- •Topical vocabulary study
- •Topic: upbringing
- •Replace the underlined words with a word that has a similar meaning.
- •III. Write a word at the end of the line to describe each of these people.
- •Cross out the word which is wrong.
- •II. Rewrite the sentences starting with the words given. The meaning must stay the same. Use the words and expressions from the glossary.
- •III. Replace the underlined word(s) with a word that has a similar meaning.
- •III. Replace the underlined word(s) with a word that has a similar meaning.
- •I. Fill in the gaps with a suitable word.
- •II. Correct the mistake in each sentence.
- •I. Fill in the gaps using the correct form of the words in brackets.
- •II. Replace the underlined words with a word that has a similar meaning.
- •III. Correct the mistake in each sentence.
- •I. Replace the underlined word(s) with a word that has a similar meaning.
- •II. Cross out any words in italics which are not possible
- •I. Replace the underlined word(s) with words that have a similar meaning.
- •II. Fill in the gaps using the words from the glossary.
- •III. Correct the mistake in each sentence.
- •I. Rewrite the Sentences Using the Words or a Form of the Word in Capitals. Keep the Meaning the Same.
- •II. Fill in the gaps using the words from the glossary.
- •III. Replace the underlined word(s) with words that have a similar meaning.
- •Replace the underlined words with a word that has a similar meaning.
- •II. Fill in the gaps using the correct form of the words in brackets.
- •III. Fill in the gaps using the words from the glossary.
- •I. Replace the underlined word(s) with a word that has a similar meaning.
- •II. Fill in the gaps using the words from the glossary.
- •Fill in the gaps using the correct form of the words in brackets.
- •II. Fill in the gaps using the words from the glossary. Use the initial letters as tips.
- •Replace the underlined words with a word that has a similar meaning.
- •II. Fill in the gaps using the words from the glossary.
- •Fill in the gaps using the correct form of the words in brackets.
- •II. Fill in the gaps using the words from the glossary.
- •III. Replace the underlined words with a word that has a similar meaning.
- •Replace the underlined words with a word that has a similar meaning.
- •II. Insert the right preposition.
- •Fill in the gaps using the words from the glossary.
- •II. Insert the right preposition.
- •Replace the underlined words with a word that has a similar meaning.
- •II. Fill in the gaps using the correct form of the words in brackets.
- •III. Fill in the gaps using the words from the glossary.
- •I. Fill in the gaps using the correct form of the words in brackets.
- •II. Fill in the gaps using the words from the glossary.
- •III. Replace the underlined words with words that have similar meanings.
- •I. Replace the underlined words with words that have similar meanings.
- •II. Insert the right preposition.
- •III. Correct the mistake in each sentence.
- •I. Replace the underlined words with words that have similar meanings.
- •II. Fill in the gaps using the words from the glossary.
- •Topical vocabulary study Сборник заданий для изучения тематического словаря
- •Keys unit 1.
- •Unit 2.
Replace the underlined words with a word that has a similar meaning.
1. The report stated that Dr Brady had been careless in not giving the patient a full examination.
Parents who are too indulgent spoil their children.
The bank designed an investment programme that will result in the creation of hundreds of new jobs.
The root cause of the crime problem is poverty.
Cars have become an essential part of our lives.
II. Cross out any words in italics which are not possible. All three may be possible.
He was brought up/raised/reared by his grandmother.
Mothers are sometimes less permissive/tolerant/indulgent towards daughters.
The reason for/pretext for/cause for his misbehavior was his parents’ rudeness.
Public opinion remained largely indifferent to/uninteresting in/unimpressed by the issue.
He started smoking because of peer-group/generation/age-group pressure.
III. Write a word at the end of the line to describe each of these people.
Not strict in the way you punish someone or control their behavior.
So important or useful that it is impossible to manage without them.
Not taking enough care over something that you are responsible for.
Not caring about what is happening, especially about other people’s problems or feelings.
Important because it is necessary for life or for doing something.
UNIT 2. ADULTS: EFFICIENT BEHAVIOR AND SUCCESS.
Glossary:
To mould personal qualities – to influence the way someone’s character or attitudes develop.
To have sb’s interests at heart – care about someone and want to improve their situation.
To coax sb. – to persuade sb. to do sth. by talking to them in a kind and gentle way. SYNS:
to talk sb. into sth. – to persuade sb. to do sth., especially sth. they are not very enthusiastic about. Opp. to talk sb. out of sth. – to discourage.
to cajole [kə'dζəul] – to persuade sb. to do sth. by talking to them in a gentle way and being very nice to them (Structure: cajole sb. into doing sth.).
Note: coax or cajole? In many cases you can use either word. However, coax can suggest a kinder, gentler action than cajole: you coax sb. to do sth. that is good for them as well as you. Cajole can suggest that sb is only pretending to be nice to sb. else in order to get them to do what they want.
To reason with sb. – to talk to someone in order to try to persuade them to be more sensible.
To put up with sth. (informal, especially spoken) – to accept sb./sth. that is annoying or unpleasant without complaining. SYN.: to tolerate ['toləreit] (rather formal, especially written) – to put up with sb./sth.
To laugh sth. off (informal) – to try to make people think that sth. is not serious or important, especially by making a joke about it
To hit it off with sb. (informal) – if two people hit it off with each other, they like each other as soon as they meet.
To make a stand – a strong effort to defend yourself or to oppose sth.