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- •Учреждение образования
- •Минск 2008
- •Unit I about myself
- •Verbs and Verbal Phrases
- •Adjectives
- •Adjectives
- •I. Oral Practice Section
- •1. Look through the statements and try to outline the problems to be discussed.
- •2. You’ve got some information about Steve Clark. Describe his appearance and character to your partner. Replace the words in bold with synonyms given in the box.
- •3. Look at the words in the box and say what relation is:
- •4. Tell your partner about uncle Desmond choosing the correct word.
- •5. Interview your group-mates:
- •6. These people are all talking about other people’s characters. Match the names they mention with the descriptions in the box.
- •7. Say what you’ve learnt about Frederick’s occupation. Supply the missing replies.
- •8. Describe Michael’s father-in-law. Restore the dialogue.
- •9. Say what you have learnt about Damien. In the dialogue b’s responses have become mixed up. Indicate their correct position by putting a number in the brackets (the first one has been done for you).
- •10. Work in groups. Characterize the people that are being described. Make use of the following words and word combinations from the box.
- •11. Find and read those parts of the text which express the following viewpoints:
- •12. Say why Penny experienced culture shock when she was on a visit to Japan? Name customs and traditions of Japanese culture.
- •Culture shock
- •13. Match these nationalities with the ‘stereotype’ pictures.
- •14. Study the national features of people from different countries and match them with nationalities.
- •15. Look at the photo and describe the typical characteristics of the Belarusians.
- •16. In the following dialogue examine some unfinished pieces of argumentation and select among the given arguments the one that can be added in full accordance with the speaker’s viewpoints.
- •Interview with a 17-year-old son David
- •17. Make a small talk about people’s character and appearance.
- •18. Expand the following dialogues.
- •19. Work in groups.
- •20. Give your own ideas on the following problems.
- •21. Comment on the following statements:
- •22. Look at the network of the topic and tell your groupmates about yourself and your family supplying the necessary information.
- •2006-2007 Eurasian Undergraduate Exchange Program application
- •III. Role play
- •Witnesses
- •Police officers
- •Comprehensive Prolonged Project
- •Unit II house and home
- •Vocabulary
- •Verbs and Verb Phrases
- •I. Oral Practice Section
- •1. Look through the statements and try to outline the problems to be discussed.
- •2. You’ve got some information about Pam’s new flat. Describe it. Replace the words in bold type by the synonyms given in the box
- •3. Tell your friend about the most traditional types of housing in Great Britain choosing the right preposition from the brackets.
- •5. Work in pairs. You friend is telling you about a new flat he has moved to. Restore the dialogues. Use the questions from the box given below.
- •6. Work in pairs. Describe how different appliances make our life easier. Use the following word combinations from the box.
- •Chore is another word for a job which is regular and unpleasant. It is often used for jobs around the house. Read and discuss the story of Mrs Green.
- •9. Each noun and each verb in the boxes relates to one or more of the chores in the table below. Group them together by listing the words in the most relevant column.
- •10. Here is a list of domestic jobs/ household chores people hate most:
- •11. What should be done to make your mother’s life easier?
- •Getting Kids to Clean is a Chore
- •13. Work in pairs. You are busy with housework. Restore the dialogues. Use the word combinations below.
- •14. Some students live in the hostels and some rent rooms or flats with their group-mates. Look up and say which of these viewpoints are expressed in the text.
- •15. Renting a Flat
- •16. Work in pairs. You are looking for a new flat to rent. Restore the dialogues. Use the word combinations and sentences from the box given bellow.
- •18. A) Match the types of dwellings with the correct pictures. Where do you think each type of dwelling can be found? Which is the most economical and which is the most expensive to keep?
- •20. Work in pairs. Continue the dialogue between two friends according to the logical scheme offered below.
- •22. Examine the network and reproduce the topic “House and home” supplying the necessary factual and imaginative details so as to present some ideas to your group-mates.
- •23. Comment on the following statements and give your own ideas.
- •24. Situations to discuss:
- •II. Writing Section.
- •2. In pairs. Design one of the four living rooms. Talk about these things and then write your ideas.
- •Different lives - different dreams
- •III. Case-Study
- •Comprehensive Prolonged Project
- •Unit III meals
- •Vocabulary
- •Verbs and Verb Phrases
- •Adjectives
- •Adjectives
- •I. Oral Practice Section
- •1. Look through the statements/ proverbs and try to outline the problems to be discussed.
- •3. Tell your friend about English eating traditions choosing the right preposition from the brackets.
- •4. Work in pairs. Using the table below, say which of these cooking methods you would use for the ingredients below.
- •7. Using this information and word combinations from the table given below, tell how you will set the table at home for dinner.
- •8. Work in pairs. You are at the table. Restore the dialogues.
- •10. Work in pairs. Describe your usual meals making use of the following word combinations from the box.
- •11. Look up and say which of these viewpoints are expressed in the text.
- •Do You Eat the Right Food?
- •12. In the following dialogue examine some unfinished pieces of argumentation and select among of the given arguments the one that can be added in full accordance with the speaker’s viewpoint.
- •18. Give your own ideas on any of the following problems.
- •Comprehensive Prolonged Project
- •Unit IV university studies
- •Vocabulary
- •Verbs and Verb Phrases
- •Adjectives
- •Verbs and Verb Phrases
- •Adjectives
- •I. Oral Practice Section
- •1. Look through the statements and try to outline the problems to be discussed:
- •2. You’ve got some information about Ann’s entering University. Speak of your own experience to your group-mates. Replace the underlined words by the synonyms given in the box.
- •3. There is some information about educational system in Great Britain. Compare our system of education with that of Great Britain, using the key words in the box below.
- •4. Reproduce these pieces of explanation on different kinds of classes choosing the right words from the columns. Speak about the kinds of work you do at University.
- •5. Work in pairs. Restore the dialogue between two first-year students Alex and Ben talking about their university studies from the questions below:
- •6. Work in pairs. Restore the dialogue between Alex and Ben from the replies below. Now they are talking about their learning English. Use the word combinations in brackets.
- •7. Restore the dialogue matching the questions and the replies, given below:
- •8. Work in groups. Read the opinions of two experienced teachers of English and discuss which pieces of advice are the most useful ones. Find which words or phrases mean:
- •9. Find and read aloud those parts of the text which are concerned with:
- •10. In the following dialogue examine some unfinished pieces of argumentation and select among the given arguments the one that can be added in full accordance with the speaker’s viewpoint.
- •11. Work in pairs. Start the dialogue between George and Alex discussing their preparation for classes. Use the logical scheme offered below.
- •12. Work in pairs. Continue the dialogue between Millie and Pete according to the logical scheme offered below.
- •13. Look through the information about digital learning from “Fast Lines at Digital High” by t. Michael Nevens. Think over the pros and cons of digital learning.
- •14. Continue each piece by adding a few sentences.
- •15. Work in groups. Many people believe that studying electronics is rather boring. Ask your partners if they think the same. Let them explain why they think so. Use the following formulas.
- •16. Look through the information about student life at Grinnell College. Then look at the pictures below and say what extra-curricular activities bsuir offers to its students?
- •Students Life at bsuir
- •Comprehensive Prolonged Project
- •Unit V great britain
- •Vocabulary
- •I. Oral Practice Section
- •1. Look through the following quotations and try to outline the problems to be discussed.
- •3. Match the words to their definitions.
- •4. Reproduce these pieces of explanation on the House of Commons choosing the right form of the words.
- •6. What is the difference between the Commons and the Lords? Speak about the Houses of Parliament.
- •7. Read the text about Britain’s Crown and find out what role the Queen plays in the life of modern Britain.
- •10. Work in pairs. Ask your group-mate who has just returned from his (her) trip to London to tell you:
- •11. Read the descriptions and match them with the places.
- •12. Which of these places would you choose to go to on holiday? Why?
- •13. Complete the texts selecting among the given arguments the one that can be added in full accordance with the contents.
- •14. The network below shows the most important types of industry in the uk.
- •15. How much do you know about Great Britain’s imports and exports. Examine the network and share this information with your groupmates.
- •II. 1. Comment on the following problems and quotations:
- •Unit VI the republic of belarus
- •Vocabulary
- •4. Read the text. Fill in the gaps with the words from ex. 3. Put some verbs into the past form. From the History of Belarus
- •5. Work in pairs. Speak of the main steps in the history of our country to your partner matching the dates and the events and arranging the facts in the right order.
- •6. Work in pairs. Restore the dialogue between Mike, a student from Belarus and Alex, a student from Australia. They are speaking about the history of the name “Belarus “.
- •7. Read the text, pay attention to the underlined words. Make an outline to speak about your native land Belarus.
- •8. Work in pairs. Reproduce the answers to your partners.
- •9. Work in groups. Find out from your partners:
- •10. Examine the following description of our capital. List five well-known places you’d like to visit. Minsk
- •11. Work in pairs. At the airport a Westerner and our countryman are talking about the most popular sightseeing of Belarus. Take part in this conversation and share your opinion with partners.
- •13. Work in pairs. Look through the following text and render it to your deskmate.
- •Eyeballing belarus
- •State system of the Republic of Belarus
- •14. Study the information about the state system of the Republic of Belarus. Open the brackets, using English words from the box below the text instead of Russian ones.
- •Made in Belarus
- •19. Read the article “Education in Belarus”. Characterize the educational system of our republic.
- •20. Quiz “Do you know the history of motherland?”
- •Comprehensive Prolonged Project
- •Unit VII Spare time
- •Vocabulary
- •I. Oral Practice Section
- •1. Look through the following sayings and try to comment on the problems to be discussed.
- •2. Read the text, filling in the gaps with the words from the box. Name the most characteristic pastimes of the British, compare them with those of the Belarusians.
- •Drawing
- •4. Tell your partner which of the mentioned in ex.3 activities you like and which of them you dislike. Why? Use the prompts.
- •Because
- •5. You’re going to read the text. Express your point of view on a variety of hobbies. What does the choice depend on? Replace the underlined words by the synonyms given in the box.
- •6. Express your points of view on:
- •7. You want to know if your partner takes any hobbies: if ‘yes’- ask ‘why’. Make dialogues by analogy. Use the words in the box.
- •Skiing, travelling, knitting, playing, computer games, gardening, interesting, useful, practical, entertaining, satisfying, enjoyable, healthy, embroidering.
- •8. Match the parts of the dialogues. Act out the dialogues.
- •II. Problem Solving
- •Jogging Alone
- •Travelling and Holidays
- •I. 1. Look through the proverbs and statements and try to outline the problems to be discussed.
- •2. In the box some words are similar in meaning but different in use. See whether you can identify this difference and compare your answers with your group mates.
- •An expedition, a flight, a tour, a voyage, a package, a tour, an itinerary, a trip, travel, a cruise, a crossing
- •3. You’ve got some information on the problem of travelling. Speak of the characteristic features to your deskmate. Replace the underlined parts by the synonyms given in the box.
- •Advantages and disadvantages, boat, a lot of sightseeing, remember, peaceful, to relax, pleasure voyages, a refreshing change, fastest, choices
- •4. In this advertisement some prepositions have been rubbed off while printing. Insert them instead of dots. E urolines
- •7. Make notes about the advantages and disadvantages of travelling by different means of transport. Then write a text similar to the one above, giving your own opinion.
- •8. In these two dialogues find the following information:
- •10. Continue each piece by adding a few sentences in full accordance with the speakers’ viewpoints.
- •11. Share your ideas on the following problems with the rest of the class. Try to be as persuasive as possible.
- •II. Writing Section
- •The Arts
- •I. 1. Look through the quotations and try to outline the problems to be discussed.
- •2. Some people are speaking about their visit to a theatre performance. Look up and say which theatre they’ve visited. Why do you think so ? Which theatres have you ever visited?
- •3. These words have been left out of Nick’s theatre visiting story below. Say where they go and retell Nick’s impressions to your groupmates.
- •4. Let’s phone to the book-office and try to reserve tickets. The table given above will help you. Talking About Performances
- •What’s on at the Cinema Today?
- •5. What types of movies does the customer like (dislike)? Restore the dialogue and you‘ll find the answers.
- •6. Use these questions to have a conversation with your partner.
- •7. Work in pairs You’ve managed to see a theatre performance and a new film at the cinema with your friends. Share your impressions using:
- •8. Find and read aloud those parts of the texts which express the viewpoints given below.
- •9. Work in groups. Arrange your own material about the latest films you think to be popular. Make a presentation of the films you have chosen.
- •10. Gather material for your article a Theatrical Minsk. Present your material to the group.
- •11. Find the following information in the text. In some cases you have to write more than one number.
- •12. Work in pairs. Discuss these questions: These words and phrases are sure to help you to express your idea.
- •13. Match the following genres of painting with their definitions:
- •14. Have you ever seen the world-famous paintings given below? Will you describe them?
- •The Sounds of Music
- •15. Music can be described in different terms. Put each word into one of these categories:
- •16. A look through the descriptions of things you can do with music and try to guess the meaning of the words in bold type.
- •17. Look at the photos (pictures) and speak about your impressions on visiting a theatre (cinema, concert, exhibition). What role does music (theatre, cinema) play in your life? For ideas:
- •18. Prepare your own questionnaire to interview a pop star. Run your interview and get ready to make a report summing up the answers.
- •19. Reading: pleasure or work. Go through the interview that follows. Analyze it and give comments on what is reading for them and how they feel about the world of literature.
- •20. Speak about your reading habits. These words are sure to help you.
- •Comprehensive Prolonged Project
- •Unit VIII mass media
- •Vocabulary
- •I. Oral Practice Section
- •1. Look through the following proverbs, statements and quotations to outline the problems to be discussed.
- •2. Work in pairs. You’ve got some information about mass media. Tell your partner about the role of mass media. Replace the words in bald with the words similar in meaning given in the box.
- •3. Match the definitions below with the words in the list.
- •4. Explain to your partner why the press is called a mirror of current events choosing the correct word.
- •5. Study the text and say which of these viewpoints it expresses.
- •Press in Britain
- •6. Look at the table and make up two sentences showing the difference between the Internet and the World Wide Web (www).
- •7. Read the text and with the help of the table given above make its resume arranging sentences in accordance with the text.
- •Internet
- •8. Look through the text and characterize new kinds of mass media.
- •9. Discuss with your partner if television is good or evil. Supply the missing questions.
- •10. Work in pairs. Discuss with your partner tv programmes that do harm on children. Explain the reasons. Restore the dialogue using the words and word-combinations from the box given below.
- •11. Characterize British tv and radio channels using the words and word-combinations from the box. Tv and Radio
- •12. Reproduce the following situations by adding sentences that are very close to your point of view.
- •13. You’ve got the front pages of three newspapers. Study them and say:
- •14. Look at the network of the topic and tell your group mates about different kinds of mass media and their role in the society. Supply the necessary information.
- •II. Comment on the following quotations:
- •Unit IX global issues
- •Vocabulary
- •I. Oral Practice Section
- •1. Look through the following quotations and proverbs and try to outline the problems to be discussed.
- •2. Work in pairs. You’ve got some information about a number of general problems of our society. Speak of them to your partner. Replace the underlined words by the synonyms given in the box.
- •3. Match the words in the first column with their explanation in the second column.
- •4. Find all suitable nouns for each of the adjectives or participles.
- •5. Match the words and expressions from column a with a single word equivalent from column b.
- •6. Speak about the problems: a) changes to the environment, b) the shortage of clean water, c) the greenhouse effect, filling the gaps with the right words from the box.
- •7. Work in pairs. Using the following table ask your friend as many questions as possible.
- •8. Ask your friend or interlocutor.
- •9. Express your attitude to the following statements. Use suggested phrases for formulating your opinion.
- •10. Insert in the prepositions to complete this text. Entitle it and give its main ideas to the rest of the group.
- •11. You will read a piece of interview with Pr. M. Bartons, but the replies are to be matched with appropriate stimuli. So, restore the dialogue and reproduce it with your partner.
- •12. Make a short report on the importance of forests and the necessity of their protection.
- •13. Give a talk on the topic: What can governments and everybody do to help the environment nowadays?
- •15. You are going to have a conference on the global issues. Study the network and choose any issue you would like to make a report on.
- •II. Writing Section
- •1. That's what Lena wrote in her project about ecological problems in her hometown. Her project is convincing. But there are eight mistakes, correct them.
- •2. Write a composition: Cars: the pros and cons. The table below will help you.
- •Unit X my future profession
- •Vocabulary
- •I. Oral Practice Section
- •1. Look through the statements/ proverbs and try to outline the problems to be discussed.
- •3. Match the explanations on the right with the idiomatic expressions on the left.
- •4. Find all the suitable nouns for each of the adjectives or participles.
- •5. Look at the following pictures and identify the professions. Then match them with the qualities in the box, justifying your choice.
- •6. Explain to your friend what you must do to insure a good career. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
- •7. Work in pairs. Speak to your cousin whom you haven’t seen for several years about your relatives/friends and their occupations. Make up a dialogue using the following variations:
- •Electrical and Electronics Engineering
- •Electronic Engineering
- •Communications and Control
- •Computers Engineering
- •Safety Engineering
- •9. Work in pairs. Pete is speaking about his future career. Take the parts of Pete, Tom and Susan and reproduce the dialogue. Use the word combinations from the box given below.
- •10. What should you do to find a job? Find the logical sequence of the steps you should take and render it to your partner.
- •13. Work in pairs: respond to the following statements reproduced by your partner choosing one of the phrases on the right and adding a sentence or two to explain why you think so.
- •14. Henry Brown wants to change his work. Here is an ad he has found:
- •Computer system engineer.
- •16. You are lucky to be called for an interview. Do you know how to create a good impression at your first interview? Check the answers you think are right and then discuss your answers in your group.
- •17. Imagine that a friend of yours was the man in this story. The pictures are in the wrong order. Work out what happened. Tell your story, beginning: “This is what happened to a friend of mine…”
- •18. Comment on the following quotations.
- •20. Examine the network and reproduce the topic “My Future Profession” supplying the necessary factual and imaginative details so as to present some ideas to your groupmates.
- •II. Writing Section There are some advertisements from “Computer”
- •III. Role Play. An interview for a job. For groups of 5-6 students
- •Interviewers:
- •Comprehensive Prolonged Project
- •Verbs and Verbal Phrases
- •I.1. Look through the quotations and try to outline the problems to be discussed.
- •3. Explain the advantages of taking up sports. Reproduce the given narration filling in the right words from the columns.
- •4. Make sure you know the next sport terms. Match the words with their definitions. There are definitions for only 11 terms.
- •5. Characterize the attitude of the British to sport. Complete the given passage, making use of the following word combinations from the box. Extend the statements.
- •6. Restore the dialogues from the questions given below:
- •7. Restore the dialogue from the replies given below:
- •8. What do Steven, Barry and Diana think of women’s participation in sport.
- •Women's Sport
- •9. Read the text and answer the following questions.
- •The Olympic Games
- •10. In the following dialogue examine some unfinished pieces of argumentation and select among the given arguments the one that can be added in full accordance with the speaker’s viewpoint.
- •11. Continue the dialogue between Victoria and Sandy according to the logical scheme offered below.
- •12. Continue each piece of argumentation by adding a few sentences.
- •13. Look at the photos and say what kinds of sport are presented on them.
- •14. Many people like those kinds of sports which include violence. Ask your partners if they think the same. Let them explain why they think so. Use the following formulas.
- •15. Give your own ideas on any of the following problems.
- •16. Comment on the following quotations.
- •17. Examine the network on the topic “Sport” and reproduce the narrative supplying the necessary factual and imaginative details so as to present some ideas to your groupmates.
- •18. Mini-project “Belarusian Sportsmen on the International Scene”
- •Comprehensive Prolonged Project
- •Verbs and Verbal Phrases
- •2. Read the text about shopping in our life and then reproduce it to your friend having completed the sentences below with the words from the text.
- •3. Read the text and get some information about Mike’s attitude to shopping.. Reproduce the text to your friend having chosen the right preposition given in brackets.
- •4. Tell your friend about your attitude to shopping. Use the word combinations and phrases given below:
- •5. Read the text, fill in the blanks with the words from the table and reproduce the information about supermarkets to your friend
- •At the Supermarket
- •6. Think of the advantages and disadvantages of doing shopping at a supermarket, a local grocery or a market.
- •7. Read the text and complete the chart with the items sold in different departments Shopping
- •9. What can you say about shopping in London? The following table can help you to answer this question, but first match the parts of the sentences in accordance with the sense.
- •10. By analogy, tell your friend about shopping in Minsk making appropriate modifications.
- •11. Work in pairs. Read the text about the Baxters’ going shopping. Ask your partner about their shopping tour using the prompts given below. The Baxters go shopping
- •12. Tell your friend about your last shopping tour, your buying a new jacket, suit, sweater etc. Use the expressions given below:
- •13. Read the text giving some information about the way people do shopping in different countries. Expand the statements following the text giving your arguments. Use the phrases given in the box.
- •14. Express your opinion on the way our people do shopping. Use the expressions given in the box.
- •16. Use the questionnaire to ask and answer questions about shopping habits of your friend. Work in pairs. How do you shop?
- •18. Tell your friend about the way you (your family members) do shopping.
- •19. Read the following dialogues and make your own dialogues by analogy
- •20. Make up short dialogues using the words prompted.
- •21. You will find here the sentences with omitted arguments. Try to complete them choosing the match from the box
- •22. Here are some phrases we often use in shops. Match each one to the correct assistant’s reply on the right
- •23. Decide what you would say in the following situations. Match the questions with the proper answers.
- •At a Shoe Shop
- •25. Work in pairs. Act out the situation where one of you is a customer and the other is a shop assistant. You want to buy:
- •26. Shopping may be a fun, but not always. Read the following text and try to make a list of:
- •27. The pieces of advice, given in the text, may serve you much one day. Check if your friend remembers them well.
- •29. Complaining about faulty things or bad service is never easy. Read the following text and say in short what kind of problem Ron Mathis had.
- •31. Work in pairs. Imagine you have bought a faulty jacket (jeans, sweater, sport shoes etc) that you would like to exchange. Act out the situation.
- •32. Look through the following complaint and try to describe some case that has happened to you.
- •Comprehensive Prolonged Project
- •Literature
III. Case-Study
One of your group-mates is very untidy. His mother is always complaining about him. His untidiness is an object of ridicule. He admits this but he doesn’t know what to do. He needs help. Give him some pieces of advice about what to do to solve his problem. Use SUPPLEMENTARY MATERIAL given in the text-book and your own audio and video material to help your group-mate.
Comprehensive Prolonged Project
Day 2nd: Accommodating in the hostel.
The room in the hostel is at your disposal. You share it with two students from Brazil. Now you are trying to make it cosy. Describe what you would do to make it comfortable.
Unit III meals
Vocabulary
Active Vocabulary
Nouns and Noun Phrases
appetizer |
/'xpItaIzq(r)/ |
1. что-л. возбуждающее аппетит, придающее вкус; 2. закуска в начале обеда |
course the first ~ the main ~ meat ~ a three- ~ dinner |
/kO:s/
|
блюдо первое блюдо второе блюдо мясное блюдо обед из трех блюд |
cutlery |
/'kAtlqri/ |
столовые приборы |
dish |
/dIS/ |
1. блюдо, тарелка, миска; чашка; посуда; 2. блюдо, кушанье |
food fast ~ junk ~ |
/fu:d/ |
пища, питание продукты быстрого приготовления быстрая и вредная еда |
habit to be in the ~ of |
/'hxbIt/ |
привычка, обыкновение; обычай иметь обыкновение |
helping ~ of smth |
/'helpIN/ |
порция |
meal |
/mJl/ |
принятие пищи; еда |
pickle |
/'pIkl/ |
рассол; маринад |
poultry |
/'pqVltri/ |
птица (домашняя) |
snack to have a ~ (bite) |
/snxk/ |
легкая закуска закусить, перекусить |
speciality |
/"speSI'xlqti/ |
отличительная черта, особенность |
waiter |
/'weItq(r)/ |
официант |
Verbs and Verb Phrases
help ~ yourself ~ oneself to smth |
/help/ |
раздавать, угощать, передавать (за столом) берите, пожалуйста (сами), не церемоньтесь; предлагать (кому-либо что-либо) |
mash mashed potatoes |
/mxS/ |
разминать пюре |
offer |
/'Pfq(r)/ |
предлагать |
pickle |
/'pIkl/ |
солить, мариновать |
roast |
/rqVst/ |
жарить(ся); печь(ся); греть(ся) |
serve |
/sE:v/ |
подавать (на стол) |
steam |
/sti:m/ |
варить на пару |
stew ~ed fruit |
/stjH/ |
тушить(ся), варить(ся) компот |
treat ~ smb to smth |
/tri:t/ |
угощать угощать (кого-либо чем-либо) |
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