- •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
1. Insert the links from the box below to fill in the blanks in the following essay.
But / but / but only anyway Not only more than If As as also Rather |
When that whether or / or which that either … or like whatever |
As we see once until and / and /and /and /and who whether that who
|
Meaning of Life? The Answer Without God
Meaning of Life? -- Through the teaching of evolutionary science, materialism and moral relativism in our popular media and public school system, we’ve removed God from the potential answers to these ultimate questions of life. Without God, we lose any transcendent purpose for the universe in _____ we live. Without God, we lose any transcendent purpose to give meaning to our individual lives. We are nothing _______ bugs struggling with survival _____ we die. All the achievements, the sacrifices, the good ____ beautiful efforts of people, the ugly _____ dark acts of people, are ultimately futile things of life. Without God, we ____ lose any possibility for life after death. _______ you remove the hope of heaven, you remove the ultimate value _____ purpose of life. What difference would it really make _______ we lived _____ a Billy Graham ____ an Osama Bin Laden? Everyone's fate would be the same _______. This is the hopeless outlook of those ____ base their belief system on materialism, naturalism ____ the presupposition ____ life on earth is all there is.
Meaning of Life? The Answer With God
Meaning of Life? -- The answer to this question cannot come from human intelligence or reason, _____ from the Creator himself ____ transcends our material world. ________ in today’s naturalistic society, ______ we remove God from the equation, we start to lose all sense of purpose for mankind. ____, if God exists, we really do have a transcendent purpose, _____ really do have meaning for our lives. _______ do we find day-to-day significance in our lives, _____ an ultimate significance through our hope in eternal life. ____ God exists, we remove the moral relativism ______ pervades today’s society, and we replace it with a standard of absolute right and wrong residing in the character of God Himself. This gives our day-to-day choices significance too. God gave us the ability to choose __________ we live by His moral laws or by ________ values we assign to ourselves through our own reason. _____ we find, we are not mere robots placed on this earth by God. _______, we have absolute free will to follow what He says or not. We can _______ recognize God ______ the Creator of the universe, _____ we can deny _______ He exists. We can choose to live a meaningless life _____ a life with absolute and eternal purpose.
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:
The meaning of life is not to be discovered only after death in some hidden, mysterious realm; on the contrary, it can be found by eating the succulent fruit of the Tree of Life and by living in the here and now as fully and creatively as we can. Paul Kurtz
3. Prove the opposite in the form of a written statement.
1. The precise form of an individual activity is determined by his heredity.
2. Inaction is painful and dangerous to the healthy organism.
3. The belief in immortality issues the puerile egos of inferior men.
4. The noblest man is that one who fights God, and triumphs over Him.
5. The Christian faith is full of palpable absurdities.
4. Develop arguments to prove the following points and make written statements.
1. Life demands to be lived.
2. I love the day to day intercourse with family and friends more every year.
3. No show, however good, could conceivably be good forever.
5. Write a composition on one of the following topics:
1) What one thing gives you the most satisfaction from life?
2) Why do some people believe in immortality?
3) "The purpose of life is a life of purpose" Robert Byrne.
4) "It is the first of all problems for a man to find out what kind of work he is to do in this universe" Thomas Carlyle.
5) "The man who is born with a talent which he is meant to use, finds his greatest happiness in using it" Johann Wolfgang von Goethe.