- •Contents
- •Introduction ……………………………………………………..…4
- •Sources ……………………………………………………………….93
- •Introduction
- •To the teacher
- •Unit one. English in our life
- •1. Read the text and answer the following questions. *** What Is Language?
- •2. Read the text and decide if the statements after it are true (t) or false (f). *** English As a World Language
- •4. Vocabulary Development
- •3. Vocabulary Focus
- •5. Vocabulary Exercises
- •How to Use a Dictionary
- •6. Grammar Focus
- •Sentence Structure: Subject, Verb, Object etc.
- •C. Sentence structure
- •E. Adverbials
- •The sports centre was first ____________________________
- •7. Speaking Practice Foreign Language in People’s Life
- •Unit two. Education
- •1. Read the text *** The Development of Universities
- •2. Reading Comprehension
- •3. Vocabulary Focus
- •4. Vocabulary Development
- •5. Vocabulary Exercises
- •Cambridge University
- •Payment Plans
- •6. Grammar Focus
- •Sarah: I’m taking ____________________________________________
- •Daniel: Fine. Someone has offered _______________________________
- •Tom: Oh, I handed __________________________________________
- •7. Speaking Practice Education in Ukraine
- •Complete the questions using the words in the box. Then answer them.
- •Teacher’s Questions Student’s Answers
- •Unit three. Transport
- •Read the Text *** Travelling in London
- •2. Reading Comprehension
- •3. Vocabulary Focus
- •4. Vocabulary Development
- •5. Vocabulary Exercises
- •On the Road
- •Identify these road signs:
- •Vehicles where you see them
- •6. It is interesting to know
- •Types of Tickets
- •Excess Fares
- •7. Grammar Focus Use of ‘they’
- •London Traffic
- •8. Speaking Practice Asking the Way
- •Unit four. Cars
- •1. Read Part 1 and answer the following questions. How the Automobile Learned to Run
- •2. Vocabulary Focus
- •3. Vocabulary Development
- •4. Vocabulary Exercises
- •B. Parts of a Car
- •5. Grammar Focus Conjunctions
- •6. Speaking Practice
- •B. Think about
- •Unit five. Buses
- •1. Read the text The Buses
- •2. Reading Comprehension
- •3. Vocabulary Focus
- •4. Vocabulary Development
- •B. What suffixes can you add to these words?
- •5. Vocabulary Exercises
- •Coaches
- •By Road
- •6.Grammar Focus Modal Verbs can, must
- •London Buses
- •7. Speaking Practice Finding Your Way Do you understand the prepositions?
- •Asking your way
- •Unit six. Trains
- •1. Read Part 1 of the text ‘History’ and answer the following questions. History
- •2. Vocabulary Focus
- •3. Vocabulary Development
- •3. Vocabulary Exercises
- •Go By Train – And Relax
- •Traffic Wardens
- •The Story of the Chunnel
- •Channel Tunnel
- •Travel Information
- •4. Grammar Focus Prefixes and Suffixes
- •5. Speaking Practice Going by Train
- •Information
- •At the Enquiry Office
- •Unit seven. Underground
- •1. Read the Text The Underground
- •2. Reading Comprehension
- •3. Vocabulary Focus
- •4. Vocabulary Development
- •5. Vocabulary Exercises
- •Word List (American English)
- •The Metro
- •By Underground
- •Avoiding Stress
- •6. Grammar Focus Asking Questions.
- •You have forgotten your identification.
- •Add a missing question, answer or word:
- •7. Speaking Practice
- •Information
- •Oleksiyivs’ka
- •If you lose your ticket.
- •1. Read the text.
- •Taking off
- •Wing section
- •2. Reading Comprehension
- •3. Vocabulary Focus
- •Aerofoil angle of attack crashed density flaps
- •4. Vocabulary Development
- •5. Vocabulary Exercises
- •Travelling by Air
- •Just for fun
- •6. Grammar Focus Phrasal Verbs
- •10 Verbs with ‘off’
- •6 Verbs with ‘down’
- •7 Verbs with ‘on’
- •15 Verbs with ‘up’
- •8 Verbs with ‘out’
- •G. Match the phrasal verbs in the first columns with the meanings in the second columns.
- •H. Underline all the phrasal verbs in the following passage.
- •7. Speaking Practice Gatwick
- •Sources
- •Grammar on web-sites
- •Test Materials
1. Read the text.
Why an Aeroplane Flies
Do you ever look up and see a great jet airliner passing overhead and wonder just how such a big, heavy aeroplane manages to get into the air in the first place?
You must remember that air has an atmospheric pressure that varies according to how high you go. At sea level the air is much denser than it is higher up. The lift that an aeroplane requires to get it off the ground in the first place is provided in part by the special aerofoil shape of the wings and in part by the aeroplane’s forward thrust. So the aeroplane is actually lifted off the ground by the weight of the air pressing up underneath it.
There are, in fact, five factors that affect the way an aeroplane climbs. They are, the shape of the wings, their area, the density of the air, the speed of the forward thrust, and the angle of attack. That is the angle at which the aeroplane rises into the air.
If the pilot took the plane up at too steep an angle, it might stall, and if it stalled while it was taking off, it would almost certainly crash. A plane might also stall in level flight – if the pilot flew too slowly, for instance. So when the plane is flying in a straight line, at a constant height, the lift must always equal the weight.
Imagine an aeroplane was flying straight ahead at a particular height. If the pilot increased his speed, he would have to adjust the angle of attack by putting down the nose a fraction, to compensate. Conversely, if he reduced his speed, he would have to compensate by raising the nose slightly.
Taking off
The pilot taxies the aircraft out onto the runway and the plane moves forward at increasing speed until the flying speed is reached. When the plane is moving fast enough, the pilot eases back the stick, the nose lifts into the air and the plane leaves the ground.
When the required height is reached, the pilot pushes forward the stick, lowering the nose and adjusts the speed so as to ensure level flight.
An aeroplane is designed to be as streamlined as possible, in order to cut the drag (backward pull) to a minimum.
Wing section
The rudder on the tail and the flaps on the wings and the tail provide the means to control the aeroplane while in flight. The rudder is used to turn the aeroplane, and the flaps to slow the plane when it is coming in to land.
The propeller of a piston-engined aircraft provides the forward thrust. The propeller blades are curved like an aerofoil.
2. Reading Comprehension
Decide whether the following statements are true (T) or false (F):
The air is less dense at 100,000 feet than it is at sea level. ( )
The shape of the wings affects the way an aeroplane climbs. ( )
An aeroplane must always reach a certain speed on the runway before it can take off. ( )
If the wing flaps were damaged the pilot would have no trouble in landing the plane. ( ).
The angle of attack is the angle at which the plane comes in to land. ( )
The pilot of a light aeroplane pushes forward the stick when coming in to land. ( )
If an aeroplane flies too slowly it might stall. ( )
The more streamlined the shape of an aeroplane the more drag there will be. ( )
