Complete the pairs of sentences. Use the Present Perfect in one sentence and the Past Simple in the other.
Содержание книги
- A.K. Izmukhanova, N.A. Aubakir
- Read the descriptions below of a normal day in the lives of two children.
- Write short questions ending in a preposition in response to these statements.
- Choose an answer from a,b,c, d, e.
- Public Health System in Kazakhstan
- Have you done something different from what was advised in a particular situation and found out it was wrong after reading the text? What happened?
- Discuss possible answers with a partner. Remember to support your ideas.
- Present Perfect Simple and Present Perfect Continuous
- Fill in the blanks with Present Perfect or Perfect Continuous Tenses
- What can acupuncture be used to treat?
- Choose the correct answers to the questions
- Discuss or debate the questions below. Remember to support your answers.
- There are many types of sports. Can you name some sports in these categories? Use the words from chart below.
- Kazakhstan's foreign policy will be based on the principles of balance, consistency and pragmatism - E. Idrissov
- Listen to the audio one more time and retell the key information to your partner.
- Read the following questions and circle the best answer.
- Look at the photos. Identify the crime, which they represent. What could be the punishment for it?What should you do to protect yourself from such crimes?
- Richard Mann has been committing crimes since he was a boy.
- Complete the pairs of sentences. Use the Present Perfect in one sentence and the Past Simple in the other.
- Read the text. Predict which words are omitted.
- Look at the case studies below and answer the questions posed with respect to the key criminal elements covered above (e.g. mens rea, actus reus, party to an offence).
- Look at the list of youth crimes and rate each, which is the most serious one?
- Listen to an audio on Dr Christine Goodall, Director of the charity Medics Against Violence, talking about violence as a cause of crime in Scotland.
- Choose consecutive interpreters (to interpret the speakers into Kazakh/Russian)
- Make up about 5-10 questions according to the text and discuss the questions in pairs.
- Written example of narrative tenses in use
- Listen again and make a list of about 5-10 questions
- Answer the questions. Work in groups of 4 or as a class.
- Read the following text and entitle it.
- Discuss in pairs following questions
- Unit 4 culture and the arts in human life
- Play a game “If you had the chance”.
- What do you think of contemporary art now? Have you changed your opinion after reading the texts?
- Must have - Might have - Should have - Can't have
- Zhanar Dungalova Is the New Golden Voice of the Turkic World
- Look at the pictures. What do they show?
- Do you like opera? When was the last time you saw one? Did you enjoy it?
- Work with your partner. Cover the second part.
- English in the press British or American? Find out whether these extracts deal with a British or an American issue.
- Fill in the blanks below with the correct form of the verb in brackets.
- Now divide into groups and find benefits and dangers of television.
- Read the article “Email - a good thing or a bad thing?” and speak about the positive and negative sides of emails or debate
- Read the questions and choose the right answer.
- Modern means of communication have introduced relevant changes in our lives; some believe benefits outweigh disadvantages, others the opposite. Discuss your view and state your opinion.
- Look at the following pictures and discuss with a partner the news items in the radio clip. Can you put the pictures in order that they were mentioned?
- Select one of the following vocabulary acquisition activities.
- Complete the passage below by filling the gaps with the correct forms of thewords in a box below.
- Read the following sample letter
- Uncountable and plural nouns
- Make a list of 5-10 questions and discuss it in pairs.
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I (know)_____ her for six years. I (know) _______ him when I was at school. He (live)______ in Paris from 1997 to 2000. He (live)_____ in New York since 2001. Where's Pete? I (not see)______ him for ages. I (not see)______ Pete last night. We (be) _______ at primary school from 1993 to 1998. We (be) _______ in this class since September. I (not watch)______this video yet. I (not watch)_______a video at the weekend.
Put the verbs in brackets in the Past Simple or in the Present Perfect.
1. I ________ (never/ be) to the USA. I______ (want) to go there last summer but I couldn’t.
2. He _______ (live) in this street all his life.
3. His father ________ (come back) to London last Sunday.
4. Yan __________ (write) a letter to Nick two days ago.
5. He ________ (send) his letter yesterday.
6. They ________ (just/ buy) some postcards.
Answer the questions using Past Perfect Continuous.
HOW LONG HAD
1 … it been snowing when you left the old house? (for 4 hours)
2 … Eton been working before he retired? (for 20 years)
3 … Mike been living there when Janet moved in? (for a fortnight)
4 … they been studying German before they finally went to Berlin? (for 5 years)
5 …the authors been working on the novel before they sent it to a publisher? (for 2 years).
Put the words in order and make sentences.
1. went / Kate / it / for five years / had / for that company / working / when / been / out of business.
2. all day / Mark / to sit down / wanted / he / because / had /standing / been / at work.
3. teaching / a year / Jack / had / than / he / for / been / more / before / at the university / left for Asia.
4. long / studying / How / moved / you / been / Japanese / before / had / you / to Tokyo?
Read the text and find sentences with Past tenses (simple, continuous, perfect) and translate them in a written form.
CAPITAL PUNISHMENT: HISTORY
Capital punishment is a legal infliction of the death penalty; in modern law, corporal punishment in its most severe form. The usual alternative to the death penalty is long-term or life imprisonment.
The earliest historical records contain evidence ofcapital punishment. It wasmentioned in the Code of Hammurabi. The Bible prescribed death as the penalty for more than 30 different crimes, ranging from murder to fornication. The Draconian Code of ancient Greece imposed capital punishment for every offence.
In England, during the reign of William the Conqueror, the death penalty was not used, although the results of interrogation and torture were often fatal. By the end of the 15th century, English law recognized six major crimes: treason, murder, larceny, burglary, rape, and arson. By 1800, more than 200 capital crimes were recognized, and as a result, 1000 or more persons were sentenced to death each year (although most sentences were commuted by royal pardon). In early American colonies the death penalty was commonly authorized for a wide variety of crimes. Blacks, whether slave or free, were threatened with death for many crimes that were punished less severely when committed by whites.
Efforts to abolish the death penalty did not gather momentum until the end of the 18th century. In Europe, a short treatise, On Crimes and Punishments, by the Italian jurist Cesare Beccaria, inspired influential thinkers such as the French philosopher Voltaire to oppose torture, flogging, and the death penalty.
The abolition of capital punishment in England in November 1965 was welcomed by most people with humane and progressive ideas. To them it seemed a departure from feudalism, from the cruel pre-Christian spirit of revenge: an eye for an eye and a tooth for a tooth. Many of these people think differently now. Since the abolition of capital punishment crime – and especially murder – has been on increase throughout Britain. Today, therefore, public opinion in Britain has changed. People who before, also in Parliament, stated that capital punishment was not a deterrent to murder – for there have always been murders in all countries with or without the law of execution – now feel that killing the assassin is the lesser of two evils. Capital punishment, they think, may not be the ideal answer, but it is better than nothing, especially when, as in England, a sentence of life imprisonment only lasts eight or nine years.
The fundamental questions raised by the death penalty are whether it is an effective deterrent to violent crime, and whether it is more effective than the alternative of long-term imprisonment.
DEFENDERS of the death penalty insist that because taking an offender's life is a more severe punishment than any prison term, it must be the better deterrent. SUPPORTERS also argue that no adequate deterrent in life imprisonment is effective for those already serving a life term who commit murder while being in prison, and for revolutionaries, terrorists, traitors, and spies…
 
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