eliminated. Great work is being carried out in order to improve circuits performance. It means introduction of such techniques as programmed control, obstacle detection by a guided radar, controlled braking to a fixed point and centralized computer control. Extensive research is under way in our country to utilize television technique in industry, science and agriculture. Some years ago one of the research institutes of our country designed a television apparatus which is now used in railway transport to record the serial numbers of freight cars arriving at a station. As a train pulls in at a station, somewhere at a distance of ten kilometers an operator sees this train on a screen of his television set. The operator reads aloud the serial number of the freight cars and they are recorded by a tape recorder. On another television set the operator can see all the railway lines in a station. The operator only has to press the button and another station will appear on the screen. These installations are used in classifications yards for shunting operations. The Central Research Institute of the Railways Ministry is designing a new television apparatus which will enable engine drivers “to see” the condition of the freight car even when it is dark.

Отчет о проделанной работе: переведен текст, составлены вопросы к тексту.

Практическая работа № 38.

Тема: Индуктивная система.

Цель: совершенствование лексических навыков, обогащение словарного запаса терминами по специальности.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте и переведите текст, выполните упражнение к тексту.

INDUCTIVE CONTROL SYSTEM

For use on busy lines various safety devices are additionally available. One of these is the inductive train control. Each signal on a section of line equipped with this system has a device which activates the brakes of a passing train. The locomotive is provided with a ”transmitter” which has an iron-core coil and a condenser. This oscillating circuit is tuned to 2000 cycles/sec. and is supplied with current from a high-frequency generator to which the coil of an electromagnet for a relay is connected. The high-frequency generator is driven by an electric motor or a small steam turbine which also drives a 24-volt direct-current dynamo. A second relay and two pilot lamps are connected to this dynamo. When the system is in operation, the high-frequency generator supplies current to the oscillating circuit of the locomotive and to the high-frequency relay, so that the armature of the latter is attracted by the electromagnet and allows current to flow through the 24-volt direct-current relay. When thus energized, the relay interrupts a flow of current to the actuating electromagnet of a valve. The signal beside the railway track is also equipped with an oscillating circuit tuned to 2000 cycles/sec. When the signal is at “safe”, its oscillating circuit is short-circuited and has no effect on the passing locomotive. However, if the signal is at “stop” and the train nevertheless fails to stop, the oscillating circuit of the signal will resonate in tune with that of the passing locomotive and withdraw so much energy from the latter circuit that the armature of the high-frequency relay is no longer sufficiently strongly attracted by the electromagnet and is therefore released. This in turn cuts off supply of current to the 24-volt relay, which then likewise (также) releases its armature. This completes the electric circuit to the electro-magnet that controls the monitoring valve. When this happens, the monitoring valve causes the brakes to be applied and the driving motor of the locomotive to be switched. At the same time, the pilot lamp “a” goes out and the lamp “b” lights up.

Copy the following words. One word in line doesn’t belong to the group. Cross out the odd word and explain your choice.

1) a train, a plane, an automobile, a rail car.

2) steam, diesel, electric air.

3) a second, an hour, a mile, a minute.

4) current, voltage, time, resistance.

5) relay, transistor, diode, photo.

6) turbine, motor, generator, electron.

7) a railway, a highway, a runway, a road.

Отчет о проделанной работе: письменно переведен текст, выполнено упражнение.

Практическая работа № 39.

Тема: Виды систем управления.

Цель: совершенствование лексических навыков, обогащение словарного запаса терминами по специальности.

Перечень оборудования для проведения работы: тетрадь, письменные принадлежности, словарь.

Задание: прочитайте текст, выразите свое мнение о прочитанном.

INTEGRATED CONTROL SYSTEM

On September 30, 2004 Kowloon–Canton Railway Corporation put into operation a fully integrated control and communications system (ICCS), as a part of the upgrading of its 34 km East Rail corridor from Kowloon to Lo Wu. With traffic on this two-track railway forecast to exceed 1 million passengers per day by 2006, KCRC decided to resignal the line and fit automatic train protection to raise capacity from 20 to 30 trains/h in each direction. Four contracts were to cover the signaling, a new control centre, track and catenary upgrading and a major track reconstruction at Pak Shek Kok. The main control centre at KCRC’s Fo Tan headquarters controls the line via a wide area optical fibre network linking 13 stations. ICCS functions include:

- automatic route setting;

- automatic dispatching and regulation;

- electric and traction power control;

- general and secure telephone links;

- general and train radio links;

- automatic and manual passenger information displays and public address;

- headway clock control;

- power plant monitoring;

- CCTV monitoring of level crossings.

All of these are handled by a common screen-based operator interface. The system architecture guarantees an availability of 99-99.8%. The workstations are based on easily-upgradeable PC hardware running a reliable Unix operating system and Unix-based software. All workstations are identical, with access controlled by user. Train control zones are selectable for each operator. Telephone and radio calls are automaticallyrouted to operators with the selected control zones. The 80 km Fibre Distributed Data Interface optical fibre network uses reliable industrial standard, DC-powered, three-port concentrators. Station Information Workstations at all locations provide the same real-time displays and system response times as seen by the controllers inthe control center. Passenger Display Units feature two-line back-to-backhigh brightness LED displays which show both Chinese and English messages. Extensive system-wide built-in diagnostic displays are matched with tools that allow remote diagnosis and error finding from the control centre.

Give a short summary of the text. The following phrases may be helpful:

The headline of the text (article) is … - Текст(статья) называется…

The article deals with … - Статья рассматривает(проблемы) …

The point of the article is that … - Суть статьи заключается в том, что…

The article pays special attention to … - Статья обращает особое внимание на…

Of great (special) interest is (that) … - Особый интерес представляет то, что…

My opinion is … - Я считаю…

I doubt that … - Я сомневаюсь, что…

It’s common knowledge that… - Общеизвестно, что…

I might as well add that … - Я мог бы также добавить, что…

Needless to say that … - Нет необходимости говорить, что…

There are many pros and cons here. – Здесь много за и против.

On the one hand … - С одной стороны, …

On the other hand … - С другой стороны, …

I’m sure that … - Я уверен, что…

In conclusion I’d like to … - В заключение я хотел бы…

Отчет о проделанной работе: письменно представлено свое мнение о тексте, устный опрос.

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