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This shows grade level based on the word’s complexity.
[ dih-skrahyb ]
/ dɪˈskraɪb /
This shows grade level based on the word’s complexity.
verb (used with object), de·scribed, de·scrib·ing.
to tell or depict in written or spoken words; give an account of: He described the accident very carefully.
to pronounce, as by a designating term, phrase, or the like; label: There are few people who may be described as geniuses.
to indicate; be a sign of; denote: Conceit, in many cases, describes a state of serious emotional insecurity.
to represent or delineate by a picture or figure.
Geometry. to draw or trace the outline of: to describe an arc.
QUIZ
CAN YOU ANSWER THESE COMMON GRAMMAR DEBATES?
There are grammar debates that never die; and the ones highlighted in the questions in this quiz are sure to rile everyone up once again. Do you know how to answer the questions that cause some of the greatest grammar debates?
Which sentence is correct?
Origin of describe
1400–50; late Middle English describen <Latin dēscrībere, equivalent to dē- de- + scrībere to write
synonym study for describe
1. Describe, narrate agree in the idea of giving an account of something. To describe is to convey in words the appearance, nature, attributes, etc., of something. The word often implies vividness of personal observation: to describe a scene, an event. To narrate is to recount the occurrence of something, usually by giving the details of an event or events in the order of their happening. Narrate thus applies only to that which happens over time: to narrate an incident.
OTHER WORDS FROM describe
de·scrib·a·ble, adjectivede·scrib·a·bil·i·ty, nounde·scrib·a·bly, adverbde·scrib·er, noun
non·de·scrib·a·ble, adjectiveo·ver·de·scribe, verb (used with object), o·ver·de·scribed, o·ver·de·scrib·ing.pre·de·scribe, verb (used with object), pre·de·scribed, pre·de·scrib·ing.re·de·scribe, verb (used with object), re·de·scribed, re·de·scrib·ing.self-de·scribed, adjectiveun·de·scrib·a·ble, adjectiveun·de·scrib·a·ble·ness, nounun·de·scrib·a·bly, adverbun·de·scribed, adjectivewell-de·scribed, adjective
Words nearby describe
deschool, Deschutes, descloizite, descramble, descrambler, describe, description, descriptive, descriptive bibliography, descriptive cataloging, descriptive geometry
Dictionary.com Unabridged
Based on the Random House Unabridged Dictionary, © Random House, Inc. 2023
Words related to describe
call, characterize, chronicle, construe, define, depict, detail, express, illustrate, interpret, label, name, outline, portray, recount, report, represent, specify, tell, term
How to use describe in a sentence
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What that means, as Doughty described and we verified, is that for the time being — maybe for the first time in our adult lifetimes — we can experience the island without a crowd for company.
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Employees of the various businesses who received a ticket described their interactions with police as positive.
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Over a century ago, Proust inhaled a fresh-baked madeleine that triggered vivid memories of his childhood, describing the experience in “Swann’s Way,” the first of seven volumes that compose “In Search of Lost Time.”
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This feat, described November 19 at a symposium hosted by Columbia University, is another example of the tremendous progress under way in linking brains to computers.
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“We need those people who are in the community to describe the situation in their communities,” Usman said.
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The man, Joshua Kemp, told what police describe as “a bogus story that quickly fell apart.”
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It is not only clerics and Islamic ideologues who use offensive words and images to describe the sexual life of Westerners.
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The latest novel from Samantha Harvey is truly superb, but left its reviewer at a loss for how to describe it.
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But throughout all this, Malone describe herself as “oddly responsible,” wanting to help her moms pay the bills as young as 10.
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I asked him to describe the U.S. mission that will likely revert back to the embassy it was more than a half century ago.
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It was difficult to describe—a little sterner, a little wilder, a faint emphasis of the barbaric peering through it.
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But that she could calmly tell him about it, that she could deliberately describe this effect upon her of another man—!
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Words fail to describe my feelings as I watched the clothes come off him and dry ones go on just as if hands were arranging them.
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To describe the joy, the intense and tumultuous delight of that moment, were beyond the power of words.
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It is impossible to describe the thrilling effect produced by this striking ceremony.
British Dictionary definitions for describe
verb (tr)
to give an account or representation of in words
to pronounce or labelhe has been described as a genius
to draw a line or figure, such as a circle
Derived forms of describe
describable, adjectivedescriber, noun
Word Origin for describe
C15: from Latin dēscrībere to copy off, write out, delineate, from de- + scrībere to write
Collins English Dictionary — Complete & Unabridged 2012 Digital Edition
© William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins
Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012
While the exact number remains up for debate, many linguists estimate that there are more than a million words in the English language. An even tougher number to pin down is how many of those words we technically have the right to claim as our own. The truth is, many of the words we use on a regular basis are actually borrowed from other languages—French, Japanese, Spanish, and Yiddish, to name a few. And some of these foreign-language words—also known as «loanwords»—are so woven into our lexicons that we don’t even realize they’re actually not of English origins.
In English, we use the word «genre» to describe a work of art characterized by a particular style, like horror, romance, comedy, and so on. The word, however, comes straight to us from the French language. In French, genre literally translates to «gender,» but it also roughly translates to «type,» which explains its context in the English language.
While Americans no doubt love chocolate, the word doesn’t have origins in the English language. Instead, it was translated to English from Spanish via Nahuatl—the language spoken by the people living in central Mexico during the time of the Spanish conquest. In that language, the word chocolātl was first used to describe a «beverage made by heating cocoa with water or milk,» like hot chocolate.
If you like fumbling through embarrassing renditions 0f your favorite songs in front of friends and strangers then you have Japan to thank for the opportunity to do so. «Karaoke» combines the Japanese words kara—meaning «empty»—and okesutura, meaning «orchestra.» The polarizing pastime was a favorite among Japanese businessmen in the ’70s before gaining popularity in the U.S. in the late ’80s.
Patio is a Spanish word that refers to the courtyards within buildings, which were popular features in medieval Spanish architecture. Spelled the same in English, the word is typically used in reference to seating areas homeowners have in their backyards.
The word «klutz»—commonly used in the English language to describe a clumsy person—actually has Yiddish origins. It comes from klots, which translates to «wooden beam.»
The education class many children in the U.S. attend between preschool and first grade is called kindergarten—a German word that literally means «children’s garden.» The concept was created in Germany in 1837 by 19th century educator Friedrich Froebel.
Commonly used to describe someone who starts their own business, this word is lifted from the French term entreprendre, which means «to undertake.» As an entrepreneur, you’re literally undertaking your own enterprise.
Mosquitos may be a pests all over the world, but their name a a Spanish word that translates directly to «little fly» or «little gnat.»
While it’s used to describe those streets that are closed off at one end in suburban neighborhoods across the U.S., in France—where the term originated—cul-de-sac literally means «bottom of the bag.»
You know it’s the thing you do when responding to an invitation, but maybe not that it is actually an acronym for the French phrase, répondez s’il vous plaî, which mean «please reply.»
In English, «vigilante» describes someone who volunteers willingly to fight or suppress crime, often outside the parameters of the law. It entered our vocabulary in the 19th century and come from vigilante—the Spanish term for a «watchman and guard»— and can be traced back to the Latin word vigilare, which means «to keep awake.»
«Sofa,» another word for a «couch» in the English language is originally a Turkish word meaning «raised section of a floor, covered with carpets and cushions.» And the Turkish word sofa comes from the Arabic term suffah meaning «bench of stone or wood.»
Often used to describes feelings of anger, apprehension, and insecurity during ones teenage years, the word «angst» originated as a German word that means «distress, worry, and anxiety.»
The word «diesel,» which describes both a type of fuel and a type of engine, also has German origins—Rudolf Diesel, a German mechanical engineer in the late 1800s and the inventor of the Diesel engine.
Although a staple in most American kitchens, the name for this tomato condiment didn’t actually originate in the U.S. Instead it comes from the Hokkien Chinese word kê-tsiap, which is a sauce made from fermented fish, according to National Geographic.
The full name of this dog breed is Welsh corgi, so it’s no surprise that the name doesn’t have English origins. Instead it combines the Welsh words of cor meaning «dwarf» and ci meaning «dog.»
While cookies are beloved in the states, the word doesn’t derive from the English word «cook.» The word for these delicious treats came to us from the Dutch language—koekjes means «little cakes,» and is derived from koek, which simply means «cake.»
This shortened form of the German word delikatessen—which translates to «ready-to-eat foods»—has origins that trace back to the French word délicatesse, meaning «delicacy.»
We have the Arabic language to thank for the name of this yellow citrus fruit. In fact, the words «lemon» and «lime» come from the Arabic words laymūn and līm, respectively.
The word for that body art on your bicep is the English adaptation of the Polynesian word tatau, which means «mark made on the skin.» Makes sense to us!
The word «mammoth» is both the name a long-extinct animal and a term for anything extremely large in size. It came to us via the Dutch word mammut by way of the Russian term mammot, which means «large, terrible beast.»
In 1870s, Irish farmers faced a crisis that could result in a terrible famine similar to that of the 1840s. In order to prevent this, they formed a group that campaigned against rent increases and evictions landlords were proposing. Charles Boycott, a British army captain, was an agent for an absentee landlord at the time and was ostracized by the community when he tried to evict farmers for not paying rent. As a result, his name became the word we now use to describe that protest strategy.
Used to describe both an era and the style that is reminiscent of that era, renaissance is the French word for «rebirth.» And digging even deeper, its origins are in the Old French word renaistre, which translates to English as «to be born again.»
The word «glitch» describes a «minor malfunction,» usually in terms of electronics. And while its origins are still up for debate, many linguists believe it came from the Yiddish word glitsh—meaning «slippery place» in English.
«Defined as «praise given for achievement,» this word originates from the Greek term kydos, which translates as «fame, renown, and glory.»
«Brunette,» which is used in English to describe someone with brown hair, is directly taken from France. However, in French, brunette is a feminine word for a woman with brown hair. If you were describing a man with brown hair in French, you would use the masculine variation: brunet.
«Souvenir» is another French word—describing something kept as a reminder, it literally means «act of remembering.»
The concept of nothing in reference to an amount of something comes to us from the Arabic word ṣifr, a term that was coined by Mohammed ibn-Musa al-Khowarizmi in the ninth century. It came to us as «zero» from Medieval Latin zephirum via French and Italian.
The word «alcohol» also comes to us from the Arabic language. It was derived from al-kuhl, which in Arabic referred to a powdered antimony that was used as eye paint. So, when the word «alcohol» first entered the English language, it described powders such as «kohl,» not the liquid substance we know today.
In English, «boss» describes a person who holds authority and typically manages a group of people in a professional context. The word was directly lifted from the Dutch term baas, meaning «master,» and was first used as «boss» in the early 1800s by Washington Irving.
«Landscape» can describe many different things in the English language, from scenery to the perspective of a photograph is taken. Regardless of what context its used in, the word itself comes from the Dutch term landschap, which combines the terms land and schap, or «land-ship.»
This delicious breakfast food is also brought to us courtesy of the Dutch. Wafel comes from the Proto-Germanic word wabila, meaning «web» or «honeycomb,» which makes sense when you look at the shape and texture of the next waffle you find yourself chowing down on.
No, we’re not talking about the salad dressing, but an area of farmland used for raising horses or cattle that takes its name from the Mexican Spanish word rancho, which literally translates to «small ranch.»
New York City may be the unofficial bagel capital of the U.S., but the actual name for the doughy roll comes from the Yiddish word beygl.
«Shampoo,» which is both a noun for the hair product and a verb for washing your hair with that product, comes from the Hindi and Urdu languages. It’s from the word cā̃po, which is an imperative of the word cā̃pnā, meaning «to press» or «massage.» As in, you massage shampoo into your hair.
Биболетова 11 класс, Unit 1, Section 1, p. 8 — 19, ex. 3, 5, 6, 9, 10, 11, 13, 14, 15, 16, 17, 18, 20, 22, 24, 25, 27, 29, 30, 34, 35, 36-37, 40.
What do young people face in society today? – С чем молодые люди сталкиваются в современном обществе?
World languages: local or global? — Языки мира: локальные или глобальные?
Ex. 3 Read the poem. Choose the phrase which best summarises its meaning. — Прочитайте стихотворение. Выберите фразу, которая лучше всего выражает его смысл.
The poem is about: Стихотворение о:
— The strange features of English — Странные особенности английского языка
— Beauty of English — Красота английского
— Learning foreign languages — Изучение иностранных языков
No egg in eggplant – нет яйца в баклажане
Перевод может показаться глупым, но в тексте происходит игра слов, какое-то определенное слово содержится в другом сложном слове и значение глагола меняется в зависимости от предлога (фразовые глаголы), дословный перевод очень искажает смысл.
There is no egg in eggplant or ham in hamburger;
Neither apple nor pine in pineapple.
English muffins were not invented in England or
French fries in France.
Sweetmeats are candies, while sweetbreads,
which aren’t sweet, are meat.
We take English for granted. But if we explore its paradoxes,
We find that quicksand can work slowly, boxing rings are square,
And a guinea pig is neither from Guinea nor is it a pig.
The plural of tooth is teeth,
Why isn’t the plural of booth beeth?
One goose, 2 geese.
Sо, one moose, 2 meese?
One index, two indices?
Is cheese the plural of choose?
Ship by truck and send cargo by ship?
Have noses that run and feet that smell?
Park on driveways and drive on parkways?
How can a slim chance and a fat chance be the same, while
a wise man and a wise guy are opposites? How can the weather
be hot as hell one day and cold as hell another?
When a house burns up, it burns down.
You fill in a form by filling it out, and an alarm clock goes
off by going on. When the stars are out, they are visible,
but when the lights are out, they are invisible.
Нет яйца в баклажане или ветчины в гамбургере;
Ни яблока, ни сосны в ананасе.
Английские кексы (маффины) не были изобретены в Англии и
Картофель фри во Франции.
Леденцы (засахаренные фрукты) это конфеты, в то время как вырезка (зобная и поджелудочная железы теленка, ягненка),
Которая совсем не сладкая, это мясо.
Мы воспринимаем английский язык как должное. Но если мы исследуем его парадоксы,
Мы увидим, что зыбучий песок может быть медленным, боксерский ринг квадратный,
И морская свинка не из Гвинеи и совсем не свинья.
(Дальше идет речь о словах исключениях в образовании множественного числа существительных)
Множественное число зуба — зубы,
Почему множественное число кабинки не beeth?
Один гусь, 2 гуся.
Значит один лось, 2 meese?
Один каталог, два каталога?
А сыр это множественное число от слова выбирать?
Отправлять груз грузовиком и посылать груз на корабле?
Иметь носы, которые бегут (have a running nose – иметь насморк) и ступни, которые пахнут?
Парковаться на дороге и ехать на парковке?
Как могут небольшой шанс и призрачный шанс быть тем же самым, в то время как
Мудрец и умник – антонимы? Как может погода
Быть жаркой как в аду в один день и быть адски холодной в другой?
Когда дом сгорает, он сгорает дотла.
Вы заполняете анкету, заполняя ее, и будильник звонит,
Продолжая идти. Когда звезды на небе, они видны,
Когда гаснет свет, его не видно.
Ex. 5 Find some examples of phrasal verbs in the last part of the poem. Mach the phrasal verbs with these definitions. Найдите примеры фразовых глаголов в последней части стихотворения. Соедините фразовые глаголы с этими определениями.
a) burn down – to destroy a building or something large with fire, or be destroyed in this way – сгорать дотла — уничтожить здание или что-то большое огнем, или быть уничтоженным таким образом.
b) burn up – if it happens to an object, fire completely destroys it – сгорать — если это происходит с объектом, огонь полностью разрушает его
c) fill in – to put something into a gap so that the gap no longer exists; to add information such as your name or address in the empty spaces of an official document – заполнить – написать что-то в пропуске, чтобы его больше не было; добавить информацию, такую как имя или адрес в пустые строки официального документа.
d) fill out – to add information such as your name or address in the empty spaces of an official document — заполнить – добавить информацию, такую как имя или адрес в пустые места официального документа.
GRAMMAR FOCUS: IRREGULAR PLURAL FORMS – множественное число имен существительных. Слова исключения.
Ex. 6 a) Find irregular plural forms of some nouns in the poem. Найдите слова исключения в стихотворении.
b) Read the dictionary entries and check the irregular plural nouns in the poem. Обратитесь к словарю и проверьте эти слова в стихотворении.
booth (countable) — an enclosed space, usually just for one person, where you can do something, such as voting or making a phone call, without other people seeing or hearing you – кабинка (исчисляемое) — замкнутое пространство, как правило, только для одного человека, где вы можете сделать что-то, например, проголосовать или сделать телефонный звонок, чтобы другие люди вас не видели и не слышали.
cheese (countable or uncountable) — a solid food made from milk — сыр (исчисляемое или неисчисляемое) — твердый продукт из молока.
goose (pl. geese) — a large white or grey bird with a long beak – гусь (гуси) — большая белая или серая птица с длинным клювом.
index (pl. indexes, indices) — an alphabetical list of something, such as subjects or names at the back of a book that indicates the pages that are mentioned – каталог (каталоги) — список чего-то в алфавитном порядке, например предметы или названия в задней части книги, с указанием упомянутых страниц.
moose (pl. moose) — a large mammal that lives in North America, northern Europe, and Asia – лось (лоси) — большое млекопитающее, которое живет в Северной Америке, Северной Европе и Азии.
tooth (pl. teeth) — the hard white object inside your mouth that you use for biting and for chewing food – зуб (зубы) — жесткий белый объект внутри вашего рта, который вы используете для кусания и пережевывания пищи.
c) Give other examples of irregular plural nouns. If necessary, check their plural forms in the dictionary. – Приведите другие примеры слов исключений. При необходимости, проверьте формы множественного числа в словаре.
Child — children (ребенок – дети)
Man — men (мужчина – мужчины)
Woman — women (женщина – женщины)
Foot — feet (ступня – ступни)
Mouse — mice (мышь – мыши)
Sheep — sheep (овца – овцы)
Ox — oxen (вол (бык) – волы)
Deer – deer (олень – олени)
World languages — local or global? Биболетова 11 класс
Ex. 9 Listen to a radio programme about the different ways of learning English and then complete the sentences. Use your Workbook. Послушайте радиопрограмму о различных способах изучения английского языка, а затем завершите предложения. Используйте рабочую тетрадь.
(Possible answers)
1. «Crazy English» is a method of learning English. – «Сумасшедший английский» — это метод изучения английского языка.
2. Students practise it by going behind buildings or on rooftops and shouting English. — Студенты практикуют его, проходя позади зданий или на крышах, крича по-английски.
3. This method helps them to overcome their shyness. — Этот метод помогает им преодолеть застенчивость.
4. The school administration is against this method because they believe it goes against traditional Chinese values of modesty and restraint. — Администрация школы против этого метода, потому что они считают, что это противоречит традиционным китайским ценностям — скромности и сдержанности.
5. «Crazy English» was developed when Li Yang was concerned about passing a test on English. – «Сумасшедший английский» был разработан когда Ли Ян был обеспокоен прохождением теста по английскому.
6. Li Yang realised that reading his work out loud was very effective for him. — Ли Ян понял, что чтение его работы вслух было очень эффективно для него.
7. According to the exam results, Li Yang was the second in his department. — По результатам экзамена, Ли Ян был вторым на своем факультете.
8. In 1994 he started promoting his method. — В 1994 году он начал продвигать свой метод.
9. Today about 20 mln people practise this method. – Сегодня около 20 млн. человек практикуют этот метод.
Ex. 10 Work in pairs. Answer the questions. Use the words below and also ideas from Ex. 7. Работа в парах. Ответьте на вопросы. Используйте приведенные ниже слова и также идеи из упр. 7.
1. What skills do you think can be practiced by the method described in the radio programme? – Как вы думаете, какие навыки могут тренироваться с помощью метода, описанного в радиопрограмме?
2. What other skills should be practised in order to speak English fluently? — Какие другие навыки следует практиковать для того, чтобы говорить бегло по-английски?
3. Would you like to try learning English in this way? Why? / Why not? — Хотите попробовать изучать английский язык таким образом? Почему? / Почему нет?
4. What would you like to improve in your own learning? — Что бы вы хотели улучшить в своем собственном обучении?
Use:
effective / ineffective, shyness, confidence, — эффективное / неэффективное, застенчивость, уверенность,
accuracy, fluency, fear of public speaking, — точность, беглость речи, страх публичных выступлений,
knowledge of vocabulary / grammar, — знание лексики / грамматики,
reading / listening / speaking / writing skills – навыки чтения / слушания / говорения/ письма
Ex. 11 Read the dictionary entry for the word «borrowing» and match the words with the countries they come from. — Прочитайте значение слова «заимствования» в словаре и соотнесите слова со странами, откуда они родом.
borrowing — a word directly taken from one language and added to another.- заимствование — это слово непосредственно взятое из одного языка и добавлено в другой.
|
Word |
Origin |
| bistro | French |
| feng shui | Chinese |
| graffiti | Italian |
| kangaroo | Australian Aboriginal |
| karaoke | Japanese |
| pijamas | Indian |
| sauna | Finnish |
| scholarship | German |
| sofa | Arabic |
| zebra | African |
| troika | Russian |
Ex. 13 Read the joke and say what language the people are speaking. Do they understand each other? Translate the joke into Russian and then back into English so that it makes sense. — Прочитайте шутку и скажите на каком языке говорят люди. Понимают ли они друг друга? Переведите шутку на русский и затем снова на английский, так чтобы появился смысл.
— Excuse me, which watch?
— Six watch.
— Such much?
— To whom how …
(Possible answer)
— Excuse me, what time is it? — Простите, который час?
— About six. — Около шести.
— So late? — Так поздно?
— Perhaps for some. — Возможно, для некоторых.
Ex. 14 Look at the map of the world and show where these languages are spoken. How did you guess? – Посмотрите на карту мира и покажите где говорят на этих языках. Как вы догадались?
Spanglish (Spanish English)
Chinglish (Chinese English)
Franglish (French English)
Danglish (Danish English)
Hunglish (Hungarian English)
Finglish (Finnish English)
Poglish (Polish English)
Runglish (Russian English)
Italish (Italian English)
World languages — local or global? Биболетова 11 класс
Ex. 15 Read the text about these kinds of languages and find two names that are a combination of Russian and English. Explain how they came about. — Прочитайте текст об этих видах языков и найдите два названия, которые представляют собой сочетание русского и английского языков. Объясните, как они появились.
All these languages come from word combinations that describe certain local variants of English. They developed as a means of communication between two or more language groups that do not share a common language. Although the names of these languages look similar, they are actually quite different. Some genuinely mix the languages, some alter between English and the other language, some are local dialects of English used by English speakers themselves, and some are just non-native pronunciations of English.
As a term for describing the Russian-English pidgin language, «Runglish» was popularised in the year 2000 when it was used as the language aboard the International Space Station. Although less widespread than other variants, Runglish is spoken in a number of English-Russian communities, most notably the Russian-speaking Jewish community of Brighton Beach in Brooklyn, New York.
Arthur C. Clarke’s novel 2010: Odyssey Two mentions a similarly named language, Russlish. The small subplot in Arthur C. Clarke’s novel 2010 involved the crew of a Russo-American spaceship, who attempted to battle their boredom with a so-called «Stamp Out Russlish!» campaign. As the story went, both crews were fully fluent in each other’s languages, to the point that they found themselves crossing over languages in mid-conversation, or even simply speaking the other language even when there was no one present who had it as their native tongue.
Use of «Russlish» in space has been realized to some extent on the International Space Station. Cosmonaut Sergei Krikalyov said in October of 2000: «We say jokingly that we communicate in «Runglish», a mixture of Russian and English languages, so that when we are short of words in one language we can use the other, because all the crew members speak both languages well.»
Все эти языки происходят из словосочетаний, описывающих определенные локальные (местные) варианты английского языка. Они разработаны как средство связи между двумя или более языковыми группами, которые не разделяют общий язык. Хотя названия этих языков похожи, на самом деле они совершенно разные. Некоторые действительно смешивают языки, некоторые делают различия между английским и другим языком, некоторые являются местными диалектами английского языка, которые используют сами носители языка, а некоторые просто некорректное произношение английского языка.
В качестве термина для описания возьмем русско-английский пиджин (упрощенный язык), рунглиш был популярным в 2000 году, когда он использовался в качестве языка на борту Международной космической станции. Хотя он менее распространен, чем другие варианты, на рунглише говорят в ряде англо-русских общин, в первую очередь в русскоязычной еврейской общине на Брайтон-Бич в Бруклине, Нью-Йорк.
В романе Артура Кларка «2010: Одиссея Два» упоминается похожее название языка руслиш. В небольшой сюжетной линии в романе Артура Кларка 2010 участвует экипаж российско-американского космического корабля, который пытался бороться со скукой так называемой кампанией «Искоренить руслиш!». По мере продвижения истории оба экипажа довольно свободно говорили на языках друг друга, до того, как они обнаружили, что они смешивают языки в разговоре, или даже просто говорят на другом языке, даже если не присутствует тот, кому этот язык приходится родным.
Использование руслиша в космосе было реализовано в некоторой степени на Международной космической станции. Космонавт Сергей Крикалев заявил в октябре 2000 года: «Мы говорим в шутку, что мы общаемся на рунглише, смеси русского и английского языков, так что, когда у нас не хватает слов на одном языке мы можем использовать другой, потому что все члены экипажа хорошо говорят на обоих языках».
Ex. 16 Read the text once again and say whether the following statements are true (T) or false (F). Correct the false statements. See «How to deal with true / false test questions» in «Learning strategies». Прочитайте текст еще раз и скажите, являются ли утверждения верными или нет. Исправьте неверные предложения.
1 – T. The languages described in the text were invented to make English easier for people from different countries to understand. – Языки, описанные в тексте, были изобретены, чтобы сделать английский язык легче для понимания людей из разных стран.
2 –F. The languages have different names but they are very similar. — Языки имеют разные названия, но они очень похожи.
3 – T. Runglish was invented in space. – Рунглиш был изобретен в космосе.
4 – F. Runglish is spoken only aboard the International Space Station. – На рунглише говорят только на борту Международной космической станции.
5 –T. A variant of Runglish was first mentioned in a science fiction book. – Вариант рунглиша впервые упоминается в научно-фантастической книге. (Роман Кларка вышел в 1982 году)
6 – T. A pidgin language is a mixture of two or more languages. Pidgin is usually used between people who do not speak each other’s languages. — Гибридный язык представляет собой смесь двух или нескольких языков. Пиджин обычно используется между людьми, которые не говорят на языке друг друга.
WORD FOCUS: COMMON SUFFIXES FOR ADJECTIVES – суффиксы прилагательных.
Ex. 17 Read through the text again. Put the adjectives you find in the table in your Workbook. Use the words from the list and add more examples of your own. – Прочитайте текст снова. Разместите прилагательные, которые найдете в таблице в рабочей тетради. Используйте слова из списка и добавьте свои собственные примеры.
|
suffix |
examples |
| -al | international, local, traditional, cultural, musical, conversational |
|
-ant, -ent, -ient |
fluent, different, excellent |
| -ed | named, limited |
| -ing | Russian-speaking, understanding, interesting |
| -ful | wonderful, careful |
| -ic | historic |
| -ire | non-native, effective, creative, communicative |
| -less | careless |
| -ious, -ous | ambitious |
| -ible, -able |
remarkable, responsible |
| -y | heavy |
Ex. 18 Complete the sentences with the correct form of the word. – Дополните предложения правильной формой слов.
1. In this school we study languages that are less traditional in Russia. — В этой школе мы изучаем языки, которые являются менее традиционными для России.
2. If I want to enter the university I must get an excellent mark on the exam. — Если я хочу поступить в университет, я должен получить отличную оценку на экзамене.
3. The new method of learning English is very interesting, but I don’t think it is effective for everyone. — Новый метод изучения английского языка очень интересен, но я не думаю, что он эффективен для всех.
4. I think that the usage of this language is very limited. — Я думаю, что использование этого языка очень ограничено.
5. She is a very responsible person. She will do the task in time. — Она очень ответственный человек. Она справится с этой задачей в срок.
6. He is extremely ambitious. He wants to learn several languages and become a diplomat. — Он чрезвычайно амбициозен. Он хочет выучить несколько языков и стать дипломатом.
7. His English is perfect. Some people think he is a native English speaker. — Его английский идеален. Некоторые люди думают, что он носитель английского языка.
Ex. 20 Compare the two texts and say which of them you like more. Explain your opinion. Сравните два текста и скажите, какой из них вам нравится больше. Объясните свое мнение.
Say it in English
I went to my niece and nephew’s party the other weekend. I played the piano and we were all singing along when a mouse ran out from behind the sofa with a piece of apple in its mouth.
Say it in Globish
At the party of my brother’s children the other day, I played an instrument with black and white keys and we all sang along. Then an animal that cats like to eat ran out from behind the seat with a piece of fruit in its mouth.
Скажи это по-английски
На выходных я ходил на вечеринку к моим племяннице и племяннику. Я играл на пианино, и мы все подпевали, когда мышь выбежала из-за дивана с куском яблока во рту.
Скажи это на глобише
На вечеринке детей моего брата на днях, я играл на инструменте с черными и белыми клавишами, и мы все пели вместе. Затем животное, которое любят есть кошки, выбежало из-за сиденья с кусочком фрукта во рту.
Ex. 22 Read the text and check your guesses. – Прочитайте текст и проверьте свои догадки.
The communication of the future
Mankind has always dreamed of the end of Babel and Globish is its most recent expression.
As early as the 1920s, Charles Kay Ogden created Basic English, a constructed language with 850 words. Ogden said that it would take seven years to learn English, seven month for Esperanto, and seven weeks for Basic English. The concept gained its greatest publicity just after the Second World War as a tool for world peace. Winston Churchill and Franklin Roosevelt supported the idea of using Basic English as an international language, and Churchill recommended it in a speech at Harvard University in 1943. Amused critics said that “blood, toll, tears and sweat” translates into Basic English as “blood, hard work, eyewash and body water”.
Though the idea got lots of criticism, it did not die.
Another simplified version of the English language appeared called Globish. It was created in the 1990s specifically with the business world in mind due to a project its French creator, Jean-Paul Nerriere, had with IBM. It uses only the most common 1500 English words and phrases and continues to expand as a tool of common understanding in simple international communication. This expansion of Globish has made some consider it menace to cultural diversity and the purity of non-English languages. Some also find Globish limited in what it can express, but the idea is that people would be able to share a vocabulary set up by the creation of the language.
Nerriere himself is sometimes described as a remarkable man whose ambition is to promote global understanding between nationalities. He hopes that “some day it will be accepted as a viable alternative by the European Union or the United Nations”.
Общение будущего
Человечество всегда мечтало о конце Вавилона и Глобиш является его самым недавним выражением.
Уже в 1920-е годы, Чарльз Кей Огден создал бейсик инглиш (базовый английский), язык с 850 словами. Огден сказал, что чтобы выучить английский язык потребуется семь лет, семь месяцев для эсперанто, и семь недель для бейсик инглиш. Концепция получила наибольшую огласку только после Второй мировой войны в качестве инструмента для мира во всем мире. Уинстон Черчилль и Франклин Рузвельт поддержал идею использования бейсик инглиш в качестве международного языка, и Черчилль рекомендовал его в своей речи в Гарвардском университете в 1943 году. Удивленные критики сказали, что «кровь, потери, слезы и пот» на бейсик инглиш звучит как «кровь, тяжелая работа, примочка для глаз и вода тела».
Не смотря на то, что идея много критиковалась, она не умерла.
Появился другой упрощенный вариант английского языка, который называется глобиш. Он был создан в 1990-х годах конкретно в мире бизнеса в связи с проектом, который его французский создатель, Жан-Поль Нерьере, имел с IBM. В нем используются только самые распространенные 1500 английских слов и фраз, и он продолжает распространяться в качестве инструмента общего понимания в простом международном общении. Это распространение глобиша заставило некоторых считать его угрозой для культурного разнообразия и чистоты отличных от английского языков. Некоторые из них также считают глобиш ограниченным в том, что он может выразить, но идея в том, что люди будут иметь возможность разделить словарный запас с созданием языка.
Сам Нерьере иногда описывается как замечательный человек, чьими амбициями является содействие глобальному пониманию между национальностями. Он надеется, что «в один прекрасный день он будет принят в качестве жизнеспособной альтернативы Европейским союзом и ООН».
GRAMMAR FOCUS: USE OF ARTICLES WITH COUNTRIES AND LANGUAGES – использование артиклей с названиями стран и языками.
Ex. 24 Read the rules and match them with an example. There is more than one example for each rule. — Ознакомьтесь с правилами и сопоставьте их с примерами. На каждое правило может быть более одного примера.
1b) 2c), e) 3a), d)
1. We use «the» with the names of countries when they include words, such as state, republic, kingdom, etc. – Мы используем определенный артикль the с названиями стран, когда они включают слова, такие как государство, республика, королевство и т.д.
b) The USA consists of 50 states. — США состоит из 50 штатов.
2. We do not use «the» with the names of countries. There are some exceptions: the Netherlands, the Sudan, the Vatican City. — Мы не используем the с названиями стран. Есть некоторые исключения: Нидерланды, Судан, Ватикан.
c) The Netherlands is a country in northwest Europe. — Нидерланды это страна на северо-западе Европы.
e) Australia is both a country and a continent. — Австралия является одновременно и страной и континентом.
3. We do not use «the» with the names of languages when they are NOT followed by the word language. — Мы не используем the с названиями языков, когда после них не стоит слово язык.
a) My brother speaks French fluently. — Мой брат бегло говорит на французском языке.
d) The French language is difficult to learn. — Французский язык является трудным для изучения.
Ex. 25 Fill in «the» where necessary. Find the countries mentioned in the exercise on the world map. What languages are spoken in these countries? – Вставьте определенный артикль the где это необходимо. Найдите страны, упомянутые в упражнении на карте мира. На каком языке говорят в этих странах?
1. The United States of America is located in North America between Canada and Mexico. The official language of the USA is English. — Соединенные Штаты Америки находится в Северной Америке между Канадой и Мексикой. Официальным языком США является английский.
2. China is the world’s largest country. The Chinese language is one of the most difficult for Europeans to learn. — Китай является крупнейшей в мире страной. Китайский язык является одним из самых сложных для изучения европейцами.
3. Croatia lies on the northeast of Adriatic, it borders with Slovenia, Bosnia and Serbia. — Хорватия расположена на северо-востоке Адриатического моря, граничит со Словенией, Боснией и Сербией.
4. Cyprus lies in the Mediterranean, 71 km south of Turkey. Most people in Cyprus speak Greek and English. — Кипр находится в Средиземном море, 71 км к югу от Турции. Большинство людей на Кипре говорит по-гречески и по-английски.
5. The United Kingdom of Great Britain and Northern Ireland is made up of England, Wales, Scotland and Northern Ireland. Its population is about 60 000 000 people. — Соединенное Королевство Великобритании и Северной Ирландии состоит из Англии, Уэльса, Шотландии и Северной Ирландии. Его население составляет около 60 000 000 человек.
6. New Zealand is a country in the Pacific Ocean southeast of Australia. About 10% of the population are Maori people who lived there before Europeans came. The language they speak is Maori. — Новая Зеландия является страной, в Тихом океане к юго-востоку от Австралии. Около 10% населения это люди маори, которые жили там до европейской колонизации. Они говорят на языке маори.
Ex. 27 Read the teachers’ comments on this topic which they made on an internet forum. Mark the ideas + or – depending on how they answer the question above. – Прочитайте комментарии учителей на эту тему, которые они оставили на интернет форуме. Пометьте идеи + или – в зависимости от их ответов.
Antonio Benedict from Italy
In my view English should be taught at different levels, but not simplified. And besides, by changing the language, we are depriving the student of the real words. If the student is taught a simplified version of a language, how will he or she be able to understand authentic texts like poems, slang expressions, or lyrics? That is really no good for students!
Антонио Бенедикт из Италии
На мой взгляд, английский нужно учить на разных уровнях, но не упрощать. И, кроме того, путем изменения языка, мы лишаем ученика реальных слов. Если студента научить упрощенной версии языка, как он или она будет в состоянии понять аутентичные тексты, например стихи, сленговые выражениями или лирику? Это на самом деле не хорошо для студентов!
Magda Szabo from Hungary
We call our planet «a global village» now which means that everything is gradually becoming one grey mass: our culture, our eating habits and even the way we think. I think this means that we should keep everything that is characteristic to us and our language in first place. We should guard our own mother tongue as a precious possession and use any second language just as a way to communicate with other global citizens.
Магда Сабо из Венгрии
Мы называем нашу планету «глобальная деревня» теперь, это означает, что все постепенно становится одной серой массой: наша культура, наши привычки в еде и даже то, как мы думаем. Я думаю, это означает, что мы должны сохранить все, что характерно для нас и нашего языка в первую очередь. Мы должны охранять наш родной язык, как драгоценное владение и пользовать любой второй язык как способ общения с другими глобальными гражданами.
Hector Kadmos from Greece
No language is easy to learn because they all have their own history and culture! And no language can be simplified just for the sake of easiness. By trying to make it easier, we might deform it and then, together with its complexity, much of its beauty would disappear! I think students should deal with the real language and all its complexity and be exposed to real-life language used by native speakers. This is the only way to teach learners how to manage in a real conversation.
Гектор Кадмос из Греции
Ни один язык не является легким для изучения, потому что все они имеют свою историю и культуру! И ни один язык не может быть упрощен только ради легкости. Пытаясь облегчить, мы можем деформировать его, а затем, вместе с его сложностью исчезнет и его красота! Я думаю, что студенты должны иметь дело с реальным языком и всей его сложностью и подвергаться воздействию реального, повседневного языка, используемого его носителями. Это единственный способ научить учащихся, как вести себя в реальном разговоре.
Lea Hoffman from Germany
I know that doing business in English does not always require very good usage or even a complete understanding of the language. Why should we speak the way native speakers do when we can already understand each other? It is more important to be able to communicate and understand each other than it is to be grammatically correct. Sometimes students are taught old fashioned phrases and vocabulary with subtle meanings and this makes it difficult for all users of English to understand each other! Students should be taught simpler English.
Лиа Гоффман из Германии
Я знаю, что ведение бизнеса на английском языке не всегда требует очень хорошее использование или даже полное понимание языка. Почему мы должны говорить как носители языка, когда мы уже можем понять друг друга? Более важно иметь возможность общаться и понимать друг друга, чем это должно быть грамматически правильно. Иногда студентов учат старомодным фразам и словам с тонким смыслом, и это делает его сложным для всех, кто использует английский, чтобы понимать друг друга! Студентов следует обучать более простому английскому.
Peter Teller from the UK
I don’t think there is any use in simplifying a language: if we oversimplify the language we teach, it will become useless for real communication. On the other hand, if the language is too difficult to learn, not many people will be able to master it. I believe we should teach a foreign language in a manner close to how children start learning their mother tongue, and then gradually work towards the real-life language. We definitely should aim at reaching a «real» language level, otherwise there is no sense in learning it at all.
Питер Теллер из Великобритании
Я не думаю, что есть смысл в упрощении языка: если мы упрощаем язык, который мы учим, это станет бесполезным для реального общения. С другой стороны, если язык слишком трудно учится, то не так много людей смогут освоить его. Я считаю, что мы должны учить иностранный язык в порядке, близком к тому, как дети начинают учить свой родной язык, а затем постепенно работать над языком в реальной жизни. Мы определенно должны быть направлены на достижение «реального» уровня владения языком, в противном случае вообще нет никакого смысла в его изучении.
Cecylia Piastek from Poland
Why don’t we show some respect for the English language? Although English is a difficult language both to learn and to teach, it doesn’t mean that we have any right to change it just because we feel like it. How can we change something that doesn’t belong to us anyway? Should we simplify it only for the sake of convenience for us, non-native users?
I don’t think that’s fair. Language is valuable heritage and heritage demands respect.
Сесилиа Пиастек из Польши
Почему бы нам не показать некоторое уважение к английскому языку? Хотя английский является трудным как для изучения, так и для обучения, это не значит, что мы имеем право изменять его только потому, что нам так хочется. Как мы можем изменить что то, что не принадлежит нам? Должны ли мы упростить его только ради удобства для нас, неместных пользователей? Я не думаю, что это справедливо. Язык является ценным наследием, а наследие требует уважения.
Muint Taine from Burma
I’m convinced that a simplified version of English should be taught. The simpler the language, the better the communication will be between people, for current and future generations who are part of today’s globalisation. English is no longer just a language used by native speakers; it is used by people all over the world, including young people who are increasingly trying to be part of the global community. I believe that if we can globalise English and use its more simplified version, we will be able to explore and better manage our planet.
Муинт Тэн из Бирмы
Я убежден, что следует обучать упрощенной версии английского языка. Чем проще язык, тем будет лучше общение между людьми, для нынешних и будущих поколений, которые являются частью сегодняшней глобализации. Английский уже не только язык, используемый носителями языка; он используется людьми во всем мире, в том числе молодыми людьми, которые все чаще пытаются быть частью мирового сообщества. Я считаю, что если мы сможем глобализировать английский и использовать его более упрощенную версию, мы сможем исследовать и лучше управлять нашей планетой.
Ex. 29 Complete the gaps in the sentences below with the correct form of the passive voice. Add the examples to the corresponding line of the table in your Workbook. – Заполните пропуски в предложениях правильной формой страдательного залога. Добавить примеры в соответствующей строке таблицы в рабочей тетради.
1. During the last lesson students were exposed to some authentic language. – Во время последнего урока студенты подверглись воздействию аутентичного языка.
2. At the moment the intensive language courses are being organized. — В настоящее время организуются интенсивные языковые курсы.
3. A new French textbook has been written recently. – Недавно был написан новый учебник французского.
4. Some people think that soon a simplified version of English will be used by many people. — Некоторые люди думают, что в ближайшее время упрощенная версия английского будет использоваться многими людьми.
5. They said that the book had been translated from German in 1989. — Они сказали, что книга была переведена с немецкого в 1989 году.
6. By June 2015 our language research will have been completed. — К июню 2015 года наше исследование языка будет завершено.
7. This article was being discussed when he arrived at the meeting. — Эта статья обсуждалась, когда он прибыл на заседание.
8. The essay should have been finished yesterday. — Эссе должно было быть закончено вчера.
Ex. 30 Use the correct forms of the words in the brackets to complete the text. – Используйте правильную форму слов в скобках, чтобы дополнить текст.
«English English» is a term that (1) is applied to the English language that (2) is spoken in England. In English-speaking countries outside the UK, the term «British English» (3) is more frequently used. However, the term «English English» (4) was introduced some time ago by Peter Trudgill in Language in the British Isles. This term (5) is now generally recognised in academic writing.
The term «British English», however, has a wider meaning, and (6) is usually reserved to describe the features common to English English, Welsh English, Hiberno-English, and Scottish English.
A lot of people (7) have always been interested in the different accents and dialects that exist in Britain. That’s why The English Dialect Dictionary that (8) was compiled by Joseph Wright, is now extremely valuable. But the diversity of accents within the nation (9) is still being studied by linguists. Dialect research papers (10) are often sold for hundreds of pounds. People tend to be very proud of their local accent or dialect.
«Английский Английский» это термин, который применяется для английского языка, на котором говорят в Англии. В англоязычных странах за пределами Великобритании, чаще используется термин «британский английский». Тем не менее, термин «Английский Английский» был введен некоторое время назад Питером Традгиллом в язык на Британских островах. Этот термин в настоящее время общепризнан в научной литературе.
Термин «британский английский», однако, имеет более широкое значение, и , как правило, используется для описания черт, общих для английского английского, валлийского английского, ирландского английского, и шотландского английского.
Многие люди всегда были заинтересованы в различных акцентах и диалектах, которые существуют в Великобритании. Вот почему Словарь Английского Диалекта, составленный Джозефом Райтом, сейчас крайне ценен. Но разнообразие акцентов внутри нации все еще изучаются лингвистами. Научно-исследовательские работы по диалектам продаются за сотни фунтов. Люди, как правило, очень гордятся своим местным акцентом или диалектом.
Ex. 34 Read the definitions and match them to the words. Answer the questions in pairs. Прочитайте определения и сопоставить их со словами. Ответьте на вопросы в парах.
Dialect — a way of speaking a language that is used only in a particular area or by a particular group of people — Диалект — это способ говорить на языке, который используется только в конкретной области или конкретной группой людей.
Accent a way of saying words that shows what country, region, or social class someone comes from — Акцент это способ произношения слов, который показывает, из какой страны, региона или социального класса происходит кто-либо.
Jargon — special words and phrases that are only understood by people who do the same kind of work — Жаргон — специальные слова и фразы, которые понятны только людям, которые делают такую же работу.
Ex. 35 Listen to the interview and match the speaker with the question. See «How to deal with listening test questions» in «Learning strategies». – Послушайте интервью и сопоставьте говорящего с вопросом.
1. Are there any English words that mean completely different things in various parts of the world? Speaker 2 Есть ли английские слова, которые означают совершенно разные вещи в разных частях мира?
2. Does the internet create a universal language for quick and easy communication? Speaker 6 Создает ли Интернет универсальный язык для быстрого и легкого общения?
3. How many people speak English as a first, and as a second language worldwide? Speaker 4 Сколько людей во всем мире говорят на английском языке в качестве первого, и в качестве второго языка?
4. Which varieties of English are spoken by the largest and the smallest numbers of people? Speaker 5 На каких вариантах английского, разговаривают наибольшие и наименьшие количество людей?
5. Are there varieties of spoken English which might be impossible to understand by some native English speakers? Speaker 1 Есть ли варианты разговорного английского, которые не смогут понять некоторые носители языка?
6. Why does English have so many different words and accents in the various countries it is spoken in? Speaker 3 Почему у английского так много различных слов и акцентов в различных странах, в которых на нем говорят?
Ex. 36-37 Listen to the recording and fill in the table in your Workbook. – Послушайте запись и заполните таблицу в рабочей тетради.
|
World language ranking |
Number of native speakers |
Number of speakers as a second language |
Total number of speakers |
| Mandarin
Chinese |
873 million | 178 million | More than a 1000 million |
| Spanish | 322 million | About 500 million | |
| English | 309 million | 600 million | |
| Arabic | Total population of Arab countries: 323 million | ||
| Hindi | 181 million (Khariboli dialect) | 948 million total with significant knowledge of the language | |
| Portuguese | 177 million | 20 million | |
| Bengali | 171 million | 20 million | |
| Russian | 145 million | 110 million | |
| Japanese | 128 million | 2 million |
Ex. 40 Read the text and add more reasons to your list. Then share your lists with other students. Прочитайте текст и добавьте больше причин в ваш список. Затем разделите свой список с другими студентами.
Learning a second language is beneficial to all. Learning to speak foreign languages may be the best thing you can do to improve your life and open new doors.
First of all, you get access to knowledge. What are you interested in? Is it science? Music? Computers? Health? Business? Sports? Today’s media, such as the internet, television, and the press, give you almost unlimited access to knowledge about your favorite subjects. After all, we live in the information age, don’t we? There’s only one problem. Most of this knowledge is in a foreign language.
If you can communicate in other languages, you can:
Contact people from all over the world. Talk about your ideas and opinions on internet discussion groups. Send e-mail to interesting people. Learn about their life and culture.
Travel more easily. Communicate with people wherever you go. Ask directions, have a conversation, or… ask for help. Who knows, may be a foreign language will save your life someday!
Language competence in a second language increases your job opportunities, and pushes your career forward. If you want a good job in business, technology, or science, get out of that armchair and start learning languages now!
Knowing a foreign language will let you:
Put «excellent knowledge of English or French» on your CV. Get your dream job, earn more money and create your future.
Gain technical knowledge. If you’re going to read about technology, computer science, genetics or medicine, you’ll probably have to do it in a foreign language. So you will understand your subject area even better and become a solid employee.
Foreign languages let you experience the culture of the world. You can do wonderful things, such as watch films in their original form. Once you try it this way, you’ll never go back to dubbed versions! You can also read great books. There is an amazing number of titles — from classic plays like Hamlet to modern love stories like A Knight in Shining Armor and modern thrillers like Jurassic Park. And what about enjoying music more? Believe us, music is much better if you can understand the words.
Learning languages is not only useful, but it also gives you a lot of satisfaction.
Making progress feels great. You’ll never forget the moment you discover you can speak with foreigners or watch a TV programme in another language. Languages make you a more powerful, happier person. It is not difficult to imagine some of the situations where knowing a foreign language would give you a great feeling.
Изучение второго языка является выгодным для всех. Научиться говорить на иностранных языках может быть лучшее, что вы можете сделать, чтобы улучшить вашу жизнь и открыть новые возможности (двери).
Прежде всего, вы получаете доступ к знаниям. Чем вы интересуетесь? Может это наука? Музыка? Компьютеры? Здоровье? Бизнес? Спорт? Сегодняшние средства массовой информации, такие как Интернет, телевидение и пресса, дают вам практически неограниченный доступ к знаниям ваших любимых предметов. В конце концов, мы живем в век информации, не так ли? Есть только одна проблема. Большинство этих знаний на иностранном языке.
Если вы можете общаться на других языках, вы можете:
Связаться с людьми со всего мира. Говорить о своих идеях и мнениях в дискуссионных группах в интернете. Общаться по электронной почте с интересными людьми. Узнать об их жизни и культуре. Путешествовать становится легче. Общаться с людьми, где бы вы ни находились. Спросить дорогу, завести разговор или … обратиться за помощью. Кто знает, может быть, иностранный язык когда-нибудь спасет вашу жизнь!
Языковая компетенция во втором языке увеличивает ваши возможности трудоустройства, и продвигает вашу карьеру.
Если вы хотите хорошую работу в бизнесе, технологиях или науке, встаньте с кресла и начните изучать иностранные языки сейчас! Знание иностранного языка позволит вам:
Написать «отличное знание английского или французского» в своем резюме. Получить работу своей мечты, заработать больше денег и создать свое будущее. Получить технические знания.
Если вы собираетесь читать о технологиях, компьютерной науке, генетике и медицине, вам, вероятно, придется делать это на иностранном языке. Так вы поймете, вашу предметную область еще лучше и станете уверенным сотрудником.
Иностранные языки позволяют понять культуру мира. Вы можете делать удивительные вещи, например, смотреть фильмы в оригинале. Как только вы попробуете это, вы никогда не вернетесь к озвученным версиям!
Вы также можете прочитать замечательные книги. Существует удивительное количество наименований — от классических пьес, например «Гамлет» до современных любовных историй, таких как «Рыцарь в сияющих доспехах» и современных триллеров, такие как «Парк Юрского периода». А как насчет большего наслаждения музыкой? Поверьте, музыка намного лучше, если вы можете понять слова.
Изучение языков это не только полезно, но и доставит вам удовольствие.
Делая успехи, чувствуешь себя великолепно. Вы никогда не забудете момент, когда вы обнаружите, что можете говорить с иностранцами или смотреть ТВ-программы на другом языке. Языки сделают вас более влиятельным, счастливым человеком. Не трудно представить некоторые ситуации, когда, знание иностранного языка даст вам удивительное чувство.
Some of my favorite words to describe a student include:
- Motivated
- Studious
- Analytical
- Proactive
- Focused
If the student is performing poorly, some adjectives could be:
- Unfocused
- Distracted
- Underachieving
- Missing the mark
Below is a long list of adjectives to describe students and samples of how to use those words in a sentence.
1. Words to Describe a Student’s Ability
Excellent Work
A Natural Learner – “Sam is a natural student. She’s got an in-built desire to learn and grow, and always comes into the classroom ready to absorb more knowledge.”
Critical Thinker – “Sam is an impressive critical thinker.”
Excellent – “Sam is an excellent student. She turns up on time, is always prepared, and keen to contribute her ideas to class discussions.”
Exceptional – “Sam has been exceptional student which is reflected in her top grades that she earned throughout the year. She will go on to her next year of school with a great reputation for diligence and persistence.”
Exemplary – “Sam should be proud that she is an exemplary member of the class. He participation is second to none and other students look to her for guidance on what to do in the classroom.”
Fantastic – “Sam is a fantastic student and I’m so sad to see her leave. She’s come to class every day with a big smile on her face and a willingness to get involved in all the classroom tasks. Best of luck next year Sam!”
Impressive – “Sam is a very impressive student who has given a great effort even when she wasn’t the most naturally talented student at a particular task. Her hard work always carried her through.”
Independent Thinker – “Sam is an independent thinker. She’ll never take anything on face value, but instead uses her logic and critical thinking to come to a conclusion on her own.”
Read Also: 13+ Examples Of The Word “Academic” In A Sentence
Knowledgeable – “Sam is an incredibly knowledgeable student. Perhaps one day I will see her on the set of Jeopardy and be proud to know I was a part of hear learning story.”
Outstanding – “Sam has been an outstanding student all year long due to her ability to focus, support others, and perform under pressure.”
Overachiever – “Sam has been an overachiever all year and I wouldn’t want it any other way! If I set her a task, she goes about not only completing it, but doing the extra research to make sure she impresses me with her knowledge!”
Smashing Success – “Sam is a smashing success! She’s put an incredible amount of work into her own self-growth and development, and it has really paid off. Well done, Sam!”
Read More: 223 Copy-and-Paste Report Card Comments
Meeting the Benchmark
Adequate – “Sam’s performance has been adequate throughout the year. However, I would like to see her step up her focus and study more diligently next year to increase her grades overall.”
Average – “Sam’s work is matching the average of her age group. By acting upon the feedback she is given in class, she can continue to improve on her academic skills to grow her grades.”
Capable – “Sam is a capable learner who I can trust to put her head down and make an effort in every task. I encourage her to continue working hard to see steady improvement over time.”
Competent – “Sam is a competent learner who can address all the required tasks at her year level. She’s also competent at social aspects of learning including groupwork and presentations.
Keeping Up – “Sam is keeping up with all her classmates and easily passing all assessment tasks she has been assigned. With more focus in class, I am confident Sam can improve her grades even more in the future.”
Meets Standard – “Sam meets standards across all subjects and exams. I am pleased with her progress and believe she will continue to improve and grow in the coming years.”
On Track – “Sam is well and truly on track to end the year with some good results. She needs to continue to maintain her study schedule to ensure she performs well in upcoming exams.”
Satisfactory – “Sam has been a satisfactory student. She regularly passes the exams with ease and is progressing nicely.”
Sufficient – “Sam’s work is sufficient to pass on to the next course. She has satisfactorily met all the required outcomes. To improve further, I would recommend re-reading the exam questions twice so she doesn’t miss key points in the questions.”
Read More: Metaphors for Students
Needing Improvement
Disappointing – “Sam’s work has been disappointing of late. She needs a reset after some time off in order to re-engage with more motivation and enthusiasm.”
Makes Easy Errors – “While I know Sam has good skills and knowledge, she continues to make easy errors. She needs to slow down and re-read the question to make sure she addresses the question properly.”
Messy – “Sam’s work is often very messy which makes communication of ideas difficult. With some focus on improved handwriting, Sam can write faster, cleaner, and more effectively to improve her communication skills.”
Missing the Mark – “Unfortunately Sam has been missing the mark with her tasks. We need to redouble our efforts to learn how to read a question carefully so Sam knows what is expected of her in class.”
Struggling – “Sam has been struggling in her learning this year and this is reflected in her grades. With some effort and focus, we can turn this around before the end of the year.”
Substandard – “Sam’s work has been substandard and less than I know she is capable of. Too much focus on social life is negatively impacting her performance in class.”
Talented – “Sam is naturally talented at academic tasks and picks up new skills very easily.”
Underachieving – “Sam is underachieving this year which is cause for concern. Disruptions in her studying and lack of focus in class are key factors in this lack of success so far this year.”
Unfocussed – “Sam is unfocussed in class which is reflected in her grades so far. As the year goes on, I hope to work with Sam to keep up focus and develop strategies to reduce procrastination.”
Unsatisfactory – “The work submitted has been unsatisfactory this year. I believe Sam can do better than she has been doing so far. Continued submission of insufficient work may lead to a requirement to repeat some exams.”
Read More: Words to Describe a Teacher
2. Words to Describe a Student’s Attitude and Behavior
Positive Attitude
Active Learner – “Sam is an active learner who loves to get hands-on and throw herself into a task with enthusiasm.”
Ambitious – “Sam is an ambitious student who will push herself to meet her personal best at all times.” (see also: examples of ambition).
Attentive – “Sam is attentive in class, showing her interest in self-improvement and getting the most out of each class.”
Collaborative – “Sam’s collaborative mindset makes her a good team member. She will listen to her peers and take their ideas in mind when coming up with a group plan.”
Compassionate – “Sam is a compassionate classmate who often looks out for her peers and makes sure everyone is okay.”
Consistent – “Sam’s work is consistently at a high standard. I can rely on her to always put her best foot forward.”
Curious – “Sam is curious learner who is always asking questions and wants to know more and more about whatever topic we are covering in class.”
Diligent – “Sam is a diligent learner who will put her head down and work hard to achieve her personal goals.”
Easy-going – “Sam is an easy-going classmate who is always happy to learn. However, she should remember to put 100% into each task.”
Focused – “Sam is an incredibly focused student who doesn’t easily get distracted by the goings on around her. She loves her books and is keen to continue to fill her mind with knowledge.”
Funny – “Sam is a funny student who brightens up the students around her and always sees the lighter side in life. This makes her inclusive and good at welcoming other learners into her groups.”
Goal-Oriented – “Sam is a goal-oriented learner. She will set herself a series of small goals at the beginning of the week and work toward them diligently. Well done, Sam!”
Helpful – “Sam is always helpful around class. She will support her fellow students when they need peer support, and will always volunteer to help adults and teachers in an activity.”
Independent Worker – “Sam is an independent worker who is happy to get on with her work alone. She is good at conducting self-guided research as well. While her study skills are excellent, it would be good to see her working on group work skills to build more confidence in groups.”
Inspired – “Sam is an inspired learner. She is often coming to class with questions she thought up overnight and she consistently seeks new opportunities to learn.”
Introspective – “Sam’s introspective nature makes her good at reflecting on her weaknesses and identifying avenues for self-improvement. Well done, Sam!”
Leader – “Sam is a leader among her peers. Other students will look to her for guidance in class, and she is often takes a leadership role during group work.”
Mature – “Sam is a mature student who I can trust to work independently without my oversight. I can trust her to approach me for help when she assesses she needs it.”
Motivated – “Sam is a motivated learner who will regularly go ahead of her classmates to seek out more knowledge and information on the topics.”
Polite – “Sam is a reliably polite student in class who will always go out of her way to ensure people around her are comfortable within the learning space.”
Prepared – “Sam comes to class prepared to learn. She will often ensure she is early to class to make the most out of her learning.”
Reflective – “Sam is a reflective student. She will regularly be able to tell you both her strengths and weaknesses, and she can tell you about what went well and what did not go so well during an activity.”
Self-aware – “Sam is impressively self-aware. She will be able to report on her own progress and identify when she needs additional help. She is always willing to re-focus her attention when required and seek out help if she is not sure about what to do.”
Studious – “Sam is a studious learner who will commit herself to her studies and remain committed until she has achieved her goals.”
Thoughtful – “Sam is a thoughtful student. She can often be seen planning things out ahead. She will also ask very insightful questions in class, showing her deep thinking skills.”
Trustworthy – “Sam is a trustworthy student who is often called upon to take up leadership positions within the class. This is a reflection of her maturity for her age.”
Negative Attitude
Selfish – “While Sam is a kind student, she can at times be selfish when it comes to sharing resources or sharing her time with her peers.”
Rude – “We have been working on some rude behavior that Sam has exhibited in class, and it would be good to see more development in maturity in the future.”
Boisterous – “Sam is a boisterous student who responds well to physical, hands-on learning but struggles during quiet learning times.”
Misbehaving – “Sam has been misbehaving regularly in class, which may be a reflection of some of the disrupted learning that she’s experienced.”
Reserved – “Sam is a reserved student who has a kind personality but needs more encouragement to come out of her shell and share her thoughts with her classmates. This will help both her academically and socially.”
Unsettled – “Due to a tough year, Sam has been somewhat unsettled which has negatively impacted her learning and development.”
Talkative – “Sam is a very talkative and sociable student. While this is nice in some situations, talking during quieter periods is often inappropriate. Coming to control her behavior based on the situation would be beneficial for Sam.”
Lazy – “Unfortunately Sam has come to class unprepared and with incomplete homework of late. She appears to have become somewhat lazier in class. It would be good to see a reset to re-gain some motivation she had earlier in the year.”
Unmotivated – “While Sam started the year with good motivation, she has become unmotivated as the year progress. Social distractions are at times getting in the way of her work.”
Uninspired – “Sam is feeling increasingly uninspired in class. We have worked together to develop personal interest projects to help with her motivation, but knuckling down with subjects that are not her favorite is also required.”
Unfocused – “Sam has been somewhat unfocused recently. Developing a stronger attention span may help her make the most out of each lesson.”
Disinterested – “Sam remains disinterested in most lessons and subjects in class. With some effort to identify personal interests and how they connect to our lessons, I do hope her interest can improve over time.”
Daydreamer – “Sam is a thoughtful student but at times her thoughts take her away from the lessons. She is often caught daydreaming instead of completing assigned tasks.”
Distracted – “Sam is consistently distracted in class by nearby objects, friends or her own thoughts.”
Lone Wolf – “Sam is a lone wolf student who doesn’t make efforts to connect with her peers. She is a lovely person and with more confidence and time, I do hope she finds her feet socially.”
Snarky – “While Sam is often a lovely student, she can at times make snarky and defensive comments that prevent her from truly taking on constructive feedback.”
3. Words to Describe a Student’s Learning Style
Mathematical – “Sam has a mathematical mind that helps her work through issues of logic very effectively. While encouraging her strengths, I would like to also see her experimenting with creative and literature projects.”
Scientific – “Sam’s scientific curiosity is a great strength. She loves to engage in inquiry based learning projects and thinks about big picture questions.”
Kinesthetic – “As a kinesthetic learner, Sam excels at hands-on activities and using her hands to complete tasks.”
Musical – “Sam’s musical talent has given her added confidence this year. She learns well through rhythm and hands-on activities.”
Creative – “Sam is a highly creative student who flourishes when allowed to take projects in her onw directions. Her artistic and literary talents are developing very well.”
Sporty – “Sam is a sporty student who loves to head outside to let off some steam and get involved in physical activities. She sometimes needs this high level of activity so she can settle in class later on.”
Philosophical – “Sam is a contemplative learner. She will spend a lot of time thinking through big-picture philosophical questions.”
Logical – “Sam’s logical mind makes her a strong mathematical and scientific thinker.”
Analytical – “Sam is a highly analytical student. She can be given problems to solve and she will go about finding solutions based on her own critical and analytical insights.”
Academically minded – “Sam is an academically minded student. She will be studious about getting to work on math and literature subjects. She at times struggles with sporting and physical activities.”
A Sponge – “Sam has the mind of a sponge. She will absorb whatever new knowledge she can come across. This curiosity will serve her well throughout her education.”
- Related: 273 Adjectives to Describe a Teacher
- Related: 107 Adjectives to Describe School
Conclusion
The above words to describe a student can be useful for teachers looking to write about a student in an end of term report. They might also be useful for students writing about themselves in a reflective writing task, or people writing about students in creative writing tasks!
I’m sure there are many more adjectives you could use, and often times it’s best to simply genuinely reflect on how you would describe the student you’re thinking about.
Chris Drew (PhD)
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education.
Описание задания и ответ[править | править код]
The words in the word boxes describe different activities. Say what activities they describe. Now choose the activity that you like or dislike most of all and describe it in as much detail as you can.
| Phrase | Type of activity | Detailed description |
|---|---|---|
| 1) | ||
| to unlock the door to nature’s secret | It means that nature always has its secrets, but I believe the key to unlocking them is in spending time outdoors and observing wildlife patiently. | |
| to enjoy picturesque places | It means to take some time to explore the outdoors, appreciate its beauty, take plenty of photos and create lasting memories! | |
| to watch birds and animals | It means that you need to be quiet and observe, paying attention to their behavior and the little details. Try using a pair of binoculars if available. | |
| to examine mysteries of plants | Examining the mysteries of plants refers to exploring the various aspects of plant life, such as their growth, structure, and functions. This can include everything from studying a plant’s chemical makeup to analyzing its ecological relationships with other organisms. | |
| to watch the countryside change | Watching the countryside change refers to observing the physical and environmental transformations of rural settings over time. This could include tracking changes in land use, vegetation, wildlife, and human settlement patterns. | |
| to spend a lot of time in the open air | Spending a lot of time in the open air refers to spending time outdoors, typically away from urban environments. This can include activities such as hiking, camping, biking, picnicking, and/or simply enjoying nature’s beauty. | |
| to enjoy a landscape to the full | Enjoying a landscape to the full means taking the time to soak in all of its beauty and atmosphere. | |
| to climb mountains | Climbing mountains is an activity that involves scaling peak heights, often using specialized equipment and techniques. | |
| to sleep out | Sleeping out means camping outdoors, typically in a tent or other shelter. | |
| 2) | ||
| best friends | ||
| to keep/not to keep in cages to feed regularly | ||
| to admire sth | ||
| to take for a walk | ||
| to show to a vet | ||
| to train pets | ||
| to teach tricks |
3.
- to read books about theatre to visit regularly/occasionally to watch performances/ films
- favourite actors/actresses
- a comedy
- a musical show
- a puppet film
- to go to the cinema with sb expensive/cheap seats
4.
- to read about great artists of the past
- to collect books on art
- to learn to draw or paint
- to take lessons of drawing
- to buy paper, brushes, etc. to draw portraits, landscapes to make sketches outdoors
- to go to picture galleries
5.
- the best way to relax1
- to enjoy the beauty of sth
- to spend a weekend in the garden
- to plant flowers, bushes
- to look after
- to water the plants
- a large collection of flowers to be one of life’s greatest pleasures
6.
- to be fond of music
- to collect records and CDs
- to go to concerts
- to play a musical instrument to take musical lessons
- to go in for dancing
- to train regularly
7.
- to collect badges (stamps, post- cards, pictures, books, etc.)
- famous collections and exhibitions
- different collections
- to get some knowledge of history
- to exchange things
- to spend a lot of money and time on sth
- to ask for advice to join clubs
8.
- to learn to cook
- to make new dishes
- to boil/fry meat (fish, chicken) to cook for the family (for your friends)
- to make soups (sauces, desserts)
- to be good at cooking sth
- to use spices (vinegar, oil, pepper, etc.)
- to ask for advice
- to set/ lay the table beautifully to present the food nicely
Перевод задания и ответ[править | править код]
Слова в словарных полях описывают различные виды деятельности. Скажите, какие действия они описывают. Теперь выберите занятие, которое вам больше всего нравится или не нравится, и опишите его как можно подробнее.
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