- •Contents
- •Part 1: My Academy ………………………………………………………………….38 Part 2: Higher Education in the usa.……………………….......................................56
- •Предисловие
- •Chapter 3 lifestyles around the world Part 1: Lifestyles and the Good Life
- •5. Think of constituents of a lifestyle and fill in the spider graph below. Share your ideas with the class. Constituents of the lifestyle
- •6. Summarize your understanding of the lifestyle concept in writing (60 words).
- •Before you read
- •1. Making predictions. What do you think you will read about in the text “What’s the “good life” to you?” Write down three predictions:
- •2. Read the text to compare American ideas of good life with yours expressed in pre-reading exercise. How different are they? Discuss the differences with your partner. What’s the “Good Life” to You?
- •9. Scan the text to find out what Americans consider the “good life” and how many of them think so. Fill in the chart below. The first one has been done for you.
- •10. Ask questions to these answers. Do it taking turns round the class.
- •Language Focus
- •1. Give English equivalents of the words and word partnerships used in the text.
- •2. Match the definitions on the left with the words used in the text on the right.
- •3. Insert prepositions where necessary.
- •4. Fill in the blanks with the suitable words in a proper form from the list below.
- •5. Make new words by adding suffixes or prefixes to the italicized words. Translate the sentences into Russian.
- •6. Translate from English into Russian.
- •Comprehension / Interpretation
- •Language Functions Ways of asking for reasons and giving reasons
- •Respond to the following questions in a neutral style.
- •Respond to the following questions in an informal style.
- •Say which job you would prefer and why:
- •Develop the conversation giving sane reasons for this or that decision.
- •Find out about your groupmates’ and other people’s occupation. Use the following dialogues as models.
- •Discussing the lecture. Discuss the following questions about the interview and your own experience. Refer to your notes as necessary. Use the new vocabulary as you talk.
- •Part 2: Healthy hobbies
- •Before you read
- •Healthy hobbies
- •Language Focus
- •1. Give English equivalents of the words and word partnerships used in the text.
- •2. Match the definitions on the left with the words used in the text on the right.
- •3. Fill in the blanks with the suitable words in a proper form from the list below.
- •4. Insert prepositions where necessary.
- •5. Make new words by adding suffixes or prefixes to the italicized words. Translate the sentences into Russian. -tion/-al/-ed/
- •-Less/-ly
- •Self-/-ed/-able/-ly/-ility
- •-Ed/-ment
- •6. Translate from English into Russian.
- •7. This text was translated by a computer. Read the translation and correct the mistakes. What is the main idea of the text?
- •8. Match each hobby (a –k) with the benefits people get from it (1 – 11). More than one answer is possible.
- •9. Organize the following words by putting them in the correct column.
- •10. Match the words and phrases in column a with those in column b. Tick the phrases that apply to you.
- •11. Tell about your hobby/your friend’s/your parent’s. Say what you’ve gained from it. The words in the box can help you.
- •Language Functions Agreeing and disagreeing
- •Exercises
- •2. Read the following illustrative examples of expressing agreement and disagreement.
- •3. Express your agreement or disagreement with someone’s view.
- •4. Make any statements you like. Someone will either agree or disagree with you.
- •5. Agree or disagree with the following statements.
- •6. Express partial agreement with the following statements.
- •7. Discuss the situation with your partner(s) and decide on the proper level of formality. You can use the suggested expressions if you want to.
- •In pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring. Have a chat about the topics you liked.
- •Longevity: What helps most? Rank these and share your rankings with your partner. Put the most helpful at the top. Change partners and share your rankings again.
- •True / false: Read the headline. Guess if a-h below are true (t) or false (f).
- •4. Synonym match: Match the following synonyms from the article.
- •5. Phrase match: (Sometimes more than one choice is possible.)
- •6. Gap fill: Put the words into the gaps in the text.
- •7. Word search: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words ‘long’ and ‘life’. Share your findings with your partners.
- •8. Test each other: Look at the words below. With your partner, try to recall how they were used in the text:
- •9. Answer the questions.
- •Living without a tv
- •Read the article again. Then cover it and in pairs answer the questions from memory.
- •3. You are going to write a similar article about mobile phones. First, with a partner, make a list of advantages and disadvantages.
- •Chapter 4 education Part 1: My Academy
- •State (n.) – государство, штат; state (adj.) – государственный
- •Before you read
- •My academy
- •Comprehension / Interpretation
- •1. All students study full-time.
- •Language focus
- •Give English equivalents of the words and word partnerships used in the text.
- •Identify the word by its meaning. Make your own sentences with these words.
- •3. Insert prepositions where necessary.
- •4. Fill in the blanks with the suitable words in a proper form from the list below.
- •5. Make new words by adding suffixes or prefixes to the italicized words. Translate into Russian.
- •6. Translate the following sentences into English.
- •Language functions Opinions
- •Ways of asking for opinion and expressing opinion
- •Approval and disapproval
- •Ways of expressing approval and disapproval
- •Exercises
- •1. Read the dialogues in parts, pay attention how people express their opinion, approval and disapproval. Then learn one of them and reproduce it with other students in class.
- •2. Compile the sentences:
- •3. Ask someone's opinion on the following, using proper names. The person asked then replies.
- •4. Express your opinion on the questions discussed in an informal style.
- •5. Argue the following statements. Say whether they have a positive or negative connotation.
- •6. Reveal your attitude to the problems discussed.
- •Make short conversations in the following situations:
- •1. Prelistening Questions. Discuss these questions with your classmates.
- •2. Vocabulary Preview. These sentences contain expressions from the conversation. Use the context to match the underlined words and expressions with their definitions.
- •Now listen to the conversation again. Some of the stressed words are missing. During each pause, repeat the phrase or sentence; then fill in the missing stressed words.
- •2. Prepare good reading of the dialogue.
- •1. Vocabulary Review. Discuss your answers to the following questions with a partner. Use the underlined vocabulary from Activity 2 (Vocabulary Preview) in your answers.
- •In groups, each choose one different topic from the list below. Decide if you agree or disagree, and write down at least three reasons.
- •Part 2: Higher Education in the usa
- •Tuition fee (n.) – плата за обучение
- •Before you read
- •Higher Education in the usa
- •Comprehension / Interpretation
- •Language focus
- •1. Give English equivalents of the words and word partnerships used in the text.
- •2. Identify the word by its meaning. Make your own sentences with these words.
- •3. Insert prepositions where necessary.
- •4. Fill in the blanks with the suitable words in a proper form from the list below.
- •5. Make new words by adding suffixes or prefixes to the italicized words. Translate into Russian.
- •6. Translate the following sentences into English.
- •7. Explain how you understand these proverbs.
- •11. Writing
- •Saluton. Kiel VI fartas?
- •Want to improve your memory
- •B. From prompts to sentences
- •D. Plan your paragraphs
- •E. Homework
- •Windsor College Summer Courses in English
- •Language functions How to express your emotions
- •Ways of expressing pleasure / joy and displeasure
- •Ways of expressing excitement and disappointment
- •Ways of showing irritation, anger and sympathy
- •Ways of saying you are bored and ways of expressing surprise
- •Exercises
- •2. Read the dialogues in pairs and state what emotions are expressed in the situations described and how other people react to them.
- •3. Express pleasure, delight or enthusiasm in the following situations. Let another student respond.
- •4. Make up short situations, using one item from each column.
- •5. What would you say in the following situations? Address your remark to a fellow-student, who tries to reassure you.
- •6. Choose a situation from those given in exercise 5 to express your irritation and anger.
- •7. Express your disappointment in the following situations.
- •8. Read the illustrative dialogues in pairs, noting how different degrees of surprise can be expressed more or less formally. Then learn the dialogues and reproduce them with another student in class.
- •9. Respond with surprise to the following statements.
- •10. Read the following statements and let another student respond to them with sympathy.
- •11. Make short conversations in the following situations:
- •Using the Introduction to Predict Lecture Content
- •Taking Notes on the Introduction
- •Three Keys to Writing Effective Lecture Notes
- •Identifying the Three Keys to Taking Effective Lecture Notes
- •2. Situation
- •3. Discussion Questions
- •4. Role-Play
- •Appendixes
- •I. Writing an Essay. Discursive Essays (Дискуссионные сочинения) Тип сочинения и примерный план
- •Useful Language (For and Against Essay)
- •Useful Language (Opinion Essay)
- •Образец эссе с аргументацией «за» и «против»
- •Образец эссе с элементами рассуждения по теме
- •II. Additional Material to the Chapter Education.
- •III. Supplementary reading Books. Reading.
- •Exercises
- •Give English equivalents of the words and word partnerships used in the text and included in the list of words before the text.
- •2. Read the short descriptions (a –k) of literary works of different genres. Match the description to the type of literary work (1 – 10).
- •3. Match the words from the two boxes. Make up your own sentences with word partnerships.
- •4. Make new words by adding suffixes or prefixes to the italicized words. Translate the sentences.
- •-Ful / -less / -ly
- •5. Read, guess the name of a person described, and translate the texts below.
- •6. Read one of the most popular poem by Robert Burns My Heart’s in the Highlands first in the original and then in translation. Learn it by heart.
- •7. Translate the following sentences into English
- •8. Speak about your favorite author or a book. Use some useful expressions given at the beginning of the chapter.
- •Sources
5. Make new words by adding suffixes or prefixes to the italicized words. Translate the sentences into Russian. -tion/-al/-ed/
I need some way to occupy the kids for an hour.
She's fully __________ with work.
Walking is now Dad’s favourite__________.
Getting injured is an ___________hazard (=a risk that always exists in a particular job or activity) of the sport.
All the new toys kept the kids ___________ for hours.
-tion/ -ive
The drop in consumer spending reflects concern about the economy.
At the time I thought I was right, but on _________ I think perhaps I wasn’t.
She was in a __________ mood.
Your choice of clothes is a ____________ of your personality.
-Less/-ly
I’ve made an effort to drink less tea and coffee.
When you watch her dance it looks so___________.
She runs so ___________ as if it's the easiest thing in the world.
Self-/-ed/-able/-ly/-ility
She has worked hard to gain the respect of her colleagues.
She continues to lead a __________ life.
He is very well __________ in the business world.
The company operates out of modern offices to create an air of ____________.
He was a __________ dressed gentleman.
It's difficult to keep your __________when you have been unemployed for a long time.
-Ed/-ment
Please telephone this number if you require any further information.
A good degree is a minimum __________ for many jobs.
His poems are now __________ reading on most literature courses.
6. Translate from English into Russian.
Я занимаюсь спортом. Я играю в баскетбол. Я стараюсь поддерживать хорошую спортивную форму.
Я увлекаюсь коллекционированием марок. У меня более тысячи марок. Я много узнала о различных странах и городах мира. Это очень интересное хобби.
Хобби – это интересное занятие в свободное время. Хобби помогает мне многое узнать и делает жизнь интересной. У тебя есть хобби?
У меня есть друг по переписке. Я переписываюсь с ним уже три года. Я много узнал о Франции – его родине. Я изучаю французский язык.
Я люблю путешествовать и получаю большое удовольствие от этого. Каждое лето мы идём в поход в горы.
Я увлекаюсь греблей. Мы часто ходим в лодочные походы.
Она много работала, чтобы получить уважение коллег.
Её работа не даёт никакого выхода её энергии и талантам. Она надеялась получить опыт, работая за рубежом в течение года.
Работа с детьми требует много терпения.
Много людей ежедневно приезжает в центр на собственных автомобилях по делам или для досуга.
7. This text was translated by a computer. Read the translation and correct the mistakes. What is the main idea of the text?
There was an extraordinary increase in the popularity of running and jogging (no precise distinction is made between the two; jogging is merely slow running either for training or fitness) in the 1970s. Among the factors contributing to this surge were a new awareness of the relationship between heart problems and lack of physical fitness as well as more publicity about running from televised coverage of races such as the marathon in Boston and New York City. Running became the sport of the moment: all that was needed was a pair of sneakers and an open road.
Most of the new runners chose to compete only against themselves or the clock, but others decided to participate in occasional road races in order to test themselves against other runners. It is easy to trace the running boom through the number of competitors in road races such as the Boston Marathon, which has been staged annually since 1897. Until the early 1960s only 200 to 300 runners competed, but the number of runners has increased steadily since then, forcing race organizers to impose stiff qualifying standards to limit the field. Even with such restriction effects, the Boston Marathon’s starting field numbered through that city’s five boroughs, began in 1970 with 126 runners; the field numbered 25,000 in the early 1990s.
Many of the new runners are men over 40 years of age interested in long-term fitness and women of all ages. Before the 1970s few women ran for recreation, and amateur regulations on competitive racing barred them from distances longer than 2,5 mi (4 km). All that has changed as shown by the increase in entrants in several for-women-only races that have drawn more than 8,000 starters.
Было экстраординарное увеличение популярности выполнения, и бег трусцой (никакое точное различие не сделано между двумя; бег трусцой – просто медленное выполнение или для обучения или для пригодности), в 1970-х. Среди факторов, способствующих этому скачку, была новая осведомлённость об отношении между проблемами с сердцем и нехваткой физической подготовки, а также большей гласности о выполнении от переданного по телевидению покрытия гонок, такими как марафон в Бостоне и Нью-Йорке. Выполнение стало спортом момента: все, что было необходимо, было парой кроссовок и открытой дороги.
Большинство новых бегунов принимало решение конкурировать только против себя или часов, но другие решили участвовать в случайных дорожных гонках, чтобы протестировать себя против других бегунов. Просто проследить рабочий бум через число конкурентов в дорожных гонках, таких как Бостонский Марафон, который был подготовлен ежегодно с 1897. До начала 1960-ых конкурировали только 200 - 300 бегунов, но число бегунов увеличилось устойчиво с тех пор, вынуждая организаторов гонки наложить жесткие стандарты квалификации, чтобы ограничить поле. Даже с такими эффектами ограничения, Бостонское начальное поле Марафона, пронумерованное через пять городков того города, начался в 1970 с 126 бегунов; поле пронумеровало 25,000 в начале 1990-х.
Многие новые бегуны – мужчины более чем 40 лет возраста, заинтересованного долгосрочной пригодностью и женщинами всех возрастов. Перед 1970-ми немного женщин работали за воссозданием, и любительские инструкции на конкурентоспособных гонках запрещали их от расстояний дольше чем 2,5 мили (4 км). Всё, что изменилось как показано увеличением участников в нескольких для женщин только, мчится, которые потянули больше чем 8,000 стартеров.
