1) Напишите следующие существительные во множественном числе и переведите:
1. a library, 2. a scientist, 3. a man, 4. a foot, 5. a researcher, 6. a generator, 7. substance, 8. a miner, 9. an establishment, 10. an explosive.
2) Определите функцию глаголов “tobe”, “tohave” в следующих предложениях. Предложения переведите:
1. He has already translated that text.
2. For versatility Lomonosov has no equal in Russian science.
3. They were at the University last week.
4. Pete has to study hard as he wants to pass his examination session well.
5. We are carrying out an interesting experiment at the moment.
6. He is to meet them at the railway station.
7. The miner we met at the colliery has three sons.
8. These group of scientists had achieved good results in their investigation.
3) Переведите следующие предложения на русский язык:
1. There were twelve students in our group last year.
2. There will be an important lecture on the geology of oil deposits tomorrow at our University.
3. There are three main group of rocks, namely, sedimentary, igneous and metamorphic rock.
4. There are many technical institutions in Great Britain.
5. There is some interesting information about the structure of the Earth.
6. There was somebody in the laboratory.
4) Подчеркните местоимения и укажите их типы. Переведите предложения на русский язык:
1. I see him and his sister.
2. We know them and their children.
3. My father works as a miner.
4. Our Institute is not far from here.
5. Why do you want to become a mining engineer?
6. The mining Institutes design their courses to give both to basic engineering and mathematics.
5) Составьте к каждому из следующих предложений вопросы (общий, альтернативный (or) и разделительный). Повествовательные предложения переведите на русский язык:
1. ShegoestotheUniversityeveryday.
2. We study geology, mining engineering, mine surveying and others.
3. He entered the Moscow Mining Academy.
4. He will become a mining engineer in 5 years.
6) Переведите текст на русский язык со словарем:
The First Mining School in Russia
The Moscow Mining Academy was established in 1918. The main task of the Academy was to train mining engineers and technicians, to popularize technological achievements among miners, to work on important problems of mining and metallurgical engineering and to direct scientific research. There were three departments in the Academy: mining, geological prospecting and metallurgy. The Moscow Mining Academy introduced a new course in coal mining mechanization, which provided the basis for the development of mining engineering. ThetwoscientistsA.M. Terpigorev and M.M. Protodyakonov wrote the first textbook on machinery for mining bedded deposits.
In 1925 the Moscow Mining Academy was one of the best-known educational institutions in Russia. It had well-equipped laboratories, demonstration rooms and a library which had many volumes of Russian and foreign scientific books and journals. The Academy established close contacts with the coal mining industries. The scientists carried out scientific research and worked on important mining problems.
In 1930 the Moscow Mining Academy was transformed into six independent institutes. Among the new colleges which grew out of the Academy’s departments were the Moscow Mining Institute and the Moscow Institute of Geological Prospecting. Later, the scientific research Institute of Mining appeared near Moscow.
7) Ответьте на вопросы по тексту:
1. What was the main task of the Moscow Mining Academy?
2. How many departments were there in the Academy?
3. What did the scientists do?
4. Was the Moscow Mining Academy transformed into twelve independent institutes?
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The foundation of Russian-Chinese relations was laid thanks to mutual trade interests. According to the agreements, the first attempts by Russians to establish contacts with China date back to 1608. By the middle of the XVII century, the convergence of the territorial possessions of Russia and China created conditions for the establishment of long-term diplomatic and trade relations. As a result, in August 1689, negotiations between diplomatic representatives of the Russian state and the Qing Empire took place in Nerchinsk, culminating in the signing of the first-ever treaty on peace and good-neighborly relations between a European power and the largest state in East Asia.
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3. Переведите предложения на русский язык.
1) The more you study, the smarter you will become.
2) Helen is the most wonderful person in the whole group.
3) A snail is slower than the tortoise.
4) This is the greatest problem she has ever had.
5) Chemistry is as difficult for him as physics.
4. Заполните пропуски глаголами to be или to have в соответствующей форме (по смыслу). Переведите предложения на русский язык.
1) Now his parents ... a comfortable flat.....
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Введение ……………………………………………………………………..
Глава 1. Теоретико-методологические основы обучения лексике, в том числе с применением информационно-коммуникационных технологий ………………………………………………………………...
1.1. Формирование лексических навыков в процессе обучения английскому языку на этапе основного общего образования …………
1.2. Образовательные информационно-коммуникационные технологии в обучении лексике английского языка ..…………………..
Выводы ………………………………………………………………….........
Глава 2. Использование программы Hot Potatoes как средства семантизации и контроля сформированности лексических навыков в обучении английскому языку ……………………............
2.1. Характеристика программы Hot Potatoes, типы тестовых заданий на ее основе….. …………………………………………………………………
2.2. Технология использования программы Hot Potatoes как средства семантизации и контроля сформированности лексических навыков в обучении английскому языку …………………………………………….
Выводы ……………………………………………………………………....
Заключение …………………………………………………………………
Список используемой литературы и источников ……………………..
...
Введение ……………………………………………………………………..
Глава 1. Особенности формирования грамматических навыков на этапе начального основного иноязычного образования посредством дидактической игры ……………………………………..
1.1. Особенности формирования грамматических навыков на этапе начального основного иноязычного образования ………………………
1.2. Дидактическая игра как средство формирования грамматических навыков на этапе начального основного иноязычного образованиям ..
Выводы ………………………………………………………………….........
Глава 2. Методические основы формирования грамматических навыков на этапе начального основного иноязычного образования посредством дидактической игры …………………….
2.1. Анализ УМК «Enjoy English» и «Rainbow English» с точки зрения характера формирования грамматических навыков …..…………………
2.2. Система игровых заданий на формирование грамматических навыков на этапе начального основного иноязычного образования …
Выводы ……………………………………………………………………....
Заключение …………………………………………………………………
Список используемой литературы и источников ……………………..
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