- •Introduction
- •1.Think about an important scene in your life that you remember very clearly. Tell the class.
- •2.Read the Strategies.
- •3. Use the Strategies to answer these questions about the text.
- •4.Use the endings below to make adjectives from the group of words
- •5. Make adverbs from the adjectives in a, b and c. Then try to add more
- •6.Look at the words in Exercise 4. In which of them is there a change in word stress?
- •7.Put the underlined words in the correct form.
- •8. Choose a memory from your life. Write notes about these things:
- •9. Work in pairs. Tell your partner about your memory.
- •1. Complete the sentences in column a with a phrase from column b.
- •2. Change the words in italics in exercise 1 to make sentences that are true for
- •3. Read the information Files on England, Scotland and Wales and which of
- •4. Read the text about Northern Ireland and answer the questions.
- •5. Read the text. Match the beginnings and the endings of the sentences.
- •6. Complete the description with these verbs in the correct form.
- •7. Write a paragraph about your country. Write about the national flag, the
- •1. Read and practise.
- •2. Decide whether these statements are true (t) or false (f) according to the passage.
- •3. Think about.
- •4. Decide whether these statements are true (t), false (f), or impossible to know (ik) according to the passage.
- •5. Look at these common English expressions and then decide whether you
- •6. Match these adjectives with definitions. Then compare with a partner:
- •7. Can you give definitions for these words?
- •8. Use the words in parentheses to complete the sentences.
- •9. A) Look at the three styles of text (1-3). Try to match them with the personality descriptions (a-c).0
- •1. Look at the students of your group and say:
- •3. Group the sentences in the following passages matching them with the proper question, as shown above. Translate the passages.
- •4. Following the patterns below make up 4 sentences characterizing a person. Use look, look like, look as if, and look as though.
- •5. Use the models above in a short dialogue.
- •6. Look at the following words used to describe people’s character. Make two columns of 1) what you think are bad characteristics;2) what you think are good characteristics.
- •7. Use some of the words in a sentence describing someone’s character.
- •8. What would you think of a person who says:
- •10. Use your dictionary to clarify your understanding of the following idioms. Translate them. Make up a situation to prove your proper understanding of each idiom.
- •11. Role-play “a Formal Gathering”.
- •12. Write a short description of somebody’s physical appearance and character.
- •13. Write:
- •4.Put the words in the right groups. Use a dictionary to help you. Can you add any more words to the lists?
- •5.In pairs, answer the questions.
- •6.Come Together Read the definition and try and guess what the underlined metaphors in sentences 1-7 mean.
- •7. Think about the images conveyed by these metaphors. Choose the metaphor which best fits the context. Then make sentences with the unused options. Use a dictionary to help you.
- •13. Match texts a-e with the main ideas.
- •14.Complete the sentences with words from the texts,
- •15.Complete the sentences with the correct forms of the words in
- •16. In pairs, discuss the questions.
- •17.Work in pairs and follow the instructions.
- •19. Match the expressions with their meanings.
- •20.Role play “a Students’ Party”
- •2.Report your partner's answers to the class.
- •3. Read the text and answer the questions:
- •4. Comprehension Check
- •5. Make up all possible derivatives from the stems of the verbs below.
- •6. Pronounce the words correctly and comment on the shift of meaning in
- •2. Match the words with the correct definitions.
- •3. In pairs, describe the photos. Use the phrases in exercises 1 and 2 to
- •4. Read the text a.
- •5. As you read the text a) look for the answers to these questions:
- •7. Read the article. Work out the meaning of the highlighted words in the article
- •8. Read the text b, list advantages and disadvantages of globalization. Globalization
- •Life in the 21st century
- •1.Work in groups and discuss the questions.
- •2. Memorize the conversation. Close your books and practice with your
- •1. Write some notes about ecological problems in Kazakhstan that you
- •2. What do you think?
- •1. Before you start:
- •2. Answer the following questions:
- •3. Fill in the gaps:
- •4.Translate the following sentences into your native language
- •5. Points for reflection.
- •1. Work in groups. Try to list all the advantages and disadvantages of
- •2. After brainstorming your ideas, read the article below. Were your
- •3. What do you think?
- •4. Work in pairs. Write 12 questions on the article and fire away your
- •Types of Mass Media
- •1. Questions for discussion before reading the article:
- •2. Read the article
- •3. True or false statements:
- •4.Work with your partner. Make up a conversation using these words:
- •5. Speak on the role of Mass media nowadays in our life.
- •6. Game: Mass media……….
- •Information
- •1. Write your associations with the word “ Press”
- •2. Read the article.
- •3. Express your attitude to the article.
- •4.Complete the sentences with the words from the box:
- •5. Imagine you work as a journalist. Write an article ( approximately 180
- •6. Work in groups. Do you subscribe to newspaper regularly? What kind
- •7.Read the dialogue with a partner and dramatize it:
- •Newspaper
- •3. Are the sentences true (t) or false (f)?
- •4. Read the joke and can you remember another one which you have recently read from the magazines.
- •Television
- •1. Read the article.
- •2. Comprehension check.
- •3. Put the prepositions.
- •1. Read the following questions with your partner and note down his/her
- •1. Read the following statements, discuss them and try to reach an
- •Radio and Television
- •Radio and Television
- •4. Here are some answers to some questions about to the article. Write
- •5. What do you think?Which of them more entertainment and
- •Important? tv or Radio? What is the Internet?
- •3. Fill in the gaps.
- •4. Are the sentences true (t) or false (f)?
- •5. In pairs do the quiz.
- •What do you think?
- •Olympic games
- •1. Test your football vocabulary! Complete the questions with the words in
- •2. Read the article.
- •3. Translate the following sentences into English.
- •4. Read the article and work out the mening of the highlighted words in the article.
- •5. Sport quiz.
- •6. Conversation Questions.
- •7. Write a topic for the theme: “Sport and Games ” by using the following words.
- •1. Read the text about “Travelling” and check you know the underlined
- •2. Answer the following questions:
- •1. Complete the text with these words.
- •2. Underline 6 words or phrases you don’t know.
- •Conversation
- •3. Act out the similar dialogue.
- •1. Read the text and give the definition of the highlighted words in the story.
- •2. Imagine you want to visit a city 700- 900 away from your home town. How
- •3. Match verbs 1-10 with their collocations a-e.
- •4. In pairs, complete each gap with one word. Then match sentences 1-7 with
- •1. Read the conversation and act out it with your partner.
- •2. Make up a similar dialogue.
- •3. Role-play.
- •4. Complete the text with a-f to make meaningful phrases.
- •1. Look at the picture travelling by sea and discuss using your own words.
- •2. Speak on your own or somebody else’s ‘travelling by sea’ experience.
- •3. What do you think if the sea isn’t rough, everybody enjoys a voyage.
- •4. Answer the following questions:
- •5. Translate the following sentences into English.
- •1. Speak out. Then complete gaps 1-7 in the dialogue.
- •3. Read an interesting article about trains.
- •4. Work in pairs or small groups. Discuss these questions together.
- •1. Answer the questions?
- •2. Read and talk about the theatre and entertainment.
- •1. Read the text and give the title of the story.
- •3. A) Work in pairs. Use these expressions below exchanging impressions
- •4. Match verbs 1-7 with their collocations a-j.
- •5. A) Look at these pictures and describe them.
- •1. A) Read the text and talk about art.
- •2. Answer the questions:
- •3. Look at the paintings and speak about them and complete the text with the
- •4. In pairs, answer the questions.
- •1. Look at the picture and describe it.
- •Culture
- •1. Answer the questions.
- •2. Read the text
- •2. Answer the questions:
- •1. Read these five texts and ask questions.
- •2. Task: Students have to define
- •3. Tell about positive and negative sides of one of these things. Try to
- •1. Read and answer the questions:
- •2. Look through the text and discuss it in class.
- •3. Translate these sentences into Russian.
- •1. Read the three text and discuss these questions with you partner.
- •2. Read the text again and give the definition of the highlighted words.
- •1. Look through the text and give your opinions.
- •2. Ask questions on the text.
- •1. Reading Strategies:
- •4. What do you usually on different television programmers? Match each
- •5. Which of the programmers above do you like? Use the following
- •6. Put the correct word or phrase from the following list into the
- •1. Describe the photo and answer the questions.
- •2. Read the story and complete it with these words from the box.
- •1. Task: Read the statement.
- •2. Make up word-combinations.
- •Contents
- •1. Introduction ………………………………………………………........ 3
2. Comprehension check.
1. What does the word “ television” mean?
2. How many commercial stations are there in the USA?
3. What are the purposes of commercial TV stations?
4. What does the commercial TV broadcast?
5. What is the role of advertising in this sphere?
3. Put the prepositions.
1. The name "Television" comes ____ Greek word meaning "far".
2. They must attract larger numbers ___ viewers in order to sell advertising
time ____ high prices.
3. Public television focuses mainly ____ education and culture.
4. There are programs ____ wide range of subjects ______ physics and
literature _____ cooking and yoga.
TV survey
Task 1
1. Read the following questions with your partner and note down his/her
answers in English.
1. How many hours a day do you spend in front of the box?
2. What programs do you enjoy watching?
3. What type of programs do you avoid?
4. What criteria do you use for deciding what you watch?
5. To what extent are you influenced by advertising?
6. As a family or amongst friends, how do you resolve the problem of
conflicting interests when each wants to watch a different program?
Task 2
1. Read the following statements, discuss them and try to reach an
agreement.
-
Statement
yes no to some extent on the contrary ...
because ... above all if ... although ... however ... ...
Today most people watch too much television.
Television widens and enriches your knowledge.
Televisioncanencouragepassivity.
It stops or inhibits conversation in the family.
Television stations broadcast too much violence.
Television often stops people from reading.
Sitting in front of the TV is a
good way of relaxing.
Television exerts too much influence over people.
2. Choose a film that you have seen recently on the television. Write a
short review of the film, giving your opinion of it. You should write
approximately 180 words.
Radio and Television
1. Think about one radioprogramme you like listening to. Write some
notes about it, then swap information with a partner.
2. Complete the table . Write some note about TV, Radio and their common sides.
3. Read the article
Radio and Television
British broadcasting has traditionally been based on the principle that it is a public service accountable to the people through Parliament. Following 1990 legislation, it is also embracing the principles of competition and choice. Three public bodies are responsible for television and radio services throughout Britain. They are:the British Broadcasting Corporation (BBC) broadcasts television and radio services; the Independent Television Commission (ITC) licenses and regulates non-BBC televisionservices, including cable and satellite services; the Radio Authority licenses and regulates all non-BBC radio services.
Since the 1970s 98% of British households have had television sets able to receive four channels, two put out by the BBC, two by commercial companies. Commercial satellite and cable TV began to grow significantly in 1989 - 1990, and by 1991 the two main companies operating in Britain had joined together as British Sky Broadcasting. By 1991 about one household in ten had the equipment to receive this material.
Every household with TV must by law pay for a license, which costs about the same for a year as a popular newspaper every day.
Unlike the press, mass broadcasting has been subject to some state control from its early days. One agreed purpose has been to ensure that news, comment and discussion should be balanced and impartial, free of influence by government or advertisers. From 1926 first radio, then TV as well, were entrusted to the BBC, which still has a board of governors appointed by the government. The BBC's monopoly was ended in 1954, when an independent board was appointed by the Home Secretary to give licenses to broadcast ("franchises") to commercial TV companies financed by advertising, and called in general independent television (ITV). These franchises have been given only for a few years at a time, then renewed subject to various conditions.
In 1990 Parliament passed a long and complex new Broadcasting Act which made big changes in the arrangements for commercial TV and radio. The old Independent Broadcasting Authority, which had given franchises to the existing TV and radio companies, was abolished. In its place, for TV alone, a new Independent Television Commission was set up in 1991, with the task of awarding future franchises, early in the 1990s, either to the existing companies or to new rivals which were prepared to pay a higher price. The Commission also took over responsibility for licensing cable program services, including those satellite TV channels which are carried on cable networks. The new law did not change the status of the BBC, but it did have the purpose of increasing competition, both among broadcasters and among producers. It envisaged that a new commercial TV channel, TV5, would start in the early 1990s.
The general nature of the four TV channels functioning in 1991, seems likely to continue, with BBC1 and ITV producing a broadly similar mixture of programs in competition with each other. ITV has a complex structure. Its main news is run by one company, Independent Television News, its early morning TV — a.m. by another. There are about a dozen regional companies which broadcast in their regions for most each day, with up to ten minutes of advertisements in each hour, between programs or as interruptions at intervals of twenty or thirty minutes. These regional companies produce some programs of local interest and some which they sell to other regions, so that for much of each day the same material is put out all through the country. Its regional stations similarly produce some of BBCl's programs. BBC2 and the independent Channel 4 (which has its own company) are both used partly for special interest programs and for such things as complete operas.
