The participants of the seminar are expressing their opinions
1 Achievement Test
1 Read the short text. In the exercise that follows it circle T (true) or F (false).
In English-speaking countries, many people have three names – a first name, a middle name and a last name (e.g. John Fitzgerald Kennedy). Many people use a short name (e.g. Dan for Daniel, Liz for Elizabeth). People use a title (Ms., Mr.) with a first and last name (Ms. Mary Murphy) or with a last name (Ms. Murphy). Many Americans and Canadians use first names at work or at school. In colleges and universities, teachers often call their students by their first names.
1. T/ F: Many people have a middle name in English-speaking countries.
2. T/ F: Dan is a short name for Daniel.
3. T/ F: People use a title with a first name, such as Ms Mary.
4. T/ F: American and Canadian teachers don’t call their students by their first names.
5. T/ F: People never use short names.
6. T/ F: In English-speaking countries people usually have two names and a title.
6 points
2 Choose suitable responses for these expressions.
1. Nice to meet you.
a. Pleased to meet you too. b. Hello!
2. How do you do?
a. Hi! Haven’t seen you for a long time! b. How do you do?
3. Hello, Jane. How are you?
a. Nice to meet you. b. Fine! And how are you?
4. Allow me to introduce Prof. Brown to you.
a. Hello. b. How do you do?
5. Hi, mom. This is my fellow student Alex.
a. Good morning, Alex b. How do you do, Alex?
6. Miss Follet, let me introduce my colleague, Mr. Brown, to you.
a. How do you do? b. I’m glad to see you.
6 points
3 Choose the most appropriate expression in the following situations.
1. You are introduced to someone in a formal situation. You say:
a. Pleased to see you. b. How do you do?
2. You are introduced to someone in an informal situation. You say:
a. Pleased to see you. b. Pleased to meet you.
3. You introduce someone in a formal situation. You say:
a. I’d like to introduce.... b. This is ...
4. You introduce someone in an informal situation. You say:
a. Allow me to introduce ... b. Have you met ...?
5. You address your groupmate. You say:
a. Helen, could you ...?. b. Miss Rich, could you...?
6. You address your elderly neighbour. You say:
a. Madam, how are you? b. Mrs.Kent, how are you?
7. You address a policeman to ask the way to Westminster Abbey. You say:
a. Excuse me, mister... b. Excuse me, officer .....
8. You address your lecturer Dr. Petrov. You say:
a. Mr., may I ask...? b. Professor, may I ask...?
9.You greet your American friend at a party. You say:
a. Nice to meet you, Jack. b. Hi, Jack. Glad to see you.
10. You are leaving a friend and will see him again on Monday. You say
a Bye. Have a good weekend. b. Good bye
10 points
4 Make questions from the following words. If necessary add auxiliaries: do(es), did.
1. have / any special reason for learning English / you?
2. What / personal aims / are / your / for learning English?
3. What / the success / depend on?
4. How / arrive at their fluency/ most people?
5. good knowledge of English / increase/ your career prospects?
6. Which / to enlarge your vocabulary / is more important / or to develop grammar skills?
7. Why / enter this faculty / you?
8. you / in choosing profession / follow in the footsteps of your parents?
9. learning strategies / use / any special / you / to achieve your goals in English?
10. requirements / What / should / meet / the goals?
10 points
5 Write an appropriate question for these answers.
1. A________________________________
B In Minsk.
2. A________________________________
B I always did well in Humanities.
3. A________________________________
B English was my favourite subject.
4. A________________________________
B No, Minsk is not my native town. I’m from Vitebsk.
5. A. ________________________________
B I study at the Institute of Journalism.
6. A________________________________
B I have three classes a day.
7. A________________________________
B I’m going to major in psychology.
8. A________________________________
B Because I believe that here I can get really good education.
9. A_________________________________
B Yes, I believe that good knowledge of English is essential in any career.
9 points
6 Fill in the correct word derived from the word in bold.
1. The Department lays special emphasis on the _________ of a high level of language skills.
acquire
2. Professionals must be versatile and __________.
knowledge
3. Knowledge of English can be _________ to any career.
benefice
4. Most people arrive at their _________in a foreign language only as a result of hard work.
fluent
5._________ people are concerned with addressing each other properly in formal and informal situations.
courtesy
6. Are good manners important for _________?
communicate
7. What are the _________ of the English language course?
require
8. After _________, what kind of job are you going to have?
9. If you start to work hard from the beginning, your __________ will be effective.
10. Try to make the process of studying not only useful but _____________.
graduate
achieve
enjoy
10 points
7 Complete the text with the verbs in brackets. Use them in the correct tense forms
Sally and Bill are freshman students at Northern University. They are sitting in a cafe and talking about their careers.
Bill : What 1_______________ you (major in)?
Sally: I 2________________ (major) in Philosophy. This is a non-traditional field for women. But more and more women 3______________ (go) into it. When I graduate, there 4 ____ ____________ (be) a lot of job opportunities with good salaries. It is an interesting field if you 5_____________ (be) good at logics. Fortunately, that 6 ______________ (be) my best subject. What 7________________ you (major in), Bill?
Bill : I 8___________ (like) logics, too. But I 9_______________ (be going to) major in Information and Communication. My interest is marketing, which is a subdivision of ‘Inforcom.’
Sally: Marketing – that 10________________ (sound) interesting.
10 points
8 Rewrite the extract below in two ways (a and b). Follow the direction in each step.
Jack believed that intelligent men from/in his country should be engineers / sociologists / psychologists / philosophers / specialists in information and communication / journalists. Jack knew that choosing a career was not easy. He read every book on engineering/on the subject he could get hishands on. He talked to his friends, his teachers, and his relatives. They told him to major in _______ at University. They advised him to get a summer job that would give him some engineering experience.
Jack took their advice. He wrote to Ajax Company himself, asking for a part-time job. He received an answer almost immediately. It said, we need a male engineer who is good in math and statistics. Jack replied happily, “I’m your man.”
a. Rewrite the extract, changing “Jack” to “Betty”. Make all the other necessary changes. Your first sentence will say:
Betty believed that intelligent women from / in her country should be engineers / sociologists / psychologists / philosophers / specialists in information and communication.
15 points
b. Rewrite the extract in the negative. Reverse the sense of each sentence to give it the opposite meaning by changing the principal verbs from the affirmative to the negative. Your first sentence will say:
Jack did not believe that intelligent men from / in his country should be engineers / sociologists / psychologists / philosophers / specialists in information and communication.
10 points
9 Rearrange the steps of a presentation to make it according to the accepted rules. Mark steps by numbers in boxes.
a. outline the structure of your talk
r
b. summarize your main points
r
c. introduce yourself (name, position, company).
r
d. start with something to get attention: a joke, a surprising fact, a question, a quotation, etc.
r
e. address the audience in a proper way
r
f. give examples to make your points clear
r
g. sum up your message with strong Thank you for your attention ora call to action, a visual aid , etc.
r
7 points
10 Arrange the phrases from a presentation below in a proper order. Mark the given phrases by numbers in boxes.
a. My objective here today is to help you to find the right office for your business.
r
b. Well, let me introduce myself – my name is Carlos Pinto and I am the Sales Director of Centre-Space Properties.
r
c. First of all I would like to thank you for inviting me here to speak to you today, and I hope that after that excellent coffee no one will fall asleep during my presentation!
r
d. During my talk I’ll be looking at four areas. I’ll begin by introducing our company, then........ After that I’ll move on.....
r
e. Good morning, ladies and gentlemen.
r
f. Finally, I’ll deal with.... My presentation will take around 10 minutes, and if you have any questions I’ll be pleased to answer them at the end.
r
g. OK. (puts up transparency showing the structure of company organization). Let’s start by looking at who we are and how the company has developed over the last 10 years.
r
7 points
Total 100 points
1 Self-Assessment Checklist
1. Use this check list to record what you can do (column 1).
2. Ask someone else, for example your teacher, to assess what s/he thinks you can do (column 2).
3. Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 – Objectives).
4. Add to the list other things that you can do, or that are important for your language learning at this level. Use the following symbols:
In column 1 and 2:
ü I can do this under normal circumstances
üü I can do it easily
In column 3:
! This is an objective for me
!! This is a priority for me
If you have over 80% of the points ticked, you have probably reached your learning goals.
I know/have learnt
Me
T
Obj.
The basic rules of introduction
The right ways to address people
The goals of the University course of English and teaching/learning strategies to achieve them.
Safe and unsafe subjects for talk
How to plan a presentation
How to adapt to some cultural differences
I can
See the difference in situations of communication (formal/informal)
Choose the strategies of communication
Introduce myself and others in formal /informal situations
Address people of different social status and age
Start / initiate / maintain a conversation (small talk)
Fill a simple Registration Form
Speak on the techniques of planning a presentation
Speak about my language learning experience
Speak about my personal goals of studying English at University and some learning strategies
Give facts and figures proving the importance of learning English
Plan and make a short presentation on
a)__________________________________________________
(specify the topic)
b)__________________________________________________
(specify the topic)
I know/have revised
· vocabulary and speech patterns of introductions, greetings, saying ‘good bye’, addressing people
· speech patterns for giving opinion
· vocabulary to speak about goals and strategies of learning English
I have written
· a biographical summary
· a summary of my presentation at a seminar
__________________________________________________
(specify the topic)
· an article / essay presenting the findings of the survey
__________________________________________________
(specify the topic)
I have revised the following grammar material
Basic word order
Word order in questions
Tenses: the Present Simple, the Past Simple, the Present Perfect, the Future Simple.
I can also do the following
GRAMMAR AND VOCABULARY FILE
UNIT 1
4 Grammar Focus: Basic Word Order. Word Order in Questions
1. The basic word order for a statement in English is:
The academic year has (not) begun.
Subject verb
The students study English.
Subject verb object
We do not study French.
Subject verb object
We are (not) students.
Subject verb complement
2. In questions the word order is changed. Questions can begin with a question word:
what Ÿ who(m) Ÿ where Ÿ when Ÿ which Ÿ why Ÿ how (long, far) Ÿ whose
3. After the question word we normally use an auxiliary (âñïîìîãàòåëüíûé) verb, changing the word order ( ìåíÿÿ ïîðÿäîê ñëîâ) of the statement:
I have lived in Minsk for 5 years. – How long have you lived in Minsk?
I was born in Borisov. – Where were you born?
According to this rule you may make questions with the forms of the verb to be : am/is/ are and have/has/had
My last name isSubich. – What is your last name?
4. If there is no an auxiliary word in the statement, we form the question adding the verb (äîáàâëÿÿ ãëàãîë) do/does/did
I study at University. – Where do you study?
She studies at school. – Where does she study?
He went to the USA last year. – Where did he go last year?
5. You may ask questions without a question word (the so-called general questions). Start these questions with auxiliaries:
Are you a first-year student?
Is she working?
Does he live in Minsk?
6. We usually do not give long answers to the questions but shorten them using auxiliaries.
a. Do you live near here?
Yes, I live near here. – Yes, I do.
b. Do the rest of your family speak English?
No, my parents don’t speak English. – No, they don’t.
c. Are you a first year student?
Yes, I am a first year student. – Yes, I am.
Ñ Practice
1 Put the words in the correct order and write the statements.
1. Let / introduce / me / myself.
___________________________________
2. proud / am / to / become / student / a / Institute / I / of / Journalism.
_________________________________________________
3. have / I /dreamed / always / studying / of / University / at.
_____________________________________________
4. is / my / ambition / to / work / It / in /international / big / a / company.
2 Make questions from the following words. Use the pronoun you in each case. Add necessary auxiliary verbs. For example:
Where exactly / live?
Where exactly do you live?
1. How / get here from your house?
2. have / any special reason for learning English?
3. graduate from school / last year?
4. What / like doing in your free time?
5. Why / enter this faculty?
6. do / anything special last night?
7. What sort of music / like?
8. What / are interested in?
3 Fill in the spaces with the correct tag.
1. It’s a beautiful day, _______ ?
2. Yes, let’s go for a walk, ______ ?
3. You weren’t cheating in the test, _____ ?
4. No, I’d never cheat, _____ ?
5. You speak English, _____ ?
6. We needn’t come tomorrow, _____ ?
7. We have to work harder,_____ ?
8. You are not disappointed about choosing this subject, _____ ?
9. You could take up tennis, _____ ?
10. You’d rather carry on with volleyball, ______ ?
4 What questions would you ask in the following situations?
For example:
You don’t know what ‘small talk’ is.
What does ‘small talk’ mean? or What is the Russian for ‘small talk’?
a. You want to know the English word for ‘ðóêîïîæàòèå’.
b. You don’t know how to pronounce the word ‘courtesy’.
c. You don’t know how to spell ‘courtesy’
d. You don’t know which page the teacher is looking at.
e. You want to know what the homework is.
f. You didn’t hear what the teacher said properly.
g. You would like your teacher to write ‘high-ranking’ on the board.
5 Think of some other questions you often need to ask in class. Make a list of such questions to remind you how to ask these questions.
1.
2.
3.
4.
5.
6.
4Vocabulary Focus
Get is one of the most common verbs in English, and has a number of different meanings. Here are some of the main uses. Check that you understand the examples.
Ñ Practice
1 Here are some more phrases that are often used with get. Check their meaning and write them into a correct place on the diagram
get angry, get loads of tasks, get dressed, get worse, get ready, get up late, get stuck, get my house decorated, get acquainted, get married, get into difficulties, get support (from)
2 Match a first part (1-10) with a second part (a-j) to make correct sentences.
1. Apart from a degree,
2. I don’t usually take initiative
3. I don’t really get along
4. If you get a moment,
5. We got to know each other
6. She got through her exams
7. Shall we get together on Friday
8. I didn’t get what he said
9. I told that joke to Kate
10. If you can get some time off work,
a. with my new roommate.
b. and became good friends.
c. he’s got a Diploma in Business Studies.
d. because the music was so loud.
e. and go for a disco?
f. but she didn’t get it.
g. without too much trouble.
h. could you help me fill in this form?
i. we could finish the decorating.
j. in getting acquainted with people.
3 Complete the sentences using a phrase with get.
to get to know – getting late – to get stuck – to get the idea – to get in touch with – to get home – to get ... off – to get going – to get to the end – to get into difficulties
1. If you want ____________ a person better, learn more about him or her.
2. When you ___________ of the test, tell me.
3. I can receive e-mail now but it took time ___________ of how to use it.
4. What time does he normally ____________home from the University?
5. You’d better _____ those wet clothes _____ or you’ll catch a cold.
6. Let’s ___________ – we are already late as it is.
7. If you put a coin into vending machine, it might ___________.
8. If you don’t know how to load some new software into your computer, you’d better___________ Tom. He’s a computer wizard.
9. The more you know of the culture of the country, the less likely you may_______________.
10. It’s _______________ , I hate to say ‘good bye’ but I have to go.
4 Translate the following sentences into English. Use the expressions with get.
1. acquaint (v)
to be ~ed with
to get ~ed with
syn. ≈ to meet sb, to get to know each other
acquaintance (n)
acquaintanceship (n)
2. address (v)
to ~ people/ audience/ each other properly
3. agree (v)
agreement (n)
to be in ~
to be in relative ~
to come to an ~
to reach an ~
4. attention (n)
to pay ~ to
to draw someone’s ~ to
to devote ~ to
to give sth/sb undivided ~
syn. to focus, to concentrate on
attentive (adj) (to)
syn. thoughtful
attentively (adv)
5. avoid (v)
to ~ sth/sb doing sth
6. call (v)
to ~ sb/sth sth.
to ~ sb by first name (to be called by first name)
7. concern (v)
to be concerned with
concern (n)
to cause ~
to be a cause for ~
not my ~
As far as I’m concerned
8. gap (n)
cultural ~
generation ~
9. goodbye
to say ~ to sb
10. greet (v)
to ~ each other
greeting (n)
to exchange ~s
11. importance (n)
to give ~ to
important (adj)
to be ~ to sb
12. inquire (v)
inquiry (n)
to conduct an ~
to make an ~
13. interest (n)
~ in sth.
with ~
common ~s
to show/express/ share ~s in
interested (adj)
to be ~ in
to make sb ~
to be ~ to know/ hear/ see/ learn
14. introduce (v)
to ~ oneself
to ~ sb to
introduction (n)
15. major (adj, n, v)
~ subject (English/ History)
~ field of study (psychology/ sociology, etc.)
to ~ in ( journalism/ philosophy)
syn. to specialize in (law, music )
16. notable (adj)
to be ~ for
syn. important, remarkable, outstanding
17. privacy (n)
to respect sb’s ~
in the ~ of your own room/home
private (adj)
~ life
18. raise (v)
to ~ a question
to ~ objections
to ~ sb’s spirits
19. shake (v)
to ~ hands with
handshaking (n)
20. start (v)
to ~ a conversation/ a new friendship
syn. to begin
For your personal vocabulary
______________________________________
____________________________________________________________________________________________________________________________________________________
______________________________________
____________________________________________________________________________________________________________________________________________________
______________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When we speak about events which have a relationship to present time we usually use the Present Simple, the Present Continuous and the Present Perfect tenses.
The Present Simple is used to express:
a) a habit: I get up at 7.30.
b) a fact which is always true: We come from Belarus.
c) a fact that is true for a long time: He lives in Minsk.
d) a ‘timetable’ future (with a future time marker): The lecture starts at 8.30. My bus leaves at three.
e) after ‘when, as soon as, etc.’ to form a time clause: As soon as I come home, I’ll give you a call. When you see him, tell him that tomorrow’s meeting is cancelled.The Present Continuous is used to express:
a) an activity happening now: They are discussing English grammar.
b) an activity happening around now, but perhaps not at the moment of speaking: I’m reading an interesting book now.
c) a temporary action or habit: I’m from Mogilev, but I’m living in Minsk now. I’m getting up early this week because my car is being repaired.
d) a regrettable habit or irritation with “always”: I am always loosing my keys. You are always talking at the lesson!
e) a planned future action (with a future time marker): What are you doing tomorrow?The Present Perfect is used to express:
a) an action which took place in a period of time, which is not yet over: I’ve been to the library twice this week. I’ve seen our teacher this morning (it is still morning).
b) an action which took place in the past but which still relates to the present: I’ve translated the text (I can help you).
c) an action which started in the past and still continues: I have lived in Minsk for twenty years. I have known him since school. I have learned (have been learning) English for 7 years.
Note: the time markers that are used with the Present Perfect:
He has just/already left. They haven’t finished yet. I have never been to London. Have you ever been to the USA?
When we speak about events which have a relationship to past time we usually use the Past Simple, the Past Continuous.
The Past Simple is used to express:
a) a past action that is now finished (usually with time marker): I finished school last year. I saw her yesterday.
Note: the time markers that are used with the Past Simple:
I did it last month/ two years ago/ yesterday morning/ in 2005, etc.The Past Continuous is used to express:
a) an event which took place at a specified point in the past: I was watching TV at 10 o’clock. I was watching TV when my mum came.
b) an event which took place in a specified period in the past: I was doing my project from eight o’clock till midnight. I was doing my project while my brother was browsing Internet.
When we speak about events which are plannedfor the future time we usually use:
a) the Present Continuous for a planned future action (with future time marker): They are having two lectures tomorrow and we are leaving at 2 .
b) expression ‘be going to + Infinitive’ for intended actions we have already decided to do in the future: He is going to work hard and to pass exams with excellent grades.
c) the Future Simple in predictions about the future usually with the words: I think, I believe, I’m sure, I hope, probably, perhaps, etc. – I think I will improve my grammar skills. He hopes he will be able to cope with difficulties.
Ñ Practice
1 Choose the best variant.
1. We are good friends. We ________________ each other for a long time.
a) know b) have known c) knew
2. I have known Andrew since I _____ a child.
a) was b) has been c) were
3. We have been learning English ________.
a) last year b) for six years c) often
4. It is obvious that linguistic proficiency often ________ graduates a vital edge over other applicants.
a) has given b) gives c) is giving
5. Today English ___________ the world’s most important language in science and cultural relations.
a) became b) will become c) has become
6. Knowledge of a foreign language _____________the career prospects of future graduates.
a) is increasing b) increased c) will increase
2 Read about the experience of a Spanish girl in learning English. Underline the correct tense in the following sentences.
I (1) hated/have hated languages at school. I just wasn’t interested in learning, so I never (2) did/was doing my homework and I (3) was/have been always bottom of the class when it (4) has come/came to exams! Maybe it wasn’t her fault, but I really didn’t get on with my teacher. She seemed to think I (5) am/was a stupid young girl just because I didn’t know a past participle from an auxiliary verb (I still don’t actually). And even if I (6) did learn/will learn English, there were no English-speaking people in my town, so who would I ever speak English to?
Things (7) have started/started to change when I (8) has got/got my first job, though. I (9) was spending/spent my first two years in the Sales Department, and I (10) had to/have to speak English on the phone almost every day, which wasn’t easy. I didn’t really have enough time to go to classes, so at first I (11) tried/have tried to study on my own.
I also (12) was persuading/persuaded an English-speaking friend to give me some private lessons and I (13) started/was starting to make progress. I don’t know when it (14) has been/was exactly that I (15) realized/was realizing my English (16) has been/was good enough to do First Certificate, but I did .... and I passed!
So I don’t hate English any more. In fact it (17) has made/made quite a big difference to my life!
3 Write about your attitude to learning English. You may borrow the words and expressions from the text above.
4 Vocabulary Focus
The verb do is frequently used in English. Do is a general word for any activity and it is often used as a phrasal verb and in set expressions.
Ñ Practice
1 Give English equivalents to the following phrases.
The verb make is frequently used in English. Make often means produce/ create something. It is often used as a phrasal verb and in set expressions.
2 Here are some more phrases that are used with do, make. Check their meanings and give their equivalents in Russian.
Do a lot of damage, do housework, do the shopping, do some work, do up sth, make a pizza, make some coffee, make an excuse, make a fortune, make fun of sb/sth, make a mess, make money, make an offer, make a list
3 Add the verbs do or make to the following words and word combinations.
An appointment, badly, a cup of coffee, a difference ,a dress, your hair, your homework, a mistake, a phone call, a profit, a suggestion, well, a bad impression, the bed, a decision, the dishes, English, a good impression, harm, a job, Maths, money, (sth) for a living, the washing up, some work, a noise
do
make
4 Match the verb phrases with the meanings.
1. make notes
2. do badly
3. make an attempt
4. do harm
5. do some exercise
6. make sense
7. make sure
8. do your best
A. check that sth is certain
B. injure
C. try as hard as possible
D. write down information
E. not be successful
F. practice a set of movements to stay healthy
G. try
H. understand because it is clear
5 Complete the following sentences with an appropriate form of do or make.
1. Her job has something to ___ with psychology.
2. Girls ______up half of the students in the group.
3. When the bell rang, the students ____ for the door.
4. Speak louder – I can’t ______out what you’re saying.
5. If you ______ your best to explain the problem, I’m sure she’ll understand.
6. How many times a week do you ______ the shopping?
7. The government have decided to ________ away with the old tax law.
6 Complete the questionnaire about your studies and future work. Use do or make when you write the answers.
Are you a good student?
1. Do you always _______ your homework?
2. Which subject _________ you do well in at school?
3. How do you feel when you __________ a mistake in your English?
4. What do you do if you ___________ badly in an exam?
5. What kind of exercise do you like ___________ in class?
6. Do you ________ notes while you’re listening to the disc in English?
7. What would you like to ________ for a living?
8. Is ___________ a lot of money important to you?
9. What would you wear to ______ a good impression at a job interview?
10. Would you accept a well-paid job if it ______ harm to your health?
11. Does it __________ a difference to you if your boss is a man or woman?
12. Would you _________ a job which involved responsibility for people’s lives?
10. Òû ïðèíÿë ðåøåíèå, â êàêîé âóç ïîäàâàòü äîêóìåíòû?
8 Discuss with a partner.
- things that make you angry.
- things that make a lot of noise.
- reasons why people make speeches.
- things that you often make in English.
4Vocabulary File for Unit 2
Words and word combinations
For your notes
1. ability (n)
to have the ~ to do sth
to do the best of your ~
2. ahead (predict.)
to be/get ~ of sb
to get ~ in sth
to be ~ of your time
to be ~ of its time
3. communicate(v)
to ~ with sb on different issues
communication (n)
4. confident (adj)
a ~ public speaker
a self-confident/ overconfident person
to be ~ about sth
to make sb feel more ~/ not ~
confidence (n)
to give sb ~
to shake sb’s ~
5. depend (v)
to ~ on sb/sth (role, efforts, motivation)
to ~ on sb for sth
depending on sth
It depends.
dependable (adj)
dependence (n)
6. encourage (v)
to ~ lifelong language learning
to ~ students
encouragement (n)
7. enlarge (v)
to ~ vocabulary
enlargement (n)
8. equip (v)
to ~ sb with communicative/ intercultural/ linguistic competences
equipment (n)
video/ sports ~
equipped (adj)
to be ~ with
to be ill-~ with
9. enrich (v)
to ~ oneself
to ~ sb culturally
syn.: improve, upgradeant.: impoverish
enrichment (n)
10. fluent (adj)
a ~ speaker
to speak ~ English
to become ~ in sth.
fluently (adv)
to speak French ~
11. good (adj)
to be ~ at sth/ at doing smth.
to be ~ in quality
the ~ thing about
ant. to be bad at sth, to be weak in sth
to get better at sth/ at doing sth
12. increase (v)
to ~ career prospects
to ~ efficiency
to ~ in activity
to ~ in number or amount
to ~ greatly/considerably/enormously
increase (n)
13. improve (v)
to ~ one’s knowledge of English
to ~ speaking and reading skills
improvement (n)
to make ~s
14. influence (v)
to ~ sb/sth
influence (n)
to have an ~ on
to be under the ~ of sb/sth
influential (adj)
15. know (v)
to ~ perfectly well
to ~ what sth/sb means
to ~ how to do sth
to ~ a little about
to ~ a few words
to ~ your own mind
knowledge (n)
to have no ~ of foreign languages
to the best of my ~
to have common ~
knowledgeable (adj)
to be ~ about
16. language (n)
a foreign/ modern / official ~
first ~ (=mother-tongue)
to become a world ~
a ~ barrier
17. make (v)
to ~ a good specialist
to ~ progress
to ~ a presentation
to ~ preparations
maker (n)
18. mind (n)
to broaden one’s ~
to keep in ~
to come to the ~
to make up one’s ~
to my ~
mind (v)
to ~ your own business
19. outcome (n)
teaching ~
the ~ of the discussion
20. proficiency (n)
linguistic/ business ~
21. skill (n)
grammar ~
to develop oral speech ~s
skillful (adj)
For your personal vocabulary
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Goodbye!
Bye.
So long!
See you (soon/ later)!
See you tomorrow.
Have a nice day.
Have a good weekend.
Have a good trip.
C. Making introductions
In a formal situation
Stimulus
Response
May I introduce Prof. Brown, Dean of our Department?
Let me introduce Head of the Department of the English Language.
Allow me to introduce you the teachers of the Department.
I would like you to meet ...
I would like to introduce you to ...
How do you do?(is said by both people)
It is a pleasure to meet you.
It is a privilege to meet you.
I’m honored to meet you.
Thank you very much for the cordial welcome and kind words of greeting.
(may be said when introduced to the audience)
In an informal situation:
Stimulus
Response
I’d like you to meet Alex.
Alex, this is Cathy.
Have you met Victor?
Come and meet Mary.
Hi, how are you?
Pleased to meet you.
Nice to meet you.
Glad to meet you.
D. Forms of address