английский язык

Упражнения для синхрониста, Вертолет береговой охраны, Самоучитель устного перевода с английского языка на русский, Фалалеев А., Малофеева А., 2015.

   Перед вами наш второй самоучитель для начинающих устных переводчиков. Он представляет собой сборник из 8 новых базовых упражнений для развития навыков последовательного и синхронного перевода.
Авторы не теоретики, поэтому никакой теории в самоучителе нет. Есть краткие описания приемов и сотни примеров, чтобы вы смогли эти приемы освоить.

A Comparative Grammar of British English Dialects, Kortmann B., Herrmann T., Pietsch L., Wagner S., 2005.

Preface.

Bernd Kortmann
Since the 1980s, but especially over the last ten years or so, the study of the grammar of English dialects has been very much on the rise after more than a century of neglect in English dialectology and dialectology, in general. Witness, in particular, Trudgill and Chambers (1991), Milroy and Milroy (1993), and, on a global scale, Kortmann and Schneider (2004). Apart from these and several other publications related in spirit, however, the vast majority of publications on the grammar of English dialects concentrates on just one particular phenomenon in one particular dialect or dialect area, is based on a very small database and purely descriptive. Moreover, the small size of the available databases often makes it very difficult to formulate valid descriptive generalizations. Virtually non-existent in English dialectology are systematic comparative studies of individual grammatical subsystems across a selection of dialects (like comparative studies of the tense and aspect systems, pronominal systems, relativization or complementation patterns, etc.). Exceptions in this respect form the sociolinguistic studies by Tagliamonte and her research team (e.g. Tagliamonte 1999, 2002, 2003), and the contributions, especially the regional and global synopses, in Kortmann and Schneider (2004). However, useful as the synopses are in providing general orientation, they can be no more than very useful starting-points for systematic comparative analyses of individual phenomena of dialect grammar.

Vocabulary 1, games and activity, Watcyn-Jones P., 2001.

Introduction.

Vocabulary Games and Activities 1 is a source book for teachers, containing a collection of sixty games and activities for teaching and revising vocabulary. They range from elementary to advanced activities, the majority of which contain material to be photocopied. It is hoped they will provide useful extra material which will be of interest to most students and show that vocabulary learning can be both interesting and fun. The lexical items in the book have been carefully chosen, with many words taken from the author's Test Your Vocabulary and Target Vocabulary series (also published by Penguin Books). In addition, where possible many words are recycled in different exercises. Activities invariably have to be changed or adapted to suit one's own particular group of students, so I hope teachers will feel free to make any changes they feel necessary. What is presented in Vocabulary Games and Activities 1 is, to a large extent, ideas which I hope will stimulate and encourage teachers to devise their own activities based on these ideas.

A Dictionary of Confusable Phrases, More Than 10 000 Idioms and Collocations, Dolgopolov Y., 2010.
       
   This dictionary has been specifically designed to “diffuse” potentially confusable expressions. The dictionary pairs more than 10,000 idioms and collocations characterized by similarity or contrast in their wording or metaphorical idea that do not show corresponding similarity or contrast in their meanings. Also included are cases when phraseological units form a semantic mismatch with consonant compound words. This contrastive format enables the language learner to see all potentially confusable units together and so avoid confusing the phrase.

Английский язык для начинающих, Бухвалова Е.Г., Чигина Н.В., 2018.

Учебное пособие включает базовый материал по фонетике, грамматике и лексике английского языка в соответствии с его современными нормами. Комплексный характер учебного пособия: тщательно разработанный поурочный аппарат фонетических и лексико-грамматических упражнений, заданий, направленных на развитие навыков и умений устной и письменной форм общения, а также тексты для чтения, обеспечивающие эффективное изучение английского языка на начальном этапе. Учебное пособие предназначено для студентов вузов, начинающих изучать английский язык в рамках программы дисциплины «Иностранный язык». Может быть рекомендовано широкому кругу лиц, изучающих английский самостоятельно.

Английский язык, Уроки чтения, 1-3-й класс, Правила, упражнения, скороговорки, сказки, Сушкевич А.С., 2003.

Книга представляет собой пособие по обучению чтению детей, начинающих изучать английский язык с подготовительного или четвертого класса. Она может быть использована как справочник по основным правилам чтения и как книга для дополнительного чтения для учащихся общеобразовательных школ. Освоив материал пособия, учащиеся приобретут устойчивые навыки беглого выразительного чтения с полным пониманием прочитанного.

English Vocabulary in Use, Upper-Intermediate, Book with Answers, McCarthy M., O`Dell F., 2017.

The words you need to communicate with confidence. Vocabulary explanations and practice for upper-intermediate level (B2) learners of English. Perfect for both self-study and classroom activities. Quickly expand your vocabulary with over 100 units of easy to understand explanations and practice exercises. Be confident about what you are learning, thanks to Cambridge research into how English is really spoken and written, and get better at studying by yourself, with units on learning vocabulary, personalised practice and an easy to use answer key.

What Is Good Writing, Huck G.J., 2015.

Фрагмент из книги:
Although trained in theoretical linguistics, I found myself a number of years ago teaching in and coordinating a professional writing program in a large public university. As a neophyte writing program administrator, I was intrigued to discover that the teachers and scholars in the program hadn’t collectively settled on an answer to the question that serves as the title of this book. Indeed, they seemed surprised that the question should even be asked, the prevailing attitude being that it’s natural for people to differ about what the “good” in good writing refers to, since it’s inevitably a matter of taste. And at any rate, they felt an educator’s professional concern should be more about improving whatever skills students brought to class rather than worrying about something so abstract. There were personal opinions, of course—some quite strongly held—and I was treated to lively discussions about types of pedagogy that might be more or less useful in the writing classroom. I read articles in College English, WPA Journal, and College Composition and Communication (CCC) as an outsider, but with interest.