- •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
2. Translate the sentences from English into Russian, using the patterns above.
There is no doubt that these are the very features he is most criticized for.
Who knows, probably it is that particular problem, which we have overlooked.
No one can say for sure now if these were those particular ideas that had made him once so famous.
What could be said on the matter, remained unspoken for years.
What people mean when they choose to say that, varies immensely.
What you are expected to do is to choose a wife as soon as possible.
A man possessed by the idea of making a quick career is blind to other people’s ambitions, focused, he notices nobody on the way.
Anyone extensively spoken about is far from being indifferent to it, disturbed by a gossip or flattered by a praise s/he is inclined to behave foolishly.
Life can not go on smoothly without ambition removed from it.
No one is strong enough to persist implementing the task without due regard and support received from his fellowmen.
They are thought to be strongly opposed to any change of plan.
She is known to be the proponent of ideas of the old school of thought.
None of them is generally percepted as a suitable candidate for the post.
If the job is to be soon accomplished, shouldn’t they work longer hours?
But as you choose a move, so you do form your destiny.
There are many who, lest they be condemned by their mates, abstain from contributing to the discussion, though they have a lot to contribute and might be helpful, if only they had courage.
No woman, lest she is totally ignored, will keep silent long there, where there are many other women present.
None of my feelings, whether they be connected with you or another woman, are the matter of your concern.
All well-to-do people, whether they be generous or mean, hate speaking about their wealth in public.
If he is to be elected, the priority number one now is to select some suitable team workers for him, so that to ensure the smooth running of the committee from the very start.
Not all emotions are worthy of displaying, nor every word is worth being spoken out.
And as we retrieve the unnecessary, so the essentials are crystallized.
He is not interested in moving ahead with the project, nor does he wish to drop it altogether, so we are stuck with it.
Without ideas lavishly pored on him by his assistant, he is hardly able to work at all.
And as we run up, so we leap.
3. Translate the sentences into English, using the patterns above.
Принято считать, что именно люди без амбиций заслуживают наибольшего доверия.
Что было сделано в результате всех этих споров, так и осталось тайной.
Люди, эмоционально неуравновешенные, часто выходят из себя без всякого повода.
Ничто не может измениться к лучшему, без усилий, сознательно прилагаемых каждым на благо общего дела.
Не каждый воспринимается как аморальный человек только потому, что занимает высокий пост, бывают и исключения.
Если рассматривать твое назначение как положительный фактор, то ситуация, в целом, не так уж и плоха.
Не стоит возражать, а то подумают, что у тебя есть собственный интерес в этом деле.
Всякий человек, будь он амбициозен или нет, в сущности, стремится к одному – к достижению успеха.
Как ни один из его проектов не был обсужден, так и ни одно из его предложений не было принято.
В зависимости от того, как пойдут дела с реализацией плана, и будет решаться вопрос о приоритетах.
Не стану отрицать, что именно эти черты Вашего характера, вынуждают меня отказать Вам.
Что необходимо сделать сейчас, так это оставить все распри и немедленно начать действовать.
Если не относится к людям с предубеждением, то можно приобрести себе множество друзей даже среди бывших врагов.
Я полагаю, ей следует поступить так, как ты советуешь, а то могут подумать, что в случившемся есть и ее вина.
Никто из тех, кого я знаю, будь он или она умнейшими из людей, не способен был бы додуматься до такого.
Не стоит приходить в отчаяние, как и не стоит вообще думать об этом.
Как Вы скажете, так мы и поступим.
Люди, увлеченные решением чужих проблем, часто забывают о своих собственных, направив всю энергию на благо других людей, они часто приобретают несоизмеримо больше, чем эгоистичные люди.
Без цели, отнятой у нее, жизнь не имеет смысла.
Если необходимо придерживаться такой тактики, стоит ли критиковать ее поминутно?
Section 2
Target words
Write the missing words in the sentences below instead of their definitions in brackets in the required form (some of the words should be used more than once, as may have different meanings in different contexts). Choose from the following:
1. Verbs:
to cease, to clamber, to ponder, to usurp, to wield, to quarter, to profess, to harbor, to drain, to esteem, to underscore, to escape, eliminate |
They (climbed) slowly, using their hands and feet over the slippery rocks.
He accused Congress of trying to (take) the authority of the President/
You’ll have to (divide it into four parts) between us.
Never had they had before (to provide) a soldier of Her Majesty with a place to sleep and eat.
He (keeps) no bitterness toward his ex-wife.
Your towels can (hide) dangerous germs.
They have been trying to (protect) her by hiding her from the police.
No writer (is more highly respected and admired) by the British than Shakespeare.
The prisoner was shot as he attempted (to get away).
The newspaper has been forced (to stop) publication.
Scientists still (spend time thinking) over the origin of man.
Central banks (have) a lot of power in today’s global economy.
The man moved toward them (holding) a stick.
He openly (claimed) his innocence.
For months he had wanted (to state) his love for her.
In this country ninety percent of the people profess Christianity.
After the flood waters (flow) away, they will return to the village.
The report (emphasizes) the importance of childhood immunizations.
And now, will you please, (underline) the verb forms in the text?
The car maker said it will (destroy) 74,000 jobs over the next four years.
2. Adjectives:
incommensurate, unalloyed, sly, perverse, blatant, obtuse, ignoble, disparate, inextricable, egregious, superfluous, tumultuous |
His (not mixed with anything else) joy was shared by everyone.
The locals take (an unreasonable) pride in how cold their winters are.
Maybe I am being (dump), but I don’t understand what you’re so upset about.
Many (different) forms of information can be linked together in the database.
The situation in question was one of the most (noticeable and extremely bad) examples of discrimination, we have ever seen.
2005 was a (full of activity) year for all of us.
The (very loud) applause was heard even outside.
Those sanctions are (not matching) with their actions.
The (skillful in the way one uses tricks) Congressman knows what it takes to get elected.
He had a (cunning) grin and a twinkle in his eye.
At first I tried ignoring his (dirty) hints and stares.
His (shameful) actions made everyone feel embarrassed.
There’s an (indispensable) link between language and culture.
We are cutting out (unnecessary) layers of managers.
His words were (excessive) and boring.
