An example of a presentation in English. Presentation on the English language on the topic "The English Language"

2 Language is the means of communication. The most common way of expressing an idea for people is to say it out loud. Language helps people to understand each other. There are many peoples in the world and most of them have their own languages. Some languages ​​are spoken by many people, for example, Russian and Chinese. Other languages ​​are spoken by a few people, for example, languages ​​of Native Americans.

3 The knowledge of foreign languages ​​helps people to understand each other when they travel. One of the most important languages ​​is English. It is the language of international communication. Many people can understand each other if they speak English. And that’s why people all over the world study English. And I’d like to mention some reasons for that.

4 Nowadays the English language is spoken by 750 million people and half of those speak it as a mother tongue.

5 It is interesting to notice that 60 per cent of the world’s telephone calls are made in English.

6 75 per cent of the world’s mail are made in English.

7 80 per cent of the information in the world’s computers are also in English. The rise of English is a story of wonderful success.

8 When Julius Caesar landed in Britain nearly two thousand years ago, English didn’t exist. The English language was born from the union of the Norman conquerors and the defeated Anglo-Saxons.

9 In the 5 th century, English was already spoken by the people who inhabited Great Britain.

11 English is so widespread now that it has become the most useful language for all kinds of international communication and the first truly global language. Nowadays English is the international language of business people, sportsmen, scientists, politicians, students. English is the world computer language. For many people it is the key which opens the door to the world.

12 As far as I know is one of the richest languages ​​in the world. Let's compare English, German and French. English has a vocabulary of about 500,000 words, German-185,000 words, and French-100,000 words.

13 There are a lot of borrowings from English in other languages. For example such words as book, water were borrowed from German; library was borrowed from Latin; telephone, television were borrowed from Greek; alcohol and algebra come from Arabic; chocolate and tomato from native American languages; tea comes from Chinese.

14 I’m sure that nowadays no man can be considered an educated one without any knowledge of development and new inventions in his field. The most important demand to a specialist now is not to know everything in his field, but to be able to find the necessary information.

15 English is now the language used in computers. About half of the post and scientific books are in English. English is the official language of many international organizations such as the Olympic Committee, the Organization of the United Nations.

16 Learning a language is also learning the life of other countries, their customs and traditions.

17 Now the knowledge of English is considered a necessary feature of a good employee. Those who want to find an interesting and well-paid job must know two or three languages.

18 Learning English broadens your mind and way of thinking. So English is a global language nowadays. The problems of war and peace, ecology, democracy and many others can’t be solved if people do not speak the same language. You’ll agree with me that the English language surrounds us like a sea and like the waters of a deep sea it is full of mysteries…

To prepare for the action itself, you may need English words indicating the necessary materials, tools and techniques for the presentation.

Screen- Screen (on which the presentation is projected)

Whiteboard(less often blackboard or greenboard) - Board

Marker- Marker

Duster- Sponge for the board

Flipchart- Flipchart

Projector- Projector

Handouts- Handouts

The following questions will help you better prepare and guide you on how to design your presentation:

Target- Why are you making this presentation? What do you want to achieve?

Audience- Who will the presentation be for? How knowledgeable are they about the topic? How many people will there be?

Room- Where will the presentation take place? In a cozy small meeting room or in a spacious conference room? What equipment is needed? Are there enough seats?

Time and restrictions- When do you make the presentation and how long will it last? Will people be too tired or hungry by this time?

Material supply- Are you planning a formal or informal style? Is it a serious approach or can you lighten up the presentation with jokes? What will you use to attract attention?

Structure- Be sure to think through the structure and logic of your speech and strictly follow it. This way you can feel more confident, and your audience will better perceive the information.

Be sure to remember the following rules and refer to them when preparing materials:

You need to carefully prepare for the presentation and rehearse it several times

The simpler and shorter the phrases, the better.
Throughout your speech, use the simplest and shortest words and sentences possible.

Avoid complex terminology and jargon, unless you are 100% sure that everyone present will understand them. Especially if not everyone speaks English as a native speaker.

Use active forms of verbs instead of passive ones.
Those. Instead of the phrase “We found 100 kg of gold,” it is better to say “We found 100 kg of gold.”

Don't read the presentation! Tell it without looking at the text.
A presentation is best received when it appears as spontaneous as possible. To be sure, you can make small note cards or prepare a list of key points. But this does not have to be the full text of the presentation!

Let's consider what mandatory parts a presentation should consist of.

Introduction

What includes:

• Greetings
• Presentation of theme and purpose
• Description of the presentation structure
• Instructions when to ask questions

Main part

What includes:

• Presentation of the prepared material in strict accordance with the plan indicated in the introduction.

Conclusion

What includes:

• Summary of the above
• Your final conclusions
• Thanks for your attention
• Questions

Now that we have figured out the structure, let's look at what phrases will be useful to us in order to start, conduct and finish a presentation in English.

English vocabulary for presentations

Begin your presentation by welcoming and thanking everyone for coming:

Good morning, ladies and gentlemen- Good morning, ladies and gentlemen

Good afternoon, ladies and gentlemen- Good afternoon, ladies and gentlemen

Good afternoon, everybody- Good afternoon everyone

Hello, everyone- Hi all

Welcome everyone- Welcome

I"d like to start by thanking you all for coming- I would like to start by thanking you all for coming

It"s great to see so many fresh faces here today- It's great to see how many new faces are here today

Let me begin by welcoming you all of you here today- Let me start by welcoming you all here today.

It"s great to be here with you all- It's great to be here with you

Thank you for coming out today- Thank you for coming today

Let's talk about ourselves and the purpose of our report:

Describe to the audience what program awaits them during your speech:

Here we will look at how to start the main part of the presentation in English:

If you have completed another logical part, it is worth indicating this:

When starting a new part of your presentation, warn your audience about this so that they do not lose the thread of the presentation:

After you have provided the basic information, you need to analyze it:

To make the information better understood, give more examples:

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Direct and indirect speech Direct and Indirect Speech (rules for transferring from direct speech to indirect speech)

Positive requests Say to smb, tell smb. (tell someone) changes to ask smb.+ to (ask someone) He says to Jane, “Give me your hand, please.” He says to Jane: “Give me your hand, please.” He asks Jane to give him her hand. He asks Jane to give him her hand.

Positive commands Say to smb. changes to tell (command) smb. + to Nick says, “Mary, bring some milk from the kitchen.” Nick says: “Mary, get some milk from the kitchen.” Nick tells Mary to bring some milk from the kitchen. Nick tells Mary to get some milk from the kitchen.

Negative requests a) Tell smb., say smb. changes to ask smb. b) don’t changes to not to They tell Lena, “Please don’t come home late.” They tell Lena: “Don’t come home late, please.” They ask Lena not to come home late. They ask Lena not to come home late

Negative orders a) say to smb. (tell someone) changes to tell smb. (tell someone) b) don’t changes to not to The teacher says to children: “Don’t open your books.” The teacher tells the children: “Don’t open the books.” The teacher tells the children not to open their books. The teacher tells the children not to open the books.

Declarative sentences Say to smb., tell to smb. + (that) + subject + predicate + minor members He says to Lena, “I see my friends every day” He says to Lena that he 1 sees 2 his friends 3 every day. or He tells Lena that he 1 sees 2 his friend 3 every day. He tells Lena that he sees his friends every day.

Negative Sentences He tells them, “I don’t like poetry.” He tells them: “I don’t like poetry.” He says to them (that) he doesn’t like poetry or He tells them that he doesn’t like poetry. He says he doesn't like poetry.

General questions Tell smb, say to smb. changes to ask + if (whether) + subject + predicate in the right tense He says, “Did they write anything interesting? ” He says: “Did they write anything interesting?” He asks if 1 they 2 wrote 3 anything interesting. He asks if they wrote anything interesting.

Alternative questions tell smb., say to smb. changes to ask + whether + subject + predicate in the right tense She says, “Will you play football or basketball, Andrew? ” She asks, “Andrew, are you going to play football or basketball?” She asks Andrew whether 1 he 2 will play 3 foolball or basketball. She asks Andrew if he will play football or basketball.

Special question tell smb, say to smb. changes to ask + question word + subject + predicate She says to John: “ Where does Tom go every week ? ” She says to John: “Where does Tom go every week?” She asks John where 1 Tom 2 goes 3 every week. She asks John where Tom goes every week.

Question to the subject Word order does not change He says, “Who likes pop music? ” He says: “Who likes pop music?” He asks who likes pop music. He asks who likes pop music.

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Direct and indirect speech Direct and Indirect Speech (rules for translation from direct speech to indirect speech) Rules for coordinating tenses (past tense)

Present Simple Present Progressive Present Perfect Present Perfect Progressive Past Simple Future Simple Past Progressive Past Perfect Past Perfect Progressive Past Simple Past Progressive Past Perfect Past Perfect Progressive Past Perfect Future-in- the Past (would) Past Progressive(Past Perfect Progressive) Past Perfect Past Perfect Progressive

If the present tense was used in direct speech and when translated into indirect speech they were correspondingly changed to the past, then such sentences should be translated into Russian using verbs in the present tense. He said, “I k now Mary.” - He said: “I know Mary" He said that he knew Mary. - He said that he knows Mary.

Changing the circumstances of time, place, demonstrative pronouns when translating direct speech into indirect Now - now Here- here This/these- this, this Today - today Tomorrow - tomorrow yesterday Then- then There - there that/those- oh, that That day -on that day (the) next day (the following day)- the next day The day before(the previous day)-

Changing the circumstances of time, place, demonstrative pronouns when translating direct speech into indirect Now - now Here- here This/these- this, this Today - today Tomorrow - tomorrow Yesterday - yesterday The day after tomorrow - the day before yesterday Then - then There - there that/that - that day - on that day (the) next day (the following day) - the next day The day before (the previous day) - the day before In two days

Next week - next week Tonight Last week - last week last year - last year The next week (the following week) - next week That night The previous week - a week before The year before - a year before

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Word order: adjective+noun

opinion size age shape color from where made of noun A wonderful large old round green Chinese handmade carpet

Put the adjectives in brackets in the correct position 1. a young girl(pretty)- a pretty young girl 2. a handsome man(young)- a handsome young man 3. brown bag(leather)- a brown leather bag 4. an American film(old)- an old American film

5. big eyes(blue)- big blue eyes 6. a cold day(rainy)- a cold rainy day 7. a hot bath(nice)- a nice hot bath 8.an old coat(worn)- an old worn coat Put the adjectives in brackets in the correct position

9. An old coat(worn)- an old worn coat 10. a red car(old, little)- a little old red car 11. a gold watch(small, antique)- a small antique gold watch 12. a little village (old,lovely)- a lovely little old village Put the adjectives in brackets in the correct position

13. long eye-lashes(black, thick)- long thick black eye lashes 14. an old mansion(stone,English)- an old English stone mansion Put the adjectives in brackets in the correct position

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Gerund is an impersonal form of a verb that has the characteristics of both a verb and a noun. There is no such form in the Russian language.

Forms of gerund Active voice (Active) Passive voice (Passive) Indefinite (Simple) writing being written Perfect having written having been written

The ending – ing (this is the so-called IV form of the verb) is added to the infinitive without the particle to. E.g.: to run – runn ing to live – liv ing The negative form of the gerund is formed using the particle not, which is placed in front of the gerund form. E.g.: for coming in time - for coming on time for not coming in time - for not coming on time Gerund formation

since there is no form of gerund in the Russian language, its meaning can be conveyed by a noun, infinitive, gerund, verb in personal form and subordinate clause. Translation of gerund into Russian:

Functions of the gerund in a Subject sentence (as a subject, the gerund is used without a preposition. Translated by a noun or infinitive.) E.g.: Taking a cold shower in the morning is very healthy. Taking a cold shower in the morning is very beneficial.

Part of a compound nominal predicate: (in this case, the gerund plays the role of a semantic part of the predicate, following the verb with the connective to be, while the subject must denote an object that cannot itself carry out the action expressed by the verb from which the gerund is formed. Otherwise, it is no longer a gerund , and the verb is in the Continuous form (She is reading. E.g.: His hobby is collecting stamps.

The gerund as part of the predicate is also used after the following verbs: to stop, to finish, to continue, to go on, to keep on (continue), to begin, to start, to burst out, to give up, to put off, cannot help , cannot stand. E.g.: Will you start reading, please! Start reading please!

the direct object (without a preceding preposition) is used after the following verbs: to admit, to avoid, to delay, to deny, to dislike, to enjoy, to escape, to excuse, to forgive, to imagine, to mention, to mind (object - only in interrogative and negative sentences), to miss (miss), to postpone, to risk, to suggest, to understand. E.g.: His father disliked wasting time on such trifles.

With the verb to go, the gerund is used in the following expressions: to go fishing, to go dancing, to go shopping, to go skating, to go swimming, to go walking. After the following verbs, both a gerund and an infinitive can be used: to attempt, to begin, to continue, to forget, to hate, to intend, to like, to love, to need, to prefer, to propose, to refuse, to regret , to remember, to require, to try, to start.

The gerund as a direct object is used after expressions: to be busy, to be worth. E.g.: The place is worth visiting. Note: When choosing a gerund or infinitive, you should pay attention to the following: the infinitive denotes a shorter or more specific manifestation of that action, and the gerund as an –ing form denotes a process, a longer and more general manifestation of that action. The infinitive by its nature is associated with the future, and the gerund with the present and past.

The gerund as a prepositional object can be used after any verb or adjective that requires a preposition: to accuse of, to agree to, to approve of, to be afraid of, to congratulate on, to depend on, to dream of, to feel like, to insist on, to look forward to, to object to, to persist in, to prevent from, to succeed in, to suspect of, to thank for, to think of, to complain of, to consist in, to count on (upon), to hear of, to keep from, to look like, to result in, to speak of, to rely on, to blame for, to praise for, to be responsible for, to be fond of, to be tired of, to be afraid of. E.g.: I object to his borrowing money from you. He has always dreamed of visiting other countries.

The gerund as a definition usually stands after the noun being explained with various prepositions, most often with of, less often with for, at, about, to, in. More often found after abstract nouns: chance of, idea of, hope of, interest in, reason for, right of, thought of, way of, etc. E.g.: I don’t like his manner of speaking. He gave up the idea of ​​ever hearing from her.

The gerund as an adverbial adverbial is used after the following prepositions: before, after, without, by, about, at, to, of. E.g.: After eating my lunch I went to school. You can't translate the text without knowing the language well.

After some verbs with prepositions and adverbs, as well as after some phrases with prepositions, only the gerund is used. to give up to be afraid of to be famous for to be fond of to be interested in to be worth of to be proud of to depend on to insist on (upon) to know of to object to to prevent from to think of to go on

After compound prepositions because of, on account of, thanks to, due to, owing to, instead of, in spite of, for the purpose of, with a view of, of (no) use, only the gerund is used

Difference between gerund and participle A gerund has the characteristics of a verb and a noun, while a participle has the characteristics of a verb and an adjective.

Gerund 1. Used as a subject, a nominal part of a predicate, an object: Carrying out this operation is very important. Performing this operation is very important. 2. In the definition function it is used with a preposition: The method of carrying out the operation is well known. The method of performing the operation is well known. 3. In the function of circumstance it is used with a preposition: Before carrying out the operation one should study all the instructions. Before performing the operation, you must read all the instructions. Participle 1. It is not used as a subject, a nominal part of the predicate, and cannot be an addition. 2. In the definition function it is used without a preposition: The group carrying out the operation consisted of 20 men. The group performing the operation consisted of twenty people. 3. In the function of circumstance it is used without a preposition: Carrying out the operation the tanks penetrated into the enemy rear. While carrying out the operation, the tanks went behind enemy lines.

A verbal noun is formed by adding the suffix -ing to the base of the infinitive, i.e. in form, the verbal noun coincides with the gerund: to begin begin - beginning beginning to drink drink - drinking drink to open open - opening opening, opening A verbal noun has all the properties of a noun and is most often translated into Russian as a noun, while a gerund has only some properties of a noun .

Difference between a gerund and a verbal noun A verbal noun 1. Can have an article 2. Can have a plural form 3. Can have a prepositional object 4. Can be qualified by an adjective 5. Has no tense or voice forms. Gerund 1. Cannot have an article 2. Cannot have a plural form 3. Can have a direct object 4. Can be determined by an adverb 5. Has forms of tense and voice:

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An infinitive is an impersonal form of a verb that names an action, but does not indicate either person or number. In Russian it answers the question what to do? In English, the particle to placed before a verb is a sign of the infinitive. The infinitive combines the properties of a verb and a noun and has the following forms:

Infinitive forms Tense Voice Simple Progressive Perfect Rerfect Progressive Active To print To be printing To hate printed To have been printing Passive To be printed - To have been printed -

1 . Present Simple Active Infinitive Jane was sad to learn the truth. Jane was sad to learn the truth. 2. Present Simple Passive Infinitive She was happy to be taught French. She was happy that she was being taught French. 3. Present Perfect Passive Kate was sad to have been told a lie. Kate was sad that she was told a lie.

Use of the infinitive (in a sentence the infinitive can be used in functions:) 1. Subject - translated by infinitive or noun: To speak English is very pleasant. It's nice to speak English. 2. Parts of a compound nominal predicate are translated by an infinitive or a noun. Our plan is to go to Spain. Our plan is to go (trip) to Spain.

3. Additions – translated by the infinitive He promised to come in time. He promised (what?) to arrive on time. 4. A definition that comes after the word being defined - translated by an infinitive, less often a noun, or an adjective, or a subordinate qualifying clause. I've got a lot to work. I have a lot of work (what?) to do. 5. Circumstances a) goals - translated by a subordinate clause introduced by the conjunction so. She took a taxi to be in time. She took a taxi (for what?) to be on time. b) consequences with the words too (too), enough (enough) Your tea is too hot to drink. Your tea is too hot (for what?) to drink.

Turnover “Objective case with infinitive” (Complex object) Complex Object Noun in i. n. or pronoun in the objective case (demonstrative) + infinitive Mother wants Peter to do it. Mother wants him to do it.

Complex Object is translated by subordinate explanatory clauses, which are introduced by conjunctions that, so that. After the verbs to see, hear, watch, feel, the conjunction like is used during translation. A pronoun in the objective case is translated into Russian by a pronoun in the nominative case (personal) I want him to translate this text. I want him to translate this text. He watches them play. He watches them play.

After the verbs of perception to see, hear, watch, feel and the verbs to make and to let, the infinitive is used without the particle to Don’t let your son come home late. - Don’t let your son come home late. I see him park the car. I see (that) how he parks the car.

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Plural of nouns

The plural form of nouns is usually formed by adding the ending -s or –es to the singular stem. Book – book s Boy – boy s Class - class es

The ending -es in plural. include: a) nouns ending in singular. on s, ss, sh,ch, tch, x bus –buses class – classes bush –bushes speech –speeches match –matches box -boxes

b) nouns ending in singular. on o: hero –hero es potato – potato es tomato – tomato es Exceptions: photo – photo s piano – piano s zero - zero s

c) nouns ending in singular. h. on y, preceded by a consonant (y then changes to i) army - arm ies d) some nouns ending in singular. h. to f or fe (f changes to v) leaf-leav es shelf-shelv es Wife-wiv es

C nouns forming plurals including not according to the rules (exceptions) Man-men (men) Woman-women (women) Child-children (children) Foot-feet (feet) Tooth-teeth (teeth) Goose-geese (geese) Mouse-mice (mice) Sheep-sheep (sheep) Deer-deer (deer)

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I can play the piano. I cannot swim. Can you sing? Can (could) - I can, I can

Can - really...? (expression of bewilderment) Can she have spent all the money? - Did she really spend all the money?

To be able to is the equivalent of the verb can He is able to do it. - (maybe able) He was able to do it yesterday. - (could) He will be able to do it tomorrow. - (will be able) He has been able to swim since childhood. - (can do it since childhood)

May - permission (you can) You may take my pen. (you can) You may not touch it. (impossible) Mau I come in ? (can) May I go out?

To be allowed to is the equivalent of the verb may We are allowed to stay ay home. (we are allowed) We were allowed to stay at home. (we were allowed) We will be allowed to stay at home. (we will be allowed)

May - maybe (assumption) It may rain soon. (It may rain) Be careful: you may fall. (you might fall)

Must- must You must respect your parents. (must) You must not go there. (impossible) Must I learn it by heart? (must?)

Must - must be (assumption) It must be cold outside. (must be)

To have to is the equivalent of the verb must (forced necessity) Do you have to go there? (necessary?) Did you have to go there? (had to?) Will you have to go there? (have to)

Should - should You should do it. - You should do it (now) You should not do it. -You shouldn't do that (now)

Please note: You should have done it. - should have been done (but you didn’t) You should not have done it. - shouldn’t have done it (and you did) Compare: You needn’t have done it. - might not have done it (it wasn’t necessary) You shouldn’t have done it. - shouldn’t have done it (it’s bad that you did it)

Compare: You should have done it. – should have been done (but you didn’t) You must have done it. – must have done Compare: I should have done it .- should have done (but I didn’t) I had to do it.- had to do (did)

Compare: I needn’t have done it. - it was possible not to do it (and I did) I didn’t have to do it. - it was possible not to do it (I didn’t do it)

To be to is the equivalent of the verb must (necessity by agreement, plan or order) I am to go there. (must, to be, agreed, schedule) I was to go there. (to be)

Need not - absence of necessity (maybe not...) Need? - necessary … ? You don't need to do it. - you don’t have to do it. Need I do it? - is it necessary?

Compare: You can't do it - You can't do it. You don't have to do it - You need not do it.

Must – may – might – can’t In the meaning of the assumption Must - there must be May - there may be Might - it may be (but unlikely) Can’t - there cannot be

1. He must be at work. 2. He must have been at work. 3. He may be at work. 4 . He may have been at work. 5 . Maybe he is at work (although hardly) He might be at work. 6. Maybe he was at work (although hardly) He might have been at work. 7. It can’t be that he’s at work. He can’t be at work 8. It can’t be that he was at work. He can’t have been at work.

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Participle I is an impersonal form of a verb that has the properties of a verb, an adverb and an adjective. Corresponds to participle and gerund in Russian. Has the following forms:

Forms of participles Participle I (Present Participle) Participle II (Past Participle) Perfect Participle Active using (using) - having used (having used) Passive being used (used) used (used) having been used (after having used)

Present Participle I to play + - ing =playing to make + - ing = making (e- omitted) to forget +- ing = forgetting (t- doubles if the verb ends in a consonant and the stress falls on the last syllable)

Participle I in a sentence can be: a) definition The boy riding a bike is my friend’s son. The boy riding the bike is the son of my friends. The shop being built in front of my house is very modern. The store being built opposite my house is very modern.

b) the circumstance Reading a newspaper she fell asleep. She fell asleep while reading the newspaper. Having parked the car he went home. Having parked the car, he went home. Having been signed the contract was paid. After the contract was signed, it was paid. Having told the truth he felt better. Telling the truth made him feel better.

“Complex Object with Participle I” Complex Object with Participle I Noun in the general case (individual case) or pronoun in the objective case (indicative) + participle I heard them discussing this problem. I heard them discussing this problem.

Complex Object with Participle I is used after verbs: to feel - to feel to see - to see to watch - to observe to hear - to hear

Participle 2 – Participle II is the third main form of the verb (for example: do – did – done, done is participle 2 from the irregular verb to do). It has one unchangeable form and denotes an action that a person or object experiences, i.e. has a passive or passive meaning.

Participle I in a sentence can be: a) a definition, corresponding in Russian to participles ending in - мяй, -й, -ть The mail delivered in the morning was very important. The correspondence delivered in the morning was very important.

b) Circumstance of the reason: Lost in the woods he could not find the way home. Since he was lost, (lost), he could not find his way home. Sent by e-mail the letter was received very quickly. Sent by email, (as it was sent) the letter was received very quickly. Being laughed at he felt unhappy. Because they laughed at him, he felt very unhappy.

c) Circumstance of time: Offered a job he was very happy. When he was offered the job, he was very happy.

Using a complex object with the past participle (Participle II) This construction indicates that it is not the subject himself who performs the action, but someone else who does it for him. It looks like this: to have one’s hair cut, to have one’s eyes tested, to have one’s watch repaired, etc.

5 aspects 1. Introduction - statement of the problem 2. Author’s opinion with 2-3 arguments 3. Opposite point of view with 1-2 arguments 4. Explanations why the author does not agree with the opposite point of view (counter-arguments) 5. Conclusion confirming the author’s position

1. Introduction - problem statement It is necessary to formulate the topic. You cannot repeat the task verbatim; it definitely needs to be rephrased! Some people think…. Nowadays... It is well known... At the present time.. Most of us think... 2. The author’s opinion with 2-3 arguments Express your personal position. Let us consider some pros and cons o f it. – Let's look at some of the pros and cons of Personally, I think... To my mind... In my opinion... First of all... Firstly..., Secondly..., Thirdly....

3. Opposite point of view with 1-2 arguments O n the other hand... But many people say... But many people believe... However... 4. Explanations why the author does not agree with the opposite point of view (counterarguments) But I think... But I strongly feel... But I doubt...

5. Conclusion confirming the author’s position To sum up... In conclusion... That conclude... Other words and expressions It is often said that... -It is often said that... It is undeniable that...- It cannot be denied that... It is true that...- It's true that... To begin with...- Let's start with... What is more...- Moreover... Besides....- In addition... On the one hand...- on the one hand... On the other hand...- on the other hand... Moreover ...- Moreover... One must admit that...- We must admit that...

The car has become the most popular means of transport in the history of the world. However, some people say that the world would be better off without cars. 1.Nowadays, almost every family has a car. A lot of people say that traveling by car is very convenient, while others make sure that cars cause many problems. 2. In my opinion, the car is one of the most comfortable means of transport. Firstly, traveling by car is fast and it helps you save plenty of time. Secondly, it is comfortable because you don’t have to buy any tickets and your car is always at your disposal. Thirdly, when you travel by car, you don’t depend on the weather. While driving, you can listen to music or to the latest news on the radio. And finally, you can stop where you want and have a snack or enjoy nature. 3. About n the other hand, traveling by car has a number of disadvantages. First and foremost, it is bad for ecology and health. Cars produce exhaust fumes which make the air foul and destroy the ozone layer protecting the Earth from the dangerous rays of the sun. The car is not a safe means of travel as there are a lot of car and bus crashes. Traveling by car is not very convenient if the trip is long. Besides, it is rather expensive as petrol is not cheap. What is more, when we travel by car, we may be stuck in a traffic jam for several hours. 4-5. To sum up, I think it is rather difficult to do without cars nowadays. But if we want to be healthy, we should sometimes ride a bike or walk.

What do you like to eat for breakfast? What do you like to eat for breakfast? I love porridge, bread, ham. What do you like to drink for breakfast? I like porridge, bread and butter. What do you like to drink for breakfast? I love milk, tea and juice. I like milk, tea and coffee.

Good morning. I am hungry. Good morning. Do you like tea? Good morning. I am hungry. Good morning. Do you like tea? Yes. And a sandwich, please. Yes. And a sandwich, please. Here you are. Thank you. Can I have some jam? Thank you. Mau I have some jam? Certainly. Help yourself. Of course. Help yourself.

Would you like some fish? Would you like some fish? Yes. Please. May I have some bread? Yes, please. May I have some bread? Here. Here you are. Thank you. Thank you. Do you like cabbage? Do you like cabbage? No thanks. No, thank you.

History of the origin of the English language. The beginning of development - V century - the invasion of Germanic tribes into Britain. Germanic influence on Celtic and Latin languages. Preservation of local languages: Welsh and Gaulish. The Vikings brought the Old Icelandic language. French is the language of the English aristocracy (since 1066).

Dictionaries are record holders of the English language. The 20-volume Oxford English Dictionary (1989, Oxford University Press); Webster's dictionary Webster's New International Dictionary (1934, description of 600 thousand words).

On the Internet, English plays a special role. Today, about 82% of all Internet texts are presented in English. Global English is a simplified version of traditional English. A feature of global English is a rather limited vocabulary and simplified grammar, reminiscent of the Basic English language system developed by Charles Ogden.

Phonetics. Shop British English – “shop” American English. – “shap” Love British English. – “lav” for the Irish – “liv” for the Scots – “luv” Day British English. – “day” Australians – “di” “Racking” - savory chewing, voicing of consonants, shortening of vowels. For example: the word “bete” (“better”) turns into “bader”.

Correct English. There are several regional dialects in the UK: Northern, Central, Southwestern, Southeastern, Scottish, Welsh and Irish. One of these dialects, the language of the educated population of London and the southeast of England, eventually acquired the status of a national standard (RP). It is based on “correct English” - this is the language of the best private schools (Eton, Winchester, Harrow, Rugby) and universities (Oxford and Cambridge). This is that classic, literary English.

Differences between American and British English: Spelling: spelling -er instead of -re (center center, meter, theater theater), -or instead of -our (favor service, honor, labor), check instead of check check, connection instead of connexion connection, jail instead of gaol prison, story instead of storey floor, etc.

Grammar Americans are less willing than the British to use the plural of the verb with collective nouns (the audience were, the government have). More often they form nouns from verbs by conversion (to author create from authorauthor, to research explore from research). They replace shall with will (an indicator of the future tense) and use have got instead of the simple have have, and have gotten instead of became.

Phonetics: Most Americans pronounce the vowel in English words like class class, half half, pass, dance dance more like father. Americans pronounce the vowel in words like God God, got got, rob rob more like in father than in cloth. The U-shaped sound in words like dew dew, duke duke, new new Many Americans rhyme with too too; too, and not with you you (i.e. they pronounce it as, and not as). They pronounce the middle tt, as in butter, very similar to [d]. For the most part, they do not omit the postvocalic r, as in car and card, like the English, but pronounce a certain r-shaped sound in its place.

English mentality through the prism of language: the linguistic-specific concept UNDERSTATEMENT Every Understatement is a little private joke about Englishness (Every “understatement” is a small, private joke about an Englishman). Kate Fox The English have no soul, they have the understatement instead (The English have no soul, they only have understatement). G Mikes

16 What version of English should I learn? American - simplified; - many dialects; - simple grammar; - non-standard pronunciation; - more conversational. British is correct; - meticulous; - intonation - expressive; - polite; - full and rich; - classic.

Abstract to the material

English - 1st grade

An English presentation for 1st grade is a bright visual aid that will allow students to get their first impressions of a foreign language. As a rule, first-graders begin learning a foreign language with interest. It is important to support and develop this interest in them. The first words are usually remembered very quickly. The presence of a computer in class does not delay...

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Presentations in English for 2nd grade are the main visual aid for foreign language lessons, which allows you to conduct classes at the proper level. Almost every modern classroom has a computer and a projector, so the teacher has an excellent opportunity to use multimedia developments to accompany lessons. By introducing new technologies, the teacher radically changes...

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Presentations on English in grade 3 are collected in one section for teachers who use ICT in their lessons. Teaching and learning with a computer is interesting and productive. Children have a desire to master a foreign language at a decent level, and the teacher, seeing their desire to learn, wants to provide more useful material in class. Will help...

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Presentation on English in 4th grade is increasingly used by modern teachers. It is not for nothing that this multimedia product has become so widespread. Research shows that learning material in foreign language lessons using ICT occurs at a higher level. Electronic visibility helps to increase motivation for learning. Language material is absorbed quickly and...

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Presentations on English in the 6th grade serve to activate the cognitive activity of students who will have to learn new topics, memorize many words, become familiar with the rules, translate texts and compose dialogues. Mastering all these intricacies in a foreign language is not easy, but it is possible, because ICT has come to school, making learning understandable and unobtrusive...

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