- •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.
When coffee was ready, he reminded Ann of having promised to play to him.
I am displeased with having been kept waiting.
They become engrossed in describing every detail and forget about what they have to say.
Maggie soon got out of breath with running.
By traveling slowly we managed to reach the place of destination in safety.
After talking to the faculty the dean left to get to the meeting the students had called.
There was no danger of having been misunderstood.
Our work is devoted to testing out a new management structure and arouses great interest among the representatives of business circles.
I invited him to my room, but he made an excuse for going home.
If you are fully involved in your literary pursuits from morning till night.
You are happy with getting any chance to relax.
Finding him so friendly I asked him for a piece of advice.
Seeing clearly that it would be useless to debate the gentlemen left.
Hearing this he determined to start writing the essay afresh because he wanted his work to be well graded.
When traveling we learn a lot about other nationalities and get rid of many false prejudices.
When dressed, I sat a long time by the window, looking out over the fields.
The atmosphere in the room was completely unbearable, nobody spoke unless spoken to.
Had we known it was so dark we should have stayed on the path?
Should the patient show any signs of improvement please inform us about it?
She’d never have made the money that paid for your education hadn’t I given her a well-paid job.
Had I realised they were all actors in a film, I wouldn’t have ever believed them.
Petrol is twice as expensive as it was a few years ago but it is still in great demand.
The parents used to blame John for spending 10 times as much money as any of his friends.
The newly-married couple planned to have a house that would be 3 times as big as that of their parents’.
3. Translate the sentences into English, using the patterns above:
Вы бы заметили эту ошибку, если бы вы были более внимательны.
Если бы вы меня попросили, я бы давно принесла вам эти книги.
Если бы автор мог, он бы давно переписал эту статью заново.
Если бы ему пришлось прожить жизнь еще раз, он бы прожил ее также.
Если бы только он был бы здесь, он бы сказал тебе все, что он думает.
Если бы книга не была такой скучной я бы не заснул над ней.
Этот автор детективов пишет в 5 раз больше книг, чем любой другой.
Никто не может сказать во сколько раз больше мы сделали сегодня, чем вчера.
Студенты нашего университета тратят втрое больше времени на научные исследования, чем студенты других ВУЗов.
Когда он провалился на экзамене, ему пришлось договариваться с преподавателями о пересдаче.
Не имея отношения к каким-либо честолюбивым планам, эти люди лишь плыли по течению.
Получив все возможные награды за свои произведения, он решил, что проведет оставшуюся часть жизни со своей семьей.
Она никогда не испытывала угрызений совести по поводу того, что ее предрассудки всегда вредили другим
Он зажег костер и согрелся, выпив немного горячего чаю.
Он всегда помнил, что его честолюбивые намерения принесли немало горя его семье.
Купив одну или две книги, он не мог уже позволить себе сходить в театр.
Я ничего не имею против того, чтобы вы пользовались моими книгами, при условии, что вы их положите обратно.
Он сказал это таким тоном, что я не могла не рассмеяться; у него есть большой комический талант.
Простите, что я опять напоминаю вам об этом, но, зная, какая вы рассеянная, я боюсь, что вы забудете принести мне эту книгу.
Эти факты не стоит упоминать, вам следовало бы достать более надежные сведения.
Он отрицал, что когда-то знал эту женщину и даже был в нее влюблен.
Студенты знают, что можно многого добиться в карьере, дополняя теоретические знания, полученные в университете, практическим и навыками.
Переписывая работу несколько раз, он сумел подобрать более точные слова, чтобы высказать свою точку зрения по обсуждаемому вопросу.
Посвящая много времени исследованиям, ученые обнаруживают факты, которые необходимо объяснить и подтвердить.
Закончив работать над статьей, автор отнес ее издателю.
Section 2
Target words
Write the missing words in the sentences below instead of their definitions in brackets in the required form. Choose from the following.
Nouns:
wrangles sensitivity |
relish inferiority |
laughing-stock inspiration |
smarts range |
They are all engrossed (in long noisy argument) instead of doing the job well.
George would never let anyone make (an object of ridicule) of himself.
I have no further (liking for) camping now that I am 90.
The (sharp pain, bodily or mental) of his wound kept him awake and he lay recalling what had happened.
An injection has been just made to reduce (degree, quality of being sensitive) of the pain.
It is well-known that (the state of being inferior) complex produces behavior such as boasting and aggression.
He has always derived his (influence producing creative activity in literature, music, art) from nature.
The annual (extent, distance between limits) of temperature in Russia varies from – 30 in winter to + 30 in summer.
2. Adjectives:
keen rough |
voluminous extensive |
deceitful tenacious |
lively harsh |
self-centered verbose |
steadfast exquisite |
He has a (strong deep) interest in what he is doing.
The patient seems a little more (full of life and spirit) this morning than yesterday.
She is incapable of (intended misleading or deceiving) acting and would never tell lies.
She used to make (far-reaching) changes every time she publishes her text-book again.
Nobody likes (interested chiefly in one’s own affairs) people because it is difficult to associate with them.
Those were the (cruel severe) times when each newcomer to the new world had to survive.
It is a (made without attention to detail) copy of translation it is sure to be improved.
He is known for his (holding tightly refusing to let go) memory and is always ready to help when some information slips your mind.
His speech is quite (containing more words than are needed) as a rule although he tried to stick to the topic today.
Dickens was (producing many books) author he wrote more than any of his contemporaries.
He couldn’t help admiring this (carefully or elaborately done) statue of a famous actress.
The system of education still pursues (unchanging keeping firm to) old methods and approaches in teaching teenagers.
3. Verbs:
be wrapped up in potter over disentangle resent |
dawdle away haul out set something down |
cling to cherish sympathize |
They (hold tight resist separation) together when the time came to part.
We never expect him (share the feelings or ideas of another person) because he thinks only about himself.
The tutor urged the students to stop (be slow and lazy) and do something useful.
He (feel indignant at) my criticism although it was quite well-founded.
For years she (keep alive in one’s heart) the hope that her husband might be alive.
He (waste time moving from one little job to another) over this unimportant article a whole afternoon and hasn’t done what he has to do.
They (pull with effort) the boat up the beach when everybody was ready to go.
He used (free from something that confuses) any kind of puzzles and was known as the master of detectives.
This author is very careful he always (write down on paper) everything he wants to say and then begins to choose the proper words for his ideas.
Section 3
Reading