Book Organization

The book consists of two sections:

1. Section One: Vocabulary, Texts, Exercises

2. Section Two: Fiction Reading

Section One

The six units in Section One are organized around central themes:

1. Biography

2. Family Life

3. Appearance and Character

4. Friends and Acquaintances

5. Cross-Cultural Stereotypes and Diversity

6. Gender Stereotypes

Unit Organization

The units have similar structures. Almost each unit contains extensive vocabulary notes, readings that examine the topic from different points of view, and exercises to supplement the readings.

Vocabulary

Units 1 and 2 contain extensive English-Ukrainian vocabulary notes relating to a common theme. Set expressions will enrich the learners' vocabulary. Units 3, 4 and 5 include only the most essential vocabulary items.

The Reading Text

The first readings in any chapter are more general and provide the framework and background for the topic. The later readings are more complex. Most readings are intended as homework.

Exercises

The chapters contain diverse exercises and tasks to supplement the reading texts.

1. Phonetic exercises include transcribing, intoning, expressive reading, learning by heart, and reproduction.

2. Vocabulary exercises, varying from chapter to chapter, follow a number of formats, including definitions, synonyms, antonyms, word forms, matching, words in sentences, multiple choice, set expressions, proverbs and sayings.

3. Grammar exercises are expected to develop grammatical competence in using certain patterns from the main texts.

4. Conversational activities. Their language level and design vary. Some require that students share information about themselves and their values. Others aim at teaching students the skills of critical thinking and comparison. Making up dialogues and situations is more suitable for lower levels, while role-playing and commenting is good for more advanced learners. There are a number of communication activities which engage students in thought-provoking interaction, brainstorming, values clarification, prioritizing and others. Therefore, teachers should choose in advance the conversational activities that are best suited to the learning styles of their students. Students are provided with an ample opportunity to bridge the gap between passive knowledge and the ability to express themselves.

5. Translation exercises help students integrate vocabulary and grammar patterns from all the readings in the chapter.

6. Writing assignments present different levels of writing, including letters and short essays.

Author Acknowledgements

Throughout the process of developing this book, I received invaluable support and assistance from a number of individuals and institutions.

First, thanks go to the United States Information Agency and the Council for International Exchange of Scholars for the marvellous opportunity to audit courses at the George Washington University and do research at the Library of Congress and the Gelman Library at GW as a JFDP grantee.

I am grateful to my colleagues from the Ivano-Frankivsk National Technical University of Oil and Gas (the Department of Foreign Languages and the Department of Document and Information Studies), Precarpathian University (the English Department), the International Open University of Human Development "Ukraine" (the Department of Translation) for piloting the early drafts and providing feedback. I would also like to acknowledge the reviewers whose insightful comments helped immensely in developing the book. I would like to thank my students (DR-98 and DR-00) who helped shape the development of this book.

I wish to express my special appreciation to the following people:

V. Shehter (Ph.D., University of Texas, El Paso, U.S.A., a 2000-2002 Fulbright Professor at the English Department of Precarpathian University, Ivano-Frankivsk, Ukraine) for reviewing the manuscript;

I.M.Romanyshyn (Ph.D., Open International University "Ukraine"), T.O.Litovka, O.Yu.Mykhailiuk, S.O.Ivanova M.V.Kisil (the Ivano-Frankivsk National Technical University of Oil and Gas) for reviewing the early drafts, testing the materials in their classrooms, and providing useful suggestions;

V.O.Kravchenko (Ph.D., Precarpathian University) for his useful critique of the manuscript, professional advice, thorough editing, and coordination of developmental reviews and synthesizing them into a meaningful summary;

Stephanie Plageman, a U.S. Peace Corps volunteer, who gave freely of her time and energy to read the earlier versions of the manuscript and proof-read the final draft;

Fakel Publishers for making this text a reality.

H.D. Malyk

	Section 1:
	Vocabulary, Texts, Exercises

	Unit 1:
	Biography