- •Предисловие
- •Lesson I Topic: The Aims of Education
- •1) Verbs
- •2) Adjectives
- •3) Nouns
- •Easy-going self-centred semi-final pro-government
- •In to from of on at with for
- •Fill in the correct prepositions
- •Fill in the correct word(s) from the list below. Make up 5 all types of questions.
- •3.1. Reading comprehension
- •Read the following summary and underline the correct item. Then read the text to find out whether your choices were correct
- •Skim the text to find the English equivalents of the following Russian ones:
- •The Aims of Education
- •Discuss the following questions in groups of 2-3. Make good use of topical vocabulary
- •2. Develop the following ideas according to the text.
- •3. Read the text and answer the following questions:
- •The age of knowledge
- •4. Comment on the following statements
- •5. Fill in the blanks with the following links and express your opinion concerning the information in the text
- •6. Discuss the following points:
- •7. Support or refute the following statements:
- •1. Translate the following sentences
- •3. Complete the following sentences
- •4. Translate into English
- •5. Write an essay (120-180 words) on the following topics:
- •Lesson II Topic: The art of writing
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •3. Translate the sentences into English, using the patterns above:
- •Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). Select what you think are the main points in paragraphs 1-8.
- •2. Read paragraphs 1, 2, 3, 4, 5, 6, 7, 8 more carefully and decide which of the following statements are true and which are false.
- •3. Make a list of key words and phrases for every paragraph.
- •4. Make a list of phrases used to express the author’s opinion.
- •5. Read the text and find answers to the following questions:
- •8. Skim the text to find the English equivalents for the following:
- •The Art of Writing
- •1. Develop the following statements according to the text:
- •2. Comment on the following statements.
- •3. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3 task 10 11)
- •4. Dialogue
- •5. Read the text below and discuss with a partner weather poetry is read and appreciated only by artistic-minded people. Do we really need poetry?
- •Heat and Dust
- •7. Before listening: group/pair work.
- •8. Summarize the following in English. Make use of the vocabulary given below.
- •Lesson III Topic: People Аren’t Born Prejudiced Section 1
- •2. Translate the sentences into Russian using the patterns above.
- •1. Verbs
- •2. Adjectives
- •Insidious, derogatory, blameworthy, unaware, genuine, subtle, deficient, unconscious, intelligent
- •3. Nouns
- •Read the text and find the English equivalents for the following Russian ones.
- •Ian stevenson
- •Develop the following statements according to the text
- •Comment on the following statements
- •3. Develop the following topics relying upon the Russian equivalents given.
- •4. Discuss the following questions in groups of 2 - 3. Make good use of topical vocabulary
- •5. Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •6. Listen to the story and pick up factual information to disprove Jeremy’s arguments in the dialogue above for the spread of prejudiced thinking in the usa.
- •10. Render the following text in English using active vocabulary.
- •11. Comment on the following quotations. What kind of prejudice is discussed in every particular case? Do you agree or disagree with a message? Make good use of topical vocabulary.
- •12. Contradict or support the following statement in the form of debates:
- •1. Complete the following phrases in writing:
- •Develop arguments to prove or disprove the following in the form of a written statement (a paragraph long):
- •3. Write an essay (120 – 180 words) on one of the following topics.
- •Lesson IV Topic: Is Love an art?
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •Translate the sentences into English, using the patterns above:
- •Section 2.
- •1. Verbs:
- •3. Nouns:
- •3.1. Reading comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 4 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 5-10.
- •2. Read paragraphs 2, 4, 6, 8 more carefully and decide which of the following statements are true and which are false.
- •3. Scan every paragraph to find key words or phrases through which the topic of a paragraph is developed.
- •4. Scan every paragraph to find words or phrases to indicate sequential relationship between the sentences in it.
- •5. Read the text paying attention to detail and find answers to the following questions:
- •9. Skim the text to find the English equivalents of the following:
- •Is love an art? Erich Fromm
- •Discuss the following questions in groups of 2-3. Make good use of topical vocabulary (See Section 3, task 8):
- •2. Work in pairs. Basing on the key words and phrases guess the number of the paragraph and retell it, trying to be as close to the source text as possible. Correct your partner and help to improve.
- •4. Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •5. Read two texts below and discuss them with a partner to find out which of them is about marriage in Britain and which about marriage in the usa. Retell the texts.
- •6. Listen to a story by o. Henry. Discuss it in groups of 3-4 until you are ready to sum up its message. Guess its title.
- •8. Read the two interviews below and working with a partner answer the questions that follow. Pay attention to the use of phrasal verbs. Add them to the list of topical vocabulary.
- •9. Talk on the following, making good use of topical vocabulary:
- •10. Contradict or support the following statement in the form of debates:
- •Insert the links from the box below to fill in the blanks in the following essay. Determine their functions.
- •Lesson V Topic: The Virtues of Ambition
- •2. Translate the sentences from English into Russian, using the patterns above.
- •3. Translate the sentences into English, using the patterns above.
- •3. Nouns:
- •3.1. Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 4 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 5-10.
- •2. Read paragraphs 4, 8, 11, 14 more carefully and decide which of the following statements are true and which are false.
- •5. Read the text paying attention to detail and find answers to the following questions:
- •3. Make a list of key words and phrases for every paragraph. Choose from those in italics.
- •4. A. Make a list of transition signals connecting the paragraphs of the text. Choose from those in italics.
- •9. Skim the text to find the English equivalents of the following:
- •The Virtues of Ambition
- •1. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3, task 8, points a and b)
- •4. Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •3) Your friend feels worried and unhappy because of some ambition. Discuss the problem with him/her. Help to find a solution. Make use of the expressions below and the topical vocabulary.
- •5. Read two texts below and discuss with a partner arguments to prove that ambition is a healthy impulse. Give both texts suitable titles. Retell the texts.
- •6. Listen to a story by j. G. Gozzens. Discuss it in groups of 3-4 until you are ready to sum up its message and guess its title.
- •2. Using word-combinations from the list of topical vocabulary (Section 3, task 8) at your own choice and some of the links above, write a paragraph to disclose the following topic sentence:
- •3. Prove the opposite in the form of a written statement.
- •4. Develop arguments to prove the following points and make written statements.
- •5. Write a composition on one of the following topics:
- •Lesson VI Topic: On the meaning of Life
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •2. Translate the sentences into English, using the patterns above.
- •3.1. Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 3 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 4-8.
- •2. Read the introduction and paragraphs 1, 2, 3, 4, 5, 6 more carefully and decide which of the following statements are true and which are false.
- •3. Make a list of key words and phrases for every paragraph.
- •4. A) Make a list of linking words and phrases connecting the ideas of the text.
- •5. Read the text and find answers to the following questions:
- •9. Skim the text to find the English equivalents of the following:
- •10. Sum up the text in 12 sentences and add two-three more to comment on it.
- •3.2. Phonetic Reading
- •1. Transcribe and mark the stresses in the following words. Practice reading them out loud:
- •On the Meaning of Life
- •1. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3, task 8)
- •3. Working with a partner and discussing every point fill in the blanks with the links from the box below:
- •Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •5. Read two texts below and discuss with a partner arguments that reveal the author’s ideas on the meaning of life.
- •6. Before listening: group/pair work.
- •2) Einstein on the Meaning of Life
- •8. Talk on the following, making good use of topical vocabulary:
- •9. Contradict or support the following statement after discussing it in groups:
- •1. Insert the links from the box below to fill in the blanks in the following essay.
- •Содержание
8. Read the two interviews below and working with a partner answer the questions that follow. Pay attention to the use of phrasal verbs. Add them to the list of topical vocabulary.
1.
I – Interviewer
H – Hellen
I: How did you meet your husband?
H: It was on a blind date, actually. A friend invited me to meet someone she knew. She said he was very nice, so I went along, and as soon as I met him, I fell for him. I thought he was wonderful. We started to go out with one another, and then I invited him home to meet my parents, and they took to him immediately – they thought he was a lovely person.
I: So meeting him was an important event?
H: Oh, yes, it was a turning point in my life. You see, whereas I’d always had my head in the clouds, he was very practical and realistic – he had his feet firmly on the ground.
I: Do you remember when he asked you to marry him?
H: Yes, very clearly. We were walking in the park and he proposed to me completely out of the blue. I really wasn’t expecting it.
I: How did you feel about marrying him?
H: I was over the moon. I thought it was the most wonderful thing that could ever have happened to me.
I: And do you still feel that way today?
H: Oh, yes, we’re devoted to one another.
I: What do you think has made your marriage such a success?
H: The fact that we’ve always supported and helped one another.
I’ve always stood by him and he’s never let me down once. We’re a partnership.
I: So you never have any arguments?
H: Well, we have our ups and downs now and then – everybody does – but I know that underneath it all we were made for each other.
2.
G-George
I: How did you meet your wife?
G: We worked for the same company. She was about the same age as me, and she struck me as a very nice person. As time passed I came to look on her as a friend. We spent some time together and then we started going out with one another.
I: What did your parents think of her?
G: When I introduced her to my mother she said she couldn’t understand what I saw in her. She thought she was very ordinary and not at all the right person for me.
I: Do you think your mother’s opinion influenced you in any way?
G: I think it made me have second thoughts about marrying her, but we still got married a few months later.
I: What was life like after you got married?
G: Things were all right for a while but then we began to quarrel. We always kissed and made up in the end, but there were still problems between us.
I: Why was that?
G: I think the main thing was that we weren’t really suited to one another. After we got married we started to see one another in a different light. We spent less and less time together, we became interested in different things, and gradually we grew apart.
I: What happened then?
G: We started having terrible arguments and I behaved very badly towards her. I tried to make up for it, but she couldn’t forgive me. In the end we split up. I suppose it was inevitable really.
I: And how did this experience affect you?
G: I think it changed my outlook on life. I certainly don’t see it through rose-coloured spectacles any more.
I: Would you marry again?
G: I would, but it would have to be the right person, and there would have to be a lot more give and take. Otherwise I don’t think it would work.
Questions:
How did Helen and George meet their parents?
What did they think of their partners when they first met them?
What did their parents think of their partners?
How did Helen and George feel about their partners?
Why was one marriage a success and the other a failure?
What generally makes some relationships between couples break up?
What qualities do you think are needed for a lasting relationship?
