Методическое пособие для студентов

Задания и методические указания для выполнения самостоятельных работ

по дисциплине «Английский язык»

для студентов всех форм обучения

Составитель: Преподаватель английского языка первой категории

Георгиу Лидия Ивановна.

Екатеринбург

2015

Задания и методические указания для выполнения самостоятельных работ по дисциплине «Английский язык» для студентов всех форм обучения . Екатеринбург: ГБПОУ СО «Уральский техникум автомобильного транспорта и сервиса» , 2015. 25 с.

Составитель преподаватель первой категории Георгиу Л.И.

Одобрены на заседании предметно-цикловой комиссии

Протокол № от

Председатель П(Ц)К ОД

© ГБПОУ СО «Уральский техникум автомобильного транспорта и сервиса» 2015. 25 с.

© Л.И.Георгиу, 2015

Пояснительная записка

Для того, чтобы текст стал реальной и продуктивной основой обучения всем видам речевой деятельности, важно научиться разнообразным манипуляциям с текстом на пред текстовом, текстовом и после текстовом этапах. Знание таких приемов позволяет овладеть навыками и умениями самостоятельной работы с текстом и подготовки речевых высказываний различного типа.

Приемы оперирования с материалом текста и соответствующие упражнения не пред текстовом этапе предназначаются для дифференциации языковых единиц и речевых, образцов их узнавания в тексте и овладение догадкой для формирования навыков вероятностного прогнозирования.

На текстовом этапе предполагается использование различных приемов извлечения информации и трансформации структуры и языкового материала текста. На после текстовом этапе приемы оперирования направлены на выявление основных элементов содержания текста.

В результате изучения дисциплины студент должен знать:

- лексические единицы по пройденным темам;

-фоновую лексику;

-фразы и речевые клише;

- правила грамматики;

- основные вопросы техники перевода профессиональных текстов с и без словаря.

В результате изучения дисциплины студент должен уметь:

- составлять связанный текст с использованием ключевых слов на бытовые и профессиональные темы;

- вести диалог по изучаемой теме;

- читать и переводить новые тексты общекультурного, общенаучного характера и тексты по специальности;

- письменно излагать содержание прочитанного текста, оформлять документы на иностранном языке, писать официальные письма.

В соответствии с ОПОП ФГОС СПО студент при изучении учебной дисциплины и выполнении контрольных заданий должен овладеть следующими общими компетенциями:

ОК 4. Уметь работать с литературой, осуществлять поиск информации согласно тематике задания.

ОК 5. Уметь извлекать и анализировать информацию из Интернет источников, применять и закреплять полученные на практике навыки.

ОК 8. Совершенствовать и регулировать личностную и предметную рефлексию.

ОК 9. Создавать и решать проблемные ситуации; уметь адаптироваться к новым условиям.

Методические указания по дисциплине «Английский язык» и задания № 1-4 составлены в соответствии с рабочей программой по английскому языку для технических специальностей СПО и требованиями к минимуму содержания и уровню подготовки выпускника по дисциплине «Английский язык» в соответствии с ОПОП.

Методические указания для организации самостоятельной работы с текстом

1. Прочтите заголовок текста.

2. Выпишите незнакомые слова.

3. Определите по формальным признакам синтаксическую функцию как известных, так и неизвестных вам слов.

4. Сделайте предварительный перевод заглавия, заменяя незнакомые слова неопределенно - личными местоимениями.

5. Прочтите текст, определите его тему двумя - тремя словами.

6. Прочтите еще раз первый абзац.

7. Подумайте, встречаются ли в первом абзаце слова заглавия. Помните, что известные слова могут быть представлены синонимами или описательно.

8. Посмотрите, есть ли в абзаце слова, близкие по форме неизвестному слову.

9. Определите, одинаковы ли подлежащее абзаца и подлежащее заголовка.

10. Определите, одинаковы ли сказуемые (дополнения) в абзаце и заголовке.

11. Читайте следующие абзацы, выписывая из них законченные в смысловом плане отрезки, содержащие слова заглавия.

12. Преобразуйте, если необходимо, полученные отрезки в двух- или трехсоставные предложения так, чтобы известные слова выполняли одну и ту же синтаксическую функцию.

13. Сравните главные члены и дополнения в полученных предложениях. Убедитесь в том, что в заглавии было выражено незнакомым вам словом, а в полученных предложениях в роли сказуемого появились слова, известные вам. То же относится к подлежащему и дополнению.

Пример работы с текстом

The last bus to Donington - on - Bain.

John Tryer reports on the local problems of a national crisis - how people without cars can move about in the country.

Last Monday the little village of Donington - on - Bain, deep in the Lincolnshire woods, lost its last contact through public transport with the outside world. Once Donington (pop. 236) boasted its own railway station. That closed a generation ago, and on April I the two bus services, to Lincoln in one direction and Louth in the other, were withdrawn. Now the villagers of Donington, a third of whom do not own a car, face a three-mile track for the nearest bus route.

Lincolnshire is not a good bus country, with the population scattered around in little pockets over the flat, rich farmland.

The buses have to cover long distances from place carrying don't make enough money on these journeys, and that even using the money they make on the busy routes to pay for the less busy ones they can't make ends meet. So they back the services. There are fewer buses. Fewer people find the service they need.

What are they going to do when the services stop? It game as a shattering blow to Donington - on - Bain. "They've got no right to leave us here without a bus" said Eva Traves, a 56 year - old housewife who has lived in the village for 36 years. "We've ever such a lot of elderly people here. How are they going to get out?"

"My husband Ron was in hospital at Louth recently and I visited him every day. I couldn't do that now, unless somebody took me in their car. The nearest bus is at South Willingham, three miles away."

Donington's local councilor, Charles Turner, was one of the first to be hit by lost service. Unlike Ron Traves, who rides on a scooter to the meetings in the Louth this week." Turner says that some 35 per cent of the Donington people, especially in the old people's bungalows and the council houses, do not have a car.

All hope, however, is not lost. Louth Rural District Council is trying to persuade a local firm to run a bus service to and from Donington two days a week. The trouble is that it will not do so unless the council underwrites the costs at the rate of € 7 a day. The Council has refused, but its clerk, Bryan Spence, is trying to talk the firm into haying a few experimental runs to see what happens.

Unless something is done, the drain of people from villages to the towns will continue, which cannot be healthy. If there are more people in the villages it will be easier to justify buses to them. Many councilors seem to cling to the mistaken belief that all villagers are two - car families when in fact many do not even have one.

Пред текстовый этап:

1. Would you improve your reading skills?

a) Read and underline the word which is the same as the first one given:

last lost told bold

list told

lots hold

last cold

b) Here is a series of two expressions. They are sometimes different. Go through the list and when the expressions are different, underline the word that differs in the second expression:

bus services car services

well paid well said

old looking cold looking

one-way one day

few passengers a few passengers

the drain of people the train of people

he's hit by the lost service he's hit by the lost servant

who lives in the village? who leaves for the village?

they can't make meet they can't make ends meet

c) Find the word which means the same things as the word mentioned:

carry run little large wood oak

take big tree

drive small forest

ride nice land

2. a) Will you read the following passage and find 4 words with the suffix "tion" in it?

b) What effect does the suffix have on the meaning of the words?

Once, Donington (population 236) had its railway station. That closed a generation ago, and on April I the two bus services, to Lincoln in one direction and Louth in the other, were withdrawn.

c) In the first sentence you can see the word "villager". Can you find another word formed in the same way?

Now villagers of Donington face a three - mile track for the nearest bus route. Donington's is local councilor was one the first to be hit by the lost service.

d) Will you read the sentences and find the equivalents of the following words:

cut back…

The last two bus services were withdrawn.

thrown about…

Lincolnshire is a country with the population scattered around in little pockets over the flat, rich farmland.

taking:…

The buses have to cover long distances from place to place carrying only a few passengers at a few passengers at a time.

3. Read the following passage and select the appropriate link-words from the list given below:

All hope…¹, is not lost. South Rural district Council is trying to persuade a local firm to run a bus service to and from Donington two days a week,…². Is that it will not do so…³ the council underwrites the costs at the rate of €7 a day. The council has refused,…⁴ its clerk is trying to talk the firm into having a few experimental runs.

1 2 3 4

thus The only result on the condition if but

however As a matter of under the circum- however

in this way fact stances yet

in addition The trouble unless and

this

4. The title, the first sentence and the first words of each paragraph of an article have been given below. Pick the points that you think are mentioned in the article.

The last bus to Donington - on - Bain.

Last Monday the little village of Donington - on - Bain, deep in the Lincolnshire woods, lost its last contact through public transport with the outside world.

Lincolnshire is not a good bus country… .

The buses have to cover… .

But what … .

It game as… .

Donington's local councilor… .

All hope, however… .

Unless something is done… .

The article tells us/mentions:

- bout one of the local problems of a national crisis;

- that the fact mentioned in the article be a tragedy with the villagers;

- that the situation doesn't seem to improve soon;

- how people without cars can't move about the country;

- how the little village lost its last contact through public;

- what problem the villagers of Donington face.

5. Work in groups of two.

a) Look at the following word combinations and think of a story that might combine them all. You may reorder them in any way you want to using any form of the verb: to lose a contact, two bus services, to make ends meet, to cling to the mistaken belief, to be withdrawn, to carry a few passengers at a time, to be hit by the lost service, the drain of people from the villages to the towns, to persuade a local firm.

b) When you have decided upon the story, tell the story to your partner. Then listen to that of your partner. Ask each other as many questions as you can to learn further details or clarify some points.

Текстовый этап.

1. Read the text "The last bus to Donington - on - Bain" and

a) underline the sentences that best sum up the main idea of each paragraph;

b) reorder the words according to what happens in the passage.

c) when you have finished, discuss the order you decided on with other groups.

2. Would you mark the position where Donington - on - Bain is on a map? Indicate all the roads and neighboring cities mentioned in the text, please. (Дается контурная карта.)

После текстовый этап.

1. Please, complete the following statements with phrases:

a).The last bus services to the little village of Donington - on - Bain were withdrawn because… (there are a few passengers at a time; there are passengers; there are no buses; there are few people in the village).

b). The villagers need the bus service badly because …(not all of them have a car; they have a three-mile walk to the bus; some people travel by bus; they haven't got any other transport).

c). Louth Rural District Council is trying to persuade a local firm to run a bus service to and from Donington … (every day, every other day; two a week; from time to time).

d). The local firm wants the Council to underwrite the costs at the rate of €7 a day and the latter…(has agreed; doesn't know what to do; is discussing the problem; has refused).

e). The drain of people from the villages to the towns will continue if…(all the villagers haven't got a car; public transport is withdrawn; the villages are situated far from the railway station; the living conditions of the villagers are improved)

2. Answer the following questions, selecting the right answer:

a). Who wrote this text? (author's name and occupation).

b). What is the aim of the message? (informing; teaching; entertaining).

c). What is the author's intention in this messages? (There may be more than one answer.) (to amuse the reader; to predict what the future of an English village; to criticize society; to teach us something about life in the future).

d). What is the author's attitude towards the problem he describes? (indifference; sympathy; pity; admiration; anxiety; detachment hiding concern; criticism).

e). Do you think the article its aim? Why? (yes; no; probably; perhaps).

Тексты для самостоятельной работы студентов

Текст 1.

a) Read the text "Mr. Holland's Dream"

When Mr. Holland was a young man, he played a lot of football, and he had always been thin and very strong. But then he worked in an office for many years, and he drove to work in a car, so when he was forty, he was fat and very soft, and he didn't wish to get fatter and softer every year.

One day one of his friends said to him: "Would you like to be thinner, Fred?"

"Of course, I would". Mr. Holland answered.

"Well", his friend said, "stop going to your office by car, and get a bicycle".

Mr. Holland had not ridden a bicycle for many years. "It's very hard to learn to ride a bicycle again at your age", his wife said.

But it was not too hard for Mr. Holland to do. He usually sat in his living room and read the newspaper in the evening, but he bought a bicycle for his birthday and practiced riding it every evening instead. He hope that it would help him to get thinner, and he got a lot of pleasure from it.

He found little roads which not really very narrow, but were too narrow for cars, and there he got away from the nasty noises of the city, which were becoming too much for him. They were not really very loud, but they were too loud for Mr. Holland.

Then he began to go his office by bicycle. Sometimes all the cars stopped at a red light, and he went past them to the front, because his bicycle was narrow. Then he was very happy.

Yesterday he stopped at a red light, and a man came up behind him on another bicycle. he stopped too and to Mr. Holland, "Have the police taken your driving license away too?"

b) Put the sentences in the correct order.

1. Then he began to go to his office on his bicycle.

2. He usually sat in his living room and read the newspaper.

3. It was not too hard for Mr. Holland to ride a bicycle.

4. He found little roads which were not really very narrow.

5. When Mr. Holland was a young man, he played a lot of football.

6. When he was forty, he was fat and very soft.

7. Mr. Holland hadn't ridden a bicycle for many years.

8. He didn't wish to get fatter and soften every year.

9. When all the cars stopped at a red light Mr. Holland went past them, because his bicycle was narrow.

10. Another man stopped too and said to Mr. Holland "Have the police taken your license away too?"

c) Answer the following questions.

1. What is Mr. Holland's dream?

2. When did he play a lot of football?

3. Why had he always been thin and very strong?

4. Why did he become fat and very soft?

5. What was the advice of one of his friends?

6. Was it hard to follow this advice? Why?

7. What did he usually do in the evening?

8. What would help him to get thinner?

9. Where did Mr. Holland practice?

10. Did he stop at the red light?

11. Why did a man behind him ask: "Have the police taken the driving license away too?"

d) Circle the correct answer.

1. Was Mr. Holland fat or this when he was young?

A. He was slim C. He was thick

B. He was thin D. He was fat

2. What was he like when he was forty?

A. He was fat C. He was thick

B. He was thin D. He was slim

3. Who told him to get a bicycle?

A. His son did C. His mother did

B. His wife did D. A friend

4. Was it hard for him to learn to ride a bicycle again?

A. Sometimes it was to learn to ride a bicycle again

B. Yes, it was very easy

C. Yes, it was very hard.

D. No, it wasn't.

5. When did he practice?

A. In the evening C. On his birthday

B. In the morning D. At weekends.

6. Did he enjoy riding his bicycle?

A. Yes, he did C. No, he didn't

B. Fifty-fifty D. Sometimes

7. Why did he like narrow roads?

A. Because they were crowded.

B. Because they were very clean.

C. Because they were noisier.

D. Because they were less noisy.

8. Why could he go past cars at red lights?

A. Because he didn't have to stop at them.

B. Because he was very ambitious.

C. Because he didn't know traffic rules.

D. Because his bicycle was narrower.

9. Had the police taken Mr. Holland's driving license away?

A. No, they hadn't C. Yes, they had.

B. Just checked it D. He left it at home.

10. Had they taken the other man's away? A. No, they hadn't C. He left it at home.

B. Just checked it D. Yes, they had.

Текст 2

a). Read the text «Scenarios».

Making up stories about the future might seem a curious occupation for grown-up executives. But there was a time, in the 1970s and early 1980s, when scenarios were a familiar part of the planning process. They then fell out of fashion for a while, as did strategic planning overall. Now that strategy is making a comeback, so are scenarios. In essence the scenario technique consists of describing a range of possible future. Let us suppose that the Chinese economy collapses, or that it flourishes: that the Internet enriches the telephone companies or drives them out of business. What then?

The aim is not to make predictions, but to provide a framework into which subsequent events can be fitted. If executives have thought out the possible outcomes, they should be quicker to react when one of them arrives. As Arie de Geus, former head of planning at Shell, puts it, they can remember the future.

Since the oil industry vats single investments such as refineries or petrochemical complexes, scenarios appealed as a from of risk analysis. What would happen in the oil price soared or plummeted? What was the probability of a given host government collapsing, or nationalizing the industry?

Then came the reaction. In a recent book, The Living Company, Mr. de Geus describes how in the 1980s, Shell's senior executives became skeptical. Making up stories, they said, was great fun and good public relations. But how many decisions could be attributed directly to the scenario process?

Over the last 10 years, says Roger Rainbow, Shell's present head of planning, there has been more emphasis on getting the managers involved. "The trend has been to get them to bring scenarios into their decision processes," he says. "We need to help people to make decisions on quite specific issues, down to the level of a specific strategy in a given country, or a specific project."

At the same time, he reports. there is a rising level of interest outside. "We get one or two companies a week calling us up to ask our advice on scenarios. If we were a consultancy, we'd be making a lot of money". There are a number of consultancies doing just that. Northeast Consulting, of Boston, was founded by a group of consultants who had previously done scenario work for IBM.

According to Keith Anderson, senior associate for Northeast Consulting Resources in Europe, the difference in origins is fundamental. Where Shell began with geopolitical change, the computer industry was more concerned with detailed developments in technology.

As Mr. Anderson puts, the task is not merely to describe possible future, but to identify the preferred one and work to bring it about. Microsoft, he observed, was dismissive about the Internet at the outset. When it perceived its mistake, it set out not merely to catch up, but to take a lead in determining how the Internet developed.

By Tony Jackson from the Financial Times.

b) Number this information in order it appears in the text:

1. People call Shell in order to ask how to develop and use scenarios.

2. At Shell, they get managers to participate more in developing scenarios.

3. Several consultancies are working in the area of scenarios.

4. People outside Shell are getting more interested in scenarios.

5. At Shell, managers have to make decisions on particular projects.

6. Northeast Consulting was started by people who had worked at IBM.

c) What do these figures refer to in the text?

1. 1980s.

2. 1970s.

3. 10s.

e) Choose the correct alternative:

1. If the price of something soars, it:

a) stays the same;

b) falls really very quickly;

c). increases by a lot very quickly.

2. If the price of something plummets, it a stays the same:

a) stays the same;

b) falls really very quickly;

c) increases by a lot very quickly.

3. If you undertake something, you:

a) carry it out;

b) take it over from someone else;

c) plan to avoid it.

4. If something appeals, it looks:

a) uninteresting;

b) attractive and interesting;

c) boring.

5. If a government collapses, it:

a) loses power;

b) gains power;

c) stays in power.

f) All of the following statements are false. Your task is to correct them:

1. Scenarios are of no real practical use.

2. The scenario technique involves thinking of one possible series of future events.

3. Scenarios were a part of strategic planning right through the 1980s.

4. Executives started to use scenarios before the Second World War.

5. Getting executives to make up stories is a normal thing to do.

6. Translate the following sentences into good Russian.

1. Scenarios fell out of fashion for a while, as did strategic planning overall.

2. Since the oil industry undertakes the vast single investments such as refineries or petrochemical complexes, scenarios appealed as a from of risk analysis.

3. Making up stories about the future might seem a curios occupation for grown-up executives.

4. In essence, the scenario technique consists of describing a rang of possible futures.

5. If we were a consultancy, we'd be making a lot of money.

6. At the same time there is a rising level of interest outside.

7. What would happen if the oil price soared or plummeted?

8. The aim is not to make predictions, but to provide a framework into which subsequent events can be fitted.

9. When it perceived its mistake, it set out not merely to catch up, but to take a lead in determining how the Internet developed.

10. Over the last 10 years, says Roger Rainbow, Shell's present head of planning. there has been more emphasis on getting the managers involved.

g) Explain these words in English:

1. Framework - _____________

2. Collapse - _______________

3. Economy - ______________

4. Prediction - ______________

5. Strategy - _______________

6. Government - ____________

7. Fashion - _______________

8. Development - ____________

9. Decision - ________________

10. Consultant - ______________

Текст 3.

a) Read the text «Nelson's management style could have come from a modern textbook».

Millions find it hard today to identify white European males, and 20^th century warfare has made it almost impossible to use war leaders of the past as role models for the present. Yet leaders and heroes are still needed, and Nelson's characters and his preparation for the Nile adventure, still make him an example for everyone, black or write, male or female, British or otherwise. The reason lies less in what he did, more in how he did it.

Even in the toughest boardroom, battle, very few people today have to carry the level of responsibility Nelson bore in 1798. Yet the way he bore it could have come from a modern textbook:

- developing teamwork with defined roles and close personal relationships;

- allowing the expression of different ideas;

- providing clear, shared and understandable goals;

- permitting participation in decision-making;

- encouraging initiative;

- promoting sense of ownership and commitment.

All today are at least recognized as valuable, and all were present in his conduct of the campaign. If he had had time to write books, he could have advanced management theory by two centuries.

In 1978, he faced something which management-speak would call "a challenge". The would seems hopelessly inadequate. With continental Europe controlled by revolutionary Franc, the Royal Navy had been forced to leave the Mediterranean. In Toulon, the French were preparing a colossal fleet and army - 17 major warships with more than 300 troop ships. Nelson was selected to find it and, if possible it. He was only 39 years old and had never commanded a fleet before, yet in London his task was seen as crucial to all Europe's destiny.

Before his fleet assembled, he knew several of his captains personally and the rest by reputation. Immediately after their rendezvous, he began to work upon all of them the wonder of his command, the magic "Nelson touch". Asking them to come in turn to the ship, he encouraged them into informal open discussions - an unheard - of combination of briefing and brainstorming. While always knowing who was in charge, their common understanding grew so great that later, paraphrasing Henry V, he said: "I had the happiness to command a band of brothers."

By Stephen Howarth.

From the Financial Times.

b) Train your reflective mind! Answer the questions:

a) The article states that 20^th century warfare has made it almost impossible to use war leaders of the past as role models for the present. Do you agree? Why or why not?

b) Can a military style be used in business today? Do you know such examples?

c) Why would Nelson have advanced management theory by two centuries if had written books?

d) Management-speak is the language of management books. Why is the word "challenge" inadequate, or not enough, to describe what Nelson had to do?

e) How far can military-type methods be used by business leaders?
c) Number these things in order they are mentioned in the article:

a) letting people say what they want;

b) giving clear aims to people;

c) getting people to work together;

d) getting people to feel they belong to the organization;

e) getting people to decide and do things on their own;

f) allowing people to take part deciding things.

d) What do these figures to in the text?

1. 5.

2. 17.

3. 20.

4. 300.

5. Millions.

6. 39.

7. 1798.

8. 1759.

e) Find adjective in the text that describe the following:

- the common understanding among Nelson's officers of what they had to do;

- the combination of briefing and brainstorming;

- Nelson's discussions with the officers;

- the "Nelson touch";

- the task facing Nelson;

- the French fleet.

Текст 4.

1. Read the text The Unforgiving demand of "Six sigma" process controls

The term "six sigma" is one familiar to statisticians. In practical terms, it means reducing the defects in a process to just three per million. It is thus an extremely demanding target for quality control.

The term was thought up 10 years ago by the US electronics group Motorola, based on Japanese methods of totals quality management. The approach is particularly suited to the high-volume, high precision electronics industry. For example, a mobile phone such as Motorola produces might contain 400 components. If a company operates to two-sigma - 45000 defects per million - on each part, the chances of the phone being defective are far too high.

General Electric is now in its second year of applying six sigma across its businesses. Last year, it spent $200m on the initial parts of the programme. This year it aims to spend $300m and expects cost savings in the year of $400-500m: that is, a profit of $100m-200m.

Six sigma is by no means confined to manufacturing. GE Capital, the financial services division of General Electric, applies it to processes ranging from billing to various kinds of customer. Denis Nayden, president of GE Capital, says that in practical terms that hard part of applying six is obtaining real data. "It's highly dependent on the data you have," he says. "And given all the businesses we're in, the data are all different." Thereafter, he says: "The real question is whether you can put the right model in place, so the process has fewer moving parts and less things to break down. It's very important to change the process fundamentally. You need to change the whole behavior of the company, to become more responsible to the customer."

This last part is crucial. GE Capital surveys its customers regularly - some monthly or quarterly, depending on their business - to check their performance. "It's very important that the customer is engaged in this," Nayden says. "We use a score card, whereby customers identify what's going wrong and what we should focus on."

By Tony Jackson

from the Financial Times

2. Questions to the text:

1. What does the term "six sigma" mean?

2. How often does GE survey its customers?

3. When was the "six sigma" term introduced?

4. If a company operates to two sigma, is the a big chance you will gat a detective product?

5. Where was the "six sigma" approach equally suitable for all goods?

6. Is the "six sigma" approach equally suitable for all goods?

3. What do these figures refer to in the text?

1. 29.

2. 200.

3. 400.

4. 400-500.

5. 45.000.

6. 100-200.

7. 300.

8. 10.000.

9. 6.

10. 3.

11. 10.

4. True or false? Read the statements and correct that false ones.

1. GE says six sigma makes it more aware of customers' needs.

2. GE changes the way it does things when it applies six sigma.

3. GE has found it easy to apply to different activities.

4. GE only uses six sigma in manufacturing.

5. GE expects to save over $400 million in the second year by using it.

6. GE spent $200 million on six sigma in the first year.

7. GE has been using six sigma for three years.

5. There are certain contractions used in the article, such as "the US" which refers to the United States, or "GE" which is General Electric.

Here is a list of some more widely-used contractions. Can you say what they stand for?

1. NBA.

2. NHL.

3. GB.

4. UK .

5. NY .

6. USSR.

7. HR.

8. HP.

9. RD.

10. R'n'B.

11. R'n'R.

12. TGIF.

13. WC.

14. e-mail.

15. UN.

16. NATO.

17. CV.

6. Use the words and phrases separated by slashes and add the missing to make complete sentences about GE, based on the article. Each slash indicates one missing word, and the words in brackets have to be put into their correct grammatical form.

1. Mr. Nayden (think) it /very important/ customers should / (involve)/ the process/.

2. /involvement/ customers/extremely/.

3. GE (use) /score card, where customers (show) what (need) (improve) /what it/ concentrate/.

4. GE Capital (question) /customers regularly - some /week, some /month, some /three months: /depend) /their type /business - /order / check how it / (do)

Read the text «Amusement park».

I always say that I am not little any more and I am not interested in any theme parks. When my classmates invite me to go there with them I always: "No, I am busy doing more interesting things than going to the amusement park."

But last weekend I felt sorry that I told everybody at school that. Last weekend my little sister had her birthday and asked me to take her to the amusement park. What could I do? Of course, I went with my sister to the amusement park. It took us half an hour to get to the park by the underground. At first my sister rode on a merry-go-round. She took a ride on a white horse while I watched her. The merry-go-round moved very fast but my little sister was not afraid. Then she saw a roller coaster. It was low and high hills and a tram ran up and down them. She enjoyed the ride very much. Then we came up to the Big Wheel. I was tired of watching my sister and that time I decided to take a ride on the Big Wheel. My sister and I got into the car. There are four seats in each Wheel car. We waited a little and then I saw two girls from my class. They saw me, laughed and took their seats in our car. They had a very good time and laughed a lot. I think they laughed at me. My sister also had a great time… But not me…

Find in the text the sentences with these words and word combinations and write them out:

- я больше не маленький;

- мне стало жаль;

- она попросила меня отвести ее в парк аттракционов;

- наблюдал за ней;

- поезд ехал вверх и вниз;

- устал наблюдать за своей сестрой;

- моя сестра и я сели в вагонетку.

Lexical Work: fact/quickly.

1. The planes fly fact.

2. Peter can run fast.

3. Look! Helen is writing very fast!

4. My father drives very fact.

5. You are talking very fast. Please, talk more slowly.

The bell rang and the children ran quickly to the door.

Helen heard a noise outside ran up to the window.

The children were walking slowly, when they saw the river they quickly ran to it.

Tom Sawyer hated to wash himself with soap. He usually did it very quickly.

The teacher asked the question and it was Samuel who answered very quickly.

2. Fill in quickly or fast.

I can ride a bike very_______.

In the morning Pete could not find his bad but his mother did it_______.

Mary hated soup. At the lunch time she was eating the soup very slowly but when her mother gave her ice cream she ate it________.

The children were skating. Helen was skating ______. But when she saw her friend Daniel she stopped ________ and called him.

There were one hundred pieces in the puzzle. The children did the puzzle_____. It took them only half an hour.

We were walking along the street ____ but when we saw a new beautiful

является (являются)….

3.The article is written by … - Статья написана …

4. It is (was) sweet shop we ____ decided to get in and eat something tasty.

5. I consider the article important. - Я считаю, что статья важна.

Литература

Основная

1. Агабекян И.П. Английский язык для ССУЗОВ: учеб. пособие. - М.: Проспект, 2011. - 288 с.

2. Английский язык для менеджеров = English for Manager: учебник для студ. Сред. Проф. учеб. заведений/ Н.Н. Колесникова, Г.В. Данилов, Л.Н. Девяткина. - 3-е изд., стер. - М.: Издательский центр «Академия», 2010. - 304 с.

Дополнительная

1. Англо-русский политехнический словарь, 80000 терминов. Под редакцией А.Е.Чернухина. Изд. 3-е, М:., «Русский язык», 1999. - 648 с.

2. Словарь-минимум для чтения научной литературы на английском языке, второе издание. - М.: Издательство Академии наук СССР, 1963. - 112 с.

3. Крупаткин Я.Б. Читайте английские научные тексты. Курс для начинающих: учеб. пособие. - М.: Высш. шк., 2011. - 158 с.: ил.

4. Английский язык для студентов энергетических специальностей: учеб. пособие/А.Л.Луговая. - 4-е изд., перераб. и доп. - М.: Высш. шк., 2010. - 150 с.

5. Бонами Д. Английский язык для будущих инженеров: учеб. пособие./Предисл. В.Б. Григорова; Пер. «Методических указаний» и словарей Л.И. Кравцовой.-2-е изд., испр. - М.: Высш. шк., 2010. - 287 с.: ил.

Задания и методические указания для выполнения самостоятельных работ

по дисциплине «Английский язык»

для студентов всех форм обучения .

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