GRAMMAR
ENGLISH FOR BACHELORS IN TECHNICAL DIRECTIONS
PART I
Tutorial
Ivanovo 2016
Filatova M.V., Shmeleva T.N., Ezhova S.A. Grammar of the English language for bachelors of technical fields: Proc. allowance / FGBOUVO "Ivanovo State Power Engineering University named after V.I. Lenin. - Ivanovo, 2016. - 104 p. ISBN
The textbook contains the basic rules for the use of parts of speech and grammatical constructions, tables, visual models for the practical application of the material, exercises that reveal the morphological and syntactic foundations of the English language. Tasks are compiled on the basis of general scientific vocabulary. The work presents control tasks for each thematic section.
Designed for bachelor students of technical fields. All material of the study guide is divided into two parts for study in the first and second semesters, respectively.
Published by the decision of the editorial and publishing council of the Ivanovo State Power Engineering University named after V.I. Lenin"
SCIENTIFIC EDITOR
cand. philol. Sciences, Assoc. A.A. Egorova (ISUE)
REVIEWER
cand. philol. Sciences, art. teacher T.M. Maksimova (ISUE)
ISBN © M.V. Filatov,
T.N. Shmeleva,
S.A. Yezhova, 2016
| PART I | |
| Preface …………………………………………………… | |
| Noun ……………………………………….. | |
| Article …………………………………….................................. | |
| Adjective………………………………………….. | |
| Pronoun …………………………………………………… | |
| Preposition …………………………………………………………….. | |
| Verb ……………………………………………………………. | |
| Modal verbs ……………………………….............. | |
| Pledge………………………………………………………………... | |
| Active voice tenses ……………………….. | |
| Appendix. Forms of irregular verbs …………………………. | |
| Test tasks …………………………………………….. |
FOREWORD
The grammar textbook is intended for bachelor students of technical fields. This textbook covers the main grammatical topics that are sufficient for learning a foreign language at this stage of learning and necessary for the implementation of various kinds of competencies.
All material of the study guide is divided into two parts in accordance with the program for two semesters. For the study were selected topics that cause certain difficulties for students. Part 1 presents sections that repeat the material of the school curriculum. The textbook contains the basic rules for the use of parts of speech and grammatical constructions, tables, visual models for the practical application of the material, exercises that reveal the morphological and syntactic foundations of the English language. A large number of examples on general scientific topics are given. The work presents control tasks for each thematic section. The training and test tasks of the textbook are designed to prepare students for the final exit testing.
The issue of high-quality training of bachelors is very important, taking into account the further possibility of transition to the implementation of master's programs, which are more focused on research activities. This textbook is an educational and methodological development that prepares the student to continue their education in the magistracy.
In conclusion, it should be emphasized that the creation of a grammar textbook for bachelor students is dictated by the need to optimize the educational process as much as possible, paying attention to the most important phenomena necessary for the development and improvement of professional competence skills.
PART I
Proper nouns and common nouns
Nouns are divided into own and common nouns.
Proper nouns are the names of objects that are one of a kind: the Volga, London, Peter.
Common names include:
§ nouns denoting individual
items ( a house, houses, a river, rivers, a book, books, a tree, trees);
§ nouns collective,
which are the names of groups of persons or
animals considered as one a family,
families, a crowd, crowds);
§ nouns denoting various
substances ( water, steel);
§ nouns denoting signs,
actions, states, feelings, phenomena, sciences, arts
etc. ( honesty, bravery, darkness, love, music).
Plural Formation of Nouns
Nouns form the plural in various ways.
| Way of education | Examples | Notes |
| -s | A map -maps A name - names A day - days | [s] [z] [z] |
| -es | A bus – buses A class – classes A box – boxes A brush – brushes A watch - watches | The ending -es pronounced like . |
| Way of education | Examples | Notes |
| -es | A hero - heroes A potato - potatoes | But: photos, videos, kilos, radios [z] |
| -y+-s-ies | A city - cities | [z] |
| -f (-fe)+-s -ves | A leaf - leaves A wife - wives | But: roofs, chiefs, safes |
| +-en | A child - children | |
| Changing the root vowel | A man - men A woman - women A foot - feet A tooth - teeth | |
| Coincidence of singular and plural forms | A sheep - sheep A fish - fish | This farm has a great number of sheep. I caught two fish. However, when it comes to different types of fish, fish has a plural form fishes: In this lake there are fishes of many varieties. |
| Nouns of Latin and Greek origin | An appendix – appendices A datum – data A phenomenon – phenomena A basis – bases A crisis – crises An analysis – analyzes | application - applications (none) - data phenomenon - phenomena basis - fundamentals crisis - crises analysis - analyzes |
The following uncountable nouns are used only in the singular: sugar, iron, love, friendship, progress, knowledge, advice, money, hair, fruit.
His advice is necessary.
Money isn't everything.
Some nouns in English are used only in the plural, including nouns denoting paired objects: police, goods, contents, clothes, scissors, trousers, spectacles.
The police are looking for that man.
The goods are of a good quality.
Test tasks on the topic "Plural of nouns"
Task 5. Form the plural of the following nouns.
A. 1) A book, a clock, a park
2) a field, a team, a machine
3) a boy, a taxi, an hour
4) a church, a class, a rose
5) a tomato, a radio, a video
6) a country, a lady, a community
7) a leaf, a wife, a chief
8) a sheep, a policeman, a crisis, a woman-doctor,
a mother-in-law.
B. A tree, a story, a problem, a gentleman, a wolf, a hero, a basis, a woman-driver, a town, a holiday, a teacher, a bus, a shop, a child, a brush, a shelf, an exam, a match, a company, a subject, a page, a photo, a fish, a roof, money, a passer-by.
Task 6. Write the following nouns in the singular: houses → a house .
Parties, knives, potatoes, teeth, goods, mice, universities, maps, times, watches, days, questions, words, spectacles, data, jeans, rooms, dishes, people, papers.
Task 7. Pluralize the underlined words and make appropriate changes to the sentence if necessary.
Last week my friend bought a new car. Last week my friend bought new cars .
1. I've never won a prize.
2. The story is very interesting.
3. I need a box.
4. Have you ever talked to an Englishman?
5. He has a new suit.
Task 8. Put the underlined words in the singular and make appropriate changes in the sentence if necessary.
The sheep are white. The sheep is white.
1. The analyzes of the results were correct.
2. The bridges will soon be completed.
3. The phenomena surprised us.
4. The gentlemen would like to have breakfast early.
5. Your feet are size ten.
Task 9. Choose the correct answer.
It is necessary to clean It is necessary to clean teeth
tooth/teeth twice a day. twice a day.
1. These cities/cities are beautiful.
2. The Smith/Smiths are very friendly.
3. They are very good students/students.
4.Her eyes/eyes are beautiful.
5. When I travel I like to take photos/photos.
Task 10. Put the verb “to be” into the right shape
(am, is, are) (See verb conjugation to be in simple present tense).
The trousers … very expensive. The trousers are very expensive.
1. These scissors…not sharp.
2. His grandfather's watch … made of gold.
3. Mathematics … the basis of many other sciences.
4. Where … the money I gave you?
5. The data obtained … important.
6. I think your advice … always useful.
7. Where… the clothes?
8. His progress … considerable.
9. The goods… from Turkey.
10. The police … coming.
In the possessive
Test tasks on the topic "Possessive case of nouns"
Task 11. Rewrite the sentences, put the apostrophe in the right place.
The effect of James speech The effect of James's speech
was great. was great.
1. I like Ulanovas dancing.
2. This is Mr. Carters house.
3. My parents flat is small.
4. The children coats are in the car.
5. Yesterday I went to the dentists.
Task 12. Replace nouns with a preposition “of” possessive form.
The story of this woman This woman's story
1. The tools of the workers.
2. The students of Mr. Brown.
3. The book of the teacher.
4. The sons of Mary and Bo b.
5. The parents of the boys.
6. The bike of my friend.
7. The house of the Smirnovs.
8. Hats of men.
9. The dress of Liz.
Task 13. Write groups of words in brackets, using the possessive case if possible, or a noun with a preposition "of".
(Moscow/center) is always busy. Moscow's center is always
1. Could you tell me … ( this street/the name)?
2. … (the town/special atmosphere) charmed the tourists.
3. Jeremy forgot to clean… ( the car/windows).
4. I didn't like … ( the author/last book).
5. The papers are full of … ( news/today)
THE ARTICLE
Articles -a, an, the - are the main determiners of nouns. Articles do not carry stress.
Indefinite articlea(an) derived from the numeral one and is therefore used only with countable nouns in the singular.
The indefinite article only indicates that the object belongs to some class of objects, but does not distinguish it from homogeneous objects, thus having a classifying meaning. A noun with an indefinite article is the name of an object in general, and not the name of a specific object.
The indefinite article is used:
1. When it comes to a person or object of this particular class, in contrast to persons or objects of another class:
I wear a cap in summer and a hat in autumn.
2. When a noun denotes who or what the subject or person referred to in the sentence is. Such a noun is used in the sentence:
(a) the nominal part of the compound predicate:
My brother is an engineer.
(b) an application:
my friend, a teacher of history, has been awarded the Order of the British Empire.
3. When it means anyone, any representative of a given class of persons or objects:
Achild can understand it.
4. When it comes to one person or object, still unknown to the interlocutor or reader, mentioned for the first time:
He bought a book yesterday.
The definite article derived from demonstrative pronoun that that. It is used with both singular and plural countable nouns.
The definite article indicates an individually defined person or thing, that is, a person or thing distinguished from all persons or things of a given class. It thus has an individual meaning. So, the house evokes the idea of a very specific house, which either has certain features that distinguish it from all other houses, or is known to the interlocutor, or has been mentioned before.
The definite article is used in the following cases:
1. When a noun carries a definition that serves to distinguish the person or thing designated by the noun from all persons or things of a given class:
The drawer of my writing table is locked.
2. When it is clear from the situation or context which person or thing is meant:
Please close the window.
3. When a person or object, already named earlier, again
mentioned in a conversation or text:
When I entered the room, I saw a man standing at the window. The man was very old.
4. Before a noun denoting a person or
an item that is one of a kind or
the only one in this situation:
The earth is millions of kilometers from the Sun.
5. Before a noun that is being defined
ordinal number:
My friend won't the first prize in a skiing competition.
6. In stable expressions to tell the truth, to play the piano, on the left, to the right, in the end etc.:
My friends always tell me the truth .
Without article nouns are used:
1. When nouns are used with pronouns some, any:
Bring me some water.
2. When it comes to matter in the general sense, that is,
substance as such:
Water is necessary for life.
3. When one substance is opposed to another
substance. Another substance may not be mentioned, but
just imply:
What do you prefer: tea or coffee? The steamer burns oil (not coal).
4. When there is some kind of
another qualifier:
This book is interesting. My room is large.
5. Before nouns denoting any,
any members of this class of persons or
items:
Boys like to play football.
Task 17.
A. Put the adjective or adverb in brackets into the correct form.
Winter is ( cold) season of the Winter is the coldest season of
1. Moscow is (large) than St. Petersburg.
2. Steel is (strong) than wood.
3. Canada is (big) than the USA.
4. This summer is (hot) than the previous one.
5. This task is (easy) than that one.
7. German is (difficult) than Spanish.
8. Helen is (experienced) than Mike.
9. The Alps are (high) mountains in Europe.
10. Monday is often one of (busy) days of the week.
11. This is (funny) episode in the film.
12. This is (exciting) book in his collection.
13. This is (beautiful) park in the city.
14. He is one of (successful) businessmen in this company.
15. Steve is (hard-working) students in the group.
16. It is one of (important) questions of our conference. (least)
17. Today he worked (slowly) than usual.
18. He usually listens to the teacher (attentively) of all.
B. Pay attention to the special forms of formation of degrees of comparison of adjectives and adverbs:
1. Health is (good) than wealth.
2. She is (good) doctor I know.
3. He answered the material (well) of all.
4. Paul is a (bad) driver than Chris.
5. It was (bad) mistake I've ever made.
6. He writes French (badly) than he speaks it.
7. Nick speaks (many) languages than Pete.
8. We have (little) interest in this work than you.
9. Other hospitals are (far) from here than this one.
10. Any (far) discussion is useless.
11. He wants to enter another university to get (far) education.
12. My house is (far) of all from the stop.
C. Translate the sentences, paying attention to other special forms of the formation of degrees of comparison of adjectives and adverbs:
1. Alex is five years older than his brother.
2. My friend has an elder sister.
3. This is one of the oldest cathedrals in the country.
4. William is the eldest of the three brothers.
5. Could you call later? He is busy at the moment.
6. I like both Kevin and Philip. The former is very polite and the latter is very handsome.
7. The last question at the exam was very difficult.
8. The latest news was breaking.
9. The next stop is yours.
10. The nearest cinema is a ten-minute walk from here.
Some adjectives can, as in Russian, be used in the meaning of nouns. They are used with a plural meaning, denoting all persons or groups of persons with a given attribute. They don't accept endings -s and are used with the definite article:
There are special schools for the blind in our country.
Immediate help was rendered to the sick .
To compare two objects of the same quality, the adjective in a positive degree is placed between as…as with meaning the same ... as, the same ... as:
He is as young as my brother.
In negative sentences, the first as usually replaced so:
He is not so young as my brother.
Pay attention to the translation of the following constructions:
Task 18. Translate the sentences into Russian.
1. Your room is as light as mine.
2. This cube is as big as that one.
3. These pictures are as beautiful as those ones.
4. My brother is not so tall as you are.
5. This book is not so interesting as that one.
6. The Baltic Sea is not so warm as the Black Sea.
7. The earlier you get up, the more you can do.
8. The longer the night, the shorter the day.
9. The longer the telephone call, the more you pay for it.
10. The greater the number of free electrons in a substance, the better this substance conducts electricity.
11. Their garden is four times as big as ours.
12. Go by car, it's much cheaper. (far cheaper)
13. Today the weather is a little worse than it was yesterday. (a bit worse)
Construction "noun + noun"
In a combination of two nouns, the first is the definition of right. Combinations of two or more nouns are very common in the language of science and technology.
PRONOUN (THE PRONOUN)
THE PREPOSITION
Prepositions are functional words that show the relationship of a noun or pronoun to other words in a sentence.
In modern English, case endings are almost completely absent. Therefore, prepositions play an extremely important role in English, being one of the main means of expressing the relationship of a noun (or pronoun) to other words in a sentence.
Prepositions express a variety of relationships - spatial, temporal, causal, etc. In Russian, these relations are expressed not by prepositions alone, but by prepositions and case endings; in English, these relations are expressed only by prepositions, since the nouns in the common case with which they are combined do not have special endings:
He lives in Moscow.
He came with his brother.
According to the form, prepositions in English are divided into monosyllabic – about, at, in, from, over, past, with and so on and composite – as for, according to, in between, on behalf of, in spite of etc.
By meaning, prepositions are divided as follows:
prepositions of time
| About, after, around, before, between, by, during, for, from, in, on, past, since, through, throughout, to, towards(s), until, till, within | ||
| Prepositions | Meaning | Usage examples |
| at | Specifying a point in time Specifying an age | at 2 o'clock, at dawn, at noon, at night at 14, at the age of 35 |
| on | Pointing to a specific moment, day, date | on Sunday, on the first of May, on Friday evening |
| in | Indication of a specific period of time Meaning "through, beyond" | in the morning, in March, in 1945, in spring in a week, in ten years |
| by | Specifies a deadline | by 4 o'clock, by the end of June |
| from | Indicates the starting point | This book dates from the 16th century. |
| to | Indicates a time limit, the end of a term | It's a quarter to six. |
| till/until | Meaning "until now" | from 2 till 4, till now, until last week |
Prepositions on, at, in + time
THE VERB
A verb is a part of speech that denotes an action, state of a person or object.
The verb answers questions what does the person (object) do? What is done with the face (object)?
Verbs are simple and derivative. Simple verbs are verbs that do not have either prefixes or suffixes in their composition. Derived verbs include verbs with suffixes and prefixes.
The most characteristic verb suffixes are:
Basic forms of the verb
The English verb has three basic forms: the first form is infinitive, the second form is past simple tense and the third form past participle. They serve to form all other verb forms, both simple and complex.
Meaningful, auxiliary
And linking verbs
According to their meaning and the role performed in the sentence, verbs are divided into semantic, auxiliary, linking verbs and modal verbs.
Semantic verbs have an independent meaning and are used in a sentence as a simple verbal predicate.
He speaks English.
Auxiliary verbs have no independent meaning and serve to form complex verb forms. These include verbs to be, to have, to do, will (would):
She is reading a book.
I have read the article.
I don't know it.
He will go there.
Linking verbs serve to form a compound nominal predicate. The main linking verb is the verb to be:
He is an engineer.
The box was heavy.
Pledge (VOICE)
The voice forms show whether the subject is the person (or thing) doing the action, or the person (or thing) being acted upon by another person or thing.
In English, as in Russian, there are two pledges: valid and passive.
When the subject is the person (or thing) doing the action, the verb is used in the active form.
Popov invented the radio in 1895.
When the subject is a person (or thing) being acted upon by another person or thing, the verb is used in the passive form.
The radio was invented by Popov in 1895.
Task 56.
A. Put the irregular verbs in brackets in past simple.
1. He ... (to be) a student a few years ago.
2. I ... (to have) classes till three yesterday.
3. All the students ... (to do) their assignments yesterday.
4. He ... (to choose) an interesting problem for his experiment.
5. We … (to leave) school last year.
B. Form interrogative and negative sentences in past simple.
1. The chief engineer was in his office a few minutes ago.
2. I wrote a letter to Nick in the morning.
3. I spoke to the Dean on Tuesday.
4. They went to the country for the weekend.
5. This student took an active part in the discussion yesterday.
C. Form interrogative and negative sentences in Future Simple.
1. He will go to the cinema tomorrow.
2. They will play basketball next week.
3. The weather will be fine these days.
4. She will come to the fitness club next weekend.
5. I will return the book in a day.
Task 57. Put the verbs in brackets at the right time Present Simple, Past Simple, Future Simple.
1. Water ... (to boil) at 100 C.
2. The use of water power and wind power … (to begin) more than 2,000 years ago.
3. He ... (to be) the only girl in the group last year.
4. This student ... (to graduate) from the university in three years, ... he?
5. Your teacher … (to provide) you with a new text-book at
the last lesson, … she?
6. In spite of the difficulties they … (to stop) the experiment and received good results.
7. … you (to proceed) with your experiments next year?
8. I … (to see) a three-dimensional film at the cinema last week.
9. … you (to be responsible) for making a presentation during the conference yesterday?
10. Profound research work sometimes … (to result) in
11. What … he (to give) you as a present? – It was a beautiful ring.
12. What field of industry … you (to work) in?
13. … you (to live) in a hostel or at home when you studied at the university?
14. Graham Bell … (to study) electricity very hard.
15. The professor … (to make) a report at the scientific conference tomorrow. His report will be replaced by a report of a foreign guest.
Task 58. Choose the correct form of the verb, keeping in mind the different ways of expressing the future tense.
1. Do you have any plans for tonight? – Well, actually I … to the cinema with Mark.
| a) will go | b) am going | c) am going to go |
2. Mike … tennis on Friday morning. That will be a great competition!
| a) plays | b) will play | c) is playing |
3. The second term … in February.
| a) will start | b) starts | c) is going to start |
4. Alex has earned a lot of money. He … a new car.
| a) is going to buy | b) buys | c) will buy |
5. We will continue the research when you … us the
| a) will give | b) are going to give | c) give |
6. If he … his attention on his studies, he will know the
| a) concentrates | b) will concentrate | c) concentrate |
7. I'll come to the country at the weekend if the weather
| a) is going to be | b) is | c) will be |
8. Unless it … too late, we will come there.
| a) will be | b) is going to be | c) is |
Present continuous tense
(The Present Progressive Tense)
The present continuous tense is used primarily to express an action that is happening at the moment. (now), and also to express an action taking place in a certain period of time in the present, a planned action in the near future and a repeated action in the present that causes surprise or irritation in the speaker (with the words always, constantly, forever ). For example:
It is snowing now.
She is writing a new book.
What is he doing at the moment?
They aren't watching TV now.
She is constantly making spelling mistakes.
Past long tense
(The Past Progressive Tense)
The past continuous tense is used to express an action that took place at a certain moment in the past, during a certain period of time in the past. This aspectual form is also used in complex sentences that tell about two simultaneous actions, one of which occurs during the execution of the other.
For example:
She was writing a test at 9.00.
It was raining all night.
When I was preparing for my exams the telephone rank.
What were you doing at 6 o "clock yesterday?
I wasn't doing anything special when he called.
Future long tense
(The Future Progressive Tense)
The future continuous is used to denote a long-term action that will take place at a certain moment in the future or at a certain period of time in the future. For example:
You will still be working when I return.
Will he be working in the office when I come?
They will not be watching a football match at 7 o "clock tomorrow.
There is a group of verbs in English that is not used in long tenses. Some of these verbs are used in continuous tenses, but with a different meaning. For example, the verb to have in meaning possession is not used in long forms, and expressions with have may
have continuous tense forms:
He is having breakfast now.
Task 59.
A. Form interrogative and negative sentences in present progressive.
1. I am writing now.
2. He is talking about environmental problems.
3. It is raining at the moment.
4. They are having dinner now.
5. The students are taking an English course now.
b. present progressive.
1. Let's have a break and go out to lunch together. – I'm sorry, I can't. I … (to prepare) a very important project.
2. Nick is a student. He has to study a lot. But at the moment he … (to study). He … (to listen) to music.
3. Irene is a teacher. She gives lessons at London University. But it's 7 o'clock in the evening and she is at home. She … (to give) any lessons. She … (to watch) TV.
4. My name is Bryan. I'm a taxi driver. I take people to various places in my taxi. But I'm on holiday now. I … (to drive). I … (to lie) on a beach.
5. Robert is a writer. He writes novels. But right now he … (to write) anything. He and his wife … (to have) dinner.
6. What … they (to work at) at the moment? I have no idea, but it seems to be something special.
7. As far as I know, he … (to look for) a new job. His job satisfies him.
8. He … (to spend) just a few days in Paris. - And where ... he (to stay)?
9. Jane … (to return) from her holiday tomorrow, … she? – Oh, yes, we are going to meet her at the station.
10. You … always (to come) late. Don't you realize it's not polite to keep people waiting?
11. Task 60. Put the verbs in brackets into the correct form present simple or present progressive.
1. Who … you (to wait for)? – A friend of mine. We … (to go) to the cinema.
2. I … (to understand) the rule. - No wonder. You never … (to listen) to me and you … (to listen) to me now.
3. What … you (to do) here? – Actually, I … (to wait) for
museum to open. – But why? It … (to work) on Mondays!
It is a day off.
4. The picture you … (to look at) … (to belong) to the Tretyakov Gallery.
5. … you (to see) the notice? – Yes, but it's too high for me to read.
6. Has he agreed to your offer? - No, he still ... (to think) it over.
7. Where is Mr. Brown? - He ... (to have) lunch at the canteen. He usually … (to return) to his office at half past one.
Task 61. Put the verbs in brackets into the correct form present progressive, past progressive, Future Progressive.
1. I ... (to leave) now. I have a lot of things to do.
2. Why … you (to wear) such a funny suit? - I ... (to go) to a fancy party.
3. My Dad … (to watch) the news program on TV at 9 o'clock last night.
4. I … (to prepare) homework from 3 till 5 last Sunday.
5. My friend and I…. (to play) chess when the telephone rank.
6. The students … (to attach) the wires to the instrument when I came.
7. … you (to wait) for me at 5 yesterday? – Yes, why didn’t you come?
8. What ... you (to do) at six o'clock yesterday?
9. I … (to write) the report the whole day tomorrow.
10. What … he (to do) at this time tomorrow?
APPENDIX
FORMS OF IRREGULAR VERBS
IRREGULAR VERBS FORMS
| 1 form (infinitive) Infinitive | 2 form (past tense) Past Simple | 3rd form (participle 2) Past Participle | Translation |
| to be | was/were | been | to be, to be |
| to bear | bore | born | carry |
| to become | became | become | become |
| to begin | started | begun | start off) |
| to break | broke | broken | break |
| to bring | brought | brought | bring |
| to build | built | built | build |
| to buy | bought | bought | buy |
| to choose | chose | chosen | choose |
| to come | came | come | to come |
| to cost | cost | cost | cost |
| to cut | cut | cut | cut |
| to deal | dealt | dealt | to deal with |
| to do | did | done | make |
| to draw | drew | drawn | draw |
| to drink | drank | drunk | drink |
| to drive | drove | driven | drive |
| to eat | ate | eaten | there is |
| to fall | fell | fallen | fall |
| to feel | felt | felt | feel |
| to find | found | found | find |
| to fly | flew | flown | fly |
| to forget | forgot | forgotten | forget |
| to forgive | forgave | forgiven | forgive |
| to get | got | got | receive |
| to give | gave | given | give |
| to go | went | gone | go, go |
| to grow | grew | grown | grow, grow |
| to have | had | had | have |
| to hear | heard | heard | hear |
| to know | knew | known | know |
| to learn | learned/learned | learned/learned | to study) |
| to leave | left | left | leave, leave |
| to lose | lost | lost | lose |
| to make | made | made | make |
| to meet | met | met | meet) |
| to pay | paid | paid | to pay |
| to put | put | put | put, put |
| to read | read | read | read |
| to run | ran | run | run |
| to say | said | said | speak, say |
| to see | saw | seen | see |
| to sell | sold | sold | sell |
| to send | sent | sent | send |
| to show | showed | shown | show |
| to sing | sang | sung | sing |
| to sit | sat | sat | sit |
| to sleep | slept | slept | sleep |
| to speak | spoke | spoken | speak, talk |
| to spend | spent | spent | spend, spend |
| to stand | stood | stood | stand |
| to steal | stole | stolen | steal |
| to swim | swam | swum | to swim |
| to take | took | taken | take, take |
| to teach | taught | taught | teach, teach |
| to tell | told | told | to tell |
| to think | thought | thought | think |
| to understand | understood | understood | understand |
| to wake | woke | woken | wake up, wake up |
| to wear | wore | worn | wear |
| to win | won | won | win, win |
| to write | wrote | written | write |
Test tasks
Subject: Noun
1. Would you like … from the shop? They have some nice ones.
a) ice cream b) ice cream c) ice creams d) the ice creams
2. I didn't have a camera, so I couldn't take ... .
a) any photo b) any photo c) photo d) some photo
3. I think there's … in the fridge.
a) a butter b) some butter c) some butters d) butter
4. You've bought a lot of ... .
a) banana b) egg c) water d) biscuit
5. I'm out of work. I'm looking for … .
a) job b) a job c) some job d) jobs
6. I'm hoping to hear ... soon.
a) a new b) a news c) some news d) some new
7. It's … walk from here to the university.
a) hour b) an hour c) an hour's d) an hours'
8. I need ... paper to write on.
a) a b) a piece c) a piece of d) a piece of
9. We climbed up the stairs to the … .
a) building’s top b) buildings’ top c) top of building d) top of the building
10. I'm afraid I haven't got ... .
a) a lot of money b) a lot of moneys c) a lot of money d) a lot of moneys
11. A bookshelf is a ….
a) shelf full of books b) shelf made of books c) shelf for putting books on d) book about shelves
12. Luckily there was … in our hotel room.
a) iron b) an iron c) some iron d) some irons
13. Why shouldn't … do as good a job as men do?
a) women pilots b) women pilots c) women pilots d) women pilots
14. The horse has won lots of races. It's a champion ... .
a) horserace b) racehorse c) horse race d) race horse
15. The … is his fighting spirit.
a) player’s strong b) players’ strong c) player’s strength d) players’ strength
16. Unfortunately we've made … .
a) little progress b) little progresses c) few progresses d) few progresses
17. There are some great … programs on this channel.
a) child b) children c) child's d) children's
18. At the … , we exchanged addresses.
a) the course end b) end course c) end of the course d) course’s end
19. At lunch time we used to eat together in the … .
a) college cafeteria b) college's cafeteria c) college cafeteria d) cafeteria's college
20. Have you ever had tea from … ?
a) glass b) a glass c) some glass d) some glasses
Topic: Word formation
Ministry of General and Vocational Education of the Russian Federation
Tula State University
English for Bachelors
Tutorial
Part I
FOREWORD
This textbook is intended for students who continue to study English in a non-linguistic university at the stage of general bachelor's training.
The work is based on the results of linguistic and methodological research conducted by the Department of Foreign Languages of TulSU in 1993-98. When creating the manual, the authors relied on the theoretical provisions put forward by them, tested in the educational process and confirmed by practice.
The purpose of the manual is to develop the ability of students to read original English literature in order to extract the necessary information, to teach students to conduct a conversation and make messages within the framework of the studied material.
The manual consists of 10 sections, each of which has the following structure:
Brief grammar guide.
Training lexical and grammatical exercises.
Text material and exercises aimed at developing the skills and abilities of working with a foreign language text.
Didactic material for the development of speaking skills.
The inclusion of a grammar reference in the manual is dictated by gaps in the knowledge of students of basic grammar, without which, as you know, practical knowledge of a foreign language is impossible. The grammar material is provided with memos, instructions, notes, etc., helping the student to work independently.
The presence of a variety of texts on one topic allows you to vary the amount of tasks, taking into account the individual characteristics and degree of preparation of each student. Texts intended for mastering different types of reading were selected taking into account their informativeness, relevance and interest for students. The proposed text material helps to increase erudition and broaden the horizons of students.
A series of targeted exercises are designed to ensure the development of vocabulary and non-vocabulary reading skills, monologue and dialogic speech skills, as well as discussions with several partners.
The nature of the educational material, its methodological organization make possible the interconnected teaching of all types of foreign language speech activity and provide a gradual transition to working with original scientific and technical texts in the student's specialty.
The training material is designed for 130-160 hours of classroom and extracurricular work.
Sections 1-8 designed Assoc. G.D. Orlova together with teachers T.N. Valiulina, L.P. Zarubina, M.V. Kruglova, V.V. Faletova, T.A. Damn, D.M. Shevaldina; sections 9-10 developed Assoc. L.V. Kozlovskaya together with teachers G.F. Karaseva, V.V. Faletova.
U n i t 1
|
The verb to be The verb to have Plural of nouns Learning Foreign Languages Handicapped People Do Useful Work A Person Who Happens To Be Blind About Poverty Level C o n v e r s a t i o n: About myself and my family |
G r a m m a t i c e
Note!
Pronouns
|
Possessive Whose? |
Refundable |
pointing |
|||||||
|
Who? What? |
Objective case Whom? What? |
Attached form |
Absolute form |
||||||
|
The only thing | |||||||||
|
Interrogative |
|||||||||
|
plural |
who (what) from |
||||||||
1. a) Personal pronoun you used in the singular and plural, that is, it has the meanings of “you” and “you”;
b) Pronouns he/she used in relation to people; pronoun it- in relation to things, animals, small children.
2. The absolute form of possessive pronouns is used if the pronoun is not followed by a noun:
my penis broken. Give me yours.
Remember!
Phrasestypea friend of mine, a neighbor of hers match phrases one of my friends, one of her neighbours.
3. Reflexive pronouns are used when the subject and object denote the same person or thing. Reflexive pronouns in English correspond to the reflexive pronoun myself or return particle - Xia In russian language:
Can't you recognize yourself? You don't recognize myself ?
He defended himself bravely. He bravely defended Xia.
Remember!
After verbsto feel; to behave reflexive pronouns are not used:
Do you feel well? Are you feeling well? Grandpa acted like a child.
2. Verb to be (The Verb to be) Verb to be
a) matters to be, to exist, to be, to be; b) is used only in group tenses Indefinite.
Verb conjugations to be
|
He/she/it will be |
||||
|
Sets |
Note!
1. Forms of the present tense of the verb to be in English are required; in Russian they are usually not used:
He is a student. He is a student.
a) verb to be, used as a semantic verb in the meaning be, requires after itself the circumstance of the place:
He is room 302. He is in in room 302.
b) If the verb to be used as a linking verb, then it can be followed by a noun, numeral or adjective:
She is a doctor. She is a doctor.
He is twenty. He is twenty years old.
The day was fine. The day was wonderful.
Remember!
For the formation of interrogative and negative sentences with a verb to be auxiliary verb is not used.
To form an interrogative sentence, you need to put the verb to be before subject:
Is he a student? Are you engineers?
Negative sentences with a predicate containing a verb to be, are constructed using a particle not, which is placed after the corresponding form of the verb to be:
I am not a doctor. (I'm not a doctor). He is not a student. (He isn't a student). They are not teachers. (They aren't teachers). She was not at home. (She wasn't at home). They were not at the lecture. (They weren't at the lecture).
Note.
To form an interrogative form in the future tense, the auxiliary verb is placed before the subject:
Will he be...? Shall we be...?
The negative form in the future tense is formed with the help of a negative particle not, which is placed directly after the auxiliary verb:
He will not (won't) be ... I shall not (shan't) be ...
Verb to be is often included in stable combinations that are perceived and translated as a whole.
Remember set phrases with a verbto be:
to be absent from being absent to be afraid of being afraid to be about going to do something to be bad at not having the ability to do something to be born to be busy with being busy with something to be famous for be good at being able to do something to be glad/happy... to be hungry/thirsty to be in at home, indoors to be interested in smth. to be interested in something to be late for to be late to be like to be like value value to be of great importance out of the house to be pleased with (at) to be present at to be proud of to be ready for to be right to be sorry for (about) to be sure of to be surprised at to be through with smth . to complete something to be welcome to be welcome (invited guest) to be wrong
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Ministry of General and Vocational Education of the Russian Federation
Tula State University
English for Bachelors
Tutorial
Foreword
This textbook is intended for students who continue to study English in a non-linguistic university at the stage of general bachelor's training.
The work is based on the results of linguistic and methodological research conducted by the Department of Foreign Languages of TulSU in 1993-98. When creating the manual, the authors relied on the theoretical provisions put forward by them, tested in the educational process and confirmed by practice.
The purpose of the manual is to develop students' ability to read original English literature in order to extract the necessary information, to teach students to conduct a conversation and make messages within the framework of the studied material.
The manual consists of 10 sections, each of which has the following structure:
Brief grammar guide.
Training lexical and grammatical exercises.
Text material and exercises aimed at developing the skills and abilities of working with a foreign text.
Didactic material for the development of speaking skills.
The inclusion of a grammar reference in the manual is dictated by gaps in the knowledge of students of basic grammar, without which, as you know, practical knowledge of a foreign language is impossible. The grammar material is provided with memos, instructions, notes, etc., helping the student to work independently.
The presence of a variety of texts on one topic allows you to vary the amount of tasks, taking into account the individual characteristics and degree of preparation of each student. Texts intended for mastering different types of reading were selected taking into account their information content, relevance and interest for students. The proposed text material helps to increase erudition and broaden the horizons of students.
A series of targeted exercises are designed to ensure the development of vocabulary and non-vocabulary reading skills, monologue and dialogic speech skills, as well as discussions with several partners.
The nature of the educational material, its methodological organization make possible the interconnected teaching of all types of foreign language speech activity and provide a gradual transition to working with original scientific and technical texts in the student's specialty.
The training material is designed for 130-160 hours of classroom and extracurricular work.
Sections 1-8 were developed by Assoc. G.D. Orlova together with teachers T.N. Valiulina, L.P. Zarubina, M.V. Kruglova, V.V. Faletova, T.A. Damn, D.M. Shevaldina; Sections 9-10 were developed by Assoc. L.V. Kozlovskaya together with teachers G.F. Karaseva, V.V. Faletova.
grammatical foreign language speaking text
|
The verb to have Learning Foreign Languages Handicapped People Do Useful Work A Person Who Happens To Be Blind About Poverty Level C o n v e r s a t i o n: About myself and my family |
Grammar material
Pronouns
|
Possessive Whose? |
Refundable |
pointing |
|||||||
|
Them. pad. Who? What? |
Object case Whom? What? |
Attached Form |
Absolute form |
||||||
|
The only thing |
|||||||||
|
Interrogative |
|||||||||
|
plural |
what, what who (what) from |
||||||||
Note!
1. a) The personal pronoun you is used in the singular and plural, that is, it has the meanings “you” and “you”;
b) The pronouns he/she are used in relation to people; pronoun it - in relation to things, animals, small children.
2. The absolute form of possessive pronouns is used if the pronoun is not followed by a noun:
My pen is broken. Give me yours.
Phrases like a friend of mine, a neighbor of hers correspond to phrases one of my friends, one of her neighbors.
3. Reflexive pronouns are used when the subject and object denote the same person or thing. Reflexive pronouns in English correspond to the reflexive pronoun yourself or the reflexive particle - sya in Russian:
Can "t you recognize yourself? Do you not recognize yourself?
He defended himself bravely. He bravely defended.
After verbs to feel; to behave reflexive pronouns are not used:
Do you feel well? Are you feeling well? The grandfather behaved like a child. Grandpa acted like a child.
2. Verb to be (The Verb to be) Verb to be
a) it has the meaning to be, to exist, to be, to be; b) is used only in the tenses of the Indefinite group.
Conjugation of the verb to be
|
He/she/it will be |
|||||
|
Sets |
Note!
1. The present tense forms of the verb to be in English are obligatory; in Russian they are usually not used:
He is a student. He is a student.
a) The verb to be, used as a semantic verb in the sense of being, requires after itself the adverb of the place:
He is in room 302. He is in room 302.
b) If the verb to be is used as a linking verb, then it can be followed by a noun, numeral or adjective:
She is a doctor. She is a doctor.
He is twenty. He is twenty years old.
The day was fine. The day was wonderful.
Remember!
For the formation of interrogative and negative sentences with the verb to be, the auxiliary verb is not used.
To form an interrogative sentence, you must put the verb to be before the subject:
Is he a student? Are you engineers?
Negative sentences with a predicate containing the verb to be are built using the particle not, which is placed after the corresponding form of the verb to be:
I am not a doctor. (I "m not a doctor). He is not a student. (He isn't a student). They are not teachers. (They aren't teachers). She was not at home. (She wasn't at home). They were not at the lecture. (They weren "t at the lecture).
Note.
To form an interrogative form in the future tense, the auxiliary verb is placed before the subject:
Will he be...? Shall we be...?
The negative form in the future tense is formed using the negative particle not, which is placed immediately after the auxiliary verb:
He will not (won"t) be ... I shall not (shan"t) be ...
The verb to be is often included in stable combinations that are perceived and translated as a whole.
Remember set phrases with the verb to be:
to be absent from being absent to be afraid of being afraid to be about going to do something to be bad at not being able to do something to be born to be born to be busy with being busy with something to be famous for being famous to be fond of to like, to be good at to be able to do something to be glad/happy... to be happy to be hungry/thirsty to be in at home, indoors to be interested in smth. to be interested in something to be late for being late to be like to be like value value to be of great importance on vacation to be out to be away from home to be pleased with (at) be pleased to be present at to be proud of be proud to be ready for be ready to be right to be sorry for (about) to be sure of to be surprised at to be through with smth. complete something to be welcome to be welcome (invited guest) to be wrong to be wrong, to be wrong
3. The verb to have (The Verb to have)
The verb have before a noun is a semantic verb and means to have.
Note 1. In Russian, instead of I have..., I don't have..., we say I have, I don't.
I have a sister. I have a sister. I have no brother. I do not have a brother.
Conjugation of the verb to have
|
Future Indefinite |
|||||
|
he/she/it will have |
|||||
|
Sets |
Note 2. In colloquial speech, to express the possession of something in the present tense, the expression have got (has got) is most often used:
I have got (I "ve got) a new dress. I have a new dress.
Remember! The negative form of the verb to have in Present and Past Indefinite is formed by using the negative pronoun no before the noun or not before other noun determiners:
I have not a pen. (I have no pen.) I have not 5 pens, I have only 3. I don't have five pens, I only have three.
The interrogative form of the verb to have is formed by placing the verb have before the subject:
Have you many friends? - Yes, I have.
Note!
In modern English, there is a tendency to form the interrogative and negative forms of the verb to have with the help of an auxiliary verb:
|
Interrogative form |
|||
|
Do they have...? Does she have...? Does she have...? Does it have...? |
Did you have...? Did she have...? Did they have...? |
Shall I have...? Shall we have...? Will you have...? Will he have...? Will she have...? Will it have...? Will they have...? |
|
|
negative form |
|||
|
they don't have he does not have she doesn't have it does not have |
you did not have she did not have they did not have they did not have |
I shall not have we shall not have you will not have he will not have she will not have it will not have they will not have |
Remember set phrases with the verb to have:
to have breakfast to have lunch to have dinner to have dinner to have supper to have supper to have tea to have coffee to have a meal to have a meal to have a drink to have a smoke to have a rest to have a wash to have a bath to have a bath to have a shower to have a walk to have a holiday to have a party to have a good time to have a cold to have a headache have a headache to have a chat to have a look at
Note!
The interrogative and negative forms of the above phrases are formed only with the help of auxiliary verbs:
What time does Ann have lunch? Did you have a swim this morning?
4. Plural nouns
(Plural of Nouns)
The plural of most English nouns is formed by adding the ending -s (-es) to the singular noun.
Plural formation
|
The only thing |
plural |
Phonetic features endings reading |
|
|
[z] - after consonants and vowels |
|||
|
[s] - after voiceless consonants |
|||
|
After hissing and whistling |
|||
|
Singular |
Plural |
Features of the spelling of nouns in the plural. including |
|
|
For nouns ending in -f/fe, the -f is changed to -v and the ending -es is added. |
|||
|
If -y is preceded by a vowel, no change occurs. |
|||
|
If the -y ending is preceded by a consonant, then the -y is changed to -i and the ending -es is added. |
|||
|
Nouns ending in -o are appended with -es. |
Remember the special cases of plural nouns.
Remember! 1. In English, the following nouns do not have a plural form, they always agree with the verb in singular. h. and can have as a definition a demonstrative pronoun of only the singular (this / that):
advice advice information furniture furniture happiness happiness knowledge knowledge luggage luggage money money news news sugar sugar
2. For the following nouns, the singular form in Russian corresponds to the plural form in English:
goods goods clothes clothing suburbs suburbs wages wages
3. In compound nouns, only the last part takes the plural form: a classroom - classrooms The exception is words, the first part of which is the roots man - / woman -. In this case, both parts take the plural form:
a manservant - menservants
If there is a preposition in the compound word, then the first part takes the plural form:
a father-in-law fathers-in-law a passer-by passers-by
Exercises
I. Fill in the gaps with one of the pronouns given in brackets:
Does .... like ? (she, they, her, we)
I "m sure I know .... (he, his, its, him)
Is that .... car? (you, yours, your, him)
Is it their car? - No, .... is yellow. (their, them, its, theirs)
A few months ago I met an old friend of .... (my, me, mine, him)
He rang Mary and invited .... to dinner. (she, it, her, hers)
My father is fat, .... weighs over fifteen stone. (she, him, he, his)
John showed .... the book. (his, it, its, him)
Can you give .... some more cake? (his, my, me, mine)
If you see Tom and Jane, give ..... my love. (they, their, it, them)
II. Complete the sentences with him/her/them.
I don't know those girls. Do you know them?
I don't know that man. Do you know ..... ?
I don't know Bob's wife. Do you know ..... ?
I don "t know his friends. Do you know ..... ?
I don't know Mr. Brown. Do you know ..... ?
III. a) Complete the sentence according to the model: She wants to see me but I don "t want to see her.
I want to see him but .... doesn't want to see .... .
They want to see me but .... don't want to see .... .
We want to see them but .... don "t want to see .... .
She wants to see him but .... doesn't want to see .... .
They want to see her but .... doesn't want to see .... .
I want to see them but .... don "t want to see .... .
He wants to us but .... don't want to see .... .
b) Look at the pictures. Make the story complete by adding personal pronouns.
The other day when I was shopping a woman stopped .......... and asked ........... the way to the post office. .............. gave her directions and ............. thanked ............. politely, then ran off quickly in the opposite direction. .............. put my hand in my pocket and found that my wallet was missing. ............. must have taken it while ............. were talking. ............. shouted and ran after............. but ............. was no good. .............. had disappeared in the crowd.
IV. Fill in the gaps with appropriate pronouns.
I had many English books. I read .... every day.
Kate is my friend. I often meet .... in the office.
We are students. This is .... classroom.
Ben and Nick, open .... books at page 9.
Take this book and read .... at home.
Read these words and learn .... well.
With .... do you usually speak about your work?
I don't know .... . What's his name?
Take the dictionary. - It "s not my dictionary, it" s .... .
This is a photo of a modern shop. .... windows are wide and high.
Magazine is over there? - It's mine.
Is your cousin? - A journalist.
V. Complete the sentences:
I saw Mary with her husband Phil.
I saw Ann and Bob with .... children.
I saw Bob with .... wife Ann.
I saw Bill with .... brother George.
I saw Ann with .... parents.
I saw Mary and Philip with .... son Bill.
VI. Look carefully at the pictures. Write questions with the question word Whose .... ?
1.Whose book is this?
VII. Insert the verb to be in the appropriate form. Translate.
1. George .... a student. 2. We .... on duty today. 3. All students .... present today. 4. My grandparents .... pensioners. 5. This woman .... a housewife. 6. Yesterday the weather .... fine, but tomorrow it .... nasty. 7. Mr. Emmons .... blind. The neighbors .... glad to help him. 8. Tomorrow my husband .... at home. 9. We .... proud of our achievements. 10. The doctor .... busy with the patient. 11. It .... the worst weather anyone remembers. 12. I .... sure he will come in time. 13. She .... late for the lesson last Monday. 14. It .... kind of you to help this blind man. 15. These shoes .... just her size. 16. The lesson .... over soon and you .... free.
VIII. Make the following affirmative sentences negative and interrogative. Give short answers to questions.
Sample: I was ill last week. I was not ill last week. Were you ill last week? - Yes, I was. / No, I wasn't.
1. Pete is at work now. 2. My friend is good at geography. 3. It was wonderful at the party. 4. They were at the cinema yesterday. 5. The temperature will be above zero tomorrow. 6. I "m sure they will be late for the meeting. 7. They will be back tomorrow. 8. The teacher was pleased with the student" s answer. 9. We "ll be busy next Sunday. 10. The sportsmen are ready for the competition. 11. Bob is a famous football player. 12. Relationships within the family are different now. 13. Christmas is the traditional time for presents.
IX. Put the following sentences in Past and Future Indefinite. Enter the appropriate circumstances in the sentence:
|
last year (month, week) the day before yesterday a week (month, year) ago |
the day after tomorrow next year (month, week) in a month (week, year) |
Sample: It is cold today. It was cold yesterday. It will be cold tomorrow.
1. We are on duty today. 2. They are students of Tula State University. 3. She is 20. 4. I am an engineer. 5. She is tired. 6. This computer is out of order. 7. You are very busy. 8. They are at home. 9. My friend is at the cinema.
X. Translate the sentences. Pay attention to stable combinations with the verb to be.
1. I "m afraid of dogs. 2. What are you particularly interested in? 3. I" m not hungry, I "m thirsty. 4. Are you ready for the lesson? 5. A new film is on. Are you going to see it? 6. He was about to leave London. 7. Is she in? - No, she is out. 8. I "m afraid you are wrong. 9. Are you through with your work? 10. Mathematics is of great importance.
XI. Use the verb to have in the correct tense.
1. Yesterday we .... a lecture on history and group 1074 .... a lecture on mathematics. 2. Tomorrow I .... an English lesson, my friend .... an English lesson too. 3. In 1963 Tula Polytecnical Institute .... 11 faculties. Now our University .... 13 faculties. 4. At the end of each term students .... four or five exams. Last January we .... five exams. This summer our group .... five exams too. 5. My mother always .... much work to do. 6. My parents usually .... little free time. 7. Each faculty of our University .... scientific laboratory. These laboratories .... modern equipment. 8. I hope all our graduates .... interesting work in the future.
XII. Make up questions using the verbs to be, to have in the correct form.
Sample: Your brother/young. Is your brother young?
George/nine years old.
Mrs. Brown/a large family.
Your sister/pretty.
Why/they/absent.
Where/Betty/now.
They/relatives/here.
It / the right answer.
Your neighbor / any pets.
You / any problems / with your parents.
Why / it / great / to have a brother or a sister.
You / an only child / in the family.
XIII. Insert the verb to have in the correct form. Translate.
1. My friend .... not many children. He .... two sons. 2. I .... no paper to write a letter. 3. Jack .... not got that Spanish magazine. 4. We .... got an interesting article about Moscow. 5. .... you got enough time to discuss this question with me ? 6. How many English lessons .... you .... last week ? - We .... three lessons. 7. We .... much work to do at the office yesterday. 8. What time .... you usually .... breakfast ? - I usually .... breakfast at 9 o "clock in the morning. 9. I .... little money, but now I .... much. 10. The girl .... no cat, but soon she .... a black kitten 11. They .... a house in the suburbs 12. .... you got anything new to tell me 13. We .... a good time next weekend 14. .... we .... a lecture tomorrow ? - No, we ..... We .... no lectures tomorrow.
XIV. Write three of your own sentences for each sample.
She has a daughter. - She has a daughter.
How many brothers has he? - How many brothers does he have?
Has she a family? - Yes, she has. ?? (No, she hasn "t). - Does she have a family? - Yes. (No.)
I have no family. - I don't have a family.
I haven "t (got) any arabic books at home. - I don't have books in Arabic at home.
I "ve got many interesting books.- I have many interesting books.
Did you have a Russian lesson yesterday? - Did you have a Russian lesson yesterday?
I didn "t have much work todo yesterday. - Yesterday I had a little work.
Shall we have an English lesson tomorrow? - Will we have an English lesson tomorrow?
XV. Write the following words a) in the plural: a house, a mouse, a potato, a piano, a dish, this baby, this valley, that knife, a roof, that woman, a tooth, that child, this box, my brother -in-low, this boy, a toothbrush, a workman, a classroom, an armchair, a matchbox, this bookshop, that woman-teacher, his secretary, a nurse, a stepmother, his wife, a grown-up, a formula ;
b) in the singular: feet, sheep, teeth, these boxes, these libraries, those babies, needs, our theses, those data, these heroes, kisses, families, sisters-in-low, his watches, actresses, those saleswomen, my boyfriends.
XVI. Write the following sentences in the plural.
1. This equipment is very expensive. 2. This shop is not open today. 3. That house in our street is very old. 4. Our examination is not difficult. 5. This flower is very beautiful. 6. I am not interested in football. 7. This is a very old photograph. 8. She is an Italian.
XVII. Translate.
1. His working day is very long. He is always busy. 2. I have two brothers, one is a student, the other is a schoolboy. 3. She is good at math. 4. We really like modern music. 5. We are proud of our parents. 6. Are you afraid of dogs? - Not. 7. Nobody was ready for the lesson. 8. The brothers were very similar to each other. 9. My head hurts. 10. Don't worry, I'll do it myself. 11. Are you nervous? Are you feeling well? 12. The film itself was not interesting, but the music was wonderful. 13. Next month she will be 18 years old. 14. Who is the oldest in your family? 15. What do you usually have for breakfast? 16. He is a very pleasant person. What's his name?
WORK WITH TEXT
Text A. Learning Foreign Languages
Learning a foreign language is not an easy thing. It is a long and slow process that takes a lot of time and effort. Nowadays it is especially important to know foreign languages.
English is one of the most speaking languages in the world. Over 300 million people speak English as a mother tongue. It is the national language of Great Britain, the United States of America, Australia and New Zealand. It is also one of the official languages in Canada, the Irish Republic and the Republic of South Africa. As a second language it is spoken in India, Singapore, Pakistan and many other former British and US colonies in Africa and Asia.
Millions of people speak English as a foreign language. It is the major international language of communication in politics, science, business, education, mass entertainment and international tourism. Half of the world's scientific literature is in English. It is also the language of computer technology. English is one of the official languages of the United Nations Organization.
The great German poet Goethe said, “He, who knows no foreign language, does not know his own one”. To know English today is absolutely necessary for every educated man, for every good specialist.
I. Read the text `Learning Foreign Languages" and answer the questions:
1. Is it easy for you to learn a foreign language?
2. Why do people learn foreign languages?
3. Why do you learn exactly English?
4. Do many people in the world speak English as a mother tongue?
5. What language is used by scientists?
6. Do you like English? (Are you fond of English?)
II. Make up a story about the English language. Use the following scheme:
the English language
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English as a mother tongue |
English as the national language |
English as one of the official languages |
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English as the language of international communication |
English as a foreign language |
Text B. Handicapped people do useful work
Joseph Emmons can "t use his eyes. He" s blind. He has a trained dog named Buster that leads him where he wants to go. Buster sees for Mr. Emmons. He's called a seeing-eye dog.
Although Mr. Emmons has a handicap, it isn't a big problem. He has a useful job and he earns his own money. Mr. Emmons sells brooms and mops to people in this part of the city. He has worked every day except Sunday for forty years .
Mr. Emmons gets up at 6:00 every morning and eats breakfast with his
wife. Then he leaves the house at 7:00. He holds Buster and walks from house to house. He carries his mops and brooms with him. While he talks to people, the dog sits and waits. The people choose a broom, and then they pay him.
Buster doesn't let Mr. Emmons talk to people very long. He likes to keep moving. It takes four and one-half months to walk to every house in this part of the city. Mr. Emmons visits each house every four months, and by then the people are usually ready to buy new brooms.
Mr. Emmons likes his job. He "s very healthy because he works outside every day. But these days he has a problem. His brooms last so long that sometimes they are still good after four months. Then nobody needs to buy a new one.
Mr. Emmons is proud of his brooms because blind people make them. He picks up a new supply of brooms every week. He says, “If you don"t sell people something good, they"re not going to buy from you the second time you come around”.
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lead (led, led), v |
lead, lead |
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suffer from a physical handicap |
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handicapped |
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earn |
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choose (choose, chosen), v |
choose |
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health |
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healthy |
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to need something need, need |
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buy (bought, bought), v |
buy |
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sell (sold, sold), v |
sell |
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supply, supply, supply, supply |
I. Read the text and do the tasks after it.
II. Match the English and Russian words:
III. Find the English equivalents of the following Russian words:
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use |
to find, to catch, to use, to belong |
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old, handicapped, blind, complex |
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also, although, too, except |
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to take, to give, to got, to hold |
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to carry, to receive, to contain, to obtain |
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to follow, to wait, to store, to find |
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always, often, usually, sometimes |
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visit |
to come, to walk, to intend, to visit |
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income, supply, need, broom |
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replenish |
to come around, to wait for, to be proud of, to pick up |
IV. Find the opposites to the first word in each line:
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each, essential, useful, busy |
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to work, to earn, to train, to buy |
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to give, to call, to get, to buy |
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including, although, then, since |
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to come, to walk, to live, to drive |
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big, small, long, wide |
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wealthy, healthy, wise, proud |
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to try, to pick, to last, to rest |
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to hate, to admire, to adore, to want |
V. Find in the text the English equivalents of the following Russian phrases:
people with physical disabilities; specially trained dog; Earn Money; talk to someone; be on the move; it takes some time to do something; by that time; to be healthy; work on the street; be proud of something; replenish stock; buy from someone; come again.
VI. Choose the right answer to the following questions:
1. How often does Mr. Emmons work?
a) one day a week
b) every day except Sunday,
c) every Sunday.
2. What does Mr. Emmons sell?
a) brooms and mops
3. What time does Mr. Emmons get up every day?
4. What does he do next?
a) has breakfast,
b) does morning exercises,
c) take a shower.
5. What time does he leave the house every day?
6. How often does Mr. Emmons visit each house
a) every three months,
b) every four months,
7. How often do most people buy brooms?
a) every 4 months
c) every 4 weeks.
8. How often does he get a new supply of brooms?
c) every 4 months.
VII. Complete the following sentences:
1. Mr. Emmons can "t _______________.
2. He has a trained dog _______________ .
3. Mr. Emmons earns_______________ .
4. He gets up at _______________.
5. He holds Buster _______________ .
6. While he talks to people _______________ .
7. Buster doesn't let _______________.
8. It takes four and one-half months _______________ .
9. His brooms last so long _______________.
10. Mr. Emmons is proud of _______________ .
VIII. Agree or disagree. give your reasons.
2. He has a trained dog to play with.
3. Although Mr. Emmons has a handicap, it's not a big problem.
4. Mr. Emmons works one day a week.
5. Mr. Emmons sells newspapers and magazines.
6. While he talks to people the dog sits and waits.
7. Mr. Emmons likes to talk to people for hours.
8. He visits each house every 6 months.
9. He likes his job.
10. He never has any problems.
IX. Think and answer:
1. Why can't Joseph Emmons use his eyes?
2. Why is Buster called a “seeing-eye dog”?
3. Why isn't Mr. Emmons handicap a big problem ?
4. Why doesn't Buster let Mr. Emmons talk very long?
5. Why do the people usually buy new brooms every time that Mr. Emmons comes?
6. Why does Mr. Emmons like his job?
7. Why is he so healthy?
8. Why does Mr. Emmons have a problem selling brooms?
9. Why is he proud of his brooms?
10. Why should you sell people something good?
X. Say what you have learned from the text about:
a) Joseph Emmons" handicap;
c) Mr. Emmons" workday;
XI. Retell the text:
b) on the name of Mr. Emmons;
c) on the name of Mrs. Emmons;
d) on the name of Mr. Emmons" neighbor;
e) on the name of Buster.
Text C. A person who happens to be blind
John Bailey is blind and has a guide dog named Elgar. John finds that many people don't know what to do or say when they meet someone like him who can't see. Here he explains how to behave towards blind people and their dogs.
Remember I am an ordinary person, just blind. You don "t need to shout or talk to me as if I cannot understand. If you are giving me a cup of tea or coffee, then I can tell you how I take it? you don" t have to ask my wife.
I can walk more easily with you than by myself, but please don"t grab my arm; let me take yours. When I am with Elgar, I will drop the handle on his harness to tell him he is no longer working, and I will take your left arm with my right.I will keep half a step behind so that I can feel it when we are about to go up or down steps or a kerb.Going downstairs, I prefer to hold the handrail if there is one.
It is always nice for me to know who is in the room with us, so please do introduce me? and to the cat and dog! And if you come into a room where I am, please do speak so I know you "re there.
If I am somewhere new, you will have to guide me to a chair and tell me about things in my way or on the floor. Don't forget about lampshades? they often stick out into my path and I do hate breaking things!
At mealtimes, I may ask for a little help, particularly with cutting up meat. And you can make my meal a lot more enjoyable by telling me where which food is on my plate - for example “Chicken at 9 o"clock, peas at 3 o"clock and potatoes at 6 o"clock - and a glass of water at 2 o "clock".
Words like “see” don "t worry me, so you needn" t be embarrassed about using them; I use them too. I am always glad to see people.
Elgar loves attention, but remember never to distract him when he "s working, as my safety depends on him. And, of course, please don" t feed him titbits? he gets very properly fed at home and will get fat if you feed him too !
The most important thing of all is not to think of me as a blind person; I am a person who happens to be blind.
(from Forward? the Journal of The Guide Dogs for the Blind Association)
I. Study the words.
II. Read the text `A person who happens to be blind". Decide if the following statements are true (T) or false (F).
1. John likes people to help him walk.
2. He doesn't worry if he breaks things.
3. He has dinner at 9 o'clock.
4. He is blind but he can see people a little bit.
5. He doesn't like people to give his dog food.
Text D. About Poverty Level
Poverty is a family characteristic rather than an individual characteristic. That is, people are defined as poor or nonpoor depending on the economic status of the family with which they live. Two factors are particularly important in determining a family's economic status: (1) the total income of the family and (2) the ratio of dependents to earners (dependency ratio) in the family.
We focus on six demographic characteristics that are related to a person's family income and dependency obligations: age, education, employment status, marital status, parental status, and single parenthood (the interaction of marital status and parental status). The first three characteristics - age, education, and employment status - tell us something about a person's earnings capacity (experience and skills) and employment effort. Higher earning capacity and active employment increase total family income, all else being equal. Marital status tells us something about a person's family income as well as their dependency ratio. Marriage can increase income by increasing the number of potential earners in a family. Note that because poverty is a family characteristic rather than an individual characteristic, men and women who live in the same family have, by definition, identical poverty rates.Thus, if all men and women were married, there would be no gender difference in poverty. dependency ratio.
I. Translate the text `About Poverty Level" using a dictionary.
II. Answer the question:
How do demographic characteristics influence poverty level?
C O N V E R S A T I O N
About myself and my family
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Relations: (by birth) |
RELATIONSHIP: (by blood) |
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grandpa and grandma |
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parents |
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Twins |
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nephew |
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niece |
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cousin / sister |
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(by marriage) |
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father-in-law, father-in-law |
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mother-in-law, mother-in-law |
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daughter-in-law, daughter-in-law |
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sister-in-law, sister-in-law, sister-in-law |
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brother-in-law, brother-in-law |
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stepdaughter |
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stepsister / brother |
half sister / brother |
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adult |
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teenager |
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baby |
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middle-aged |
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elder brother / son / sister, etc. |
older brother / son / sister, etc. |
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aged |
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NATIONALITY |
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English (England) |
Englishman |
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American (America) |
American |
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Canadian (Canada) |
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Australian (Australia) |
Australian |
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Italian |
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Norwegian (Norway) |
Norwegian |
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Swedish (Sweden) |
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Dutch (Holland or the Netherlands) |
Dutchman |
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Danish (Denmark) |
Dane |
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PROFESSIONS |
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journalist |
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architect |
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doctor / physician |
doctor / therapist |
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nurse |
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dentist |
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secretary |
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waiter / waitress |
waiter / waitress |
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driver |
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salesman |
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actor / actress |
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librarian |
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office worker |
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mathematician |
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musician |
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psychologist |
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lawyer, lawyer |
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accountant / bookkeeper |
accountant |
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employees |
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WHERE DO THEY WORK |
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office, institution |
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hospital |
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Ministry of Education and Science of the Russian Federation Tula State University English for Bachelors Textbook Part I Second Edition, stereotypical Recommended by the Educational and Methodological Association for Linguistic Education of the Ministry of Education of the Russian Federation as a textbook for students studying English at the stage of bachelor's training Publisher TulGU Tula 2006 1 UDC 802.0 English for Bachelors: Textbook / Edited by Assoc. G.D. Orlova; Tul. state un-t. Tula, 2006, 299 p. Authors-compilers: T.N. Valiulina, L.P. Zarubina, G.F. Karaseva, M.V. Kruglova, L.V. Kozlovskaya, Z.I. Konnova, G.D. Orlova, V.V. Faletova, T.A. Chertova, D.M. Shevaldina Managing editor: Dr. ped. sciences, prof. Z.I. Konnova (Head of the Department of Foreign Languages, TulGU) This textbook contains textual material, a series of exercises aimed at developing the skills and abilities of working with a foreign text, didactic material for developing speaking skills, as well as a brief grammar reference, provided with memos, instructions, notes and others, helping students to work independently. The manual is intended for students who continue to study English at the university at the stage of bachelor's training, as well as for a wide range of people studying English. Published by decision of the Library and Publishing Council of Tula State University. Reviewer: Chairman of the UMO Council for Linguistic Education, Academician of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor I.I. Khaleeva © Authors-compilers, editor, 2006 © Tula State University ISBN 5-7679-0378-6, 2006 2 CONTENTS Foreword ……………………………………………………………… …..7 Guidelines………………………………………………………9 Unit 1 Grammar: 1. Pronouns ……………………………………………… …...11 2. The verb to be …………………………………………..12 3. The verb to have …………………………………… …...15 4. Plural of nouns ……………………………………………..17 Texts: A. Learning Foreign Languages……………………………...26 B. Handicapped People Do Useful Work ………………..29 C. A Person Who Happens To Be Blind ………………..33 D. About Poverty Level …………………………… ……...34 Conversation: About myself and my family ………………………….35 Unit 2 Grammar: 1. Construction there + be ………………………………….44 2. Indefinite and Negative Pronouns ……………………….47 3. Indefinite (Simple) Tenses ……………………………….49 Present Indefinite Tense (Active) ……………… ………...49 Texts: A. Education in the Russian Federation …………………. …61 B. Schooling in the United Kingdom ……………………….65 C. University Education in Great Britain …………………...67 D. Oxford ……………………… …………………………...69 Conversation: Tula State University ………………………………………72 Unit 3 Grammar: 1. Past Indefinite (Past Simple) Tense. Active Voice ………82 2. Future Indefinite (Future Simple) Tense. Active Voice ….83 3. The Degrees of Comparison of Adjectives and Adverbs ...85 4. Numerals ………………………………………………………87 Texts: A. American Teenagers and their Free Time ……………….99 B. Leisure-time Activities …................…………………….102 Conversation: 3 My Working Day… ………..……………………...…….103 Unit 4 Grammar: 1. Imperative Mood ………………………………………..110 2. The pronoun it …………………………………………..111 3. Word-Building (Prefixes dis-, un-, in-) …………………112 4. Indefinite Tenses (revision ) ……………………………..112 Texts: A. The Use of Leisure ……………………………………..120 B. Culture, Leisure, Entertainment, Sports … ……………..124 C. Holidays and Festivals ………………………………….125 D. What are young people doing at Christmas ……………127 Conversation: My Day-off. Hobby ……………………..……………...128 Unit 5 Grammar: 1. Perfect Tenses. Present Perfect Tense (Active) ………140 2. The functions of that …………………………………...144 3. Word-building. The suffixes of nouns ………………...145 Texts: A. Your visit to England …………………………………….154 B. Traveling …………………………… …………………...158 Conversation: Time off ………………………………………………..161 Unit 6 Grammar: 1. Perfect Tenses. Past Perfect Tense. Future Perfect Tense……………………………………….164 2. The functions of one …………………………………….165 3. Word – building. The prefix re- ………………………...166 Texts: A. Once again about Ozone Holes …………………………...172 B. Friendly to the Environment …………… ………………179 C. Man the Loser? ……………………….………...………182 Conversation: Environment and Ecology …………………….…………...183 Unit 7 Grammar: 1. Continuous Tenses . Active Voice ………………………190 Present Continuous ………………….…………………..190 4 Past Continuous ………………………………………… …191 Future Continuous …………………………………………192 2. Word-building. The suffixes of adjectives ……………...193 Texts: A. He Started Britain's Railways ………………………….198 B. ……………………………………… ………………….202 C. Inventors and Their Inventions …………………………202 Conversation: The Progress of Science ……………………………….204 Unit 8 Grammar: 1. Passive Voice ……………………………………………...211 2. Word-building. The suffixes of verbs …………………..215 Texts: A. Science and Technology ……………………………….223 B. The Telegraph …………………………… ……………….....227 C. Thomas Alva Edison …………………….…………….. .229 D. Coming Events ……………………………………………232 Conversation: Great Scientists ………………………………………...235 Unit 9 Grammar: 1. Modal verbs and their equivalents ……………………...242 2. Functions of the verbs to be, to have ……………………246 Texts: A. British Economy…………… …………………………...248 B. …………………………………………………………..253 C. The Subject of the Science of Economics ………………256 D. Planning: the path to better results……………...………256 Conversation: On Economics …………………………………………….257 Unit 10 Grammar: 1. Sequence of Tenses ……………………………………..263 2. Direct and Indirect Speech ……………………………...264 Texts: A Information Age: For and Against ……………………..271 B. Computer System ………………………………………275 C. A message from the President …………… …………….283 D. Hard Disk Troubles …………………………………….286 E. The new way of looking at things: Multi Sync monitors ……………………… ……………….288 5 Conversation: Let's dream of AI ………………………………………290 Keys …………………………………………… ………………………………..295 Literature ……………………………………………………………………..298 6 PREFACE This This textbook is intended for students who continue to study English in a non-linguistic university at the stage of general bachelor's training. The work is based on the results of linguistic and methodological research conducted by the Department of Foreign Languages of TulSU in 1993-98. When creating the manual, the authors relied on the theoretical provisions put forward by them, tested in the educational process and confirmed by practice. The purpose of the manual is to develop the ability of students to read original English literature in order to extract the necessary information, to teach students to conduct a conversation and make messages within the framework of the studied material. The authors also aim to simultaneously develop students' independent work skills. The manual consists of 10 sections, each of which has the following structure: 1. Brief grammar reference. 2. Training lexical and grammatical exercises. 3. Text material and exercises aimed at developing the skills and abilities of working with a foreign text. 4. Didactic material for the development of speaking skills. The inclusion of a grammar reference in the manual is dictated by gaps in the knowledge of students of basic grammar, without which, as you know, practical knowledge of a foreign language is impossible. The grammar material is provided with memos, instructions, notes, etc., helping the student to work independently. The presence of a variety of texts on one topic allows you to vary the amount of tasks, taking into account the individual characteristics and degree of preparation of each student. Texts intended for mastering different types of reading were selected taking into account their informativeness, relevance and interest for students. The proposed text material helps to increase erudition and broaden the horizons of students. A series of targeted exercises are designed to ensure the development of vocabulary and non-vocabulary reading skills, monologue and dialogic speech skills, as well as discussions with several partners. The nature of the educational material, its methodological organization make possible the interconnected teaching of all types of foreign language speech activity and provide a gradual transition to working with original scientific and technical texts in the student's specialty. 7 Educational material is designed for 130-160 hours of classroom and extracurricular work. Sections 1-8 were developed by Assoc. G.D. Orlova together with teachers T.N. Valiulina, L.P. Zarubina, M.V. Kruglova, V.V. Faletova, T.A. Damn, D.M. Shevaldina; Sections 9-10 were developed by Assoc. L.V. Kozlovskaya together with teachers G.F. Karaseva, V.V. Faletova. The team of authors is grateful to Cand. ped. Sciences, Associate Professor A.A. Markina for assistance in developing the structure of the manual and methodological advice during its preparation. 8 METHODOLOGICAL RECOMMENDATIONS This textbook has been compiled taking into account new scientific research in the field of linguodidactics and psychology. The authors tried to maintain continuity and consistency in the presentation of educational material. The proposed guidelines are intended to provide methodological assistance to teachers in the distribution and use of the didactic material included in the manual. The compilers sought to ensure that, already at the initial stage, interconnected training in all types of speech activity was aimed at a solid assimilation of such a minimum of language knowledge, skills and abilities, which would be a single system. At the initial stage of training, it is necessary to develop skills related to the improvement of reading technique, automation of grammatical material, expansion of the active and potential vocabulary, techniques and methods of working with text, speaking and listening. The training material of the manual is presented in 10 sections and is designed for 130-160 hours, including independent work, intermediate and final control. With poor language preparation of students, it is useful to devote the first two or three lessons to a short corrective phonetic course, which includes the characteristics of speech sounds, types of stress (verbal, phrasal, logical), intonation, reading and transcription rules. According to the compilers, it is advisable to start working on the didactic material of each section with a repetition of grammatical phenomena that are characteristic of both speaking and reading. The authors believe that it is legitimate to start working on the text after students have actively mastered the lexical and grammatical material, which allows them to subsequently use it in the appropriate speech situation. Therefore, the lexical and grammatical exercises of the manual are predominantly reproductive in nature, due to the specifics of relatively simple texts, on the basis of which both reading and speaking skills are formed. Along with this, the manual includes a number of exercises aimed at developing the skills and abilities of grammatical orientation in texts of a more complex nature. For example, section 8, text B, exercise VI; section 7, text B, exercise III; section 10, text A, exercise VIII, etc. The presentation of grammatical material, accompanied by explanations, tables, memos, appeals, notes, etc., gives the student the opportunity to work on it independently outside the classroom. 9 When lexical content of grammatical exercises, the authors tried to observe the principle of feasibility and repetition of the past. Each section of the manual includes several texts united by one common theme, but affecting its different aspects and problems. The texts are accompanied by an active dictionary. Words and expressions are given in the order of their location in the text and are provided with Russian equivalents. The vocabulary attached to the text is recommended to be used as a material for improving pronunciation skills and replenishing students' vocabulary, its differentiation, accumulation and activation of set phrases and phraseological units. Before you start reading the text, you need to perform a series of exercises, including internationalisms, word formation and word-formation analysis, selection of synonyms, antonyms, etc., and helping to understand the general content of what is being read. Post-text exercises are of the most diverse nature. Their goal is to penetrate more deeply into the content of what is read, to repeat the lexical and grammatical material in new situations, to express their own point of view on the problem raised in the text. For the development of discursive skills, tasks are offered to highlight the main thoughts of the text, draw up their own text plan, diagrams, diagrams, etc., which can be used by students to convey the content of the text or describe the process: section 2, text A, exercise VIII; section 2, text D, exercise II; section 6, text C, exercise II; section 7, text A, exercise VII; section 7, text C, exercise III; section 8, text A, exercise XI. An example of using this type of work is given in section 1 in exercise to text A. Students are given the task to compose a story about the English language, based on the diagram given in the manual. In the following sections, students are encouraged to draw up similar diagrams on their own. Speaking skills and abilities are formed on the basis of socio-economic problems raised in the texts. The material for speaking is represented by texts and sample dialogues. The exercises have a communicative focus and encourage discussion of issues that go beyond the topic. The teacher can use the exercises selectively, taking into account the language training of students. The Just for Fun section, containing jokes, proverbs, sayings, quatrains, is designed to enliven the learning process, promote relaxation after hard work, arouse interest in the subject being studied, and can also be partially implemented as training phonetic exercises. These guidelines do not exclude the creative initiative of the teacher. ten
