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- •Unit I. Start anew Section I. We are all newcomers, aren’t we?
- •Revise pronouns:
- •Fill in the gaps with personal or possessive pronouns:
- •Choose the right pronoun:
- •Replace the following words by suitable pronouns:
- •Study the table and conjugate the verb – to be – aloud:
- •Replace the words from Ex. IV by the personal pronouns and conjugate them with the verb – to be – in the Present Simple Tense according to the model:
- •VII. Study - be – phrases and learn them by heart:
- •VIII. Choose a –be-phrase and conjugate it in all tenses as it was in the table.
- •Work in pairs. Make the phrases interrogative and negative:
- •Put in the verb -to be – in the appropriate form:
- •Match the phrases and the sentences:
- •Read the dialogues, remember them and dramatise: Dialogue 1
- •Dialogue 2
- •Revise the numerals:
- •Write the following numerals in words:
- •Ask your partner about his/her birthday. Mind the prepositions of time! Model 1: - When is your birthday?
- •Model II: - What year were you born?
- •Introduce yourself according to the model. Use – be-phrases:
- •Remember the interrogative pronouns: Who – кто?
- •What kind of – какого рода?
- •4.Disjunctive question (разделительный вопрос) – строится как утвердительное предложение и добавляется хвостик “не так ли”? Требует ответа «да» или «нет»:
- •To learn to ask questions make syntactic analysis of the sentences using the table:
- •XVIII. Study the scheme of asking questions (general, alternative and special):
- •XIX. Ask 4 questions of different types (general, alternative, special and disjunctive) to the following sentences:
- •XX. Ask your partner 4 questions of different types about his/her age, birthday, the place of his/her home, hobby etc. Write the answers down. Introduce your partner.
- •Part II
- •XXI. Why am I here? Rate the reasons why students study. Begin with the most important to you: Model: First, I am here to study. Second, …
- •XXII. Read what the students say about their schools and choose the best definition of the words in bold:
- •XXIII. Match the words:
- •XXIV. Work in pairs. Ask and answer the questions:
- •XXV. Match the parts of the disjunctive questions:
- •XXVI. Complete the tag — questions:
- •XXVII. To ask 4 questions of different types to each of the sentences study the examples:
- •XXVIII. Listen to three teenages talking about their first day at school and match a, b, c with 1, 2, 3:
- •XXIX. Make up a dialogue discussing your first day at the college.
- •Произношение окончания – s – у сказуемого в 3-ем лице единственного числа (he, she, it):
- •Learn the vocabulary by heart:
- •Match the words and phrases:
- •Put the verbs in the affirmative sentences into the correct forms:
- •Put the verbs in the affirmative sentences into negative forms:
- •Put the sentences above into interrogative.
- •IX. Find the odd (лишнее) word:
- •X. Find the endings for children poems:
- •XI. Complete the sentences using the phrases below:
- •XII.Say what clothes you wear or don’t wear according to the models a and b: Model a: I wear jackets but I don’t wear sweaters.
- •Model b: She wears jackets but she doesn’t wear sweaters.
- •XIII. Study the examples of asking questions of different types (general, alternative, special and disjunctive) :
- •XIV. Ask questions of different types to the following sentences:
- •Example: - to use gloves
- •XVI. Work in a group of three according to the models a and b:
- •XVII. You have a bad ear. Work in pairs asking special questions according to the models a and b:
- •XVIII. What do you wear (don’t wear) for your study? Arrange the sentences:
- •XIX. Say what clothes you (your friend) wear (wears) — always, usually, often, sometimes, seldom, never. Use the exercise above:
- •XX. What do you think of a school uniform? Work in pairs asking questions to each other:
- •XXI. Read the dialogue and dramatise it: Angela: Hi! This stylish jacket fits you so much!
- •XXII. What ideas below say for or against the school uniform?
- •XXIII. In groups of four discuss the questions below and report your ideas to the group.
- •XXIV. Listen to the teenagers (Maria, Peter, Julia) speaking about fashion and answer the questions:
- •XXV. Listen to the teenagers once more and prepare good reading:
- •XXVI. What does fashion mean to you? Use the following words:
- •XXVII. Read what teenagers (Sam, Bill, and Mary) think of fashion nowadays and answer the questions below the interviews:
- •Bill, 16
- •Mary, 16
- •Part II
- •XXVIII. Revise the Future Simple Tense:
- •XXIX. Work in a group of three according to the model:
- •XXX. Study the example of asking questions in the Future Simple Tense:
- •XXXI. Ask 4 questions of different types to each of the sentences:
- •XXXIII. What do you think you will do in the nearest future? While answering the questions use - May be, I’ll …; I’ll probably …; I think I’ll … :
- •XXXIV. Read the dialogue and answer the questions below:
- •Part I
- •Study the vocabulary and learn it by heart:
- •Fill in the blanks with the corresponding word:
- •III. Revise the Past Simple Tense:
- •IV. Произношение окончания – ed – у правильных глаголов:
- •Regular verbs
- •V. Choose the regular verbs from the vocabulary (ex. I) and put them into the Past Simple Tense. Example: to wash – washed, to play – played
- •VII. Put the verbs in the affirmative sentences into negative ones.
- •VIII. Put the sentences above into interrogative forms and answer the questions.
- •Study the example of asking questions with the regular verb –to play - in the Past Simple Tense:
- •Ask 4 questions of different types to the following sentences:
- •Irregular verbs
- •XI. Choose the irregular verbs from the vocabulary (ex.I) and put them into the Past Simple Tense. Example: to get – got, to wake - woke
- •XIII. Put the verbs in the affirmative sentences into the negative ones.
- •XIV. Put the sentences above into interrogative forms and answer the questions.
- •XV. Study the example of asking questions with the irregular verb –to speak - in the Past Simple Tense:
- •XVI. Ask 4 questions of different types to the following sentences:
- •XVIII. Read the dialogue and dramatise it:
- •XIX. Express your disagreement according to the model.
- •XX. Revise personal pronouns in the objective case:
- •XXI. Choose the pronoun in the correct form:
- •XXII. Read the text “Steve’s Working Day”:
- •It takes me a lot of time It takes me little time
- •XXIII. Change the text into the past simple tense.
- •XXIV. Ask each other questions about the working day. Begin with a general question, then go on to an alternative one, then to a special and disjunctive. Change roles.
- •XXV. Say what you usually do but you didn’t do it yesterday.
- •XXVII. Study the construction – It takes smb. 5 minutes to do smth.
- •Ask each other questions:
- •XXVIII. Write the following activities in the appropriate columns:
- •XXXI. Make up sentences with clauses of purpose using the Future Simple Tense of the verbs.
- •XXXII. How to manage time?
- •Time management
- •XXXIII. Where did time go? Work in pairs: ask and answer the following questions:
- •XXXIV. How to fit your time frame? a. Imagine that it’s 4 p.M. You must do the following things by midnight. Schedule the activities in order of importance:
- •B. Work in pairs: Model: St. 1. - Will you do sports first?
- •XXXV. Make up a dialogue discussing your last week days and week end.
- •Section I. What is your family doing now?
- •Study the vocabulary and learn it by heart:
- •Translate the sentences into English:
- •Answer the following questions:
- •V. Revise the Present Continuous (Progressive) Tense:
- •VI. Read the vocabulary and learn it by heart:
- •VII. Choose the right word:
- •VIII. Match the words and phrases:
- •IX. Fill in the blanks with the corresponding word:
- •X. Answer the questions:
- •XI. Put in the verb – to be – in the right form:
- •XIII. Work in pairs. Ask the questions and answer them negatively. Add some more information according to the model:
- •XIV. Put the verbs in the sentences into the Present Continuous Tense according to the model:
- •XV. 1). Revise the comparison of adjectives and adverbs (степени сравнения прилагательных и наречий):
- •XVI. Study the examples. Translate:
- •XVIII. Choose the right word:
- •XX. Ask questions of different types to the sentences:
- •XXII. Read the dialogue and answer the questions: how many members are there in Ann’s family? Who are they? Is her family happy?
- •XXIV. Choose Simple Present or Continuous Present. Put the verbs in brackets in the correct forms:
- •Before listening to the interviews study the vocabulary and say what topic will be discussed:
- •XXVIII. Look at the promptings (подсказки) and say who is Speaker a (b, c, d)?
- •XXIX. Fill in the gaps using the words below:
- •XXX. Speak about your parents (relatives) using the model. Change the underlined words. Use the verbs in the Present Simple and Present Continuous tenses.
- •XXXI. Answer the questions and speak about your siblings (cousins):
- •XXXII. Put “plus” if the activity helps unite (объединить) the family. Put “minus” if the activity spoils (портит) the family relations:
- •XXXIII. Read Barbara’s letter and give her advice about a possible way to improve (улучшить) the situation:
- •Useful language:
- •Are these reasons of family conflicts between teens and their parents familiar (знакомы) to you?:
- •Read the derivatives and say what parts of speech they are:
- •Range these reasons in order of frequency (частоты). Speak like this:
- •IV. Study the vocabulary:
- •V. Match the phrases:
- •VI. Read and translate Tim’s letter:
- •VII. Match the synonyms:
- •VIII. Match the antonyms:
- •IX. Answer the following questions:
- •X. Listen (disk 024) to the people talking about their attitude to family disagreements and answer the question: Are they teens or adults? Tick the phrases the speakers mentioned:
- •Listen to the recording and repeat the words:
- •XII. Read the conversation and say:
- •XIII. Revise the Past Continuous (Progressive) Tense.
- •XIV.Translate the sentences. Put the verbs in brackets into the Past Continuous Tense:
- •XV. Ask the questions and answer them negatively. Add some more information.
- •XVI. Study the example of asking questions in the Past Continuous Tense:
- •XVII. Ask questions of different types to the sentence:
- •XIX. Say what you (your relatives) were doing from 20.00 till 22.00 yesterday.
- •XX. Past Continuous or Past Simple? Combine two phrases into one sentence using the conjunctions – when, while - :
- •XXI. Read the dialogue and dramatise it:
- •XXII. Answer the questions:
- •XXIII. The Future Continuous (Progressive) Tense.
- •XXV. Ask the questions and answer them negatively. Add some more information.
- •XXVI. Study the example of asking questions in the Future Continuous Tense:
- •XXVII. Ask questions of different types to the following sentence:
- •XXVIII. Put the verbs in brackets into the Present, Past or Future Continuous Tenses:
- •XXIX. Study the words before listening to the interviews:
- •XXX. Answer the questions:
- •XXXI. Listen (021) to the interviews of Jonny, Caroline, Perri, Rose-Marie and David speaking about the embarrassing situations and tick the espressions each of them mentioned in his/her interview:
- •XXXII. Listen to the recording again and choose which situations they are speaking about:
- •XXXIII. Read the interviews and check your answers:
- •XXXIV. Make up a dialogue discussing family disagreements. Stick to the following points:
- •Read what people said about friendship. Choose one saying you like best. Explain what it means for you:
- •Discuss in pairs when and why you need friends:
- •Read the poem and fill in the gaps with the words that rhyme:
- •IV. Revise modal verbs – can, may, must – and their equivalents:
- •V. Read and translate the sentences:
- •To have good friends you must be a good friend. Here are some of the ways good friends treat (относятся) each other:
- •Describe your best friend.
- •Match the words with their definitions:
- •Translate the sentences:
- •Parents or friends? Read the interviews and match them with the statements below:
- •Find the equivalents to the following sentences from the interviews:
- •Read through the interviews again. Agree or disagree with the statements below and give your arguments:
- •Fill in the blanks with – can, can’t, was allowed, must, had to, has to, should, shouldn’t:
- •Translate using modal verbs:
- •Study the example of asking questions with modals:
- •Ask questions of different types to the sentences:
- •XVII. Do you often quarrel with your friends? Do you usually get what you want in an argument? Do you ever try to find a compromise?
- •XX. Listen to the talk show once more and say which one of the speakers thinks that:
- •XXI. Read the talk show in roles and write down the arguments for / against parents choosing friends for their teenagers: Family Hour
- •XXII. Answer the questions:
- •XXIV. Complete the sentences with the pronouns - something, anything, nothing; somebody, anybody; somewhere, anywhere:
- •XXV. Read the dialogues and dramatise them:
- •XXVI. Translate the negative sentences into English using 2 variants:
- •XXVII. Make a group of four. Do the role-play: a. First, read the instructions how to do a role-play:
- •XXVIII. Remember the Simple and Continuous Tenses (present, past, future). Find and correct the errors in the following sentences:
- •XXIX. Write a composition about your best friend. These questions can help you:
- •Answer the questions:
- •Study the vocabulary:
- •Angela: What has impressed you most?
- •Revise the Present Perfect Tense:
- •Translate the sentences. Put the verbs in brackets into the correct forms of the Present Perfect Tense. The first sentence is done:
- •Translate the sentences. Put the verbs in brackets into the Present (Simple, Continuous or Perfect) Tenses:
- •The Present Perfect Tense or the Past Simple Tense? (Обе временные формы переводятся на русский в прошедшем времени)
- •Study the example of asking questions in the Present Perfect Tense:
- •Ask questions of different types to the sentence:
- •Make up mini-dialogues using The Present Perfect Tense and asking different types of questions:
- •Match the words with their definitions:
- •Read the derivatives and say what parts of speech they are. Translate the words:
- •Fill in the gaps in these sentences with the words from the table above:
- •XIV. Study the following expressions and guess about what is the interview you will be listening to:
- •XV. Listen (disk 029) to the radio programme «Prehistoric journeys» about an archaeological discovery and answer the questions:
- •XVI. Listen to the recording again while you follow the text. Fill in the gaps with:
- •Presenter: Could you tell us then, what exactly was found on the expedition?
- •Presenter: That’s really fascinating! So what did these «hobbits»actually look like?
- •XVII. Look through the interview again and count all cases of the verbs in the Present Perfect tense.
- •XIX. Read and translate the words and the sentences in the table. Pay attention to the words in bold. What parts of speech are they?
- •XX. Look through the verbs below and say which of them have the same form as their noun equivalents. Check your answers in the dictionaryif necessary:
- •XXI. Make up sentences using the words above
- •XXIII. Use — must; may / might; can / could or can’t/ couldn’t — plus the correct form of the verb in these sentences. The first sentence is done for you:
- •XXIV. Match the facts and the reasons that can/could/may/might/must have caused them:
- •XXV. Jim was accused of misbehaviour. You don’t believe the statements below at all. Invent some arguments to prove that he can’t have done those things.
- •XXVI. Work in pairs. Discuss the statements. Use different modal verbs to say how certain you are about them. Then give your reasons:
- •XXVII. Revise the Past Perfect Tense:
- •XXVIII. Complete the sentences, using the Past Perfect Tense. The first one is done for you:
- •XXIX. One of the most world-known phenomenon in the sphere of ship-building was the Titanic. Read the text paying attention to the verbs in the Past Perfect Tense:
- •XXX. Agree or disagree:
- •XXXI. Study the example of asking questions of different types in the Past Perfect Tense:
- •XXXII. Ask the questions of different types to the following sentence:
- •XXXIII. Revise the Future Perfect Tense:
- •XXXIV. Use the verbs in brackets in the Future Perfect Tense:
- •XXXV. Study the example of asking questions of different types in the Future Perfect tense:
- •XXXVI. Ask questions of different types to the following sentence:
- •XXXVII. Work in small groups.
- •Study all the information available:
- •Write a short story to describe how everything happened.
- •Listen to the person who committed the crime and find out which group was the closest to the solution. Section II. People and Modern Technologies
- •II. Read the text and say whether you agree or disagree with the author. Pay attention to the verb in the Present Perfect Continuous Tense:
- •III. Revise the Present Perfect Continuous Tense:
- •V. For each situation ask a question using the words in brackets.
- •VI. Study asking questions of different types in the Present Perfect Continuous Tense:
- •VII. Ask questions of different types to the following sentence:
- •Complete the sentences using the verbs in brackets in the Present Perfect Continuous Tense.
- •Make up a similar dialogue using the example below:
- •XI. Study the vocabulary:
- •XII. Match the numbers and letters:
- •XIII. Think about the area you live in and answer these questions in pairs using the words above:
- •XIV. Before listening to the story see the glossary below. What will the story be about?
- •XV. Listen ( disk ) to the story and choose the the best answer:
- •XVI. Answer the questions:
- •XVII. Read the recording and check your answers:
- •XVIII. Add noun suffixes – tion, ment, er – to the verbs to make the nouns.Translate the derivatives:
- •XIX. Read Kelly’s interview and put the events in the correct order:
- •XX. Work in pairs. Discuss the questions:
- •XXI. Revise the Past Perfect Continuous Tense:
- •XXII. Read the situations and complete the sentences:
- •XXIII. For each situation make up a sentence using the words in brackets:
- •XXIV. Put the verbs into the most suitable forms – Past (Simple, Continuous, Perfect and Perfect Continuous) or Present Perfect:
- •XXV. Look at the diagram and make sentences describing the American teenagers’ predictions (предсказания):
- •XXVI. What is nanotechnology? Unscramble (расшифруйте) the definition and check yourself:
- •XXVII. Read the texts and match the titles to the paragraphs:
- •XXVIII. Revise the Future Perfect Continuous Tense:
- •XXIX. Put the verbs into the correct forms of the Future Perfect or Future Perfect Continuous Tenses:
- •XXX. Write an essay in about 180-200 words: “Imagine that you could only use one of the following: a computer, a mobile phone or a car. Which one would you use and why?”
- •Work in pairs or groups and discuss these questions:
- •Section III. Can’t we do without computers?
- •Discuss in pars:
- •Study the vocabulary:
- •Match the columns:
- •Match the synonyms:
- •V. Fill in the gaps with the vocabulary:
- •VI. Listen (disk 033) to five people speaking about the role of computers in their lives. Match the statements below with the speaker:
- •VII. Listen to the recording again and decide whether these statements are True (t) or False (f) :
- •VIII. Listen to the words and practice saying them:
- •IX. Read the interviews and discuss the following questions. Pay attention to the words in bold – what is special about their forms?
- •Speaker 2
- •Speaker 3
- •Speaker 4
- •Speaker 5
- •Система видо-временных форм английского глагола в действительном залоге
- •Revise the Passive Voice (Страдательный Залог):
- •XII. Name the tense and voice of the verbs in the following sentences:
- •XIII. Study the Internet Language:
- •XIV. Translate the sentences into Russian. Name the tense and voice forms of the verbs:
- •Read the text and fill in the gaps with the correct forms of the verbs in brackets:
- •Change the following sentences in the Active Voice into the sentences in the Passive Voice according to the example:
- •Study asking questions of different types in the Passive Voice:
- •Ask questions of different types to the following sentences:
- •Read the texts. Which fact is not true? Consult the internet if necessary:
- •Answer the questions with your books closed:
- •Make up dialogues discussing the information in the texts above (whether it is true or false). Let your knowledge and logic mind help you.
- •Read the interviews of four people in the street telling about e-commerce. Fill in the gaps (1 - 7) with phrases (a – g):
- •Match the synonyms:
- •Fill in the gaps with the correct tense and voice forms of the verbs in brackets:
- •Work in groups of four. Discuss the following problems:
- •Write an essay “My Internet”.
- •Answer the questions:
- •Revise Conditionals I, II and III (условные предложения 1, 2 и 3-го типа):
- •Change the sentences according to the model. Translate the sentences into Russian:
- •V. Complete the sentences with the verbs in the correct forms, using Conditionals II or III:
- •VI. Read about the two teenagers speaking about the ways of travelling:
- •VII. Write out the ways of travelling of each speaker, their advantages (преимущества) and disadvantages (недостатки).
- •VIII. Listen (disk 043) to the speakers and prepare good reading of the texts.
- •X. Translate the expressions below and say what means of transport have these qualities:
- •XI. Discuss in pairs:
- •XII. Study the wish – construction in the Subjunctive Mood:
- •XIII. Translate the sentences into Russian:
- •XIV. By means of analizing the compound words try to understand the meaning of the following phrases and then translate them into Russian:
- •XV. Read the article from the internet and answer the question:
- •Education abroad
- •XVI. Fill in the word-formation table. Use the dictionary. The first verb and noun is done for you:
- •XVII. Read some more information from the internet about a student exchange programme and match the headings with the paragraphs:
- •XVIII. Make your own sentences beginning with – I wish … :
- •Personal quiz in English:
- •What language is spoken by the majority of people in the world? Look at the table showing world language ranking. Listen (disk ) to the recording.
- •Write a sentence with –if – for each situation. Use conditional II:
- •Write a sentence with – if –for each situation. Use conditional III:
- •Read the dialogue and dramatise it:
- •Match the synonyms:
- •Write an essay about a language that could make your second choice. Give your reasons. Here is the beginning for you:
- •Section II. Culture shock
- •Work in pairs. Answer the questions:
- •II. Why should people be polite? Read the text and compare its ideas with your own notes:
- •Study the basic politeness rules:
- •Read the following sentences and decide which ones sound more polite:
- •Try to be polite translating the following sentences into English:
- •Work in pairs. Guess which countries demonstrate the manners presented in the table. Match the columns:
- •Revise Direct Speech and Reported Speech (Прямая и Косвенная речь):
- •Revise the Sequence of Tenses (Согласование времен):
- •A is talking to b about other people. Finish a’s second sentence. The first one is done for you:
- •A) Read the following dialogue:
- •XIII.What irritates you in people’s behaviour? Listen (disk 045) to a radio pragramme about annoying public behaviour and say which of the speakers you mostly agree with:
- •XIV. Listen to the radio programme again and tick the ideas that have been mentioned in it using the expressions above.
- •Read the radio programme and prepare good reading:
- •XVII. Work in groups of three. Discuss the radio programme using the rule of the sequence of tenses:
- •XVIII. Work in pairs. Discuss the following questions:
- •XIX. Read the text and choose the sentence which best summarises it:
- •What is a culture shock?
- •XX. Fill in each blank with one word according to the text:
- •XXI. One of the following statements is not true. Find it:
- •XXII. Work in pairs. Discuss the following questions:
- •XXIII. What countries do you associate the following things with?
- •3. Italy
- •Fill in the gaps with the words on the right with the appropriate forms:
- •Read Jane’s letter and choose the best answer below it:
- •Work in groups of 3-4. Plan a website about the lifestyle in your region/city. Use some websites from the internet as a model.
- •Think about your education after college. What kind of educational institution would you prefer to attend? Why?
- •Study the vocabulary:
- •Listen (disk) to the people speaking about higher education and match the speakers with the statements. Whose opinion do you share?
- •Match the words with their definitions:
- •Fill in the gaps in these sentences with the words above:
- •Read the conversation you've listened to and check your answers in Ex. IV and V:
- •Read the joke and translate the words in bold. Which degree would you like to get? Why?
- •Read the text and check your answers:
- •Vocational colleges
- •Do research on the internet of a successful person who didn’t go straight to a university after school. Present the results of your research to the rest of the group.
- •Work in pairs. Ask and answer these questions:
- •Read what six young people have said about their final (assessment) exams (выпускные экзамены) and fill in the gaps in the conversation below. Remember the Sequence of Tenses.
- •XIV. Read what speakers 1-5 say about their jobs. Look at the list of the jobs below and think who could say the following. Guess the meaning of the words in bold.
- •XV. Match these job characteristics with their definitions:
- •Discuss the following questions with your groupmates and then write your answers down:
- •XVIII. What is the best principle of choosing a career? Read the conversation of the teenagers talking about how to choose a profession. Compare their ideas and yours:
- •XX. Listen (disk) to the recording of the conversation to prepare for good reading.
- •XXI. Study the expressions used with the words job and profession and make up three sentences with them:
- •Read the dialogues and choose the correct option. Then listen (disk) to the recording and check your answers:
- •Read the text and fill in the gaps with the correct options below:
- •Work in pairs. Discuss the questions:
- •Work in groups of 3-4. Do a mini-project: a poster “What points should we consider when choosing a career?” Follow the steps:
XXV. Read the dialogues and dramatise them:
1. Mum: Mike, I don’t like anybody of your new friends. You had two good friends from your last school. Why don’t you see them anymore?
Mike: Mum, how can you say so? You saw nobody of my new friends! I must have somebody to communicate, mustn’t I?
2. - Would you like something to drink?
- Yes, I’d like some orange juice.
- Here it is. Anything else?
- No, thank you very much.
- Nothing.
3. - Sonny, can you tell me anything about Nick? Where does he live?
- Oh, Dad, he lives somewhere at the metro station. Nobody knows the place exactly. He is a newcomer. He is so sporty. He goes everywhere by his bike.
- Does he?
4. - Can I give you some advice, Ann?
- Sure, mum. Anything about my friend Jill?
- I’m really worried about the bad influence Jill has on you … I wish you tell me everything somewhen.
- Oh, there’s nothing to worry about, mummy. You always think I’m getting into a bad company. I’ll invite Jill to our place some day.
-O’key, then.
XXVI. Translate the negative sentences into English using 2 variants:
Model: Я никого не видел. – I didn’t see anybody. I saw nobody.
Он ничего мне не сказал.
Мы никуда не ходим.
Я ни о чем не беспокоюсь.
Они ничего не ели.
Он никого не поддержит.
Майкл никого не пригласил.
Там никого нет.
Там ничего нет.
Я никого здесь не знаю.
Завтра мы никуда не пойдем.
XXVII. Make a group of four. Do the role-play: a. First, read the instructions how to do a role-play:
Prepare yourself thoroughly. Read your role card attentively and make sure you understand what is required from you. You may need some time to get into your role.
Think over the ideas you need to put forward in order to play your role and the arguments you need to have to support your ideas. Collect your ideas and make notes.
Think through the language you will need to play your role. Look through the unit or lesson to revise the vocabulary and grammar you might need, and ask your teacher for the words you can’t find in the textbook. You can choose to prepare your role- play with your classmates holding the same role card.
Do the rehearsing. Think of your performance during your rehearsal and find the way to improve it.
Think about how you can make your role-play more like real life. Rearrange the furniture, or bring some props for your role-play. You may draw or even write the names of the objects you need on the cards.
Use your imagination! It might be difficult to identify yourself with somebody who is much older than you or who comes from another country, but that makes the role-play challenging and interesting.
Relax while playing your role and have fun!
B. Choose a role and prepare to take part in a family conversation:
Situation: Mark (15) has got a new friend John who is 3 years older. He has finished college and is not working or studying, so he’s got a lot of free time. Mark, however, has to go to college. Mark’s parents think John is not the kind of person their son should be spending time with.
Jessica
You are a 19-year-old girl. Your brother has a lot of friends. You do not like some of them but this doesn’t bother you since they are not your friends and you believe your brother has a right to choose. You support your younger brother Mark when he has arguments with your parents, especially your mother.
Mark
You are the youngest child in the family and so sometimes the other members of your family think they can decide what you should do, whom you should make friends with, etc. From time to time you have arguments with your parents, especially with your mother, but you always try to defend your independence.
Father
You are a father of 2 children. The youngest, Mark, has a lot of friends you don’t like much. You think he should have a right to choose but that he should also listen to your advice and discuss any problems with you.
Mother
You are a mother of 2 children. The youngest, Mark, has a lot of friends you don’t like at all. You especially don’t like his new friend John and you insist that Mark should not spend time with him.
Conflict resolution steps:
Decide what the problem is.
Let everyone suggest an idea about how to solve the problem.
Together discuss what will happen with each idea.
Choose the best idea.
Put the idea into action.
Useful language: In my opinion …
I think …
To my mind …
What do you think about?
It’s a good idea to …
Do you mean that …
I feel strongly against …
I am absolutely positive that …
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