- •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
1. Read the three text and discuss these questions with you partner.
a) Which of the discoveries mentioned in the text has been the most important
so far?
b) Which discovery will have the most important consequences in the future?
Why?
c) Which of the scientists in the text do you admire most? Why?
d) Which of the discoveries is the most difficult to understand?
The history of mobile phones charts the development of devices which connect wirelessly to the public switched telephone network. The transmission of speech by radio has a long and varied history going back to Reginald Fessenden's invention and shore-to-ship demonstration of radio telephony, through the Second World War with military use of radio telephony links. Hand-held radio transceivers have been available since the 1940s. Mobile telephones for automobiles became available from some telephone companies in the 1940s. Early devices were bulky and consumed high power and the network supported only a few simultaneous conversations. Modern cellular networks allow automatic and pervasive use of mobile phones for voice and data communications.
In the United States, engineers from Bell Labs began work on a system to allow mobile users to place and receive telephone calls from automobiles, leading to the inauguration of mobile service on June 17, 1946 in St. Louis, Missouri. Shortly after, AT&T offered Mobile Telephone Service. A wide range of mostly incompatible mobile telephone services offered limited coverage area and only a few available channels in urban areas. The introduction of cellular technology, which allowed re-use of frequencies many times in small adjacent areas covered by relatively low powered transmitters, made widespread adoption of mobile telephones economically feasible.
The advances in mobile telephony can be traced in successive generations from the early "0G" services like MTS and its successor Improved Mobile Telephone Service, to first generation (1G) analog cellular network, second generation (2G) digital cellular networks, third generation (3G) broadband data services to the current state of the art, fourth generation (4G) native-IP networks.
2. Read the text again and give the definition of the highlighted words.
Text B. Magnetic Compass
1. Look through the text and give your opinions.
The magnetic compass is an old Chinese invention, probably first made in China during the Qin dynasty (221-206 B.C.). Chinese fortune tellers used lodestones (a mineral composed of an iron oxide which aligns itself in a north-south direction) to construct their fortune telling boards.
Eventually someone noticed that the lodestones were better at pointing out real directions, leading to the first compasses. They designed the compass on a square slab which had markings for the cardinal points and the constellations. The pointing needle was a lodestone spoon-shaped device, with a handle that would always point south.
Magnetized needles used as direction pointers instead of the spoon-shaped lodestones appeared in the 8th century AD, again in China, and between 850 and 1050 they seem to have become common as navigational devices on ships.