English for Students of Pedagogy Textbook

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное бюджетное образовательное учреждение
высшего образования
«Тихоокеанский государственный университет»
Н. В. Барсукова
English for students of pedagogy
Утверждено издательско-библиотечным советом университета
в качестве учебного пособия
Хабаровск
Издательство ТОГУ
2023
УДК 811.111(075.8)
ББК Ш 143.21я7
Б261
Рецензенты:
кафедра иностранных языков и межкультурной коммуникации
Дальневосточного государственного университета путей сообщения
(завкафедрой канд. филол. наук, доц. Е. Ф. Гладкая);
методист КГАНОУ «Краевой центр образования»,
канд. пед. наук, доц. Л. Г. Куц
Н ау чн ый р е д а к т о р
канд. социол. наук, доц. И. Ф. Уманец
Б261
Барсукова, Н. В.
English for students of pedagogy: учебное пособие / H. В. Барсукова ;
научный редактор И. Ф. Уманец ; Министерство науки и высшего
образования Российской Федерации, Тихоокеанский государственный
университет. - Хабаровск : Издательство ТОГУ, 2 0 2 3 1 0 3 , [1] с.
ISBN 978-5-7389-3703-3
Издание включает материал - тексты, задания, упражнения, стимулирующие и
развивающие навыки устной и письменной речи на английском языке и ставит своей
целью научить студентов извлекать информацию при чтении, излагать содержание поанглийски, делать сообщения и обсуждать темы, связанные с педагогической наукой.
Предназначено для студентов 2-го курса очной, очно-заочной, заочной формы
обучения, обучающихся по всем направлениям подготовки педагогической
направленности изучающих дисциплину «Иностранный язык в профессиональной
деятельности педагога».
УДК811.111(075.8)
ББК Ш143.21я7
ISBN 978-5-7389-3703-3
© Тихоокеанский государственный
университет, 2023
© Барсукова Н. В., 2023
ВВЕДЕНИЕ
Предлагаемое учебное пособие предназначено для студентов 2-го курса
очной, очно-заочной, заочной формы обучения, обучающихся по всем направ­
лениям подготовки педагогической направленности изучающих дисциплину
«Иностранный язык в профессиональной деятельности педагога».
Учебное пособие ставит своей целью научить студентов быстро извлекать
информацию при чтении, излагать содержание по-английски, делать сообщения
и обсуждать темы, связанные с педагогической наукой.
Пособие состоит из двух частей и двух приложений.
Первая часть «Teacher’s vocabulary» построена на материале аутентичных
текстов, освещающих тему «Лексический запас в области профессиональной
деятельности педагога». Тексты пособия предназначены для развития навыков
изучающего чтения и включают программный лексико-грамматический матери­
ал. Лексическо-грамматические упражнения направлены на закрепление актив­
ной лексики в тесной связи с грамматическим материалом, необходимым для
более эффективного усвоения лексического материала и расширения рецептив­
ного и потенциального словарей. Речевые упражнения направлены на развитие
навыков диалогической и монологической речи в коммуникативных ситуациях.
Вторая часть «Grammar Reference and Practice» направлена на систематиза­
цию имеющиеся знаний студентов и на развитие умения правильно употреблять
грамматические конструкции английского языка. В приложениях представлены
ссылки на интернет-ресурсы для получения дополнительной информации по
грамматическим темам, выполнения упражнений и тестирования знаний, табли­
ца неправильных глаголов, которая поможет студентам повторить основные
формы английских неправильных глаголов.
Пособие составлено в соответствии с требованиями действующей про­
граммы по иностранному языку в профессиональной деятельности педагога для
лингвистических и нелингвистических специальностей высших педагогических
учебных заведений.
3
PART t TEACHER’S VOCABULARY
UNIT 1. BEING A TEACHER IS GREAT
Before you read
Exercise 1. Share your ideas about the following statements
Leadership will help a teacher gain the respect and attention o f students.
Teachers need personality for sure.
A teacher is multi-skilled.
In teaching no day is ever the same.
Being a teacher should never be underestimated.
Teaching is tough.
Reading
Exercise 2. Read the passage and compare your ideas with those given in it
What is a true teacher like?
We traditionally consider a teacher as a professional educator who prepares
students to continue their studies to enter the job market by providing knowledge.
Teachers can also educate their students in soft skills, such as listening and time
management, and hard skills, such as technical knowledge.
Teachers are required to have at least a bachelor’s degree. High school
teachers usually specialize their education in the subject they wish to teach, such
as mathematics, science, social studies or English. Many teachers also purchase
a master’s degree in education or the particular subject they want to teach.
Teachers must also have continuing education throughout their careers. These
are common requirements to a teacher as a professional. But there are other qual­
ities which a teacher should possess. They define them more as personalities than
professionals.
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Charisma is something that takes teachers to another level. We all respond
to people with a personality, someone who demonstrates they care. The teacher
who understands that parts of the curriculum are tough and does their best to get
people through it is a star. Teachers are much more intelligent that students give
them credit for sometimes.
Teaching is about being a good administrator, multi-tasker, scheme fol­
lower and target-hitter but it’s much more than that.
That’s not a surprise as many job surveys show that money is not a motivator
once you reach a certain level. We all know that doing something we hate is
called stress but doing something we love is called passion. Teaching is the kind
of career where no day is the same really. If you work in schools, kids change.
You see that profoundly when they waltz in after the summer break and some of
them are grazing the ceiling they’ve grown so much. Many things happen to stu­
dents throughout their school life and sometimes teachers are the only real con­
stant.
How will you get into students’ heads? When a teacher truly connects with
classes and students amazing journeys can ensue. There is nothing more special
that the famous Tight bulb moment’ when you know a difficulty has been cleared.
We can never underestimate that student journey either.
Teaching is really tough. No one who has actually worked in a classroom
would disagree with that. You need to have great subject knowledge; you need to
be prepared to be flexible and excited, enthusiastic, passionate but also tough.
Very often teachers feel as 4puppy walking’ where students tested your mettle
and pulled on the lead until they realized ‘walkies’ would be far more interesting
and pleasurable when they cooperated. It’s tough being consistent and when you
mean exactly what you say.
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Working with words
Exercise 3. Use your dictionaries or internet resources to find the
translation the words in bold. Check their meaning with your class mates
Exercise 4. Match the words given in the left hand column with their
meaning in the right hand column.
1)
educator
2)
3)
4)
5)
6)
7)
8)
skill
knowledge
intelligent
administrator
multi-tasker
scheme follower
target-hitter
9)
passion
10)
profoundly
11)
12)
13)
ensue
flexible
excited
14)
enthusiastic
A facts, information, and skills ac­
quired through experience or educa­
tion; the theoretical or practical under­
standing o f a subject
В a person who teaches people
C clever
D the ability to do something well
E a person who achieves the goal
F fascination
G deeply
H ready and able to change so as to
adapt to different circumstances
I a person who dispenses or adminis­
ters something
J a person who does several different
jobs at the same time
К a person who strictly follows a plan
L exhilarated
M having or showing intense and ea­
ger enjoyment, interest, or approval
N turn out
Exercise 5. Make sentences using the words given below.
1) soft skills / teachers / technical knowledge / listening / their stu­
dents /can /, such as / and time m anagem ent/ educate in / and hard skills, such as
2)
education / science / High school / or English / usually / their / in the
subject / wish / such as / specialize / social studies / teachers / they / to teach /
mathematics.
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3) who / it / o f the curriculum / The teacher / that / parts / are / and / does /
to get / people / their best / through / is a star / understands / tough
4) no day / is / teaching / the kind / where/ is / really / o f career / the same.
5) when / connects / a teacher / journeys/ and students / amazing / ensue /
truly / with classes / can
Exercise 6. Paraphrase the words and word combinations given in iVa/to
1.
Doing something we love is called passion.
2.
Many teachers also purchase a master’s degree in education or the
particular subject they want to teach.
3.
Some o f the students are grazing the ceiling they’ve grown so
much.
4.
There is nothing more special that the famous light bulb moment ’
when you know a difficulty has been cleared.
5.
We can never underestimate that student journey either.
6.
Very often teachers feel as (p uppy walking\
7.
‘walkies’ would be far more interesting and pleasurable when they
cooperated.
Grammar
Exercise 7. Put the verbs in the Present Simple tense
(USUALLY) 1. We all (respond) to people with a personality 2. She (to be)
a school-girl. She (to go) to school in the afternoon. 3. Jane (to be) fond of math.
She (to do) her homework every day. 4. Charisma (to be) something that (to
take) teachers to another level.5. After breakfast she (to go) to school. 6. It (to
take) him two hours to do his homework. 7. She (to speak) French well. 8. My
working day (to begin) at nine o'clock. 8. It (to take) teachers 4 or 5 years to
purchase a Bachelor’s Degree in Pedagogy.
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Exercise 8. Complete the sentences. Use one of the verbs from the box
cause(s)
last(s)
close(s)
drink(s)
live(s)
leave(s)
open(s)
cure(s)
speak(s) take(s) place bring(s)
1.
Ann ... German very well. 2 . 1 never ... coffee. 3. The gym ... at 8 o'clock
and ... at 21.00 every day. 4. Bad driving ... many accidents. 5. My parents ... in
a very small flat. 6. The Teachers’ seminar ... every year.7. My father and I ...
home at eight o’clock. 8. Time ...all things. 9. Each season of the year ... three
months and ... changes in the year.
Exercise 9. Complete the sentences by putting in the verbs. Use positive
or negative forms of the present simple
Model: Ms,. Claire is very sociable. She knows (know) all her pupils.
We've got plenty o f chairs, thanks. We don ft want (not/want) any more.
1. My friend is finding life in London a bit difficult. He.......... (not/speak)
English.
2. Most students live quite close to the university, so they........ (walk) there.
3. She’s got four cats and two dogs. I..............................(love) animals.
4. No breakfast for Mark, thanks. H e .........................(not/eat) breakfast.
5. What's the matter? Y o u .................................(not/look) very happy.
Exercise 10. Put the verb into the correct form. Write sentences about
yourself. Use always/never/often/ sometimes/ usually
Model: (watch television) I never watch television / 1 usually watch televi­
sion in the evening. (etc,)
1. (read in bed) I ....................................
2. (get up before 7 o’clock)............................................
3. (go to university / by bus).................................................
4. (drink coffee)..........................................................................
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5. (watch soap operas)......................................................
6. (attend students’ club)..........................................................
7. (see my students m ates)...........................................................
8. (read b o o k s)................................................................................
9. (listen to pop m u sic)...............................................................
10. (go h ik in g )............................................................................
Exercise 11. Put the verb in the Present Simple tense
1.
Jane ... (not/see) her friends very often. 2. What time ... (the banks/close)
in Britain? 3. “Where ... (Martin/соте) from?” - “He's Scottish.” 4. “W h a t ...
(you/do)T - “I'm a teacher.” 5. I t ... {take) me an hour to get to work. How long
... (it/take) you? 6.1 ... (play) the piano but I ... (not/play) very well. 7 . 1 don’t
understand this sentence. W h a t ... (this word/mean) ? 8. The next bus ... (leave)
at exactly two o ’clock. 9. ... (you/ever/sleep) past noon?
Speaking and Discussion
Exercise 12. Are the statements true or falls?
1.
Teachers are not able to educate their students in soft skills, such as
listening and time management, and hard skills, such as technical knowledge.
2.
Teachers are required to have at least a bachelor’s degree.
3.
High school teachers usually specialize their education in the subject
they wish to teach, such as mathematics, science, social studies or English.
4.
Teachers don’t need to continue their education throughout their ca­
reers.
5.
Charisma is something that takes teachers to another level.
6.
Teaching is about being a good administrator, multi-tasker, scheme fol­
lower and target-hitter.
7.
Money is not a motivator once you reach a certain level.
9
8.
We all know that doing something we hate is called passion but doing
something we love is called stress.
9.
Teaching is the kind o f career where every day is the same.
10. Teachers need to be prepared to be flexible and excited, enthusiastic,
passionate but also tough.
Exercise 13. Answer the questions using the Present Simple according
to the text of ex. 2
1.
Where do teachers purchase their education?
2.
What do teachers teach their students?
3.
What are common requirements to a teacher as a professional?
4.
Which role does a teacher play at his/her work?
5.
What kind of career is teaching?
6.
Which qualities should a teacher possess?
7.
How do teachers often feel?
Exercise 14. Make questions. Begin the questions using the word(s) in
brackets
1.
I get up early. (What time /usually?)_________________________
2.
I have dinner in the evening. (What tim e/usually?)_________________
3.
She works at school. (W here?)_________________________________
4.
People do stupid things. (W hy?)________________________________
5.
She visits a doctor twice a week. (How often?)____________________
6.
They spend their holidays in Sochi. (W here?)________________
7.
His children live in the country. (W here?)___________________
8.
They study German. (W hat?)______________________________
9.
My friend goes hiking to Altai. (W here?)_____________________
10. These students get books on Mondays. (W hen?)_________________
10
11. Vadim usually comes to us in the evening. (W hen?)_______________
12. He always reads the news on the internet. (W hat?)______________
13. Her daughter goes to school. (W here?)______________________
14. My aunt lives in a small house in the country. (W here?)________
15. The train leaves at 5 o ’clock in the afternoon. (W hen?)_____________
16. She often works in the garden. (W hat?)_________________
Exercise 15. Translate into English
ОБЫЧНО 1. Я работаю учителем. 2. Мы работаем в школе. 3. Они не
учатся в педагогическом колледже, они учатся в университете. 4. Вы рабо­
таете в школе? - Да. 5. Он работает? - Нет. Он учится в университете. 6.
Мой брат уже не учится. Он работает в школе учителем. 7. Моя сестра не
читает книг. Она смотрит ролики в интернете. 8. Наша бабушка любит смот­
реть старые комедии. 9. Вы любите отдыхать в кресле? 10. Мы посещаем
уроки наших наставников. 11. Мой брат не любит читать газеты. Он любит
читать новости в интернете. 12. Мы ходим в спортзал по субботам. 13. Мой
брат учит своих учеников играть в футбол. 14. Моя сестра носит деловой
костюм на работу. 15. Мой дядя пишет книги. 16. Мы пишем упражнения в
школе. 16. Когда вы встаете? - Я встаю без четверти семь. 17. Когда обычно
встает твой брат? - Он встает без двадцати восемь. Мой брат ходит в школу.
Speaking and Writing
Exercise 16. Read the passage about a favorite teacher and decide which
qualities that teacher possesses
My Favorite Teacher
My favorite teacher is Ms. Smith, she teaches us Maths. I like her and want
to become like her. She is unique in her own way; she never gets hesitated of my
questions and tells and explains me even 10 times. Actually, I do not like Maths
11
but her patience and way of teaching really inspires me. I would like to say that,
all teachers work very hard so that we can get good marks. I love my teachers and
want to really thank them for their efforts.
Exercise 17. Express your ideas about being a good teacher using the
phrases below.
7
believe. . . , I th in k . . . , 7 have to recon, t ha t . . . , it is true, th a t. . . , nobody
can deny, th a t. . . , I can say, that
... being a good teacher means ...
Exercise 18. Write an assay (about 150-200 words) on the topic “The
teacher I’ll never forget”.
UNIT 2.THE ROLE OF A TEACHER IN SOCIETY
Exercise 1. Share your ideas about the following statements
Teachers are not only those who teach us at school, they can be anyone who
teaches you.
Teachers can either give you bookish knowledge or some moral and social
knowledge.
People who take you out from darkness are teachers.
All teachers do a great job and the teaching profession is a kind of social work.
Exercise 2. Read the passage and compare your ideas with those given in it.
What does a teacher mean for our future?
In some cultures teachers are also called “Guru” and hold a special place in
pupils’ hearts as well as society. All of us have a primary teacher at our home.
Yes, it is our parents and they teach us how to speak, walk, and many other
12
circular activities. Our parents make us able to build some good habits and these
habits are helpful for us in many ways. These habits make us able to acquire
higher education because if a child cannot talk it is very difficult for him to learn
anything at school. So, we can say our parents are our first teachers and they teach
us some basic things.
When we visit our school, we meet some other teachers, who teach us vari­
ous subjects. This schoolish knowledge helps us to choose a better carrier. It
helps us to know our interest and know our potential. In this way, a school teacher
helps us to select our carrier. In this way, some o f us become doctors, whereas
some become pilots. This together makes a mannered and peaceful society.
When there will be education, there will be less crime. In this way, it is possible
to say that all credit goes to a teacher to build a mannered society.
Some o f us are bom brilliant, whereas some are bom singers. Still, they
cannot do anything o f their own; they need a coach who can teach them the correct
technique and style to deal with their abilities.
A teacher always wants his students to shine and become more able. They
equally work hard with you; you would have seen your teachers taking an extra
class before your examination. They can quietly sit aside and let you perform as
per your knowledge, but they won’t. They always want each and every child of
the class to perform his best and they help us in doing so.
Whatever carrier you would choose, you always need a good teacher and a
good teacher can completely change your life.
Teachers should take a special place and respect in our society and one day
we can proudly say that being a teacher is one o f the best professions. Always
listen to your teachers and make them proud of your performance because they
get nothing in return. But if their students succeed, they feel satisfied. A teacher
not only builds a society but also builds a nation.
13
Working with words
Exercise 3. Use your dictionaries or internet resources to find the trans­
lation the words in bold. Check their meaning with your class mates
Exercise 4. Match the words given in the left-hand column with their
meaning in the right-hand column
circular activities
habit
to acquire
schoolish knowledge
carrier
mannered
peaceful
brilliant
technique
to deal with
abilities
to shine
to perform
to succeed
to be satisfied
to be engaged in
ceremonious
calm
activities which we can do
to glitter
way
to work
usual activity
to do well
to be glad with
regular functions
basics we acquire at school
resplendent
profession
to purchase
Exercise 5. Make sentences using the words given below.
1.
Our / and/ parents / circular / how / teach / and / us / they / activities /
to speak / and many other / walk.
2.
we/ we/ who / us / When / teachers / teach / our school / meet / various
/ visit / some other / subjects.
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3.
It / and / our / helps / interest / to know / our / us / potential.
4.
there / will be / will be / When / education / crime / there / less .
5.
take / respect / our / place / Teachers / a special / society / should / and / in.
Exercise 6. Paraphrase the words and word combinations given in italics
1. Our parents teach us how to speak, walk, and many other circular activ­
ities.
2. Good habits make us able to acquire higher education.
3. Schoolish knowledge helps us to choose a better carrier.
4. Teachers’ affords make a mannered and peaceful society.
5. Children need a coach who can teach them the correct technique and
style to deal with their abilities.
6. A teacher always wants his students to shine and become more able.
7. But if their students succeed, teachers feel satisfied.
Grammar
Exercise 7 Choose Future Simple or going to.
1. Dana will/ is going to stay with her penfriend this summer. She's really
excited.
2. We need some milk. I'm going to /'11 go out and bay some.
3. Do you think that w e're going to /41 get there in time for the perfor­
mance?
4. Help that boy. He’s going to / will fall out of the window.
5. 1 can't come out tonight. Г11 /'m going to work on my project.
6.
Boris thinks that his new school is going to / will have better facilities
than his old one.
7. I've decided that Г11 /'m going to live in St. Petersburg when I grow up.
8. What a mess. Will you / Are you going to help me to tidy up?
Exercise 8. Complete the sentences with will or the correct form of be
going to
1. I don't think the students ... get lost.
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2. Sam and I are training really hard this week. We ... run in the 5-kilometre
race on Sunday.
3. There's a spelling mistake on our poster. I ... change it.
4.
Nobody wants to come to our performance. I t ... be a disaster!
5. During the summer holidays I ... work at the leisure centre to earn some
money.
6.
My mother thinks the window ... cost about Rb 2, 000 to repare.
7. I ... have a party on Saturday. Would you like to come?
8. It's Mary’s birthday next week. I think I ... bay her some flowers.
Exercise 9. Complete Anna’s phone conversation with her grandmother.
Use will or the correct form of be going to
Granny: Hi, Anna. Have you got a minute to talk?
Anna: Hi, Granny. Just a minute, I ... turn the TV off so I can hear you. ...
How are you?
Granny: I'm fine, but the weather is really bad here today, There are grey
clouds in the sky and it ... rain soon, Are you looking forward to the journey
tomorrow?
Anna: Well, no. The city is more than 200 kilometers from here, so i t ... be
a long tiring journey.
Granny: Are you ready to start your new term at the University?
Anna: I think I ... enjoy it especially when I see my group mates.
Granny: What are your plans when you get to the dormitory?
Anna: My roommate and I ... decorate our room and put posters on the wall.
Granny: That sounds nice. Please call me when you get there, and write to
me when you start University.
Anna: I promise I ... write. I’ve also decided ... that I keep a blog, so you
can read that, too.
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Exercise 10. Choose the correct words
1. 'What are your plans for this afternoon?' 'We 're going to / 'II watch a
film at home.
2. 'Do you think you 're going to / 'll pass your exams?’ 'Perhaps. I don't
know.'
3. I can't do my homework.’ 'Don’t worry. I'm going to/'ll help you.'
4. 'Why are you studying English?' 'I'm going to / 'll get a job in tourism
when I leave University.
5. 'Oh no! I'm late for work.' 'Calm down -I'm going to / 'll give you a lift.'
6. 'Can I help you with those plates?1 ’Careful! You 're going to / 'll drop
them!’
Speaking
Exercise 11. W ork in pairs. Read the sentences and decide if they are
true for you. Then compare your answers with a partner
1 .1 study at the University, so I can get a qualification o f a teacher.
2. My parents think education is important.
3 .1 like University because all my friends are there.
4. My parents pay for my tuition.
5. I'd like to be a teacher when I graduate from the University.
6. University is the most important thing in my life at the moment.
Exercise 12. Answer the following questions in detail
1.
What do you plan to do after you pass your exams? Will you go to the
summer camp?
2.
What do you think you'll enjoy working there? What won't you enjoy?
3.
How do you think you'll make friends?
17
Exercise 13. Read the passage about a journey to school. What is unu­
sual about it? Why do the children do that?
Pili village, China: The road to education is sometimes a very' narrow path.
Twice a year, a group o f eighty children travel from their village in the mountains
to a school in Taxkorgan, 190 kilometers away. They get to the school in three
days when the weather is good. But when the weather is bad, it takes them a week.
There arc no roads to the village, so the children travel across the mountains
and rivers. The most dangerous part o f their journey is a narrow path along the
side of a 300-metre cliff. If they slip, theyTl fall into the valley below. Every year,
teachers worry about this path. T f anything happens, what will we tell their par­
ents?’ says one. But the danger doesn’t end there. After the mountain path, there
are narrow bridges over deep rivers. The children won’t fall if they're careful, but
some have slipped in the past. Fortunately, no one was hurt.
What do the children think about the trip? According to one teacher, they
enjoy the adventure. But at the moment, the government is building a road to the
school. Everyone hopes they'll finish it this year. If they do, the children won’t
have to risk their lives again.
Exercise 14. Prepare a small report about the Russian scientist M.V. Lo­
monosov and his way to education
18
UNIT 3.THE BEST THING IN LIFE IS A GAME
Before you read
Exercise 1* Match the games and skills they develop. What age groups
are the games aimed at?
1. Hide and seek
2. Chess
3. Skipping
a.
b.
c.
d.
e.
f.
It helps you solve problems.
It doesn’t teach you anything.
It teaches you how to make friends
It keeps you fit.
It helps your concentration.
Play is a waste of time.
Exercise 2. Answer the following questions
1. Have you ever played the games mentioned in Ex. 1? Which games might
children play? Which games might teenagers play?
2. What type of games did you play when you were a child? What do you
play now?
3. Do you think play is a good thing? Choose the opinions given in Ex.l
you agree with.
Reading
Mr. Smith, a Math teacher sometimes asks his class: What are you going to
do after school? Are you going to do your homework? Or are you going to play
outside? In a recent survey, kids said playing outside with friends was their favor­
ite activity. Eighty-six per cent preferred it to playing a computer game, and 89%
preferred it to watching television. Free outdoor play is one of the best things in
life but sometimes we forget this simple fact.
People often think play is only for young children, but actually this isn't true.
In America, a study o f fourteen-year-olds showed that teenagers also enjoy play,
although their games are more risky and competitive. Children may be happy
19
running around and playing 'tag’, but teenagers might prefer ‘dares’ or asking
each other to do challenging things. But children, teens and even adults like play­
ing computer games. It has become recently like an addiction.
So, anyway, play is fun. How else canit help us? L et’s look at some scientific
facts. Scientific research has proved that when people play, their brains grow. In
1964 scientists carried out an experiment on rats. Some rats lived in cages with
no toys, but other rats had toys to play with. Researchers discovered that the rats
with toys had bigger brains and better problem-solving skills.
Scientific studies also show that play helps you concentrate and remember
information. If schools have regular break times, students get better grades. To
prove the point, many Chinese and Japanese schools have breaks every fifty
minutes and their students are some of the best in the world!
Play is also important for social skills - it helps you get on with people. This
might sound obvious, like if you add one and one, you get two; but sometimes we
forget about this. Play helps us learn to communicate and work with others. If you
have good language skills, you make more friends. You're happier, too, and when
people are happy, they do better in life.
To sum up, play helps us develop social skills, solve problems and learn
about the world. It’s also about using bur imagination. Albert Einstein once said,
’Imagination is more important than knowledge’. He also thought that you're never
too old to learn. In other words, adults can benefit from play, too.
Exercise 3. Decide, if the sentences are true or false according to the
content of the text. If the sentences are wrong correct them with appropriate
information
1.
In a recent survey, kids said playing computer games with friends was
their favorite activity.
2.
20
Free outdoor play is one o f the best things in life.
3.
Playing computer games has become recently like an addiction.
4.
Scientific research has proved that when people play, their brains don’t
grow.
5.
Researchers- discovered that the rats with toys had smaller brains and
worse problem-solving skills.
6.
Chinese and Japanese students are some o f the best in the world.
7.
Play is also important for social skills - it helps you get on with people.
8.
I f you have good language skills, you make more friends.
9.
Play disturbs us to develop social skills, solve problems and learn about
the world.
10. Adults can benefit from play, too.
Working with words
Exercise 4. Use your dictionaries or internet resources to find the trans­
lation the words in bold. Check their meaning with your class mates
Exercise 5. Make sentences using the words in bold from the passage
Exercise 6. Find synonyms to the following words from the passage
Research, carry out, discover, grade, do better, sum up, develop, benefit
Exercise 7. Find antonyms to the following words from the passage:
Favorite, outdoor, risky, competitive, challenging, fun, prove, obvious,
adults
Exercise 8. Write the correct negative prefixes im-, ir-, il- or un1.......... happy
2 .......... responsible
21
3 .......... thinkable
4 .........legal
5 ........ polite
6 .......... possible
7 ........ usual
8 ........ mature
We often add the prefix un- to a word to make it negative. However, when
the word starts with I, m, p or r, we often use a different prefix.
a) im- + m or p perfect —> imperfect
b) ir- + r rational —> irrational
c) il- + 1 literate —> illiterate
Exercise 9. Add the correct negative prefixes to the adjectives
Fortunate, helpful, logical, moral, practical, regular, safe, surprising, tidy
Exercise 10. Complete the sentences with negative adjectives in exercises
7 and 8
1.
I think my school is a n ........... place to study. We really need the po­
2.
The classroom looked...............at the end o f the lesson. There were bits
lice.
of paper on the desks and on the floor.
3.
Stop talking! It’s..........................to hear what the teacher is saying.
4.
When someone breaks the law and does som ething........ , it's necessary
to punish them.
5.
My sister is at school. She's scared........ because there are bullies in her
class.
6.
22
I f people are..........., it means they can't read or write.
Grammar
Exercise 11. Match 1-5 to A-E to make sentences. Then complete the
rules
1. When children play games,
A students get better grades.
2. If schools have regular break times,
В their brains develop faster
3. If you add one and one,
C we don't play outside.
4. When the weather is bad,
D you are tired the next day.
5. If you go to bed late,
E you get two.
A) We use the zero conditional to talk about general facts, when one
event or action always happens as a logical result of another event or action,
condition: i f f ............................. tense
resu lt:..........................................tense
B) We can sometimes use.............................. instead of if
Exercise 12. Complete the sentences with the correct zero conditional
form of the verbs below
Learn, pay, not practice, put, seem, not do
1. If y o u ....... a musical instrument, you don't improve.
2. When y o u ....... a new language, it opens up a new world.
3. The w o rld ....... a nicer place, when people are polite.
4. If a person commits a crime, they ... for it.
5. Children become lazy when th e y ....... things for themselves.
6. When y o u ....... police officers in schools, it creates a sense o f fear.
Exercise 13. Read the sentences and complete the rules. Make more sen­
tences using the first conditional.
I f they are not careful, they'll fa ll o ff the w all
They'll fa ll o ff the wall i f they are not careful.
23
We use the first conditional to talk about a possible future action or situation,
and its probable result.
condition: if+......................................................tense
result:..., + verb
The condition clause can come before or after the result clause. We don't use
a comma when i f comes in the middle of the sentence.
Exercise 14. Match 1-6 to a-f to make sentences
1. If you break this law,
2. The children won't work well
3. You'll easily pass the exam if
4. If that man takes those things,
5. It will be easier for you, to get up on time
6. If I don't go home soon,
a) you work hard and do your homework,
b) if you use an alarm clock.
c) you'll pay a fine.
d) I'll get into trouble with my parents.
e) if they're too tired to concentrate.
/ ) I'll call the police.
Exercise 15. Write first conditional sentences. Use the correct form of
the verbs in brackets.
1. If I (have) enough money, I (buy) some new clothes.
2. If it (rain), they (not play) tennis.
3. Mum (be) annoyed if we (be) late.
4. We (catch) the bus if we (hurry up).
5. If they (not leave) now, they (miss) their train.
24
6. You (not get) a good job if you (not do) well in your exams.
Exercise 16. Complete the text with the correct form of the verbs in
brackets. Use the first conditional
Students in the final year of school have to make some difficult decisions. If you
(leave) school and get a job you (have) your own money to spend. You (not earn)
anything for several years if you (do) a university course. Then there's the question of
where to study. You (have) more opportunities if you (study) in a different region.
However, the course (not cost) so much if you (not go) to another region. The best
thing is to talk to parents who will help you to make the right decision.
Speaking
Exercise 17. Choose one of the starting points below and create your own
chain story. Compare with a partner
1. Your alarm clock doesn't ring on time. 3 You forget your best friend's birthday.
2. The weather is good / bad this weekend. 4 You lose your smart phone.
Exercise 18. W ork in pairs. Complete the table with your own ideas.
Then make zero conditional sentences with i f or when.
Condition
Late for tutorials
Result
professor gets annoyed
get bored
Play games
feel scared
Speak English
“say sorry”
Smart phone rings
Zero conditional
1.
If I am late for tutorials,
the professor gets annoyed.
2.
3.
4.
5.
6.
7.
Exercise 19. Speak on the topic “What are you intended to do to be a
qualified teacher?”
25
UNIT 4,FAMOUS EDUCATORS
Before you read
Exercise 1. Discuss the following
Do you know any famous educators?
What was their contribution to the world pedagogy?
Are their works popular nowadays?
How do you understand the phrases: hands-on learning, real-world skills
and self-construction?
Exercise 2. Match the words with their definitions
care for
physician
approach
rigid
dissatisfied
benefit
capability
a way of dealing with a situation or
problem
not content or happy with something
the power or ability to do something
an advantage or profit gained from
something
not able to be changed or adapted
a person qualified to practise medi­
cine, especially one who specializes in
diagnosis and medical treatment
look after and provide for the needs of
Reading
Maria Montessori was an Italian physician and educator who developed
the approach o f education that carries her name. She opened the first Montessori
school over a century ago in Rome, and today there are several schools all over
the world which follow her way of teaching. As an educator Montessori felt that
the education system for children during her time was too rigid. She believed that
children would thrive and learn better in an environment where they were edu­
cated according to their psychological and intellectual capabilities and allowed a
degree of independence. The foundation for M aria’s future career had been laid
26
when as a child she was encouraged to study and observe the world around her.
Her mother was well educated for her times and she motivated her daughter to do
well in life. Maria was bright as a student and held high aspirations for her fu­
ture. Her father wanted her to become a teacher but Maria had set her eyes on
becoming a doctor. Medicine was primarily a male dominant field during the late
19th century and she was often discriminated against being a woman. Neverthe­
less, the gutsy lady completed her education and embarked on a career as an
educator eventually developing the educational approach which came to be
known as Montessori education.
The Montessori method o f education involves children's natural interests and
activities rather than formal teaching methods. A Montessori classroom places an
emphasis on hands-on learning and developing real-world skills. It emphasizes
independence and it views children as naturally eager for knowledge and capable
of initiating learning in a sufficiently supportive and well-prepared learning envi­
ronment. It discourages some conventional measures of achievement, such as
grades and tests.
Montessori education is based on a model of human development. This ed­
ucational style operates abiding by two beliefs: that psychological self-construc­
tion in children and developing adultsoccurs through environmental interactions
and that children (especially under the age o f six) have an innate path of psycho­
logical development. Based on her observations, Montessori believed that chil­
dren who are at liberty to choose and act freely within an environment prepared
according to her model would act spontaneously for optimal development.
Montessori education involves free activity within a "prepared environ­
ment", meaning an educational environment tailored to basic human characteris­
tics, to the specific characteristics of children at different ages, and to the individ­
ual personalities o f each child. The function of the environment is to help and
allow the child to develop independence in all areas according to their inner
27
psychological directives. There are some principles which make it possible to
employ Montessori’s principles in practice:
•
An arrangement that facilitates movement and activity
•
Beauty and harmony, cleanliness of environment
•
Construction in proportion to the child and their needs
•
Limitation of materials, so that only material that supports the child's
development is included
•
Order
•
Nature in the classroom and outside of the classroom
The method has since been used in many parts o f the world, in pub­
lic and private schools alike.
Exercise 3. Decide if the sentences are true or false according to the con­
tent of the passage. If the sentences are wrong correct them with appropriate
information
1.
Montessori believed that children would thrive and learn better in an
environment according to their psychological and intellectual capabilities.
2.
Her mother was not educated and she didn’t motivate her daughter to
do well in life.
3.
Maria was bright as a student and held high aspirations for her future.
4.
Her father wanted her to become a doctor.
5.
Medicine was primarily a female dominant field during the late 19th
century.
6.
A Montessori classroom places an emphasis on hands-on learning and
developing real-world skills.
7.
M ontessori’s method views children as naturally eager for knowledge
and capable o f initiating learning in a sufficiently supportive and well-prepared
learning environment.
28
8.
Her method encourages some conventional measures of achievement,
such as grades and tests.
9.
Montessori education is based on a model o f human development.
10. This educational style operates abiding by two beliefs: that psycholog­
ical self-construction in children and developing adults occurs through environ­
mental interactions and those children have an inborn feature o f psychological
development.
Exercise 4. Complete the following sentences
1.
Maria Montessori was ...
2.
Today there are several schools ...
3.
As an educator Montessori felt t h a t ...
4.
She believed that children would thrive and learn better in an environment...
5.
Maria was bright as a student and ...
6.
Maria had set her eyes on ...
7.
The Montessori method o f education involves ...
8.
A Montessori classroom places an emphasis on ...
9.
Montessori education is based on ...
10. Montessori education involves ...
Working with words
Exercise 5. Find in the text the English equivalents for the words and
word combinations given below
Разрабатывать подход, способ воспитания, жёсткий, способности, не­
зависимость, быть вдохновлённым, быть умным, иметь намерение стать
врачом, бесстрашный, заканчивать образование, педагог, естественные ин­
тересы, методы обучения, делать акцент, реальные навыки, подготовленная
образовательная
среда,
обычные
способы
оценки
достижений,
29
психологическое самопостроение, врожденный путь, подготовленная среда,
внутренние психологические установки, применять на практике.
Exercise 6. Make your own sentences using the words and word combi­
nations from exercise 5
Exercise 7. Study the words below and answer the questions
Homework, a mistake
1. What part o f speech are these words?
2 W hich word can you use with the verb m akel
3. Which word can you use with the verb do?
Using a dictionary to find verb and noun collocations
A collocation is a group o f words which are often used together. Many Eng­
lish verbs collocate with certain nouns only, for example, we say make a cake and
make your bed, but we can't say make the dishes- or make the-houscwork
To find out which nouns are used with a verb, look the verb up in a dictionary
and read the example sentences in the dictionary entry.
When you record new vocabulary, it is useful to include collocations and
your own example sentences with them. If you learn to recognize collocations and
use them correctly, your English will sound more natural.
Exercise 8. Choose the nouns that collocate with pay. If necessary use
information resources
Advice, attention, beliefs, a bill, a compliment, a fine, money, rent, trouble.
30
Exercise 9. Complete the sentences with the word collocations from ex­
ercise 8
1.
I always pay my (apartment)............................. on time. It's usually about
40 euros.
2. My boyfriend never pays me any..................... Maybe he doesn't like me
anymore.
3. Anna, are you p a y in g ............? Did you hear what the teacher just said?
4. I paid a lot of...........................for this laptop, but it is not as good as my
old one.
5.
You mustn’t park the car here. If you do, you'll have to p a y .....................
Exercise 10. Match each verb in column A to two nouns in column B.
Use a dictionary to help you.
В
Time
a film
a present
money
advice
TV
A
Give
Spend
Watch
Exercise 11. Complete the questions with a collocation from exercise 10.
Put the verbs into the correct tense. Then answer the questions
1.
W h a t ... did you ... your best friend for his/ her last birthday? Did he /
she like it?
2.
How much........do y o u ......on a new school uniform every year?
3.
Do you often ... in the evenings? What is your favorite programme?
4.
When did you last go to the cinema? W h ich ... did y o u
5.
How much.......................do you........................doing your homework
?
every week?
31
6.
best
Who do you ask for help if you have a problem? What is the
someone has ever............... you?
Grammar
Exercise 12. Read the story and study the highlighted verbs. Which ones
are regular? Which are irregular? What are their infinitives?
Anastasia was excited. She was also a bit nervous. She usually met her
friends at the weekend, but that Saturday she was at the bus station. This wasn’t
her first bus trip on her own, but it was almost nine hours to her best friend’s
house in Vladivostok.
It was seven o'clock when she arrived but despite o f an early hour the station
was crowded. There were long queues of people and it took her half an hour to
buy a ticket. When she got on her bus, there was one seat left, next to a boy in a
funny T-shirt. He looked up from his mobile phone when she sat down. Anasta­
sia smiled, but he didn't smile back. He didn't want to talk, he just looked out of
the dirty window. 'What did I do? Was I rude?' she thought; then she sighed and
closed her eyes. She needed a rest...
Exercise 13. Read the story again and find more examples of the past
simple. Then answer the questions
1.
How do we make negative and question forms of the verb be?
2.
How do we make negative and question forms of other verbs?
Exercise 14. Choose the correct words
32
1.
What did you buy / bought at the shops?
2.
It stopped / stop raining.
3.
I didn’t liked / like the new teacher.
4.
George didn’t be / wasn't in class yesterday.
5.
Did you caught / catch the bus on time?
6.
She study / studied English at university.
Exercise 15. Complete the sentences. Use the past simple form of the
verbs in brackets
1.
We’re hungry because we (not have) breakfast this morning.
2.
... (your mum and dad buy) a new car recently?
3.
When my aunt was younger, she (spend) every summer by the sea.
4.
I (go) into town, had coffee with her friends and then came back home.
5.
The shops in town (not be) very busy yesterday.
6.
When (you learn) to speak Chinese?
7.
I (run) all my way home to see my favorite TV show.
8.
... (they/travel) by train or by plane?
9.
Alina (not come) to see us last weekend.
10.
(she / forget) her first teacher’s name?
Exercise 16. Complete the next part of the story. Put the verbs in brack­
ets into the past simple. Invent the end of the story
A few hours later, Anastasia (wake up). Outside there (be) empty streets and
ugly houses, grey skies and rain. The.boy beside her (get up) to leave. W here are
we?' asked Anastasia. Trudovoje” said the boy. ... w e................... (go) through
Vladivostok?1 she asked. 'Yes, we did,' he replied. 'We (leave) Vladivostok an
hour ago and ... Anastasia (not wait) to hear more. She quickly (get off) the bus
before it left and (call) her friend. No reply. She (try) again, but her phone stopped
working. Then, things got worse. Anastasia reached for her bag, but it was still on
the bus and the bus (not be) in the station any more. Anastasia (begin) to cry.
'Does this belong to you?' said a voice behind her. It was the boy in the basketball
shirt and he (have) her bag ...
33
Discussion
Exercise 17. Read the passage about K. D. Ushinsky and retell it with
your own words
Konstantin Dmitrievich Ushinsky (March 2, 1824 - December 22, 1870)
"If pedagogy wants to educate a person in all respects, then it must first recognize
them in all respects too".
Konstantin Ushinsky is called the founder of Russian scientific pedagogy.
And this outstanding scientist deserves such a definition like no other. Ushinsky
was one of the first to decide to give priority to the tasks of moral education and
upbringing o f students. The idea of moral education as something “natural” and
“taken for granted” was strongly rejected by him.
Another idea o f Ushinsky, for which the teacher should be warmly thanked,
is the idea o f the importance o f preserving national culture and identity. For the
19th century, French remained the language o f instruction; it was spoken in fam­
ilies and in society. The article by Konstantin Dmitrievich "On the need to make
Russian schools Russian" is still a model of pedagogical appeals.
Being a teacher for both children and teachers, Ushinsky remained in history
as a teacher-publicist. A distinctive feature o f his work is not only an appeal to
the issues o f upbringing and education, but also an ardent love for children and
native people, which greatly contributed to the revival or even awakening of in­
terest in pedagogy in Russia.
Exercise 18. Read the passage concerning the history o f education. Use
the information given in it and add some other facts while discussing the topic
of education
A brief history of education
The first teachers were fathers and mothers, but very early in the history of
mankind, children began to be taught by people other than their fathers and
34
mothers. It is thought that schools first started in Egypt 5,000 to 6,000 years ago,
and that it was the invention o f writing which made them necessary. Reading and
writing were quite different from the skills used in everyday life, and writing made
it possible to store up knowledge which grew with each generation. Specially
trained people were therefore needed to teach it.
Only the sons o f nobles attended the first Egyptian schools. They were taught
reading, physical education and good behaviour. In ancient India the priestly caste
decided what should be taught to each of the four castes, or groups, into which
people were divided. Only the priestly caste was allowed to learn the Hindu scrip­
tures.
In China, until the 19th century, education was organized according to social
classes, and consisted largely of learning the scriptures by heart.
A clear example o f the way in which even neighboring peoples produce dif­
ferent types o f education comes from ancient Greece. Sparta and Athens were two
Greek states. The Spartans, hard and warlike people, gave a purely military ed­
ucation to their children. At the age of seven all boys o f noble families were taken
from their homes and sent to live in schools. They were kept under a very strict
discipline and were taught hunting, military scouting, swimming and the use of
weapons. The Spartans despised literature, and some people could not even read.
At the very same time, also for the nobles only, the Athenians were building
what we call a liberal education - one that helps a man develop all sides of his
nature, helps him to make and appreciate beautiful things and helps him to find
the best way o f life. They thought it was important to educate the body as well as
the mind, and had a programme o f physical training which consisted of running,
jumping, wrestling and throwing the discus. As time went on Athenian education
paid special attention to reading, writing and literature and these were taught by a
special teacher, known as the grammatist. Common people were not educated;
they were trained in craftsmanship, workmanship, trades.
35
Greek philosophers, or thinkers, always discussed what education should try
to do and what it should include. Plato wrote a book called The Republic, which
is one of the best books ever written on education, and since those days Greek
ideas have influenced European education, especially secondary and university
education.
The Romans were very good at organizing, and they were the first people to
have schools run by the government free of charge. Throughout their great empire
there was a network o f these schools which provided three stages o f education.
At six or seven all boys (and some girls) went to the primary school, where
they learned three R ’s: reading, writing, and arithmetic. Most children were not
taught more than this, but at 12 or 13, boys of the rich families went on to the
grammar school to study the Greek and Latin languages and literatures, that is,
what had been written in those languages. At 16, young nobles who wanted to
enter politics or the service of their country went to the schools of rhetoric to be
trained in rhetoric, or public speaking.
In Great Britain the first teachers we read about were craftsmen. They taught
children to read, write and count, to cook and mend their own shoes. In the early
19th century the main system o f teaching was the Monitor system. The teacher
could manage a class o f 100 or more by using older pupils or monitors to help
him. The schools had long desks which were sometimes arranged in tiers so that
the teacher could see every child in a large class.
36
UNIT 5. PROFESSIONAL AND PERSONAL QUALITIES
OF A GOOD TEACHER
Before you read
Exercise 1. Study the list of qualities any teacher must have. If neces­
sary use the dictionary to help you. Range the qualities into the order of
importance. Explain your ranking
Affection, empathy, concern, commitment, humor, punctuality, honesty,
mercy.
Exercise 2. Give definitions to the following key words on the topic
Professional Effective Empathy Effort Truthfulness Impartial Objective-
Exercise 3. Match the words and word combinations in column A with
those in column В
A
1. to obtain some personal qualities
2.
3.
4.
5.
6.
7.
to need affection
words that insult and hurt
to provide an opportunity
to feel nasty
to juggle ideas and notions
incongruous
В
а. слова, которые оскорбляют и
ранят
b. несовместимый
с. нуждаться в любви и внимании
d. испытывать раздражение
е. предоставлять возможность
£ смешивать идеи и понятия
g. приобретать
некоторые
личностные качества
37
Reading
Exercise 4. Read the passage and say which of the most important per­
sonal qualities every teacher should possess according to the content of the
text
A teacher should have a number of personal as well as professional qualities.
To become an effective teacher it is necessary to obtain some personal qualities.
Some o f the significant personal qualities of a teacher are as follows:
Affection
It is the basic feature that a teacher should have. Any pupil expects a certain
amount of affection in every teacher. There is no human being on the earth who
does not need affection from those around, especially from parents and teachers.
A teacher should show love and concern for the pupils. Without teacher’s affec­
tion a pupil cannot feel wanted and accepted.
Empathy
Empathy enables teachers to feel concerned with pupils’ problems and the
efforts they make to cope with them. This quality enables them to understand their
pupils better both emotionally and intellectually.
On the child’s eye view teachers need a lot o f emotional flexibility. Empathy
enables them to be judicious, impartial and objective.
Empathy creates in them better awareness of the functioning of a child’s
mind which in turn would permit them to avoid the use o f words that insult and
actions that hurt. As a teacher they must have empathy as a personal trait.
Concern and C o m m it m e n t
There should be two more qualities in a teacher: genuine concern and com­
mitment to the tasks. As dedicated and concerned about the development of pupils
as their parents generally are and then try to do all within teachers’ ability to see
that they are given an opportunity for their upbringing and development.
38
As teachers, they must remember that the improvement rarely happens spon­
taneously. It is gained through deliberate effort. To reach child’s mind, teachers
must reach and capture his / her heart. Only when a child feels right, he or she can
think right.
If they want to improve their relations with children, they need to unlearn
their habitual language o f rejection and learn a new language o f acceptance. If
they are genuinely interested in the well-being of their pupils, they need to be
authentic, genuine and sincere. They do not have to demonstrate hypocrisy by
acting nice when they feel nasty.
Humor
The sense o f humor is a good feature in a teacher. Whenever we combine
elements in a way that is different, unexpected and incongruous, we wind up with
humor. As a teacher, they should develop the ability to play spontaneously with
ideas, concepts and relationships.
They should have the ability to juggle elements into impossible juxtaposition
and express them ridiculously. All of these can bring in an atmosphere of humor
in the classroom. It can make them laugh or smile, which would make their mind
lighter. Humor can turn out to be a good tool in the hands of an enlightened
teacher.
OtherFeatures:
Personal qualities like cleanliness, punctuality and honesty are the ornaments
of a teacher. The presence of these features enables them transmit those qualities
to the pupil like a lamp which lights another lamp into equal brightness. A pupil
can be inspired with a teacher to be truthful, honest, and punctual. Mercy can be
taught only mercifully.
39
Checking the understanding
Exercise 5. Say if these sentences are true or false according to the text
1.
Affection is the basic feature that a teacher should possess. Every person
expects a certain amount o f affection in every teacher. 2. A teacher does not need
to show love and concern for his pupils. 3. As a worker, we must remember that
the improvement rarely happens spontaneously. 4. Empathy enables teachers to
be judicious, impartial and objective. 5. The sense of humor is a nonprofessional
trait in a teacher. 6. It makes them laugh or smile, which would make their mind
lighter. 7. Teachers have to show hypocrisy by acting nice, when they feel nasty.
8. Personal qualities like cleanliness, punctuality and honesty are the ornaments
of a teacher.
Exercise 6. Complete the sentences
1.
It is the basic quality that a teacher ... 2. There is no human being on the
Earth who does n o t... 3. A teacher should show love and ... 4. Empathy enables
people to be judicious, impartial ... 5. There must be two more qualities in a
teacher: genuine concern ... 6. As a teacher, they must take into account that the
... 7. They should have the ability to juggle ideas and concepts into ... 8. A pupil
can be inspired with a teacher to be ... 9. They do not have to demonstrate hypoc­
risy ... 10. If they want to improve their relations with children ... 11. Mercy can
be taught only ... 12. If they are genuinely interested in the well-being o f ...
Exercise 7. Answer the questions
40
1.
Is it necessary to obtain any personal qualities to be a good teacher?
2.
Which are these personal qualities the teachers should possess?
3.
What is a basic feature a teacher has to have?
4.
What cannot a pupil feel wanted and accepted without?
5.
Which quality enables teachers to understand their pupils better both
emotionally and intellectually?
6.
Empathy enables teachers to be judicious, impartial and objective,
doesn’t it?
7.
What is in your opinion “genuine concern and commitment to the
tasks”? What do they serve to?
8.
What must teachers do to reach child’s mind?
9.
What should teachers do if they want to improve their relations with
children?
10. Do teachers need to be authentic, genuine and sincere if they are genu­
inely interested in the well-being of their pupils?
11. Do teachers have to demonstrate hypocrisy by acting nice when they
feel nasty?
12.
Is it necessary for the teachers to develop the ability to play spontane­
ously with ideas, concepts and relationships?
13. Which teacher’s quality can bring an atmosphere of humor in the class­
room?
14. Which other qualities can contribute to the teacher’s personal develop­
ment?
Working with words
Exercise 8. Translate the words given in brackets
1.
A
teacher
needs
to
have
a
number
of
(личностных
профессиональных) qualities. 2. (Любовь) is the basic (черта) that a teacher
should possess, 3. A teacher should demonstrate (любовь и заботу) for the pupils.
4. In a child’s view teachers need a lot of (эмоций и гибкости). 5. (Чувство
юмора) is a good quality in a teacher. 7. (Сочувствию можно научить лишь)
mercifully.
41
и
Strategy of using a dictionary to find synonyms and antonyms
Learning the synonyms and antonyms o f a word can help you to improve
your reading and writing skills. For example, they can help you to identify para­
phrases when reading a text and to avoid repetition when writing.
You can fin d useful information about the synonyms and antonyms o f a word
in a dictionary. Most dictionaries use the following abbreviations:
SYN = synonym (a word with a similar meaning)
OPP —antonym (a word with an opposite meaning)
The synonyms and antonyms o f a word are always the same part o f speech
as the word itself For example, i f the word is an adjective, all its synonyms and
antonyms will be adjectives, too.
Exercise 9. Read the strategy given above and provide synonyms to the
following words
Affection, concern, trait, perform, consider, improve, nice, sincere, genuine,
possess.
Exercise 10. Read the strategy given above and provide antonyms to the
following words.
Love, basic, personal, care, spontaneously, hypocrisy, ability, authentic, ac­
cepted, empathy, inspire, rarely, gain.
Exercise 11. Match words 1-4 with synonyms and antonyms a-d. Then
find the words in a dictionary and compare their meanings
42
1) short
a) OPP unsafe, dangerous
2) cold
b) SYN awful, terrible
3) safe
c) OPP long, tall
4) bad
d) SYN chilly, cool
Exercise 12. Which verbs are used with the following nouns?
Affection, attention, events, mercy, hypocrisy, quality, elements, atmosphere
Exercise 13. Make your own sentences with the word collocations from
Ex. 11.
Grammar
Exercise 14. Read the information about Anton Makarenko and study
the highlighted words. Then complete rules a-e.
Anton Makarenko (13. 3. 1888-1. 4. 1939) is a world-famous educator and
writer who grew up at the railway station in Belopolye, Kharkov region. Then he
moved with his family to Kryukov town a few years later. Makarenko began his
career as a teacher at one o f Kryukov's schools. However, rather quickly, the
young teacher realized that there was very little knowledge available for success­
ful work. 1914, it was the year, when Anton became a student at the Poltava
Teachers' Institute.
Soon Makarenko had his own system o f re-education o f deviant children,
which he managed to put into practice in the labor colony of the village of Kovalevka, not far from Poltava. The teacher came up with a method, the essence of
which consisted in grouping difficult teenagers groups engaged in independent
arrangement of their own lives. It was the place where he wrote "March o f the
year 30 " "F D -l" "Pedagogical poem ", the books about life of deviant teenagers
in the colony.
Together with his wife Makarenko published his new work entitled "The
Book for Parents", in which, to the smallest detail, he acquaints the reader with
his own views on the upbringing of the younger generation. He was o f the opinion
that the child needs a team; otherwise he will not be adapted in society. However,
he also wrote about the need for each individual in free realization. Another
43
indispensable condition for the harmonious growth and development of the per­
sonality Makarenko considered labor activity.
Anton Makarenko is an educator whose name is well known even to those
who have absolutely nothing to do with pedagogy. But this does not prevent peo­
ple from conducting hot debates around the unique method of education that he
developed and implemented. It’s the method that Makarenko considered as the
only way to deal with deviant and traumatized children who need help.
Relative pronouns and adverbs introduce more information about a person,
a thing, a place or a time.
a
or that for people,
b ..... o r .......for things.
c ........ for possessions.
d .........for places.
e ..................... for times.
We can leave out who, that and which if they are followed by another pro­
noun or a noun. We can't leave out who, that and which if they are followed by a
verb.
Exercise 15. Complete the sentences with the correct word. There may
be more than one correct answer. In which sentences can you leave out the
relative pronoun?
1. Anton Makarenko is someone...... wrote “Pedagogical Poem”.
2. H e’s the man ... life is full of exciting events.
3. “Pedagogical Poem” is a b o o k ..... is interesting to read.
4. This is a b o o k ..... we took from the library.
5. Here are the articles..... are for students o f Pedagogy.
6. Sunday is the d a y ..... students don’t go to the University.
7. A labor colony was the place ... deviant teenagers lived.
44
Exercise 16. Work in pairs. Make sentences using the words in the table
and your own ideas. Can your partner guess who / what / where it is?
a person
a place
a book
a day
a thing
a movie
This is
which
where
whose
when
that
who
I know very well.
I go with my friends.
I really enjoy.
I can't stand.
I use all the time.
is really good at sport.
Exercise 17. Choose the correct words. In which sentence can the rela­
tive pronoun be left out?
1.
The place where / that we're spending our holidays is near the beach.
2.
Let's meet in the cafe that / where is in the square.
3.
Did you meet the boy who / whose parents are both educators?
4.
Do you know the name of the new girl who / which sits next to Nick?
5.
We're looking forward to the day when / which we leave school.
6.
The shop that / whose we buy our school uniforms horn is very expensive.
7.
Saturday is the only day which / when we don't have to do homework.
8.
A concert hall is a place where / whose you can listen to live music.
9.
My grandparents remember a time that/ when these streets were all
countryside.
10. The area where / which we live is very quiet.
Exercise 18. Rewrite the sentences that do not need a relative pronoun
1. The girl that lives next door to me is my group mate.
2. Mr. Green isn't a person that I know very well.
3. The club which we go to every week is closing down.
4. Our teacher is a person who everyone respects.
5. The family whose child destroyed our flowers are moving the house.
6. Our teacher is a person who expects a lot o f her students.
45
Discussion
Exercise 19. Speak about the most important qualities of a teacher
Exercise 20. Write a 50-word summary about the image of a teacher.
What is the image o f today’s teachers?
UNIT 6. JOB HUNTING AND JOB INTERVIEW
Exercise 1. Read the following text and say what it is about
So, you are looking for a job. What must you begin with? There are several
traditional ways o f looking for a job.
A civilized and active means o f looking for a job is studying the market of
the vacancies offered to get an idea o f necessary demands and size up your own
chances. The best way o f doing this is to use the help of employment agencies or
to study independently the ads o f job opportunities being placed on special sites
on the internet.
Announcements o f job opportunities can be read on different sites. But
which of them is worth reacting to? Don’t put much trust in ads on the unreliable
sites. Solid companies place ads on prestigious sites with a firm reputation.
Your main task is to understand whether the position being offered is con­
sistent with the levels o f your skills, education, and job experience. The structure
o f job opportunities ads is usually the same: the name o f the vacant position, the
list of the candidate’s professional duties, the demands made o f the candidate, and
the system o f compensations and benefits. Ads are often placed by employment
agencies on behalf o f their clients. The address of the office is usually not given it is suggested that the resume should be sent to an email address.
Having carefully studied the demands and duties being offered, an experi­
enced candidate may extract information on the activities o f the company and the
46
prospects o f its development. The phrases often used about
“successful work
over many years in the Russian market”, “New missions being opened”, etc., re­
ally testify to the company’s dependability, serious prospects for its growth, and
the durability o f its stay in Russia.
First, one must pay attention to the position. To grasp what lurks behind the
position’s English name, there is a need to visualize at least in general outline the
personnel structure at foreign companies. For instance, one may be misled by the
incorrect interpretation o f the word assistant. There is a need to understand that
this word does not at all imply secretarial functions. A more exact meaning of this
word is: mate, aid, apprentice manager, high-class specialist capable of inde­
pendently tackling the tasks set to him.
Therefore using all possible means, try to learn as much as possible about
this position to prepare yourself as best as possible for a meeting with the em­
ployer. Carefully read the demands made of the given position.
The demand to know a foreign language is very important. In most cases
there is a need for free command of the language - F l u e n t E n g l i s h . Free
command implies an ability freely to deal with a foreign manager, competently to
compile documents and speak on the phone. This demand may prove to be the
most important.
In general, if the advertisements meticulously enumerate the software prod­
ucts, systems, languages, etc., which the candidate must necessarily know, re­
member that these demands have a strictly binding force. Such special demands
set the level of the candidate’s indispensable qualifications.
Thus, you have decided to find a job: use the special internet sites and care­
fully study the ads given by employment agencies and reliable organizations. Now
you will be faced with the labor-consuming procedure o f writing and circulating
your resume.
47
Exercise 2. Give a word or a phrase for the following definitions. Make
your own sentences with them
1) looking for a job; 2) communicate;3) meeting or speaking with a person;
4) professional duties; 5) statement about a person’s character or abilities; 6) ap­
praise, decide the value of; 7) talent, skills, education; 8) person who gives a job.
Exercise 3. Translate the words given in brackets
There are several ways of (поиска работы). 2. First you should (оценить)
your own chances 3. He studied the ads of (о вакансиях) being placed on the
internet. 4. Solid companies (помещают объявления) on prestigious and reliable
sites.5. Your main task is to understand whether the position (согласуется c) your
skills and education. 6, Such special demands (устанавливают уровень) of the
candidate’s qualification. 7. Remember that the demands enumerated in the ads
(обязательны). 8. Carefully read (требования) made o f the given position. 9.
There is a need to understand that the word ‘assistant’ does not (подразумевает)
secretarial functions. 10. (Предварительный отбор) is carried out on the basis of
resumes. 11. Reading the ads you may (выделить / получить) information on the
(деятельности) o f the company. 12. There is a need (представить себе) at least
in general outline the personnel structure of accompany or organization.
Exercise 4. Answer the question What must you pay attention to while
looking fo r a job?
Exercise 5. You are looking for a job. Analyze your interests and abili­
ties. Answer the questions. Here are ten basic questions to think about
What are my abilities? 2. What special talents do I have? 3. What are my
special interests? 4. What are my physical abilities and limitations? 5. What are
my attitudes and values? 6. How do I consider myself, or what is my self-concept?
48
7. What is my previous job experience? 8. What are my future plans (training,
promotion etc.)? 9. Am I a sort of a person who works better in a large group, or
in a small group, or individually? 10. Am I willing to accept any changes? Am I
teachable?
Exercise 6. Write your resume using the pattern given below
RESUME
PERSONAL DATA
First name Middle name Surname
(or Family name or Last name)
Date o f birth Place o f birth Nationality
(or Citizenship)
CONTACT DETAILS
Address for correspondence_________________
Telephone num ber_________________ e-m ail_________________
EDUCATION
Qualifications_________________
University / C ollege_________________
(name and place)
F rom ________ T o _________
Date o f graduation__________
High school_________________
(name and place)
F rom _________ T o _________
JOB EXPERIENCE
Current employment / Employment history_________________
(name and place)
From:
To:
49
Type o f Com pany_________________
Position_________________
Responsibilities_________________
OTHER RELEVANT INFORMATION
Professional training_________________
Publications / research / awards / honours_________________
Languages_________________ Computer know ledge_______________
Courses_________________
Memberships o f professional organizations_________________
Driving licence (category and duration)_________________
Interests / skills_________________
References (at least tw o )_________________
Exercise 7. Study the vocabulary given below to be ready to build up a
dialogue Job Interview
job search, job application, to resign, to research, candidate, qualification,
employer, personnel (staff).
Exercise 8. Study some useful job interview tips to be successful in your
own interview
1. Before the job interview practice answering possible interview questions.
Think of your responses to the typical questions most employers ask.
2. Prepare your response to the question “What do you know about our com­
pany (organization)”?
3. Be on time for the interview. ‘On time’ means five - ten minutes earlier.
Never be late!
4. Wear suitable smart clothes.
50
5. Do not smoke, chew gum during the interview. D on’t eat garlic and use
perfumes before the meeting.
6. Answer the interview question by more than a simple yes or no but try not
to go over the 60 second limit.
7. Stress your achievements, undermine your weaknesses.
8. Avoid complaining about your current or former employer during yourjob interview.
9. Be enthusiastic and show it in your replies and body language. Be profes­
sional but show also your sense of humor.
10. Never ask about the wages during the first meeting.
Exercise 9. Look through the most typical question asked by an em­
ployer and candidate during a job interview (a teacher’s vacancy)
Employers’ typical questions:
1. Could you tell me something about yourself?
2. Why do you want to be a / an ■*■?
3. Why do you want to work for our educational establishment?
4. What disciplines do / did you study? Tell me about your education.
5. What are your best qualities?
6. Can you tell me about your job experience?
7. What are your strengths? What are your weaknesses?
8. Are you ready to work in shifts?
9. Why should we hire you and not somebody else?
10. How much would you like to earn?
11. How will you contribute to our school / kindergarten?
12. What are your future plans? Where do you see yourself in 10 years (your
ambitions)?
13. Have you got any experience in preschool education?
14. What do you know about our school?
51
Candidate’s typical questions:
1. What will be my main responsibilities?
2. Shall I get a contract o f employment?
3. Is it a part-time or full-time job?
4. Shall I have to do some training?
5. What are the working hours?
6. When shall I be informed if I have been successful?
7. When can I start?
Exercise 10. Work in pairs. Read the dialogue. Act it out. (HT - Head
Teacher, C - Candidate)
HT: Please, come here and take a seat.
С: I am glad to be here.
HT: So let’s get down to business. Tell a little bit about yourself. I see you
have a lot of online teaching experience.
C: Yes, I have been teaching online for 11 years and before that I was a
classroom English teacher in different areas of the world.
HT: How do you like working with children?
С: I love working with children, but most of my experience is with adults.
HT: What types o f adult classes do you like most of all? Conversation?
С: I like the conversation classes and Business English. I also enjoy the TOEFL /
IELTS teaching. I am also a blogger in my free time, though I haven’t made much money
from my blogs. Anyway it makes me a good writing / reading coach. Also I have a science
degree (in addition to my B. A.) and so I would welcome scientific types of students.
HT: Sounds good. I ’ll talk over your resume with our HR staff. If we decide
on a second interview, I ’ll let you know within a week.
C: OK, thanks for your time.
HT: Nice to have met you.
52
Grammar
Exercise 11. Read the rules. Choose the correct words
1. You must / mustn’t arrive late.
2. You have to / mustn’t be polite.
3. You must / don’t have to bring your own tool. You can use the customer's tool.
4. You m ustn’t / don’t have to leave the tool on when you are not using it.
This is dangerous and wastes energy, too.
5. You have to / mustn’t leave your working place tidy at the end of the job.
6. When you have finished, the customer has to / doesn’t have to sign in
your book, so we can pay you for the job.
7. You mustn’t / don’t have to collect money after every job. Some people
prefer to pay the money into our bank account instead.
Exercise 12. Read the text and complete it with have to, donTt have to,
must or mustn Tt Sometimes more than one answer is possible
Writing a blog is fun and easy, and it can make you money, too.
•
First, decide what you want to write about. It can be anything - technol­
ogy, fashion, pets. But if you want to make money, you ... write about something
that interests lots o f other people.
•
Next, you ... choose a name (nick name) for your website. You ... use a
name that already exists, of course.
•
Then, you ... set up your blog. This is quick and easy, and you ... pay -
there are lots o f free blog sites.
•
Now start writing. You ... write something every day, but try to write at
least two blog entries a week.
•
When you have some interesting content on your blog, you ... go on
social networking sites and tell everyone to come and visit. You can also write
articles for other people's blogs. However, you ... publish the same article on your
53
own blog - that's not allowed. And remember: you ... put the details of your own
blog at the end, so readers know where to find you.
•
Now lots o f people are reading your blog, so it's time to include some
adverts. People ... read them, but if they choose to click on an advert, you will
make some money. This won't make you rich quickly, but if your blog is good
enough, the money will come in the end. Good luck!
Exercise 13. Complete the sentences with must or mustn’t.
1. You ... be prepared to work hard when you start your career.
2. Drivers ... park their cars in front o f this building.
3. People... have a ticket, a passport or driving license to enter the Olympic stadium.
4. I ... go to the otolaryngologist tomorrow. My throat really hurts.
5. You ... bring a translation of your qualifications to the interview so we
can check them.
6. Students ... bring their i-phones into the exam. We will take away all
electronic equipment.
7. You ...touch any fruit or vegetables in the market. Otherwise you will
have to pay for them.
8. You ... drive so fast. The speed limit here is sixty kilometers per hour!
9. All passengers ... show their passports at the airport.
10. You ... make noise after 10 о ’clock in the evening.
Exercise 14. Write sentences with the correct form of have to
1. I / not / go to bed early / at the weekend.
2. You / have some money / to start a business with.
3. You / use the local currency / when you go to a foreign country.
4. University students / not / wear / a uniform.
5. Someone who drives / a car / not / travel / by public transport.
54
PART 2. GRAMMAR REFERNCE AND PRACTICE
The Present Simple Tense
Настоящее простое (неопределённое) время Present Simple (Indefinite)
образуется из первой формы глагола, в 3-ем лице единственном числе к ос­
нове глагола прибавляется окончание -s.
О трицательная форма
У твердительная форма
I
w ork
I
do not work
He
He
She
у
It
works
J
Do
I
r he
She
r does not work
J
^ it
we
Л
We
Л
You
r work
You
f do not work
They '
work?
'v
Does < she
It
We
They J
В опросительная форма
^w ork?
D o -< you
they
Present Simple употребляется:
1. Для выражения общеизвестного факта, являющегося неопровержи­
мой истиной: The Sun rises in the East.
2. Для выражения обычного, регулярно повторяющегося действия:
We drink coffee in the morning.
Наречия, которые могут употребляться в Present Simple
every day/morning/у ear - каждый день/утро/год;
at n ig h t- ночью; in the morning/afternoon/evening - утром/днём/вечером
always - всегда; usually - обычно; often - часто; sometimes - иногда;
rarely - редко; hardly ever - очень редко.
3. Для выражения будущего действия, которое произойдёт в соответ­
ствии с программой, расписанием: The train arrives at 10 a.m. The school year
finishes in May.
55
4. Для выражения действия, совершающегося в данный момент насто­
ящего времени (для глаголов, обозначающих чувства и восприятия и не упо­
требляющихся в Continuous Tenses):
Now I see you quite well. He does not hear what you are saying.
5. Для выражения действия в будущем в обстоятельственных предло­
жениях времени (после союзов when, after; before, till/until, as soon as, while)
и условия (после союзов i f unless, in case):
We shall wait until he comes. - Мы подождём пока он придёт.
When you come to see me tomorrow, Г 11 give you this book. - Когда ты
придёшь завтра ко мне, я дам тебе эту книгу.
Но: I don’t know when he will come. - Я не знаю, когда он придёт.
She is not sure, if her brother will go there. - Она не уверена, что её брат
пойдёт туда. (Придаточные дополнительные)
The Present Progressive (Continuous) Tense
Настоящее продолженное время (Present Progressive (Continuous)) об­
разуется при помощи глагола to be в Present Indefinite и -in g формы смысло­
вого глагола.
У твердительная форма
I am working
He, she, it is working
We, you, they are working
О трицательная форма
I am not working
He, she, it is not working
We, you, they are not working
В опросительная форма
Am I working?
Is he (she, it) working?
Are w e (you, they) working?
I am = I'm; Не is = He's; We are = We're; is not = isn't; are not = aren't
При присоединении окончания -in g к основе инфинитива на письме
происходят следующие изменения:
1) непроизносимая -е , на которую оканчивается инфинитив, выпадает:
to take —taking;
to make —making;
2) если односложный инфинитив оканчивается на одну согласную после
краткого слога, согласная удваивается: to stop - stopping;
56
to hit - hitting;
3) если многосложный инфинитив оканчивается на одну согласную по­
сле ударного слога, эта согласная удваивается: to occur - occurring; to fo r­
get-forgetting;
4) если инфинитив оканчивается на -/, она удваивается независимо от
ударности/ безударности слога: to travel - travelling;
to fu lfil —fulfilling;
5) в отличие от случая с окончанием - ed, конечная - у не претерпевает
никаких изменений: to stay - staying;
to carry —carrying;
6) в инфинитивах на —ie -ie меняется на - у : to lie —lying;
to die - dying.
Значение и употребление Present Progressive {Continuous)
Present Progressive (Continuous) описывает действие или состояние,
длящееся в момент речи или в настоящий период времени. Этим данное
время отличается от Present Simple, выражающего действие или состояние
как обычное или характерное для субъекта. В русском языке оба оттенка
настоящего времени передаются одной формой глагола. Сравните:
I usually do homework in the evening. —Я обычно делаю уроки вечером.
Гт doing homework now.
—Я делаю уроки сейчас.
Present Progressive {Continuous) употребляется в случае:
1) действия, происходящего в данный момент: They are playing football
in the garden.
2) действия, происходящего в настоящее время, но, возможно не в мо­
мент разговора: She }s studying maths at university.
3) мероприятия, запланированного на будущее: Гт meeting Miss Bond
at ten о ’clock tomorrow.
Некоторые глаголы, обозначающие чувства и восприятия, не могут
употребляться в Continuous Tenses. Они употребляются в Simple Tenses.
57
See, hear, smell, sound, taste, notice;
believe, guess, imagine, mean, realize, know,
recognize, remember, suppose, understand;
fear, love, like, hate, want, wish, prefer;
seem, concern, consist of, deserve,
depend on, involve, need, contain, resemble;
belong, own, owe, possess.
Но в разговорной речи некоторые глаголы чувства и восприятия могут
употребляться в форме Continuous при изменении их значения:
а) глагол smell со значением «нюхать, обнюхивать» и глагол taste со
значением «пробовать»: She is smelling the flower. Ho: The flower smells
wonderful.
The cook is tasting the dish. Ho: The dish tastes nice.
б) глагол see со значением « повидать, встретиться»:
Ym seeing the manager tomorrow. Но: I see everything quite well.
в) глагол think со значением «думать, обдумывать»:
Please be quiet. Vm thinking. Но: I think the book is interesting.
c) глагол hear со значением «получать известие»:
Не is hearing from them now. Ho: Don’t shout! I hear you very well.
d) глагол have со значением «иметь»:
I have a sister and a brother. Ho: Ym having dinner now.
Exercise 1. Correct the sentences. Use the present simple and the words
in brackets
1.
They speak Spanish in Brazil. (Portuguese)
П ер don gpea£ Spaxfek к Brozf'd П ер epea£ Portapuege,
2.
58
The River Nile goes through South America. (North Africa)
3.
In Australia, summer starts in June. (December)
4.
Russia is the smallest country in the world, (largest)
5.
There are ten countries in South America, (twelve)
6.
Amur tigers live in the Middle East, (in the Far East)
Exercise 2. Complete the sentences. Use the present continuous form of
the verbs below
Not go — do -
fly — help — not cook -
work 1.
travel -
get -
write — learn — go
not take
At the moment, Anna ... as a volunteer in a charity organization. She
... build a medical center.
2.
Sam and Andrew ... their homework right now. They ... new English
words.
3.
Paul ... ready for university now. He ... the bus today, because he's
got a new motorbike.
4.
Kate ... around the world and she ... a blog about her experiences.
5.
Boris ... dinner tonight. He ... to a cafe with friends to celebrate his
birthday.
6.
Alex and Cathy ... to work today. It's the first day o f their holiday -
they ... to China tonight.
Exercise 3. Match the people to the correct situation A or В
Mary: I'm living in China.
Chen: I live in China.
A: China is her home country.
B: She is from Russia, but she’s in China at the moment.
Yura: Pm not working on Wednesday.
Peter: I don’t work on Wednesday.
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A: H e’s on holiday this Wednesday.
B: H e’s never in the office on Wednesday.
Ella: What are you doing?
Donna: What do you do?
A: Tell me about your job?
В: I want to know if you are busy now.
Exercise 4. Complete the interview with the correct form of the verbs in
brackets
Tom: Hi, Helen. Can you tell me more about life in Brazil? W h a t ... (you /
think) of the country?
Helen: I'm here for a month, and I ... (teach) English at a local school. It's
great!
Tom: W h a t ... (you / like) about Brazil?
Helen: Everything - the people, the weather ... It ... (not rain) very often
in this part o f the country, i t ... (be) sunny mostly. Oh, and I ... (love) the food! I
... (cook) feijoada tonight - it ... (be) traditional dish with sausages, beans and
vegetables.
Tom: ... (you / understand) the language?
Helen: No, I ... (not speak) Portuguese. But I really ... (want) to learn it
Tom: Where ... (you/stay)?
Helen: I ... (rent) a flat in Sao Paulo. It ... (be) a big city - about twelve
million people ... (live) here.
Tom: W h a t ... (you / do) this weekend?
Helen: We ... (go) to the beach!
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Exercise 5. Write sentences about you, your friends and your family.
Use the words below and your own ideas.
every day - learn - tonight - go out - interested in - next week usually - at home - know - sometimes
The Past Simple Tense
Утвердительная форма простого прошедшего времени (Past Simple
(Indefinite)) правильных глаголов для всех лиц единственного и множе­
ственного числа образуется прибавлением окончания -ed к основе инфини­
тива без частицы to.
У неправильных глаголов для образования формы Past Simple исполь­
зуется II основная форма, одинаковая для всех лиц единственного и множе­
ственного числа, кроме глагола to be.
У т в ер д и т ел ь н а я ф о р м а
I
^
Не
She
У
It
We
You
The у
V2
w rote
О трицательная форма
I
Л
He
did not V I
She
V did not w rite
It
(didn’t write)
We
You
They J
В опросительная форма
Did {
v
1
^
he
she
у
it
we
you
they )
V I?
write ?
Past Simple (Indefinite) употребляется:
1) для выражения отдельных фактов (действий, состояний), имевших
место в прошлом и не связанных с настоящим; их приуроченность к опре­
деленному периоду или моменту прошедшего времени осуществляется
чаще всего при помощи контекста: I bought this book in Moscow. Я купил
эту книгу в Москве.
В предложениях с Past Indefinite время действия часто уточняется об­
стоятельствами времени: yesterday, last week, last moth, the other day, in
1983, а также словосочетаниями с наречием ago (тому назад): a week ago,
five days ago: Where were you yesterday? Где вы были вчера?
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Роль указателя прошедшего времени также могут выполнять вопроси­
тельные наречии when и how: How did it happen? Как это случилось?
2) для выражения повторных или обычных действий в прошлом, не
связанных с настоящим: Last summer I often played chess* Прошлым летом я
часто играл в шахматы.
The Past Progressive (Continuous) Tense
Прошедшее продолженное время (Past Progressive (Continuous)) обра­
зуется при помощи глагола to be в Past Indefinite и -in g формы смыслового
глагола.
Формы прошедшего продолженного времени:
Утвердительная форма
+
Вопросительная форма
?
Отрицательная форма
I
Не
She
It
You
We
They
w as
w atching T V when he came
w ere w atching T V when he came
I
W as he
w atching T V when he came ?
she
it
you
W ere we
w atching T V when he came ?
they
I
He
w atching T V when he came
She
(w asn’t)
It
You
We
w atching T V when he came
They
(w eren’t)
Past Progressive / Continuous (прошедшее продолженное время) ис­
пользуется для выражения:
1.
Действия, происходившего в определённый момент в прошлом, ко­
торый обозначен либо обстоятельством времени, либо другим действием в
62
прошлом. При этом ни начало, ни конец действия не известны :/ was
watching a TV show when you came.
2. Длительного действия, протекавшего в определенный период вре­
мени в прошлом (from six to seven, the whole day yesterday и т.д.): It was
raining the whole day yesterday.
3. Одновременных действий, протекавших в прошлом в один и тот же
момент: The children were playing in the garden while their mother was cook­
ing dinner.
Возможные указатели времени: at 7 o'clock, at that moment, then и
т.д.; союзы while (в то время как), when (когда).
Exercise 1. Read the story. Complete the text with the past simple form
of the verbs in brackets
On 10 April 1912, eighteen-year-old Anna T u rja_____ (leave) England on
a large ship. Her family, who _____ (come) from Finland,______(be) poor and
s h e _____ (need) a job. When a relative______(ask) her to work in his shop in
Ohio, USA, she (decide) to go there.
A n n a _____ (like) the ship. S h e ______ (describe) it as a floating city be­
cause the d e c k _____ (be) wider than the streets in her home town back in
Finland. One evening, s h e _____ (be) asleep when som eone______ (knock) on
the door. A nna_____ (go) out, but sh e ______(not understand) what people were
saying because s h e _____ (not speak) English. S h e ______ (not know) what to
do. Then a stranger_____ (take) her to a lifeboat... The ship was called the Ti­
tanic. A n n a _____ (survive), but 1,502 others didn't. She n e v e r______ (forget)
that night and every year on 12 April, sh e _____ (tell) the story to her children.
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Exercise 2. Read the interview and write the interviewer’s questions.
Use the past simple
Interviewer: why / you / visit / the island o f Rota / ?
Thomas: I wanted to see how the locals lived.
Interviewer: how / you / get / there / ?
Thomas: I went by boat on a dangerous one week and a half voyage.
Interviewer: what / be / the islanders / like / ?
Thomas: They were kind and friendly. They gave me food and a place to
sleep.
Interviewer: how / the islanders / survive / ?
Thomas: They hunted and fished.
Interviewer: you / eat / unusual food / ?
Thomas: Yes, did. I ate lizards and seabirds.
Interviewer: when / you / leave the island / ?
Thomas: I left after staying there for a month.
Exercise 3. Match 1-5 to a-e to make sentences about acts of kindness.
Then rewrite the sentences using the correct form of the verbs in brackets
1
.....................................................It (rain) when we (leave) a restaurant,
2 .................................................1 (ride) a bike in the village when I (fall) off,
3 ..................................................... We (walk) in the forest when we (get) lost,
4 ....... Boris (take) photos of the famous museum when he (drop) his purse,
5 .................................................................... 1 (carry) a heavy bag in the hotel,
a............................................... but a kind man (help) me to take it downstairs.
b............................................... but a friendly local hunter (tell) us where to go.
c............ but two helpful people (carry) me and my bike to the village doctor.
d.............. ................................but the restaurant owner (lend) us an umbrella.
e............................................... but someone (pick) it up and (return) it to him.
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Exercise 4. Complete Captain Cook’s biography. Use the past simple or
past continuous form of the verbs in brackets
In 1769, while he (sail) across the south Pacific Ocean, the famous British
explorer Captain James Cook, (open) a secret letter from the British government
and (read) the instructions. The letter told him to find the unexplored continent of
Terra Australis. When Cook (reach) the islands o f what is now New Zealand, he
(make) the first good maps o f the coast. Then, in April 1770, he sailed west to the
south-east coast of Australia. As his (travel) along the coast, Cook (give) names
to the strange new places. One day, when his men (get) off the ship at a beautifiii
bay, they (find) a lot o f unusual animals and plants, so Cook (call) the place
Botany Bay. And while they (repair) the ship near a river, Cook (name) the river
after his ship, the “Endeavour”. Today, the Endeavour River reaches the Austral­
ian coast at a town called Cooktown, which was named after the explorer himself.
While, as and when
•
Мы используем while и as c Past Simple и Past Continuous, чтобы
говорить о действиях, которые происходят в одно и то же время. Как пра­
вило, while и as используются для обозначения более длинных действий.
While you were having lunch I was working on the computer to improve its
functioning.
They arrived as we were leaving.
•
Мы используем w hen, чтобы ввести более короткое действие, кото­
рое прерывает более длинное.
She was walking to work when she met her old friend.
•
Мы также используем when, когда говорим о событии, за которым
непосредственно следует другое событие.
When it stopped raining, we went to the tennis court.
•
Мы можем использовать when, as или while в начале или в середине
65
предложения. Если они используются в середине предложения, то запятая
не ставится.
I was working hard on the project while you were having lunch.
We went to the tennis court when it stopped raining.
Exercise 1. Choose the correct sentence ending.
1. I was crossing the street
1. while I heard someone calling me by name.
2. when I heard someone calling me by name.
2. While I was repairing my bike,
a. I cut my finger.
b. I was cutting my finger.
3. The sea was coming in quickly as
a. we were walking along the beach.
b. we walked along the beach.
4. When we stopped to have a rest,
1. while we were realizing we were lost.
2. we realized that we were lost.
5. As Peter was putting up the tent,
a. when Mary made dinner.
b. Mary was making dinner.
6. The ship left
a) while the passengers were boarding on.
b) when the passengers boarded on.
7. I heard a strange noise
a) just as I was going to the living room.
b) when I came to the living room.
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Exercise 2. Complete the sentences with while, as or when. Sometimes
more than one answer is possible.
1. No one was listening_____ Sam was telling the joke.
2. Everyone laughed_____ Karen told the joke.
3. _____ we were planning our route, it started raining.
4. _____ we planned our route, we didn't have good ideas.
5. Karen and Jake decided to get a sandwich_____ they were waiting for
you.
6. Were you annoyed_____ Peter arrived late?
The Present Perfect Tense
Present Perfect образуется при помощи глагола to have в Present Indefi­
nite и Participle II (Причастия II) смыслового глагола.
Утвердительная форма
I, we,
have seen
I, we,
В опросительная форма
have not seen
Have I (we, you, they) seen ?
has not seen
Has he (she, it) seen ?
you, they
you, they
He, she, it
О трицательная форма
has seen
He, she, it
I have = I've; He has = He's; I have not = I haven't; He has not = He hasn't
Present Perfect употребляется:
1.
Для выражения действия, завершившегося к моменту речи. Время
действия не указывается, важен сам факт совершения действия к настоя­
щему моменту или его результат: She has read this book. Она прочитала эту
книгу. (Действие завершено к моменту речи).
В этом значении Present Perfect часто употребляется с наречиями just только что, already - уже, yet - ещё, lately - недавно, of late - в последнее
время, recently - недавно: The mail has just come.
67
2. Для выражения действия, которое завершилось, но тот период, в ко­
тором оно происходило, ещё продолжается и может быть обозначен обсто­
ятельствами времени today - сегодня, this week - на этой неделе, this month
- в этом месяце, this century - в нашем веке и др.: I have written a letter this
morning. Я написал письмо сегодня утром.
3. Для выражения действия, которое началось в прошлом и продолжа­
ется до настоящего времени: I have known him all my life. Я знаю его всю
жизнь.
4. Present Perfect может употребляться с наречиями always - всегда, of­
ten - часто, seldom - редко, ever - когда-нибудь, never - никогда:
She has never been to London. Она никогда не была в Лондоне.
Exercise 1. Match questions 1-5 to replies a-e. Complete 1-5 with the
present perfect and a-e with the past simple form of the verbs in brackets.
1
................ you e v e r......(climb) a mountain?
2 .......................you e v e r ......(ride) a horse?
3 .......................you e v e r......(discover) an unexplored place?
4 .......................you e v e r ......(make) a clip about your journeys?
5 ......................you e v e r...... (take) tourists on adventure holidays?
6 ......................Yes, I have. I ....... (find) a lost village in Siberian taiga.
7 ......................No, I haven’t. But when I was in Egypt I ......(ride) a camel.
8 ......................Yes, I have. I ...... (make) a clip about my trip along the
Amur-river. You can watch it on YouTube.
9 ......................Yes, I have. I ........(go) up Elbrus in 2020.
10 ....................Yes, I have. I ....... (lead) an expedition to Altai for backpack­
ers three years ago.
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Exercise 2. Complete the sentences with the present perfect or past
simple form of the verbs in brackets.
1. Iv a n ..... (visit) China three times in his life. He wants to go there again.
2. When I was twenty, I ..... (ride) to the sea on a motorbike.
3. I ..... (never fly) to New Zealand, but, hopefully, Г11 go there one day.
4. So far on their trip, Tim and Sophie ... (buy) lots o f souvenirs.
5. Last winter, W e n d y ..... (spend) most o f her time skiing in the moun­
tains.
6. We are in Moscow, but it’s only our first day, so w e ..... (not see) the
Kremlin.
Exercise 3. Complete the sentences using already, ju st or y e t and the
words in brackets.
1. I ’ve already b e e n ....... (I / be) to Berlin, Amsterdam and Paris. I visit­
ed them all during my journey in 2019.
2. (I / not climb Mount Everest), but I realy want to do it one day.
3. (we / ski) for 10 kilometers through the forest. We're tired and cold.
Can we get something hot to drink here?
4. (Max / complete) his journey across the Siberian taiga. He got back a
month ago and is now pianning his next journey.
5. (you / read /today's newspaper)? There's an interesting interview with
Jacky Chen in it.
6. (Fiodor Koniukhov / com pleted) the Pacific Challenge. It took 50 days
to row across the ocean.
69
Exercise 4. Imagine you have just completed one of the challenges be­
low. Tell the press about what you have achieved what you did, how you felt
during the challenge, and what you have learned.
• ......................................................................ski to the North Pole
• ......................................................................row across the Pacific
• ......................................................................ride an elephant in Thailand
The Future Simple Tense
Future Simple образуется при помощи вспомогательного глагола will
(для всех лиц и чисел) и смыслового глагола без частицы to.
У твердительная форма
О трицательная форма
I
We
Не
She
It
They
You
I
We
He
She
It
They
You
w ill wash
w ill
not
/
(w o n ’t) wash
В опросительная форма
W ill
I
We
He
She
It
They
You
w ash?
Future Simple употребляется:
1. Для выражения действия в будущем со следующими обстоятельст­
вами времени:
Tomorrow — завтра, next week - на будущей (следующей) неделе, next
month - в следующем месяце, next year - в будущем году, in two (three) days через два (три) дня, in a week - через неделю, in a month - через месяц, in а
year - через год и т.д.
2. Если действие употребляется в главном предложении в составе
придаточного предложения условия, времени после следующих союзов:
till, until, before, after, as soon as, as long as, unless, on condition that, pro­
vided, providing, in case.
If the weather is fine, we shall go for a walk. - Если погода будет хоро­
шая, мы пойдём гулять.
70
GOING TO
Affirm ative and negative
I
4m (=am)
4m not (=am not)
4s (=is)
isn’t (= is not)
He
She
It
4re (=are)
We
a re n ’t (=are not)
You
They
Questions and sh o rt answ ers
Am
I
he
she
it
we
you
they
Is
Are
going
to
friends?
going to visit friends tonight
visit
Yes, I am.
No, I ’m not.
Yes, he (she) is.
No, he (she) isn’t.
Yes, we (you, they)
are.
No, we (you, they)
a re n ’t.
Употребление
Мы используем be+going to:
•
для описания намерения:
Гт going to start keeping a blog.
•
говорить о планах на будущее:
We are both going to study at the university next year.
•
делать предсказания о будущем, основываясь на том, что мы мо­
жем видеть в настоящем.
Look at the sky. I t ’s going to snow.
Для сравнения:
Going to: They aren I going to stay in Moscow very long. (This is their plan
or intention.)
Will / won 4\ They won Ystay there very long. (I predict this.)
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Exercise 1. Choose the correct words
1. When I go to Moscow, I will take / ’m going to take lots o f photos.
2. I’m sure in the future robots are going to do / will do most of the housework.
3. They are going to move / will move to a bigger house this summer.
4. Look! They will open / are going to open a new shop across the street.
5. I don’t think people are going / will go on holiday to the moon in 2030.
6. If I see Boris I am going to tell / will tell him you called.
7. It’s 10 o'clock already. We are going to miss / will miss the train.
8. I believe people will use / are going to use cars without a driver in the future.
9. Would you like tea or coffee? I will take / am going to take tea.
Exercise 2, Write the verbs from the box in the blanks with will or be
going to
pass - probably/win - take carry - have - do enjoy - meet - not/tell
1. My friend is going on holiday tomorrow. I ’m sure sh e _____ it.
2. H e _____ them at 10:00pm tomorrow.
3. There isn’t any fruit left in the fridge. - 1 know, I _____ the shopping this
afternoon.
4. I think my friend_____ the driving test, he has practiced a lot.
5. I _____ the children to the seaside this summer.
6. H e _____ the award for Best Actor.
7. That suitcase is very heavy, I._____ it for you.
8. I promise I _____ anyone who broke the mug.
9. My boss isn’t in the office right now - h e _____ lunch.
Exercise 3 Match 1-7 to a-g.
1. Is Max coming home soon? 2. Where are you going on holiday? -
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3
. Why are you turning on the TV? -
4. Why do you want so many oranges? 5. Why is she studying Japanese? -
6. Do you have any plans for Sunday? 7. I am hungry. c. She wants to go to Japan for probation.
d.
Yes, I am going to play tennis.
e. Wait here. I will bring a sandwich for you.
f.
Yes, I’m going to meet him at the airport tomorrow.
g* I don’t know yet, maybe I’ll go to Thailand.
h. I ’m going to make a dessert for my friends.
l.
We are going to watch a TV show.
Determiners
Определители используются, чтобы говорить о количестве: some, any,
a little', a fe w , much, many, a lot o f
Мы используем some и any перед неисчисляемыми существительными
или исчисляемыми существительными во множественном числе, чтобы обо­
значить «количество».
•
Som e используется в утвердительных предложениях.
Н е ’s got some oranges. There’s some milk in the fridge.
•
A n y используется в отрицательных предложениях и в вопросах.
Did the supermarket have any beef?
We haven’t got any text books.
There isn’t any information on this topic on the internet
•
Some также можно использовать в вопросах, но только если они яв­
ляются предложениями или просьбами.
Would you like some tea?
73
Can I have some tea?
•
Мы используем a little и a fe w для обозначения небольших коли­
честв.
•
Мы используем a little с неисчисляемыми существительными.
We only need a little butter fo r the cake.
•
Мы используем a fe w с исчисляемыми существительными во мно­
жественном числе.
Dishes taste better i f you add a few vegetables.
M uch и many используются в отрицательных предложениях и вопро­
сах, чтобы говорить о больших количествах.
•
Мы используем m uch с неисчисляемыми существительными.
Have you got much tea?
There isn't much milk.
•
Мы используем m any с исчисляемыми существительными во мно­
жественном числе.
Are there many books on the shelf? - Yes, but there aren't many dictionaries.
Обычно мы используем m any o f чтобы говорить о больших количе­
ствах в утвердительных предложениях как для неисчисляемых, так и для ис­
числяемых существительных во множественном числе. Также можно ис­
пользовать a lot o f в отрицательных предложениях и в вопросах.
Anna eats a lot o f apples.
A lot ofpeople like Chinese food.
Exercise 1. Choose the correct sentence in each pair.
1. a) I've got a lot o f information on the topic.
b) I've got much information on the topic.
2. a) There isn't many milk left.
b) There isn’t much milk left.
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3. a) I'm only buying a little oranges,
b) I'm only buying a few oranges.
4. a) We haven't got any ice cream, I'm afraid,
b) We haven't got some ice cream, I'm afraid.
5. a) Can I have any juice?
b) Can I have some juice?
6. a) Do you want much bottles of mineral water?
b) Do you want many bottles o f mineral water?
7. a) People eat much fast food these days,
b) People eat a lot o f fast food these days.
8. a) Are there any tomatoes in the fridge?
9. b) Are there some tomatoes in the fridge?
Exercise 2. Choose the correct countable or uncountable nouns to com­
plete the sentences.
1. Are there any additives / fa t in this dish?
2. There aren't many cheese / tomatoes on my pizza. Can I have some more,
please?
3. We have a little burgers / fish left in the freezer.
4. There was some meals /food, at the party, so I'm not hungry now.
5. You can eat a few ice-cream / biscuits every week, but not too many.
6. Is there much p e a rs/ fru it in this pie?
Exercise 3. Complete the sentences with the words below. There is one
word that you do not need.
much
little
any
some
a lot of
many
few
1. The bus was late because there w as_____ traffic.
2. Kathy doesn't ta k e _____ clothes on holiday.
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3. There are only a _____ burgers here. We need more for the party.
4. If you like sweet cocoa, you should only add a sugar, as it's bad for your teeth.
5. Have you g o t_____ information about places to visit around here?
6. There isn’t _____ water left - only half a bottle.
Indefinite pronouns and adverbs: some-, any-, no-, everyМы используем неопределенные местоимения, которые объединяют
some-, any-, по- и every- с -body, -one или -thing для обозначения людей и
вещей, не говоря точно, кто они или что они собой представляют.
Местоимения somebody и someone означают одно и то же; так же как и
anybody и anyone, everybody и everyone и т. д. Обратите внимание, что не­
определенное местоимение по one — это два отдельных слова.
Somebody is in the room.
There isn't anything on the shelf.
I opened the door, but no one was there.
В английском языке предложение может содержать только одну отри­
цательную форму, поэтому утвердительный глагол должен использоваться
с местоимениями или наречиями, образованными с помощью по-.
No one came to the party. I didn't see anyone.
NO T No one-didn }t come. I didn’t sec no one.
Мы можем использовать ту же комбинацию some-, any-, по- и everywith where, чтобы образовать наречия somewhere, anywhere, nowhere и eve­
rywhere. Эти слова относятся к местам.
I looked everywhere but I couldn't fin d my glasses.
The bus stop is somewhere near here.
This animal is fo u n d in New Zealand and nowhere else.
Обратите внимание, что после неопределенных местоимений и наре­
чий мы всегда используем глагол в единственном числе.
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Everyone in our country knows this educator.
NO T Everyone know this educator-.
Exercise 1. Complete the words with some, any, no or every.
1. They invited a lot of people to the party b u t_____ body came.
2. M ike’s dog follows h im _____ where. He even follows him to school.
3. _____ body is talking outside. Who is that?
4. Nick looked for a present for Mum, but he didn't buy_____ thing in the end.
5. Have you b een _____ where in summer?
6. A lot o f school children get bored on summer holiday. They say that
there’s _____ thing to do.
7. 'Do you k n o w _____ one who lives in Moscow?1'Yes, a few people.'
8. This monument is very popular._____ body likes it.
Exercise 2. Complete the sentences with an indefinite pronoun or adverb.
1. Max didn't g o _____ this weekend. He stayed at home.
2. In the past, it was impossible to buy spices in many places, but now you
can find th em _____ .
3. Cathy made a presentation, b u t _____ liked it. It wasn't informative
enough.
4. What did I do with my smart phone? I know I put it on this desk.
5. Here's the menu. Would you lik e_____ to drink?
6. _____ gave me a pen recently, but I can't remember who it was.
7. I've drunk_____ at all today. That's why I'm so thirsty!
8. It's very dark in here. We can’t se e _____ .
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Comparative and superlative adjectives
Правила правописания
•
Для коротких прилагательных добавьте -егь чтобы образовать срав­
нительную форму и + -est для превосходной степени.
small - smaller —the smallest
young—younger —the youngest
•
Для коротких прилагательных, оканчивающихся на -е, добавляется
-г или + -st.
large - larger —the largest
cute —cuter —the cutest
•
Для коротких прилагательных, оканчивающихся на гласную + со­
гласную (кроме -w), удваивается согласная и добавляется —ег или the + -est.
hot —hotter —the hottest
wet —wetter —the wettest
•
Для прилагательных, оканчивающихся на согласную + -у , удаляется
-у и добавляется -ier или the + -lest.
early —earlier —the earliest
busy —busier —the busiest
•
Для прилагательных из двух и более слогов (кроме прилагательных
оканчивающееся на -у), добавьте тоге или the most перед прилагательным.
modern —more modern —the most modern
delicious - more delicious —the most delicious
•
Некоторые прилагательные неправильные, например:
good - better - the best
bad - worse - the worst
far - farther/ further - the farthest / furthest
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Использование
Мы используем сравнительные прилагательные для сравнения двух
людей или вещей. Сравнительные прилагательные часто следуют than.
In the past, houses were smaller than they are today.
I think M ary is more intelligent than Peter.
Мы используем прилагательные в превосходной степени, чтобы срав­
нить человека или вещь со всей группой. Мы не используем than после
превосходной степени.
The bathroom is the smallest room in our house.
This old castle is the most popular tourist attraction in our town.
Exercise 1. Write the comparative and superlative form of each adjective
. Famous
1
2.
Sad
3.
Beautiful
4.
Funny
5.
Interesting
6
. Nice
7.
Dangerous
8.
Far
9.
Wide
10. Clean
11. Dirty
12. Bad
Exercise 2. Complete the sentences with the superlative form of the ad­
jectives below.
good
tidy
lazy
expensive
large
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1. I've g o t_____ cat in the world. He just lies on the sofa all day.
2. _____ room in our house is the dining room, but our bedroom is also
quite big.
3. My i-phone i s _____ thing I own. It cost a lot o f money.
4. I g o t_____ exam result in the class. I was very happy about it.
5. M um’s bedroom i s _____ room in the house because she puts all her
things away.
(not) as ... as, too, enough
(not) as... as
Мы можем использовать (not) as + прилагат ельное + as для сравнения
двух людей или вещей. Прилагательное не изменяется и всегда стоит между
as и as.
A s ... as показывает, что два человека или вещи одинаковы или равны
not a s ... as показывает, что два человека или вещи не одинаковы и не
равны.
Our cat is as old as yours. (The two cats are the same age.)
Oxy isn't as funny as Anna. (One o f the two girls is funnier than the other.)
Is this car as expensive as that one?
too + adjective
Мы используем too + прилагательное, чтобы описать что-то больше,
чем необходимо, или неприемлемо.
They didn't buy the car because it was too expensive.
(It cost more money than they wanted to pay.)
Прилагательное всегда стоит после too. Инфинитивная форма глагола
также может следовать за too + прилагательное.
We were too tired to jum p high.
(not +) adjective + enough
80
Мы используем прилагательное + enough, чтобы описать что-то
настолько хорошее, большое, быстрое и т. д., насколько это необходимо.
Is your house big enough?( Do you need bigger house?)
Прилагательное всегда стоит перед enough.
NOT enough big
Мы можем добавить not перед прилагательным + enough, чтобы обра­
зовать отрицание.
I don Ywant to eat Гт not hungry enough.
Инфинитивная форма глагола также может следовать за прилагатель­
ным + enough.
Is he experienced enough to work independently?
Exercise 1. Write sentences with as... as and not as... as,
1.
a cottage / a castle (not big)
2.
Winter Palace / the Kremlin (well- known)
3.
bicycles / motorbikes (not expensive)
4.
athletes / football players (popular)
5.
a lake/an ocean (not deep)
6.
the Gobi Desert in Asia / the Sahara in Africa (dry)
7.
Mount Elbrus / Mount Everest (not high)
8.
Cycling / car races (dangerous)
9.
the Mars / the Moon (not far from Earth)
10. a 5,000-meter / 100 meter race (not fast)
Exercise 2. Choose the correct words.
1. At the New Year Eve, the shops and supermarkets are crowded enough /
too crowded.
2. Your chest o f drawers isn't big enough / too big to put all your things in.
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You need a larger one!
3. Nowadays, everything is too / enough expensive.
4. Is the beef ready? Is it enough tender / tender enough!
5. We never use this sofa because it is not enough / too uncomfortable to sit on.
6. Processed food hasn’t got much sugar and salt in it. It isn't too healthy /
healthy enough.
7. I'm exhausted. The bus journey was too lo n g /n o t long enough.
8. The file I need is on the top shelf. I'm not tall enough / too tall to reach it.
9. We can't hear you. Please turn down the TV set. It's too/enough loud.
10. What time is it now? Twelve o'clock? Ifs enough la te /to o late to go for
a walk!
Verb + infinitive or -ing form
Когда два глагола встречаются в предложении вместе, за первым может
следовать инфинитив или форма -ing второго.
When Гт older, I want to be a traveller. (want+ infinitive)
l enjoyed walking in the country, (enjoy + -ing form)
Важно запомнить шаблон для каждого глагола. Ниже приведены неко­
торые из наиболее распространенных.
V erb + infinitive
V erb + -ing form
agree
decide
hope
need
promise
pretend
try
want
would like
avoid
can't stand
don't mind
enjoy
hate
like
look forward to
love
Обратите внимание на разницу, между «Ике» и «would like»:
Do you like playing tennis? (= Do you enjoy it in general?)
Would you like to play tennis today? (= Do you want to do it now, or at a
specific time?)
82
Exercise 1. Match 1-8 to a-h to make sentences
1.
What do you like
2.
My grandmother wanted
3.
I can't stand
4.
He tried to imagine
5.
Once I leave school, I hope to
6.
Mike says he doesn't mind
7.
What do you mean? We never agreed to
8.
I ’m looking forward to
a) going for a walk in the park. He finds it quite relaxing.
b) being back home for the New Year celebration.
c) pay for everyone's drink!
d) to be an actress when she was younger.
e) work for a big company.
f) shelling potatoes. It's such a boring activity.
g) doing in your free time?
h) sitting in his beloved armchair back at home.
Exercise 2. Complete the sentences using the infinitive or -ing form of
the verb in brackets
1. You should av o id _____ (go) anywhere too cold.
2. Mike is hoping_____ (become) rich.
3. Mary and Jane enjoy_____ (have) summer language courses.
4. Why do you w an t_____ (be) a teacher?
5. We are looking forward t o _____ (hear) from you soon.
6. I really h a te _____ (wash) dishes.
7. I'd lik e _____ (go) to the sea side this summer.
8. D on’t worry. I don't m in d _____ (listen) to this music.
83
Modal verbs and their equivalents: must, mustn't, have to, don't have
to must and mustn't
M ust употребляется с инфинитивом без to. Формы m ust одинаковы
для всех лид, вспомогательного do в вопросах и отрицаниях нет.
У твердительны е и отрицательны е предлож ения
I
You
H e/S h e At
must
We
mustn't (= must not)
They
Вопросы и краткие ответы
Must
I
you
he/she / it
we
they
be here.
be here
Yes, I must.
N o, I mustn’t.
Обратите внимание, что форма вопроса M ust I /уои/w e и т. д....? не
очень распространен. Вместо этого используйте Do I/you/we have to .J .
Мы используем m ust, когда говорящий считает, что для кого-то очень
важно что-то сделать.
I must stop drinking coffee.
We must be on time.
The children must go to bed early.
Teenagers must be home before 10p.m.
Мы используем mustn% когда очень важно, чтобы кто-то чего-то не делал.
They mustn't be late fo r the exam tomorrow.
You mustn't take any gadgets into the exam.
Exercise 1. Complete the sentences with m ust or m ustn't
1. Stop watching TV. You_______ do your homework.
2. I_______ brush my teeth before going to bed.
3. Your shoes are filthy. Y o u _______ clean them.
84
4. Y o u _______ drop litter in the streets.
5. I _______ tidy my room.
6. Children_______ play on the road.
Exercise 2. Write what you must or mustn't do when you travel
1. You
drink running water.
2. You
be careful when speaking with strangers.
3. You
always wash fruit and vegetables.
4. You
throw litter in the street.
5. You
keep your luggage and passport.
Exercise 3. Make sentences from 1-10 to match with the sentences A to
J. Use must or mustn 4
1. You're sick.
A. friends | forget | to send him a card.
2. Jill’s very thirsty.
B. go | to the optician's.
3. That dog is dangerous.
C. you | come.
4. M ike’s glasses are broken.
D. she | hurry up.
5. It's Cathy's birthday soon.
E. she| go | to bed.
6. Anna’s late for work.
F. you | see | the doctor.
7. Jill's room is in a mess.
G. Jill [have | a drink.
85
8. Be quiet.
H. we | make| any noise.
9. Jillian’s exhausted.
I. Jill | tidy |it.
10. We're having a party on Friday evening.
J. Girls | go | near it.
have to and don ft have to
A ffirm ative an d negative
I
We
You
They
He
She
It
Questions an d sh o rt answ ers
Do
Does
have to
d o n 't have to
w ork.
has to
doesn't have to
I
we
you
they
he
she
it
Yes, 1 do.
No, I don't.
have to w ork?
Yes, he does.
No,
he
doesn’t
В утвердительных предложениях have to используется аналогично m u st
Teenagers have to be home before it gets dark.
Обычно мы используем have to, а не must, когда ситуация (а не говоря­
щий) делает действие важным.
Му son has to take two buses to school (This is the journey to school.)
We have to wear a uniform. (This is in the school rules.)
People have to drive on the right in the USA. (That's the law.)
Мы используем not have to, когда кому-то не нужно что-то делать.
You don't have to bring any towels to our camp side. They will be provided.
Обратите внимание, что хотя значение have to и m ust почти одинаково в
утвердительном значении, значение отрицательных форм совершенно другое.
86
Сравните:
You mustn't p a y the plumber - he hasn't done any work y e t
You don't have to pay the plumber - I have already paid him.
Мы используем вопросительную форму Do I / y o u / w e / they have t o ...?
или Does h e / s h e / i t have to ... ? чтобы спросить, нужно ли что-то делать.
Do we have to do all the home work?
Exercise 1. Write sentences with the correct form of have to.
1. We / not / get up early / at the weekend.
2. A prospective entrepreneur / have some money / to start a business with.
3. You / use the local currency / when you go to a foreign country.
4. College students / not / wear / a uniform.
5. People who drive / cars / not / travel / by bus.
6. You / not / take exams every year o f your life.
7. My sister / get up / at seven o'clock / to go to school.
Exercise 2. Complete the sentences. Use the words below,
mustn't don't have to have to must has to must have to have
1. Do w e _____ do my homework now? We want to go for a walk.
2. Paul doesn’t _____ help in the garden. Why do I have to do it?
3. You and Max_____ stay. You can go home whenever you want.
4. People_____ relax more. W e’re all getting tired quickly.
5. Look after your brother. Remember - the traffic is intense today.
6. Tourist in the country sid e _____ take their litter away with them.
7. My group mate lives near the university, so she d o esn 't_____ to take
the bus to get there.
8. M ik e_____ go soon because he has a meeting tonight.
87
Reported speech
Мы используем косвенную речь, когда хотим рассказать кому-то о
том, что сказал другой человек. Времена и местоимения меняются в сооб­
щаемой речи, если меняются время и говорящий. Время основного глагола
изменяется следующим образом.
D irect speech
P resent simple
R eported speech
P ast simple
He said,
He said tkat tke refejtg an n&aast.
n ssfts an nleaast"
P resent continuous
P ast continuous
Hm read's} tke serf, ‘'ke said.
He said tkat ke mas nods} tke seats,
P resent perfect
P ast perfect
Tte uateked the, sews, 'ke said.
He said tin t ke kad uateked tke seats.
P ast simple
P ast perfect
Hoe $w d
Ske saH tkat ske kadfrwd ker ear days.
tar d tffi "site, said
will
W ould
dfea. sag Y 4ttH date. *
He*, said tkatуел miadddeaee.
Также изменяются местоимения и притяжательные прилагательные.
'I've watched the news, ' he said. —> He said that he had watched the news.
'My birthday celebration was marvelous,' said Helen. —> Helen said that
her birthday celebration had been marvelous.
W e will go to France fo r our honeymoon,' my friends said. —> My friends
said that they would go to France fo r their honeymoon.
Мы иногда опускаем that в косвенной речи.
'There is a message fo r you,' she said. - □ She said (that) there was a message
fo r me.
say and tell
Мы можем использовать say или tell, чтобы ввести косвенную речь.
•
say + (that)
Maria said (that) she was furious. She said (that) she had had a bad day.
We never use an object after say.
NOT She-said-m e th a t...
• tell + person + (that)
88
За tell всегда следует личное дополнение.
Maria told те (that) she was furious.
She told me (that) she had had a bad day.
NOT Maria told that she was furious.
Есть много других глаголов употребляемых в косвенной речи. Неко­
торые примеры: announce, confirm, complain and explain. За этими глагола­
ми не следует личное дополнение.
They announced (that) they were waiting fo r a baby.
N O T They announced me th a t...
We confirmed (that) the details were valid.
She complained (that) the computer didn't work.
He explained (that) it was broken.
Exercise 1. Complete the reported speech sentences. Use the past sim­
ple, past continuous, past perfect or w ould/ wouldn't
1. 'Pete doesn't spend more than 3 hours on his computer every day.’ said
Lionel. Lionel said that Pete_____ more than 3 hours on his computer every day.
2. 'We're watching a political TV show,' said Zak. Zak said that th ey_____
a political TV show.
3. 'The documentary about travelling didn't start until 5 p.m.) said Anna.
Anna said that the documentary about travelling_____ until 5 p.m.
4. 'Ted has written great lyrics recently,’ said Paul. Paul said that T ed _____
great lyrics recently.
5. 'The internet resource will place details o f the event,' said the blogger.
The reporter said that the internet resource_____details o f the event.
6. 'Nadia isn't watching a soap opera,' said Lara. Lara said that N adia_____
a soap opera.
7. 'I won't finish the task,' said Dad. Dad said that he_____ the task.
89
Exercise 2. Complete the sentences with the correct pronouns and pos­
sessive adjectives
1. T m waiting for my friend’s visit,’ said Steve. Steve said th a t_____ was
waiting for ...
2. ’W e’11wait for you both in the gym,' said Karen and Jack. Karen and Jack
said that would wait fo r_____ in the gym.
3. 'You've passed your exam successfully!’ said my tutor. My tutor said
that_____ had passed ...
4. 'Your brother doesn't look like you,' said Max. Max said th a t_____
brother didn't look lik e_____ .
5. 'Everyone had a great time at your house warming party, ’ said Nick. Nick
told me that he had had a great time a t_____ house wanning party.
6. 'Jim didn't walk home with his usual friends,’ said the teacher. The
teacher said that Jim hadn't walked home w ith _____ usual friends.
Exercise 3. Complete the sentences with said or told
1. Everyone_____ that the special effects in the movie were impressive.
2. C arol_____ that her father spoke five languages.
3. The professor_____ her that she would be a good teacher.
4. The m a n _____ the newspaper's editor that he was going to complain
about the fake news.
5. W e _____ that we didn't want the story to appear in the mass media.
6. I _____ my friends that I was going to be a TV star.
The Passive
Страдательный залог образуется с помощью be + причастие прошед­
шего времени основного глагола (3-я форма глагола).
Мы используем страдательный залог:
90
•
когда мы больше заинтересованы в действии, чем в человеке или
предмете, который выполняет действие.
Russian is spoken by over 258,2 min people around the world.
Australia was discovered in 1606.
•
когда мы не знаем, кто выполняет действие, или когда из контекста
ясно, кто выполняет действие.
Му car is made in Japan.
My purse was stolen.
Когда мы хотим сказать, кто совершает действие в пассивном предло­
жении, мы используем предлог by.
active: Dmitry Mendeleev invented the periodic table o f elements.
passive: The periodic table o f elements was invented by Dmitry Mendeleev.
Глаголы в страдательном залоге имеют те же времена, что и глаголы в
действительном залоге, и правила использования времен такие же.
Present simple passive
present simple of be + past participle
A ffirm ative____________________________________________
This jacket is made o f genuine leather._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The students are trained very effectively._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Negative______________________________________________
The professional isn V paid a good salary._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Many goods are sold on the internet._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Q uestions and sh o rt answ ers_____________ ______________
Is this jacket made o f genuine leather?
Yes, it is.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ No, it isn’t.
Are figs grown in Turkey?
Yes, they are.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ No, they aren’t.
Present simple passive часто используется для описания общего процесса.
The equipment is installed and tested before it can be exploited in the pro­
duction process.
91
Past simple passive
past simple of be + past participle
Affirmative__________________________________
A lot o f funds were invested in the industrial sector.
The car was made in Japan _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Negative____________________________________
The mistake wasn *t corrected._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
They weren Y given any information._ _ _ _ _ _ _ _ _ _ _ _ _
Questions and sh o rt answ ers
Were many funds invested in the industrial Yes, they were.
No, they weren’t.
sector?
Yes, it was.
Was the car made in Japan?
No, it wasn't
Мы используем Past Simple Passive, чтобы говорить о конкретных
действиях.
Last week all the assays were checked and evaluated.
Обратите внимание, что некоторые английские глаголы, такие как give,
send и tell, могут иметь два дополнения. Обычно первый объект — это чело­
век, а второй — вещь.
Pete gave M ary some flowers.
They sent me a long message.
Eva told the children a fairy tale.
В страдательном залоге мы часто делаем человека подлежащим пред­
ложения, а не вещь.
Mary was given some flowers.
I was sent a long message.
The children were told a fairy tale.
Exercise 1. Complete the sentences with the past participle form of the
verbs in brackets
1. The measures a re _____ (take) urgently.
2. The flag s_____ were (carry) through the streets.
92
3. Sport clothes a re _____ (wear) by many young people.
4. The trousers w ere_____ (throw) away even though they were not damaged.
5. The boy w a s _____ (wake) at 7 a.m. to go to school.
6. Cocoa trees a re _____ (grow) in countries like India and Vietnam.
Exercise 2. Complete the sentences with is, are, was or were
1. Textile goods_____ exported to other countries and they are then sold for
a higher price.
2. The bridge_____ reconstructed in only six months.
3. Nowadays, I think children_____ given too much pocket money.
4. This ja c k e t_____ made o f wool.
5. W e_____ told to work in the factory. We didn't have a choice.
6. During a strike, slogans often_____ shouted by the participants.
Exercise 3. Rewrite the sentences in the passive without by, Use the pre­
sent or past simple passive
1. Someone stole my smart phone two days ago.
2. Everyone finished lunch by 2 p.m.
3. We freeze fruit and vegetables to conserve them.
4. They publish scientific papers every year.
5. Colleagues met us at the airport.
6. The partners deliver the goods before the end o f the month.
7. My parents gave me a laptop for my birthday.
8. Someone cleans the school building every night.
93
Present perfect passive
present perfect of be + past participle
Affirmative_________________________________________________________________________
An agreement has been signed._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Comments have been made._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Negative____________________________________________________________________________
The door hasn’t been locked._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The shoos haven't been worn._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Questions and short answers_________________________________________________________
Has the mistake been corrected?
Yes, it has.
___________________________________________ No, it hasn't.______________________________
Have the children been asked?
Yes, they have.
__________________________________________ No, they haven’t.__________________________
Exercise 1. Complete the sentences. Use the present perfect passive form
of the verbs in brackets
1. The human cloning_____ (ban), but some scientists still do experiments.
2. The ru le _____ (explain) to everyone, but not everyone understood the
explanation.
3. The school area_____ (clean). There isn't any litter.
4. The famous painting_____ (not find). The police are still looking for it.
5. Our athletes_____ (not award) gold medals. They came second.
6. _____ a complaint (make) about the air pollution?
Exercise 2. Complete the sentences. Use the present perfect passive form
of the verbs below
hear
not close
not find
train
sell
1. The car is Russian, but the engines_____ in Germany for the last few
years.
2. Our sch o o l_____ yet, but most of the students are already at different
schools.
3. _____ y o u ______about Anna? She's going to be on movie star!
4. This German brand of sportsw ear_____ in Russia since the 1990s. It's
94
popular with Russian students.
5. The small girl went missing last night, and she still
Future passive
will + be + past participle
Affirmative____________________________
The school uniform will be bought tomorrow.
Negative_______________________________
The new school rules w on’t be introduced.
Questions and sh o rt answers_____________
Yes, it will
Will the school uniform be sold here?
No, it w on’t.
Exercise 1. Complete the sentences. Use the future passive form of the
verbs below
not know
use
track
not provide
not fix
exhibit
1. For the next six months, the artist's w ork_____ in the art gallery.
2. In the future, global w arm ing_____ more closely.
3. Sheets o f p ap er_____ in the exam, so remember to take your own.
4. All the money that our company donated_____ for environment protection.
5. My laptop is broken, and unfortunately i t _____ before Friday.
6. The results o f the tests_____ for a few days.
Exercise 2. Complete the second sentence so it has got a similar meaning
to the first sentence. Use the future passive
1. Someone will write the report. The report_____ .
2. Someone will bring a box o f fruit. A box of fruit
.
3. They’ll chop down large number of trees to make roads. Large number
of trees_____ .
4. They won't publish the report until next year. The report_____until next year.
95
5. W e’ll hang rain coats next to the jackets. The rain c o a ts_____ next to
the jackets.
6. The police catch the thief soon. The th ief_____ soon.
Exercise 3. Rewrite the sentences in the future passive. Use by to say who
will perform the action
1. Two o f the journalists will interview you.
2. A famous surgeon will perform the operation on my mother’s knee.
3. The road construction company won't maintain this highway.
4. Will the secretary email the message?
5. Faculty secretary will send an information pack to the foreign students.
6. Will the assistant book the plane tickets?
96
ЗАКЛЮЧЕНИЕ
Предлагаемое учебное пособие «English for Students of Pedagogy» пред­
назначено для студентов второго курса бакалавриата педагогических инсти­
тутов и факультетов. Оно может быть полезно магистрантам и аспирантам,
занимающихся проблемами педагогической науки. Книга ориентирована на
развитие навыков устной речи и грамотности в области грамматики англий­
ского языка. Реализация курса «Иностранный язык в профессиональной де­
ятельности педагога» проявляется в готовности бакалавров к письменному
и устному общению для решения задач, связанных с профессиональной и
научной деятельностью. Пособие написано в соответствии с требованиями
действующей программы по иностранному языку для нелингвистических
специальностей высших учебных заведений. Его можно использовать на за­
нятиях, организуемых для бакалавров и магистрантов, а также для самосто­
ятельной работы всех заинтересованных в этой области науки.
Структура учебника отражает логическую взаимосвязь между лексиче­
ским и грамматическим материалом, эффективным для усвоения содержа­
ния программы дисциплины. Приобретение навыков разговорной и пись­
менной речи основано на изучении большого количества лексических еди­
ниц, частота их использования в аутентичных высказываниях является клю­
чевым критерием отбора. Эти единицы должны составить большую часть
активного словарного запаса, а различные виды работы также направлены
на развитие языковой компетенции. Еще один важный аспект расширения
словарного запаса обучаемых и развития навыков письменной и устной
речи связан с особенностями стиля в сфере общения в профессиональной
деятельности педагога. Чтобы проиллюстрировать эти особенности, ис­
пользуется профессиональная терминология различные языковые клише.
Данный материал тематически структурирован, что способствует
наиболее эффективному усвоению предметного материала.
97
БИБЛИОГРАФИЧЕСКИЙ СПИСОК
1. Время лучших: 5 отечественных педагогов, изменивших мир:
[сайт].
-
URL:
https://rosuchebnik.ru/material/vremya-luchshikh-5-
otechestvennykh-pedagogov-izmenivshikh-mir/ (дата обращения: 19.04.2023 г.)
2. Качалова, К. Н. Практическая грамматика английского языка с уп­
ражнениями и ключами / К. Н. Качалова, Е. Е. Израилевич. - М.: ЮНВЕС
ЛИИСТ, 1 9 9 9 .-7 1 8 с.
3. Мужейко, И, А. Английский язык для студентов педагогического
факультета : методические рекомендации / И. А. Мужейко, Е. А. Воронцо­
ва, В. В. Халючкова. - Витебск: ВГУ имени П. М. Машерова, 2014. - 47 с.
4. Савич, Т. А. Английский язык. Профессиональная лексика педаго­
га = English. Teacher’s Vocabulary: учеб, пособие / Т. А. Савич. - Минск:
РИПО, 2 0 1 8 .-1 2 5 с.
5. Wildman J., Beddall F. Insight Pre-Intermediate Student’s Book /
J. Wildman, F. Beddall. - Oxford University Press, 2018. - 123 p.
6. Wildman J., Myers C. and Thacker C. Insight Intermediate Student’s
Book / J. Wildman, C. Myers and C. Thacker. - Oxford University Press, 2018. 123 p.
98
ПРИЛОЖЕНИЕ 1
Информация для самостоятельного изучения на сайтах
Времена группы Simple:
https://iloveenglish.ru/theory/anglijskaya_grammatika/Vremena_gruppy_Si
mple_Indefinite_Obrazovaniye_formyjproshedshego_vremeni
Тренировочные тесты для самостоятельной работы студентов
Времена группы Simple:
https://ypoK^/library/test_po_anglijskomu_yaziku_po_teme_%C2%AB_
vremena__grupp_094508.html
Времена группы Progressive:
http://enative.narod.ru/theory/grammar/contin.htm
Тренировочные тесты для самостоятельной работы студентов
Времена группы Progressive
https://www.metodkopilka.ru/test_na_temu_quotvremena_continuousprogressivequot-16608.htm
Времена группы Perfect
http://en-grammar.ru/vremena-gruppy-perfect.html
Тренировочные тесты для самостоятельной работы студентов
Времена группы Perfect
http://s-english.ru/uprazhneniya/perfect-tenses
Времена активного залога
http://perekladach.ru/grammar/voice
Тренировочные тесты для самостоятельной работы студентов
Времена активного залога
http://grammar-tei.eom/uprazhneniva-na-vremena-ang:liiskogo-glagola/
99
Условные предложения
https ://engblog.ru/conditional-sentences
Тренировочные тесты для самостоятельной работы студентов
Условные предложения
https://ru.stegmax.com/tests/conditional-sentences-placement-test-elementary-free/
М одальные глаголы
http://enative.narod.ru/theory/grammar/modal.htm
Т ренировочны е тесты для самостоятельной работы студентов
М одальные глаголы
http://englishart.ru/testy/28-modalnye-glagoly-modal-verbs
Косвенная речь и согласование времён
http ://englishfull,ru/grammatika/angliyskaya-kosvennaya-rech.html
Тренировочны е тесты для самостоятельной работы студентов
Косвенная речь и согласование времён
http ://english-grammar.biz
Passive voice
http://grammar-tei.com/passive-voice-passivnyj-zalog-stradatelnyj-zalog-vanglijskom-yazyke-pravila-i-uprazhneniya/
Тренировочны е тесты для самостоятельной работы студентов
Passive voice
http://www.englisch-hilfen.de/en/exercises_list/passiv.htm
100
ПРИЛОЖЕНИЕ 2
Таблица неправильных глаголов
PAST
VERB
PA ST SIM PLE
П ЕРЕВО Д
PARTICIPLE
was [woz],
be [bi:]
been [bi:n]
быть
were [w3:]
become [Ы:клш]
became [bi:keim]
become [Ы :клт]
становиться
begin [bi'gin]
began [bi'gasn]
begun [bi’gAn]
начинать
blow [blou]
blew [blu:]
blown [bloun]
дуть
break [breik]
broke [brouk]
broken [’brouk(e)n]
ломать
bring [brig]
brought [bro:t]
brought [bro:t]
приносить
build [bild]
built [bilt]
built [bilt]
строить
buy [bai]
bought [bo :t]
bought [bo:t]
покупать
catch [kastj]
caught [ko:t]
caught [ko:t]
ловить, хватать
choose [tju:z]
chose [Jbuz]
chosen [tJbuz(o)n]
выбирать
come [к л т]
came [keim]
come [кл т]
приходить
cut [kAt]
cut [kAt]
cut [kAt]
резать
do [du:]
did [did]
done [cUn]
делать
draw [dro:]
drew [dru:]
drawn [dro:n]
рисовать, тащить
drink [drigk]
drank [draegk]
drunk [склдк]
пить
drive [draiv]
drove [drouv]
driven [’drivn]
водить
eat [i:t]
ate [et]
eaten [’i:tn]
есть
fall [fo:l]
fell [fel]
fallen [To dan]
падать
feel [fi:l]
felt [felt]
felt [felt]
чувствовать
find [faind]
found [faund]
found [faund]
находить
fly [flai]
flew [flu:]
flown [floun]
летать
forget [fo'get]
forgot [fa'got]
forgotten [fo’got(o)n]
забывать
get [ g e t ]
got [got]
got [got]
получать
give [giv]
gave [geiv]
given [givn]
давать
go [gou]
went [went]
gone [gon]
идти
101
have [haev]
had [haed]
had [haed]
иметь
hear [hio]
heard [h3:d]
heard [h3:d]
слышать
know [nou]
knew [nju:]
known [noun]
знать
learn [1з:п]
learnt [b:nt]
learnt [b:nt]
учить
leave [li:v]
left [left]
left [left]
оставлять
lose [lu:z]
lost [lost]
lost [lost]
терять
make [meik]
made [meid]
made [meid]
производить
meet [mi:t]
met [met]
met [met]
встречать
read [ri:d]
read [red]
read [red]
читать
ride [raid]
rode [roud]
ridden f'ridn]
ездить верхом
ring [rig]
rang [raeg]
rung [глд]
звенеть
rise [raiz]
rose [rouz]
risen [’rizn]
подниматься
run [глд]
ran [raeg]
run [глд]
бежать
say [sei]
said [sed]
said [sed]
говорить
see [si:]
saw [so:]
seen [si:n]
видеть
show [Jou]
showed [Jaud]
shown [Jbun]
показывать
sit [sit]
sat [saet]
sat [saet]
сидеть
sleep [sli:p]
slept [slept]
slept [slept]
спать
speak [spi:k]
spoke [spouk]
spoken ['spoukn]
говорить
spend [spend]
spent [spent]
spent [spent]
тратить
stand [staend]
stood [stu:d]
stood [stu:d]
стоять
swim [swim]
swam [swem]
swum [swAm]
плавать
take [teik]
took [tuk]
taken [’teik(o)n]
брать, взять
teach [ti:tf]
taught [to:t]
taught [to:t]
учить
tell [tel]
told [tould]
told [tould]
рассказывать
think [0igk]
thought [0o :t]
thought [0o :t]
думать
wake [weik]
woke [wouk]
woken ['wouk(e)n]
просыпаться
win [win]
won [WAn]
won [WAn]
выигрывать
write [rait]
wrote [rout]
written [’ritn]
писать
102
СОДЕРЖАНИЕ
ВВЕДЕНИЕ.....................................................................................................3
Part 1. TEACHER’S VOCABULARY....................................................... 4
Unit L Being a teacher is great ................................................................4
Unit 2. The role o f a teacher in society....................................................12
Unit 3. The best thing in life is g a m e ...................................................... 19
Unit 4. Famous Educators ........................................................................26
Unit 5. Professional and personal qualities of a good te a c h e r.............37
Unit 6. Job hunting and job interview ..................................................... 46
Part 2. GRAMMAR REFERENCE AND PRACTICE ............................55
ЗАКЛЮ ЧЕНИЕ................ ........... ................................................................97
БИБЛИОГРАФИЧЕСКИЙ СПИСОК........................................................98
ПРИЛОЖЕНИЕ 1 .......................................................................................... 99
ПРИЛОЖЕНИЕ 2 ......................................................................
101
103
Учебное издание
Барсукова Наталья Витальевна
ENGLISH FOR STUDENTS OF PEDAGOGY
У чебное пособие
В авторской редакции
Д изайнер обложки А . О. М еньш икова
Оператор компью терной верстки С. С. Ш еремет ьев
Подписано в печать 28.04.2023. Формат 60x84Vi6. Уел. печ. л. 6,16. Тираж 100 экз. Заказ 65.
И здательство Тихоокеанского государственного университета.
680035, Х абаровск, ул. Тихоокеанская, 136.
Издательско-копировальный отдел Тихоокеанского государственного университета,
680035, Х абаровск, ул. Тихоокеанская, 136.