, - : . , .
1. Murphy R. English Grammar in Use: for Intermediate Students. 8th Edition. - Cambridge University Press, 1988.
2. Collins Cobuild. English Grammar Exercises. - Harper Collins Publishers Ltd., 1991.
3. Collins Cobuild. Student's Grammar. - Harper Collins Publishers Ltd., 1991.
4. Hewings M. Advanced grammar in Use. - Cambridge University Press, 1999.
5. Soars J., Soars L. New Headway Intermediate, Students Book. 3rd Edition. - Oxford, 2009.
6. . ., .. . : . 2- . .: . ., 1998.
7. .., .. . = English for Students of Physical Education: . . . . 4- ., . .: , 2010.
8. .. 95 . 2- ., . .: , -, 1998.
9. http:// [email protected]
10. http://english-text.ru/category/technology
11. http://study-english.info
12. http://en.wikipedia
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- . - , . . . :
| , | , (Klenov, Klyonov) |
| zh (Zhilin) | |
| z s (Kozlov, Kuz'min) | |
| i(Silin) | |
| ei, ai iy (Leikin, Maikov, | |
| Vyazemskiy) | |
| X | kh h (Khokhlov) |
| ts (Tsiolkovsky) | |
| ch, tch (Chernov, Tchaikovsky) | |
| sh (Shishkin) | |
| sch (Schepkin) | |
| (Krylov) | |
| ' (Mal'kov) | |
| iu yu (Yudin, Tiurin) | |
| ia ya (Petrosian, Yakovlev) |
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| I Infinitive (Indefinite Active) | II Past Simple Active | III Participle II (Past Participle) | |
| be | was, were | been | |
| ; (born) | bear | bore | borne born |
| , | become | became | become |
| () | begin | began | begun |
| () | bend | bent | bent |
| bet | bet | bet | |
| () | bite | bit | bitten |
| , | blow | blew | blown |
| () | break | broke | broken |
| , | bring | brought | brought |
| build | built | built | |
| , | burn | . burnt . burned | . burnt . burned |
| buy | bought | bought | |
| catch | caught | caught | |
| choose | chose | chosen | |
| , | come | came | come |
| cost | cost | cost | |
| cut | cut | cut | |
| () | dig | dug | dug |
| do | did | done | |
| ; | draw | drew | drawn |
| ; | dream | . dreamt . dreamed | . dreamt . dreamed |
| drink | drank | drunk | |
| () | drive | drove | driven |
| , | eat | ate | eaten |
| fall | fell | fallen | |
| () | feed | fed | fed |
| feel | felt | felt | |
| fight | fought | fought | |
| find | found | found | |
| fly | flew | flown | |
| forget | forgot | forgotten | |
| forgive | forgave | forgiven | |
| freeze | froze | frozen | |
| get | got | got | |
| give | gave | given | |
| ; | go | went | gone |
| grow | grew | grown | |
| , | hang | hung | hung |
| have | had | had | |
| hear | heard | heard | |
| hide | hid | hidden | |
| hold | held | held | |
| hurt | hurt | hurt | |
| , | keep | kept | kept |
| know | knew | known | |
| , | lay | laid | laid |
| , | lead | led | led |
| (), ; | learn | . learnt . learned | . learnt . learned |
| , | leave | left | left |
| , | let | let | let |
| lie | lay | lain | |
| (), () | light | lit | lit |
| ; | lose | lost | lost |
| , | make | made | made |
| mean | meant | meant | |
| (); | meet | met | met |
| pay | paid | paid | |
| put | put | put | |
| read | read | read | |
| ring | rang | rung | |
| ; | rise | rose | risen |
| ; | run | ran | run |
| , | say | said | said |
| ; | see | saw | seen |
| , | seek | sought | sought |
| () | sell | sold | sold |
| , | send | sent | sent |
| , | set | set | set |
| (); | shake | shook | shaken |
| ; | shoot | shot | shot |
| show | showed | shown | |
| (); | shut | shut | shut |
| sing | sang | sung | |
| ; () | sink | sank | sunk |
| ; | sit | sat | sat |
| sleep | slept | slept | |
| , | speak | spoke | spoken |
| , | spend | spent | spent |
| () | spread | spread | spread |
| ; | stand | stood | stood |
| , | steal | stole | stolen |
| (); | strike | struck | struck |
| ; () | swear | swore | sworn |
| , | swim | swam | swum |
| ; | take | took | taken |
| teach | taught | taught | |
| () | tear | tore | torn |
| ; | tell | told | told |
| ; | think | thought | thought |
| , | throw | threw | thrown |
| understand | understood | understood | |
| () | wear | wore | worn |
| win | won | won | |
| write | wrote | written |
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| ( - ) - . () , , (, ). , . - , . | |
| Many people think but others do not agree. | , ()..., . |
| Let us consider what the advantages and disadvantages of are. | , .... |
| Lets consider some pros and cons of it. | (). |
| Let us start by considering the facts. | . |
| Let us start by considering pros and cons of it. | (). |
| It is generally agreed today that | , .... |
| , "" "". -. | |
| To begin with, . | , .... |
| You can . | ().... |
| Firstly,... / Secondly,... / Finally,.... | -,... / -,.../ ,.... |
| One argument in support of.... | .... |
| The first thing that needs to be said is.... | , , , ... ( , , .) |
| First and foremost . | . |
| It is true that... / clear that... / noticeable that.... | , ... / , ... / , ... |
| One should note here that.... | , .... |
| Another good thing about is that . | (, ).... |
| The second reason for.... | .... |
| It is often said that.... | , .... |
| It is undeniable that... | , .... |
| It is a well-known fact that.... | , .... |
| For the great majority of people.... | . |
| We live in a world in which.... | , .... |
| A number of key issues arise from the statement. For instance,.... | . ,.... |
| One of the most striking features of this problem is.... | .... |
| First of all, let us try to understand.... | , .... |
| The public in general tend to believe that.... | , .... |
| What is more, . | ,.... |
| Besides, because it is . | ,... .... |
| Doubtless,.... | ,.... |
| One cannot deny that.... | , .... |
| It is (very) clear from these observations that.... | () , .... |
| On the other hand, we can observe that.... | , , .... |
| The other side of the coin is, however, that.... | , ,.... |
| Another way of looking at this question is to.... | , .... |
| One should, nevertheless, consider the problem from another angle. | , . |
| One should, however, not forget that.... | , , .... |
| If on the one hand it can be said that... the same is not true for.... | , , ..., .... |
| On the other hand, . | ,.... |
| Although . | .... |
| Besides, . | ,.... |
| Moreover, . | , . |
| Furthermore, one should not forget that.... | , , .... |
| In addition to.... | (, ).... |
| Nevertheless, one should accept that. | , , .... |
| However, we also agree that.... | , , .. |
| ( ) . | |
| Experts... | ... |
| ... believe that . | ... , . |
| ... say that . | ... , . |
| ... suggest that . | ... , . |
| ... are convinced that . | ... , . |
| ... point out that . | ... , . |
| ... emphasize that . | ... , . |
| According to some experts... | ,.... |
| Perhaps we should also point out the fact that.... | , , .... |
| It would be unfair not to mention that fact that.... | , .... |
| One must admit that.... | , .... |
| We cannot ignore the fact that.... | , .... |
| One cannot possibly accept the fact that.... | , .... |
| From these facts, one may conclude that.... | , ( ), .... |
| Which seems to confirm the idea that.... | , -, ( ), .... |
| Thus,... / Therefore,... | ,... / .... |
| The most common argument against this is that.... | , .... |
| . | |
| In conclusion, I can say that although , . | , , ...,.... |
| To draw the conclusion, one can say that . | , , .... |
| So its up to everybody to decide whether or not. | ... , . |
| The arguments we have presented... suggest that... / prove that... / would indicate that.... | ... , ... / , ... / , .... |
| From these arguments one must... / could... / might... conclude that.... | , ... / ... / ... , .... |
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| 4 The article I am going to render comes from the Daily Telegraph/ Washington Post/ issue. It was published on the 12th of May, 2009. The title of the article is... The author(s) of the article is (are) The story / article deals with / is concerned with describes / examines / reveals / exposes dwells on / explains / addresses / discusses presents / covers / outlines / states offers / considers / looks into / treats The problems addressed in the article are acute / urgent / vital / burning. The action takes place in... The story is set in... The scene is laid in As the story unfolds,... The story centres round... ... is the main thread of the story. The article deals with the burning problems of life: politics, economics, education, marriage, and so on. The authors attitude is a broad reflector of the aims, confusions, concerns, ideas, and attitudes of... The article is marked with pessimism/optimism. The author gives an account of... The author's attention is focused on... The author remains concentrated on these problems throughout the article. The article is I find this article interesting / entertaining / exciting / gripping / amusing / enjoyable / funny / witty / banal / skillfully developed / slow-moving / fast-moving/ topical /outdated/ boring... |
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[1] Any ‑ , some , , .
[2] .
