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Review of effective tutorials for learning English. Self-teacher of English systematic fundamental course level: Beginners New cool self-teacher of English

English is one of the most popular topics in modern society. It is constantly talked about, it is included in the list of mandatory requirements for employment, more and more language schools are opening to study it. Knowledge of a foreign language is becoming mandatory, because now there is an opportunity to go beyond your capabilities, taking the maximum out of life! Today, everyone can live and work where they want, which certainly appeals to young and active people. Having learned English, you get a guarantee that you will be understood in almost every corner of the globe!

An English tutor has perhaps become the most popular way to learn a foreign language. An individual approach, regular classes, maximum professional attention from a specialist - all this allows you to gain useful knowledge even in the shortest possible time. But if for some reason you cannot start classes, then you can try to learn English on your own! To do this, there are many worthy tutorials, which even a beginner can use!

Five of the best textbooks for learning English

Do not think that without a basic knowledge of English it will be impossible to independently understand the literature. Tutorials are collections that are designed to gain knowledge without the help of a teacher. That is, their structure is so clear and simple that even a schoolboy can figure it out. In our recommended list, you are sure to find something useful for yourself.

"Easy English: self-instruction manual of the English language" K. Vasiliev.

The author of this textbook presents material in a simple and accessible form that will be of interest to both teenagers and adults. The style of presentation is so simple that it makes you study topics in more depth. This book can be recommended both to people without English skills, and to those who have an initial level of the language and want to improve it. Among the obvious advantages: light syllable and humor, excerpts from fiction are used to work with the text, each lesson ends interesting exercises that are aimed at fixing the material. If you decide to get to know English better - this textbook will become your lifesaver!

"English Language Tutorial" by A. Petrov.

Anyone who decides to seriously learn a language should pay attention to this book. Reviews on the Internet are full of positive ratings, as there is plenty of information here in order to learn how to understand foreign speech while traveling, the meaning of English songs, and learn how to build sentences in writing and orally. The book is quite voluminous, so do not think that you will be able to fully master this English course in a month. Regular practice will bring you good results! At the end of the book there are handy tables and words frequently used in everyday situations, which will be very convenient when traveling.

"English Language Self-Teacher: Modern Methods of Intensive Learning" V. Kulish.

The textbook is really designed for a comprehensive study of English: from the pronunciation of words to the construction of grammatical structures. It all depends on your desire and perseverance! The self-instruction book provides an opportunity to learn English for absolutely everyone, even if you didn’t know a single word before starting classes! The author of the textbook took care of the correct pronunciation, so he provided a transcription of English words in Russian letters. The advantages include: a structured presentation of material from easy to complex tasks, translation of words, the ability to check the correctness of answers to tasks.

"English grammar for the lazy" E. Vasilyeva.

This textbook is a good addition for those who study a foreign language. It contains all the grammar rules and is structured in convenient tables. The manual is perfect for those who need to quickly review the material. The textbook will be useful to people who know the spoken language well, but have difficulty building sentences.

“English Tutorial. Systematic fundamental course” A. Komarov.

The name speaks for itself! The manual is really effective, because it allows you to learn each level of the English language in depth. The first volume is suitable for those who intend to learn the language from scratch, or have minimal knowledge. There is all the lexical baggage that is useful for beginners. Grammar is presented in full. Different types of exercises will allow you to assimilate and consolidate the information received. Having mastered the first volume of the tutorial, you can move on to the second to gain deeper knowledge. When studying with such a textbook, do not expect quick results, since it is aimed precisely at the serious study of each topic. The knowledge gained will please you, but it will take time to get good results.

Learning English is a long journey, so everyone has the right to choose how it will be! Try to make your training complex, but at the same time simple and interesting. Do not start with difficult topics, because they will discourage you from moving on! Start devoting at least 15 minutes a day to the easiest and simplest exercises that will gradually take you further. By choosing the right tactics, you will not even notice how you have come to the top of your abilities!

To learn a foreign language on your own, you need to have the right materials at hand. Nowadays, there are many different English language tutorials, so it is very difficult to choose among them exactly the one that suits this or that person.

Before choosing a textbook, it is necessary to determine the goals of learning a foreign language. The allowance for a tourist trip will differ significantly from the needs of the workshop.

It is better to study the information that a person can immediately put into practice. This will make it possible to facilitate mutual understanding with English-speaking interlocutors and perfectly consolidate the acquired knowledge. Not only the subject matter of the tutorial is important, but also the skills it teaches. If the language is being studied for business correspondence, then you need to pay attention to spelling and grammar. When the main task is to conduct fluent communication in everyday situations, it is necessary to practice pronunciation.

An important point is the level of knowledge of the English language. Some textbooks are designed for those students who are already familiar with the basics of this foreign language. When the basics of the English language are learned, it is worth paying attention to more in-depth sources of self-study.

What to pay attention to

Having decided on the goals of learning English, it is worth paying attention to some factors. These include the following aspects:

To work out the grammar more fully, you need to give preference to books containing exercises and answers to them. Without the opportunity to test your knowledge, it is difficult to determine the degree of assimilation of the material.
Presentation of information. An excellent tutorial has detailed explanations of grammar rules, as well as examples that make learning spelling much easier.
Information can be divided into blocks or presented in a mixed order. It is worth deciding for yourself which of the options is more acceptable for a more complete and in-depth assimilation of information.
Is there an audio course in the tutorial? This resource will be indispensable for those who want to work out pronunciation correctly. If English is studied for reading and sending documentation, this item does not play an important and primary role.
Font size. The printed version of the book should be easy to read. Here you need to pay attention to the design, size, ease of reading, the presence of illustrations and much more. This will make learning easier and more comfortable. The pocket size of the textbook will make it possible to carry it everywhere with you, but the font size in it will often be small.
The self-study course should be selected based on personal preferences. Someone else's opinion, of course, can be taken into account, but your own perception should be the decisive factor.

"TEXTBOOK OF MODERN ENGLISH Fundamental systematic course Volume I Level: beginners Moscow 2009 UDC 811.111 (075.4) BBK 81.2–9 K63 Komarov A. N. Textbook..."

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A. N. Komarov

TEXTBOOK OF MODERN

OF ENGLISH LANGUAGE

Fundamental systematic course

Level: beginners

UDC 811.111 (075.4)

Komarov A. N.

Textbook of modern English. - M. 2009. - K63 544 p.

This book is a textbook for students, undergraduates and learners of English.

This book is written for those who seriously want to learn English, but whose previous attempts ended unsuccessfully.

This is a practical attempt to create an optimal textbook that guarantees the achievement of a higher result compared to many existing methods and tutorials. The advantage of this textbook is a simple and logical transition from one grammar phenomenon to another.

Particular attention is paid to those grammatical phenomena often used in language practice, which, for one reason or another, are not fully and deeply described in existing textbooks, or even absent in them. The depth of representation of many topics in grammar corresponds to the level of study of the material in schools with in-depth study of a foreign language and in the first years of institutes of foreign languages.

The vocabulary of the first volume of the textbook is included in the 1200 most commonly used words in the English language. The exercises collected a significant number of colloquial clichés and set phrases. The main objectives of this course are: to reduce the threshold for the complexity of explaining and understanding the material and also to improve the quality of assimilation of the material (both theory and practice).

Reviewers:

Eugene Spokoni (USA) is a professional English teacher, Ian Lund (UK) is a professional English teacher.

BBK 81.2– c Komarov A. N., 2009.

Table of contents Foreword .................................. From the author .......... ............................ Answers on questions................... ............. Student Feedback ................................ Introduction Linguistic -logical introduction...................... Phonetic introduction....................... ....... I Phrase / Phrase Chapter 1. Reading words by transcription 1.1. Test...................................... 1.2. Vocabulary ................................. Chapter 2. Nouns and articles 2.1. Common nouns .................................. 2.2. The concept of the article ............................... 2.3. So they say consent............................ 2.4. Test....................................... 2.5. Vocabulary ................................. Chapter 3. Plural of nouns 3.1. Plural: shaping ........ 3.2. Rules for reading the plural of nouns.... 3.3. The use of articles.............................. 3.4. Rules for reading the definite article the....................... 3.5. That's what greetings say.......................... 3.6. Test...................................... 3.7. Vocabulary ................................. Chapter 4. Consolidation of what has been learned 4.1. Vocabulary................................... Chapter 5. Adjectives 5.1. General concept of adjectives .............................. 5.2. So they say “This is ...”, “This is ...?” ....................... 5.3. Test............................................ 5.4. Vocabulary.................................................. 4 Table of contents Chapter 6. Choice of the indefinite article 6.1. Adjectives-colors.............................. 6.2. Shift of the article by adjectives .................................. 8.1. Rules for the formation of plural forms of nouns 8.2. So they say "This is ...", "This is not ..." ..................... 10.2. Noun Spelling in American and British English 10.3. So they say “Are you interested in ...?” ................. Table of contents 21.1. So they say “Do you have ...? - Yes / No. ................. Foreword Foreword Researcher A. A. Maltsev, referring to the analysis of the situation with education, noted that education as a system throughout the world is growing and developing, but there is a shortage of really educated people all over the world. Pedagogical practice shows that not all children can graduate from school, and many of those who graduate very superficially master the program of most subjects. Today in Russia, according to UNESCO, about 2 million 300 thousand children of school age do not attend school at all. We are talking about the phenomenon of mass child homelessness. There are already more than 5 million homeless children! Not only no one teaches these children, but no one feeds them either. State officials abandoned them.

And the school, which they tried to turn from the main institution shaping the person into a shop for paid commercial educational services, played an important role in this. The level of school education in Russia is falling catastrophically. Only interested, serious parents will now be able to somehow reverse the created situation, only their close attention will help children get a really good education and, in this regard, the creation of detailed and self-sufficient effective teaching aids designed for this task is sharply on the agenda.

The situation is also bad with higher education. Although it is not as widespread as school education, the percentage of those who have mastered the knowledge offered by the university turns out to be even lower than at school. If at school it presumably reaches 70%, then at the university A. A. Maltsev lowers it to 20%. As an example, he cites the United States, which is struggling with an engineering workforce that has a turnover of more than ten percent a year. Being a real engineer is hard, it is such a burden on the intellect that even those who cope with it strive to get away.

Even more difficult is the situation with scientific personnel: there are only a few scientists capable of producing new ideas. Even the number of those who are simply competent at their level is surprisingly small, especially in comparison with the population of the country. And it's not just a matter of improving the education system, selection methods for universities and postgraduate studies, and methods for placing personnel. There is a certain total ceiling, which indicates that the process of overexploitation of the intellect is taking place within the framework of the existing inefficient, overregulated and thoroughly rotten system of upbringing and education. That is, we can say that in order to increase the percentage of well-educated and cultured people, it is necessary to change both the education system, starting from preschool age, and the entire education system at school and at universities.

Although, always and at all times, Russian education differed from other educational systems of the world (and, first of all, American) in that it had a pronounced fundamental classical character. This means that the main task was not simply to transfer a certain amount of knowledge to the student, but the complex formation of the student's personality in order to develop in him the ability to independently think, analyze, and create an intellectual product. Nevertheless, at the present stage, Russian education is being adjusted to the standards of Western countries, losing its fundamentality and quality. And has already slipped into the last ranks in its quality. More precisely, it was rolled up, tk. This process is clearly not independent, but controlled.

The solution of what task does the Minister of Education of Russia consider the main one at the moment? In August 2007, at a meeting with activists of the Nashi movement

In a camp on Lake Seliger, Andrey Fursenko made an unexpected sensational statement that, in fact, revealed his true views on the role and place of the education system in Russia. He stated that the main task of Russian education is ... "training a qualified consumer." The preparation of a “qualified consumer” has long been reliably put on stream in the American education system. And this led to a severe crisis, about which back in 2005 the richest American, Bill Gates, made a firm statement. Trying to analyze the successes and failures of American education at a meeting of the Congress of American Governors, Bill Gates stated bluntly that with the transition to an “applied education system”, the main goal of which is to prepare the consumer, the American school has actually died. For, its graduates are no longer capable of creating an independent intellectual product. And according to this, they have become a burden to the nation. And it could end in a national catastrophe. A similar fate is prepared for Russia today. But, if the United States still has the financial capacity to "buy brains" from around the world, then we have not had such an opportunity for a long time. And this will mean the complete collapse of the Russian state.

A. Fursenko turned out to be involved in a number of rather dubious "experiments" in the field of education. First of all, this refers to the introduction of the so-called unified state exam - the Unified State Examination. It is not the test exam itself, which is the USE, that is dangerous. For, the test form of knowledge assessment has the right to exist. And in some cases, it is even very effective. But the combination of two different functions in one: the final certification and the competition for the right to study at an institution of higher professional education is not possible in its essence. In fact, this means a complete transfer of the entire process in the upper grades of the school (when the creative activity of students should develop to the maximum) to coaching for test tasks. By the way, it was the test final assessment of students' knowledge that became one of the main reasons for the collapse of the American school. But officials from the "educated", not wanting to delve into the essence of the problem of the Unified State Examination, continued the active implementation of this "innovation", stubbornly dragging Russian school into the swamp of ignorance and destruction. Today, our country spends about 3.5% of its GDP on the development of education! On average, European countries spend 7-8% of their GDP on these purposes. USA - 11% of GDP. China - up to 12% of GDP, Japan - 14% of GDP, Finland - 16.4% of GDP, South Korea - up to 23% of GDP! And all this once again shows that the education system in Russia is led by people who have very little idea of the true tasks and goals of the state in the field of education or are deliberately destroying it.

Today, the limits of the capabilities of the intellect are everywhere encountered both in teaching children and adults, and with the existing, old and inefficient system of education, supported by textbooks made "on the knees", it is simply impossible to change the situation. Textbooks are being introduced in schools and universities that are not the best in terms of the effectiveness of teaching this subject, but which are “promoted” by groups that have connections or give a “kickback” for the right to be introduced. There is no objective competition for the best textbook in Russia and is not expected.

Speaking more broadly about culture, the intellect as a resource of mankind, and a finite resource, should be the subject of careful scientific research, especially by the author in its connection with the upbringing of feelings and spirituality of the individual, and not a “working screw”. The purpose of this manual is to lay the foundations for a new, deeper and higher quality fundamental education, starting from the very beginning. This will be the beginning of a new lifelong training of the intellect.

The main objectives of this course:

a) lower the threshold for the complexity of explaining and understanding the material for students;

b) improve the quality of mastering the material (both theory and practice);

c) to instill an understanding of the existing realities of a foreign language, and not "cripples"

from the native language;

d) taking into account the first three points, make it possible to pass most of the topics of a foreign language at an earlier age.

The flexible construction of the textbook allows it to be used both for students starting from the 4th grade of a general education school, and for those adults who wish to improve their level of English proficiency, bringing it to a professional one.

If you look into history, you can read about people who studied on their own and knew many languages. For example, the curator of the Vatican library, Giuseppe Caspar Mezzofanti (1774–1849), translated from 114 languages, was fluent in 60 languages, and wrote in 50. At the same time, Giuseppe never traveled outside of Italy and studied this unthinkable number of languages for a simple person on his own! Alexander Griboedov spoke French, German, English, Italian, Latin, Greek, Persian, Arabic and Turkish. The fabulist Ivan Andreevich Krylov knew French, Italian, German, Ancient Greek, and English. Lev Nikolaevich Tolstoy was fluent in English, French, German, fluently read Italian, Polish, Czech, Serbian. He knew Greek, Latin, Ukrainian, Tatar, Church Slavonic, Hebrew, Turkish, Dutch, Bulgarian. You will say, well, this is Leo Tolstoy himself, and I am an ordinary person. Well, then learn at least one language, prove to yourself that you are also worth something, that you can achieve your goal. And you, dear reader, have everything you need to learn at least one language - English - is.

The author wrote and thought about this textbook for many years, so that an ordinary person from the provinces, without a teacher, could really unravel the mystery of a foreign language on their own, learn how to use it well, be able to understand and assimilate. Many people of different ages and abilities have already walked the path laid by this method and this book, and they call you on the road, and you can still catch up with them...

The author strove to create an optimal textbook and self-instruction manual that would guarantee the achievement of a higher result compared to many existing methods and teaching aids. One of the main advantages of this textbook is a simple and logical transition from one grammar phenomenon to another according to the principle “from simple to more complex”. Most of the students who were trained in this textbook noted that the process of assimilation of linguistic phenomena was much easier and faster than when using other teaching aids.

It should be noted the important fact that in this textbook special attention is paid to those grammatical phenomena often used in language practice, which for one reason or another are not fully and deeply set out in existing textbooks, or even absent in them.

The depth of representation of many topics in grammar corresponds to the level of study of the material in schools with in-depth study of a foreign language and in the first years of institutes of foreign languages. The presentation is accompanied by a large number of examples of use with translation into Russian, which greatly facilitates and speeds up the development of the material. Most of the examples are chosen so that they can be used in oral speech. From the first lessons, the practical use of articles is introduced - the most difficult topic English grammar. It should be noted that the entire vocabulary of the first three volumes of the textbook is included in the 3600 most commonly used words of the English language, therefore its successful development allows you to conduct conversations on many common topics and translate various complex texts.

In the exercises of only the first volume, a significant number of colloquial clichés and set phrases are collected. Unlike many textbooks, in which the examples of the use of linguistic phenomena were invented by the authors as a literal translation from the Russian language, all significant examples of this textbook are taken from original sources, which undoubtedly improves the quality of education. At the end of each lesson is a list of all new words encountered in this lesson, with transcription and translation.

Most of the tables explaining lexical units are accompanied by transcription, which eliminates the need to often look into the dictionary. This helps to save time and at the same time memorize the correct pronunciation and stress. We advise you to study regularly, several times returning to the topics of this textbook. For high-quality assimilation of all the topics presented in the textbook, we recommend that you complete all tasks and exercises sequentially, writing out all unfamiliar words with transcription and translation into a separate notebook.

The fundamental course of modern English in 2 volumes, published by the author in 2001 by the Iris-Press publishing house, very quickly sold out 10,000 copies, which indicates that the author's ideas and methods have become in demand in Russia and the CIS countries.

All questions, comments and suggestions can be sent to the author of this book by e-mail [email protected] or [email protected] Answers to questions Question. How long does it take to learn English well enough?

Answer. It depends on your prior knowledge. If you have never studied English, then success will depend on the following factors:

a) the amount of time you spend learning the language; in the author's opinion, daily classes lasting at least an hour are most effective. Answers to questions b) the psychological attitude with which you are engaged: you should be attentive, not be distracted, be extremely concentrated on learning, believe c) the right method of teaching.

Contrary to the widespread myth about the possibility of learning a language in the shortest possible time (1-2 months), experience shows that in practice it is necessary to tune in to a lot of work and a significant investment of time. Any foreign language can be studied all your life, constantly improving it.

Question. What is the best way to study?

Answer. Some believe that you can learn more English words, and then everything else will come by itself. Such "specialists" try to learn all the words by heart, taking a dictionary of 10,000 words. Needless to say, this method will not lead to success.

Others believe that you can thoughtlessly, many times repeat the texts of the language course, and understanding of grammar and nuances of word selection will come automatically. Such a pseudo-method will not allow you to succeed in practical use of the language. The basis of language acquisition is the conscious study of grammar, while it is necessary to work out each phenomenon according to certain effective algorithms that are offered in this textbook.

Studying this tutorial, memorize all the examples in the tables with translation. First from English to Russian, then from Russian to English. All examples of the textbook will be useful to you for oral or written speech. You need to complete all the exercises in the textbook, doing them sequentially.

Exercise regularly, without long breaks.

This textbook is a systematic English course of 8 volumes. In 2001, a short version of this course was published.

But, most importantly, it will tune in to success, believe in yourself, develop your will and exercise regularly, almost every day, at least for half an hour.

Question. Why study phonetics?

Answer. Failure to comply with the rules of phonetics of the language can lead to an undesirable distortion of meaning. Therefore, it is necessary to use the following language courses that have proven their effectiveness during study:

- “Better English Pronunciation”, J. D. O’Connor. Second Edition, Cambridge University Press, 1993;

- "Tree or Three?" by Ann Baker. Cambridge University Press, 1994;

- “Ship or Sheep?”, Ann Baker. Cambridge University Press, 2000.

- “First Things First”, L. G. Alexander.

- “Streamline English”, Bernard Hartley, Peter Viney; volumes 1, 2.

If it is not possible to get the above language courses, then listen to any of the available ones or go to the author’s website nedva.ru, and there, on several dozen exercises in the ash format, you will perfectly hone your true London pronunciation, repeating samples after native speakers.

In conclusion, we emphasize that for professional mastery of the language, it is necessary to simultaneously deal with phonetics, grammar and vocabulary, at each stage emphasizing something more important at the moment.

Question. How many words do you need to know and how to learn them?

Answer. There are many different myths about this issue. The most common is that it is enough to know a little more than a thousand words and you can communicate and read tolerably. This is completely untrue. Yes, for superficial communication it is enough to know 1.5 thousand words. But for tolerable communication on a tourist trip, at least 3-5 thousand words are already needed. The average level of language proficiency requires 8-10 thousand words, this volume is accumulated by a graduate of the Institute of Foreign Languages or a meticulous student who is set up for a serious result. A good level of language proficiency is 15-16 thousand words, this is the level of a professional translator with 10 years of experience, or a person who has been seriously studying the language for several years. An excellent level of knowledge of the language - 25-30 thousand words, not every university teacher can boast of such a volume of active vocabulary. Excellent level of knowledge of the language - 50 thousand words. Don't forget that a native speaker whose native language is English has an active command of at least 65,000 words. Therefore, do not believe books that give from 1 to 2 thousand words and promise that after mastering them, you can already freely speak and read any unadapted texts.

Now that you have understood what volumes of material you need to adjust yourself to in your studies, start learning words right from the first lesson, without missing a single word you do not know. Hunt for new words, “gnaw” them, swallow them in tens, hundreds, and then you can really master the language and feel confident both when speaking and when reading a complex text.

Words must be taught in all available ways.

All unfamiliar words must be written out with transcription and translation into a separate dictionary notebook, as they become available. Write them out neatly, in calligraphy, then they are better remembered. Everything made with love lasts forever! Then these words must be learned by translating from Russian into English, and then vice versa. It is necessary to regularly return to already learned words, repeating them and reinforcing them.

Write the words on flashcards, repeating the translation often.

Draw pictures depicting the meaning of the word.

Paste pieces of paper with words throughout the apartment, change them often.

Read a lot of books, magazines, writing the translation on the page. It is necessary to read carefully, understand what is read, learn to use theory and grammar. All material in English must be read aloud many times (observing reading according to the rules of transcription).

Watch TV shows and movies in English.

Question. What do we teach? What are the first words?

Answer. First, we will study common everyday words that allow us to explain in an elementary way on any topic. For example, “what is this?”, “that is beautiful, but this is not”, “where are you?”, “I am in the city center”, “how much does it cost?”, “how to get there?”, “I From Russia"

and many other words and expressions.

The main goal is to help the student avoid unpleasant and funny situations when dealing with foreigners in typical situations. This can be achieved in one way - to learn to speak and understand the interlocutor in specific topics-situations in which any traveler inevitably finds himself in a foreign country. The program of the lexical minimum, as a rule, includes the following topics.

The airport. In this section, you will learn all the necessary vocabulary related to check-in, departure, baggage claim, etc.

(so that it doesn’t turn out like in one movie: you are in one country, and your things are in another).

Transport. One of the most "pressing" topics for a tourist: how to hail a taxi and explain exactly where you need to get; how to buy a ticket for a train, electric train, river tram; how to navigate the subway correctly so as not to mistakenly go in the opposite direction and make a transfer. You will also be taught to read signs and signs.

Hotel. You will be taught how to register at the hotel, call the room attendants, order lunch or dinner and make claims.

Restaurant, bar, cafe. You will learn how to order, choose delicious dishes and pay bills.

Excursions. Not a single self-respecting tourist will refuse from sightseeing and visiting museums. That's just one visual effect is not enough, it is also important to understand what the guide is talking about. Then the impression of cultural monuments will be brighter. Excursion vocabulary is a mandatory item in the program of any course.

Purchases. It's no secret that many women travel abroad to visit local shops and markets. To replenish your wardrobe, you need to know the name and size of a particular item or trinket, and be able to communicate with sellers.

Tip: get a good dictionary. It is convenient to use an electronic dictionary, as it saves time. Good electronic dictionaries "Multileks"

and Lingvo. But it is also necessary to have a good "paper" dictionary, since hardware and software sometimes fail.

New Big English-Russian Dictionary (Under the general supervision of Academician Yu. D. Apresyan), Moscow: "Russian Language"

New English-Russian Dictionary (Prof. Muller V.K. et al.) (Moscow: Russian - Longman Dictionary of Contemporary English - Oxford Advanced Learner’s Dictionary of Current English, A. S. Hornby, Oxford University Press We recommend purchasing the latest editions.

In no case should you use dictionaries containing less than 50 thousand words, since in them the Russian translation words are often chosen arbitrarily, and not according to the principle of frequency of use, which leads to a distorted assimilation of semantic (semantic) fields. And, as you already know, a native speaker uses more words, and therefore you simply won’t find many words in a thin dictionary.

It is necessary not only to acquire a dictionary, but also to learn how to use it correctly.

First of all, carefully read the chapter "construction of a dictionary entry", since it is precisely this chapter that is the key to the correct study of lexical units, including their pronunciation, meanings and usage patterns. Be sure to pay attention to the designation of parts of speech in the dictionary entry (a / adj - adjective, adv - adverb, v - verb, n - noun, pron - pronoun, etc.).

The most frequently used English words (minimum 3500 units) must be "know by sight", which implies the presence of stable skills in their correct spelling, pronunciation and use of the most commonly used translation options. Therefore, I repeat again that for this purpose we recommend making it a rule to always write out a transcription and several translation options for unfamiliar English words.

Question. If I could not learn English at school (and at the institute), then I am incapable of languages?

Answer. All people who are able to speak and read fluently in their native language are able to learn at least one foreign language very well. But for this they need:

Best regards and best wishes!"

“Actually, the review could be completed in one sentence: “I am glad that this technique works great,” followed by a lot of exclamation marks. My search for a person who could help me learn English, which I studied at school and university, but never learned, although I have a grade of "5", led me to the international exhibition "Business and Career". The author of a new methodology for learning English spoke at this exhibition and explained his concept. It was here that I met the author and his textbook. The textbook at a glance is ordinary, theory, exercises, tests, but that's before you get to the table of contents! As soon as you open this page, a lot of questions are immediately added because some topics are simply not in any English textbook, and the layout, sequence and depth of the topics are bewildering for a person brought up on the previous literature and textbooks.

For several months now I have been studying according to the methodology and textbook of Komarov A.N. After the first acquaintance, I came to classes, and it turned out that an unusual textbook is only a small part of what awaits a person when communicating with its author. Several directions in which classes began did not leave me any chances and hopes that I would ever learn English.

Firstly, we took up phonetics, and it became clear that there was still a lot to read, and only after a few lessons I felt that I could quickly and correctly pronounce complex combinations of mysterious English sounds without fear and reproach, the reproduction of which at school and university was not worked out so well . If at least in one of the exercises at home you cheated or simply missed it (they say it’s nothing, I already know this), then you see that this does not allow you to move qualitatively further. The material of some chapters is laid out on the shelves much faster if you read the theory not once, but every time you refer to the textbook. By the way, if at first it is not clear why the chapters are built in this way, then in the process of training everything falls into place. Remember how physiologists, and even more marketers, rejoiced when they found that 330 milliliters is required to quench your thirst, no more and no less! So, in the process of learning a language there is a certain limit of saturation with a linguistic phenomenon, that is, you can’t do it anymore - you don’t climb! And here you find that the chapter is over! The author managed to measure exactly 330 milliliters! And then they will tell you about the same phenomenon in another place, they will remind you in the exercises, they will complicate it, but all this is exactly as much as you can carry away. Here it becomes clear why, while studying the topic of the use of the indefinite article, I couldn’t even remember half of it, my eyes just ran from paragraphs and subparagraphs, separators and exceptions, examples and other things. And here everything is reasonable. I studied a piece - I worked it out and seemed to have forgotten the theory, only in practice it automatically pops up, and the program does not allow you to take the wrong steps! Linguistic phenomena do not pile on top of each other, interfering with a clear perception of each other, but take their place (the author is a mathematician-engineer by first education, he counted the language and divided it into definitions, weighed everything, outweighed it, he graduated from Moscow State Pedagogical University with his second education, Department of Philology of the English Language), in addition, there are no aspects of phenomena that have not been viewed. That is, if we are talking about the genitive case, then this is both the singular and the plural and animate and inanimate objects and all sorts of phrases, combinations and combinations, multiple attachments and bundles in long sentences. In a word, combinatorics calculated!

Feedback from students If you doubt the real existence of the author of this review, you can write to me by e-mail [email protected]»

“The path that I took in learning English was long and thorny.

An ordinary high school, the Moscow Institute of Physics and Technology, self-study, numerous courses, and even more private teachers in the assortment would leave me in despair if I took myself more seriously. Considering what I did (except for school) conscientiously, the result of many years of efforts, very deplorable, did not leave the slightest hope of revealing my abilities in the language.

Once, in the year 97, I decided to learn the language again. He took a newspaper and began to call on ads. I must say that by that time I had accumulated solid experience in negotiations with teachers and could determine with good accuracy in the first minutes of the conversation what was waiting for me. I don’t know by what whim of Providence I dialed the number of A. N. Komarov, but this significantly changed, I’m not afraid of this word, my life. At the first lesson, I immediately freed myself from the charge of arrogance, which I considered knowledge, and started studying English seriously.

As for the system developed by A.N., I will not engage in its comparative analysis, because no one can do this better than the author. I will only talk about the results obtained by me personally. I worked out twice a week for two years (with a 3-month break for the summer).

Before starting classes, I had some vocabulary and some knowledge of grammar, which enabled me to read an English text and guess its content. Somehow I said. After about a year of classes, I became fluent in correspondence in English (at work) and quite tolerably, without errors, speak on the phone and in personal meetings with foreigners. Two years later, I had to stop studying due to a long business trip abroad. I was alone in a distant region, no one spoke Russian there, I had a certain task in front of me, which I successfully completed, I was the director of the computer parts sales office in Hong Kong. What is amazing, I felt completely free there, that is, the questions that I solved and the difficulties that I had to face had nothing to do with the language (English) in which I communicated. This episode, in my opinion, is the best illustration of the results of the work of A. N. Komarov's methodology, which I can offer, since it relates directly to practice, to work in "combat" conditions. It turned out that in 2 years I was fluent in all aspects of the language, no worse than a graduate of foreign language. All this speaks of the extraordinary effectiveness of the teaching methodology developed by Komarov. Now it has been several years since I stopped studying English, although I use it constantly. I seem to no longer remember the rules and everything related to the lessons. I just use the language freely, without thinking about what and how to say or write.

I am now the owner of a successful company, and I owe this to my excellent knowledge of the language.

I can only advise the lucky ones who are now taking lessons or will take them from Andrey Nikolaevich not to stop there and continue their studies, because there is no limit to perfection. I can answer questions from those interested by email. [email protected]»

Mikhail Samartsev studied according to the Komarov method, having gone through only 6 volumes (out of 8).

After that, he went to England and passed the entrance exams in English to the world's largest computer company, Cisco Systems. Michael has been with Cisco for 6 years and does a great job with the complex work of a networking specialist, writes complex technical reports every day and speaks English. He acquired all his professional skills and skills of using the language rather quickly. The following is a testimonial he sent when he joined Cisco Systems.

“It is an excellent book and it is really unique! The book contains a wealth of valuable information; moreover, the material is conveniently organized. I like the logic of the book, it is very clear so it helps a lot in understanding and at the same time easy to remember. I think that is a key point for every adult learning foreign language. At the same time it is not just a dry theory - there are a lot of examples that help to remember the situations where the particular phrase or word should be used. It is very important information as most of the time there are no direct analogies between Russian and English phrases. So these examples help to feel the dierence and help to understand English language - your most versatile scientic and working instrument. I have recommended this book for all my friends! :)” Introduction If you want to learn English on your own, not being able to afford the significant expenses for a good teacher, but having a desire to know the language well enough, you need to turn to the textbook of the talented innovator in the field of learning foreign languages A. N. Komarov. As a rule, a self-instruction manual - a textbook for learning something without the help of a leader - gives little, practically, initial knowledge, and cannot teach at a professional level. A textbook and at the same time a self-instruction manual by A. Komarov, maybe this is its most important feature and undeniable advantage. In addition, to train professionally is the main task of this methodological manual. This possibility of a self-instruction manual is achieved by using in it a unique method of teaching English developed by the author.

The textbook can be used in teaching under the guidance of a teacher. The material in the textbook is presented as a whole of its constituent components (vocabulary, grammar, stylistics, idioms) in accordance with the scientific approach to the concept of effective learning. Explanations are given only in Russian, using parallel texts and special tables for memorization in the exercises. Among the features of the tutorial, ensuring the fulfillment of the main task - to teach professionally, it is important to note the following.

1. High-quality selection and systematization of material for the conscious study of grammar as the basis of foreign language proficiency.

2. The possibility of fixing the required volumes of vocabulary, introduced gradually and according to the frequency principle (frequency of occurrence of a word in a text of a certain volume and complexity).

3. Target hierarchy (observance of language levels) and consistency in the presentation of language means (phonetics, vocabulary, grammar) and types of speech activity (speaking, listening, writing, translation) when teaching at each stage according to the principle "from simple to complex".

4. At the same time, the principle of frequency and the principle of gradual increase in complexity are used, as well as the logical connection between blocks of educational material.

6. The use of the section "crossword puzzles" allows you to diversify and improve the memorization of new words.

Practice shows that the organization of educational material into blocks that have some logical connections makes it possible to assimilate and memorize such material much (more than 10 times according to psychologists) easier than with traditional learning.

The testing process introduced at the end of each lesson reinforces the material learned. Test results can be compared with the answers placed at the end of the tutorial. Practice proves that no teaching method can be effective without the interest of the student. Usually, if the material is too simple, interest in it is lost; if it is too difficult, faith in the possibility of mastering such material is lost. In the textbook, with this in mind, the material in the chapters is organized into blocks that allow them to be absorbed at an individual speed; if, for example, the block is not difficult and you already know this material, then it can be simply skipped without prejudice to the entire learning process. The final stage of training is a set of practical skills brought to automatism, which determine the ability to apply the acquired knowledge in life. In addition, A. Komarov's self-instruction manual offers a peculiar form of education.

Firstly, it is envisaged that the trainee will receive the volume of the necessary vocabulary of at least 1200 frequency words only in the first volume, with a level of knowledge of grammar that ensures a stable understanding of grammatical structures, at least at the low-intermediate level.

Secondly, a good language course is given with a detailed explanation of all English sounds and their pronunciation.

Thirdly, when learning from a self-instruction manual, everyone chooses their own pace and amount of significant material, which allows them to increase the effectiveness of learning several times and creates a comfortable feeling of progress.

Fourthly, a course of practical grammar is given, in which explanations of grammatical phenomena are presented in Russian, and each section of grammar is reinforced with specially selected exercises and tests with the active use of the analogy method as the most effective in the detailed study of a particular grammatical model.

Thus, using, in accordance with the recommendations and explanations, the self-instruction manual of the English language by A. Komarov, the student has the opportunity to learn - basic language skills;

Understanding spoken English utterances;

Ability to adequately express thoughts aloud in English;

Write in English;

Make a written literary translation from English into Russian and vice versa;

Created on a scientific basis, an effective self-teaching manual that allows you to learn English, initially focusing on its further professional use, is intended for schoolchildren, students and adults who are starting to learn the language for the first time or who have some language training in the range of levels "beginners" - "continued". This is a textbook that really teaches!

Designed for in-depth study of phonetics, grammar and vocabulary of the modern English language, the tutorial presents the author's logical and algorithmic concept of learning, which is expressed in the use of new, different from stereotypical, classification schemes of linguistic phenomena, in the fractional-step presentation of educational material, as well as in iterative algorithms passing grammar topics. Vocabulary is reasonably introduced with a much wider range of usage than is customary in standard educational literature. A system of exercises differentiated by difficulty levels allows one to form stable correct skills in the use of phonetic, grammatical phenomena and lexical units in oral and written speech. The repetition of educational material is organized according to an algorithm that provides a quick and stable accumulation of knowledge. The slice of language presented in the textbook can be stylistically referred to as “normal” use1.

This textbook has been tested for several years as a guide for self-study persons traveling to work and study abroad, showing high efficiency. The main advantage of the textbook is the in-depth study of those grammatical structures and lexical units, without which it is absolutely impossible to speak, read or write in English.

Also extremely valuable is the parallel presentation of morphology and syntax (as opposed to sequential, convenient for creating reference books, but by no means textbooks), as well as the presence of a large number of graphic images in the form of drawings, diagrams and diagrams, which greatly facilitates the understanding and memorization of all the stated language phenomena.

Created taking into account the problems that arise in the learning process of students, the textbook will be especially useful not only for those who want to know English really well and who may have already lost faith in their language abilities due to past unsuccessful attempts, but also for those who is seriously thinking about increasing the effectiveness of training while reducing the time spent on it.

The first volume can be completed in 3-4 months.

Linguistic and logical introduction Language is a means of communication (communication) between people, with the help of which they exchange thoughts, this or that information with each other. Thought finds its expression precisely in language; without linguistic expression, the thoughts of one person are inaccessible to another.

Understanding speech, texts is associated with the disclosure of their meaning. In order to reveal this meaning and, therefore, to understand the speech or text, it is necessary to interpret it accordingly. Interpretation means giving meaning to symbols (words, statements) of a foreign language.

To study and understand a complex object (which is any language), it is divided into simpler and easier to understand components, such as phonetics, vocabulary, grammar. Moreover, when dividing, the classification of phenomena and concepts is carried out according to a sign that is of significant importance. The components obtained are divided further until they reach concepts that are no longer necessary to divide because of their simplicity, and from these basic concepts it is most convenient and easiest to start studying a complex object. The described sequence of actions in the presentation and study of the system is called formalization.

If one person expresses his thoughts by means of another (foreign) language, then in order to understand this statement, it is necessary to use the formalized rules of transformation (translation) from one language to another. Therefore, these rules must be known and able to apply them.

Using formalized rules, it is possible to analyze, clarify and clarify concepts expressed in another language. It is automatic (subnormal) is the use of linguistic phenomena when the meaning inherent in them is perceived equally by all subjects of linguistic communication, regardless of age, gender, educational level, nationality, social status, place of residence, mental state, etc.

conscious) possession of these rules is the main part of the methodology of correct teaching.

For an unambiguous interpretation and understanding of the meaning, any definition or rule must be clear, precise and unambiguous.

Mathematicians have already proved the fundamental limitations of a strict formal description of any real phenomenon or process, so we can formalize such a complex phenomenon as the English language with some approximation.

The more creatively the researcher approaches the problem, the more likely it is that he will be able to find fundamentally new concepts, methods, principles of formalization and classification and, thus, solve it in a qualitatively more efficient way. This applies to both the teacher, the scientific linguist, and the student studying the language.

Syntactic definitions indicate or distinguish an object by establishing rules for operating with it.

We will use syntactic definitions in terms of grammatical rules.

A statement is a form of thought that describes the objects of reality (or their connections and relationships).

Statements are grammatically declarative sentences. The statements have a definite meaning.

Note that the same thought and statement may be formulated differently in different languages, but its content or meaning can be considered separately from the linguistic expression.

Let us clarify the difference between the meaning of a linguistic expression and its meaning. The meaning of a linguistic expression is understood as the object that it denotes, and the meaning is the content or information that it conveys.

Statements can be considered as true and false, while sentences can be characterized as correctly or incorrectly constructed. Therefore, it is so important to know the rules for constructing correct sentences.

A phrase is a combination of two or more words, for example: a student's notebook, a history textbook, write a letter, live outside the city.

A single phrase does not act as a unit of communication and has an incomplete meaning. Unlike a sentence, which is a unit of utterance, a phrase is a unit of naming.

In a sentence, the main member is the subject, so it is advisable to start studying the structure of the sentence with the subject group. The subject can consist of several heterogeneous words, their combination is called the subject group. Most often, this group of words includes: a noun, a pronoun, an adjective, an article, or one or another combination of them.

Sentences are more difficult to analyze and understand, so at first we will limit ourselves to the consideration of word combinations in the first 15 chapters of this volume.

Phonetics Introduction / Phonetics In today's world, no matter what you do seriously, you just need to exchange information with specialists, colleagues and acquaintances. Read books, magazines and newspapers, articles on the Internet, talk on the phone. Now the international language of communication is English, which will remain so for at least the next 20 years. English is also necessary to be able to communicate orally. The main thing in a conversation is to understand the interlocutor and be understood by him. When learning a foreign language, good pronunciation is an important factor, because bad, incomprehensible speech can prevent you from talking to a nice person or getting out of a difficult situation abroad. Poor pronunciation makes it difficult or even impossible to talk, therefore, first of all, it is necessary to be able to clearly and correctly pronounce English sounds and words. This is where we'll start. But first, some necessary theory.

There are 26 letters in English: 6 vowels and 20 consonants, that is, we have 26 graphic symbols for recording all the sounds of English speech.

Vowels:

Consonants:

The sound structure of the English language consists of 22 vowels and 26 consonants. Therefore, in total we will count 48 sounds, but do not forget that they must be expressed in combinations of 26 letters. This is the first difficulty in learning pronunciation and reading in English. To facilitate the study of sounds and their pronunciation, transcription was invented - a system of graphic symbols, where each symbol denotes its own sound. This is a kind of notes, having studied which you can play (sound) any piece of music, reading notes from a sheet, that is, translating the drawn icons into sounds. Let's learn this too.

Phonetic transcription is given in dictionaries for all lexical units, including phrases and parts of words. It is written in square brackets using the standard symbols of the International Phonetic Association:

Auxiliary symbols. In addition to the transcription symbols themselves, auxiliary symbols are also used, which in one way or another affect the pronunciation.

The colon denotes a lengthening of the sound (about 2 times compared to a short sound).

The stress mark is placed before the first sound of the stressed syllable. If the accent mark is at the top of the line, then this is a strong accent, and if it is at the bottom, it is a weak accent, for example:

Upper strong accent in the word increment [` [email protected]];

Upper strong accent in the word phonetics;

The first low stress in the word dihexagonal [daIhek` [email protected](@)l].

Parentheses in transcription are used to indicate optionally pronounced sounds or optional stresses (i.e., that part of the transcription that may or may not be pronounced), for example, hirable [`hai(@) [email protected](@)l].

Equally common pronunciations or stresses are separated by commas, for example, formidable [`fO:mId @b(@)l, [email protected]`[email protected](@)l].

If the variants of a word given in the same dictionary entry are pronounced differently, then the modified part of the transcription is written out separately, for example, hernsew, hernshaw, hernshew [`h3: [email protected], [email protected]].

Sometimes transcription refers not to the entire vocable as a whole, but to its individual meanings, for example, conservator 1. [` [email protected]@] the keeper; 2. guardian.

Single short vowels (monophthongs). English vowels are long and short. It is necessary to clearly observe the difference in pronunciation between them, since the length of the vowel sound has a meaningful function.

at the lower teeth (do not soften the previous consonant soup, as if "s"

Mouth open without tension, tongue slightly back [V] lips rounded but not pushed forward mouth open, lips neutral, tongue back jaw lowered, tip of tongue touching [e] mouth in “smile” position, jaw not [@] neutral, unstressed , without tension Single short consonants (monophthongs).

[b] voiced, explosive [p] voiceless, explosive, aspirated [v] voiced, do not round, do not strain the lips [f] voiceless, but more energetic than Russian [k] voiceless, aspirated [j] weak, vocal consonant!

[`b2b2b2] [`bA: b2bA:] [ bA: bA: b2] [ b2`b2b2] [`b2b2 b2] [ bA:`b2b2] [ b2b2`b2] confident fast correct reading and pronunciation.

Vowels single long sounds (monophthongs). Auxiliary character - a colon denotes a lengthening of the sound (about 2 times compared to a short sound).

Mouth open, tongue back and down (“Show your throat to the doctor!”) mouth in the “smile” position, lips stretched lips rounded, but not pushed forward tongue pushed back and down, lips rounded and tense mouth slightly open, lips slightly stretched, do not soften consonant [j] Consonant single short sounds (alveolar monophthongs). The alveoli are the gums just above the upper teeth. Lightly press the tongue against the alveoli and pronounce.

[D] voiced, interdental (the tip of the tongue between the teeth, a gap with an air-cutting edge [T] deaf, interdental [N] nasal, “gundos”, voice (back strongly distorted, “gundos” n [w] lips are rounded, put forward in at the beginning of the sound forward and go back at the sound [h] light exhalation without the participation of the tongue Double vowel sounds (diphthongs).A diphthong consists of two sounds, smoothly passing one into the other, and the first sound dominates, sounds stronger and longer than the second. Therefore, in Russian In the letters of the approximate sound, the second sound is written in small letters.The diphthong should be pronounced as briefly as possible, without extending it with a single sound.

From the position of the lips "smile"

Tongue forward, flat, jaws wide, lips stretched out of the "smile" position, tongue back tongue forward, flat, jaws wide, lips stretched tongue back and down, lips rounded [@V] tongue back (do not stretch lips) lips not stretch lips do not stretch, do not soften the first Vowel triple sounds (triphthongs) tongue forward, flat, jaws wide, lips stretched tongue forward, flat, jaws wide, lips stretched Consonant double sounds (diphthongs).

Voiced, alveolar deaf, alveolar, hard Exercise 3. Practice reading aloud.

[D] [T] [N] [w] [h] Exercise 4. Read the table several times, achieving confident, distinct and quick reading of sounds and words.

[`2] [`2N] [`2Nk] [`2Nk(@)] [`2Nk(@)l] uncle uncle [j] [`ju:] [`ju:n] [`ju: [email protected]] [`ju: [email protected]] union [` [email protected]] change exchange [d] degeneration degeneration [S] [v] [b] vocabulary word list [(@)] [(@)r] [(@)rI] [n] [`n6] [`n6l] [`n6lI] [`n6lIdZ] knowledge; cognition Exercise 5. Read the table several times, achieving confident, distinct and quick reading of sounds and words. Learn new words.

English vowels are long and short. The difference in pronunciation between them should be clearly observed, since the length of the vowel sound has a meaningful function, for example, sheep - a ship, a ship.

Exercise 6. Read aloud.

Exercise 7. Read aloud.

Exercise 8. Read aloud.

Phrase / Phrase Chapter Reading words by transcription Exercise 9. Read the words by transcription.

Exercise 10. Read the nouns without the article and learn the translation.

Exercise 11. Read the nouns together with the article, pronouncing the whole combination together and learn the translation.

1.1.. Test Exercise 12. Translate the words into Russian, taking into account that the article “a/an” is translated as “some”; “some”, and the article “the” - “specific”; "this".

1.1. Test Exercise 13. Connect the correct options indefinite article big city vacation, holidays pen (writing) work, business definite article pen (with a pen) uniform qualification student uniform indefinite article holiday European definite article work, position indefinite article (car) car holiday indefinite article profession, occupation European penguin 1.1.. Test Exercise 14. Fill in the missing letters (complexity level 1).

Exercise 15. Fill in the missing letters (difficulty level 2).

Exercise 16. Fill in the missing letters (difficulty level 3).

Exercise 17. Fill in the missing letters (difficulty level 4).

Exercise 18. Fill in the missing letters (difficulty level 5).

Exercise 19. Write English words opposite Russian.

1.2. Vocabulary European [ jV(@) [email protected]`[email protected]] holiday [`h6lIdI] student [`stju:d(@)nt] uncle [`2Nk(@)l] uniform [`ju:nIfO:m] And if you carefully and regularly learn all the words in the chapters, then soon you will know not 10 or 100, but more than 1000 words!

Chapter Nouns and articles Exercise 20. Phonetic exercise 2.1. Common nouns The noun is a part of speech that denotes an object or an object and answers the questions who? what?

Nouns are divided into two groups: common nouns and proper nouns.

Proper nouns are the individual names of specific objects (Pavel, Baikal, Nikitin, Pskov).

Common nouns are the names of objects as representatives of entire classes of homogeneous objects (city, bird, girl). The object can be a person, an animal or an object.

Nouns can also be abstract or concrete.

Specific nouns denote objects that have a physical existence, that is, they can be touched or moved in space, they can be represented separately, they usually have a certain size and shape. Such objects can be counted by units, that is, they can be counted, so they can be classified as countable nouns.

Countable nouns can therefore be either singular or plural.

2.2. The concept of the article Any English common noun is necessarily used either with the grammatical meaning of definiteness, or with the grammatical meaning of indefiniteness. To express these grammatical meanings of a noun in English, there are several different means, the main of which is the article.

The article is a function word, which is a means of expressing the grammatical meaning of the definiteness / indefiniteness of a noun.

In Russian, a noun does not have such a grammatical category and such a grammatical meaning, therefore it is not clear to us what the definiteness or indefiniteness of a noun is, and at the initial stage of learning we do not yet understand what articles are. But soon everything will become clearer.

Articles are either definite (the) or indefinite (a/an). Having met an article in a sentence, we can confidently say that somewhere to the right there will be a noun.

Let's see how the values of indefiniteness are expressed for countable nouns in the singular form.

The indefinite meaning of a countable noun in the singular is expressed by the indefinite article, for example, "I would like a pen and a book" = a pen... a book. We are talking about any, any one indefinite pen and book, so we put the indefinite article.

The indefinite article is used to indicate the indefiniteness of a singular countable noun only, and it is not used to indicate the indefiniteness of a plural countable noun or an uncountable noun.

The article is a functional word that specifies a noun. The article is an essential characteristic of a noun.

The indefinite article a/an comes from the Old English numeral one, so it is used with countable nouns only in the singular. As a rule, the indefinite article is used at the first mention of the object.

The choice of the indefinite article variant (a or an) depends on the pronunciation of the noun (but not on the spelling).

If the object has a singular form and the countable noun denoting it begins with a consonant sound (consonants are all sounds except vowels: ([I], , [V], , , [e], [@], , , , , ), such a noun is preceded by the indefinite article a [@]:

The article a is used before a noun whose pronunciation begins with a consonant sound, even if it is written with a vowel, in particular, before a noun whose pronunciation begins with a consonant sound [j]:

If the object has a singular form and the countable noun denoting it begins with a vowel sound, the indefinite article an [@n] is placed before such a noun. a variant of the indefinite article “an” for ease of pronunciation only. The article “an” is always used before a word beginning with a vowel, and apart from phonetic convenience, there are no other considerations for its use. Therefore, an is not an independent article, but a variant of the indefinite article.

And so, the indefinite article a / an has the following meanings:

2.3 .. So they say consent - classifying, for example, a pen (not a book) - a pen;

Generalizing (denotes a representative of a class of objects), for example, a teacher is one of the teachers, some typical representative;

Single object (one = a/an), for example, an hour - one hour; a student - one student; a car - one car.

Exercise 21. Put the indefinite article.

Exercise 22. Write English words and translate them into Russian without forgetting the articles.

3. [jV(@) [email protected]`[email protected]] 9. 15. [`p(@)l] 21. [`ti: [email protected]] 6. 12. [`2Nk(@)l] 18. [`stju:dnt] The English speech patterns given in the So They Say... section should be memorized. All English words given in the text of explanations and examples are subject to memorization. Check the learned translation in both directions - from Russian to English and vice versa.

2.3. So they say consent 2.4. Test Exercise 23. Translate the nouns with the correct indefinite article (refer to the dictionary if necessary).

Exercise 24. Connect the correct options to press in, to knock out to book the correct one to leave a pothole, the prong is fair reality noun complexity 1).

Exercise 26. Fill in the missing letters (difficulty level 2).

Exercise 27. Fill in the missing letters (difficulty level 4).

Exercise 28. Fill in the missing letters (difficulty level 5).

Exercise 29. Write English words opposite Russian.

fair to beat out a noun proper to make a pothole 2.5. Vocabulary agree [@`gri:] 3. pothole, dent; press; knock out, leave a hole; prong Chapter Plural of nouns Exercise 30. Phonetic exercise 3.1. Plural: Formation Countable nouns can have a plural form (i.e.

represent multiple objects).

If you add the ending -s/-es to a singular noun, you get the plural of this noun, for example:

The above rule applies to most of all nouns in the English language.

As mentioned earlier, the indefinite article a/an comes from the Old English numeral, which had the meaning "one", so it is used with countable nouns only in the singular. The indefinite article is not used with plural countable nouns:

Let's see how the meanings of definiteness and indefiniteness are expressed for countable nouns separately in the singular and in the plural.

3.2. Rules for reading the plural of nouns If a plural noun ends in the letters -ks, -fs, -ps, -ts, then the ending is read as [-s], for example:

If a singular noun ends in the letters -s, -ch, -sh, -tch and -x, then the plural ending -es is added, which reads [-iz], for example:

In all other cases, the sound [-z] is pronounced at the end of the word, for example: car: a car - cars boy: a boy - boys Exercise 31. Write how the endings of plural nouns are read and translate the words. If you wish, look in the dictionary and check the transcription.

Exercise 32. Write how the endings of plural nouns are read and translate the words.

3.3. The use of articles Look at the examples of what shades of meaning the indefinite article a / an brings: (any, (at least) one; any, any; one).

a pen; some pen; (at least) one pen; any pen; any pen Exercise 33. Write in Russian definitions for the following nouns, conveying the meaning introduced by the indefinite article, if any (see how this is done in the table above): a house (house); a pencil (pencil); a window (window); pencils (pencils); cars (cars).

The difference in the use of definite and indefinite articles is significant. The use of articles on. Consider the following situation. Before us is a group of students and their teacher.

The teacher can say: "Call me any (any) of the students." Then, in English, the indefinite article should be put before the noun pupil: a pupil - one, some, any student.

If the teacher asks to call exactly the only student who can count to 100, then he will say in English with the definite article:

the pupil. The definite article comes from an Old English pronoun meaning "this" (specific). For example, the teacher has already said which student can count up to 100, and therefore the second time, talking about him, he will call him the pupil.

Unlike the indefinite article, the definite article can appear before all types of nouns (both singular and plural).

Let us consider ways of expressing the meaning of the definiteness of common nouns depending on their belonging to the class of countable nouns.

If a singular countable noun is used with the meaning of definiteness, then the definite article is used with it.

In the phrase "Put a (specific) apple on a (specific) table" we say (specific) apple = the apple and (specific) table = the table (Both the speaker and the listener understand which table and which apple.) a countable noun is used in the plural, the definite article is also used with it:

The definite article the distinguishes a specific, specific object, a specific, specific being, person or phenomenon from a group of homogeneous objects, beings or phenomena, contrasting it with objects of the same group.

The article the indicates that the given object, given being, person, phenomenon is known to the listener.

The above definitions apply to both singular and plural objects. When it comes to specific objects expressed by countable nouns in the plural, the definite article the is used, for example: the cars - (these / specific) cars.

If the selection of these objects from among similar ones does not matter, then in this case the definite article can be omitted (i.e., not used). Such a significant absence of the article is called the "zero article". The zero article placed before the plural of nouns is similar to the indefinite article ("a/an") before the singular of a noun, it shows the indefiniteness "some, some". The "zero article" is sometimes referred to as, for example:

The indefiniteness of a countable noun in the plural is indicated by the absence of an article. Such a significant absence of an article from a plural noun used with the meaning of indefiniteness is understood as (zero article). The zero article is usually not written in the form in ordinary texts, we will use it in the form only for educational purposes, and in the future we will omit it, that is, we will exclude it from writing. Remember that articles are only used before nouns.

a pencil - a pencil some pencils - pencils = pencils Exercise 34. Translate, remembering the articles.

3. (some) personalities 19. police officer 3.4. Rules for reading the definite article the The definite article the is pronounced as before a word that begins with a consonant sound, for example:

The definite article the is pronounced as before a word that begins with a vowel, for example:

Exercise 35. Put the appropriate article where necessary, paying attention to the Russian translation.

3.5.. This is how the greetings say Exercise 36. Put the appropriate article where necessary, paying attention to the Russian translation. Write in English.

Note: When translating from Russian, the words "this", "that", "those" before the noun can be replaced with a definite article, for example: that (specific) car - the car; this student is the pupil; these teachers are the teachers.

Exercise 37. Write English words and translate, not forgetting the articles.

3.5. This is how greetings say A(lbert): Hi! Mary! - Hi! Mary!

M.: I am well. thank you. - I am fine. Thank you.

A.: Bye-bye [`baIbaI], Mary [`me(@)rI]. - Bye!, All (good)! Mary.

3.6. Test Exercise 38. Put all possible articles (a, an, the,) before the nouns.

6. X-ray (X-ray) 12. MP (Member of Parliament) Exercise 39. Connect the correct options 3.6.. Test 1 l. units h. temp. ch. to be (I...) alphabetical list of words (and phrases) 2nd l. units and many others. h. tense of the verb be teacher (nice) schedule student (high) pan Indian teacher (nice) significant Amer. unfold Hey!

gratitude thank personality 3.6.. Test pencil Indian pot (night, flower) policeman great!

animal how? how? How many?

clip (brooch, earring) Exercise 40. Insert the missing letters (complexity level 1).

Exercise 41. Fill in the missing letters (difficulty level 2).

Exercise 42. Fill in the missing letters (difficulty level 3).

Exercise 43. Fill in the missing letters (difficulty level 4).

Exercise 44. Fill in the missing letters (difficulty level 5).

Exercise 45. Fill in the missing letters (difficulty level 6).

Exercise 46. Write English words opposite Russian.

3.7 Vocabulary 3.7. Vocabulary animal [`nIm(@)l] Indian [` [email protected]] pencil [`pensl] person [`p3:sn] pupil [`pju:pl] speech teacher [`ti: [email protected]] umbrella 33. vocabulary alphabetical list of words (and phrases); window vocabulary [` [email protected]] Do you know all the words you have learned in these few chapters with confidence? If not, repeat them again.

Chapter Consolidation of the past Exercise 47. Write the translation of the word and insert, if necessary, the indefinite article.

6. right Exercise 48. Write the translation of the word and insert, if necessary, the indefinite article.

10. uniform Exercise 49. Write the word in English and the translation in Russian.

6. Exercise 50. Write a Russian translation.

Exercise 51. Write a word in English and a translation in Russian.

Exercise 52. Translate.

If you have not completed all the tasks or think that you have not mastered the material well enough, then work through the first 4 chapters again and do it all over again.

4.1. Vocabulary 2. common [` [email protected]] general; widespread; well-known, generally accepted; ordinary, ordinary union [`ju: [email protected]] Hooray, soon you will know the first hundred words!

Chapter Names adjectives 5.1. General concept of adjectives Adjectives are words that have the general meaning of an attribute of an object and answer the questions “what?” "whose?" (for example: a clear sunny day, loud birdsong, mother's dress). The ability to use adjectives widely colors and diversifies speech, makes it deeper and richer. Adjectives in a sentence are usually definitions. As you remember, the main members of the sentence are the subject and the predicate. All other members of the proposal (circumstances, additions, definitions) are secondary members. A definition is such a minor member of a sentence that characterizes the feature of the named object and usually answers the questions “what?” "whose?" "which the?" A definition can be expressed by an adjective, a participle, a pronoun, a numeral, etc. In this chapter, only agreed definitions are considered, that is, those that stand before the noun being defined. Adjectives in English do not change either by gender, or by numbers, or by cases. To facilitate the understanding and assimilation of linguistic phenomena, the necessary knowledge hereinafter will, as a rule, be presented in the form of topological diagrams. Topology is a science that studies the properties of objects depending on their relative position. Therefore, a topological scheme is a visual representation of the relative position of the constituent elements of a linguistic phenomenon.

The definite article comes from the Old English pronoun this and can be used with a wide variety of nouns without restriction.

In the recognition of an object that is already known or completely new, definitions to nouns that are part of the situation of the context play an essential role. In English, there are limiting and descriptive definitions.

Limiting definitions usually indicate such a quality or characteristic of an object that makes this object different from all other similar objects and unique in its kind. Therefore, in a limiting definition, a noun is used with a definite article, for example:

the main railway station - the main railway station (there is only one in the city) the nearest bank - the nearest bank (the one that is closest) the dicult question - (the very specific question that he was asked) Descriptive definitions only describe an object or concept, give additional information about them, narrowing the class of similar objects, but without distinguishing this object or concept from others similar to them, for example:

He gave her an apple. - an apple He gave her a red apple. - a red apple He gave her a big red apple. - a big red apple Apples are different, there can be a lot of them; there are fewer red apples than apples in general; there are even fewer large red apples (but still there are still red and large apples on the plate).

Unlike limiting definitions, descriptive definitions with countable nouns do not participate in the choice of the article. In other words, with a descriptive definition, a noun can have both an indefinite article and a definite article.

Exercise 53 Learn the most common adjectives below.

interested (im)possible [(Im)` [email protected](@)l] (not) possible, (not) probable wonderful amazing, amazing, amazing interesting interesting, interesting, entertaining Exercise 54. Translate, remembering that there are several correct translations.

1) the dicult questions; 2) the easy jobs; 3) good knowledge1 ; 4) a good job;

5) an interested crowd; 6) interested parties; 7) possible dangers; 8) possible volunteers;

9) an impossible dream; 10) an impossible position; 11) a quick change at Novgorod;

12) ready for the inspection; 13) important date; 14) an interesting article; 15) the late autumn; 16) a nice chap; 17) interested European; 18) the bad uniform; 19) the 1 knowledge - an uncountable noun, here it is used with an indefinite article, since there is a definition that narrows the meaning of this noun, and we denote the resulting special case as “some”

5.1.. General concept of adjectives dangerous hours; 20) the slow uncle; 21) an impossible idea; 22) the interesting holiday;

23) a common dream after the holiday; 24) the bad end; 25) the dicult noun.

Exercise 55. Translate, remembering that there are several correct translations.

1) the right answer; 2) the right time; 3) the right thing; 4) a safe place;

5) a safe return; 6) the slow degeneration; 7) a slow worker; 8) a wonderful holiday;

9) a wonderful oer; 10) the wrong way / road; 11) the bad weather; 12) bad workman;

13) a bad impression; 14) dangerous sport; 15) the dangerous mission; 16) nice day;

17) the wrong umbrella; 18) a bad old hat; 19) a wonderful head; 20) a nice interesting animal; 21) a quick animal; 22) the right impression; 23) an easy noun; 24) a dicult change; 25) a good umbrella; 26) an interested workman; 27) a possible inspection;

28) the ready workman; 29) a dangerous interested animal in the zoo; 30) clean road;

31) a long black road; 32) a common talk after the holiday.

Exercise 56. Translate by first inserting indefinite articles where necessary.

1) hi; 2) right axe; 3) big box; 4) good box; 5) bye; 6) bad cop; 7) how; 8) quick ray;

9) SOS; 10)ll; 11) good fork; 12) interested Mary; 13) dicult plan; 14) big plus;

15) right roof; 16) well; 17) you; 18) bad ankle; 19) dicult class; 20) wonderful dress;

21) safe house; 22) interesting match; 23) interested pupil; 24) nice table; 25) thank;

26) easy union; 27) quick Indian; 28) long pencil; 29) slow person; 30) easy speech;

31) wrong window; 32) dangerous animal; 33) impossible speech; 34) ready class;

35) important day; 36) late summer.

Exercise 57. Translate.

1) the easy questions; 2) the dangerous jobs; 3) dangerous knowledge; 4) a bad job; 5) a big crowd; 6) small parties; 7) bad dangers; eight) interested volunteers; 9) a rose dream; 10) the right position; 11) a slow change at London; 12) It is not ready for the inspection; 13) nice date; 14) a long article; 15) warm autumn; 16) a bad chap; 17) an interesting European; 18) the right uniform; 19) safe hours; 20) the slow interested small animal; 21) a possible idea; 22) the dangerous holiday; 23) an interesting dream after my holiday in India; 24) the long bad end; 25) easy noun;

26) a small umbrella.

Exercise 58

1) the wrong answer; 2) the wrong time; 3) the bad thing; 4) a dangerous place;

5) a long return; 6) the quick degeneration; 7) a quick worker; 8) a bad holiday; 9) an interesting oer; 10) the right way / road; 11) good weather; 12) a good workman;

13) the right impression; 14) a safe sport; 15) the interesting mission; 16) good day; 17) the right umbrella; 18) a nice new hat; 19) a wonderful person; 20) a nice big animal; 21) a slow small animal; 22) the wrong impression; 23) a dicult noun;

24) a slow change at Paris; 25) a red umbrella; 26) an uninterested man.

Exercise 59. Translate and write English words.

Exercise 60. Translate.

1) cute; 2) ambulance; 3) important; 4) faithful; 5) delicious; 6) bad; 7) light; 8) false; 9) bad; 10) right; 11) heavy; 12) fast; 13) ready;

14) graceful; 15) dangerous; 16) late; 17) pleasant; 18) glorious; 19) scary;

20) difficult; 21) small; 22) good; 23) slow; 24) incorrect; 25) easy; 26) pleasant; 27) bad; 28) possible; 29) slow; 30) erroneous;

31) correct; 32) safe; 33) interesting; 34) spoiled; 35) incredible; 36) late; 37) threatening; 38) elegant; 39) amazing; 40) essential; 41) significant; 42) unsuitable; 43) wrong; 44) fair; 45) amazing; 46) (not) possible; 47) entertaining; 48) interested; 49) prepared; 50) striking; 51) interested; 52) inappropriate; 53) causing interest.

Exercise 61. Translate without forgetting the articles.

1) correct answer; 2) difficult questions; 3) correct time; 4) the right thing (thing); 5) slow degeneration; 6) light work; 7) bad worker; 8) good knowledge; 9) good work; 10) slow worker; 11) an interested crowd; 12) good day; 13) a possible dream; 14) dangerous mission; 15) fast transfer in Moscow; 16) dangerous sport; 17) ready for testing; 18) an important date; 19) late summer; 20) cool guy; 21) good question; 22) hard day; 23) slow transfer in Berlin; 24) dangerous dream; 25) interesting work; 26) big; 27) correct; 28) a good animal; 29) Indian association; 30) big match; 31) big ankle; 32) blue dress; 33) big fork; 34) give thanks; 35) an interested student; 36) ankle; 37) plus sign; 38) interesting association; 39) an interested policeman; 40) good schedule; 41) red roof; 42) small fork; 43) big box.

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This book is a textbook for students, undergraduates and students of mathematics. This book is written for those who seriously want to learn mathematics, but whose previous attempts ended unsuccessfully. This is a practical attempt to create an optimal textbook that guarantees a higher result than many existing methods and tutorials. The advantage of this textbook is a simple and logical transition from one phenomenon to another. Why do we need to know mathematics in depth? Imagine that there have been cataclysms on Earth and all the electrical networks are out of order, computers and the Internet do not work. What to do? Now it is impossible to count, calculate and calculate anything, science cannot develop, schoolchildren cannot check complex examples and long calculations. And what to do if such calculations need to be performed quickly and accurately for several hours in a row? Particular attention in the book is paid to those frequently used phenomena that, for one reason or another ... About all this and not only in the book Fundamentals of mathematics. Fundamental practical course (A. N. Komarov)

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