Pre-course Task

 Pre-course task Section 1 Task 1 1. Lessons in groups, monolingual, closed, part-time courses, mixed ability groups. 2. Mostly every type. Task 2 1. I like to get something new on my lessons. Adults can tell something from their professional or private life. Sometimes I need to get some new information before the lesson to match adult learners requirements. 2. I communicate and teach adult learners on the level – Adult-Adult. I always try to show new possibilities which they get having improved their skills of English. 3. Adults usually are high motivated and they have more serious approach to study. Task 3 1. Occupation, profession, age, hobby 2. Friendly small talk or short list of question in written. Task 4 The most challenging in terms of motivation are teenagers and other children or adults who have no wish to make any efforts to get something. Also it's rather difficult to work with people with bad experience of learning English, for example, at secondary school. Task 5 Knows about language and learning; is always learning and developing; gives clear information and feedback; is methodical and well-organized; is friendly. Task 6 Grammar – structure of language, parts of language, parts of sentence and word. Grammar may seem boring for creative people. Task 7 2. I was to the movies last night. 3. He often comes late. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8 Grammar is a structure of language. To have good vocabulary is not enough to be understood. Besides, knowing grammar helps to understand native English speakers. Good grammar of speaker always shows that this person is smart with high intellectual abilities. Task 9 you – Personal Pronoun, Singular or Plural, Nominative or Objective Case. A – Indefinite Article. But – Coordinating Conjunction Quite – Adverb of Measure and Degree , Simple Abstract - Adjective, Simple, Relative Could – Modal Verb, Past Indefinite, expresses possibility Those – Demonstrating Pronoun, Plural For – Preposition, Simple Mean – Verb, Transitive, Simple, resent Indefinite, Irregular,Notional Plunger – Noun, Singular, Nominative Case, Object, Derivative, Common, Collective Task 10 1. watches - lexical 2. looking - lexical 3. aren’t - auxiliary 4. does - auxiliary 5. haven’t - auxiliary 6. waiting - lexical Task 11 1. had - lexical 2. do - auxiliary 3. have - aux. 4. did - aux. 5. do - lex. 6. had - lex. 7. was- aux. 8. are - lex Task 12 1. should - Advice 2. may - Permission 3. must - Logical deduction 4. can’t - Ability 5. could - Possibility Task 13 1. worked - past tense form 2. seeing - -ing form 3. lives - 3rd person - present simple tense 4. try - base form 5. handed - past participle form Task 13 Regular verbs - help, arrive Irregular - hear, think, go, do, take, drink, steal Task 15 1. was hoping - past progressive 2. might have got - modal with perfect infinitive 3. have tried - past perfect 4. were being questioned - past progressive passive 5. saw - past simple 6. will be lying - future progressive Task 16 1. am having - present progressive 2. stopped - past simple 3. lives - present simple 4. had been - past perfect 5. are made - present simple passive 6. will have been - future perfect 7. happened - past simple, was driving - past progressive 8. have been feeling - present perfect continious Task 17 1. past 2. future 3. past 4. present 5. present Task 18 1. Verb “to be” in its forms of present simple indefinite 2. Base form + - ing ending Task 19 I’m meeting - Future He’s always running - Present Simple/bad habbit I’m walking - Present/ at the moment Task 20 1. Present Indefinite have to be used as he has a sister and a brother not only at the moment but regularly. 2. Present Indefinite have to be used as there is talking about habits and tastes. 3. Opinion is expressed in Present Indefinite not Present Progressive 4. Verb ‘lack’ is not used in Progressive. Task 21  Semantical meaning, register, connotation, collocation, part of speech, morphological forms, semantical group, examples of phrases and sentences with the word. Task 22 1. ‘tallest’ is used for description of a person, not ‘highest. 2. ‘enervated' is too formal. It is better to use 'tired'. 3. 'pretentious' has negative meaning. 4. 'slap' cannot be loving. 5. There is no such phrase as 'go on footing'. Go on foot is correct. Task 23 1. strikingly handsome – adv.-adj 2. made his bed – verb-noun; did some housework – verb-noun 3. absolutely fabulous – adv. - adj 4. depend on – verb - preosition 5. highly emotional – adv. - adj. 6. vicious circle – adj. - noun Task 24 1. B 2. C 3. A Task 25 1. B 2. C 3. A Task 26 1. there or their 2. South 3. language 4. peaceful 5. young 6. call 7. search, 8. 9. sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identify 10. articulate Task 28 1. Photograph photography photographer photographic 2. to record / a record to increase / an increase to present / a present to import / an import Task 29 mother forget announce tonight notable mention patrol indicative Section 3 Task 30 I've read the headlines of the latest news on the news site. I skimmed the most interesting articles. After that I've read a book with interest to infer. Task 31 1. detailed reading 2. scan 3. Reading to infer 4. skim Task 32 Not every learner can understand noun clusters of 3 and more words. Sometimes they even do not know that mostly every English noun can be used as a verb and predicate. Not every dictionary gives translation of slang or informal words. And only real practice with native speakers gives knowledge of phrases. Task 33 Every speaker has their own specific pronunciation, voice and temper. Some people speak too fast for non-native listeners. Other ones use some colloquial phrases which are very rare can be met in written. Also intonation and face expression can distract and confuse listener. Task 34 1. I had a call with a commercial proposal – to visit some training. As I am very busy next month I did scan listening, stopped and politely refused. 2. I spoke on the phone with my Granny. I listened to her to infer meaning. 3. I was on the playground with my son. There were many other children with parents. I did skim listening not to avoid some interesting piece of information. Task 35 1. Intensive 2. scan 3. skim 4. intensive 5. to infer 6. skim Task 36 Little speaking practice. Little communicative skills. Lots of grammar exercises without modeling these rules can be used. Task 37 1. Yes 2. Yes 3. No 4. Yes and Yes Task 38 1. trans. 2. trans. 3. inter. 4. inter. 5. trans. 6. inter. Task 39 Less fear to make a mistake, to ask or to be not understood; good for memory; helps to feel comfortable and self-confident in any situation, checks vocabulary. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. S 9. W 10. W 11. W 12. S Task 41 1. not court but caught. These words have similar sounding. 2. Learner missed silent letter “e” as it's not heard 3. Punctuation mistake 4. First word in the sentence must be with Capital letter. And at the end of the sentence must be full stop sign. Bad knowledge of punctuation. Task 42 1. A. Poor vocabulary, bad spelling. B. Misuse of repositions and pronouns. Bad punctuation. Bad spelling. 2. A should broaden her vocabulary by reading and writing exercises. B should practise grammar and spelling rules. More speaking practice. Task 43 a. personal aim b. interaction pattern c. lesson aim d. stage e. anticipated problems and solutions f. stage aim Task 44 1. f 2. g 3. b 4. e 5. I 6. h. 7. d 8. c 9. a Task 45 1. Indistinct pronunciation 2. Irritation is felt and it's too long 3. 'I'd like you to read' does not sound an order 4. 'think about an answer' – not correct task Task 46 1. Other student mistakes can help you to understand something more deep and to avoid your own ones. 2. Sorry for inconvenience. I can explain what you don't understand once again and in other words. Very soon you will understand more and more. 3. Look. She's an open-hearted and kind person. You can offend her. Next fay you will sit with another person. We change laces every day. 4. No. Talking is like a prize after good work with books. Task 47 Desks are set buy the perimeter of the room. There are pictures with price, hours and dates on them. Problems can appear if a 'client' see several 'companies' with the same proposal. Task 48. 1. More attention at the sounds expressed by 's' and 'th' 2. I will show myself how to do that - to blink and to wink 3. I will explain that 1st sentence confer to the habit in past, 2d - present 4. Not every upset person is nervous 5. the 1st is more concrete, the second need some explanation – before what 6. I will give other examples of contractions. 7. Some examples of sentences 8. explaining the meaning of those words. 9. examples of sentences 10. examples of sentences, pictures Task 49 Reading. It's better to give some time for students to read this text themselves, then to give question and start discussion. If the text have many new words they should be explained before reading. Speaking. It would have been better if the teacher had given some short texts audible or written with different opinions on this topic. After each one should have add their own points and write them into two columns on the board – pro and against. Task 50