Учебно-методический комплекс «Иностранный язык» Специальность: 031001. 65 «Филология» Утверждено Рекомендовано

ENGLISH SCHOOLING

1. Types of schools: maintained (state), county, voluntary, nurs­ery, primary, infant, junior, secondary, grammar, secondary mod­ern, technical, comprehensive, a11-through, two-tier, first, middle, upper, mixed (co-educational), single-sex, special, independent (fee-paying, private), pre-preparatory, preparatory, public, sixth­form college, tertiary college.

2. Stages of education: compulsory, pre-school, primary, sec­ondary, further, higher.

3. Education policy: administration, schooling, full-time edu­cation, part-time education, tripartite system, class-divided and selective system of education, to sustain inequality of opportuni­ty, to go comprehensive, the Department of Education and sci­ence, Local Education Authorities (LEAs), to be responsible for national education policy, to тип а school, to prescribe curricula or textbooks, the provision of schools, to provide maintained school education.

4. Management: Head Teacher (Master), Principal, Assistant Principal, Acting Head Teacher, staff, governing body, to have re­sponsibility, to employ teachers, provide and maintain buildings, supply equipment, provide grants, appointment and dismissal of staff.

5. Admission: to admit, to allocate, to apply for admission, se­lective procedure, intelligence tests, substitute for the abolished 11 + exams, to measure inborn abilities, to have а time limit, to coach for, catchment area, without any reference to а child's abili­ty or aptitude, to transfer (promote) from one class to another.

6. Curriculum: broad curriculum, academic course, non-aca­demic course, vocational bias, foundation course, foundation sub­jects, to meet special interests, common curriculum, simplified curriculum, education with а practical slant for lower-attaining pu­pils, to be encouraged to до smth., the three R's, subject teaching, specialist teacher, to have set periods, remedial teaching.

7. Examinations: GCSE (exam); to sit for an exam; "A" level exam; Common Entrance Exam; to be set and marked by ... ; to hand the papers out; examining board; grades, "pass" grade; resitsand retakes; unsuccessful pupil; to repeat the year; to pass an exam, to keep up with the group; to fall behind.

8. Punishment: corporal punishment, detention (after school or during the dinner hour), lines, exclusion from normal routine, ex­clusion from privileges (loss of privilege), collection of litter, sus­pension from school, withdrawal from lessons, setting extra work, putting "on report", telling the parents.

BRINGING UP CHILDREN
1. Basic principles: to bring up (raise) children, to avoid pitfalls, the formative years, to progress (regress) in one's development, stunted development, physical and mental development, to en­courage а child, to let children grow naturally, to treat children like ..., to develop more quickly than previous generations, to gain independence from parents, to grow up, to be mature, an effective approach, а peaceful and relaxed manner.

2. Basic qualities: love, security, care, affection, respect, pa­tience, reassurance, happy home backgrounds, responsible adults, not to feel neglected, to be sensitive to one's feelings, to be too wise to argue, to speak firmly, to be consistent, to be fair, to have nо favourites, to show much patience (plenty of love).

3. Handling children: to have full faith in, to keep anger undercontrol, capacity to restrain anger, to cause enormous damage, not to force one's will on а child, to avoid labelling children (stupid, sil­ly, foolish), to listen to children with understanding and sympathy, 1 to win smb. over, to avoid statements (comments) which сап create arguments and tension, to shake smb.'s confidence, to offend smb.'s self-respect, to prevent crises.

4. Atmosphere: friendly, not authoritarian, dignified, uncom­lortable, embarrassing, an atmosphere of calm and quiet, to let steam off, to put fat in the fire, to lose one's temper, not to create tension(s), to be said in the heat of the moment.

5. Praise: direct praise of personality, realistic (idealized) pic­ture of smb.'s personality, to exaggerate praise out of а11 propor­tion, to give а realistic picture of а child's accomplishments, to 1 concentrate on а child's strength and not his weakness, to keep away from general remarks about anyone's personality.

6. Punishment: to scream and yell at, not to hit children, to be bound to lose, spanking, to cause mental illnesses (psychological damage), to beat the daylights out of smb., to shake the life out of smb., to be ashamed of oneself, the best way to criticize, to say nothing, а direct reprimand, to answer back, а beating, to lock chil­dren up, not to speak with а child deliberately, to ignore а child, an undesirable form of punishment, sarcasm, to work out а11 sorts of schemes for revenge, to tell smb. off (to give smb. а telling off).

7. Discipline. Behaviour. Manner: to discipline smb., а way of teaching politeness, to be punctual, to interrupt а conversation, to get quarrelsome, the art of living together, to lead to frayed nerves for days on end, to develop а conscience in smb., not а word of blame, not to impose anything on children, to encourage inner de­velopment, to give children а choice, to heighten smb.'s self-confi­dence, а beneficial and corrective influence on smb., to leave а de­sision to the child, to teach smb. manners.

8. Children's reaction: to live up to smb.'s expectation, to dо smth. on purpose, to have admonitions and warnings, to be encour- i 'iged to ask questions, to be curious and inquisitive, to learn by im­itation, to feel part of the family, to hate questions which try to trap, to be pushed into making up lies, to choose between telling <i lie от giving embarrassing answers, to appreciate smth, to be­come full of resentment, to become а nuisance (resentful, spirit­less, delinquent).

PAINTING
1. Painters and their craft: а fashionable/self-taught/matureartist, а portrait/landscape painter, to paint from nature/memory/ imagination, to paint mythological/historical subjects, to special-ize in portraiture/still life, to portray people/emotions with mov­ing sincerity/with restraint, to depict а person/a scene of common life/the mood of..., to render/interpret the personality of..., to re­veal the person's nature, to capture the sitter's vitality/transient expression, to develop one's own style of painting; to conform to the taste of the period, to break with the tradition, to be in advance of one's time, to expose the dark sides of life, to become famous overnight, to die forgotten and penniless.

2. Paintings. Genres: an oil painting, а canvas, а water-colour/ pastel picture; а sketch/study; а family group/ceremonial/inti­mate portrait, а self-portrait, а shoulder/length/half-length/knee­length/full-length portrait; а landscape, а seascape, а genre/his­torical painting, а still life, а battle piece, а flower piece, а masterpiece.

3. Composition and drawing: in the foreground/background, in the top/bottom/left-hand corner; to arrange symmetrically/asym­metrically/in а pyramid/in а vertical format; to divide the picture space diagonally, to define the nearer figures more sharply, to em­phasize contours purposely, to be scarcely discernible, to convey а sense of space, to place the figures against the landscape back­ground, to merge into а single entity, to blend with the landscape, to indicate the sitter's profession, to be represented standing.../sit­ting.../talking..., to be posed/ silhouetted against an open sky/a classic pillar/the snow; to accentuate smth.

4. Colouring. Light and shade effects: subtle/gaudy colouring, to combine form and colour into harmonious unity; brilliant/low­keyed colour scheme, the colour scheme where ... predominate; muted in colour; the colours may be cool and restful/hot and agi­tated/soft and delicate/dull, oppressive, harsh; the delicacy of tones may be lost in а reproduction.

5. Impression. Judgement: the picture may be moving, lyrical, romantic, original, poetic in tone and atmosphere, an exquisite piece of painting, an unsurpassed masterpiece, distinguished by а marvellous sense of colour and composition.

The picture may be dull, crude, chaotic, а colourless daub of paint, obscure and unintelligible, gaudy, depressing, disappoint­ing, cheap and vulgar.

FEELINGS AND EMOTIONS
1. Positive feelings: admiration, enthusiasm, excitement, ela­tion, joy, love, pride, zest.

2. Negative feelings: anger, annoyance, irritation, anxiety, de­spair, humiliation, embarrassment, tension, envy, hate, jealousy, fear, shame, guilt, rage, terror.

3. Emotional condition: а) to feel good, to feel fine, to feel great, to feel pride and joy, to be bright and happy, to be in а good mood; b) to feel bad, to feel uneasy/anxious/lonely/scared/miserable/ guilty, to feel put upon, to be upset, to be tense and jumpy, to be furious, to be in а bad temper.

4. Display of emotions: to express/hide/disguise/control/те­veal/relieve ones feelings, to соре with one's feelings, an outlet for one's feelings, to get angry at smth./smb., to let off steam, to burst out laughing/crying, to behave calmly and coolly, to take one's irritation out on smb., to throw tantrums, to scream and yell at smb., to keep/lose ones temper, to fly into а rage.

TALKING ABOUT PEOPLE
1. Virtuous (good) characteristics: affable, amiable, good-na­tured, good-humoured, kind, kind-hearted, communicative, socia­ble, friendly, modest, discreet, generous, considerate, attentive, thoughtful, earnest, sincere, enthusiastic, calm, quiet, composed, self-possessed, honest, merciful, impartial, just, patient, forebear­ing, sympathetic, respectable, cordial, broad-minded, witty, intelli­gent, dignified, capable, benevolent, philanthropic, scrupulous, consistent, easy-going, affectionate, devoted, loyal, courageous, persevering, industrious, hard-working, sweet, gentle, proud.

2. Evil (bad) characteristics: ill-natured, unkind, hard-hearted, reserved, uncommunicative, unsociable, hostile, haughty, arro­gant, dashing, showy, indiscreet, unscrupulous, greedy, inconsis­tent, tactless, insincere, hypocritical, false, vulgar, double-faced, indifferent, dispassionate, fussy, unrestrained, dishonest, cruel, partial, intolerant, conceited, self-willed, wilful, capricious, per­verse, insensible, inconsiderate, servile, presumptuous, deceitful, harsh, sulky, sullen, obstinate, coarse, rude, vain, impertinent, im­pudent, revengeful.

MAN AND NATURE
1. Natural resources and attractions: minerals, (fresh) water­supplies (reservoirs), floods, rainfalls, vegetation, greenery, wood­land(s), forestry, wildlife, animal kingdoms (population), flora and fauna, arable land (soil), cultivated 1апд, open land, "green" belts, recreation areas, coastal areas, country (national) parks, clear landscapes, public open spaces.

2. Environment and man: to link man to nature, to adapt to en­vironment, to be preoccupied with economic growth, unrestricted industrialization, the sprawl of large-built areas, industrial zoning, to upset the biological balance, to abuse nature, to disfigure (litter) the landscape, ecology, ecosystem, to be environment-conscious, to be environment-educated.

3. Environmental destruction and pollution: land pollution, derelict land, industrial wastes, the by-products of massive indus­trialization, to dump waste materials on land, extensive use of agrochemicals, the denudation of soil, the toxic fall-outs of ma­terials, water pollution, а dropping water level, to face the fresh­water supply problem, depletion of water resources, the disrup­tion of water cycle, marine pollution, oil spillage, air (atmospheric) pollution, the air pollution index, to produce foul air, to exhaust toxic gases (fuel), combustion of fuel, concentra­tions of smoke in the air, dust content in the air, radiation, high (low) radioactivity, to store (disperse) radioactive wastes, noise of­fenders (pollutants), merciless killing of animals, destruction of animal habitats.

4. Nature conservation and environment protection: а global imperative for environment, global environmental security, to pre­serve ecosystems, to create disaster-prevention programmes, to harmonize industry and community, plants and people, conser­vation movement, to preserve woodlands, to protect and reproduce animal (fish, bird) reserves, to fight pollution, to install anti­pollution equipment, to minimize noise disturbance, to reduce p0!­Iution, to dispose garbage (litter, wastes) in designated areas.

Примерыконтрольныхработ

TESTYLE="UNIT

I. Insert prepositions or post-verbal adverbs.

I should like to tell you…… my recent holiday. As my brother and myself are members…….. the Youth Hostels Association we decided to go Youth Hostel-ing…… our holidays. …….six o’clock….. the morning…… the 5th….. August we set…… ……. our walking holiday…….. the Lake District. The first hostel we visited was one…….. the end…….. Ullswater Lake, a hostel named Greenside. It was a pretty little hostel……. the foot……. a mountain, …….. a stream………. one side……. it. All round us were mountains, with paths winding…… the top…….. them. We were given a room…….. the first floor. …….. Our window we had a beautiful view……. the lake and the mountains. We stayed…….. Greenside……. one night and the next day we set…….. to climb a steep mountain path named Sticks Pass. I had never been…….. the mountains before and was looking…….. ……… the ascent tremendously.

II. TranslateintoEnglish.

1. Несколько широко известных и уважаемых журналистов постоянно сотрудничают с этим еженедельным изданием. 2. Он упал, ударившись головой о стену. 3. По вкусу это больше похоже на курицу, чем на индейку. 4. Итак, в заключение, позвольте мне подвести итог тому, что мы обсудили. 5.У него в столе было не так много вещей – лишь всякая мелочь. 6. Он продолжал отпускать шутки о моей внешности. 7. Тонкий луч света показался сквозь щель в шторах. 8. Чтобы купить коттедж она собрала остатки своих сбережений. После этого денег у нее совсем не осталось. 9. Для такой деликатной работы тебе нужна твердая рука. 10. Букет простой, но цветы подобраны со вкусом. 11. Ты втянул нас в эту неприятную историю, Тед. Ты можешь вызволить нас из нее. 12.Мы решили, что это будет прекрасной возможностью, чтобы внести свой вклад в общее дело. 13. У меня мигом упало настроение, когда я увидела, что они сделали с моими цветами. 14.»Вы лучше разбираетесь в бренди, чем в музыке, доктор», сказал Крис.15. Так дело не пойдет! Если ты не будешь тверд, она опять обведет тебя вокруг пальца. 16. В последней контрольной работе я сделал массу ошибок и окончательно все испортил. 17. Мы услышали, как треснула ветка, и увидели, как она отломилась. 18. Кофе должен быть крепким и без постороннего привкуса. 19. Я бы никогда не подумал, что люди так легко могут поверить сплетням. 20. Он такой милый! Чем больше смотрю на него, тем больше в этом убеждаюсь. Не понимаю, почему он тебе не нравится. Хотя, на вкус и цвет товарища нет.

Test (mid-term)

1. When a student, I... to the discos every Friday night.

a/ used to go c/ use to go

b/ are used to go d/ were used to go

2. Our mother doesn’t ...of eating between meals.

a/ agree c/ suggest

b/ allow d/ approve

3. If it ...so late, we could have a chat.

a/ won’t c/ isn’t

b/ weren’t d/ not be

4. Let’s ask him to do this work,...?

a/ will we c/ don’t we

b/ shall we d/ are we

5. Please give me... .

a/ a yellow c/ yellow one

b/ a yellow one d/ a yellow ones

6. It’s the first time my brother...to the Zoo.

a/ was c/ has been

b/ were d/ had been

7. We are all looking forward...your friends.

a/ of seeing c/ for seeing

b/ to see d/ to seeing

8. My grandma makes me...carrots, but I prefer ice-cream.

a/ eat c/ to eat

b/ eating d/ to eating

9. ...never knows what to say in such situation.

a/ No one c/ Someone

b/ One d/ Each one

10. Dad wants me...him a glass of cold water.

a/ bring c/ to bring

b/ bringing d/ to bringing

11. My grandparents...bread with the meals.

a/ are used to eat c/ get used to eat

b/ are used to eating d/ got used to eat

12. I like to watch football on TV because you can see more...than from a seat in the stadium.

a/ clearness c/ clear

b/ clearer d/ clearly

13. He went upstairs and had... .

a/ wash c/ a wash

b/ the wash d/ not wash

14. ...rich pay higher taxes?

a/ Does c/ Does the

b/ Do d/ Do the

15. Can you hear the sound of...inside?

a/ laugh c/ laughter

b/ laughs d/ laughed

16. The information...contained...article on biology.

a/ was...in an c/ was...on an

b/ were...in the d/ were...on the

17. Do you know all of the...in our town?

a/ mathematic teachers c/ mathematic’s teachers

b/ mathematics’ teachers d/ mathematics teachers

18. Don’t mix up our suitcases, yours is almost the same... .

a/ like my c/ to mine

b/ as my d/ as mine

19. We are getting pretty fed up...him.

a/ to c/ with

b/ of d/ upon

20. I don’t feel like... this article today.

a/ to read and translate c/ read and translate

b/ on reading and translating d/ reading and translating

21. Can you look...my son for an hour while I go to the dentist?

a/ out c/ for

b/ to d/ after

22. It was not easy to understand the language..., but after a few days we could communicate quite well.

a/ first c/ at first

b/ firstly d/ first of all

23. ...you rather sit by the fire?

a/ Don’t c/ Will

b/ Won’t d/ Wouldn’t

24. Would you...the telephone?

a/ to answer c/ answer

b/ answering d/ to answering

25. Jane was here a few minutes ago, but she...now.

a/ went c/ have gone

b/ has gone d/ had gone

26. I can’t bear... in queues.

a/ stand c/ to stand

b/ standing d/ to standing

27. Ann’s health is...better now.

a/ more c/ many

b/ much d/ less

28. I am scared of... .

a/ dark c/ the dark

b/ a dark d/ some dark

29. Your word is...for me.

a/ enough good c/ good as enough

b/ good enough d/ good than enough

30. I have no idea of... .

a/ geography of Scotland c/ the geography of Scotland

b/ geography of the Scotland d/ the geography of the Scotland

31. ...tourists stay here.

a/ Only few c/ Only a few

b/ Only little d/ Only a little

32. Is it difficult to find a... in the centre?

a/ three-bedroom flat c/ three-bedroom flats

b/ three-bedrooms flat d/ three-bedroom’s flat

33. ...you get to know him, the more you like him.

a/ As more c/ More

b/ The more d/ The most

34. If something makes you worried and unhappy, you are very upset...it.

a/ about c/ of

b/ with d/ to

35. I don’t like strong coffee, and... .

a/ she doesn’t too c/ either does she

b/ neither does she d/ she doesn’t neither

36. If Jane...with us, we would have had a good time.

a/ would come c/ would have come

b/ had come d/ came

37. Since she isn’t answering the telephone, she... .

a/ must have left c/ should have left

b/ need have left d/ can have left

38. We’d...this work until he asks us for.

a/ rather not do c/ not rather do

b/ rather not to do d/ rather not doing

39. You...me a postcard, but you didn’t.

a/ could send c/ could be sent

b/ could have sent d/ could had sent

40. Dan has already had his composition... .

a/ be check c/ be checked

b/ check d/ checked

41. Dad congratulated Jane...passing the exam.

a/ with c/ on

b/ at d/ -

42. Jack forgot about...him to join us for the dinner.

a/ us to ask c/ us asking

b/ our asking d/ we asking

43.I want one and...of pears, please.

a/ half kilo c/ half kilos

b/ a half kilo d/ a half kilos

44. Both I and my friend...to see you here.

a/ was surprised c/ were surprised

b/ has surprised d/ have surprised

45. ...three years passed before we met again.

a/ Another b/ Other c/ The other

46. ...we’ve eaten today is a bar of chocolate.

a/ Each b/ Everything c/ All

47. It was...that we decided to walk though the time pressed.

a/ such nice weather c/ so nice weather

b/ too nice weather d/ such a nice weather

48. Tuition in an American university runs...several thousand dollars a semester.

a/ high as c/ as high to

b/ as high as d/ as high than

49. It was careless...you to forget...the door.

a/ of...to lock c/ of...locking

b/ to...to lock d/ to...locking

50. Either Jane or her parents...to speak to me.

a/ is going c/ are going

b/ has been going d/ have been going

51. Would you mind..., please?

a/ to open the window c/ opening the window

b/ open the window d/ to the window opening

52. You...your seats beforehand if you want to go to Paris on a through train.

a/ had better to book c/ had to better book

b/ had better book d/ had to book better

53. I’m likely...very busy tomorrow.

a/ is c/ be

b/ - d/ to be

54. I hadn’t expected Jane to apologise, but I had hoped...

a/ her calling me c/ that she would call me

b/ her to call me d/ that she call me

55. They...him, because Nick didn’t say that.

a/ must misunderstand c/ must be misunderstanding

b/ had to misunderstand d/ must have misunderstood

56. I’d like to know...about this accident.

a/ each b/ everything c/ all

57. You should have your tooth...soon.

a/ be take out c/ be taken out

b/ take out d/ taken out

58. Harry succeeded...passing the test.

a/ at c/ on

b/ in d/ with

59. I really appreciate...to help me.

a/ you to offer c/ your offering

b/ that you offering d/ that you are offering

60. The ticket agent said that the plane would be boarding at... .

a/ the gate six c/ sixth gate

b/ gate six d/ the six gate

61. I asked for ... .

a/ a two coffee c/ the two coffee

b/ two coffee d/ two coffees

62. Neither Jim nor Jack... there.

a/ was invited c/ were invited

b/ was been invited d/ were been invited

63. Her house wasn’t ... .

a/ a better than ours c/ better than our

b/ any better than our d/ any better than ours

64. The trains run here...three hours.

a/ each b/ every c/ all

65. He has...books on history as my Dad has.

a/ half of c/ a half less

b/ half as many d/ a half as many

66. The midterm was...the beginning.

a/ like c/ alike

b/ same d/ similar

67. If you feel that you don’t trust someone, you are suspicious... .

a/ at him c/ with him

b/ of him d. on him

68. He felt satisfied...he had done.

a/ with all the work c/ at all work

b/ by all the work d/ by all work

69. Jack overslept and was...late that he missed his train.

a/ so c/ too

b/ much d/ very

70. ...a lovely flower! Thank you very much!

a/ How c/ What

b/ So d/ That

Final Test

I. Open the brackets. Use the Past Indefinite, the Present Indefinite, the Present Continuous, the Present Perfect or the Present Perfect Continuous.

1. I’m so glad you (come). We (wait) for hours. 2. Look! She (write) something on the fly-leaf of the book. 3. I wonder what (happen) there since we (leave)? 4. I (ring) the bell for the last quarter of an hour. 5. I don’t want to take a cure at all. I’m perfectly happy. All my life I (be) perfectly happy. 6. Here’s my key. I (leave). 7. I must not let my eyes get all red and swollen, or Henry’ll know I (cry). 8. At the lesson the teacher told that the sun (shine) with different degrees of heating power in different parts of the world. 9. Cesare, you and I (be) friends for all these years, and I never (tell) you what really happened to Arthur. 10. What are we going to say to the king when he (come) in?

II. Use one of the prepositions: about, after, at, for, in, of, on, to, with

1. She’s only crying because she wants you to feel sorry…her. Ignore her and she’ll stop.

2. When he explained…me what he was looking…, I was able to help her.

3. I’m so bored…this exercise I could scream.

4. Joanna was very proud…her son when he won the race.

5. I don’t think I’ll come…you. I’m not really interested…folk music

6. That man’s smiling…me as if he knows me.

7. I’ll make sure he gets the message before he leaves…the office in the morning.

8. How dare you accuse me…stealing? I wouldn’t dream…doing such a thing!

9. It’s no good complaining…the problem if you’re not prepared to do anything … it.

10. He’s one of those people who believes…saying what he thinks, even when it upsets people.

11. Are you nervous…addressing a large audience?

12. I’m afraid your teacher was rather shocked…what I said.

13. I was furious at first, but after he had apologized…me I calmed down.

14. He has forgiven her…what she did.

15. I no longer care…what he thinks.

16. I’m old enough to look…myself.

17. She’s perfectly capable…managing alone.

18. He’ll never succeed…changing her opinion.

19. I’m relying…her to help me.

20. The minibus belonged…a group of tourists.

III. Match the underlined verbs and phrases with the phrasal verbs on the right.

1. I can give accommodation to you for the weekend. a. put up

2. We’ve postponed the meeting till next week. b. take off Extinguish the lights before you go to bed. c. take after

4. They are eager to assume control of the company. d. put out

5. When did you start skiing (as a hobby) e. put down

6. I don’t know how you can endure these conditions. f. put off

7. The plane left the ground two hours ago. g. take over

8. Doesn’t he resemble his father! h. put up with

9. The government is sure to raise taxes soon. i. take up

10. Try not to make him look small. j. put (smb.) up

IV. Use the correct form of the adjectives.

1. My…brother is 3 years…than me.(old)

2. They live 20 miles from…town. (near)

3. Have you read brown’s…novel? It’s much better than his…one.(last)

4. She was…to arrive.(last)

5. This wine is…as I ever tasted.(good)

6. Thing are going from…to… .(bad)

7. No…news had come.(far)

8. Of the two evils let us choose… .(little)

9. She was…of the family.(practical)

10. Handball isn’t so…as football.(popular)

V. Choose the appropriate adverb.

1. His heart was (deep, deeply) moved. 2. The idea seemed (high, highly) improbable to everybody. 3. You will have to work really (hard, hardly) to get everything done as planned. 4. The mechanic (close, closely) examined the machine. 5. He was (near, nearly) run over by the car. 6. I’ve seen very little of him (late, lately). 7. She always comes (pretty, prettily) dressed. 8. The train passed by whistling (loud, loudly). 9. You paid too (dear, dearly) for this radio set. 10. Through a space in the trees I could see the house door; it was (wide, widely) open. 11. The tunnels of the Moscow Metro are dug (deep, deeply) below the surface of the earth. 12. The plane soared (high, highly), we could (hard, hardly) see it. 13. He approached me (closer, more closely) to hear me well. 14. He lives quite (near, nearly). 15. You‘ve come too (late, lately). 16. It is (pretty, prettily) difficult to speak to her. 17. Do I speak (loud, loudly) enough? 18. The father loved his daughter (dear, dearly). 19.Nabokov’s works are (wide, widely) known throughout the world. 20.You guessed (wrong, wrongly).

VI. Put the adverb on the right in the correct place in the sentence. Sometimes more than one place is possible.

1. The film was good. quite

2. I phoned the police. immediately

3. I got up late this morning, but just

I managed to catch the bus. fortunately

4. ‘Hi, Pete. How are you?

My name’s John, but don’t worry.’ actually

5. In the middle of the picnic it began suddenly

to rain.

6. I saw Mary at the party. I didn’t

see anyone else. only

7. Everybody in our family loves really

ice-cream, me. especially

8. The traffic to the airport was bad

that we missed the plane. nearly so

9. I’m tall to be a policeman, but I enough

haven’t got qualifications. enough

10. Jane and I have been friends. W ever

went to school. We were born in together

the same hospital. always

VII. Complete the table.

Base adjective Strong adjective

hot …

tired …

… disgusting

interesting …

… superb

dirty …

… astonished

… huge

angry …

funny …

terrified

clever …

… beautiful

VIII. Complete the sentences with either the infinitive without to or the –ing form of the verb in brackets.

1. When I woke up, I could hear the birds…(sing).

2. But then I heard my brother…(slam) the bathroom door.

3. Soon I could smell bacon…(cook).

4. From our hotel window we could see people…(play) and…(sunbathe) on the beach.

5. I saw her…(pick) up the letter from the mat and…(rip) open the envelope.

6. When I got to the cinema, I spotted my friend…(wait) for me.

7. Over the years I watched the new airport…(build).

8. I knew the guests had arrived because I could hear them…(laugh) downstairs.

9. I’ve never seen anyone…(eat) as much as you do.

10. I noticed a girl…(shoplift). I saw her…(take) a bottle of perfume from a shelf and…(put) it in her bag.

IX. Open the brackets. Use the necessary tenses in the Passive Voice.

1. Look! There is nothing here. Everything (to take) away. 2. We (to tell) to wait because the man (to question) just. 3. If anyone comes in you (to find) looking through his papers.4. We can’t get there in time. By the time we get there the papers (to destroy). 5. Why nothing (to do) about it at the time? 6. You can’t go in. She (to interview) for the TV. 7. She promised that nothing (to do) till he came back. 8. I had a most unpleasant feeling that I (to watch). 9. She looked a different girl. Her face (to wash), her hair (to comb). All traces of tears (to remove). 10. We could still see the tracks where the car (to drag) off the road.

X. Translate into English using the Speech Patterns and Active Vocabulary:

1. Чем больше читаю светскую хронику, тем больше ухудшается настроение.

2. В этой башне не осталось ни одной безопасной ступеньки, придется подниматься по винтовой лестнице.

3. Никогда бы не подумал, что обвести человека вокруг пальца так легко.

4. Это никуда не годится. Вам придется удалить (соскрести) всю краску, прежде чем перекрасить дверь.- Но на это уйдет часа два!- Зато у вас будет возможность понять насколько вы уравновешенный человек.

5. Это было больше похоже на шутку дурного вкуса, чем на вклад в общее дело.

6. Не поддаваться ее влиянию – вот что вам необходимо.

7. Я бы охарактеризовала его скорее как общительного человека, а не верного друга.

8. Если бы он не вмешивался в чужие дела, к нему не относились бы с таким подозрением.

9. Его размышления не имели ничего общего с сутью данного вопроса.

10. Она по-своему талантлива, но недостаток такта может помешать ей сделать карьеру великолепной актрисой.

Структураэкзаменационногобилета

Card №1

1. Translate sentences from Russian into English using your active vocabulary.

2. Speak on the topic: “Tourism. Does Modern Tourism Broaden or Narrow the Mind?”

Как только они сели за стол, он перешел к сути дела. Со смешанным чувством страха и восхищения, стараясь не поддаться искушению вмешаться в разговор, я наблюдал за этим странным, но удивительным человеком. Его поведение отражало его воспитание. Большое воздействие оказал на него контакт с природой, поэтому он никогда не терялся ни в каких ситуациях и всегда осознавал свои поступки. Джек не страдал от недостатка внимания. Но все-таки иногда он напоминал маленького ребенка, у которого были затруднения при общении с людьми. И если бы меня попросили назвать единственную причину его превосходства над другими, я бы ответил, что это особый взгляд на мир.

Организованная самостоятельная работа для студентов

Форма ОргСРС

Семестр

Объем и время

Объем и время, затрачиваемое на выполнение

Форма выполнения

форма контроля

Чтение художественной литературы.

5-6

30 стр.

в течение семестра

Краткое эссе.

собеседование

Аудирование произведений художественной литературы

5-6

Продолжительность звучания

15 мин.\нед.

В течение семестра

Задания на понимание

Собеседование

Краткий пересказ текста

Аудирование текстов по изучаемой тематике.

5-6

продолжительность звучания

20 мин./нед.

в течение семестра

аналитические обзоры

краткое изложение

Чтение аутентичных текстов по изучаемым темам

5-6

4 тыс. знаков/нед.

в течение семестра

письменно;

смысловой, лексический, стилистический анализ

Высказывание, сообщение, презентация

Просмотр видеофильмов

Интернет.

5-6

40 мин./нед.

в течение семестра

Резюме фильмов.

собеседование

Балльно-рейтинговая система оценки успеваемости студентов по

дисциплине «Иностранный язык»

В связи с введением рейтинговой системы контроля знаний кафедра филологии устанавливает по каждой дисциплине отчетность с учетом деления объема материала дисциплины на три модуля.

В течение каждого модуля студент выполняет контрольную работу.

В течение 3 модуля студент имеет право ликвидировать задолженность по первым двум модулям, отчитавшись за невыполненные виды работы.

Предусматривается поощрение студентов в виде премиальных и «бонусных» баллов за выполнение заданий более сложного (аналитического, обобщающего, углубленного) характера.

Оценка знаний по каждому модулю учитывает все виды занятий по дисциплине (лекционные, практические, лабораторные). Количество набранных баллов по каждому установленному кафедрой показателю сообщается студенту в конце каждого модуля и выставляется в ведомости.

Кафедра филологии устанавливает в течение каждого семестра два уровня контроля:

- контроль текущей работы в семестре;

- итоговый контроль;

- «Бонус».

Система оценки успеваемости студентов в ходе всех форм контроля осуществляется по 100 балльной шкале.

Первый уровень контроля (контроль текущей работы в семестре) включает в себя следующие виды работ:

- посещение практических занятий – 0,5б.

- модульные контрольные работы – до 15б.

- ответы на занятиях – до 3б.

- домашняя работа – до 5б.

- самостоятельная работа – от 5б. до 10б.

- реферат – от 5б. до 10б.

- собеседование – до 10б.

- монологическое высказывание по теме – до 5б.

- письменная работа – до 5б.

- работа с газетой – до 10б.

- работа со спец. текстом - до 10б.

- аннотация, реферирование – до 5б.

Второй уровень контроля (итоговый контроль) – экзамен.

По результатам трех модулей и премиальных студент может заработать автоматически зачет (если имеет не менее 60 баллов), а также удовлетворительную оценку (от 60 до 70 баллов) и хорошую оценку (от 71 до 90 баллов) без сдачи экзамена.

На экзамене студент имеет право повысить свой рейтинг до 100 баллов.

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