- •Introduction
- •1.Think about an important scene in your life that you remember very clearly. Tell the class.
- •2.Read the Strategies.
- •3. Use the Strategies to answer these questions about the text.
- •4.Use the endings below to make adjectives from the group of words
- •9. Work in pairs. Tell your partner about your memory.
- •1. Complete the sentences in column a with a phrase from column b.
- •2. Change the words in italics in exercise 1 to make sentences that are true for
- •3. Read the information Files on England, Scotland and Wales and which of
- •5. Make adverbs from the adjectives in a, b and c. Then try to add more
- •6.Look at the words in Exercise 4. In which of them is there a change in word stress?
- •7.Put the underlined words in the correct form.
- •8. Choose a memory from your life. Write notes about these things:
- •4. Read the text about Northern Ireland and answer the questions.
- •5. Read the text. Match the beginnings and the endings of the sentences.
- •6. Complete the description with these verbs in the correct form.
- •7. Write a paragraph about your country. Write about the national flag, the
- •1. Read and practise.
- •2. Decide whether these statements are true (t) or false (f) according to the passage.
- •3. Think about.
- •4. Decide whether these statements are true (t), false (f), or impossible to know (ik) according to the passage.
- •5. Look at these common English expressions and then decide whether you
- •6. Match these adjectives with definitions. Then compare with a partner:
- •7. Can you give definitions for these words?
- •8. Use the words in parentheses to complete the sentences.
- •9. A) Look at the three styles of text (1-3). Try to match them with the personality descriptions (a-c).0
- •1. Look at the students of your group and say:
- •3. Group the sentences in the following passages matching them with the proper question, as shown above. Translate the passages.
- •4. Following the patterns below make up 4 sentences characterizing a person. Use look, look like, look as if, and look as though.
- •5. Use the models above in a short dialogue.
- •6. Look at the following words used to describe people’s character. Make two columns of 1) what you think are bad characteristics;2) what you think are good characteristics.
- •7. Use some of the words in a sentence describing someone’s character.
- •8. What would you think of a person who says:
- •10. Use your dictionary to clarify your understanding of the following idioms. Translate them. Make up a situation to prove your proper understanding of each idiom.
- •11. Role-play “a Formal Gathering”.
- •12. Write a short description of somebody’s physical appearance and character.
- •13. Write:
- •4.Put the words in the right groups. Use a dictionary to help you. Can you add any more words to the lists?
- •5.In pairs, answer the questions.
- •6.Come Together Read the definition and try and guess what the underlined metaphors in sentences 1-7 mean.
- •7. Think about the images conveyed by these metaphors. Choose the metaphor which best fits the context. Then make sentences with the unused options. Use a dictionary to help you.
- •13. Match texts a-e with the main ideas.
- •14.Complete the sentences with words from the texts,
- •15.Complete the sentences with the correct forms of the words in
- •16. In pairs, discuss the questions.
- •17.Work in pairs and follow the instructions.
- •19. Match the expressions with their meanings.
- •20.Role play “a Students’ Party”
- •2.Report your partner's answers to the class.
- •3. Read the text and answer the questions:
- •4. Comprehension Check
- •5. Make up all possible derivatives from the stems of the verbs below.
- •6. Pronounce the words correctly and comment on the shift of meaning in
- •2. Match the words with the correct definitions.
- •3. In pairs, describe the photos. Use the phrases in exercises 1 and 2 to
- •4. Read the text a.
- •5. As you read the text a) look for the answers to these questions:
- •7. Read the article. Work out the meaning of the highlighted words in the article
- •8. Read the text b, list advantages and disadvantages of globalization. Globalization
- •Life in the 21st century
- •1.Work in groups and discuss the questions.
- •2. Memorize the conversation. Close your books and practice with your
- •1. Write some notes about ecological problems in Kazakhstan that you
- •2. What do you think?
- •1. Before you start:
- •2. Answer the following questions:
- •3. Fill in the gaps:
- •4.Translate the following sentences into your native language
- •5. Points for reflection.
- •1. Work in groups. Try to list all the advantages and disadvantages of
- •2. After brainstorming your ideas, read the article below. Were your
- •3. What do you think?
- •4. Work in pairs. Write 12 questions on the article and fire away your
- •Types of Mass Media
- •1. Questions for discussion before reading the article:
- •2. Read the article
- •3. True or false statements:
- •4.Work with your partner. Make up a conversation using these words:
- •5. Speak on the role of Mass media nowadays in our life.
- •6. Game: Mass media……….
- •Information
- •1. Write your associations with the word “ Press”
- •2. Read the article.
- •3. Express your attitude to the article.
- •4.Complete the sentences with the words from the box:
- •5. Imagine you work as a journalist. Write an article ( approximately 180
- •6. Work in groups. Do you subscribe to newspaper regularly? What kind
- •7.Read the dialogue with a partner and dramatize it:
- •Newspaper
- •3. Are the sentences true (t) or false (f)?
- •4. Read the joke and can you remember another one which you have recently read from the magazines.
- •Television
- •1. Read the article.
- •2. Comprehension check.
- •3. Put the prepositions.
- •1. Read the following questions with your partner and note down his/her
- •1. Read the following statements, discuss them and try to reach an
- •Radio and Television
- •Radio and Television
- •4. Here are some answers to some questions about to the article. Write
- •5. What do you think?Which of them more entertainment and
- •Important? tv or Radio? What is the Internet?
- •3. Fill in the gaps.
- •4. Are the sentences true (t) or false (f)?
- •5. In pairs do the quiz.
- •What do you think?
- •Olympic games
- •1. Test your football vocabulary! Complete the questions with the words in
- •2. Read the article.
- •3. Translate the following sentences into English.
- •4. Read the article and work out the mening of the highlighted words in the article.
- •5. Sport quiz.
- •6. Conversation Questions.
- •7. Write a topic for the theme: “Sport and Games ” by using the following words.
- •1. Read the text about “Travelling” and check you know the underlined
- •2. Answer the following questions:
- •1. Complete the text with these words.
- •2. Underline 6 words or phrases you don’t know.
- •Conversation
- •3. Act out the similar dialogue.
- •1. Read the text and give the definition of the highlighted words in the story.
- •2. Imagine you want to visit a city 700- 900 away from your home town. How
- •3. Match verbs 1-10 with their collocations a-e.
- •4. In pairs, complete each gap with one word. Then match sentences 1-7 with
- •1. Read the conversation and act out it with your partner.
- •2. Make up a similar dialogue.
- •3. Role-play.
- •4. Complete the text with a-f to make meaningful phrases.
- •1. Look at the picture travelling by sea and discuss using your own words.
- •2. Speak on your own or somebody else’s ‘travelling by sea’ experience.
- •3. What do you think if the sea isn’t rough, everybody enjoys a voyage.
- •4. Answer the following questions:
- •5. Translate the following sentences into English.
- •1. Speak out. Then complete gaps 1-7 in the dialogue.
- •3. Read an interesting article about trains.
- •4. Work in pairs or small groups. Discuss these questions together.
- •1. Answer the questions?
- •2. Read and talk about the theatre and entertainment.
- •1. Read the text and give the title of the story.
- •3. A) Work in pairs. Use these expressions below exchanging impressions
- •4. Match verbs 1-7 with their collocations a-j.
- •5. A) Look at these pictures and describe them.
- •1. A) Read the text and talk about art.
- •2. Answer the questions:
- •3. Look at the paintings and speak about them and complete the text with the
- •4. In pairs, answer the questions.
- •1. Look at the picture and describe it.
- •Culture
- •1. Answer the questions.
- •2. Read the text
- •2. Answer the questions:
- •1. Read these five texts and ask questions.
- •2. Task: Students have to define
- •3. Tell about positive and negative sides of one of these things. Try to
- •1. Read and answer the questions:
- •2. Look through the text and discuss it in class.
- •3. Translate these sentences into Russian.
- •1. Read the three text and discuss these questions with you partner.
- •2. Read the text again and give the definition of the highlighted words.
- •1. Look through the text and give your opinions.
- •2. Ask questions on the text.
- •1. Reading Strategies:
- •4. What do you usually on different television programmers? Match each
- •5. Which of the programmers above do you like? Use the following
- •6. Put the correct word or phrase from the following list into the
- •1. Describe the photo and answer the questions.
- •2. Read the story and complete it with these words from the box.
- •1. Task: Read the statement.
- •2. Make up word-combinations.
- •Contents
- •1. Introduction ………………………………………………………........ 3
5.In pairs, answer the questions.
) Have you got a sweet tooth? What kinds of sweet do you like?
) What sort of savouryfoods do you like and why?
) What kind of food do you find has a particularly appetising aroma?
) What food do you love but consider to be an acquired taste?
) What food do you find stomach-turning?
) At what time of day do you feel particularly peckish?
) What food would you particularly miss if you moved to another country?
6.Come Together Read the definition and try and guess what the underlined metaphors in sentences 1-7 mean.
Metaphor - the use of a word or phrase that is not meant literally but by means of comparison expresses something about a person or a thing. Metaphors are often used to make descriptions more vivid/dramatic.
I'll make him eat his words.
I hate that sugary tone that Ellen uses when she speaks to the boss.
It sounds like a recipe for disaster.
)I'm afraid I find his lies really hard to swallow.
)Relations between the two countries quickly turned sour.
)Don't help him - it's his own fault. Let him stew in his own juice.
)My new sports car really guzzles petrol.
)I've got some juicy gossip about Jo!
)It's really hot in there. You'll bake in that sweater.
)I found the violence in the film stomach-turning.
7. Think about the images conveyed by these metaphors. Choose the metaphor which best fits the context. Then make sentences with the unused options. Use a dictionary to help you.
1) Genetically modified food is an issue which always provokes a lot of controversy. It's
a)pie in the sky. b)a hot potato.
2)Cara's quite a complex person and herbehaviour is
sometimes hard tounderstand. She's
a)a hard nut to crack, b) the salt of the earth.
3)Dan and Megan make a great couple together.
They even look like each other! They're like
a) two peas in a pod. b)carrot and stick.
8. In pairs, look at the proverbs and try and guess what they mean. Do you have similar sayings in your language?
)You can't have your cake and eat it.
) Out of the frying pan, into the fire.
) You shouldn't put all your eggs in one basket.
) The proof of the pudding is in the eating.
9. Choose two of the topics below and talk about them in pairs.
a friendship/relationship that has turned sour
a recent storyline from a serial/soap opera you've found hard to swallow
a situation in which you found yourself 'out of the frying pan, into the fire'
an issue which is currently a hot potato in the media
some particularly juicy gossip you've heard about a celebrity
10. Work in pairs. What do you understand these quotations to mean? Which
one appeals to you most? Why?
1) ‘The way to a man's heart is through his stomach.’ English saying
)'The English eat to live, while others live to eat.' popular saying
3)'You should eat to live; not live to eat.' Aristotle
11. Read the first two lines of texts A-E. Match the texts with text types 1-6. There is one extra text type.
1)travel writing 4) a children’s story
2)a news report 5) an autobiography
3)an article 6)a fictional diary
12. Read texts A-E. Which text would you most/ least like to continue reading.Why?
A. Once a year, around the beginning of December, the evening news bulletin would end with a seemingly insignificant item in which we saw a cargo ship, docked in a faraway port, being loaded with bananas, a Christmas present from our comrades in an exotic but friendly country. Over the next few weeks, there would be regular updates on the ship's progress on its journey to our shores, which my classmates and I would follow with great interest. But the fruit never seemed to make the final leg of their journey to the cheerless supermarket shelves in our little, provincial town and so it felt that we were destined never to discover what real bananas tasted like. We resigned ourselves to the fact that we just weren't worthy enough (after all, the Party leader had once famously said that we should use pickled cabbage instead of lemon to flavour our tea). And then, just before my twelfth birthday, the Party leader suddenly disappeared from the news bulletins and everything changed until, finally, my mother excitedly brought home a brown paper-bag of bananas. My uncle, who was old enough to remember the old days, showed me how to peel one. I remember being surprised at its grainy texture, as I bit it I was startled to find it was soft in the middle, my tongue tingled pleasingly with the creamy, intense banananess of the taste. Soon afterwards the street markets seemed to sell nothing but bananas, I was packed off to school each day with two bananas in my satchel and my parents seemed to grow restless and disillusioned.
Anna Zelmer
B. In the village square I came on a great studded door bearing the sign: 'Posada de Nuestra Senora'. I pushed the door open and entered a whitewashed courtyard hanging with geraniums and crowded with mules and asses. An old woman, crouching by the fire in the corner, was stirring soup in a large black cauldron, and as she seemed to be in charge I went up to her and made a sign for food. Without a word she lifted a ladleful of the soup and lifted it to my mouth. I tasted and choked; it was hot, strong, and acrid with smoke and herbs. I wiped my burnt mouth, nodded my head and said, 'Good,' in loud, clear English.
Supper was laid at last on the long wooden table set out under the open sky. When it was ready the innkeeper, with a sweep of his arm, invited me to join them. Carters and drovers gathered quickly round the table, and a girl dealt out loaves to each of us, and we ate the stew from a common dish, scooping it up with our bread. The old woman sat beside me and roared at me continuously, pinching my legs and thumping me in the belly and urging me to eat.
Supper was prolonged and noisy, and I didn't know whether it was night or morning. By now I was gorged with stew and warmed to idiocy by wine; I was the stranger, but I felt at home. In each face around me I seemed to recognise characters from my own village [in England]. I felt like a child crawling on the edge of some rousing family life which I had yet to grow to understand. And I think they felt it too, for they treated me like a child, grinning, shouting, and acting dumb-shows to please me.
Laurie Lee
C. 'Rabbit,' said Pooh to himself. 'I like talking to Rabbit. He talks about sensible things. He doesn't use long, difficult words, like Owl. He uses short, easy words like "What about lunch?!' and "Help yourself, Pooh." I suppose, really, I ought to go and see Rabbit.'
Pooh always liked a little something at eleven o'clock in the morning, and he was very glad to see Rabbit getting out the plates and mugs; and when Rabbit said, 'Honey or condensed milk with your bread?' he was so excited that he said, 'Both,' and then, so as not to seem greedy, he added, 'But don't bother about the bread, please.'
And for a long time after that he said nothing ... until at last, humming to himself in a rather sticky voice, he got up, shook Rabbit lovingly by the paw, and said that he must be going on.
'Well, good-bye, if you're sure you won't have any more.'
Is there any more?' asked Pooh quickly.
A. A. Milne
D. Sunday 5th November
Tom started saying he was too fat and was going on a diet. 'How many calories are you supposed to eat if you're on a diet?' he said.
'About a thousand. Well, I usually aim for a thousand and come in at about fifteen hundred.' I said, realising as I said it that the last bit wasn't strictly true.
'A thousand?' said Tom, incredulously. 'But I thought you needed two thousand just to survive.'
I looked at him nonplussed. I realised that I have spent so many years being on a diet that the idea that you might actually need calories to survive has been wiped out of my consciousness. Have reached point where believe nutritional ideal is to eat nothing at all, and that the only reason people eat is because they are so greedy they cannot stop themselves from breaking out and ruining their diets. 'How many calories in a boiled egg?' said Tom.'Seventy-five.''Banana?''Large or small?' 'Small.' 'Peeled?' 'Yes.'
'Eighty' I said, confidently. 'Olive?'
'Black or green?''Black.' 'Nine.'
'Box of chocolates?''Ten thousand, eight hundred and ninety-six.' 'How do you know all this?'
I thought about it. 'I just do, as one knows one's alphabet or times tables.'
'OK. Nine eights,' said Tom. 'Sixty-four.No, fifty-six.Seventy-two.' 'What letter comes before J? Quick.' 'P. L, I mean.'
Helen Fielding
E. So why does British home-cooking seem to compare so unfavourably with the cuisines of our European neighbours? It is as though our natural reserve, our dislike of showiness and distrust of spontaneity, is reflected in our predictable combinations of bland, cautious flavours. Garlic, for example, a staple of so many other cuisines, was shunned until relatively recently in Britain. MrsBeeton, the influential Victorian cookery writer, wrote that 'the smell of this plant is generally considered offensive and it is the most acrimonious in taste.' Similarly our overcooked vegetables and fondness for atrocious packaged foods are perhaps an expression of our 'could be worse/mustn't grumble' culture and our tendency, as George Orwell put it, 'to take our pleasures sadly'. 'I shouldn't really' we say instinctively, before shyly helping ourselves to anything which even vaguely suggests luxury or extravagance.
Terry Bleater
