- •Оглавление
- •11. Грамматический материал…………………………………
- •Пояснительная записка
- •Силлабус
- •5. Характеристика курса:
- •5.1. Назначение учебной дисциплины
- •5.2. Цель курса:
- •5.3. Задачи изучения дисциплины
- •6.5. План изучения дисциплины
- •5.4 Знания и умения после прохождения курса Устная речь Студенты должны:
- •6. Контроль знаний
- •7. Система оценивания:
- •7.1.Критерии оценивания уровня продуктивных видов коммуникативной деятельности: Говорение:
- •Письменная речь:
- •Аудирование:
- •Чтение:
- •Итоговая оценка знаний студентов по дисциплине
- •8. Политика учебной дисциплины (административные требования):
- •Vocabulary:
- •Vocabulary exercises:
- •Vocabulary:
- •1. What is an ‘arranged marriage’? In which countries or cultures is this type of marriage common? Do you know anyone who has had an arranged marriage?
- •Vocabulary:
- •1. Listen to the conversation and answer the questions:
- •II. Listen to the conversation again. Imitate the phrases expressing suggestions and replies to suggestions
- •III. Find in the text appropriate English phrases for the following
- •Text Medicine and Health Care
- •Vocabulary:
- •Vocabulary exercises:
- •Vocabulary Exercises:
- •Books in My Life
- •Ecology
- •Vocabulary:
- •Vocabulary exercises:
- •Apologies, offers, permission.
- •I. Listen to the conversation and answer the questions:
- •II. Read the conversation. Find in the text appropriate English phrases for the following:
- •III. Role-play the conversation. Самостоятельная работа студентов:
- •Motors and Cars
- •Vocabulary:
- •Vocabulary exercises:
- •Vocabulary exercises:
- •Traveling
- •Questionnaire
- •Leaving on a Jet Plane
- •I. Listen to the conversations, learn them and make substitutions:
- •Act out the interview:
- •1. Creative Work
- •2. Writing:
- •Frederick Douglass, an American Slave
- •Vocabulary:
- •Vocabulary exercises:
- •Vocabulary exercises:
- •Letters to the editor
- •I ask readers to consider these facts on voting age:
- •Iran 15
- •1. Listen to the conversation and answer the questions:
- •II. Give a brief account of the conversation:
- •III. Find in the text appropriate English phrases for the following:
- •IV. Act out the conversation. Самостоятельная работа студентов:
- •1. Creative Work
- •2. Do research work for the following questions.
- •Рубежный контроль 2
- •The list of the topics for exam
- •Mass media in Great Britain
- •Vocabulary:
- •Text Film Festival Season
- •Vocabulary
- •Vocabulary exercises:
- •Today, the Internet. Tomorrow,…?
- •Answer the following questions:
- •Mobile phones
- •I. Listen to the dialogues and learn them. Make up similar dialogues.
- •II. Now work in pairs taking turns to ask for and give directions from point X to the following:
- •III. Act out the following situations:
- •Самостоятельная работа студентов:
- •1. Do library research and prepare an essay on one of the following theme:
- •3. Make a poster advertising your film festival
- •London Art Galleries
- •Vocabulary exercises:
- •Types of music
- •The Arts in America
- •Conversation practice: Offers. Permission.
- •Самостоятельная работа студентов:
- •Insert that or what.
- •The Search for Beauty
- •Vocabulary
- •Are today’s teenagers victims of fashion?
- •Vocabulary:
- •Topical vocabulary
- •Topical exercises
- •The 18th Century
- •Your jeans and your personality
- •Socializing (Greetings and leave-takings)
- •Самостоятельная работа студентов:
- •2. Take pictures of fashion show and give a fashion commentary on the outfits of your show.
- •3. To write an essay on the biography of one outstanding courtier.
- •4. Choose one of the following statements and make a one minute speech supporting it.
- •British customs and traditions
- •1. Listen to the conversation and answer the questions:
- •II .Find in the text appropriate English phrases for the following:
- •III. Insert the missing phrases from the conversation:
- •IV.Role-play the conversation
- •V. Act out the following situations:
- •Vocabulary:
- •Carnival safety success
- •Vocabulary
- •In the Hall of the Airport.
- •Act out the following situations:
- •Самостоятельная работа студентов
- •2. Christmas poems
- •3. Make up a holiday calendar of Great Britain, America and Kazakhstan Unit 10
- •Getting a job in the usa
- •English schooling Topical Vocabulary
- •Suggested situations
- •Vocabulary:
- •I. Listen to the dialogues and learn them:
- •II. Respond to the statements giving advice. Use:
- •III. Advice your friend to (not to):
- •Самостоятельная работа студентов:
- •Рубежный контроль 4
- •Insert the right article.
- •The list of topics for the exam
- •Indirect speech.
- •The Night Uncle Bob Was Arrested
- •Methodological recommendations
- •Types of essay:
Topical exercises
Exercise1. Which of the words below fit best in the following sentences?
Sole, heel, hem, dressing-gown, cardigan, belt, collar, buttons
I must get my black shoes repaired. One … … is broken and both the … … have holes in them.
Do up your … … or you’ll fall over.
There’s someone at the door. You’d better put your … … on before you open it.
Put your … … on – this floor is very cold.
I’ve eaten too much – I’ll have to loosen my … … .
I’ve almost finished making my dress for the party but I’ve still got to sew the … … and sew on some … … .
Exercise2. Complete these sentences with any appropriate word. Use ‘pair’ where it is necessary.
a. Many women wear nighties in bed whereas most men and children wear … .
b. Blue … … are a kind of international uniform for young people.
c. People with ugly knees shouldn’t wear … … .
d. I need some new underwear. I’m going to buy three new … … .
e. Bother! I’ve got a hole in my tights. I’ll have to get a new … ….
f. Bother! I’ve got a hole in my tights. I’ll have to get some new… ….
Exercise3. Match the following materials with item which they are most likely to be associated with from the box.
Example: velvet ribbon
1. silk 2.cashmere 3.leather 4.corduroy 5.velvet 6.cotton
Sweater trousers T-shirt ribbon evening blouse boots pyjamas
Exercise4. Put the right verb, match, suit or fit, into each of these sentences.
1. The blue dress … … her properly now she’s lost some weight.
2. The blue of her dress … … the blue of her eyes.
3. That blue dress … … the girl with the blonde hair.
FOCUS:
Read the text. What do you know about the fashion was like in the Renaissance time? What do you know male and female garments? How could the baroque style of art and architecture cross with clothes?
Pick up right adjective to describe them:
Tight Loose Chic Narrow Glamorous
Grand Funny Pompous Elegant
Text: Fashion of the Baroque Era
The artist Michelangelo is often credited with fathering the baroque style of art and architecture. During this era the continuous straight lines of the Renaissance gave way to intricate curves. The whirling motion of the baroque style was particularly striking in men’s dress. Lace and ribbon were used unsparingly to decorate men’s costumes in the early part of the era. They were especially evident in military dress – on the cuffs, the collar, and the wide sash that was tied around the waist. Typical menswear during the mid-17th century consisted of a vestlike doublet with elbow-length sleeves. The doublet was worn over a shirt whose sleeves extended below those of the doublet. Breeches with wide legs hung to the knees and were trimmed with as much as 140 yards of silk ribbon.
During the late 17th century the long jacket appeared. Although at first cut rather loosely, it was soon fitted more closely to the body. The doublet was lengthened to become a knee-length waistcoat. Narrow breeches replaced the wide kind that had been worn earlier. A cravat made of lace or lace-edged linen was tied at the neck. From that time on, the necktie has played an important role in menswear.
The baroque wig best exemplified the prevailing quest for ornamentation and dignity. Toward the end the17th century, false hair became more popular than natural hair. Men’s wigs were usually brown or black and fell over the shoulders in unruly masses of curls, often reaching to the waist in back. Women’s coiffures were styled similarly but were even more elaborate. The hair on the crown of the wig was arranged in a high headdress that resembled a row of organ pipes, and curls fell over forehead. The back of the head supported a starched lace cap.
The headdress was supposed to help create a long, slender silhouette. Other devices included the tight corset, which held the body rigid, and the train. The restraints imposed by both were well suited the formality of lifeduring the baroque era.
