In pairs speak about one of the books you’ve read answering the questions:
Why did you choose it?
Why did you like (not like) it? Who was it written by?
What’s the time and setting of the story?
What’s the message of the book? Does it deal with problems of topical interest?
What do you think of the writer’s ability to portray characters? Make a character sketch of one of the main personages.
What emotions are aroused in the reader as the story unfolds?
Does the book keep the reader’s interest up to the last page? What’s the power of the story?
PART IV. (supposed as home assignment)
Write an imaginary account of Franz Bussman’s life story up to the time he was re-united with his brother. Use the ideas given bellow. Write it in three or four paragraphs.
Title: The Past.
Introduction: Tried to get information about Hans – none available – gave up search.
Development: Found it hard to settle down – moved from place to place and from job to job – how he met Mrs Bussman – marriage – settle down at last – became a cook – disliked the work – went into partnership with a friend – became a taxi-driver – once visited home town – block of flats where his house used to be – no one remembered him.
Conclusion: Further plans how that Hans has been found.
Unit five. One Man's Meat is Another Man's Poison.
PART I. WARMING UP ACTIVITY.
TASK I. Sort out the words connected with food from the list into the columns with the following headings.
Vegetable |
Meat |
Fish |
Seafood |
Herbs |
Spices |
|
|
|
|
|
|
venison cabbage celery cod shrimps crab hake
rosemary curry cauliflower liver mackerel veal
lobster salmon cinnamon parsley crayfish kidneys
broccoli oysters spinach aubergine tarragon cucumber
TASK II. Which food from the previous exercise do you find mouth- watering and which is repulsive? Why? Which do you like and which despise? Discuss it with your partner.
TASK III. Which verbs denoting the ways of cooking do you know?
Using them say how you like the following foods prepared? What do you usually put on the foods given below?
Chicken potatoes sausages eggs mushrooms
TASK IV. Discuss it with your partner.
1. What do we call the meat of these animals?
sheep (two names)
pig (three names)
deer
calf
2. Which of these fruit and berries grow in your region? Are there others not listed here?
Peach plum grapefruit grapes blackcurrant
raspberry melon kiwi-fruit mango cherry
PART II. LISTENING
TASK I. Before listening, look at the words below and try to guess what the story on the tape is going to be about. Discuss it with your partner.
A great delicacy, sad truth, a creature, snails, a garden of one's own, on a sudden impulse, to be delighted to see, a little gift, the main dish, to escape.
TASK II. Study the meaning of the following expressions
- repulsive - very unpleasant
- one's stomach turns (at) - to feel uncomfortable, sick
- stick to something - to act according to or keep to, not give up
- abuse – to say unkind, cruel, or rude things to or about sth
- to be despised - to be regarded as worthless, bad or completely without good qualities
- to appeal to somebody - to please, attract, or interest; to request for help
- to take a stroll - to walk a short distance slowly or lazily, esp. for pleasure
- a prize plant - a highly valued plant
- reluctantly - unwillingly and therefore perhaps slow to act
- to one's dismay - to one's strong feeling of fear, anxiety, and hopelessness.
TASK III. Listen to the tape and say which of the following adjectives describe snails from the writer's point of view and which describe the way Robert sees them? Which word describes neither of them?
horrible appetising unpleasant repulsive tasty plain mouth watering disgusting delicious
TASK IV. What is the overall 'message' of the story?
TASK V. Listen again and in pairs, put the following sentences from the story in the correct order (1 – 6 in the boxes).
The idea never appealed to me very much.
To our dismay we saw that there were snails everywhere.
There are countless people who have learned to associate snail with food.
I had forgotten all about the snails.
The sad truth is that most of us have been brought up to eat certain foods.
Robert was delighted to see me and equally pleased with my little gift.
TASK VI. Answer the following questions in pairs.
1. In what part of the world is octopus considered a great delicacy?
2. What is people's attitude towards snails in different parts of the world?
3. What was the reason for Robert's pleading to bring him snails?
4. Why did Robert find it difficult to obtain snails?
5. Was the author eager to fulfil her friend's request?
6. What was the writer's gift like?
7. What was supposed to be the main dish for dinner?
8. Was the writer pleased to be treated to the food?
9. Who took the entire possession of the hall?
10. How did it happen?
TASK VII. Decide which of the statements below are true and which are false. Prove your statement.
1. Snails are considered to be great luxury all over the world.
2. The writer lives in a country where snails are looked down on.
3. The writer didn't like the idea of collecting snails.
4. There were a few snails in the writer's garden, but she managed to gather them all.
5. Having thought it over for some time, the writer collected several dozen.
6. Robert was pleased to see the writer.
7. Seafood was supposed to be the main dish for dinner.
8. The snails occupied the house having leaked out of the paper bag.
TASK VIII. Restore the events from the moment the writer began describing her amusing story about snails.
TASK IX. Listen one more time and choose the best continuation, A, B or C.
1. If you lived in the Mediterranean,
A. you wouldn't be able to understand why some people find octopus repulsive.
B. you would consider octopus a great delicacy.
C. your stomach would turn at the idea of frying potatoes in animal fat.
2. For years Robert has been asking the author
A. to associate snails with food.
B. to have a garden on her own.
C. to collect snails from her garden and take them to him.
3. Acting on a sudden impulse,
A. She collected several dozen.
B. She left the bag in the hall.
C. Robert was delighted to see her.
4. The writer put the snails in a paper bag
A. to prevent them from escaping.
B. because they were strolling on her prize plants.
C. to take them to her friend Robert.
5. To their dismay, they saw that
A. the snails was the main dish.
B. there were snails everywhere.
C. the snails had escaped.
TASK X. Do the following in groups of four. One student of the group is the secretary
Exercises
1. People become quite illogical when....
Write 2 sentences illustrating the use of the words quiet and quite.
2. If you lived in the Mediterranean you would consider octopus a great delicacy.
Write this sentence again beginning 'If you had lived .....'(refer it to the past)
3. the normally accepted practice
Write 2 sentences using the words practical and practise.
4. The sad truth is that most of us.........
Write 2 sentences using most and the most.
5. There are countless people who ever since their earliest years.......
Write 3 sentences using the words since, for and ago.
6. As his flat is in a large town... What does as mean in this sentence? Write 2 sentences illustrating some other meanings of as.
7. For years he has been asking me to collect snails. Write 2 sentences using has been asking and has asked.
8. I happened to be walking in my garden. Write sentences using the following: he happens, it happened that, happened.
9. The writer and his friend went out of the living-room.... get the snails. Choose the 2 answers which you think are correct
A in order that B to C in order to D so that E for
10. They felt .... when they noticed that the snails had escaped. Choose the 2 answers which you suppose fit.
A disappointed B unhappy C pleased D sad E angry
PART IV. EXTENSION ACTIVITY
Use the ideas of your own while answering the following questions.
1. Why do we stick to certain foods all our lives?
2. Is there a reasonable explanation to the fact that tastes are different?
3. Do you agree that food is as much a part of a country's culture as its landscape, language, and literature?
4. What influences the food in your country?
5. Which are your favourite places to eat out in your city? Why?
PART V. WRITING
Write a continuation of the passage in not more than 150 words. Expand the ideas given below into a plan and provide a suitable title. Your composition should be in 3 to 4 paragraphs.
Ideas: Snails - walls, ceiling - coat, pockets - effort to collect them - ladders - marks everywhere - Robert amused - cooked the snails - a meal for one.
UNIT SIX. A POUND TOO DEAR.
PART I. WARMING UP ACTIVITY.
TASK I. All of the items bellow have been imported and exported over the centuries.
Gold glassware textiles copper slaves grain wine olive oil tin honey pottery spices silk potatoes corn leather work beans cars sugar clothes tobacco cocoa armour tea
Discuss the questions, referring to the imports and exports of the items given above.
1. Which items are no longer traded in the modern world?
2. Which items are luxuries and which are necessities?
3. Which are raw materials and which are manufactured goods?
TASK II. Imagine that you have to do some shopping, but there isn't a department store or supermarket. What sort of shops can you buy these items in? Discuss it in pairs and work out a common decision.
Example: kilo of tomatoes - and a knife to cut them with.
greengrocer’s - ironmonger's hardware store or kitchen shop
1. some sausage - and a frying-pan to cook them in
2. a personal stereo - and some cassettes to play on it
3. a loaf of bread - and some butter to spread on it
4. a notebook - and a pen to write in it with
5. a tube of toothpaste - and a new toothbrush
6. a postcard - and a stamp to stick on it.
TASK III. Look at these words. Where is the stress when the word is used as a noun? And when it's a verb?
a export b import c decrease d increase
e progress f produce g transport
Fill in the gaps with one of the words in its correct form and pronounce it correctly.
1. Scotland _________ a lot of its food from other countries.
2. Its (Scotland’s) _________________ includes oil, beef, and whisky.
3. I'm very pleased with my English. I'm making a lot of ____
4. Ministers are worried. There has been an / a __________ in the number of unemployed.
5. But the number of crimes has _______, so that's good news.
6. Britain ___________ about 75% of its own oil.
7. Who is in charge of the____________of this cargo?
TASK IV. Tick the word or phase in each group that doesn't belong with the others. Explain why it is the odd one out.
1. artificial synthetic genuine false
2. replace construct manufacture produce
3. water oil gas coal
4. power energy fuel waste
PART II. LISTENING
TASK I. These words will appear in the text. Are you sure they are familiar to you?
- wares - small articles for sale, usually not in a shop.
- to anchor - to stop sailing and lower the anchor.
- to be tempted - to be persuaded or attracted to do sth that seems pleasant or advantageous but maybe unwise or immoral
- to bargain - to talk about the conditions of a sale
- to disembark - to go on shore from a ship
- to assail - to attack violently
- to conceal - to keep from being seen or known
- genuine - actually being what it seems to be; real
- outrageous - very offensive
- eventually - at last, in the end
TASK II. Listen and take notes under the following headings. Work in small groups and compare your information. What similarities and differences are there?
1. Loading in the harbour.
2. Bargaining with the tradesmen on the board of the ship.
3. 'Real' diamonds.
4. Reduction of the price.
5. A 'good' bargain.
TASK III. Explain the meaning of the following words and phrases as they are used in the passage:
loaded; liner; rugs; hand-made; went to great lengths; impression; to get rid of.
TASK IV. Listen again and choose the best answer for each question, A, B or C.
1. Why was it difficult not to be tempted with the wares?
A. They were not expensive.
B. There was a great variety of them.
C. The goods were made by famous craftsmen.
2. Why was the writer assailed by a man the moment he got off the ship?
A. this man wanted to get him back to the ship.
B. this man wished to sell him a diamond ring.
C. this man was eager to promote rugs, silks, copper coffee pots.
3. What did the pen look like?
A. It seemed real indeed.
B. It looked strange.
C. It appeared to be gold.
4. Why did the pen turn out to be useless?
A. It had broken down.
B. The writer had a better one on the ship.
C. It wasn't possible to fill it with ink.
TASK V. Complete sentences with the exact phrases from the story to make up a summary of it.
Small boats loaded with wares sped to _____________1. as she was entering the harbour.
It was difficult not _____________2. but the author decided _____________3. until his ship had disembarked.
He was assailed by a man who wanted to sell him _______________4.
The man went to great lengths to prove that the diamonds ____________5.
It took the writer ____________6. to get rid of him.
The next man was selling _______________7.
The pen certainly looked _______________ 8.
The man said that the pen was worth _______9.
The man acted as if ________________ 10.
A moment later he ran after the writer _______________11.
He _______________12. the pound the writer gave him.
The author felt ______________13. with his wonderful bargain.
To this day it _________________14. a single word.
TASK VI. Work in pairs and discuss the following questions.
1. What happened as the great liner was entering the harbour?
2. What was the tourists' reaction?
3. Was the writer going to buy anything?
4. The writer was not amazed by the size of the diamonds, was he?
5. How did the tradesman try to prove authenticity of the diamonds?
6. What was inscribed on the cap of the pen?
7. What was the initial price of the pen?
8. How much was it reduced later?
9. Was the tradesman reluctant to accept so little for the pen?
10. Was the pen worth one pound?
TASK VII. In pairs dramatise the dialogue between the writer and the seller of expensive pens and watches.
TASK VIII. Listen one more time and do this task. Here are some lines from the text. Match a line in A with an expansion in B to make up a summary of the story.
A. B.
Boats loaded with wares sped to attracted
Then decks were soon covered with pay little
It was difficult not to be some jewellery
Many of the tourists began to purchase
He was assailed by a man who wanted to sell him different goods
The next man was selling ship
He shook his head indicating he was only willing to costly pens
Gesticulating wildly the seller eventually agreed to buy the goods
He felt especially pleased with his wonderful a phrase
No matter how hard he tried it has never written lower the
price
TASK IX. Do the following in pairs.
Exercises.
1. No sooner had I got off the ship than I ...
Join these pairs of sentences with no sooner ... than
I opened the door. The telephone began to ring.
He finished his speech. Everyone began to clap.
2. Some of them were as big as marbles.
Write 2 sentences illustrating the use of as ... as and not as ... as.
3. As we were walking past a shop .....
Complete the following sentences:
While I was working in the garden .....
I was just going into the shop when .....
4. It took me over half an hour to get rid of him.
Write 2 sentences using it takes and it took
5. ' made in the USA'.
Write sentences using each of the following:
made in, made by, made of, made from
6. to this day it has never written a word.
Write 2 sentences using the phrases till now and so far.
7. It was impossible to fill the pen with ink .... I tried very hard.
Choose the 2 answers which you think are correct.
A it B provided that C though
D not only E even if
8. The man was very ..... to accept the pound I gave him.
A glad B reluctant C unwilling
D pleased E sorry
PART III. EXTENSION ACTIVITY
TASK I. Discuss the following in small groups.
1. Why did people first start trading?
2. How much do we know about the early traders?
3. Why were luxuries, not necessities, the earliest goods to be traded?
4. Which products do you know of, that are found in most parts of the world today?
5. What does your country export and import? What are the reasons for this?
PART IV. WRITING
Write an imaginary account in not more than 180 words, including a dialogue that took place between the writer and the man who sold him the pen.
Title: The Bargain
Introduction: Man approached with pens and watches - held them up - writer showed interest.
Development and Conclusion : Writer asked to see a pen - man handed him one - argument about the price - gradually reduced to £ 3 - writer walked away - men followed - made it clear that he was being robbed but accepted £ 1. Writer pleased, man disappeared quickly.
UNIT SEVEN. A LOST SHIP.
PART I. WARMING UP ACTIVITY
TASK I. Work in pair or as a class answering the following questions:
What do you associate the title with? Do you know any events connected with sunken ships? Why did these ships sink?
Have any attempts been made to find and bring them to the surface? Have they ever been successful? What can hinder the rescue team in their attempts?
TASK II. Do you happen to know what the internationally recognized radio telephone signal of distress is?
Read the following passage and answer the questions that go below.
The term “Mayday” is the internationally recognized radio telephone signal of distress. It is only used when a ship is in great danger and needs help immediately. The signal is transmitted on a wavelength of 2,182 kHz, which is permanently monitored by rescue services on the shore. The use of the expression has a very straightforward explanation. It simply came from the French phrase ‘m’aidez’, which means ‘help me’. It was officially adopted internationally in 1927.
QUESTIONS:
When is the signal of distress only used?
How is the signal transmitted?
Who is it monitored by on the shore?
What language did it come from and what does it mean?
When was the signal officially adopted?
TASK III. Base and strong adjectives.
Put a base adjective from the box next to a strong adjective.
___________________________________________________
surprised interesting tired dirty
pretty frightened good bad
large funny tasty big
___________________________________________________
Base adj. Strong adj.
___________ - great
___________- delicious
___________ - filthy
___________ - astonished
___________ - exhausted
___________ - tremendous
___________ - beautiful
___________- hilarious
___________ - fascinating
___________ - terrified
___________ - wonderful, marvelous
___________ - awful, terrible
We can make base adjectives more extreme with the adverbs very, quite, really, but strong adjectives take only really or absolutely. For example, quite good really fascinating
very dirty absolutely hilarious
really funny really tremendous
Explain in your own words how strong adjectives describe the following nouns:
great interest
complete failure
tremendous excitement.
TASK IV. Do the following in pairs.
Explain the difference in meaning in the following structures:
The small ship had been searching the A radio message had been
Barents sea for weeks. received by the ship’s captain.
The sea-bed was scoured with powerful Though the crew were at
nets. first under the impression
that……..
Make up one sentence of each type to show that you understand the difference.
TASK V. Do the following in pairs.
Match the words in column A with their definition in column B. If you come up against any problem, feel free to ask your partner for help.
A B
a) message - that which is contained in smth
b) bottom - the land at the bottom of the sea
c) contents(pl) - a spoken or written piece of information
passed from one person to another
d) salvage - the lowest part of smth
e) sea-bed - the act or process of saving smth from
destruction, especially saving a wrecked ship
or its goods from the sea.
Using an English-English Dictionary, find other meanings of the words message, bottom, contents, salvage.
Guess the meaning of these expressions with some of the words under study:
to get the message
to get to the bottom
to salvage one’s reputation
and make up a sentence with each of them. Read your sentences to your partner.
PART II. LISTENING
TASK I. You’ll hear a part of the tape about a salvage operation.
As you listen to the extract, for each question 1-4 choose the answer that fits the meaning best.
The attempt to salvage a wrecked ship and its goods from the sea
had been made quickly
had been difficult to make
hadn’t given any result.
For weeks the ‘Elkor’ had been searching
the Black Sea
the Barents Sea
the Mediterranean Sea.
The captain knew that another attempt would be made later because
the sunken ship had precious goods on board
the first attempt had not brought any result
he was in charge of the operation.
A radio message from the mainland instructed the captain
to continue the search
to put off the search
to give up the search.
TASK II. Together with your partner restore the main events in the passage using the following prompts:
Salvage, failure, search, on its way home, to give up, to make another attempt, a precious cargo.
TASK III. You’ll hear the rest of the text about the salvage operation. As you listen, fill in the missing information in the sentences below. You’ll hear it once.
Despite the message from the mainland, the captain of the Elkor decided ____________________.1
The sea-bed was scoured with _________________.2
There was tremendous excitement on board when ______________.3
At first the crew were under the impression that_________________.4
The contents of ______________________5 proved they were wrong.
What they had in fact found was _____________________.6
The chest contained _______________________.7
Among other things, there were books, clothing and photographs together with ____________________.8
The numerous items which were brought to the surface proved ______________________.9
From an unfinished letter which had been written on March 14th 1943 the captain learnt that the name of the ship was ________________.10
The most valuable find of all was ___________________11, parts of which it was still possible to read.
From this the captain was able to ______________________.12
We know now that the ‘Karen’ had been sailing in a convoy to __________________13, when she was torpedoed by __________.14
This was later confirmed by ___________________.15
All the items that were found were sent to _________________.16
TASK IV. Now you’ll listen to the whole of the text. Then answer the following questions in your own words as far as possible:
Why was the ‘Elkar’ in the Barents Sea?
What instruction had the ship’s captain received?
Why did he know that another attempt to salvage the sunken ship would be made?
What did the captain think when a sea-chest was raised from the bottom?
What exactly proved to be of great interest?
What information came to light finally? How was it confirmed later?
Who was Alan Fielding?
TASK V. With the help of the words suggested retell the story using the correct grammar and sentence structure:
salvage operation, failure, search the Barents Sea, for weeks, give up the search, make another attempt, despite, was scoured, was raised, under the impression, the contents, proved them wrong, what they had in fact found was, personal belongings, from the wreck, proved to be of great interest, a cruiser, an unfinished letter, March 14th 1943, the ship’s log book, to piece together, came to light, to sail in a convoy, was torpedoed, was confirmed, the War Museum.
TASK VI. Do the following in pairs:
Exercises.
1.The ‘Elkor’ was on its way home. A radio message from the mainland had been received by the captain instructing him to give up the search. The captain knew that another attempt would be made later.
Arrange the events in chronological order.
How do you know that some events happened earlier?
2. …..which had been searching the Barents Sea.
Explain the use of the grammar tense. Write a complete sentence showing your understanding of the phrase.
Despite the message, the captain of the ‘Elkor’ decided to try once more.
In spite of being exhausted, the crew didn’t give up the search.
Write your own sentences using the structures:
Despite + N/G
In spite of + N/G
Despite/In spite of the fact that + S + V
4. The numerous items…… proved to be of great interest.
Write a sentence with proved to be.
From this, the captain was able to piece together all the information.
(was able to – means that there was a chance and the action was performed in spite of difficulties; could – denotes only ability and no action so far)
Write one sentence with was able to and one sentence with could to show the slightest difference in the meaning.
The important information …came to light.
Explain orally the meaning and write one sentence with the expression.
The sea-bed was scoured with powerful nets. There was tremendous excitement on board. A chest was raised from the bottom. The crew were at first under the impression that the lost ship had been found. The contents of the sea-chest proved them wrong.
Express the ideas joining them in not more than two sentences.
……….realized that the ship must have been a cruiser.
What’s the difference between ‘realize’ and ‘understand’? Write two sentences illustrating this difference.
PART III. EXTENSION ACTIVITY.
Match these words for different types of disaster with the pictures.
Flood drought fire hurricane nuclear explosion
volcanic eruption tornado plane crash
A) B) C)
D) E)
F)
G) H)
Are these disasters usually natural or man-made? Can they be predicted or prevented? What needs to be done after one has happened? Have any of these disasters been in the news recently? When was it to be more exact?
TASK I.
Here is some information about an earthquake in Armenia. Match the first part of each sentence (a-g) with the second part (1-7).
The earthquake struck at 11.41 am
Snow first fell during the next few days,
At first it was thought that 55,000 people had died,
As soon as the news of the tragedy had been broadcast,
A plane carrying relief supplies crashed
Restoration of the affected area began
A senior government official promised the town would be completely rebuilt
when trying to land
as the people of Spitak, Armenia, were busy with their morning work.
by the end of the following year.
two weeks after the earthquake.
but later the figure came to 25,000.
which made rescue operations difficult.
aid worth millions of dollars was expected to pour in.
TASK II.
Fill the gaps in the following news story with one of these time expressions. Use each expression once:
After while until soon meanwhile afterwards before initially
Chernobyl’s Nuclear Reactor No.4 blew up at 1.24 am on April 26, 1986. (1) …………that night none of the local villagers had dreamt there was any danger from the power plant, and even(2) ………….the explosion they did not realize how serious the situation was. ‘We decided to carry on as normal,’ says Pete Remezenko.(3) …………we regretted that decision.’ (4)……… a cloud of radioactive dust was spreading over Scandinavia and central and eastern Europe, the Remezenko family were digging potatoes in their garden, almost in the shadow of the blazing reactor. The authorities (5)…… started to evacuate the entire area within a radius of 30 km of the plant. Families were asked to take in evacuees (6) ………permanent accommodation could be found for them. (7) …………, urgent plans were made to build replacement homes. The number of people who died as a result of the accident was (8) ………….. very small, but who knows what the long-term effects on present and future generations will be?
ROLE-PLAY.
In groups of 4 to 5, student A is a newspaper reporter, who was at the place of the earthquake (Task I). He arrived in your city to tell you about the disaster. The other students in the groups ask him/her questions about what happened. (Before you start, take the time to think of what you are going to say.)
PART IV. WRITING
TASK I. In not more than 100 words describe how the items brought to the surface enabled the captain of the ‘Elkor’ to identify the lost ship. Use your own words and your imagination around the following items:
the personal belongings of a seaman, Alan Fielding, books, clothing, photographs, letters, nothing of value, a heavy gun, a cruiser, another sea-chest, a ship’s officer, an unfinished letter, March 14, 1943, the ship’s log-book, the Karen, to piece together, to come to light.
TASK II. COMPOSITION
In not more than 200 words write the page of the Karen’s log book which was dated March 14, 1943. Use the ideas given below. Do not write more than three paragraphs.
Title: The Last Day.
Introduction: Journey has gone well so far – convoy successfully fought off an air attack – early morning – no ships lost.
Development: 10 am First attack by U-boat – ship ahead – the Dauntless sunk – men in sea – the Karen picked up survivors – 720 men – 50 lives lost – crowded on board – attack – puts it out of action with depth charges – 3.15 pm (last entry) – second U-boat attack…
UNIT EIGHT. THE FIRST CALENDAR
PART I. WARMING UP ACTIVITY
TASK I . Either in pairs or as a class, have a talk on the following:
What is a calendar? Is it necessary? What does it read?
What types of calendars do you know?
Who usually records the history of times? What facts are usually selected from the great mass of evidence?
How is data accumulated?
Who are calendars aimed for?
When were first calendars used?
TASK II. Vocabulary in work. Match a noun in column A with its definition in column B.
A B
1. assumption a. sth (an object or a piece of information)
that helps to find an answer to a question
2. clue b. a system of words, letters, numbers used
instead of ordinary writing to keep it secret
3. evidence c. the arrival or coming of an important
period or invention
4. code d. sth that is taken as a fact or believed to be
true without proof
5. advent e. sth (a fact, sign, object) that gives proof
Now match a verb in column C with its definition in column D.
C D
6. to depict f. to cut (words, signs, pictures) on wood,
stone, metal
7. to engrave g. to reach a decision or judgement about (a
fact or situation) by using one’s knowledge
8. to shed (light) h. to make it easier to understand by proving
more information
9. to deduce i. to represent or show in or as if in a picture
10.to provide j. to cause or arrange for someone to have or
use (sth needed or useful)
TASK II. Use a word from columns A and C in the correct form to fill each gap.
Films, gramophone records and magnetic tapes _________ future historians with a wide range of information about us.
In attempts to reconstruct the past, the scientists had to ________ what they could from the few ________ available.
Even seemingly insignificant remains can _________ light on the history of early man.
Recent scientific _____________ seems to indicate that the _________________ is incorrect.
A number of historians believe that calendars came into being with the ____________ of agriculture.
Hunting scenes _______________ on walls were not simply a form of artistic expression.
Ancient people _______________ dots, lines and symbols on the walls, bones and ivory tusks of mammoths, that seem to be a difficult _______________ to read.
TASK III. Working in pairs, connect the words clue, to engrave, and to deduce into a small story (of 3-4 sentences). One of you is a secretary who is to write it in the copy-book. Compare it with that of another pair.
TASK IV. Explain in your own words how different the italicized words are.
He has to deduce that…
Up to now, historians have assumed that…
Scientists have long been puzzled by dots…
Write three sentences to show that you understand this difference.
TASK V. Which is the word in each line that doesn’t belong? Explain why it doesn’t belong with the other three words:
1. interesting fascinating thrilling bewildering
2. select collect produce choose
3. embarrassed ashamed puzzled confident
4. simple primitive naive plain
PART II. LISTENING
TASK I. You will hear a part of the tape about some difficulties in making first calendars. As you listen, fill in the missing information in the sentences.
Future historians will be in a unique position when they come to record_________________1.
They will hardly know_______________2 from the great mass of evidence.
__________________3 will provide them with a bewildering amount of information.
These sources will enable them to see and hear us____________4.
The historian attempting to reconstruct the distant past is faced with ________________5, because he has ____________6 from the few scanty clues available.
Even seemingly insignificant remains can ____________7 on the history of early man.
TASK II. In pairs with your books closed, restore what you have just heard.
TASK III. Now you will hear a story of how calendars came into being. As you listen, for each phrase choose the answer that fits best.
Up to now, historians have assumed that calendars came into being
with the development of agriculture
with the onset of farming
with the need to understand the change in seasons
Recent scientific evidence indicates that
this is not quite so
the assumption needs a further verification
the historians were mistaken
3. In their research, historians have long been puzzled by
many dots and lines
bones and tusks that have been found
numerous engravings made by nomads who lived by hunting and fishing during the last Ice Age.
Some time later, scientists were able to read the meanings of the symbols by
correlating markings
connecting markings
contrasting markings made in various parts of the world.
5. Their research has shown that it is connected with
days changing one another
the phases of the moon
the course of days and phases of the moon
6. The hunting scenes depicted on the walls of the caves
proved that ancient people were intelligent
revealed a form of artistic expression
had a definite meaning
Finally historians have come to the conclusion that man was making a real effort
to understand the world
to correlate the hunting periods with seasons
to work out the change of different seasons
TASK IV. In pairs with your books closed, discuss what you have heard.
TASK V. Now answer the following questions.
Why will future historians not have to rely entirely on the written word when they come to record the history of our times?
What will films, gramophone records and magnetic tapes provide them with? What information do you think they will give about us?
Why do historians who write about distant past have a difficult task?
What can shed light on the history of early man?
When was it believed that calendars were first used? What for?
What did historians find that gave them an understanding of how people in the past lived?
What enabled the historians to read the engravings on walls, bones and ivory tusks of mammoths?
What was a primitive type of calendar like?
What proves the fact that man was making a real effort to understand the seasons 20,000 years earlier than has been supposed?
TASK VI. In pairs restore all you remember from the listening passage helping each other and using the following as hints:
To come to record, to select facts from a great mass of evidence, to accumulate, gramophone records, magnetic tapes, to see and hear in action, to deduce from the few scanty clues available, to remain, to shed light on, to come into being, the advert of agriculture, to be puzzled, engraved on, to correlate markings, the passage of days, the phases of the moon, hunting scenes, to understand.
PART III. EXTENSION ACTIVITY
TASK I.
Discuss the questions below with your partner in three different roles.
Question 1. In what ways, in your opinion, has life changed?
Question 2. How do you think life will be different for the next generation?
ROLE 1. Discuss the questions first as if you were a couple of old people (friends since their childhood) convinced that life is getting worse all the time.
ROLE 2. Now discuss the questions as if one of you was a young person convinced that things are getting better. The other person is his elderly grandfather, who feels that most, if not all, things are worse than they used to be in his youth.
ROLE 3. Finally, discuss the questions as if you were two strangers of much the same age meeting on a train. Neither of you has a particularly strong opinion about the subject but you are keen to keep the subject going to help the long journey pass more quickly.
TASK II. Do the following in groups of four. One student in each group is a monitor who writes the final version.
Exercises.
Give the correct form of the verbs in brackets.
Up to now, historians (assume) that calendars (come) into being with the advert of agriculture, for then man (face) with a real need to understand something about the seasons. Recent scientific evidence (seem) to indicate that this assumption (be) incorrect. Historians long (puzzle) by dots, lines and symbols which (engrave) on walls, bones, and ivory tusks of mammoths. The nomads who (make) these markings (live) by hunting and fishing during the last Ice Age which (begin) about 35,000 B.C. and (end) about 10,000 B.C.
…it is connected with. Put with or for after the following verbs: agree, account, mistake, cope, correspond, apologize, blame, reason, satisfied, quarrel, wait, search.
…between these paintings and the markings. Write two sentences illustrating the difference between the words “among” and “between”.
Choose two of the answers which you think are correct in each of the following:
(1)Early men drew pictures….. they still hadn’t learnt to write.
A. though B. for C. because D. even if E of which
(2)The people who lived by hunting and fishing during the last Ice Age….
wandered from place to place
lived in villages
first learned to write
learned how to farm the land
PART IV. WRITING
In not more than 250 words describe some of the things future historians will be able to learn about us. Use the ideas given below. Do not write more than four paragraphs.
Title: Studying the Past.
Introduction: The future historians’ sources: newspapers, magazines, books, films, recorded sound, existing building, etc.
Development: Social and political history; how we dressed – what we ate – what houses we lived in – what our cities were like – the forms of entertainment we enjoyed – the news day by day – the way we fought our wars – great moments in history – leading figures of the time as well as ordinary people.
Conclusion: Study of history will provide interest and excitement – the past will be brought to life.
Использованная литература
Longman Dictionary of English Language and Culture. – Longman: British National Corpus, 2000. – 1270p.
Longman Dictionary of Contemporary English. Special Edition. – М:Рус.яз., 1992. – Т. 1-2.
First Certificate Avenues: Course book: / D.Foll, A.Kelly. – Cambridge: University Press, 1996.-110p.
New Headway English Course: Intermediate Student’s Book / Liz and John Soars. – Oxford: University Press. 2004. – 98p.
Alexander L.G. Developing Skills: An Integrated Course For Intermediate Students: - М. Изд-во Проспект, 2004. – 160 с.