A Russian-English phrasebook for rescuers was prepared by the Federal State Budgetary Educational Institution of Higher Professional Education "Academy of Civil Protection of the Ministry of Emergency Situations of Russia."
The phrasebook contributes to the implementation of foreign language communicative intentions of rescuers, firefighters, volunteers and other categories of specialists performing practical professional tasks in the process of search and rescue operations.
The selection of foreign language language and speech material was carried out on the basis of a communicative approach, taking into account the functional roles of specialists from the Ministry of Emergency Situations of Russia and compliance with the laws of stylistic usage.
Professional communication in emergencies.
Special communication
Emergency call
An emergency call
Duty officer speaking
Dispatcher listening
Your name? What's your name?
What is your phone number? What's your phone number?
What happened? What's occurred?
Be brief
Sorry, it’s outside our competence
Apply to the Organizing Committee for the Olympic Games.
Content
I. Professional communication in emergencies 6
Emergency call 6
Security 11
Fire 15
Building Collapse 18
Emergency in the water area 22
Chemical contamination 25
Road traffic accident 27
Emergency in the natural environment 34
Avalanche work 37
Evacuation by helicopter 42
Domestic incidents 46
Radio exchange 49
Psychological support 51
First aid 55
II. Professional communication in everyday activities 62
Survey questions 62
Talking on the phone 64
Weather 66
How to show the way 69
On the highway
III. Social communication 77
Greeting 77
Dating 78
Meeting 80
Invitation 81
Request 82
Tip 83
Promise 84
Gratitude 84
Consent 85
Disagreement 86
Apology 86
Sympathy 87
Misunderstanding 88
Caution 90
Farewell 90
IV. Appendix 92
Pronouns 92
Numerals 94
Question words 97
Days of the week 98
Time 99
Months
Colors 103
Countries/capitals, nationalities/languages 105
Olympic Winter Sports 115
Olympic venues 120
Units of measurement 123
International Phonetic Alphabet 125
Correspondence of letters of the Russian and English alphabets 126
V. Russian-English dictionary 128
Abbreviations.
Download the e-book for free in a convenient format, watch and read:
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Toolkit
in foreign (English) language for students
2 courses of secondary vocational education specialty 02/38/01
"Economics and Accounting"
Compiled by Pazaeva D.N.
ANO PA "LAW COLLEGE" (Ufa)
Foreign (English) language
Methodological manual for students
ﭺﭺﭺﭺﭺﭺﭺﭺ
The main goal of the Foreign Language course is to teachpractical knowledge of everyday speech and business language of the specialty for active use, both in everyday lifelife and in professional activities. Practical language proficiency includes in the areas of oral and written speech:
engaging in simple conversation about everyday life;
reading and translation with a dictionary;
reading without a dictionary those texts that contain vocabulary
covered topic.
business correspondence.
A methodological manual on a foreign (English) language is intended for 2nd year students of secondary vocational education, specialty 38.02.01 “Economics and Accounting”
The manual consists of several sections. The tasks are based on the selection of language and text materials, taking into account the peculiarities of foreign language communication of specialists in the field of economic and financial activities. The system of educational tasks provides for the consistent formation and control of basic communication skills in oral speech and reading based on material from the students’ specialty. The exercises are based on the basic lexical and grammatical material of the 2nd year of study.
The purpose of the textbook is to introduce students learning English to the basic concepts of economics, various economic issues, as well as terminology in the field of economics and business in English.
The materials in the manual can be used both during students’ independent work on the language and in practical classes under the guidance of a teacher.
Section 1.
SPOKEN ENGLISH
Supporting questions for composing dialogues
About myself
ABOUT to myself
When & where were you born?
When did you leave school?
What can you tell us about your character?
Are you an ambitious person? Why do you think so?
Are you a sociable person? Why do you think so?
What traits in people (in your relatives) do you dislike?
What traits in people do you admire?
8. Are you fond of animals? Why? Have you got a pet (pets)?
My friend
My friend (girlfriend)
How old is your friend?
Do you know when he (she) left school?
What can you tell us about his (her) character?
What traits of his (her) character do you admire/
Do you dislike any of his (her) traits? What are they?
Have you got many interests in common? What are they?
When & how did you get acquainted?
Have you ever quarreled with your friend?
What was the reason for the quarrel?
10.Are you sure your friend will never let you down? What would you do if he (she) did?
11.What can you tell us about his (her) appearance?
My family
My family
How many members does your family consist of?
Where do your parents work?
Do your grandparents live with you or do they live apart? Do they still work or have they retired
Are you a friendly family? Why do you think so?
Do you know of any families where the parents have divorced (separated)? How does it tell on the children?
Who is more convenient to you: your mother, father, etc.?
Have you ever dreamed (thought, imagined) of a family of your own?
What kind of family would it be?
What do you think of families where there are many children.
Seasons
Seasons
How many seasons are there in the year?
Which do you like best of all? Why?
Which do you dislike? Why?
What are the spring (winter) months?
What do people who live in the countryside do at the end of summer, at the beginning of autumn, in spring, in winter?
Which is the rainiest season in Bashkortostan?
Which is the hottest (coldest)?
When do people spend more time indoors?
Holiday
Holidays
When did you last have a holiday?
Where did you go?
Do you like to be on holiday alone or do you prefer to spend it with your friends? Why?
When do you prefer to have a holiday-in summer, winter? Why?
Where do you usually have your holiday?
What do you do if you are on holiday in summer (winter)?
If you had hard currency where would you go for your holiday?
8.How do people feel when they have no holiday for a long time?
My future profession
My future profession
When did you first start thinking of your future profession?
Which was the first profession you liked best?
Who helped you to decide –upon this profession?
Who did you discuss the problem with?
What do your parents think of your future career?
What will you do if you make little money on the job?
What is more important to you: money or a job you like?
What have you done to make your future career?
9.Do your friends ask for advice when choosing their future career?
Sports
Sport
What kind of sports do you like?
Which of them do you go in for?
When did you take part in sport event last?
Why do people go in for sports?
Who is your favorite sportsman?
Do you understand people who don’t like sports? Why?
You normally cry if you lose, don’t you?
Can you swim?
Which is the biggest sports event of the world?
10.When did you visit the Sport Complex last & why?
The theater (cinema)
Theater ( movie )
How often do you go to the theater?
When did you go to the cinema last?
Where do you feel better: after theater or cinema?
Who is your favorite actor or actress?
Would you like to be an actor?
What kind of films do you like?
What was the film about you saw last?
Why do people like to go to the theatre/cinema?
Who do you go there with? Why?
Traveling
Journey
When did you travel anywhere for the first time in your life?
Are you fond of traveling now? Why?
How do you prefer traveling: by plane, by sea, by train, on foot? Why?
What places have you been to? Which of them have made the deepest impression on you?
Do you prefer to travel alone, with your parents, friends or total strangers? Why?
How long does it usually take you to prepare for a journey?
What places do you dream of visiting? Why?
How do you kill the time during a long journey?
Why do young people like to go on a hike?
10. Do you buy guide - books, post cards, booklets when visiting places? Why?
11. Haveyoueverbeenabroad?
Section 2
TEXTS
FOR
READINGS
Text 1 Three basic types of economic systems
To develop some perfective for a study of microeconomics, it helps to begin with a feeling
for what an economic system is and how it works.
Various countries have elected to use different methods both in organizing resources in the production process and in distributing the resultant goods and services. Three basic types of economic systems stand out.
A traditional economic system relies upon custom, habit, social mores, and tried-and-true methods for achieving economic goals; technology is primitive; changes are slow and production is taken in the same way as last year and the year before. Tradition and the status quo are perpetuated.
A command economic system relies on public ownership and centralized control of the basic means of production, severe limitations are placed upon individual choice when such choices conflict with government-determined economic priorities. Economic plans and activities are under the control of an economic commander-in-chief (a king, czar, prime minister, or central planning authority).
A capitalistic or market economic system emphasizes private ownership, individual economic freedom, competition, the profit motive, and the price system in the achievement of economic goals. Each economic unit decides what choices and policies are best for it, the thesis being that in encouraging the drive for individual economic self-interest, the outcome proves also to be in the overall best interests of society because of the strong incentives for efficiency, productivity , and satisfaction of consumers.
Active Dictionary
traditionaleconomicsystem– traditional economic system
commandeconomicsystem– command economic system
capitalisticormarketeconomicsystem– capitalist or market economic system
public ownership– public property
private ownership- private property
satisfactionofconsumers– meeting customer demand
efficiency- efficiency
productivity– productivity
to elect –elect, choose
government- determinedeconomicpriorities– economic priorities of national importance
profit – profit, benefit
competition – competition
the price system– rating system
the achievement of economic goals – achieving economic goals
distributing the goods and services – distribution of goods and services
personal economic freedom
limitations - restrictions
Answer the questions :
1. How many basic types of economic systems stand out?
2. What does a traditional economic system rely upon?
3. When are severe limitations placed upon individual choice?
4. What does a capitalist economic system emphasize?
5. Why does the outcome prove to be in the overall best interests of society?
Text 2
Corporation
A corporation is a business organization authorized by the state to conduct business and is a separate legal entity from its owners. It is the dominant form of American business because it makes it possible to gather together large amounts of capital.
Before a corporation may do business, it must apply for and receive a charter from the state. The state must approve the articles of incorporation, which describe the basic purpose and structure of the proposed corporation.
The stockholders usually meet once a year to elect directors and to carry on other important business. Each share of stock entitles its owner to one vote. A stock holder who cannot attend the meeting can legally authorize another to vote his or her shares by proxy.
Management of a corporation consists of the board of directors, who decide corporate policy, and the officers, who carry on the daily operations. The board is elected by the stockholders, and the officers are appointed by the board.
Some specific duties of the board of directors are to declare dividends, authorize contracts, decide on executive salaries, and arrange major loans with banks. Management"s main means of reporting the corporations financial position and results of operations is its annual report.
The corporation form of business has several advantages over the sole proprietorship and partnership. It is a separate legal entity and offers limited liability to the owners, ease of capital generation and ease of transfer of ownership. In addition, it allows centralized authority and responsibility and professional management.
The corporation form of business also has several disadvantages. It is subject to greater government regulation and double taxation. In addition, separation of ownership and control may allow management to make harmful decisions.
Active Dictionary
the state- state
a corporation– corporation
to approve the articles of incorporation – approve the provisions of the charter
the basic purpose- primary goal
a stockholder – shareholder
to attend the meeting– take part in the meeting
corporate policy– corporate policy
the officers are appointed by the board – employees are appointed by the board
The board is elected by the stockholders – the board is elected by shareholders
to authorize contracts– conclude contracts
salarywage
annual report- annual report
the sole ownership and partnership – sole proprietorship
disadvantages- flaws
taxation– taxation
to make harmful decisions- make wrong decisions
Answer the questions :
1. Why is a corporation the dominant form of American business?
2. How often do the stockholders usually meet?
3. What does management of a corporation consist of?
4. What can a stockholder do if he cannot attend the meeting?
5. What advantages does the corporate form of business have?
Text 3
Planning
A plan is a design for achieving some specific objectives. Plans can relate to short, medium or long-term intentions. Short-term plans are more likely to contain precise objectives and can be more detailed schemes than long-term plans (often called "strategic plans"); the further it looks into the future, the less certain it can be. However, there is little point in pursuing activities if the business does not know what the intended outcome is. "If you don"t know where you are going,
how do you know when you"ve got there?"
The first step in planning is to state as clearly as possible the desired outcome that is, the objective. A fundamental skill of managing is the ability to set and communicate objectives.
Next, it is usual to look at the period over which the plan is to take effect and to set specific, measurable targets for quality, time and costs. This is to allow the plan to be monitored.
In any planning activity, the managers never have all the information they need to make decisions. The Business Environment title in this series looks at some of the external pressures that affect the prosperity of a business. They cannot be ignored at the planning stage. Managers have to make forecasts about the effects that factors outside their control may have on their objectives.
During this stage of the planning process, some decisions may be made about how the plan is to be executed, but only in the broadest terms
the detailed activities are the next stage. Plan on its own is a sterile thing. Nothing happens until the plan is turned into actions.
Active Dictionary
short, mediumorlong- termintentions– short-term. medium and long term plans
the desired outcome- expected outcome
a fundamental skill of managing
measurable targets– commensurate goals
quality- quality
to make decisions- decisions
The Business Environment– business environment
the prosperity of a business – business prosperity
the planning stage– planning stage
to make forecasts– predict
a design for achieving some specific objectives – project to achieve certain goals
Answer the questions :
1. What is a plan?
2. What is the first step in planning?
3. What is the next step in planning?
4. What affects the prosperity of a business?
5. What kind of intentions can plans relate to?
Text 4
Wholesaling
Wholesalers are the institutions which stand between the manufacturer and the retailer. A wholesaler buys goods in bulk from producers and sells them in small quantities to retailers. In doing so he helps the production process. If you had an intention to be a successful manufacturer, you would make high quality products at a reasonable price for selected markets. If you intended to be a wholesaler, you would learn how to serve the market.
Wholesaler economizes the distribution. The most important function of a wholesaler is to contact manufacturers and potential customers. nine contacts and deliveries are necessary if three firms supply directly to three retailers, where each producer deals only with a wholesaler, thus reducing the total number of transactions to six.
Wholesalers are used for information and advice. Suggestions which customers make to the retailer are passed to the wholesaler who conveys them to the manufacturer. Thus the latter can improve his product.
A wholesaler keeps slocks. Shoppers like to obtain goods immediately. This requires stocks. Often, however, neither the producer nor the retailer has extensive storage facilities and responsibility falls on the wholesaler.
Moreover he arranges imports from abroad. Foreign manufacturers can rarely bother to ship small parcels to individual retailers abroad. They prefer to deal with a wholesaler, an import merchant with established trade connections.
Wholesalers may be classified into three groups: manufacturer owned operations, merchant wholesalers, merchandise agents and brokers. Manufacturers can establish their own wholesaling office or branch, the latter providing more services to its customers. Depending on the industry or geographical location merchant wholesalers are called distributors, jobbers, or dealers. Among merchandise agents there are selling agents, brokers, commission agents and action companies. They arc all compensated by either a commission or a brokerage fee.
Active Dictionary
to be a successful manufacturer – be a successful manufacturer
high quality products– high quality goods
at a reasonable price – at an affordable price
to obtain goods immediately – receive the goods immediately
neither the producer nor the retailer– neither manufacturer nor retailer
toarrangeimportsfromabroad– organize deliveries from abroad
foreign manufacturersforeign manufacturers
established trade connections – strong trade ties
establishone’ sownwholesaleoffice– establish your own sales office
dependingon… - depending on the…
responsibility falls on... - responsibility falls on ...
Answer the questions :
1. What kind of institutions are wholesalers?
2. What is the most important function of a wholesaler?
3. How can a manufacturer improve his product?
4. Does a wholesaler import from abroad?
5. How can wholesalers be classified?
Text 5
Retailing
The retailer performs the last stage of the production process for it is he who puts the goods in the hands of the actual customers. His work is "to have the right goods in the right place at the right time".
There are four types of retail institutions: 1) specialty stores; 2) supermarkets, 3) general merchandise stores, 4) nonstore retailing.
Often specialty stores sell one type of product, such as clothing, jewelry, furniture, books. These stores having a better feeling of their market they compete against giant department stores. They can adjust more quickly to market conditions.
Big supermarkets are usually well located. All the goods are arranged on trays and shelves. All the prices are clearly marked. The goods are ready-weighed and beautifully packed. There you can find everything you need. The prices are reasonable.
General merchandise stores (GMS) carry a wide variety of products. There are three types of GMS, a) department stores, b) discount stores, c) hypermarkets. Big department stores started in America more than 50 years ago, and then the idea was brought to European countries. These stores are wonderful places. People can do all their shopping under one roof. All the things for sale are displayed so that they can be easily seen, and the customers walk around and choose what they want.
The store is divided into departments: women's clothes, men's clothes, shoes, toys, sports goods, China and glass etc. There may be a restaurant with an orchestra and sometimes a tea-room as well. You will also find a room where you can rest if you are tired. There"s an office where you can book seats for the theater or arrange to travel anywhere in the world.
Low price is the major attraction of the discount stores. These stores sell the most popular items, colors and sizes. The stores keep long hours and usually open on Sundays. Hypermarket is a type of discount store that was developed in Germany. They are very large stores with low-price and high-turnover products. Hypermarkets achieve cost savings by simplifying their unpacking and display.
There are three major types of nonstore retailing: a) vending machines b) door-to-door sales, and c) catalog sales.
Active Dictionary
retail institutions– retail establishments
largestoreswithlow- priceandhigh- turnoverproducts- large stores with low prices and high turnover
to adjust to market conditions– adapt to market conditions
discount stores– discount stores
general merchandise stores – mixed goods stores
nonstoreretailing- retail sales outside stores
hypermarkets achieve cost savings – hypermarkets benefit
simplifying their unpacking– simplified packaging
thestoreskeeplonghours- these stores have long opening hours
vending machines- vending machines
All the prices are clearly marked - All prices are clearly marked
Answer the questions :
1. What is the function of a retailer's work?
2. How can retail institutions be classified?
3. What can you say about the specialty stores and big supermarkets?
4. What did you come to know about discount stores?
5. What types of nonstore retailing do you know?
Section 3
LEXICAL-GRAMMARICAL
Exercise 1
a) Translate the text in writing;
b) write down the verbs and determine their tense;
c) ask 5 questions of different communicative types to the text.
Financial careers
There is a surprisingly wide range of jobs to choose from in the financial world, for example, you can raise money for charities or sell famous paintings or write about economics as a financial journalist or run your own company.
Fund-raiser . There are thousands of different charities these days, e.g. ""for children"", "cancer research", "the disabled", "Aids research". They all do important work and they all need to raise money. That's why they employ fund-raisers. What does the job involve? Well, it is very varied, but basically fund-raisers organize special events like concerts, ask governments for money, try to get support from local companies and organizations. Most major charities have fund-raising departments which employ teams of workers. Some of these people do office work - others visit companies or arrange special events.
Financial journalist . Financial journalists work in three main areas - newspapers, radio and television. Their job is to understand what"s happening in the financial world and explain it as quickly and accurately as possible. Economic journalists don"t just report today"s news, but they need the ability to predict future events, too. Will interest rates rise or fall? Will the stock market go up or down? Are exports going to increase or decrease? To become a financial journalist you train as a general reporter. Then you specialize in finance and economics. "ll get a job in the media. But financial journalism is a very competitive career. In Britain only 2000 jobs are available.
Dealer. Dealers work for companies which sell and buy, e.g. foreign currencies or commodities like oil or steel. They work in large, noisy rooms called dealing rooms and do most of their business over the phone and on computer screen. The majority of them are under 35. Most of them also earn very big salaries because their work involves huge amounts of pressure and responsibility. You don’t need a degree to be a dealer. What you need is talent, energy, confidence and ambition.
Do the exercises.
1. Fill in the blanks with prepositions, if necessary.
1) You must keep control… your finances to run your company successfully.
2) Thanks to computers you can get the necessary data… the touch of the button.
3) Every employee has a computer connect…a printer.
4) Our firm tries to get support… the local government.
5) His office hours begin … 9 a.m., but he comes earlier to get ready … his work
6) Mr Sun works in a big electronic company. He often goes abroad… business.
7) I am impressed…the progress of your firm.
8) Every morning our secretary answers … a lot of letters … our foreign customers.
9) We would like to place a big order… you. Your equipment is very up-to-date. It is in great demand, in fact.
10) Mr Simonov has been promoted … Marketing Manager and we are very glad … him.
2. Select correct answer
1) There are (many, little) houses in your street.
2) There are (a lot of, a little) things on the table.
3) I have (no, much) relatives here.
4) Do you see (something, anything) in the distance?
5) Will you go (somewhere, anywhere) in the summer?
3 . Translate into English:
Mr. Sun works for a large electronics company. They produce various office equipment such as telephones, computers, printers, scanners and copiers.
Their head office is located in Tokyo. They rent a modern building in the suburbs of the capital. There are five departments at the head office. These are the HR department, accounting department, sales department, transport and production departments.
The company's managers are experienced specialists. They run the company successfully. Sales volumes are high. This is a profitable company.
Task 2
a) translate the text in writing;
b) write down the verbs in the passive voice and determine their tense;
c) write down the non-finite forms of the verb and determine their form and function in the sentence.
Unemployment
We say that unemployment exists where people are capable and willing to work are unable to find suitable paid employment. But where an economy is adapting to changing conditions, there will always be some persons unemployed as they change jobs or as seasonal work comes to an end.
Unemployment may occur for many different reasons. There will always be some people changing jobs. In certain occupations, e.g. unskilled labor in the construction industry, workers are not employed regularly by one employer. When a contract is completed,
labor is not required. Occasionally workers are discharged when a factory is being reorganized.
Unemployed workers usually register at the local employment exchange from which employers can hire them. The unemployed are paid certain benefits. Employment in some industries, e.g. building, fruitpicking is seasonal in character. Seasonal employment can be reduced out of "season" and admit such persons as students and housewives during the busy period. Sometimes there are unemployed workers of a particular occupation in one part of the country but a shortage of the same type of work in other parts. today there is a surplus of unskilled and manual laborers in the north of England, whereas firms in the London Thus area have vacancies unfilled. Two main reasons can be suggested for this type of unemployment, ignorance of opportunities, and immobility of labor.
Workers may be in "between jobs". Some of them are looking for better jobs, others are seeking better salaries. Young people search for their first jobs. This is called "frictional unemployment". This type is usually short-term and regarded as inevitable.
Unemployment may also be caused by important changes in the structure of consumer demand and in technology. As a result some workers find that their skills and experience are unwanted by these changes. This type of employment is more long-term and regarded as more serious. It is known as structural unemployment.
The full-employment or natural rate of unemployment ranges between 5 and 6 percent.
Do the exercises
1. Expand the brackets by using an infinitive or gerund
1) Istarted (towrite) myletterthisafternoon.
2) Shepromised (to go) to the doctor.
3) (to travel) by air is interesting.
4) She enjoys (to cook) Indian meals.
5) Would you mind (to open) the window?
2. Educate following forms from verbs
Use - Simple Passive Infinitive;
Occupy - Perfect Passive Infinitive;
Sign - Participle II;
Explain - Participle I Perfect;
Write - non-perfect Passive Gerund;
3. Translate from Russian to English
1) An important contract was signed yesterday
2) I would like you to visit us tomorrow
3) When will this equipment be tested?
4) The company building this house is one of the best construction companies.
5) The house built by this company has all modern amenities.
UFA STATE OIL
TECHNICAL UNIVERSITY
Department of Foreign Languages
EDUCATIONAL MANUAL
IN ENGLISH LANGUAGE
FOR STUDENTS
CORRESPONDENCE BRANCH
This educational and methodological manual is intended for 1st and 2nd year students of the correspondence department of all specialties.
The purpose of the teaching aid is to develop the student's ability to read and informatively read literature in English in a wide-profile specialty in order to extract the necessary information from it.
The teaching and methodological manual includes the following sections: program, structure of a foreign language course, requirements for tests and exams, a list of recommended literature, guidelines for completing tests and 6 tests designed to be completed during the I-IV semesters. Each test is given in 4 versions.
The material used is lexical and grammatical exercises compiled in accordance with the requirements of the program and curriculum, as well as texts of a popular science, general technical and regional studies nature.
Compiled by: Baranovskaya M. E., art. teacher
Kurochkina T.A., Art. teacher
Syrtlanova P.P., Art. teacher
© Ufa State Petroleum Technical University, 2000 PREFACE
These guidelines and tests are compiled in full accordance with the course program “Foreign languages” and the working curricula of specialties and are intended for students of the correspondence department of the Ufa State Petroleum Technical University. As a result of studying the course, the student must master the skills necessary for practical language proficiency: reading and understanding texts on a wide profile of the university and speaking skills within the framework of the oral topics covered.
PROGRAM
The main goal of teaching students English at a non-linguistic university is to achieve practical proficiency in this language, which involves, during distance learning, the formation of the ability to independently read literature on a wide profile of the university in order to extract information from foreign language sources and master oral speech (speaking and listening) within the framework of the completed course. topics.
In the process of achieving the learning goal, educational and general educational tasks are solved that contribute to improving the general educational and cultural level of students.
This program provides mainly for independent work of students. Work under the guidance of a teacher is designed for 40 academic hours or 52 academic hours (depending on the specialty), which are used for group classes of various types (introductory, control and reinforcement, etc.).
COURSE STRUCTURE
In accordance with the current curricula, at least 40 (52) hours of compulsory classroom lessons and 240 hours of independent work are allocated for a full course of foreign language training for correspondence departments of universities with non-linguistic specialties. During the entire course of study, the student completes 6 tests, passes 3 tests and an exam.
Distribution of teaching hours. I course: 20 hours (24 hours) of classroom training, 120 hours of independent work. The student completes 3 tests and passes 2 tests.
II course: 20 hours (28 hours) of classroom training, 120 hours of independent work. The student completes 3 tests and takes a test and an exam.
REQUIREMENTS FOR TESTS AND EXAMINATIONS
Test. Credit is received by students who have completed tests and submitted texts in the amount provided for by the program, i.e. texts of a textbook or teaching aids in English (according to the university profile) and oral topics.
Exam. Students who have completed three semesters of credit, completed written tests, and passed the reading material for the second year are allowed to take the English language exam.
The English language exam tests the following skills:
The form of verification is written or oral translation.
Translation rate - 1000 printed characters per hour in writing or 1200-1500
and 5-8 unfamiliar words per 600-800 printed characters.
Comprehension check form - conveying the content of what was read in Russian
Preparation time - 8-10 minutes;
c) make an oral report and talk on one of the topics covered.
LITERATURE
Andrianova L.N., Bagrova N.Yu., Ershova E.V. English textbook for
correspondence technical universities and faculties. - M., 1988.
Bag E.Ya., Nechaeva E.S., Yaralova E.S. English language textbook for evening universities. - M., 1962.
Berezovskaya T.F., Kozhevnikova A.I. A textbook on the English language. Parts 1 and 2. - Ufa. 1993.
Burova Z.I. English for humanities majors at universities. - M., 1987.
Gundrieser V.R., Landa A.S. English textbook. - M., 1972.
Kurashvili E.I., Mikhalkova E.S. English for technical universities. Initial course - M., 1991.
Lyudvigova E.V., Bazhenova S.M., Pavlova E.S., Sedov D.G. English language textbook for distance learning universities. - M., 1968.
Novitskaya T.M., Kuchin N.D., Kuskova L.A., Razgovorova E.N. English language textbook for correspondence technical universities. - M., 1974.
Novitskaya T.M., Pluske E.A., Kuchin N.D. English language textbook for correspondence universities, L., 1961.
Novitskaya T.M., Kuchin N.D. Practical English grammar. - M., 1979.
Petrova A.V., Pontovich S.V. English language textbook for correspondence universities. - M., 1961.
Petrova A.V. Self-instruction manual of the English language. - Kharkov, 1996.
Pronina R.F., Sorokina L.N. English language textbook for correspondence and evening universities. - M., 1968.
Berezovskaya T.F., Kozhevnikova A.I., Melnikova V.A., Syrtlanova P.P. Guidelines for a remedial course in phonetics. - Ufa, 1994.
METHODOLOGICAL INSTRUCTIONS
These guidelines are intended to help you in your independent work on developing practical skills in reading and translating literature in your specialty in English.
In order to achieve success, it is necessary to start working on the language from the very first days of classes at the university and study the language systematically.
A peculiarity of studying a foreign language in the correspondence education system is that most of the language material must be studied independently.
1. READING RULES
First of all, you need to learn how to pronounce and read words and sentences correctly. To learn how to correctly pronounce sounds and correctly read texts in English, you should: firstly, learn the rules of pronunciation of individual letters and letter combinations, as well as the rules of stress in a word and in a whole sentence; in this case, special attention should be paid to the pronunciation of those sounds that have no analogues in the Russian language; secondly, regularly practice reading and pronunciation in the relevant sections of the textbooks and teaching aids recommended by the program. Systematic listening to sound recordings helps to acquire correct pronunciation skills.
When reading, you need to learn to divide sentences into meaningful segments - syntagms, which will ensure the correct reading technique necessary for correct understanding of the text.
2. VOCABULARY AND EXPRESSIONS
To understand the literature you read, you need to master a certain vocabulary and expressions. To do this, it is recommended to regularly read educational texts, newspapers and original literature in the specialty in English.
We recommend working on consolidating and enriching vocabulary as follows:
a) working with the dictionary, learn the English alphabet, and also read the preface with the construction of the dictionary and the system of symbols adopted in this dictionary;
b) write down the words in a notebook in their original form with the corresponding grammatical characteristics, i.e. nouns are in the singular, verbs are in an indefinite form (infinitive), indicating the basic forms for irregular verbs.
When translating from English into Russian, you must remember that the following causes difficulties:
1)
Polysemy of words. For example, the word right can appear in
the role of the noun “right”, and also as the adjective “straight, right”. You can choose the right meaning of a word only based on the context, i.e. words surrounding this word.
e.g. Our working people have the right to work and study.
A right angle equals 90 degrees. Go to the right.
2)
Internationalisms. In the English language, they occupy a large place
words borrowed from Latin and Greek. These words
became widespread and international. By
the root of such words is easy to guess about their translation into Russian,
for example: mechanization - mechanization, atom - atom, etc.
However, we must remember that many internationalisms differ in their meaning in Russian and English, so they are often called the “false friends” of the translator. For example: accurate - “accurate”, not “accurate”; resin - “resin”, not “rubber”; control - not only “control”, but also “manage”, etc.
3) Word formation. An effective means of expanding your vocabulary in English is knowledge of word formation methods. Knowing how to divide a derivative word into a root, suffix and prefix, it is easier to determine the meaning of an unknown word.
There are often prefixes that are international in nature, for example: anti-, co-, de-: antibody - antibody; co-exist - to coexist; demilitarize - to demilitarize.
Basic suffixes of nouns:
| Suffix | Examples | Translation |
| - ance | importance | meaning |
| -ence | silence | silence |
| - sion | revision | revision |
| -dom | freedom | Liberty |
| -tion | revolution | revolution |
| -ment | equipment | equipment |
| - ness | softness | softness |
| - ship | friendship | friendship |
| - age | voltage | voltage |
| -er | teacher | teacher |
| -ty | difficulty | difficulty |
Basic suffixes of adjectives and adverbs:
| Suffix | Examples | Translation |
| - able | remarkable | outstanding |
| - ible | extensible | extensible |
| -ant | resistant | resistant |
| - ent | different | different |
| - full | successful | successful |
| - less | homeless | homeless |
| -ous | famous | famous |
| -y | sunny | solar |
| -ly | happily | happily |
4) Conversion. The formation of new words from existing ones without change is called conversion. The most common is the formation of verbs from corresponding nouns. For example:
water – water to water – water
control – control to control – control
cause - reason to cause - cause
Remember that words of the same form can refer to different parts of speech and, performing different syntactic functions, have different meanings. Therefore, the semantic meaning of a significant word depends on its place in the sentence and on the building words that clarify the grammatical category of this word.
Light is a form of energy. – Light is a form of energy (noun in subject form).
I rarely light a candle. – I rarely light a candle (predicate verb).
5) In English, a noun is very often used as a definition without changing its form. Some adjective nouns can be translated as adjectives, for example:
cane - reed; cane sugar - cane sugar;
sugar - sugar; sugar cane - sugar cane.
However, this method of translation is not always possible. In such cases, the translation should begin from right to left from the last noun, and the nouns that precede it as a modifier should be translated into Russian by nouns in indirect cases (usually genitive) or prepositional phrases, for example:
export grain - grain for export (export grain);
grain export - grain export.
6) In English there are a number of verbs that are used with postpositions and form new concepts. Thanks to postpositions, a relatively small group of words is characterized by great ambiguity. This group includes the verbs to get, to be, to make, to put and a number of others.
In the dictionary, verbs with a postposition are written after the main meaning of the verb in alphabetical order of postpositions, for example: to go - to go; to go on continue.
7) In scientific texts, English phrases are often translated into one word: raw materials - raw materials; radio operator - radio operator; construction works - construction.
8) Sometimes when translating from English into Russian you have to use descriptive translation and convey the meaning of an English word using several Russian words. For example: characteristics - characteristic features;
efficiency - efficiency factor;
output - product release;
solid - solid body;
to average - to be equal to the average;
mainly (chiefly) - mainly.
9)
A characteristic feature of the language of scientific and technical literature is the presence of a large number of terms. A term is a word or a stable phrase that has one strictly defined meaning for a specific field of science and technology. The difficulty of translation lies in choosing the correct meaning of a polysemantic foreign term. For example: the term reduction can be translated as “lowering” or “transformation”, or “bringing” (mat.), or as “restoration” (chemical), or as “compression” (metal.) Therefore, before proceeding with the translation into Russian language, you must first establish what is being discussed in this passage of text in order to determine to which area of knowledge the concept expressed by the unknown term belongs.
3. FEATURES OF GRAMMAR STRUCTURE
IN ENGLISH
Due to the peculiarities of the historical development of the English language, a minimum number of endings has been preserved in its grammatical system. Ending
- s noun 1) in plural. number;
2) in the possessive case.
These machines are highly efficient.
These machines have a high efficiency.
The machine's capacity is high.
The performance of this machine is high.
verb in the 3rd person singular. numbers will be approved. form
Present Indefinite Tense
Not machines these parts.
He machines these parts.
-eg comparative adjective
lighter - lighter
(in word formation, the suffix of a noun denoting a character, apparatus, device a teacher - teacher, a lighter - lighter)
- est superlative adjective
the lightest - the lightest
-ed verb: 1) in personal form
Past Indefinite Tempe
Not lit the lamp.
He lit the lamp.
2) in non-personal form Participle II
lighted - lit
Ing verb impersonal forms:
Participle I - present participle
lighting - illuminating (definition), illuminating (circumstance)
Gerund - gerund
lighting - lighting (meaning process)
Verbal Noun - verbal noun
the lighting - lighting
Since the number of suffixes in the English language, by which it is possible to determine which part of speech a given word belongs to, is relatively small, to clarify the grammatical functions of a word, taken separately or in a sentence, the following are used: 1) building words; 2) fixed word order.
Building words-signs of a noun:
Article; a name - name; an aim - goal; the machine - the machine
Preposition: in turn - in turn; without result - without result
Pronoun (possessive, interrogative, indefinite, negative, relative): my work - my work; his studies - his studies; Whose plans are better? - Whose plans are better? No vacant seats are left. – (There are no empty seats left.)
Building words-signs of a verb:
Preinfinitive particle: to name - to call; to aim - to aim; to machine - process mechanically
Modal or auxiliary verb:
You must turn to the left. - You need to turn left.
The efforts will result in success. - Efforts will lead to success.
They should watch the TV programme. - They should watch this TV show.
Pronoun (personal, interrogative, relative):
I work. - I am working. Not studies. - He's studying.
Who plans the research? -Who is planning this scientific research?
The car which seats 5 persons. - A car that seats (designed for) 5 people.
State educational institution of higher professional education "Krasnoyarsk State
Medical University named after Professor V.F. Voino-Yasenetsky Ministry of Health and Social Development of the Russian Federation"
Department of Latin and Foreign Languages
English language
Guidelines for students' classroom work
1st year specialties 060101 “General Medicine”, 060103 “Pediatrics”
Krasnoyarsk
BBK 81.2 English A 64
English: guidelines for classroom work for 1st year students
specialties 060101 “General Medicine”, 060103 “Pediatrics” / comp. O. A. Gavrilyuk, Z. M. Mironova, L.Ya. Mendeleev - Krasnoyarsk: printing house of KrasSMU, 2009. - 129 p.
Compiled by: Gavrilyuk O.A., Mironova Z.M., Mendeleeva L.Ya.
The guidelines are compiled in accordance with the approved English language teaching program for specialties 060101 “General Medicine” and 060103 “Pediatrics” and the State Standard. The material for each lesson includes basic concepts and provisions of the topic, questions on the topic, test tasks, and situational tasks.
Approved for publication by the Central Committee of the Krasnodar State Medical University (protocol No. 1 of September 28, 2009)
1st year 1st semester |
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Etc. Lesson No. 1 “The system of the English language” |
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Etc. Lesson No. 2 “Becoming a doctor” |
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Etc. Lesson No. 3 “The Medical Academy” |
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Etc. Lesson No. 4 “The Medical Academy” |
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Etc. Lesson No. 5 “The Human Body” |
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Etc. Lesson No. 6 “The Skeleton” |
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Etc. Lesson No. 7 “The Muscles” |
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Etc. Lesson No. 8 “The Cardiovascular System” |
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Etc. Lesson No. 9 “The Cardiovascular system” |
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Etc. Lesson No. 10 “The Respiratory system” |
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Etc. Lesson No. 11 |
"The Respiratory system" |
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Etc. Lesson No. 12 |
"The Digestive system" |
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13. Ave. Lesson No. 13 “The Digestive System” |
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14. Ave. Lesson No. 14 “The Urinary System” |
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15. Ave. Lesson No. 15 “The Urinary System” |
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Etc. Lesson No. 16 |
"Blood Circulation" |
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Etc. Lesson No. 17 |
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Etc. Lesson No. 18 |
"Written translation. Test" |
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Etc. Lesson No. 19 |
“Test lesson. Interview by topic" |
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1st year 2nd semester |
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1. Ave. Lesson No. 1 “Digestion” |
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Etc. Lesson No. 2 “Digestion” |
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Etc. Lesson No. 3 “Nutrition” |
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Etc. Lesson No. 4 “Nutrition” |
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Lesson |
No. 5 "The Excretory Organs" |
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Lesson |
No. 6 "The Excretory Organs" |
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Lesson |
No. 7 “The Endocrine System” |
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Lesson |
No. 8 “The Endocrine System” |
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Lesson |
No. 9 "The Nervous System" |
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Lesson |
No. 10 "The Nervous System" |
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Lesson |
No. 11 “Viruses. Bacteria" |
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Lesson |
No. 12 "Medical Institutions" |
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Lesson |
No. 13 “Medical Institutions Polyclinics” |
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Lesson |
"Medical Institutions. Clinics" |
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Lesson |
No. 15 "Medical Institutions Hospitals" |
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Etc. Lesson No. 16 “Medical conference” |
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Etc. class |
"Test. Written translation" |
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Etc. class |
No. 18 “Test lesson” |
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Application |
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Lesson No. 1
1. The topic of the lesson is “The system of the English language”
2. Importance of Studying a Topic. The relevance of the topic is ensured, firstly, by the significant role of systematization and analysis of linguistic information in the process of its assimilation. Secondly, identifying the main distinctive features of the Russian and English language systems will contribute not to mechanical, but to conscious learning of the English language and the development of students’ linguistic thinking. Thus, working on this topic activates logical thinking, generalization, classification, comparison, synthesis and analysis skills, which contributes to the student’s overall professional and personal development.
3. Learning goal: systematization of students’ knowledge of phonetics, vocabulary, grammar and syntax of the English language and analysis of this knowledge based on comparison with the Russian language (the student must know the main features of the pronunciation of vowels and consonants and their
combinations, basic grammatical and syntactic structures of the English language).
4. Plan for studying the topic:
4.1. Initial knowledge control (questions).
Analysis of the English language system in comparison with Russian:
- main features of the pronunciation of vowels and consonants and their combinations,
- basic grammatical and syntactic structures (word order in English affirmative and interrogative sentences). Types of questions.
- features of English vocabulary
- the role and basic meanings of the verb “to be”.
Reading and translating the text “What a Language!”
Solving situational problems to correlate the situation and the cue. 4.3. Independent work on the topic.
Performing exercises and tests based on the lesson material. 4.4. Final knowledge control.
Performing control and generalization exercises 13-16 pp. 19-20, ex. 15
5. Basic concepts and provisions.
The topic “The system of the English language” involves systematizing students’ knowledge of phonetics, vocabulary, grammar and syntax of the English language and analyzing this knowledge based on comparison with the Russian language, including the main features of the pronunciation of vowels, including the contrast in longitude brevity, the presence of diphthongs and consonants (lack of deafening and softening) and their combinations, basic grammatical and syntactic structures (word order in English affirmative and interrogative sentences) and features of the vocabulary of the English language.
Particular attention in this lesson is paid to the role and basic meanings of the verb “to be”.
While studying the topic, the teacher, together with the students, reviews the most common mistakes made by English language learners. Thus, the following error cases can be considered:
Students do not always see the need to use a linking verb. They say, for example, “I chief of the firm,” based on the fact that in similar Russian sentences there seems to be no verb. Errors associated with the construction of sentences like “Night” are especially common. Street. Flashlight. Pharmacy.
Students, even knowing the rules, often confuse the ending “s” of plural nouns and the 3rd person singular. number of verbs in Present Simple. It is worth recognizing that the coincidence of endings in plural nouns and verbs in the 3rd person singular of the present tense initially makes it difficult to understand the English text. In isolation from the context, the reader will not get an idea of the morphological and syntactic nature of a single word: the works - works, works, works, he works - he works; the dances - dances, she dances - she dances.
Students often widely use the word “please”, while the corresponding Russian “please” please can and should be used only in one case: when expressing a request or order. Tell me please, what's the best way to get to the Medical Academy? - Tell me, please,
What is the best way to get to the medical academy? Give me a cup of coffee, please. - Give me a cup of coffee, please. There is no way to use please in response to a request (as we do when speaking Russian). Hearing addressed to you: Thanks for all you "ve done for me. - Thank you for everything you have done for me, or I can"t thank you enough. - I can’t express how grateful I am to you, I need to answer (intonation and a smile are important here, otherwise it will be dry): Don’t mention it. It’s all right. (It"s quite all right.) - Nonsense, no need for gratitude. Everything is fine. You are welcome! - Always happy to help you.
English language learners are not always attentive to articles, which can backfire. When speaking in English, it is important to remember that when talking about a person’s nationality, profession, or party affiliation, one must use the indefinite article.
So, if someone says: My father is the engineer. I am the doctor. My sister has married the Georgian, then there will be no end to the bewilderment of the interlocutor. This means that the speaker’s father is the only engineer in the area, he himself is the most important person in medicine, and his sister married the only Georgian in the city.
6. Assignments to clarify the topic of the lesson and the methodology of the activity.
6.1. Questions for self-study.
1. What foreign languages can you speak?
2. How is your English?
3. Do you understand American English?
4. Have you a lot of opportunities to practice your English with Englishmen?
5. How often do you speak English?
6. Which is easier for you - speaking English
Reading in English
- understanding English when it is spoken
Writing in English?
7. Do you understand Englishmen when they speak very fast?
8. Are you good at languages?
9. How much time does it usually take you to prepare your homework in English?
10. Do you have any English books at home?
2. Test tasks on the topic.
1. Complete the phrases using “to be”:
you? How old... your brother? |
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your aunt's name? |
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glad to see you. How... you? |
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5. Tom's parents... travel agents. |
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6. -... |
your father a carpenter? - No, he.... |
7. The best seats... $10. |
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8. Moscow... the capital of Russia. |
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9.I... |
hot. Open the window, please. |
10. What... the weather like today?
11. I... (not) interested in football at all.
12. ...Tom and Bob good football players?
13. ...are you hungry?
14. The news... (not) very bad today. 15. What... your parents' address?
2. Complete the questions:
1. ... do you live?
2. ...do you want?
3. ... are you?
4. … book is it?
5. … do you usually get up?
6.… do you like autumn?
7. …she lives in Krasnoyarsk?
8. ... did you get a pencil?
9. ...he a car?
10. ...do you cry?
11. ...are you?
12. ... is your address?
13. … lives here?
14. … does it cost?
15. …money do you want?
16. …does Eddy do for living? – He’s a travel agent.
17. …is the weather like today?
18. …is the cheapest way to get to London?
3. What question is it?
a) General
b) Special
c) Alternative
1. Are they playing football tennis or now?
2. What is on the table?
3. Who are you?
4. Is there a toilet near here?
5. Do you like orange juice?
6. Have you a sister?
7. How are you?
8. Is she a student?
9. Who is your best friend?
10. Where does your friend study?
3. Situational tasks on the topic.
1.Explain what caused the Frenchman’s despair in the proposed situation: What a Language!
"What a language English is!" a Frenchman exclaimed in despair. "I once called on an English friend and the maid who came to the door said, "He"s not up yet. Come back in half an hour." "
"When I came again, she was setting the table for breakfast and said, "He"s not down yet.""
"I asked: "I f he"s not up and he"s not down, where is he?"" "She said, "He"s still in bed. When I say "He"s not up", I mean he has not yet got up; when I say, "He"s not down", I mean he has not yet come downstairs!" "
2. Connect the situation and the remark:
1.Excuse me?
2. I’m so sorry.
3. I didn’t quite catch what you said.
4. I’m sorry to interrupt you.
5. I’m very sorry I’m late.
6. Excuse me for troubling you.
7. Oh, I’m sorry.
a. You arrived late for class.
b. You stepped on someone's foot.
c. You call someone on the telephone late at night.
d. You interrupt a conversation.
e. You spill your drink on the tablecloth.
f. You stop someone to ask for something.
g. You didn’t understand what somebody said.
7. List of topics on UIRS offered by the department:
Sample topics of projects/reports: “Those cold and reserved English”, “The secrets of the English language”
8. List of literature on the topic of the lesson:
Main
1. English: Textbook for medical universities and medical specialists / I.Yu. Markovina, Z.K. Maksimova, M.B. Weinstein; Under. Ed. I.Yu. Markovina. – M.: GEOTAR - Media, 2005.-368 s.
Additional;
2. Raymond Murphy. English Grammar in Use. Cambridge. - Cambridge University Press, 1997. - 350 p.
3.Wikipedia, the free encyclopedia (http://en.wikipedia.org/wiki/Portal:Medicine)
Lesson No. 2
1. Lesson topic: “Becoming a Doctor”
2. Importance of Studying a Topic. Determining the moral aspects of becoming a doctor, the ability to speak English about the role and significance of the profession, as part of the preclinical training of FFME students.
Working on this topic activates logical thinking, teaches analysis of a special medical text, and contributes to the professional and personal development of students.
3. Purpose of training: Developing the skills and abilities necessary to use English as a means of obtaining information in the specialty and for professional communication. Introduction and activation of lexical and grammatical material on the topic in exercises and text material. Using English as a means of self-education. Development of responsibility.
4. Topic study plan:
4.1. Initial control of knowledge (frontal survey of homework).
4.2. Disclosure of educational-target issues:
1. Introduction of a lexical minimum
___________
ST. PETERSBURG STATE
FORESTRY ACADEMY
ENGLISH LANGUAGE
Guidelines
SAINT PETERSBURG
Compiled by: Senior teacher Novitskaya G.A.
Associate Professor of the Department Vorobyova N.V.
Rep. editor Candidate of Pedagogical Sciences, Associate Professor Kozhevnikov S.D.
Reviewer Senior Lecturer Yu.M. Bobritskaya
ENGLISH LANGUAGE
Guidelines
and practical exercises on grammar
for first year students of all faculties
Methodological instructions and assignments on grammar are intended for first-year students of all full-time specialties, covering complex grammatical material. Topics “Passive”, “Infinitive”, “Infinitive phrases”, “Partiples” were compiled by senior teacher of the department of foreign languages G.A. Novitskaya, topics “Gerund”, “Subjunctive and conditional moods” - associate professor of the department N.V. Vorobyova.
Introduction
These guidelines are a collection of grammar exercises for first-year students of all faculties.
The methodological manual includes the main complex grammatical material: Passive voice in all tenses, Infinitive and complex constructions, Participle, Gerund and Subjunctive mood.
Each topic contains examples of translating sentences of a given grammatical topic, independent training exercises, control exercises and texts rich in the grammatical material being studied.
The purpose of the methodological instructions is to consolidate the theoretical material given by the teacher during the lesson, as well as to practice grammatical forms and constructions.
were being sent to other planets. the first in the world, sent
to other planets.
6. Wait a bit, a nice chop is being 6. Wait a minute, for you
cooked for you. grilling a luxurious chop.
7. Supper was being served in a cozy 7. Dinner was served in a cozy
guest-room. living room.
8. When I came in the new program 8. The new program has already been announced
was being discussed. were judging when I entered.
1. Open the brackets and put the verb in the Present/Past Continuous Tense form.
His articles (to type) by experienced typist now.
Many new houses (to build) here at present.
Nick (to examine) for two hours still.
Computers (to use) in research nowadays.
Much (to do) to improve the condition for research work in the past.
Much attention (to give) to the development of international scientific contracts.
Several students (to examine) for two hours yesterday.
2. Make as many sentences as possible using the table. Translate into Russian.
An exercise discussed
His story is written
An article was still being translated
The letter read loud
The telegram
The sentences
The articles were done
The stories
3. Answer the following questions using a combination of words from the table.
Model: - What’s going on in the room?
A new film is being discussed.
What’s going on in the room now? - to explain a new rule;
What was happening in the room - to pack one’s things;
when did you go in at three o’clock? - to speak of the recent
at that time? sporting events;
To discuss the questions of
Translation special texts
The Perfect Tenses Passive
to have been + III
Present Perfect: Our work has been finished.
The delegation has just been met.
Past Perfect: He had been asked by the examiner before I came.
The work had been finished by that time yesterday.
Future Perfect: The letter will have been typed by the time you come.
I shall have been told about it.
Training Exercises
Translate the sentences Check your translation
1. The letter has been sent today. 1. The letter was sent today.
2. The report has been made by 2. The report was made by Mr.
Mr. Smith. Smith.
3. The telegram has not been received. 3. No telegram yet
got.
4. Has the article been published already? 4. Has the article already been published?
5. Have you been examined in Latin or 5. Have you passed the exam in Latin?
in English? Tyni or in English?
6. Where has this document been found? 6. Where was this document found?
7. This material had been studied by 7. This material was studied
the end of last month. already towards the end of the past
8. We understood that our letter had not 8. We understood that our
been received. Haven't received the letter yet.
9. This book had been translated by 9. This book has already been translated
the end of 1999.
10. He will have been sent to help them. 10. It will be sent to them
help.
11.We shall have been given some
articles to translate them. articles for translation.
12. When will you have been asked? 12. When will you be invited?
13. The timber goods will have been 13. The timber will be sent to
shipped to Japan. Japan by ship.
14. I hope my book will have been 14. I hope that my book
printed by next spring. will be printed by the future-
cabbage soup in the spring.
1. Form the perfect form of the passive infinitive from the following verbs. Translate the verbs.
to invite, to bring, to translate, to show, to make, to do, to meet, to spend, to write, to find, to discuss, to occupy, to build, to speak, to take, to leave, to break , to sell, to examine, to return.
2. Read and translate the following sentences. Put them in question form.
These new houses have been built by our students in summer.
The seat has been taken by somebody.
Their child has been left alone.
The important document has been found at last.
The telegram had been sent before you come.
This book will have been translated in a year.
3. Make sentences according to the model.
Model: 1) The work has just been finished.
2) This article hasn’t yet been translated.
3) When I came
By the time I came the letter had been typed.
By this time yesterday
The picture – to be painted; the film – to be shown; the telegram – to be received; many new houses – to be built; all the tickets – to be sold out;
I – to be told about; she – to be helped with her English; he – to be asked to do
4. Translate into English.
The picture has already been drawn (to paint).
The translation is finished (to finish).
The letter has been sent (to send).
Many new buildings have been built in our city.
We were just told about this (to tell).
Has the delegation already been met? - Yes.
Has he already been given a task? - Not yet (yet).
The work plan will be discussed.
This building will be built this year.
The students have already finished being examined.
Features and possibilities of using Passive Voice
The passive voice is used much more often in English than in Russian. In Russian, the passive voice can only be formed from transitive verbs, which require only a direct object after them: they gave us (something), they were told (something), etc.
In English, there are often phrases based on an intransitive verb.
We were given a table. We were given a table.
I was told
We were joined by a girl. A girl sat down next to us.
I will be shown
I was promised
In English, verbs that require a preposition after them are also used in the passive voice. The preposition is retained in this case after the verb and clarifies the lexical meaning of the verb.
They were talking a lot about. They talked a lot about them.
The doctor was sent for at once. The doctor was sent for immediately.
5. Translate the following sentences, paying attention to the predicate.
This book is being talked about very much.
The old man was followed by a dog.
Nobody likes to be taught at.
The doctor was sent to the patient at once.
The doctor was sent for.
The boy was looked for by everyone.
The plan has been agreed upon.
Such results can not be wondered at.
The plan was committed to by myself.
Your clothes will be looked at.
6. Read and retell the text.
Olympic Games were held by the Greeks in the year 776 B.C.*
in the plain Olympia. They were held once in 4 years. Greece was at that time divided into federal state. On the day the Games were announced all wars were stopped and peace was proclaimed.
*B.C. = Before Christ - before the Nativity of Christ
7. Translate the text with a dictionary.
Charles Darwin was born in 1809 in England. He was a distinguished scientist whose “Origin of Species” first clearly formulated and elaborated the theory of evolution. It was published in 1859 and was supported by many scientists, but at first it was much attacked by theologians.
Here is an example of how passive forms of verbs derived from nouns are freely formed.
Noun: sugar
When they gave me sugar, there was hope that they would offer me
cake.
Noun: a box
Cheap candies are not packaged in boxes.
Nouns: dinner - lunch
Chichikov was dined and wined in the best houses.
Chichikov was treated to dinner and wine in the best houses.
8. Translate the following phrases into Russian.
All the cakes were wolfed by the children.
He was widely traveled and spoke several languages fluently.
The girl was tead and tangoed by Prime Minister.
The streets in New-York are all regular and numbered.
THE INFINTIVE
The sign of the infinitive is the particle “to” before the verb.
Infinitive forms
Indefinite Infinitive expresses an action simultaneous with the action of the predicate.
Active Passive
to do to be done
to develop to be developed
to be considered
to satisfy to be satisfied
to occupy to be occupied
2. Continuous Infinitive expresses an action that is performed in
moment of action of the predicate.
to be + -ing (Participle 1)
to be developing
The Perfect Infinitive expresses an action that preceded the action of the predicate.
to have + III (Participle II)
Active Passive
to have seen to have been seen
to have done to have been done
to have developed to have been developed
to have studied to have been studied
to have written to have been written
Note. Remember that the infinitive without the particle “to” comes only after modal verbs (but not substitutes) and after “will”, “shall”, “would”, “should”, after the word “let” in imperative sentences (e.g. Let's go, Let him come up to me), after the word “make” meaning “to force”.
They made him work. They made him work.
Form all infinitive forms from the following verbs:
to contribute to improve
to overcome to discuss
to locate to apply
to complete to bring
to accelerate to find out
Functions of the infinitive
1. Subject
To swim is pleasant. It's nice to swim.
To plant trees in front of
this building is necessary. this building is necessary.
To abolish war is a problem
that mankind has got to solve. problem that should be solved
Sew all of humanity.
Training Exercise
Translate into Russian Check your translation
4. We believe the new equipment 4. We hope that new equipment
tobeusedthisyear. will be used this year.
If there is a preposition “f” before the infinitive phrase or”, then it is translated “ to».
It is time for them to come. It's time ( to they came) they come.
It was necessary for you to leave. It was necessary to you left.
A week will be required for them It will take a week, to They
to return. are back.
Remember the verbs after which the objective infinitive phrase is usually used. It will be easy for you to remember them if you have learned the verbs used in the subjective infinitive phrase in the passive voice. The only difference is that here they are in the active voice.
to know to suppose
to expect to find
to consider to believe
to think to want and others.
Attention: after the verbs “ to feel”, “to hear”, “to see”, “to watch” the infinitive is used without the particle “to”.
Training Exercises
1. Translate the sentences into Russian.
She had so often waited for me to come home at just this hour.
I am very anxious for him to learn about her state of health.
We expected them to let us know about it.
The weather is sufficiently hot for them not to put on warm clothes.
I want him to ring me up.
I didn’t believe him to be able to ask this question.
The inspector didn't find the group to have fulfilled their work thoroughly.
The driver thought his car to be examined.
The teacher watched his pupils write a composition.
Everybody expected her to give a better answer at the examination.
We know the atomic weight of a hydrogen atom to be 1.008.
We consider the electron to be a minute particle having an electric charge.
I heard this instrument meet the industrial requirements.
We want this instrument to be tested in a week.
We believe radio to play a great part in human life.
For the plants to grow well they must be well protected.
We can certainly expect new hostel to be built not far from our Academy.
We know many drugs to be made from plants.
We believe this new invention to be useful to people.
They saw the students of the Academy plant trees around the building.
2. Translate the text into English, using infinitives and infinitive constructions where possible.
The Dolphin