8th ed. - M .: 20 1 1 - 5 76 p.
The textbook is intended for students of humanitarian and art-industrial universities who are starting or continuing to study English. The purpose of the textbook is to teach students to read correctly, understand without a dictionary and retell in English non-special texts of average difficulty, instill in them the skills of reading original literature on a wide profile of the university to extract information, and also lay the foundations of oral speech. The lexical and grammatical material included in the textbook is introduced gradually, which facilitates its assimilation and increases the effectiveness of learning. In this edition, the text material is partially updated and the keys to some exercises for homework are given.
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Lesson content
Foreword 3
Methodical recommendations for working with the textbook 8
Student Memo 12
INTRODUCTORY COURSE
English alphabet 17
Lesson 1
Sounds, Letters and Reading Rules 18
Control exercises in reading 22
Grammar and vocabulary 24
Two forms of the indefinite article. Definition before a noun, expressed by an adjective. Word order in an affirmative sentence. Compound predicate. The linking verb is. Word order in negative sentences. Negation not. Word order in the interrogative sentence. General issues. Short and complete affirmative and negative answers. The plural of nouns ending in a consonant (voiceless or voiced) or vowel.
Homework exercises 29
Classroom Speaking Exercises 30
Lesson 2
Sounds, Letters and Reading Rules 31
Control exercises in reading 34
Grammar and vocabulary 36
Demonstrative pronouns this and that in subject function. Interrogative and negative forms. General and alternative questions. The absence of an indefinite article before real and collective nouns, before plural nouns and proper nouns. The demonstrative pronouns this and that are plural. Plural of the verb to be. The interrogative word what “what”, “what”. The demonstratives this and that in the definition function. Personal pronouns. Possessive pronouns. Place prepositions in, on. The definite article the. The question word where. Special questions. The verb to be means "to be". Imperative mood.
Home Reading Exercises 45
Classroom Speaking Exercises 46
Lesson 3
Sounds, Letters and Reading Rules 47
Control exercises in reading 50
Grammar & Vocabulary 52
Cardinal numbers from 1 to 10. Possessive pronouns. The verb to be. Personal pronouns. The verb to be. Interrogative form. General, alternative and specific questions. Questions to the subject. Question words who, which (of).
Homework exercises 60
Classroom Speaking Exercises 61
Lesson 4
Sounds, letters and rules of reading 62
Control exercises in reading 65
Grammar and Vocabulary 67
Cardinal numbers from 1 to 100. Preposition of to express belonging. The verb to have. The negative form of the verb to have. The interrogative form of the verb to have. Pronouns much, many, little, few. Special questions. Question words how many, how much. Questions to the subject.
Homework exercises 76
Classroom Oral Work Exercises 79
Lesson 5
Reading rules 81
Grammar & Vocabulary 82
Pluralization of nouns. Possessive nouns. The question word is whose. The absolute form of possessive pronouns. Turnover there is / there are. Affirmative form. Turnover there is / there are. Negative form. Formation of an interrogative form. General, specific and alternative questions. Negative form of imperative mood.
Homework exercises 94
Classroom Speaking Exercises 96
Lesson 6
Reading Rules 99
Grammar and Vocabulary 100
Pronouns some, any, no. Object case of personal pronouns. Direct and indirect additions. The analytical form of the imperative mood. Let verb.
Homework exercises 110
Classroom Oral Work Exercises 112
Lesson 7
Reading Rules 115
Grammar and Vocabulary 116
Ordinals. Participle I in the function of definition. Present Continuous Tense. Present Continuous Tense. Interrogative form. General, alternative and specific questions. The preposition with; question word whom; prepositions of place. Prepositions of direction and movement to - from; into - out of, off, away.
Homework Exercises 127
Classroom Oral Work Exercises 132
Review (lessons 1-7)
Exercises to be done at home and to be checked with the key 134
BASIC COURSE
Part one Part One
Lesson 8
Word formation 143
Grammar and Vocabulary 143
Numbers from 100 and up. Reading chronological dates. Time designation. The name of the days of the week and months. Impersonal sentences. Noun as a definition. Present Indefinite (Simple) Tense. Present Indefinite (Simple) Tense. Negative form. Present Indefinite (Simple) Tense. Interrogative form. General and alternative questions. Present Indefinite (Simple) Tense. Special questions. Questions to the subject.
Homework exercises 159
Exercises for Oral Work in the Classroom 163
of Conversation 165
Lesson 9
Word formation 168
Grammar and Vocabulary 169
Infinitive as a function of the circumstance of the goal. Union order to "in order to". Impersonal turnover. Modal verbs can, must, may. Indefinite pronoun one. The indefinite pronoun one combined with modal verbs. Additional clauses. Adverbs much, little.
Homework exercises 182
Classroom Speaking Exercises 185
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 187
Lesson 10
Word formation 189
Grammar and Vocabulary 189
Indefinite adverbs. Collocations with the verb to have. Determinative clauses. Allied words who, which, that. Participle I as a function of circumstance.
Homework exercises 198
Classroom Speaking Exercises 205
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 206
Lesson 11
Word formation 209
Grammar & Vocabulary 210
Gerund (general information). Comparison of adverbs and adjectives. Pair unions as ... as, not so ... as to express comparison. Impersonal sentences. Words derived from every.
Homework exercises 221
Classroom Speaking Exercises 225
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 227
Lesson 12
Word formation 229
Grammar & Vocabulary 230
Past Indefinite (Simple) Tense - of the verbs to be and to have. Past Indefinite (Simple) Tense. Past Indefinite (Simple) Tense. Negative form. Past Indefinite (Simple) Tense. Interrogative form. Past Continuous Tense.
Homework exercises 241
Exercises for Oral Work in the Classroom 245
Additional Material for Oral Speech Practice. Speech Patterns and Flashes
of Conversation 246
Lesson 13
Word formation 249
Grammar and Vocabulary 250
Future Indefinite (Simple) Tense. Future Indefinite (Simple) Tense. Interrogative form. General and specific questions. The use of the present instead of the future in the subordinate clauses of time and condition. Equivalents of modal verbs. Future Continuous Tense - Future Continuous Tense.
Homework exercises 265
Classroom Speaking Exercises 267
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 268
Lesson 14
Word formation 2 72
Grammar and Vocabulary 273
Pronouns and adverbs derived from some, any, by. The pronoun any and its derivatives in affirmative sentences. Pronoun by. Participle II in the function of definition. Present Perfect Tense. Present Perfect Tense. Interrogative form. General and specific questions.
Homework exercises 287
Classroom Oral Work Exercises 290
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 291
Lesson 15
Word formation 294
Grammar and Vocabulary 294
Past Perfect Tense. Future Perfect Tense. Coordination of times. Direct and indirect speech. Unionless subordination of attributive clauses.
Homework Exercises 304
Classroom Oral Work Exercises 307
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 309
Lesson 16
Word formation 311
Grammar and Vocabulary 311
Passive voice. Present Indefinite Passive. Combination of modal verbs with a passive infinitive. Semantic highlighting of the members of the sentence using the turnover: It is (was) ... that (who). Reflexive and amplifying pronouns.
Homework exercises 320
Classroom Speaking Exercises 324
Review (lessons 8-16)
Exercises To Be Done at Home and To Be Checked with the Key 328
Part two Part Two
Lesson 17
Grammar 337
Continuous Tenses (Passive Voice). Perfect Tenses (Passive Voice). The substitute for a noun is the pronoun one.
Vocabulary 341
Exercises To Be Done at Home 345
Exercises To Be Done in Class 347
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 348
Lesson 17a (optional)
Word-building and Phonetic Drills 351
Vocabulary 352
Exercises To Be Done at Home 356
Exercises To Be Done in Class 359
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 361
Lesson 18
Grammar 364
Communion - The Participle. Independent (independent) participatory turnover - The Absolute Participle Construction. Substitutes for a noun. Use of a definite article with place names.
Vocabulary 372
Exercises To Be Done at Home 377
Exercises To Be Done in Class 379
Additional Material for Oral Speech Practice. Speech Patterns and Flashes
of Conversation 381
Lesson 19
Grammar 384
Gerund - The Gerund. Complex gerundal turnover. Gerund with a preposition. The verbal noun is The Verbal Noun.
Vocabulary 393
Exercises To Be Done at Home 398
Exercises To Be Done in Class 399
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 400
Lesson 19a (optional)
Word-building and Phonetic Drills 403
Vocabulary 404
Exercises To Be Done at Home 408
Exercises To Be Done in Class 410
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 415
Lesson 20
Grammar 417
Infinitive - The Infinitive. The Objective Infinitive Construction (Complex Object). Object participle turnover - The Objective Participle Construction (Complex Obj ect). Subjective infinitive turnover (complex subject) - The Subjective Infinitive Construction (Complex Subject).
Vocabulary 429
Exercises To Be Done at Home 434
Exercises To Be Done in Class 436
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 439
Lesson 21
Grammar 441
Subjunctive mood. Three types of conditional clauses. Unionless attachment of relative clauses. Subjunctive mood. Use of the subjunctive
moods in subordinate clauses. The use of modal verbs can, could, may, might, must, ought in the subjunctive mood. The expression of obligation.
Vocabulary 455
Exercises To Be Done at Home 461
Exercises To Be Done in Class 463
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 466
Lesson 21a (optional)
Word-building and Phonetic Drills 469
Vocabulary 470
Exercises To Be Done at Home 474
Exercises To Be Done in Class 475
Additional Material for Oral Speech Practice. Speech Patterns and Flashes of Conversation 477
Review (lessons 17-21a) 480
Brief Grammar Explanations for Lessons 488
Table of the main forms of irregular verbs found in the textbook 545
Key to Exercises 547
The textbook is intended for students of humanitarian and art-industrial universities who are starting or continuing to study English. The purpose of the textbook is to teach students to read correctly, understand without a dictionary and retell in English non-specific texts of average difficulty, to instill in them the skills of reading original literature on a wide profile of the university to extract information, and also to lay the foundations of oral speech.
The lexical and grammatical material included in the textbook is introduced gradually, which facilitates its assimilation and increases the effectiveness of learning. In this edition, the text material is partially updated and the keys to some exercises for homework are given.
Jokes in Medicine.
A doctor had a patient who used to1 stop him in the street whenever he met him, and ask his advice. The doctor had enough of this and decided to teach him a lesson. So, the next time the patient stopped him in the street and asked his advice about a pain, the doctor made him shut2 his eyes and put out his tongue. Then he went away, leaving the patient standing in the street with his eyes shut and his tongue out.
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UDC 811.111 (075.8) BBK 81.2Angl-923 B91 All rights reserved. No part of this book may be republished or distributed in any form or by any means, electronic or mechanical, including photocopying, sound recording, any storage devices and information retrieval systems, without the written permission of the copyright holder. Serial design of A. M. Dragovoy B91 Burov, Z. I. Textbook of English for humanitarian specialties of universities / Z. I. Burov. - 8th ed. - M .: Ayris-press, 2011 .-- 576 p. - (Higher education). ISBN 978-5-8112-4343-3 The textbook is intended for students of humanitarian and art-industrial universities who are starting or continuing to study English. The purpose of the textbook is to teach students to read correctly, understand without a dictionary and retell in English non-special texts of average difficulty, to instill in them the skills of reading original literature on a wide profile of the university to extract information, and also to lay the foundations of oral speech. The lexical and grammatical material included in the textbook is introduced gradually, which facilitates its assimilation and increases the effectiveness of learning. In this edition, the text material is partially updated and the keys to some exercises for homework are given. BBK 81.2Angl-923 UDC 811.111 (075.8) ISBN 978-5-8112-4343-3 Burova Z.I., 1980, 1987 Burova Z.I., heirs, 2002 Publishing house “AIRISpress” LLC, 2002 Foreword This textbook is intended for students of humanitarian and art-industrial universities who begin1 to learn a foreign language in a non-linguistic university, and is designed for approximately 160-180 hours of classroom studies (1st and 2nd stages of training). The textbook aims to teach students to read and understand correctly without a dictionary and retell in English texts of average difficulty, built on familiar lexical and grammatical material, to instill in them the skills of reading original literature on a wide profile of the university to extract information, and also to lay the foundations oral speech. The content of the lexical and grammatical material of the textbook corresponds to the requirements of the program for the first and second stages of training. The textbook also provides passage of the main topics indicated in the program, and knowledge of vocabulary in the amount of 1500 lexical units. The course of study for this textbook leads to work with an original text of average difficulty and requires further training in reading and understanding the original literature in a narrow specialty. Teaching a foreign language to students who begin their studies at a university presents a significant difficulty: a shortage of study time in a non-linguistic university, insufficient philological preparedness, lack of proper experience in working with the language (and some other factors), on the one hand, and the need to ensure students have developed speech skills that meet high program requirements, on the other hand. The only way to solve the problem is significant. drills), which help to develop the skills of mastering the basic lexicogrammatical constructions, may well constitute the content of a corrective course for students who continue to study the language. Lessons 17-21 can compose the main course content for advanced students, along with additional speaking material at the end of each lesson, starting with lessons 8 through 21. From 8 to 21 lessons, another section is included in the textbook - Additional Material for Oral Speech Practice. This section is intended mainly for continuing students and contains samples of oral speech, communication models that are necessary when dealing with foreigners at work, in the process of study, in everyday conditions - in a restaurant, in a canteen, at customs, in a hotel, in a conversation. by phone, etc. The teacher can use this material depending on the level of knowledge of the students in the group. Foreword 4 intensification of the educational process. In the proposed textbook, the effectiveness of the formation of speech skills and the intensification of the educational process are ensured, in our opinion, by a concentrically constructed learning system (within the limits of work with the material of one lesson), consisting of three stages, or concentra tions, each of which is characterized by specific methodological principles. and rules, namely: 1st stage. Introduction and primary consolidation of grammatical material. They are held under the leading role of the teacher before working with the text. New grammatical material is introduced in small doses (Steps), containing the minimum amount of difficulty for the student, and is practiced in the appropriate exercises. The volume of doses increases with the increase in the language experience of the students. The transition to the next dose of the material is carried out only after the study and assimilation of the material of the previous dose. In the lesson, this stage corresponds to the pre-text part. 2nd stage. Independent work with the text (the goal of learning!) And the implementation of exercises for it are the content of the student's homework from the very beginning of training and a new (second) stage of work with the lesson. This stage is aimed at further assimilation, consolidation and development of speech skills. The teaching material for this step is the lesson text and the homework exercise. The instructions in the lessons of the textbook and in the "Memo for the student" provide a clear regulation of the sequence of homework, which is performed in several stages, depending on the number of days between classroom sessions. 3rd stage. Post-text work, or the final stage of work with a lesson. This work can be roughly divided into two parts: a) Control over homework and mastering the material. b) Further activation of the entire volume of language material and the development of speech skills. The teaching material for this stage is the text of the lesson and the entire apparatus for mastering the last two sections of the lesson - "Exercises for homework" and "Exercises for oral work in the audience", including communicative, pre-speech and speech exercises. This stage of work also provides for creative types of work and speech exercises at the discretion of the teacher in the presence of study time in a non-linguistic university. Foreword 5 The textbook consists of an Introductory Course (Levels 1-7) and a Basic Course (Levels 8-21A). The main course, in turn, is divided into the first and second parts (Part One and Part Two). The introductory course (Levels 1-7), the first part (Levels 8-16) and the second part (Levels 17-21A) of the Basic Course conclude with the Review lessons. The first part (Levels 8-16), like the Introductory Course (Levels 1-7), mainly covers the grammatical material used in oral speech and therefore designed for productive learning. The second part (Lv. 17-21A) includes grammatical material characteristic of literary speech and is intended mainly for study in the receptive plane. Introductory course. The lessons of the Introductory Course set themselves the task of mastering pronunciation skills, mastering the rules of reading, developing reading techniques and speaking skills on the lexical and grammatical material of the Introductory Course. Basic course (first part). The Grammar and Vocabulary section of the lesson includes a volume of new grammatical material and new vocabulary that students must master before reading the text. The requirement for accelerated passage of the material dictates the need for a certain concentration of grammatical material in the lesson. Each lesson introduces twelve grammatical topics that make up four doses (Steps). The types, nature and number of exercises depend on the characteristics of the grammatical material and on what type of possession it is subject to - receptive or reproductive. This section ends with a list of new words and expressions for the lesson. In order to better memorize words and reveal their meaning, words are given in phrases and sentences that illustrate their use. As a rule, reading material includes text and dialogue, united by a common theme and corresponding to the subject of the program: student's working day, English lesson, our institute, education, day off, holidays, sports, seasons, autobiography. The texts include from 40 to 50 new words and expressions. However, not all words are new: 40%, and sometimes 50% of these words are derived from familiar roots, international words, expressions composed of familiar lexical elements, or words of grammatical order, which have already been worked on during the pretext exercises. nenii and which in this case are not difficult to memorize. Foreword 6 Exercises for homework usually consist of lexical exercises that contribute to the assimilation of new vocabulary of the lesson, and exercises that activate the entire volume of lexicogrammatic material: question-answer exercises, translations from Russian, preparation of retellings, oral messages, etc. Homework is done using the keys at the end of the tutorial. Exercises for oral work in the classroom contain some types of oral training exercises that have a communicative focus and contribute to the development of automated skills in mastering basic grammatical constructions. Lessons 7, 16 and 21A are followed by overview lessons that enable the student to review in general terms what he has learned. They are supplied with keys for self-control and are designed for independent student work. A student's work on an overview lesson is one of the types of preparation for the mastery test for a given volume of material. The main course (second part) consists of five main lessons (17-21) and three additional (Additional) - 17A, 19A, 21A. The structure of the lessons of the second part is identical to the structure of the lessons of the first, with the only difference that the pre-text part in the main lessons is devoted to the introduction of grammar, in the additional lessons (with index A) - word formation (Wordbuilding). In the main lessons of the second part, all grammatical material on a particular topic is introduced in a complex manner. The comprehensive introduction of such grammatical sections as the participle, gerund, infinitive, etc., seems to us justified and expedient, since the assimilation will be deeper and easier if the student immediately receives a holistic, systematic understanding of these grammatical phenomena, especially that almost all the grammatical material of the second part of the Basic Course is intended for receptive proficiency. The purpose of the additional lessons of the second part (17A, 19A, 21A) is to consolidate the grammatical material introduced in the main lesson. The text material of these lessons is devoted to regional studies. The lesson section of this part, Exercises To Be Done at Home, usually ends with exercises to develop search or crawl reading skills on additional texts. The thematic content of the main text material of the second part corresponds to the program - this is the country of the target language Preface 7 (its capital, geographical location, climate, economic overview), Russia and its capital Moscow, as well as a number of texts of cultural, historical and artistic content (about artists, studies etc.). Most of the texts are based on materials from original English and American literature (Encyclopaedia Brittanica, Reader's Digest, Modern English, England magazine, A. S. Hornby textbook, etc.). The textbook also includes: Brief grammatical explanations for the lessons. The keys to the most difficult exercises in the Homework Exercises section. Methodological recommendations for working with the textbook Introductory course and the first part of the Basic course In our methodological recommendations, we proceed from those con centers, or stages of working with the language material of the lesson, which were mentioned above (see the Preface). Experimental teaching has confirmed the effectiveness of the following techniques: First concentr. 1. Work with each dose of material (Ster), introducing an integral grammatical structure, should begin with a brief explanation by the teacher of the essence of the introduced grammatical phenomenon and cases of its use. The presence of summary tables, conjugation paradigms, initial models and samples in the lesson makes small relevant comments of the teacher sufficient. 2. In addition to explaining the essence of the new grammatical material, the teacher must illustrate its use on the material of a coherent oral communication in English. This oral communication can be a coherent story, a description of the drawings in the textbook, visual aids available, a description of the audience, etc., with the obligatory repeated repetition of the introduced structure. 3. For a more solid assimilation of the correct phonetic and rhythmic-intonational sound of the introduced grammatical unit, it is necessary to invite students to repeat after the teacher with a chorus and individually as many sentences of the same type illustrating the introduced grammatical structure. 4. The first exercise following the exposure of the new Step material is an exercise, on the one hand, illustrating the use of the introduced grammatical unit, on the other hand, enabling the development of correct reading technique. After practicing the reading technique, you can move on to the rest of the step exercises. Students are usually offered a whole series of graded exercises with given grammatical material, reinforcing knowledge and developing primary skills in mastering it and based on the obligatory combination of oral forms of work with and without visual support. 5. When performing the step exercises, it is recommended to follow the existing sequence. However, at the discretion of the teacher, some exercises may be omitted. The choice of exercise depends on the complexity of the material, its relevance to productive skills and the general fitness of the group. Methodical recommendations for working with the textbook 9 Second concentr. From the very beginning of learning a language, reading and translating a text should be the main type of student's homework and should be done independently, since reading and understanding the text being read is the goal of learning and that natural form of practical language proficiency, for the sake of which he learns the language at the university. It is recommended to set the section "Exercises for homework" to be performed as a whole (and not as separate exercises, as is the case in school practice). From the very beginning of training, it is necessary to bring to the student's consciousness that this entire section is not only the content of his homework and is subject to independent study, but also that the responsibility for knowledge and even mastery of the language material (mainly vocabulary) of the lesson lies with the student and depends on the quality of his own homework. Such an orientation from the very beginning of training will help the student to develop the skills of independent work with the language, increase responsibility for the quality of independent work and teach them how to plan their working time. This task is quite feasible for the student. Although the entire section "Exercises for homework" is given to students entirely, the teacher can inform students about the number of hours for which the final stage of work with the lesson (activation of the material) is intended, that is, for 2 or 4 hours, so that so that the student can complete it in several sessions and days. The sequence for completing homework is outlined in the Student Handbook. Third concentrator. Depending on the availability of study time, the nature of vocabulary and grammar, the activation of the material and the development of automated skills can take place in different ways. This stage represents a wide field of activity for the teacher's creative thought, combined with the ability to take into account the peculiarities of his audience. However, the following may be common features. In the classroom: 1. Teaching and testing of reading techniques is carried out. 2. The performance of homework (especially the assimilation of vocabulary) is checked on exercises of the same type in form, but modified in lexical content. At this stage, it is recommended to conduct a frontal survey of the words and phrases of the lesson at a fast pace. 3. Checking homework is combined with the exercises in the section "Exercises for oral work in the classroom", which contribute to the formation of students' auto Methodological recommendations for working with the textbook 10 matized skills of mastering basic grammatical structures. 4. Retellings of texts, descriptions of drawings, improvisation of dialogues, etc. are checked. Second part of the Basic course Working with the lesson of the second part of the Basic course, like the first part, is determined by the order of the sections and the educational material of the lesson. Section "Grammar". The grammatical material of the second part of the Basic Course is subject to receptive assimilation with all the peculiarities of the methodology of conducting classes arising from this. Educational work with this section can be organized in different ways: First method - exercises are performed orally in the classroom according to the assignments (as when working with the lessons of the 1st part of the Basic course) under the guidance of a teacher. Second technique (adaptive). All grammatical material of the lesson is explained by the teacher immediately. All the exercises of the lesson are performed in the classroom, followed by individual testing of each student. During the preparation of the exercises, the teacher answers questions, assists weak students there, organizes and supervises the paired work of students, etc. Since the exercise takes different times for different students, the sequence of checking arises naturally. An individual survey (control) can be carried out using selectively suggestions of exercises of the pre-text part of the lesson, special cards or a special grammar test. Students who completed the exercises earlier than others begin to work with the lesson text or prepare a home reading. When using the second technique, the teacher must have a strict system of accounting for the material handed in by the students. See the Foreword for guidance on Vocabulary and Exercises To Be Done at Home. At the final stage of work with the lesson, it is recommended: 1) to answer the students' questions that arose during the homework; 2) conduct a frontal survey of new words in the lesson to make sure that the student has completed the task and learned the vocabulary of the lesson; 3) perform verbally in the classroom one of the two most difficult exercises from the section “Exercises To Be Done at Home” for control and as a type of vocabulary work. It is recommended, for example, Methodological recommendations for working with the textbook 11, be sure to check (selectively) the correctness of translation of some sentences from the exercise on translating sentences from English into Russian, containing new words of the lesson; 4) test the student's understanding of the text and make sure they have read it (see note below); 5) go further to the exercises of the section “Exercises To Be Done at Home”, which can be performed in the given sequence according to the available tasks. It is recommended to finish work with the language material of the lesson of the second part of the Textbook with assignments to develop skills of fast reading - viewing, searching, etc. The texts and assignments are given to them. Note: The text material of the second part is quite voluminous and is intended for independent reading to oneself, therefore, in the auditorium, only selective, control reading can be carried out for one or two students, having warned the student in advance about the paragraph of the text that will be read (read aloud) in class ... However, it is imperative and always to check the comprehension of the text - selective translation, posing questions to the text, questioning words, etc. in which this or that word or expression was used in the text, which is called by the teacher. Author Memo for a student To master a foreign language means to develop in oneself a whole complex of complex automated language skills and abilities that make it possible to spontaneously and directly (without translation from the native language) express a particular thought or concept, directly and quickly enough perception of the interlocutor's speech when oral communication and writing while reading. As you know, skills and abilities are developed gradually and not noticeably and only as a result of training. The more regularly you practice, the faster the process of developing skills goes (compare with the ability to play the piano, draw, etc.) etc.). Skills and skills are based on knowledge. Although knowledge of vocabulary and grammar by itself does not yet speak of language proficiency, they are the necessary base that contributes to their development. Based on the above, we can talk about the following more general rules and some particular recommendations for learning a foreign language. Here are some of them: If you want to master a foreign language, you must: 1. Practice regularly and persistently. Regularly means every day. 20-30 minutes of daily practice is more effective than three-hour one-time classes per week. 2. Read texts, textbook exercises, additional material (as instructed by the teacher), etc. as much as possible. Reading is one of the most accessible and effective types of independent work with the language. It is a means of accumulating and assimilating vocabulary, consolidating grammar, developing linguistic intuition (feeling) and guesswork - that is, everything necessary for mastering a language, but mainly vocabulary. Accumulating vocabulary is one of the hardest problems in language learning. Awareness when reading the meaning of a word, phrase and sentence is the way to memorize it. That is why it is useful to independently at least just read (and it is better to complete) not only the section "Exercises for homework", but the entire lesson, since its exercises provide multiple repetition of the same vocabulary of the lesson text, not to mention about grammatical models. 3. Always come to the lesson with prepared homework (based on knowledge, it is easier to develop skills). 4. Be attentive, collected and focused in the lesson on the task set by the teacher. Memo for the student 13 5. Develop an auditory language memory: listen carefully to the teacher's speech in the lesson, paying attention not only to the content of what is being expressed, but also to the form of expression of thought. 6. Be active in the lesson when performing any kind of work and even when another student answers: to say to yourself or in an undertone the correct answer options, critically referring to the wrong ones. Remember - language cannot be taught, language can only be learned. Here are also some guidelines for using this tutorial and for completing your homework: The text and the Homework Exercises (in each lesson) are the content of your homework, which is done with the keys. Reading and understanding text (text material) is one of the tasks of teaching a language at a university. Doing exercises for it is a way to remember and master vocabulary. The entire volume of homework (text and exercises), if necessary, can be divided by the number of days between classes. Here is the volume and approximate sequence of homework in several stages: 1. Repetition (fluent or more detailed) of grammatical material in steps, worked out in the lesson under the guidance of the teacher. 2. Reading vocabulary - a list of new words and expressions for the lesson, the meaning and use of which is illustrated by examples of given phrases and sentences. 3. Reading the text (to yourself), awareness of its content and translation. 4. Doing homework exercises on your own using keys. Additional effective types of student independent work at home can be: 1. Independent fulfillment of the training "Exercises for oral work in the classroom". They are performed orally, aloud and at a fairly fast pace. 2. Loud reading aloud (only correct samples) of texts or exercises (non-transformational). 3. Writing - rewriting the correct samples (texts, exercises, etc.) 4. Performing an exercise called "translation back": any paragraph of the text or any rewriting exercise Memo for student 14 is in Russian; in a few days, its "reverse" translation into a foreign language from the existing Russian version is carried out. The result is checked and corrected against the original. Fulfillment of the above rules and recommendations will greatly facilitate the task of mastering a foreign language, speed up this process and save your time. English alphabet The English Alphabet Letter name In print Aa Nn Bb [b] Oo [əυ] Cc [s] Pp [p] Dd [d] Qq Ee Rr [(r)] Ff Ss Gg Tt [t] Hh Uu [ j] II Vv [v] Jj Ww [d́ blj] Kk Xx Ll Yy Mm Zz In print In letter In letter Name of letter Lesson One (1) The first lesson Sounds, letters and reading rules Vowels Consonants [p], [ b], [t], [d], [l], [m],, [i], [e],,,, [n], [f], [v], [s], [z] , [k], [g], [əυ], [ɒ], [ə] [j], Letters P p, B b, T t, D d, L l, M m, N n, F f, V v, S s, Z z, C c, K k, G g, E e, I i, A a, O o, Y y 1. Become familiar with phonetic transcription symbols for sounds and read the following pronunciation exercises: I II III IV V VI,,,,, [i], [e] [i] d] mp] nd] t] d] VII VIII IX X XI XII [ə] [j] [əυ] [ɒ] [ə ṕen] [ə b́ed] [ə t́eibl] [ə ´mp] [ə t'ai] [əυld] [əυn] [ḱɒpi] [ĺɒfti] [k] Lesson One 19 2. Read the names of the following letters and familiarize yourself with their reading: Letter A, a Title B, b [b] C, c [, g] 1 13 6 Reading rule number 4 Letter Reading rule number 1 L, l M, m N, n O , o [əυ] [k] [l] [m] [n] [əυ, ɒ] 10 P, p Title [p] Reading [, e, i] [f] 3 Reading [d] Reading rule number1 Name G , g K, k F, f [d] [b] I, i E, e [s] Reading Letter D, d [p] S, s T, t V, v Y, y Z, z [t] [ v] [t] [v] [z] 11 4, 9 For the rules of reading letters and combinations of letters, see p. 20-22. Introductory course 20 3. Get to know the rules for reading letters and letter combinations and read the exercises in reading: No. 1 Rules for reading letters and letter combinations Open Closed syllable syllable e be Pete 2 [e] met left ee see 3 sea Open Closed syllable syllable a made ape 4 5 man land Open Closed syllable syllable i, y five type ll [l] - bell ss [s] - less dd [d] - add eve, me, mete, Pete, net, lend, bet, pen, spend , bent, bend, left, bede, let, den, bed, men, ten, best, eke, be, kept, slept, met, melt, send, zest, step, test, mend meat, feet, need, neat, lead, sleep, deed, feed, fleet, leave, zeal, bead, east, keep, feel, pea, deal, leaf, mean ea Reading exercises [i] bit System blame, pale, mate, sake, fate, make, fat, van, sand, lad, name, sane, fame, lamp, stamp, lake, bad, sale, late, plan, ale, date, bat, nave, tape, pan, fan, blade, lane, take by, dye , my, tie, size, if, nip, tip, śystem, fit, mine, fine, dive, tin, style, pine, life, side, lift, sin, pipe, tide, kid, like, time, tint, tyke , bye, dyke, dike, is, did, nine, type bell, kill, less, mass, lass, till, spell, miss, mess, ness, add, fell, sell, mill, ass, kiss Lesson One 21 Continued No. p / p 6 Rules for reading letters and letter combinations Before In other e, i, y cases c [s] face f́ancy [k] can fact Exercises in reading cat, can, space, face, lace, cap, cliff, cell, cent, cite , clap, cyst, clean, ṕencil, nice, mice, cape, ćandle, camp, cane, ćattle, clamp, cede, cease, slice, ćynic 7 ck [k] lick back, lack, stick, nick, black, sack, sick, deck, slack, neck, pack, peck 8 Vowels in the stressed position have an alphabetical reading before the consonant + le at the end of words - table ćycle, t́able, śtable, t́itle, áble, ídle, ´maple, B́ible, śable, śtifle 9 [j] at the beginning of words - yes yet, yell, yes, yak, yelk, y at the end of disyllables yeast [i]; , nom position - ĺazy, d́addy, ńicely, ńeedy, ĺady ńeatly, t́iny, śticky 10 Open Closed with log syllable o [əυ] go smoke [ɒ] Tom cost so, no, stone, sole, zone, lot, stop, not, on, dome, nose, clock, sock, spoke, vote, note, spot, off, odd , slope, slot, stock, doll, pole, dot, soft, dock Introductory course 22 Continued No. p / p Rules for reading letters and combinations of letters Exercises in reading 11 [s] after voiceless consonants and at the beginning of s words - cats, set [ z] after vowels and voiced consonants - tins, bees sad, feeds, bells, sends, cats, stones, lets, meets, sets, likes, sat, bees, sleeps, cakes, styles, notes, spends, mends, sells, stops, t'ables, pens, beds, ties, plans, dolls 12 ai pain, vain, nail, day, lain, may, pay, say, clay, aim, nay, mail, fail, sail, bay, lay, claim, plain , laid mail ay 13 day Before In other e, i, y cases g gin page 14 [g] gap bag gale, gain, page, cage, big, badge, age, stage, ǵipsy, stag, god, glim, sage, dig, gyps, got, ǵossip, go, glide, glad, gene, gybe, gym, gas, ǵentle, gem, log, dog Vowels i, o before nd, ld kind, mild, find, bind, read accordingly mind, ídle, old, bold, sold, but its alphabetical name told, cold, gold, fold. Reading Control Exercises 4. Read the following words: yeast, big, made, type, ĺittle, did, dye, dib, eve, mete, mole, make, feels, clay, stage, śtable, stale, stands, źippy, kite, ill, mine, yoke, style, flat, date, nail, gyp, bend, bands, go, ǵentle, size, ṕencil, state, miss, fans, bits, lime, sale, doll, name, nap, nape, plate, plan, ńancy, neck, mile, snake, van, vale, lot, black, dyne, pain, pay, fell, cake, fine, zeal, seas, may, leak, cap, gate, Lesson One 23 źany, ńinny, spoke , clock, ćycle, cold, gin, gob, glide, mind, ídle, ´mystic, by, śynonym, desk, lye, cliff, yell, mist, ńeatly, lift, lie, lain, space, spice, sold, log, lid. 5. Read the following words: [- e] pan - pen sent - send bid - bead bad - bed seats - seeds tin - teen man - men leaf - leave pit - Pete land - lend dock - dog lid - lead 6. Name the following spelled words and write their transcription: leaf, bone, size, eve, deeds, type, sake, gin, caps 7. Read the new words of the lesson: a, an indefinite article apple apple bad bad bag briefcase bed bed big big, huge black black cat cat day day desk desk dog dog easy easy end film film fine fine five five flat flat is yes (verb link) it is lamp lamp lesson [ĺesn] lesson little small map map nice nice beautiful nine nine no no (negation ) not not (negative) old old pen pen pencil [ṕensl] pencil plan plan plate plate step step table table ten ten tie tie yes yes (affirmation) hour Introductory course 24 Grammar and vocabulary Step 11 The two forms of the indefinite article. Definition before a noun, expressed by an adjective (§§ 1, 2) 2 1. Read the following words and phrases. Keep your reading consistency, observing the rules of phrasal stress: a) a - an a ṕen, a b́ed, a ´map, an ápple, an éve, an énd b) acat - a ĺittlecat a ĺittlecat, a ńiceplan, a b́lackpen, an óldlamp, a b́adbed, a b́lackbag, a ńiceflat, a bíigdesk, an éasylesson, a ńiceday, a f́inefilm, an óld ĺittle plate, an óld b'lackdog 2. Place the correct indefinite article before the following nouns end, apple with the definition: , bed, aim, ass, plate, little table, little step, nice tie, old flat, big bag, easy lesson, nice end, nice little dog 3. Translate into English: bad plan, bad apple, little card, beautiful gal knock, black pencil, beautiful lamp, easy lesson, good end, beautiful day, good movie, old plate, big dog, big black cat Methodical recommendations ..., p. 8. 2 Corresponds to the paragraph numbers of the “Brief grammatical explanations for the lessons”. with. 488. Lesson One 25 Step 2 Word order in an affirmative sentence. Compound predicate. Verb link is (3rd person singular from the verb to be "to be") (§ 3) It is a pen. (It’s a pen.) It is a b’lack pen. (It’s a b′lack pen.) It’s = it is 4. Read and translate the following sentences: 1. It is a pen. 2. It is a pencil. 3. It is an apple. 4. It's a table. 5. It's a lamp. 6. It's a map. 7. It's a nice plate. 8. It's a little cat. 9. It's a bad flat. 10. It's an old bed. 11. It's a nice end. 12. It's a big desk. 5. Translate into English: 1. This is a nice tie. 2. This is an apple. 3. This is a bad pen. 4. This is the plan. 5. This is an old portfolio. 6. This is a black pencil. 7. It's a good movie. 8. It's a beautiful day. 9. This is an old dog. 6. Name the items shown in the figures by the example: It’s a pen. It's a little pen. Introductory Course 26 Step 3 Word order in negative sentences. Negation not (§ 4) It is ńot a It is ńot a pen. It's a ṕencil. big pen. It's alittle pen. it isn’t = it is not = it’s not 7. Read the following sentences, observing the correct phrasal stress and intonation: 1. It is not a map. It is a plan. 2. It is not a table. It is a bed. 3. It is not a bad tie. It is a nice tie. 4. It isn't a little flat. It is a big flat. 5. It isn't a table. It's a desk. 6. It isn’t a cat, it is a dog. 8. Put the following sentences in negative form: 1. It is an end. 2. It is an apple. 3. It is a black tie. 4. It is a little bed. 5. It is an old plate. 6. It's an easy lesson. 7. It's a bad film. 8. It's a fine day. 9. It's an old dog. 9. Translate into English: 1. This is not a pencil. This is a pen. 2. This is not an old tie. 3. This is not a black briefcase. 4. This is not a table. This is a writing desk. 5. This is not an easy lesson. 6. This is a small plate. Step 4 Word order in the interrogative sentence. General issues. Short and complete affirmative and negative answers (§ 5) Affirmative Form Interrogative form Ís it a pen? It is a pen. General question Ís it a pen? Yes, it is. (Yes, it is apen.) No, it is not. (No, it is not apen.) Lesson One 27 10. Read the following sentences, observing the correct intonation and phrasal stress: Yes, itis. óldlamp? 1.Ís it a map? Yes, it is. 2.Ís it a ńice tie? 3.Ís it a b'lack pencil? No, it is not. 4.Ís it an No, it is not. 5. Ís it an end? No, it isn't. 11. Give first short and full affirmative and then short and full negative answers to the following questions: 1. Is it a table? 2. Is it a big table? 3. Is it a pen? 4. Is it a black pencil? 5. Is it a tie? 6. Is it a map? 7. Is it an old map? 8. Is it a desk? 12. Put the following sentences in an interrogative form (that is, ask general questions): 1. It is a plate. 2. It is a nice plan. 3. It is an old pen. 4. It is a little flat. 5. It is a big bag. 6. It is a fine day. 7. It is a nice film. 13. Ask 5 questions for a sample: Is it a pen? Step 5 Plural nouns ending in a consonant (voiceless or voiced) or vowel (§§ 6, 7) 14. Read the following nouns and phrases. Make sure to read plural endings correctly: [z] [z] [s] a pen - pens a tie - ties a cat - cats a map - maps a bed - beds a table - tables a bag - bags an apple - apples a lamp - lamps five plans, five bad apples, nine pencils, nine black bags, five old tables, ten ties, ten little desks, ten films, ten steps, ten fine days Introductory course 28 15. Write the following nouns in the plural number and honor them: an énd, a f́lat, an ápple, a b́lack ṕencil, a ĺittle b́ed, a b́ad t́ie, an óld ṕlan, a b́ig t́able, five (lamp), ten (bag), nine (plate), nine (day), ten (lesson), five (step), five (cat), ten (dog) 16. Name the following items and their number. 17. Read and translate the sentences: It's Lesson Ten. It's Step Five. It's Flat Nine. 18. Read and translate Reading. Reading 1. Is it a cat? Yes, it is. It is a big black cat. 2. Is it a nice tie? No, it is not. It is not a nice tie. It's a bad tie. 3. It's a nice little flat. Lesson One 29 4. It's an old bed. 5. Is it a black pen? No, it isn't. It's a black pencil. 6. It's a little apple. 7. It's a nice plate. 8. It is not a map. It's a plan. 9. It is not a little table. It is a big table. 10. It is an old bag. 11. It's an easy lesson. 12. It's not a bad end. 13. It's a big old lamp. 14. It's a nice little desk. 15. Is it Lesson Ten? No, it isn't. 16. Is it Flat Five? Yes, it is. 17. It's a fine day. 18. Is it a nice film? Yes, it is. 19. It is an old big dog. Homework Exercises 1. Rewrite the letters and sentences: 2. Replace the blanks with the indefinite article where necessary: a) ... end, ... nice end, ... old plate, ... five dogs, ... nine lessons b) 1. It's ... nice day. 2. It's ... old bag. 3. It's ... easy lesson. 4. It's ... apple. 5. It's ... little black cat. 6. It is not .. ... bad film. 7. It is ... Lesson Ten. 3. Translate the following sentences and phrases: a) 1. This is a pencil. 2. This is not a plan, this is a map. 3. This is a good movie. 4. Is this a table? - Yes, it's a small table. 5. This is not a black pencil. 6. This is a bad pen. 7. This is an ugly tie. 8. This is an old large apartment. 9. Is this an old briefcase? - No. This is not an old briefcase. 10. Is this an easy lesson? - Yes. 11. Is this the fifth apartment (apartment five)? - No. b) five black pencils, nine desks, five easy lessons, ten steps, ten beautiful days, five good films, five old plates, a big black one from a tank Introductory course 30 Exercises for oral work in the classroom 1. Answer the questions: What's this ? 1 Is it a bag? Is it a nice bag? 2. Challenge the statements using patterns: a) T.:2 It's a pen. St.: 3 It's not a pen. It's a pencil. b) T .: It's a bad bag. St .: It’s not a bad bag. It's a nice bag. (Use suggestions from Exercise 4, Step 2.) 3. Ask again according to the pattern: T .: It’s a plan. St .: Is it a plan? (Use sentences from exercise 4, Step 2.) 1 Introduce a whole phrase orally with translation. T. (teacher) - teacher 3 St. (student) - student 2 Lesson Two (2) The second lesson Sounds, letters and reading rules Sounds Vowels Consonants,, [υ],, [j], [r], [w], [h], [ʃ] ,, [θ], [ð] Letters R r, W w, H h, U u, J j, X x, Q q 1. Become familiar with phonetic transcription symbols for sounds and read the following pronunciation exercises: I II III IV V VI VII [w] [h] [ʃ] [ḱwikli] [h] [ʃ] [ʃəυ] [ʃai] [es] [ek] [k] [t] [k] [ṕti] [´mi ] VIII IX X XI XII XIII [υ,] [j] [r] [θ] [ð] [eə] [θik] [θin] [θm] [ðis] [ð t] Introductory course 32 2. Read the titles of the following letters and get acquainted with their reading: Letter H, h W, w U, u Name [d́ blj] [j] J, j X, x Q, q R, r Reading [h] [w] qu [r] Rule number reading 15 23 19 30 21 29 22 3. Get to know the rules for reading letters and letter combinations and read the exercises in reading: p / n 15 Rules for reading letters and letter combinations h [h] hat him, his, hill, hide, hate, hold, hole, hike, home, hip moon 16 oo [υ] foot 17 18 sh [ʃ] shake ch chess tch 20 latch Open Closed syllable u [j] mute due ew [j] sew soon, spoon, tool, pool, too, zoo, food look, took, good, hook, brook, book she, ship, dish, shelf, shook, shame, shave, sheep, shine, fish, shop, shape 19 Reading exercises hut bud chime, chest, check, cheap, teach, speech, inch, lynch catch, match, stitch , ditch cut, mud, such, dust, duke, use, fuse, dune, tune, tube, dump, fume, fun, hue, due, hut, stuff, nude, run, cup, gun, ṕutty, duty, husk, crust, ćlumsy new, pew, dew, few, hew Lesson Two 33 Continuation p / p Rules for reading letters and letter combinations Reading exercises 21 j jump jet, Jack, Jim, jam, Jane, judge, jug 22 r [r] broke run, root, rat, brook, drop, red, read, race, ran, drum, free, tree, street 23 w way [w] wh 24 while wine, wide, will, win, well, wage, wig, wish, way whine, whip, white, why, wheel, whale, when, which, whim, wheat, while e [i] e ĺect, en j́oy, ǵoodness, unstressed de ńy, ṕocket, ǵenet, nii re ṕeat [θ] theme 25 th [ð] this thick, three, cloth, thin, theme, depth, tenth, fifth, sixth, width, teeth these, they, then, with, wi t́hin, them, breath, those, thus , t́his is, t́hat is, ís this, ís that 26 a before s + agree pass, class, task, fast, grass, naya - mask grasp, last, vast 27 a + lk [k] chalk a + ll [l] tall chalk, talk, walk, balk, hall, ball, fall, all, wall, tall, call 28 air pair air, chair, fair, hair, dairy, fairy 29 qu quick quest, quite, quill, quickly, quote, squeeze , queen Introductory course 34 Continuation № p / p Rules for reading letters and letter combinations 30 before the stressed x vowel - e x́am in other cases - text Exercises in reading e x'am, e x́ist, e x́ample, e x́act, e x'hibit box, next, ex ćept, ex ṕect, éxcellent, wax, text, six, fix, tax Control exercises in reading 4. Read the following words: a) reach, quite, class, new, cold, book, śilly, which, when, well, wax, hide, shy, rock, tube, ǵipsy, gun, cheap, b'ottle, home, use, black, yet, space, few, week, cell, up, chair, śooty, wild, kind, stuff, box, mind, chalk, type, fuse, last, ask, pay, wake, wage, child, e x́act, page, jet , dig, too, spoke, jump, all, ẃitty, hair, day, vast, call, hill, his, moon, shut, Dutch, mast, joke, role, bridge, ream, whale, wale, quick, air, e x'hibit, small, b'alky, pole, B'alkan, mash, f'airy, dish, pair, shoot, shot, spine, whiff, spice, vice, wide, win, while, dust, dupe, dune, d'umpy, grain, husk, rail, sake, each, shape, loom, fetch, ćonquest, ŕainy, grind, trail, hole, hike, hip, hit, jew, cash, j'elly, rate, heal, heel, dusk, lump, ĺiquid, life, ŕeason, toe, keeps, chain b) [θ] - thick, thin, depth, tenth, three, teeth, tooth [ð] - that, this, these, those, they, thy, then, with c) back - bag cap - cab hat - had buck - bug cup - cub but - bud 5. Read Not the following plural nouns: bands, tasks, guns, news, hints, wheels, bags, tunes, clays, dogs, cats, walls, rooms, chairs, shops, fans Lesson Two 35 6. Rewrite in pairs different spellings but the same sound: meat - meet seed, cent, site, hew, bede, cite, sail, hue, sent, cede, die, dye, bead, sale 7. Spell the following words and write their transcription: Jack, quick , which, class, bridge, this, go, run 8. Read the new words of the lesson: and and (conjunction) are is (verb link plural. including) blackboard board blue blue blue book book bookcase bookcase box box bread bread chair chair chalk chalk city [śiti] city clean clean to close close color [ḱ lə] color; What color is this pencil? What color is this pencil? cup cup door door floor floor good good green green gray gray in it he, she, it (for inanimate objects) kind kind, sort; What kind of pen is this? What kind of pen is it? my my new new notebook notebook on to to open open or or please to put put red red room room shelf shelf small small to take text text that [ð t] that, that, then the [ðə, ði] certain tickl these [ðz] these they they thick [θik] thick thin [θin] thin this [ðiz] this, this, those [ðəυz] those too also two [t] two wall wall what what what where where where white white window [ẃindəυ] window your your ar Introductory course 36 9. Read the exercise in reading the binder r at the intersection of words: your old bag a chair and a table a pen or a pencil a new book or an old book These are old bags. These are apples. The pens are on the desk. Where is the book? Where are the pens? What color is this wall? Grammar and Vocabulary Step 6 The demonstrative pronouns this and that in subject function. Interrogative and negative forms. General and alternative questions. The absence of an indefinite article before real and collective nouns, before plural nouns and proper nouns (§§ 8, 9) this is that in the function of the subject This is a book. book. T́his (t́hat) is ńot abook. This (that) is not a book. Ís t́his (t́hat) abook? Yes, it is. (Yes, it’sabook.) No, it is not. (No, it is not a T́his (t́hat) is a book.) Ís t́his a Ís t́his a book or a notebook? - It's a book. thin or a thick book? - It's a thin book. 1. Read and translate the following sentences into Russian: a) 1. T́his is a pen. T́hat is a pencil. 2. This is a map. That is a plan. 3. This is a small table. That is a big table. 4. This is a white cat. That is a black dog. 5. This is an old plate. That is a new cup. 6. This is chalk. That is bread. 7. This is white chalk. That is white bread. 8. This is a green apple. That is a red apple. 9. This is Flat Five. That is Flat Ten. Lesson Two 37 b) 1. This is not an old flat. It's a new flat. 2. This is not a cup. It's a plate. 3. This is not white chalk. It's blue chalk. 4. This is not a little dog. It's a big dog. 5. This is not Lesson Ten. It's Lesson Two. 2. Indicate and name the objects around you, using as examples the sentences of exercise. 1. 3. Complete the following sentences based on the example: This is not a red apple, it’s .... This is not a red apple, it's a green apple. 1. That is not an old flat, it’s .... 2. This is not a desk, it’s .... 3. This is not a small bed, it’s .... 4. This is not a black cat, it’s .... 4. Read and answer the following questions, observing the correct intonation and stress, and answer them: a) 1. Is this a table? 2. Is this a chair? 3. Is this a new tie? 4. Is this a little cat? 5. Is this a new nice small cup? b) 1. Is this a thin or a thick pen? 2. Is this a bookcase or a shelf? 3. Is this a bag or a box? 4. Is this a good or a bad film? 5. Is this a new or an old plate? 5. Put sentences (1-3) exercise. 1a into an interrogative form. 6. Ask alternative questions to the following sentences: 1. This is a new tie. 2. This is a small room. 3. This is a thin notebook. 4. That is a green apple. 5. This is Lesson Two. Step 7 The demonstrative pronouns this and that are plural. Plural of the verb to be (§§ 8, 9, 10) this - pl1 these is that - pl those - that 1 plural - plural Introductory course 38 books. - These are books. notebooks. - That notebook. ´Are t́hese (t́hose) books? Yes, they are. Yes, they (these) are books. No, they are not. No, they (those) are not books. T́hese are T́hose are 7. Read and translate the following sentences: 1. These are books. Those are bags. 2. These are thin notebooks. Those are thick notebooks. 3. These are not blue pencils. They are red pencils. 4. These are not small tables. They are big tables. 5. These are two good books. Those are two easy texts. 6. These are Rooms Nine and Ten. Those are Lessons Five and Nine. 7. These are ten nice days. 8. Those are five new films. 9. Those are red and green apples. 10. These are new nice cups and plates. 8. Indicate and name the objects around you, using as examples of the sentence exercise. 7. 9. Put in the plural: 1. This is a lamp. 2. That is not a small room. 3. That is a thin wall. 10. Put in the singular: 1. These are desks. 2. Those are thin walls. 3. These are new chairs. 11. Put sentences of exercise. 10 to negative form. 12. Read the following questions, observing the correct intonation and phrase stress, and answer them: a) 1. Are these easy lessons? 2. Are these red pencils? 3. Are those old pencils? 4. Are those bad pens? 5. Are those new desks? b) 1. Are these new or old films? 2. Are these red or green ties? 3. Are those small or big rooms? 4. Are those thin or thick books? 5. Are those white or blue bags? Lesson Two 39 13. Set up the exercise sentences. 10 into interrogative form. 14. Translate into English: 1. These are new chairs. 2. Those are old desks. 3. These are not thick walls. 4. This is an old book, then a new book. 5. This is blue chalk. 6. These are light texts. 7. That's lessons 2, 5 and 10. 8. This is a good new movie. 9. Are these pretty ties? 10. Is this a bad notebook? Step 8 Question word what “what”, “what” (§ 11) what + verb - what what + noun - what (to identify) what kind of - what (about quality) 15. Read and translate the following sentences: What is this ? (What’s this?) - It’s a chair. (This is a chair.) What is that? (What’s that?) - It’s a wall. (That is a wall.) What is this? It's a city. What city is this? It’s Kiev. What kind of city is Kiev? It's a big fine city. What is this? It's a book. What book is this? It's Martin Eden. What kind of book is it? It's a good book. What film is this? It's Anna Karenina. What kind of film is Anna Karenina? It's a nice film. What are these? They are texts. What texts are they? They are Texts Two and Ten. What kind of texts are these? They are easy texts. What kind of apples are these? They are green apples. What kind of bags are those? They are new bags. What kind of chalk is that? It's a good chalk. Introductory Course 40 16. Ask any possible questions that begin with what: 1. This is a new blackboard. 2. This is a nice room. 3. These are clean notebooks. 4. Those are old chairs. 5. This is Flat Five. 6. This is Lesson Two. 7. That's an easy text. 8. It's Kiev. 9. Kiev is an old city. 17. Translate into English: 1. What is this? - This is a new portfolio. 2. What kind of books are they? - These are light books. 3. What kind of book is it? - "Martin Eden". 4. What kind of card is it? - This is an old map. 5. What kind of bread is it? - It's white bread. 6. What room is this? - This is the fifth room (room five). Step 9 The demonstrative pronouns this and that in the definition function. Personal pronouns. Possessive pronouns (§§ 8, 13, 16) T́his (t́hat) b́ag is black. This (that) briefcase is black. T́hese (t́hose) b́ags are black. These (those) portfolios are black. My (your) b́ag is black. My (your) briefcase is black. Compare: This is a good pen. This pen is good. it - he, she, it - to denote inanimate objects they - they - to denote animate and inanimate objects 18. Read and translate the following phrases and sentences: a) this book, that room, these bags, those ties, my bed , your flat, your old nice plates, my new gray ties, your little cat b) This blackboard is black. That blackboard is green. These pens are good. Those pens are bad. My room is big. Your room is small. Lesson Two 41 19. Make sentences using the following table: This chalk is white. This That My Your chalk, chair, bread, city, book, notebook, plan, is flat, blackboard, desk, room, bed, lesson, text easy, clean, nice, white, good, bad, thin, thick, small, blue, red, gray, black, green, big, These tables, rooms, walls, My ties, bags, lamps, flats, are fine, old, new. Your lessons 20. Put the following sentences in interrogative and negative forms, following the pattern: This blackboard is black. This blackboard is not black. Is this blackboard black? 1. This plan is good. 2. That city is old. 3. These desks are black. 4. Those ties are nice. 5. My bag is bad. 6. Your flat is small. 7. Your notebook is thin. 21. Read and translate the following sentences. Pay attention to the translation of the pronoun it: 1. This bag is not green. It is red. 2. This room is not big. It is small. 3. My apple is not green. It is red. 4. This is not a book. It is a notebook. 5. This is not a thin pen. It's a thick pen. 22. Complete the sentences by using it or they as the subject pronoun: This tie is not white. It is gray. 1. This room is not big. ... 2. These apples are not good. ... 3. Those walls are not blue. ... 4. These notebooks are not thick. ... 5. That blackboard is not small. ... 6. Your city is not old. ... 7. My ties are not bad. ... Introductory course 42 23. Answer the following questions using the example: What color is this wall? It's blue. What color are these bags? They are black. 1. What color is this table? 2. What color is this chair? 3. What color are these walls? 4. What color is your pencil? 5. What color is your bag? 6. What color is your tie? 24. Ask about the color of the named items: 1. This blackboard is black. 2. That book is gray. 3. These walls are blue. 4. Those lamps are red. 5. This pencil is green. 6. My cat is white. 7. Your bag is black. 8. This chalk is white. 25. Translate the following sentences: 1. This is not a plan. This is a map. 2. This room is not bad, it is good. 3. This chalk is not white, it is gray. 4. These lamps are not new, they are old. 5. My notebooks are not thick, they are thin. 6. What color is your portfolio? He is red. 7. Is your apartment big or small? 8. Is this lesson easy? 9. Is the second lesson (Lesson 2) easy? Step 10 Prepositions of place in, on. The definite article the. The question word where. Special questions. The verb to be means "to be" (§§ 12, 14) The b'ook is on (in) the desk. ´Where is the book? It's in the bag. the [ðə] the book 26. Read and translate: [ði] the apple a) the ṕen, the t́able, the ápple, the óld b́ag, in the room, in the bag, in the bookcase, on the table, on the chair, on the blackboard Lesson Two 43 b) 1. The b'ook is in the bag. 2. The b'ag is on the ta ble. 3. The table is in the room. 4. The blackboard is on the wall. 5. The notebooks are on the shelf. 6. The pencils are in the box. 7. The lamps are on the tables. 8. The chalk is not in the box. It's on the blackboard. 9. The map is not on the wall. It is on the table. 10. The books are not in the bookcase. They are on the shelf. c) ´Where is the blackboard? - It's on the wall. Where are the pencils? - They are in the bag. Where are the chairs? - They are in the room. 27. Complete the sentences using the circumstance of place with the preposition in or on: 1. The apples are .... 2. The maps are .... 3. My pens are .... 4. The bag is not on the chair. It is .... 5. Your books are not .... They are on the bookshelf. 6. The shelf is .... 28. Answer the following questions: 1. Where is the bookcase? 2. Where is the blackboard? 3. Where are the chairs? 4. Where are the notebooks? 5. Where is your bag? 6. Where is your pen? 7. Where are your books? 8. Where is the chalk? 29. Translate the following sentences: 1. A lamp on a desk. 2. Chairs and tables in that room. 3. Your bed is in a small room. 4. Where is the bread? 5. What color is this pencil? 6. Are these notebooks new or old? 7. Where is my thin pen? 8. Where is the tenth room? 9. Where is your city? Step 11 Imperative mood (§§ 15) take - to take open - to open close - to close put - to put take - take (those) open - open (those) close - close (those) put - put (those) Introductory course 44 30. Read and translate the following sentences: 1. T'ake t'his chalk, please. 2. T'ake t'hese pens. 3. Open your books, please. 4. Open that box. 5. Close your notebooks. 6. Put your books on the table. 7. Put those apples on the plate. 8. Put that white bread on the shelf. 9. Put these cups on the table. 31. Read and translate texts on the topic “In the Classroom”: Reading A This is a room. It's a nice big room. This is a wall. That is a wall too. These are walls. The walls are white and blue. This is a door. The door is white. Those are windows. They are big and clean. This is a blackboard. This is a map. The blackboard and the map are on the wall. This is chalk. It is in the box on the blackboard. These are tables and chairs. They are new and clean. This is a floor. It is clean too. B This is room number two. It's a small room. These are books and notebooks. They are on the table, on the shelf and in the bookcase. The books are thick. The notebooks are thin. This is my bag. It is gray. It is on the chair. My books, notebooks, pens and pencils are in this bag. The pens are thick and the pencils are thin. They are black, white, red, green and blue. This is bread. It is white. The bread is on the plate. C What’s this? It's a room. Is this a big or a small room? It is a small room. What kind of books are these? These are old thick books. What kind of notebooks are those? They are new, thin notebooks. What color is the door? It is white. Where is the chalk? It is in the box. Where is the box? It is on the floor. Is the floor clean? Yes, it is. It is clean. Is the bread on the shelf? No, it is not on the shelf. It is on the plate. What lesson is this? It's Lesson Two. Is it an easy lesson? Yes, it is. What city is that? It's Minsk. What kind of city is Minsk? It's a nice big city. Is Kiev a big or a small city? It's a big city. Lesson Two 45 D My pen is good. Your pen is bad. Put your pen on the desk and take my pen. Take that book. It's a nice new book. Open the window and close the door, please. Open the box and take the red pencil. Close your books and notebooks. Home Reading Exercises 1. Answer the following questions from the pictures: What is this? Where is it? What are these? Where are they? 2. Insert articles where necessary: 1. This is ... chalk. 2. That is ... white bread. 3. This ... table is black. 4. The box is on ... shelf. 5. ... your book is in the bag. 6. It's ... easy book. 7. It's ... Text Two. 8. What ... city is this? - It’s ... Kiev. 9. That is ... clean notebook. 10. Those are ... clean notebooks. 11. Where is ... bag? - It is on ... chair. 12. Where is ... Flat ... Ten? 13. What kind of ... plate is that? 3. Translate the following sentences: 1. This is a board. She's on the wall. 2. This floor is clean. 3. The door is not white, it is blue. 4. This is not a book. This is a copybook. 5. Your plan is good. 6. What is this? - These are my notebooks. They are thin. 7. Where is Introductory Course 46 thick notebook? 8. What color is this pen? 9. What color are the new chairs? 10. Take my book. 11. Close the window, please. 12. Is this desk new? 13. Is this a new desk? 14. Is this lightweight text? 15. Is this text light? 16. What is the film "Anna Karenina"? 17. Is this the second or ninth room? 18. What book is this? Classroom Oral Work Exercises 1. Complete the following sentences according to the templates: a) T .: This is a book. St .: This is a book. This book is thick. b) T .: This is a book. St .: This is a book. The book is on the table. 1. This is a pencil. 2. This is a blackboard. 3. That is a lamp. 4. Those are chairs. 5. These are apples. 6. This is chalk. 7. This is a plate. 2. Ask what subject it is: T .: This is a book. St .: What book is this? 1. That is a city. 2. This is Flat Five. 3. This is a film. 4. These are books. 5. Those are maps. 6. These are Rooms Two and Ten. 3. Ask what it is and what the object (s) are: T. : This is a green apple. St .: What’s this? What kind of apple is this? 1. That is an old bag. 2. These are bad rooms. 3. Those are small lamps. 4. This is a gray tie. 5. This is an old desk. 4. Ask where the item is: T .: The bookcase is in the room. St .: Where is the bookcase? 1. The books are in the bookcase. 2. The blackboard is on the wall. 3. The lamps are on the tables. 4. The plates are on the shelf. 5. The maps are on the wall. Lesson Three (3) The third lesson Sounds, letters and reading rules Sounds Vowels and read the following pronunciation exercises: I II III IV V [ŋ] [ɔi] [:] [śiŋiŋ - ĺɔŋiŋ] [´meə] [ṕleə] [ĺeə] [´: li] [: n] VI VII VIII IX X [υə, jυə] [ə] [ʃυə] [t'aiə] [t'aiəd] [f́laυə] [v́aυəl] [b́aυəl] [t́ ə] [ĺdə] [´membə] [śentə] 2. Learn the rules for reading letters and letter combinations and read the following reading exercises: p / p Rules for reading letters and letter combinations [əυ] slow 31 ow ou town out Reading exercises sow, low, row, snow, grow, ýellow, own, growth down, gown, brown, how house, loud, round, a b́out, a ´mount, pound, ground Introductory course 48 Continued No. p / p Rules for reading letters and letter combinations Reading exercises 32 a + ra + re car mare large dare rare, hare, cart, hard , bar, care, square, stare, large, yard, share, spare, charm, harm, dark, star, bare, bard, scare 33 o + ro + re nor more north shore cord, fork, sport, more, store, short, fore, sore, ex ṕlore 34 u + ru + re [:] curd cure turn pure lure, burn, en d́ure, se ćure, pure, turn, curl, hurt, t'urtle, spur, nurse, curd, ćurdle, burst, purse 35 e + re + re [:] her here herd, nerve, hers, here, merely, term, serf, terse, serve, mere, sere 36 (y) i + r (y) i + re [:] firm tire ´myrtle lyre t́ired, mire, girl, shirt, sir, first, t́hirty, third, d́irty, wire, tire, skirt, hire, whirl, bird, tire, Byron, tyrant 37 wor work word, worse, world, worst, ẃorship, network 38 ng [ŋ] song nk [ŋk] link bang, long, wing, śitting, t'aking, śinging bank, blank, wink, pink, tank, ink, sink score, port, born, core, sort, f́orty, for, horde, Lesson Three 49 Continued no. / p Rules for reading letters and combinations of letters Exercises in reading 39 at the end of words er, t́eacher, śinger, ŕeader, or - leader [ĺdə] f́isher, ´member, d́octor, [ə] - arty кл áctor a (an) - a man a book, a house, a boy, a pen, [ə ´mn] a song, an end, an egg with reduction d́ifficult, ćalender, a ća vowels in unstressed demy, śtudent, f́actory , in the nominal position - ṕresent, h́usband, a ttend faculty [f́ kəlti] 40 a before th [ð] f́ather, ŕather [θ] path, bath 41 o before m, n, th, v dove, some, won, front, month , ´mother, b'rother, come, love, glove, ẃonder Vowel reading table Open Closed syllable syllable Vowel letters Vowel + r Vowel + re make bag a car care [əυ] rose [ɒ] not o north more [j] cube but u [:] turn cure Pete [e] pen e [:] her here time cry [i] Little gym i, y [:] bird ´myrtle wire tire Introductory course 50 Control exercises in reading 3. Read the following words: snow, depth, width, stir, mere, bird, d'octor, burn, sport, born, care, car, square, long, pure, rare, wire, ´maker, fume, she, śinging, Dutch, Rome , space, brick, teach, bold, run, myth, eve, add, go, fix, wage, cake, fancy, few, ink, day, dirty, here, nurse, serf, Énglish, turn, ẃorker, dark, car , hair, more, fir, ring, yes, kind, ŕifle, huge, town, round, child, pass, talk, six, know, ẃitty, voice, t́ester, d'arling, f́ather, front, ´mother, a ´mong, a ĺoud, a ĺong, ǵardener, ígnorant, some, h́uman, ṕa rents, ṕarrot, love, ńumber, śister, a śpire, tree, charm, j'um per, junk. 4. Spell the following words and write their transcriptions: what, bird, these, rare, here, charm, fox, sing, sheep 5. Using the vowel reading table, write down two examples for each vowel reading: made, short, burn, a ´ware, far, first, cure, sake, lute, wire, black, dare, mere, rope, pole, pot, sport, mud, bee, sore, hire, here, her, bridge, but, pure, eve, pen, time, thick, bird, more, bad, turn, car, lot, tune, pine, verb, send 6. Arrange the words in alphabetical order: a) pen, apple, black, end, table, sport, bird , desk, plate, wire, her, mother b) sit, sane, summer, sink, sorry, sport, she, six, serf, singing, space, square, snow, stir 7. Read the following sentences and combinations, observing correct reading the creation of a binder r at the junction of words: 1. The floor is brown. 2. The door is white. 3. They are old. 4. My sister is old. 5. Where is the book? 6. Is the bag new or old ?; a doctor or a teacher; a worker or an artist Lesson Three 51 8. Read the new words and phrases of the lesson: to be ábsent missing all all architect [´kitəkt] architect ártist artist at about, have to be to begin to begin b'ottle bottle brother [b'r ðə] brother brown brown but but ceiling [śliŋ] ceiling in class in classroom, in classroom ćlassroom audience d́octor doctor e ćonomist economist engineer [eni ńiə] engineer ´ Énglish English f́actory factory family [f́ mili] family father [f́ðə] father friend friend glad: to be glad to rejoice at home at home how like; How are you? - How are you? / How are you feeling? I'm fine. - Good. to be ill ill ink ink ínstitute institute large large milk milk mother [´m ðə] name first name, last name; What is your name? What's your last name? now now, now ńumber (abbreviated no) office number [ɒ́fis] institution page page ṕaper paper to be ṕresent quite present; My father is quite ill. to read read ŕeading reading śister sister sorry: to be sorry to apologize, to be sorry to spell spell śtudent student t́eacher teacher, teacher t́extbook textbook to thank thank very [v́eri] very to be well feeling well who is who word ´ worker worker to write write young young What are you? Who you are? (profession question) Who are you? = What is your name? Introductory Course 52 Grammar and Vocabulary Step 12 Cardinal Numbers 1 to 10 1 - one 2 - two [t] 3 - three 4 - four 5 - five 6 - six 7 - seven [śevn] 8 - eight 9 - nine 10 - ten 1. Count from 1 to 10 and in reverse order. 2. Read: a) One and two is three. 1 + 2 = 3 Three and five is eight. 3 + 5 = 8 Seven and three is ten. 7 + 3 = 10 b) 5 + 4 = 9 6 + 1 = 7 3 + 7 = 10 8 + 2 = 10 3 + 5 = 8 6 + 3 = 9 c) t́hee ŕooms, eight books, four plates, one map , one window, two ties, six chairs, seven bags d) 1. This room is number two (No 2). That room is number three. 2. My flat is number four. 3. Is your flat number six? No, it isn't; it's number five. 4. Where are classrooms number five, six and seven? 5. On what page is Text Three? 3. Translate into English: two films, three books, one notebook, four windows, ten lamps, five cards, six tables, seven apples, eight boards, nine portfolios, room 3 Lesson Three 53 Step 13 Possessive pronouns (§ 16) my - my, my, my his - his her - her its - his, her (refers to inanimate objects) our - our, our, our your - your, your, your their [ðeə] - them 4. Read and translate into Russian: f́ilm, her ṕencil, our ŕoom, their my f́lat, your b'ag, his b'ookcase, their ćups 1. Our ŕoom is large. 2. Their bookcase is in the room. 3. Her pencil is good. 4. His tie is nice. 5. Your bag is old. 6. My notebook is clean. 7. The room is large. Its windows are clean. 8. Her text is easy. 9. Our flat is number seven. 10. Their city is very old. Remember: What is her name? What is his name? What are their names? What is your name? Her ńame is Be lova. His name is Orlov. Their names are Belova and Orlov. My name is ... 5. Translate into English: their city, our room, his cup, her plates, your bread, my portfolio, our apples, their books, her shelf, his bookcase, my apartment. My surname is Smirnov. Her surname is Petrova. Introductory course 54 Step 14 The verb to be. Personal pronouns (§§ 4, 17) Conjugation of the verb to be I am We are He / She is You1 are It is They are Affirmative form Negative form I am a student. He is a student. She is a student. We are students. You are students. They are students. I am ńot a We are ńot work ers. You are not workers. They are not workers. worker. He is not a worker. She is not a worker. 6. Change the form of the verb to be by person in the following sentences: I am a doctor. I am not an engineer. 7. Read and translate the following sentences: a) 1. I am a student. 2. You are a teacher. 3. She is an engineer. 4. Your brother is a doctor. 5. We are young workers. 6. They are friends. 7. His father is an architect. b) What are you? What is she? What are they? What is your brother? I am a student. She is an engineer. They are workers. He is a teacher. 8. Insert the correct form of the verb to be: 1. I ... a student. 2. He ... a young architect. 3. Her brother ... a good engineer. 4.His sister ... a young teacher. 5. They ... old workers. 6. We ... good students. 7. Her father ... an artist. 1 The personal pronoun you is also used to denote the 2nd l. units h. (you) Lesson Three 55 9. Answer the following questions: 1. What are you? 2. What is your mother? 3. What is your father? 4. What are your brothers? 5. What is his sister? 10. Read and translate the following sentences: a) 1. What are you? I am a student. I am young. I am well. I am at the Institute now. 2. What is your friend? My friend is a student too, but he is not quite well. He is ill. He is at home now. 3. What is your father? He is an engineer. He is old. He is at home now. 4. What is your mother? My mother is an economist. She is at the office. 5. We are students. We are at the Institute now. We are in class. Ten students are present. Two students are absent. 6. These are young workers. They are our friends. They are at the factory. b) 1. Where are you now? - I am at the Institute. 2. Where is your friend? - He is at home. He is ill. 3. Where is your mother? - She is at the office. 4. Where are the workers? - They are at the factory. c) 1. How are you, Tom? - Thank you, I am fine. (I am) glad to hear it. 2. Is your friend well? - No, he is not. He is ill. (I am) sorry to hear it. 3. How is your mother? - Thank you, she is quite well. 4. How is your family? - Thanks, they are fine. 11. Complete the following sentences: 1. Helen is not in class. She .... 2. My mother is not old. She .... 3. Our friend is not ill. He .... 4. The workers are not at home. They .... 5. Tom is not absent. He .... 6. How are you? Thank you, I .... 7. How is your father? Thank you, he .... I ... glad to hear it. 8. Sorry, but my friend ... absent today. He .... 12. Answer the following sample questions (the subject to be answered must be expressed in a personal pronoun): Where are the students? - They are at the Institute. 1. Where is your mother? 2. Where is your brother? 3. What is your friend? 4. What is your father? 5. What are you? 6. Where are the students? 7. On what page is Text One? Introductory Course 56 13. Translate the following sentences into English: 1. She is not a student. She is a doctor. 2. We are at the institute, and they are at home. 3. Where is my book? - She is on the table. 4. Her father is an engineer. He's at the factory now. 5. My friends are young artists. 6. Her brother is an architect. 7. Where is your brother? 8. Who is your sister (by profession)? 9. How does she feel? 10. How do you feel? - Thank you, I'm quite healthy. - Glad to hear that. 11. I'm sorry, but Nina is sick. 14. Say what you can about yourself, about your friend, about your family members. Step 15 The verb to be. Interrogative form. General, alternative and specific questions. Questions to the subject. Question words who, which (of). (§§ 5, 12, 17, 18) General questions ´Are you a worker? - Yes, I am. No, I am not. Ís he a teacher? - Yes, he is. No, he is not. ´Are they students? - Yes, they are. No, they are not. Alternative Questions ´Are you an artist? or an engi neer? - I am an engi neer. ´ ´ Special questions ´Where are the students? - They are at the Institute. ´Who is at the Institute? - The students are. 15. Answer the questions (the subject should be expressed by a personal place): Ís your friend young? Yes, he is. (Yes, he’syoung.) No, he’s not. (No, he’snot young.) 1. Is your brother an engineer? 2. Is your mother very old? 3. Are these students young? 4. Is your friend a doctor? 5. Is Lesson Three 57 your father at home now? 6. Is your sister an artist? 7. Are you quite well? 8. Are you at the factory now? 9. Ann is quite well. Are you glad to hear it? 16. Answer alternative questions: 1. Is your brother a worker or an architect? 2. Is Boris in class or at home? 3. Are you an artist or a student? 4. Is your mother young or old? 5. Is your friend a good or a bad student? 6. Is Lesson One on page 8 or 10? 7. Is your friend present or absent? 8. Is your mother well or ill? Questions for the subject My f'riend ´Who is absent? Peter is. B'oris andPeter are. ´All śtudents arepresent. 17. Answer the following questions: 1. Who is at the Institute now? 2. Who is absent? 3. Who is present? 4. Who is at the factory? 5. Who is a student? 6. Who is your English teacher? 7. Who is ill? 8. Who is at home? Pay attention to the short and full forms of the verb to be: Full form Short form I am He is She is It is We are You are They are I'm he's she's [ʃz] [ʃiz] it's we're we're you're they're [ðeiə (r)] [ðeə (r)] John's ill. My mother’s at home. They’re students. Introductory course 58 Two options for an abbreviated negative form with ch. to be: 1. That boy isn’t my son. That boy's not my son. He isn’t my son. He's not my son. 2. That lady's not my sister. She's not my sister. That lady isn’t my sister. She isn’t my sister. Two variants of the interrogative-negative form with Ch. to be, the translation of which into Russian usually begins with the word "unless": 1. Isn’t that lady your sister? Isn’t she ...? 2. Is that lady not your sister? Is she not ...? Remember the following imperative sentences: Spell the word “factory”. - Spell the word "factory". Write this word on the - Write this word on the blackboard dos. ke. Open your books at page 10. - Open the books on the tenth page. Read Text Five on page 10. - Read the fifth text on page ten. Begin reading Lesson Two. - Start reading the second lesson. 18. Read and translate the following “Our Institute” texts: Text A This is our Institute. Our Institute is large. This is our class room. Our classroom is a large, nice room. This is a table. Those are six chairs. The table and the chairs are brown. The floor in our classroom is brown too. That is a ceiling. It is white. Those are four lamps. The lamps are on the ceiling. These are students. They are in the classroom. These are their English textbooks and notebooks. Their textbooks and note books are on the table and in their bags. This is paper. The paper is white and thin. It is clean. The paper is on the shelf. That is ink. It is red. The ink is in the bottle. The bottle is on the shelf too. Lesson Three 59 What book is this? It's our English textbook. It is not thick, it is thin. This is Lesson One. It is on page four. That is Lesson Five. It is on page eight. Is Text One on page four or six? It's on page four. Is Text One easy? Yes, it is. On what page is Lesson Three? It's on page six. Text B We are students. We are at the Institute. We are in class now. This is our English teacher. She is in class too. Ten students are present. Two students are absent. They are not quite well. My friend Peter is absent too. He is ill. He is at home. Text C My name is Peter Smirnov. I am young. I am at home now. I am ill. This is my family - my mother, my sister and my brother. My father is not at home. He is at the factory. My father is an engineer. He is old. My mother is old too. She is an economist. She is not at the office. She is at home. My sister is a doctor. Her name is Helen. My brother is a worker. His name is John. This is my friend Nick. Nick is an architect. He is a young but good architect. This is our flat. It is little, but it is very nice. Our flat is No 7. Text D Is your family large or small? - It is very small. Is your father an artist or an engineer? - He is an engineer. Where is he now? - He is at his factory. What is your sister? - She is a doctor. What is her name? - Her name is Helen Smirnova. Is she young or old? - She is young. Is this your or her flat? - It is our flat. Where are the students? - They are in class. Are all the students present? - No, they are not. Ten students are present, two students are absent. Who is absent? - Smirnov and Volkov are. How are they? - They are not quite well, they are at home now. - Sorry to hear it. How are you? - Thanks, I am fine. Are you an artist? - No, I am not. I am a student. What kind of student are you? - I am a good student. Is your friend a good student too? - Yes, he is. He is a very good student. - Glad to hear it. Introductory course 60 Text E 1. Open your textbooks at page nine and read the new text! 2. Read Lesson Three at home, please. 3. Begin reading the new words. 4. Begin reading Text Eight, please. 5. Spell the word “engineer”, please. 6. Write those new words in your notebooks. 7. This is milk. It is in the cup. 8. That is ink. It is in the bottle. Take it, please. Homework Exercises 1. Answer questions: 1. Is your Institute large or small? 2. Are the tables and the chairs in your classroom brown? 3. Where are the lamps? 4. What color is the ceiling? 5. Are the windows large? 6. Are they clean? 7. Are you a student? 8. Are these students too? 9. Are the students in class now? 10. Is your family small? 11. Is your father very old? 12. What is your sister? 13. Where is your English textbook? 14. Is your mother at home now? 15. Who is a doctor? 2. Insert articles where necessary: 1. These are ... students. ... students are at ... Institute now. 2. We are ... architects. 3. ... floor in our classroom is brown. 4. Where is ... textbook? - It is in ... bag. 5. ... His flat is small, but it is ... good. 6. What ... color is ... your bag? - It is ... green. 7. What kind of ... paper is this? - It's ... thin paper. 8. Lesson One is on ... page 3. 9. It's ... fine day. 10. These ... films are very nice. Lesson Three 61 Classroom Oral Work Exercises 1. Ask alternative questions, following the pattern T .: I am a doctor. St .: Are you a doctor or an architect? 1. Their teacher is old. 2. Her mother is at home. 3. My friend is quite well. 4. The ceiling is white. 5. My friend is present. 6. I am an architect. 7. These textbooks are good. 8. This room is number three. 9. This is page eight. 2. Answer the following alternative questions (the subject to be answered must be expressed by a pronoun): T .: Is this paper thin or thick? St .: It is thin. 1. Is this paper good or bad? 2. Is this textbook thin or thick? 3. Are those pencils green or red? 4. Are the students at home or at the Institute? 5. Are the books on the shelf or in the bookcase? 6. Are you a student or a worker? 7. Is your father an artist or an economist? 3. Ask where the person or object in question is: T .: The book is on the table. St .: Where is the book? 1. The books are in the bookcase. 2. The map is on the wall. 3. The students are at the Institute. 4. Our teacher is in the classroom. 5. Their friends are at the factory. 6. The bread is on the plate. 7. Text Three is on page seven. 4. Ask who you are talking about, following the example: T .: She is quite ill. St .: Who is ill? 1. My mother is well. 2. My sister is absent. 3. Five students are present. 4. My father is at home. 5. Those workers are very young. Lesson Four (4) The fourth lesson Sounds, Letters, and Reading Rules 1. Name the letters: h, j, a, k, i, b, c, d, g, t, v, f, l, q, m, s , x, n, p, e, o, u, w, y, r 2. Become familiar with the rules for reading letter combinations and do the following reading exercises: Item No. 42 Rules for reading letter combinations oy [ɔi] Reading exercises boy, toy, voice, noise, coin, soil, boil oi 43 igh fight, light, might, night, sight, high, flight 44 wr [r] write, wrist, wretch, wry, writ, wrap, wrong 45 kn [n] knew, knit, knell, knife, knee, knight 46 ture [ə] ńature, f́uture, śtructure, ṕicture, ĺecture 47 tion ssion ńation, dic t'ation, śtation, áction, trans ĺation, pro d'uction śession, o ṕpression, also ´Russian 48 war wa warm, war, ward, re ´ward watch, want, wash, wand 49 sure [ə] (ea [e] before sure) ĺeisure, ṕleasure, ´measure, t́reasure [ʃn] Lesson Four 63 Continued No. p / r Rules for reading letter combinations Reading exercises 50 In Greek and Latin words school, ścholar, ch rome, ch [k] ćhorus, ćhlorite, árchitect, árchi t'ecture ṕhoto, phone, ṕhysics, ph [f] phi ĺosophy, t'elephone, phrase, pho ńetics 51 Before the doubled consonant, vowels are read briefly ĺorry, etterry, , ´matter, ´marry, śorry, b́itten, h́urry, d́ifficult, d́ifferent, d́iffer, ĺittle 52 aw paw, saw, raw, law Word stress 3. Become familiar with the rules of word stress and read exercises in the correct formulation of word stress: Stress rules 1. In two-syllable words, the stress usually falls on the first syllable. The stressed vowel is read according to its position in the word: open or closed. Reading exercises śofa, ´murder, śtupid, śtipend, ábsent, ártist, ẃorker, ĺetter, t́urner, ẃhisper, śtudent, ẃindow, ´member, ńumber, ńapkin, ṕaper, ẃriter three and four syllables d́ocument, d́ifferent, in other words the stress is customary ǵeneral, ṕopular, ṕolicy, but falls on the third syllable ńatural, f′amily, v́ictory, from the end, and the stressed ćapital, a b́ility, vowel is pronounced kra de v́elopment, po ĺitical, according to my reading ac tivity, ne ćessity, in a closed syllable. d́ifficult, áppetite, ´memorize, éxercise, ex t′remety 3. If a word consists of four uni v́ersity, possi b́illity, ´ three or more syllables, then it is elec t́ricity, o´ rigi ńality, ´ ´ usually has two stresses: e xami ńation , patro ńymic, ´ ´ main - on the second or conver śation, revo ĺution, ´ ´ third syllable from the end, and into ńation, in tracta b́ility, ´ ´ minor - on the first intro d'uctory, indi víisible, ´ or second syllable from the beginning anni víersary ´ ´ words. 4. In nouns with suf śtation, po śition, re ĺation, fixation, the main stroke is con dition, pro duction; in j́ection, i magi ńation, ´ inter ŕuption ´ 5. In words with the prefixes a, a ĺong, a b'out, a ´mount, be, com, con, dis, mis, in, a ´maze, dis ĺike, dis ´ miss, im, pre, re, pada stress mis t'ake, pre ṕare, be ǵin, em on the second syllable. re ´make, com ṕare, con śult, im ṕort, im ṕortant, re eat, in f′ormal Lesson Four 65 Continued Stress Rule 6. In compound nouns (formed by word composition), as a rule, the stress falls on the first syllable. Reading Exercises b'ookcase, b'lackboard, śomething, ńewspaper, b'ookshelf, t'extbook, ńotebook, ćlassroom, Énglishman, ǵrandfather, b'lacksmith Control Reading Exercises 4. Read the following words: knit, physics, want, knife, Russian picture, write, right prim ness, boy, boil, girl, measure, demonstration, party, witty, fancy, worse, cold, philosophy, dark, duck, faculty, register, monitor, reward, university, marry, narrow, bale, terrible, re quire, mister, minister, departure, phut, purl, knuckle, knew, keeping, war, enrich, kerb, pension, wood, ray, treasure, strong, first, reader, noise, station, writer, gun, wry, gipsy, actor, round, air, watch, maze, flower, wall, enslave, purge, pure, snare, smoker, tight, trainer, weakness, cremate, enlarge, brass, brightness, voice, structure, session, wash, ward, phlox, physicist. 5. Write a transcription of the following words: Russian, world, air, why, picture 6. Arrange the words in alphabetical order: a) Russian, picture, voice, boy, girl, wood, strong, reader, high, air, deny, treasure, young b) write, wood, worse, want, war, wash, ward, wry, warm, watch, why, wife, work, with c) picture, phone, philosophy, pine, pen, pencil, plan, place, pure, path, part Introductory course 66 7. Read the new words and expressions from the lesson: also [´ lsəυ] also because a block (of flats) apartment building to be buzy [b́izi] to be busy clear clear, understandable company firm, company daughter [d́ tə] daughter to be dead die dialogue [d́aiəlɒg] dialogue final final; finalyear student graduate student to be fond of love, to be carried away for for to be free to be free fresh fresh; fresh bread fresh bread girl girl to give giving graduation [gr djυ éiʃn] project graduation 'project h́omework homework h'ow many (much) how much ĺittle little a lot (of) many many managing director [´m niiŋ d́irektə] managing man man, person many [´meni] many to be married [´m rid] to be married, to be married [ṕenʃnə] retired plant plant to play play ṕroject [ṕrɒekt] project ´Russian Russian school school; schoolgirl (boy) schoolgirl (schoolboy) son son to speak speak sport sports them [ðem] them, their time time to d'ay today why why wife wife with woman [ẃυmən] woman work work year year; this year this year How old are you? - I am ... years old. How old are you? I'm ... years old. Here you are. Here you are. (giving comm. chtol.) Not at all. Not worth it. (in response to gratitude) to have a lot of work to do to have a lot of work to do (to do [d] to do) woman of twentyseven woman at the age of twenty-seven Lesson Four 67 Grammar and vocabulary Step 16 Cardinal numbers from 1 to 100 (§ 19) 1 - one 2 - two 3 - three 4 - four 5 - five 6 - six 7 - seven 8 - eight 9 - nine 10 - ten 11 - eleven 10 - ten 12 - twelve 20 - twenty 13 - thir t́een 30 - thirty ´ 14 - four t´een 40 - forty ´ t´een 15 - fif 50 - fifty ´ 16 - six t´een 60 - sixty ´ 17 - seven t´een 70 - seventy ´ 18 - eigh t´een 80 - eighty ´ 19 - nine t´een 90 - ninety ´ 20 - twenty 100 - a (one) hundred 21 - twenty óne ´ 22 - twentytwo 23 - twentythree 24 - twentyfour 25 - twentyfive 26 - twentysix 27 - twentyseven 28 - twentyeight 29 - twentynine 1. Count from 1 to 100 in English. 2. Read: a) Ten plus / and twenty is thirty. 10 + 20 = 30 Fifteen plus / and forty is fiftyfive. 15 + 40 = 55 Eighty plus / and eleven is ninetynine. 80 + 11 = 91 b) 30 + 40 = 70 12 + 20 = 32 25 + 65 = 90 50 + 10 = 60 14 + 35 = 49 68 + 31 = 99 c) fifteen chairs, eighteen maps, eleven students, thirteen text books, thirtythree lessons, ninetysix apples, twentyeight plates, eightyone flats, thirty cups 3. Translate into English: 20 classrooms, 35 textbooks, 74 students, 14 notebooks, 11 portfolios, 16 lessons, 53 cards, 82 books, 99 films Introductory course 68 Remember: How old are you? - How old are you? I am twentytwo (years old). - I am 22 years old. 4. Read: 1. My father is fortysix (years old). 2. My mother is fiftythree. 3. My sister is 36. 4. His brother is 64. 5. This student is 28. 6. That engineer is 49 years old. 7. I am 41 years old. 8. How old is your friend? He is 18. 9. Our city is 100 (one hundred) years old. 5. Answer the questions: 1. How old are you? 2. How old is your father (mother, brother, sister)? 3. How old is your city? Step 17 Preposition of to express belonging (§ 20) the ńew ords of t'his text - new words of this text the ´ windows of this room - windows of this room 6. Read and translate the following phrases and sentences into Russian: a) the floor of the room, the walls of our classroom, a bottle of ink, the engineer of this factory, the name of the book, the teachers of our Institute, the number of the room, a cup of milk, a block of flats b) 1. The windows of our classroom are clean. 2. What color is the door of your flat? 3. Are the rooms of your flat large? 4. What is the name of your Institute? 5. What is the number of your flat? 6. What is the number of their classroom? 7. The walls of this new block of flats are thick. Lesson Four 69 7. Make two noun phrases using the preposition of following the pattern: room, ceiling - the ceiling of the room 1. blackboard, classroom; 2.text, lesson; 3. bottle, ink; 4. fac tory, workers; 5.box, pencil; 6. paper, color; 7. floor, room; 8. name, book; 9.door, flat; 10. texts, textbooks; 11.number, plant; 12. bottle, milk; 13. flats, block 8. Translate into English: 1. The rooms of our apartment are large. 2. The walls of his room are gray. 3. Take this box of pencils. 4. What is the title of this book? 5. Our auditorium windows are clean. 6. Take two bottles of milk. 7. The apartments in this house are large. Step 18 Verb to have (§ 21) Verb conjugation to have I have We have He / She has You have It has They have 9. Read and translate into Russian: 1. I have a father. 2. She has t'wo sisters. 3. We have one English class today. 4. My brother has a good flat. 5. They have clean thin paper. 10. Use the correct form of the verb to have: 1. My father ... four brothers. 2. We ... many teachers. 3. My sister ... a large room in this flat. 4. He ... good chalk. 5. Our classroom ... six windows. 6. They ... many English books. 7. I ... a new bag. 11. Translate into English: 1. I have a nice apartment. 2. She has a brother. 3. We have 20 thick notebooks. 4. She has blank paper. 5. My Introductory Course 70 friends have a good English textbook. 6. My sister has a big family. 7. These students have an English lesson today. 8. He has two sisters. 9. I have three bottles of milk. Note. In colloquial speech, the following form is often used in the meaning of "to have": I have got a flat. (I’ve got) We have got a flat. (We’ve got) He has got a flat. (He's got) You have got a flat. (You’ve got) She has got a flat. (She's got) They have got a flat. (They've got) 12. Perform exercise. 9 and 11, using the have got form. Step 19 Negative to have (§ 21) There are several negative forms of to have: I II III I have ńo book. I haven’t a book. I haven’t got a book. He has no book. He hasn't a book. He hasn't got a book. She has no book. She hasn’t a book. She hasn't got a book. We have ńo We haven’t a book. We haven’t got books. a book. You have no books. You haven’t a book. You haven’t got a book. They have no books. They haven’t They haven’t got a book. a book. 13. Read and translate into Russian: 1. I have no father. 2. She has no textbook. 3. We have no classes today. 4. They have no flat. 5. It (the room) has no window. Lesson Four 71 14. Put the following sentences in negative form. 1. I have a family. 2. She has a mother. 3. He has a sister. 4. We have new English textbooks. 5. We have thin paper. 6. They have a big flat. 15. Translate into English: 1. I have no chalk. 2. She has no notebooks. 3. They have no textbooks. 4. I have no brothers. 5. My brother has no family. 6. We don't have good plates 7. She doesn't have a bag. 16. Carry out exercise. 14 and 15, using the have got form. Step 20 The interrogative form of the verb to have (§ 21) General question ´Have you a father? - Yes, Ihave. (Yes, I have a father.) No, I havenot. (No, I haveno father.) ´Have you ǵot a book? - Alternative question Yes, I have. (Yes, I have got a book.) No, I haven’t. (No, I haven’t got a book.) ´Have you (got) a brother or a sister? - I have a sister. ´Have you (got) a Russian or an English book? - I have (got) an English book. 17. Read with correct intonation and stress. Give short and complete answers to the following questions: 1. Have you (got) a family? 2. Have you (got) an English text book? 3. Has your father a brother? 4. Have you an English class today? 5. Have you English books at home? 6. Have you a bottle of milk at home? Introductory course 72 18. Put in the interrogative form: 1. She has a small family. 2. This engineer has a good plan. 3. These workers have small flats. 4. We have white thin paper. 5. We have two English classes today. 19. Put alternative questions to the proposals of exercise. 18. Step 21 Pronouns much, many, little, few (§ 22) With countable nouns many few many (few) books Meaning With uncountable nouns, many little much little much (little) milk A lot of = much, many 20. Read and translate into Russian: 1. These students have very few friends in this city. 2. Have you much brown bread at home? 3. Have you many or few English books? 4. Many students are ill. - Sorry to hear it. 5. We have a lot of free time. 6. Have you many young engineers at the factory? 7. Has he much thin paper? 8. Have you little homework to do today? 21. Fill in the blanks with negations not or no: Before words expressing quantity (many, few, little, much) and numbers, the verb to have is used with the negation not: I have no ink. I have not (= haven’t) much ink. - I haven’t many books. 1. I have ... flat. 2. He has ... much ink in his pen. 3. This student has ... white paper. 4. She has ... five sisters. 5. We have ... much free time today. Lesson Four 73 22. From the words enclosed in parentheses, choose the one you want by meaning: 1. We have (much, a lot of) friends. 2. (Many, much) students are absent today. 3. He has very (few, little) clean paper. 4. I haven't (much, many) chalk. 5. We have very (many, much) young teachers at our Institute. 6. They have (many, a lot of) work to do today. 23. Translate into English: 1. She has very few friends. 2. We have little red chalk. 3. You have very little thick white paper. 4. My brother has many good books. 5. Many workers are present today. 6. Do we have a lot of bread at home? 7. They have a lot of old workers in the factory. Step 22 Special questions. Question words how many, how much "how much" (§ 22). Subject Questions (§ 18) I have (got) two English books in my bag. What have you (got) in your bag? What books have you (got) in your bag? How many books have you (got) in your bag? 24. Answer the questions: 1. How many English classes have you today? 2. How many sisters have you? 3. How many English books has your friend (got)? 4. How much bread have they (got)? 5. What kind of room has he? 6. What kind of flat have you (got)? 7. What classes have you today? 25. Ask specific questions for the following sentences: 1. This worker has (got) a lot of good books. 2. We have little bread. 3. I have two little rooms. 4. She has few books at home. 5. We have (got) seven plates. 6. This room has two windows. 7. He has a nice film. 8.I have a new desk. Introductory Course 74 26. Translate into English: 1. How many sisters do you have? 2. How many lessons do you have today? 3. What are your lessons today? 4. What is his portfolio? 5. What card is it? 6. How much bread do you have? 7. How many bottles of milk do you have? Questions for the subject Who has (got) a red pencil? - I have. 27. Answer the following questions: 1. Who has much free time? 2. Who has (got) much homework to do today? 3. Who has a big family? 4. Who has many English books at home? 5. Who is your teacher? 28. Ask questions for the subject in the sentences of exercise 25. Remember the following sentences: 1. Ís the h́omework clear? 2. Śpeak English! 3. Speak Russian! 4. - Ǵive me your pen, please. - ´Here you are. - Thank you. - ´Not at all. Is the task clear (clear)? Speak English! Speak Russian! - Give me your pen, please. - Please. - Thanks. (Thank you.) - Not worth it. (Please.) 29. Translate the following sentences into Russian: 1. Speak English in class. 2. Speak Russian now. 3. Begin speaking ing, please. 4. Begin reading the English text, please. 5. Open your books at page fiftyeight and begin reading the new words. 6. Spell your name, please. 7. Write your name on this paper. Lesson Four 75 30. After filling in the blanks, compose a dialogue using the thanks and phrases above: A .: Give me ... B .: Here ... A .: ... B .: Not ... a new textbook a new thin notebook a bottle of ink seven nice plates 31. Read and translate the text: My Friend Boris Smirnov I have a friend. His name is Boris Smirnov. He is thirtytwo years old. He is an engineer at a big plant. He has a lot of work to do at the plant. He is a busy man and he has not much free time. Boris is married. He has a family. He has a wife and a daugh ter. Boris has no son. He also has a mother but he has no father. His father is dead. His mother is old. She is sixtyfive years old. She is a pensioner. Boris has a wife. Her name is Olga. She is a nice young woman of twentyseven. Olga is a finalyear student at our Institute. Olga is very fond of sport but this year she has very little time for it, because she is busy with her graduation project. Boris has a daughter. Her name is Ann. Ann is a nice little girl. She is only eight and she is a schoolgirl. Ann is very fond of sport too and she has a lot of time for it. Ann is also fond of reading books. She has very many good books. She has a lot of Russian but few English books. Ann also has a little cat and a big dog. She is fond of playing with them. All members of this family are good friends. I am fond of the family. Olga is free today. She is at home. Boris is not at home. He is at the plant. He has a lot of work to do today. He is busy with quite a new project. Boris is fond of this project and of his work. Ann is at home now. She has a lot of homework to do today. Now she is busy with her lessons. Boris Smirnov's family has a large flat. Their flat is very good. It is in a new block of flats in the center of the city. Introductory course 76 Exercises for homework 1. Translate into Russian: a) to be busy (with) - to be busy with something to be fond of - to love, to like, to be carried away 1. I am fond of sport. 2. My daughter is fond of reading books. 3. My son is fond of playing with his cat and dog. 4. We are fond of our work. 5. Our children are fond of speaking English. 6. These engineers are busy with their new projects. 7. Your son is busy with his English. 8. What are you fond of? 9. What are you busy with today? b) why - why; because - because 1. Why is Peter absent? He is absent because he is ill. 2. Why is your mother a pensioner? She is a pensioner because she is old. c) to have a lot of work to do - have a lot of work 1. I have a lot of work to do today. 2. My friend has a lot of work to do at the Institute today. 3. Have you much homework to do today? 2. Say: a) what do you or your friend like to do, using the following words and phrases according to the example: I am fond of music I am fond of listening to music my new project design sport my (his) work (job) my flat these flowers reading books playing tennis speaking English doing English exercises asking questionsering questions b) what are you doing now: I am busy answering with my project work English homework Lesson Four 77 3. Read the dialogue. Close the answers. Answer the questions and check them against the answers given: Dialogue One A: What is Boris Smirnov? B: He is an engineer at a big plant. A: Is he a busy man? B: Yes, he is. He has a lot of work to do at the plant. A: Is he busy or free today? B: He is free. A: Where is he now? B: He is at home with his fam ily, with his wife and his little daughter. A: How old is his daughter? B: She is only eight. (She is only eight years old.) A: Is she a schoolgirl? B: Yes, she is. A: What is her name? B: Her name is Ann. A: What is Ann fond of? B: She is fond of reading books. A: What is Ann busy with? B: She is busy with her lessons. She has a lot of homework to do today. A: Is the homework clear to B: Yes it is. It’s quite clear to her? her. A: Has Boris a father? B: No, he hasn’t. His father is dead, but he has a mother. A: Is his wife at home? B: Yes, she is. She is busy with her graduation project. She is a finalyear student. Dialogue Two B: Yes, he has. B: His name is Sergey. B: He is forty. B: He is Managing Director of our Company. A: Is he married? B: Yes, he is. He has a wife and two sons. A: Are his sons schoolboys? B: Yes, they are. A: And who is that nice girl? B: It's Helen Brown. A: Has Boris a brother? A: What’s his name? A: How old is he? A: What is he? Introductory course A: What is she? A: Is she English or Russian? 78 B: She is an economist. B: She is English. 4. Answer
UDC 811.111 (075.8) BBK 81.2Angl-923
All rights reserved.
No part of this book may be republished or redistributed in any form or by any means,
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and information retrieval systems,
without the written permission of the copyright holder.
Serial design by A.M.Dragovoy
Burova, Z.I.
B91 English textbook for humanitarian specialties of universities / ZI Burov. - 8th ed. - M .: Ayris-press, 2011 .-- 576 p. - (Higher education).
ISBN 978-5-8112-4343-3
The textbook is intended for students of humanitarian and art-industrial universities, who are starting or continuing to study English. The purpose of the textbook is to teach students to read correctly, understand without a dictionary and retell in English non-special texts of average difficulty, to instill in them the skills of reading original literature on a wide profile of the university to extract information, and also to lay the foundations of oral speech.
The lexical and grammatical material included in the textbook is introduced gradually, which facilitates its assimilation and increases the effectiveness of learning. In this edition, the text material is partially updated and the keys to some exercises for homework are given.
BBK 81.2Angl-923 UDC 811.111 (075.8)
Foreword
This textbook is intended for students of humanitarian and art-industrial universities who begin1 to learn a foreign language in a non-linguistic university, and is designed for approximately 160-180 hours of classroom studies (1st and 2nd stages of training). The textbook aims to teach students to read and understand correctly without a dictionary and retell in English texts of average difficulty, built on familiar lexical and grammatical material, to instill in them the skills of reading original literature on a wide profile of the university to extract information, and also to lay the foundations oral speech.
The textbook also provides passage of the main topics indicated in the program, and knowledge of vocabulary in the amount of 1500 lexical units. The course of study for this textbook leads to work with an original text of average difficulty and requires further training in reading and understanding the original literature in a narrow specialty.
Teaching a foreign language to students who begin their studies at a university presents a significant difficulty: a shortage of study time in a non-linguistic university, insufficient philological preparedness, lack of proper experience in working with the language (and some other factors), on the one hand, and the need to ensure students have developed speech skills that meet high program requirements, on the other hand. The only way to solve the problem is significant
1 The textbook can also be used for classes with students continuing to study the language at the university: overview lessons of the textbook plus text material of lessons from 8 to 16 (vocabulary and topics of conversations) plus a section of each lesson containing drills that help to develop skills of mastering the basic lexico-grammatical constructions, may well constitute the content of a corrective course for students who continue to study the language. Lessons 17-21 can compose the main course content for advanced students, along with additional speaking material at the end of each lesson, starting with lessons 8 through 21. From 8 to 21 lessons, another section is included in the textbook - Additional Material for Oral Speech Practice. This section is intended mainly for continuing students and contains samples of oral speech, communication models that are necessary when dealing with foreigners at work, in the process of study, in everyday conditions - in a restaurant, in a canteen, at customs, in a hotel, in a conversation. by phone, etc. The teacher can use this material depending on the level of knowledge of the students in the group.
intensification of the educational process. In the proposed textbook, the effectiveness of the formation of speech skills and the intensification of the educational process are ensured, in our opinion, by a concentrically constructed learning system (within the limits of work with the material of one lesson), consisting of three stages, or concentra tions, each of which is characterized by specific methodological principles. and rules, namely:
1st stage. Introduction and primary consolidation of grammatical material. They are held under the leading role of the teacher before working with the text. New grammatical material is introduced in small doses (Steps), containing the minimum amount of difficulty for the student, and is practiced in the appropriate exercises. The volume of doses increases with the increase in the language experience of the students. The transition to the next dose of the material is carried out only after the study and assimilation of the material of the previous dose. In the lesson, this stage corresponds to the pre-text part.
2nd stage. Independent work with the text (learning goal!) And performing exercises for it are the content of the student's homework from the very beginning of training and a new (second) stage of work with the lesson. This stage is aimed at further assimilation, consolidation and development of speech skills. The teaching material for this step is the lesson text and the homework exercise. The instructions in the lessons of the textbook and in the "Memo for the student" provide a clear regulation of the sequence of homework, which is performed in several stages, depending on the number of days between classroom sessions.
3rd stage. Post-text work, or the final stage of work with a lesson. This work can be roughly divided into two parts:
a) Controlling homework and mastering the material.
b) Further activation of the entire volume of language material and the development of speech skills.
The teaching material for this stage is the text of the lesson and the entire apparatus for mastering the last two sections of the lesson - "Exercises for homework" and "Exercises for oral work in the audience", including communicative, pre-speech and speech exercises. This stage of work also provides for creative types of work and speech exercises at the discretion of the teacher in the presence of study time in a non-linguistic university.
The textbook consists of an Introductory Course (Level 1-7) and a Basic Course (Level 8-21A). The main course, in turn, is divided into the first and second parts (Part One and Part Two). The introductory course (Levels 1-7), the first part (Levels 8-16) and the second part (Levels 17-21A) of the Basic Course conclude with the Review lessons.
The first part (Levels 8-16), like the Introductory Course (Levels 1-7), mainly covers the grammatical material used in oral speech and therefore designed for productive learning.
The second part (Lv. 17-21A) includes grammatical material typical of bookish writing and is intended mainly for study in the receptive plane.
Introductory course. The lessons of the Introductory Course set themselves the task of mastering pronunciation skills, mastering the rules of reading, developing reading techniques and speaking skills on the lexical and grammatical material of the Introductory Course.
Basic course (first part). Section "Grammar and vocabulary" The lesson includes a volume of new grammatical material and new vocabulary that students must learn before reading the text. The requirement of accelerated passage of the material dictates the need for a certain concentration of grammar material in the lesson. Each lesson introduces two to three grammatical topics that make up four five doses (Steps). The types, nature and number of exercises depend on the characteristics of the grammatical material and on what type of possession it is subject to - receptive or reproductive. This section ends with a list of new words and expressions for the lesson. In order to better memorize words and reveal their meaning, words are given in phrases and sentences that illustrate their use.
Reading material includes, as a rule, text and dialogue, united by a common theme and corresponding to the subject of the program: student's working day, English lesson, our institute, education, day off, holidays, sports, seasons, autobiography.
The texts include from 40 to 50 new words and expressions. However, not all words are new: 40%, and sometimes 50% of these words are derived from familiar roots, international words, expressions composed of familiar lexical elements, or words of grammatical order, which have already been worked on during the pretext exercises. nenii and which in this case are not difficult to memorize.
Homework exercises usually consist of lexical exercises that contribute to the assimilation of new vocabulary of the lesson, and exercises that activate the entire volume of lexico-grammatical material: question-and-answer exercises, translations from Russian, preparation of retellings, oral messages, etc. Homework is done using keys located at the end of the textbook.
Classroom Oral Work Exercises contain some types of oral training exercises that have a communicative orientation and contribute to the development of automated skills in mastering basic grammatical constructions.
Lessons 7, 16 and 21A are followed by overview lessons that enable the student to review in general terms what he has learned. They are supplied with keys for self-control and are designed for independent student work. A student's work on an overview lesson is one of the types of preparation for the mastery test for a given volume of material.
The main course (second part) consists of five main lessons (17-21) and three additional (Additional) - 17A, 19A, 21A.
The structure of the lessons of the second part is identical to the structure of the lessons of the first, with the only difference that the pre-text part in the main lessons is devoted to the introduction of grammar, in additional lessons (with index A) - word formation (Word building).
In the main lessons of the second part, all grammatical material on a particular topic is introduced in a complex manner. The comprehensive introduction of such grammatical sections as the participle, gerund, infinitive, etc., seems to us justified and expedient, since the assimilation will be deeper and easier if the student immediately receives a holistic, systematic understanding of these grammatical phenomena, especially that almost all the grammatical material of the second part of the Basic Course is intended for receptive proficiency.
The purpose of the additional lessons of the second part (17A, 19A, 21A) is to consolidate the grammatical material introduced in the main lesson. The text material of these lessons is devoted to regional studies.
The lesson section of this part, Exercises To Be Done at Home, usually ends with exercises to develop search or crawl reading skills on additional texts.
The thematic content of the main text material of the second part corresponds to the program - this is the country of the target language
(its capital, geographic location, climate, economic overview), Russia and its capital Moscow, as well as a number of texts of cultural, historical and artistic content (about artists, scientists, etc.). Most of the texts are based on materials from original English and American literature (Encyclopaedia Brittanica, Reader's Digest, Modern English, England magazine, A. S. Hornby textbook, etc.).
The tutorial also includes:
Brief grammatical explanations for the lessons.
The keys to the most difficult exercises in the Homework Exercises section.
Introductory Course and Part One of the Basic Course
In our methodological recommendations, we proceed from those con centers, or stages of working with the language material of the lesson, which were mentioned above (see the Preface). Experimental teaching has confirmed the effectiveness of the following techniques:
The first concentrator. 1. Work with each dose of material (Ster), introducing an integral grammatical structure, should begin with a brief explanation by the teacher of the essence of the introduced grammatical phenomenon and cases of its use. The presence of summary tables, conjugation paradigms, initial models and samples in the lesson makes small relevant comments of the teacher sufficient.
2. In addition to explaining the essence of the new grammatical material al, the teacher must illustrate its use on the materiala coherent oral communication in English... This oral communication can be a coherent story, a description of the drawings in the textbook, visual aids available, a description of the audience, etc., with the obligatory repeated repetition of the introduced structure.
3. For a more solid assimilation of the correct phonetic and rhythmic-intonational sounding of the introduced grammatical unit, it is necessary to invite students to repeat after the teacher with a chorus and individually as many sentences of the same type illustrating the introduced grammatical structure.
4. The first exercise, following the exposure of the new Step material, is an exercise, on the one hand, illustrating the use of the introduced grammatical unit, on the other hand, enabling the development of correct reading technique. After practicing the reading technique, you can move on to the rest of the step exercises. Students are usually offered a whole series of graded exercises with given grammatical material, reinforcing knowledge and developing primary skills in mastering it and based on the obligatory combination of oral forms of work with and without visual support.
5. It is recommended to follow the sequence when performing the step exercises. However, at the discretion of the teacher, some exercises may be omitted. The choice of exercise depends on the complexity of the material, its relevance to productive skills and the general fitness of the group.
Second concentrator. From the very beginning of language learning reading and translating text should be the main type of student's homework and should be done independently, since reading and understanding the text being read is the goal of learning and that natural form of practical language proficiency, for the sake of which he learns the language at the university.
It is recommended to set the section "Exercises for homework" to be performed as a whole (and not as separate exercises, as is the case in school practice). From the very beginning of training, it is necessary to bring to the student's consciousness that this entire section is not only the content of his homework and is subject to independent study, but also that the responsibility for knowledge and even mastery of the language material (mainly vocabulary) of the lesson lies with the student and depends on the quality of his own homework. This orientation from the very beginning of learning will help the student develop independent language skills, increase responsibility for the quality of independent work, and teach them how to plan their working time. This task is quite feasible for the student.
Although the entire section "Exercises for homework" is given to students entirely, the teacher can inform students about the number of hours for which the final stage of work with the lesson (activation of the material) is intended, that is, for 2 or 4 hours, so that so that the student can complete it in several sessions and days. The sequence for completing homework is outlined in the Student Handbook.
Third concentrator. Depending on the availability of study time, the nature of vocabulary and grammar, the activation of the material and the development of automated skills can take place in different ways. This stage represents a wide field of activity for the teacher's creative thought, combined with the ability to take into account the peculiarities of his audience. However, the following may be common features. In the classroom:
1. Training and testing of reading techniques are carried out.
2. Homework is checked (especially vocabulary assimilation) on exercises of the same type, but modified in lexical content. At this stage, it is recommended to conduct a frontal survey of the words and phrases of the lesson at a fast pace.
3. Checking homework is combined with the exercises in the "Exercises for oral work in the classroom" section, which help students develop auto
proficiency in basic grammatical structures.
4. Retellings of texts, descriptions of figures, improvisation of dialogues, etc. are checked.
Second part of the Basic Course
Working with the lesson of the second part of the Basic Course, as well as the first part, is determined by the order of the chapters and educational material of the lesson.
Section "Grammar". The grammatical material of the second part of the Basic Course is subject to receptive assimilation with all the peculiarities of the methodology of conducting classes arising from this. Educational work with this section can be organized in different ways:
The first method - the exercises are performed orally in the classroom according to the assignments (as when working with the lessons of the 1st part of the Basic Course) under the guidance of a teacher.
Second technique (adaptive). All grammatical material of the lesson is explained by the teacher immediately. All the exercises of the lesson are performed in the classroom, followed by individual testing of each student. During the preparation of the exercises, the teacher answers questions, assists weak students there, organizes and supervises the paired work of students, etc. Since the exercise takes different times for different students, the sequence of checking arises naturally. An individual survey (control) can be carried out using selectively suggestions of exercises of the pre-text part of the lesson, special cards or a special grammar test.
Students who completed the exercises earlier than others begin to work with the lesson text or prepare a home reading. When using the second method of the teacher, a strict system of accounting for the material handed in by students must be established.
1) answer students' questions that arose during homework;
2) conduct a frontal survey of new words in the lesson to make sure that the student has completed the task and learned the vocabulary of the lesson;
3) perform orally in the classroom one or two of the most difficult exercises from the section “Exercises To Be Done at Home” for control and as a type of vocabulary work. Recommended, for example,
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