
- •Английский язык getting on in english Учебное пособие
- •Часть 1
- •Часть 1
- •680042, Хабаровск, ул. Тихоокеанская, 134, хгаэп, риц
- •Предисловие
- •Chapter 1 personal identification Part 1: Describing people
- •Before you read
- •How important is your appearance?
- •Comprehension/Interpretation
- •Language focus
- •Give English equivalents of the words and word partnerships used in the text.
- •Identify the word by its meaning. Make your own sentences with these words.
- •3. Insert prepositions where necessary.
- •4. Fill in the blanks with the suitable words in a proper form from the list below.
- •Make new words by adding suffixes or prefixes to the italicized words. Translate into Russian.
- •Dis / able /ly / ment
- •Ician / ful/ ly
- •6. Translate the following sentences into English.
- •7. What's your attitude to the problems discussed:
- •8. Agree or disagree with the following statements. Comment on them.
- •9. Make up a dialogue:
- •14. Video:
- •15. Writing
- •Language functions Addressing People
- •Forms of Address within the Family
- •2. Choose the best words to complete the short conversations below.
- •4. Address the following people, adding an opening sentence to your greeting address.
- •Introducing People and Answering an Introduction
- •5. Choose the right answer.
- •Listening
- •4. Learn the dialogue by heart.
- •5. Listen to someone describing two famous people and answer the questions.
- •6. Listen again to check your answers. Who do you think the two people are? Part 2: Family
- •Before you read
- •4. What do you think the advantages and disadvantages of each type of family are? Use the following: I think ..., It can be ..., I don't think ... .
- •5. Read the text quickly and tell your partner what it is about. Families
- •Sibling conflict
- •Comprehension/Interpretation
- •Language focus
- •1. Give English equivalents of the words and word partnerships used in the text.
- •2. Identify the word by its meaning. Make your own sentences with these words.
- •3. Insert prepositions where necessary.
- •4. Fill in the blanks with the suitable words in a proper form from the list below.
- •5. Make new words by adding suffixes or prefixes to the italicized words. Translate into Russian.
- •6. Translate the following sentences into English.
- •7. Answer the questions. Choose at least five questions to discuss with your partner.
- •13. Writing.
- •Develop your writing skills
- •Composition development
- •1. Read this composition question and do the exercises that follow.
- •2. Write a letter to your penfriend, describing typical weather conditions where you live and suggesting what items they should bring with them.
- •Practise your writing skills
- •Language functions Small Talk
- •Exercises
- •1. Video:
- •2. Read the following illustrative dialogues and define the situations as formal, neutral, informal.
- •3. Make a natural response to the following remarks, remembering that you should both answer and develop the conversation:
- •4. Start and develop conversations in the following situations:
- •Listening
- •1. Listen to Alan telling how his mother and father treated the children when they did something wrong.
- •3. Listening for main ideas. Listen to the conversation. Answer the following questions.
- •4. Listen a part of the conversation. Some of the words are missing. During each pause repeat the phrase; then fill in the missing words.
- •5. Prepare good reading of the dialogue.
- •7. Here is a sample outline of the lecture. Listen to the lecture again and fill in the missing information: Topic: Changes in the American family
- •8. Discussing the lecture. Discuss the following questions about the lecture and your own experience.
- •9. Listen to the dialogue and fill in the missing forms.
- •Prepare good reading of the dialogue.
- •Chapter 2
- •Problems of a big city
- •Part 1: Megacities: Two Views
- •Before you read
- •Megacities: two views
- •Language focus
- •1. Give English equivalents of the words and word partnerships used in the text.
- •2. Identify the word by its meaning. Make your own sentences with these words.
- •Give synonyms to the following words. Make up your own sentences.
- •4. Insert prepositions where necessary.
- •5. Fill in the blanks with the suitable words in a proper form from the list below.
- •6. Make new words by adding suffixes or prefixes to the italicized words. Translate the sentences into Russian. -ing /-ment / -ed / -ly/dis-
- •7. Translate the following sentences into English.
- •Comprehension/Interpretation
- •Listening Europe's Population Now Half a Billion
- •Gap fill: Fill in the missing words.
- •Passed clear fell
- •27 Tank lead
- •1.4 Anger five
- •Search the Internet and find out more about population. Share what you discover with your partner(s) in the next lesson. Language Functions Compliments
- •Exercises
- •1. Video:
- •2. Read the illustrative dialogues in pairs, then compliment your friends on the points listed in the box below.
- •3. For each situation that follows, read the clues given, then discuss the relationship among the speakers and the level of formality. Using this information, complete the dialogues orally.
- •4. Discuss the situation with your partner and decide on the proper level of formality. You can use suggested expressions if you want to.
- •Part 2: Sick Building Syndrome
- •Before You Read
- •Sick-Building Syndrome
- •Language focus
- •1. Give English equivalents of the words and word combinations from the text.
- •2. Match the words with their meanings.
- •3. Insert prepositions where necessary.
- •4. Fill in the blanks with the suitable words in a proper form from the list below.
- •5. Translate the sentences from Russian into English.
- •Building Vocabulary and Study Skills
- •3. Looking up for part of Speech.
- •Language Functions Stating Likes, Dislikes and Preferences
- •1. Video:
- •Ask your partner about his/her likes, dislikes, usual habits. Make use of the words listed below.
- •Write two sentences about your likes and two sentences about your dislikes. Exchange your papers and guess who has written them.
- •Replace these formal phrases with less formal ones.
- •Replace the informal phrases with more formal ones.
- •Read the dialogue below. See if you can guess what the problem was with expressing likes and dislikes. Then, with your classmates, answer the questions that follow.
- •9. Make short conversations in the following situations.
- •10. Make up sentences using prefer and the words given.
- •11. Reply to the following, expressing your preference or lack of preference. Explain your choice.
- •12. Ask your friend what he/she prefers to do and say in a couple of words what kind of person he/she is.
- •Loss of nature will damage economies
- •Discuss the following questions.
- •Make the prompts formal
- •Think about the prompts
- •Think beyond the prompts
- •Write a paragraph
- •Read your partner’s writing
- •Discuss
- •Appendixes
- •Writing a Letter (Образец написания письма (Informal letter)
- •Useful vocabulary
- •Asking for Advice. Письма с просьбой дать совет.
- •Informal
- •Informal
- •Giving advice. Письма-советы.
- •Informal
- •Informal
- •Informal
- •II. Informal letter (Model)
- •III. Word-building (Словообразование)
- •Конверсия. Словосложение. Изменение ударения
- •2. Сложные прилагательные
- •3. Сложные глаголы
- •Словообразование с помощью аффиксации
- •Before you read
- •5. Discuss the following questions in small groups.
- •6. Read the text quickly and tell your partner what it is about. Parallel lives.
- •The remarkable “Jim Twins”.
- •Comprehension / Interpretation
- •Sources
Before you read
1. Work in pairs. Have you got any brothers or sisters? In what ways are you similar/different? Which of your parents/grandparents do you take after? Think about the following things.
facial expressions opinions and attitudes
health personality
looks tastes and interests
Use the following phrases:
- People say I look like my sister.
- I think I take after my grandmother because I'm very ...
- I'm completely different from my mother. She's ... but I'm ...
2. Do you know any twins? If so, are they identical or not? What kind of relationship have they got?
3. Read the text quickly. Which twins do each of these statements refer to?
a They seemed almost telepathic.
b They got married on the same day without knowing.
с The similarities between their lives were truly remarkable.
d They had their own special language.
4. Check the words and phrases in the box in your dictionary. Then read the text again and tick the statements that are true about Professor Bouchard's research.
to be adopted a coincidence genes/genetic
to influence someone to be separated at birth
your upbringing / to be brought up
1. He contacted both identical and non-identical twins separated at birth.
2. He collected as much information about them as he could.
3. He found that the similarities between Terry and Margaret were very unusual.
4. He found that twins who are brought up together always have more in common than twins who are brought up separately.
5. He doesn't think upbringing has an important influence on personality.
6. He has found that genes can influence:
- the things we do in our free time.
- how intelligent we are.
- our political opinions.
- the illnesses we have.
- the things we like and dislike.
5. Discuss the following questions in small groups.
Which of the similarities between the “Jim Twins” do you find the most amazing? Which of the similarities do you think might be genetic, and which must be a coincidence? Which do you think is more important to our personality – our genes or our upbringing?
6. Read the text quickly and tell your partner what it is about. Parallel lives.
Margaret Richardson and Terry Connelly have almost identical taste in clothes, both have four children of more or less the same age, and both were married on exactly the same day. Not surprising, perhaps, Margaret and Terry are identical twins. What is surprising is that they didn't even meet until they were in their mid-thirties – after their children were born.
It is well known that twins are closer than most brothers and sisters – after all, they spend more time in each other's company. Occasionally, this closeness becomes extreme: for example, Grace and Virginia Kennedy who as children invented their own language; or Greta and Freda Chapman who can speak the same words at the same time in the same voice, as if linked by telepathy.
But what happens if, like Terry and Margaret, identical twins are separated at birth and brought up in different families? Will their backgrounds make them completely different, or will their shared genes still mean that they have a lot in common? Professor Tom Bouchard from the University of Minnesota, set out to find the answer to this question. He traced more than a hundred pairs of twins who were adopted by different parents at birth, sixty-four of whom were identical twins. Each twin was then tested and interviewed about every detail of their life and personality.
It turned out that Margaret and Terry were not unusual. As well as looking very similar, many twins had the same IQ, the same health problems, the same hobbies and interests, the same attitudes and even the same tastes. Several pairs of twins arrived at their first meeting in the same clothes, and one pair of middle-aged women were wearing identical jewellery. Others had made the same career choices: Jerry and Mark Levy first met in their thirties to discover that they were both firefighters, who drank the same kind of beer and weighed exactly the same. However, the most incredible story is that of Jim Springer and Jim Lewis from Ohio in the USA – in fact, the “Jim Twins” made headline news across the USA when they finally met up at the age of thirty-nine. Born to a poor immigrant woman in 1939, they were adopted by different families when they were a few days old, and both were named Jim by their new families. This was just the first in an almost unbelievable number of similarities in their lives, (see below).
Of course, some of this must be coincidence. But Professor Bouchard has come to a remarkable conclusion. Identical twins brought up separately are more similar than non-identical twins brought up together. “I am not saying that upbringing doesn't matter – it's very important of course – but this research shows that our genes influence almost every part of our lives: they influence our IQ, our hobbies, our personalities, our political attitudes, our health, even the clothes and food we like.”