Repetition and explanation
- Go back to the explanations from lessons 22-27. If you forgot something, re-read this material again.
- In lesson 23 2 we got acquainted with verbs can - be able to be able and may - be able to be able. These verbs are used to create interrogative and
negative constructs. Can has two forms of negation -
can't and cannot. Verbs can, may are used in the same form - third person singular simple present tense without ending -s, -es. They are followed by an infinitive without a particle to, for example: Can't go, can she go? She can "t (cannot) go. You may talk. May I talk? You may not. - Let's see how many verb phrases we know to be: to be... years old, to be well / not well / all right to be in / off, to be right / wrong, to be cold/hot, to be afraid, to be scared. to be sleepy, to be hungry - be hungry, to be thirsty - to be thirsty, to have something to drink.
- Let's repeat the use of prepositions: at - on, at, in, at- used in determining time - at nine or positions in space - at the post-office, at school, at home; from means from - from London, as well as from - from Monday or from to in conjunction with to - from nine to eight; to -to, to, towards- suggests some kind of movement - to the post-office - to the post office (I go to the post office); on - on the - on the bed, but also in in constructions with nouns denoting days of the week - on Monday; in - in - in the office, in Judy, come in.
- Let's repeat the use much and many - lot. Much and its opposite word little used with real nouns. Many and its semantic opposition few used with countable nouns. Many and much most often found in interrogative and negative sentences. In affirmative constructions, the turnover a lot of- regardless of what - real or immaterial - nouns he controls. BUT little means Little, a few - some.
- Article the(see lesson 14, explanation 5) we use it when our interlocutor knows what object, person or phenomenon we are talking about, for example: I like wine but not the wine he gives me - I love wine, but not the wine he gives me.
- Remember the following sentences and expressions: Never mind - It's okay, don't worry. I'm freezing - I'm cold; I"m afraid I"m late - I'm afraid I'm late; You're right - You are right; Do you mind if I smoke? - You let me smoke; I haven't got a coat- U I don't have a coat.
GRADE TWENTY-EIGHT THEY ARE ABSENT. THEY ARE MISSING, WHAT A SHAME! WHAT A SHAME! What a shame! What a shame! Everybody in my English class is absent today. absent today. Everybody except me. Everyone but me. But I am present. And I am present. What a shame! What a shame! WE REST IN SUMMER. WE HOLIDAY IN SUMMER. BUT TERROR IS SOON 1.This is summer. 1 Summer. 2. We rest. 2. We are resting. 3.It is good at the lake. 3.Good at the lake. 4.I do nothing. 4. I don't do anything. 5.But 5.But 6.school is very soon. 6. go to school soon. 7. Literature and mathematics. 7. Literature and mathematics. 8.It is terror. 8. This is horror. THE ENGLISH THE ENGLISH UNDERSTAND THE DIFFERENCE UNDERSTAND BETWEEN TEA AND SOUP BETWEEN TEA AND SOUP. 1. SOME PEOPLE LIKE TO EAT ENGLISH FOOD. 2.FOR EXAMPLE, SOUP. 2. FOR EXAMPLE SOUP. 3.ENGLISGH SOUP IS LIKE WATER. 3. ENGLISH SOUP - LIKE WATER. 4.AND TEA,TOO. 4. AND TEA TOO. 5.TEA IS LIKE WATER,TOO. 5.TEA IS LIKE WATER TOO. 6.ENGLISH TEA, 6.ENGLISH TEA, 7.OF COURSE. 7. OF COURSE. EVERYBODY CAN DO IT EVERYBODY CAN DO IT, BECAUSE IT IS POSSIBLE. BECAUSE IT'S POSSIBLE. 1.I CAN DO IT 1.I CAN DO THIS, 2.AND 2.AND 3.YOU CAN DO IT. 3.YOU CAN DO IT. 4.AND 4.AND 5.SHE CAN DO IT. 5. SHE CAN DO IT. 6.EVERYBODY CAN DO IT 6.ALL CAN DO IT 7.BECAUSE 7.BECAUSE 9.IT IS POSSIBLE. 9. IT'S POSSIBLE. EVERYBODY WAS HAPPY EVERYBODY WAS HAPPY BUT BUT SHE CRIED SHE CRYED BECAUSE BECAUSE SHE WAS ALONE SHE WAS ALONE AND NOT WITH HIM. NOT WITH HIM. 1. THEY MET HER AT THE AIRPORT. 1. THEY MET HER AT THE AIRPORT. 2.EVERYBODY WAS HAPPY. 2. ALL WAS HAPPY. 3.THEY SMILED. 3. THEY SMILED. 4.THEY CRIED. 4. THEY WERE CRYING. 5. THEY KISSED. 5. THEY KISSED. 6.BUT 6.BUT 7.THEY WERE SORRY 7.THEY WERE SORRY 8.THAT 8.THAT 9.SHE CAME ALONE. 9. SHE CAME ALONE. 10.HE WAS NOT WITH HER. 10. HE WAS NOT WITH HER. 11.HE STAYED THERE. 11. HE STAYED THERE. SHE THOUGHT SHE THOUGHT IT WAS NEARLY THE SAME, IT WAS ALMOST THE SAME. BUT IT WAS DIFFERENT it was the same. 4.it was the same. 5.But we told her that 6.it was nearly the same. 6.it was almost the same, 7.But really it was different. 7. but in fact it was different. SHE SAW ME AND SHE REMEMBERS SHE SAW ME AND SHE REMEMBERS 1. Walking in the street 2. she looked at me. 2. she looked at me. 3.She said: 3.She said: 4.I know you. 4. I know you. 5.You sat near me 6.at the movies. 6.in the cinema. 7.Yesterday. 7.Yesterday. 8. It was yesterday. 8. It was yesterday. 9. I remember it very well. 9. I remember it very well. THEY SAT AND LISTENED THEY SAT AND LISTENED AND AND WE TAUGHT THEM QUICKLY WE TEACHED THEM QUICKLY 1.They sat late into the night. 1. They sat until late at night. 2. And they listened. 2. And they listened. 3. We taught and they listened. 3. We taught and they listened. 4.They knew nothing, and we taught them. and we taught them. 5.They learned very quickly. 5. They learned very quickly. 6.And soon 6.And soon 7.they knew everything. 7. They already knew everything. BECAUSE OF TRAFFIC JAM I COULD NOT COME IN TIME 1.COULD YOU NOT COME IN TIME ? 1.YOU COULD NOT COME ON TIME? 2. NO. I COULD NOT. 2.NO. COULD NOT. 3.I COULD NOT COME IN TIME. 3. I COULD NOT COME ON TIME. 4.I AM SORRY. 4. I'M VERY SORRY. 5.I WAS LATE 5.I WAS LATE, BECAUSE BECAUSE MY CAR GOT STUCK MY CAR GOT STUCK IN A TRAFFIC JAM. IN A TRANSPORT CLOCK. 6.IT WAS A TERRIBLE SITUATION. 6. IT WAS A HORRIBLE SITUATION. 7.I WASTED SEVERAL HOURS. 7. I LOST A FEW HOURS. 8.I WAS ALMOST CHOCKED 9.BY THE FUMES. 9. FROM GAS. DO NOT WAIT. DO NOT WAIT. I AM CALLING TO SAY TO SAY I AM NOT COMING. THAT I WILL NOT COME. 1.WHAT ARE YOU DOING? 1.WHAT DO YOU DO? 2.I AM EXPECTING YOU. 2. I EXPECT YOU. 3.YOU PROMISED TO COME 4.AND I AM WAITING. 4. And I WAITING. 5. BUT YOU ARE NOT COMING. 5. BUT YOU DON'T COME. 6.WHY ARE YOU "PHONING? 6.WHY ARE YOU CALLING? 7.TO SAY 7.TO SAY 8.I AM NOT COMING. CAN START LEARNING EVERYONE CAN START LEARNING BUT ONLY SOME CAN GO ON ONLY SOME CAN CONTINUE 1.AT INFANT SCHOOL 3. THEY BEGIN TO STUDY. NOT FOR ALL 6.IT IS FOR THOSE 7.IT IS FOR THOSE 7.THE SIXTH FORM IS THE LAST 8.THE SIXTH FORM IS THE LAST. 9 THEY STUDY MANY SUBJECTS. THOSE WHO STUDY MUCH BECOME DOCTORS BECOME DOCTORS BUT MANY PEOPLE GET OTHER PROFESSIONS GET OTHER PROFESSIONS 1.He lives in town. 1. He lives in the city. 2.He works at a factory. 2.He works in a factory. 3.Far from home. 3. Far from home. 4.He takes a bus. 4. He rides a bus. 5.He studies. 5. He is studying. 6.He is going to be a doctor. 6. He is going to become a doctor. 7. Mother is thirty-eight. 7. Mom is thirty-eight years old. 8. She has a fair hair. 8. She has blond hair. 9.Brother is in the second. 9. Brother - in the second grade. 10.He does not like to do sums. 10. He doesn't like to solve problems. 11.He is going to be a driver. 11. He is going to become a driver. 12.He is too lazy. 12. He is too lazy. THE CANNIBAL "S WIFE SAID AN OGNITOR'S WIFE SAID, THAT THE BOYS WERE TOO THIN THAT THE BOYS WERE TOO THIN THAT THE BOYS ARE TOO THIN, TO EAT TO EAT THEM, AND SAVED THEM AND SAVED THEM 1. When the boys heard 1. When the boys heard the knock at the door, 2.They hid under the bed 2.But then the cannibal came in 3.And then the cannibal came in 4.and found them at once. .He wanted to eat them immediately, but 6.his wife told him to wait 6.his wife told him to wait till they got fatter. the boys 7. She felt sorry for the boys, and and 8.did not want 8.did not want the cannibal to eat them. a long O. 2. If you pronounce it with short O, 3. these are two different words. a. 4.When you discriminate sounds, 4.When you distinguish between sounds, 5.you discriminate words. 5. you distinguish words. 6.Then you understand speech. 6. Then you understand the speech.
1. General Provisions
1.1. In order to maintain business reputation and ensure compliance with the norms of federal legislation, the FSAI GNII ITT Informika (hereinafter referred to as the Company) considers it the most important task to ensure the legitimacy of the processing and security of personal data of subjects in the Company's business processes.
1.2. To solve this problem, the Company has introduced, operates and undergoes periodic review (control) of the personal data protection system.
1.3. The processing of personal data in the Company is based on the following principles:
The legality of the purposes and methods of processing personal data and good faith;
Compliance of the purposes of processing personal data with the purposes predetermined and declared during the collection of personal data, as well as the powers of the Company;
Compliance of the volume and nature of the processed personal data, methods of processing personal data with the purposes of processing personal data;
Reliability of personal data, their relevance and sufficiency for the purposes of processing, inadmissibility of processing excessive in relation to the purposes of collecting personal data;
Legitimacy of organizational and technical measures to ensure the security of personal data;
Continuous improvement of the level of knowledge of the Company's employees in the field of ensuring the security of personal data during their processing;
Striving for continuous improvement of the personal data protection system.
2. Purposes of personal data processing
2.1. In accordance with the principles of personal data processing, the Company defines the composition and purposes of processing.
Purposes of personal data processing:
Conclusion, support, amendment, termination of labor contracts, which are the basis for the emergence or termination of labor relations between the Company and its employees;
Providing a portal, personal account services for students, parents and teachers;
Storage of learning outcomes;
Fulfillment of obligations stipulated by federal legislation and other regulatory legal acts;
3. Rules for the processing of personal data
3.1. The Company processes only those personal data that are presented in the approved List of personal data processed in the FSAI GNII ITT "Informika"
3.2. The Company does not allow the processing of the following categories of personal data:
Race;
Political views;
Philosophical beliefs;
About the state of health;
The state of intimate life;
Nationality;
Religious beliefs.
3.3. The Company does not process biometric personal data (information that characterizes the physiological and biological characteristics of a person, on the basis of which it is possible to establish his identity).
3.4. The Company does not carry out cross-border transfer of personal data (transfer of personal data to the territory of a foreign state to an authority of a foreign state, a foreign individual or a foreign legal entity).
3.5. The Company prohibits making decisions regarding personal data subjects based solely on automated processing of their personal data.
3.6. The Company does not process data on criminal records of subjects.
3.7. The Company does not place the subject's personal data in public sources without his prior consent.
4. Implemented requirements for ensuring the security of personal data
4.1. In order to ensure the security of personal data during their processing, the Company implements the requirements of the following regulatory documents of the Russian Federation in the field of processing and ensuring the security of personal data:
Federal Law of July 27, 2006 No. 152-FZ “On Personal Data”;
Decree of the Government of the Russian Federation of November 1, 2012 N 1119 "On approval of the requirements for the protection of personal data during their processing in personal data information systems";
Decree of the Government of the Russian Federation of September 15, 2008 No. 687 “On approval of the Regulations on the specifics of the processing of personal data carried out without the use of automation tools”;
Order of the FSTEC of Russia dated February 18, 2013 N 21 "On approval of the Composition and content of organizational and technical measures to ensure the security of personal data during their processing in personal data information systems";
The basic model of personal data security threats during their processing in personal data information systems (approved by the Deputy Director of the FSTEC of Russia on February 15, 2008);
Methodology for determining actual threats to the security of personal data during their processing in personal data information systems (approved by the Deputy Director of the FSTEC of Russia on February 14, 2008).
4.2. The Company assesses the harm that may be caused to personal data subjects and determines threats to the security of personal data. In accordance with the identified actual threats, the Company applies the necessary and sufficient organizational and technical measures, including the use of information security tools, detection of unauthorized access, recovery of personal data, establishment of rules for access to personal data, as well as monitoring and evaluating the effectiveness of the measures taken.
4.3. The Company has appointed persons responsible for organizing the processing and ensuring the security of personal data.
4.4. The management of the Company is aware of the need and is interested in ensuring that both in terms of the requirements of regulatory documents of the Russian Federation, and justified in terms of risk assessment for business, the level of security of personal data processed as part of the core business of the Company.
For people who want to constantly improve, learn something and constantly learn something new, we have specially made this category. It contains exclusively educational, useful content that you will definitely enjoy. A large number of videos, perhaps, can even compete with the education that we are given at school, college or university. The biggest advantage of instructional videos is that they try to provide the latest, most up-to-date information. The world around us in the era of technology is constantly changing, and printed educational publications simply do not have time to give out fresh information.
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In our time, it is simply necessary to be what is called "on the wave." This refers not only to news, but also to the development of one's own mind. If you want to develop, explore the world, be in demand in society and interesting, then this section is for you.
A City Called London
City named London
Pronunciation - Pronunciation
As a rule, the combination of vowels ea gives a long sound, but in the following words it reads [e]: breakfast- breakfast; bread- bread; dead- dead; death- death; death- deaf; meant- meant; read- was reading.
In these words, there is also a “violation” of the rules, the short [e] sounds again: ate- ate; said- said; any[‘eni] - anyone, anyone; anyone[‘eniwʌn] - someone; many[‘meni] - many, many.
Discussion - Discussion
We recently met with the second form of the verb - with its past tense. Now we need a third one. For what? To restore justice.
Because claims are already being heard - in particular, from Mrs. Knight's donkey: he insists that if he flew through the air, it was not by himself, but because he was being dragged, because he was tied to a car. Look how Tolkien is doing. Let's look at Tolkien: They began to whizz and the donkey was dragged flying through the air.
Yes, literally: was dragged- This was being dragged.
And here is the ill-fated householder from Wales. She also complained: firstly, after the explosion, she was collected not in seven buckets, as we wrote, but in seventeen, which is ten more. Secondly, they also distorted the grammar a little.
Back to that limerick:
She then struck a light,
And later that night
Was collected in seventeen pails.
Indeed, seventeen buckets. The landlady was large ... We make excuses: we replaced then seventeen on the seven to keep the lyrical rhythm.
And the phrase she was collected we changed to they collected her, because at that moment we were not yet familiar with the third form of the verb.
But let's: dragged, collected- that's it dragged and collected, past tense, second form ... No, the fact of the matter is that this is not the second form, but the third. Let's figure it out.
Grammar - Grammar
The third form is formed simply: we take the stem of the verb and add an ending to it -ed. Yes, the third form of regular verbs coincides with the second form - with the simple past tense. It just has a different meaning: collected- This collected or assembled, painted translates as drawable or drawn.
Let's compare two sentences: in the first of them called- a verb in the past tense, in the second - participle.
The Romans called one of their settlements Londinium. - The Romans named one of their settlements Londinium.
Today it is a big city called London. - Today it is a big city called London.
Let's write a few more participles of this type.
The examples show that these participles are passive, as their grammar books define them. They report that a person or an object was affected: the householder was picked up in pieces and became assembled, the wagon was smashed and she became broken ...
These participles are like adjectives, they answer the same question Which?
Ask a question and answer, first using an adjective Russian, then the passive participle printed.
What postcards do you collect? - What postcards do you collect?
I collect Russian cards. - I collect Russian postcards.
I collect cards printed before 1917. - I collect postcards printed before 1917.
Now about irregular verbs: each of them has its own special third form, which does not always coincide with the second.
Question - Question
Where can I get the third form of irregular verbs?
Answer: In any "" - in the third column, which is entitled Past particle. So the British used to call this form: the past participle. For example, we need the third form of the verb be: look at the table, find: this been.
Or look in the dictionary: the third form is given for all irregular verbs - in parentheses, after the past tense. For example, in the dictionary nest with the verb write find the third form - written.
write v(wrote; written) to write.
Or we find ourselves written according to the dictionary, which tells us: written p.p. from write. Deciphering: p.p. - past participle (past participle) from verb write. What is write if you don't already know? We search and find above: this is in Russian write. Everything is elementary, Dr. Watson, as Sherlock Holmes used to say. It's elementary, Watson.
For some irregular verbs, the third and second forms coincide with each other. Let's give examples.
Not bought and car. - He bought a car.
The car bought by him is yellow. - The car he bought is yellow.
Jack built a house. - Jack built a house.
look at the house built by Jack. - Look at the house built by Jack.
They caught a dragon. - They caught the dragon.
The dragon caught in the woods is actually a goose. - The dragon caught in the forest is actually a goose.
But in most cases there is no match between the second and third forms.
Think again of Mr. Bliss's yellow car rolling downhill to an unpleasant encounter with the Dorkins' brick fence. Mr Bliss cannot put on the brakes. Why? Because he will squeeze Mrs. Knight.
Mr. Bliss in this situation is in the role of the sufferer, and he suffers from Mrs. Knight. Pretext by indicates who (or what) is doing the action.
Mr Bliss was so squeezed by Mrs Knight that he could not put on the brakes. - Mr. Bliss was so squeezed by Mrs. Knight that he could not apply the brakes.
This is the house built by Jack. - This is the house built by Jack.
Reading - Reading
We just read without wondering which forms are the second, which are the third. Mr. Bliss fell from the sky onto the Dorkins' lawn. Not came like a bolt from the blue. He came like a bolt from the blue. Didn't give the Dorkinses a real surprise. He gave the Dorkins a real surprise. In this story balloon- not a ball, but full-bodied balloon.
Out of the Blue
Like snow on your head
Mr Bliss fell face downwards on the beetle. Mr Day knocked Albert over and stood on his head. Teddy sat on Herbert. Mrs Knight knocked down Egbert. Archie landed on the soup tureen splashing the soup all over himself.
So Mr Bliss gave the Dorkinses a real surprise!
They were very angry and Albert said to Mr Bliss, "Next time you come go to the front door and ring the bell!" Don't throw people out of a balloon onto our picnic!"
"We didn't come in a balloon," said Mr Bliss. "I brought my friends in a car, and we left it at the gate."
"Thank goodness," said Egbert. “We would not like to have your car on our lovely carpet. I think," he added, "that one of your friends is sitting on a beetle."
Then Mrs Knight jumped to her feet with a shriek, crying, "O my bananas - all my bones are broken!"
She did not want to sit down because she was afraid of beetles. But Mr Bliss showed her the beetle squashed on his forehead.
Notes
1. We meet here the verb knock(knock, strike, beat) in combination with over and down. The meaning is almost the same: dump, bring down(from feet). But if we are talking about a house that is being demolished, only knock down.
I knocked at the door. - I knocked on the door.
A car knocked down a man. - A car hit a man.
We were knocked out by the news. We were stunned by this news.
2. Difference between on and onto similar to the difference between in and into: adding to, we report movement, moving in some direction.
A beetle crawled onto the carpet. - The beetle crawled onto the carpet.
Now it is on the carpet. - Now he's on the carpet.
3. howl Oh my bananas! should not be taken as a moan for stolen fruit. Just as sailors commemorate some staysails-bramsails in a desperate moment, so Mrs. Knight has bananas on her tongue.
phrases
Didn't fell face downwards. - He fell face down.
Not landed on the carpet. - He landed on the carpet.
Next time you come ring the bell. - Next time you come, ring the doorbell.
thank goodness. - God bless.
She jumped to her feet with a shriek. She jumped to her feet with a yell.
All her bones are broken. All her bones are broken.
Not splashed the soup all over himself. He splashed the soup all over himself.
Do not throw people out of a balloon. - Don't throw people out of the balloon.
Reading - Reading
Make Sure It's a Kitty
Make sure it's a kitten
Could You Hush that Russian Lady?
Could you reassure this Russian lady?
There was a young lady of Russia
Who screamed so that no one could hush her;
Her screams were extreme,
No one heard such a scream
As was screamed by that lady of Russia.
Since we are talking about bugs in the soup, here are a couple more "table" jokes. It takes place in a restaurant where a visitor (diner) communicates with a waiter (waiter).
| diner: | ||
| Waiter: | It is all right. Look, there is a spider in it, too. |
| diner: | Waiter! There is a fly in my soup. | |
| Waiter: | Don't worry, ma'am. It is dead. |
Words - Words
kitty[‘kiti] - kitten; bury[‘beri] - bury, bury; scream- yell; hush- soothe, silence; extreme- emergency; spider[‘spaidǝ] - spider; centipede[‘sentipi:d] - centipede; extra[‘ekstrǝ] - optional.
Word - Word
Union as met us when comparing people and objects, in circulation as… as(such as).
Tim is as tall as Kate. - Tim is the same height as Kate.
She is as old as him. She is the same age as him.
In the limerick just sounded as performs the same "comparative" role: no one heard such cries, what kind published by this lady from Russia.
