- •Upper-Intermediate English Course Moscow 2006
- •Preface
- •To the Teacher
- •Content of the workbook
- •Brainstorming
- •Vocabulary
- •It’s All Began There…
- •Jamestown – the First British Colony
- •Developing Your Writing Skills
- •Russian Imperial Expansion and Maturation Brainstorming
- •Vocabulary
- •Russian Expansion
- •Uprising Led by Emel’yan Pugachev
- •Vocabulary
- •Merchandiser, missionary, government, charter, indigenous, convert, interceded, unjust, rank, fur, approval, declined, unprofitable, genius, unique.
- •Russians in Alaska.
- •Make a list of food products and write a request to Saint Petersburg for the Colony supply.
- •Vocabulary assignment.
- •Vocabulary
- •Livestock, crops, agricultural, dams, fertilizers, harvest, irrigate, self-sufficient, fertile, farmers
- •Brainstorming
- •Lewis and Clark Expedition
- •Mexican – American Wars
- •Developing Your Oral Speech Skills
- •Vocabulary
- •Seal, Penguin, Polar bear, Beaver, marten, fox, whale
- •Russians are coming…
- •Idiomatic Expressions
- •Vocabulary Prefixes study:
- •Miser, miserable, scrupulous, noble, brave, courageous, intrigued, modest, exacting, persevering, resourceful, inventive, boastful, haughty, fun-loving; witty, smart, curious.
- •Conflict or War
- •New Power Appeared
- •Vocabulary:
- •American Constitution and Democracy
- •Vocabulary:
- •Make a draft; round out; anticipate; transfer; restrain; reinforce; regulate; stimulate
- •Russia Fights Back Napoleon
- •Invasion Began.
- •Battle for Smolensk
- •The Right Strategy
- •Moscow and Napoleon
- •Developing Your Writing Skills
- •Retreat of Napoleon
- •Idioms and Proverbs
- •Vocabulary Study.
- •Level off; peak; shoot up; remain stable; increase; decrease
- •Discriminated, ghetto, heritage, immense, mistrust, pedigree, persecution, plurality, quota, radical, racial, refuge, refugee, synagogues, temple, cathedral, willing
- •Vocabulary:
- •Strengthen, protect, reprimand, establish, fortify, advance, embody.
- •Expansion with Central Asia
- •Peace and War with Khiva?
- •Enlightening in Turkistan
- •Vocabulary
- •Riots and Gazavat
- •Unit Five. Industrialization in America
- •Industrial Revolution in the United States and Russia.
- •Industrialization of the Soviet Union
- •Brainstorming
- •Vocabulary
- •Industry and Agriculture
- •New Miracles in Russia
- •The "New Economic Policy"
- •Collectivization and Industrialization – First Steps to Independence
- •Collectivization and industrialization in practice
- •Fascinate; repair; apprentice; set up; settle down; fit; withdraw
- •Vocabulary
- •Invade; launch massive attacks; wage a war; counter-offensive; sacrify; occupy new territories; defeat; siege; evacuate; aggressive; annihilate
- •It looked the war was getting different
- •Y alta Conference
- •Grammar Subjunctive Mood in simple sentences
- •Some particular difficulties at translation of American Newspapers’ articles
- •How Do You Feel About the Future in Russia?
- •Vocabulary:
- •Assess; savings; grim; equally; throughout; decrease; limited; important
- •First, second, soon; then; next; later; some time later; after a while; at last; finally; eventually; afterwards; as a result; meanwhile; in the meantime; at the same time; on the other hand; however
- •The Paragraph Writing
- •Genius and Self-Demanding Journalist - Vladimir Pozner
- •Exercise № 90. Read over texts about famous personalities once again and decide on using a simile, a metaphor and personification for every described person. Doing it, try to be precise and objective.
- •Aleksey Elmolov
- •Exercise № 91. Study phrases above and use them in your own sentences about famous Russian personalities. Discussion Point:
- •In groups of two decide on what makes all these people famous.
- •Vocabulary
- •Idioms with the word ‘Time’ and ‘Money’
- •Modal verbs: Need and Dare
- •Writing Topics in toefl
- •Appendix One. List of irregular verbs
- •The Russian Federation
To the Teacher
This English Course book may be taught chronologically beginning with Unit 1 or thematically focusing upon specific subjects such as “Industrialization of America” or “World War II” or any other. Each unit is designed to take six hours to complete. At the same time this course will gain dramatically if it is supported with thematic video and though it is not provided with this course it can be useful to viewing a series of programs related to the history of the United States which are often broadcast at BBC History Channel, otherwise viewing similar series of programs devoted to the history of Russia which are frequently shown on the Russian Television Channel (Russia). These recommended educating videos can be priory recorded, stored and viewed at proper time without loosing the teaching time.
Pair and small group activities are used throughout the presented course. Teacher should carefully monitor the amount of time devoted to any particular task to insure that students sufficient time to properly complete it. Once a group activity is complete, the teacher should call upon various members of the class to share the substance of their group’s discussion with the rest of the class.
New words are treated in the “Vocabulary” section of each unit. Students may be asked to identify six or seven items which they do not know from a lengthy vocabulary list. Then other students may both give and receive assistance in understanding the meaning of those words.
Particular care should be taken in selecting visuals for every unit. Over here the authors would like to encourage teachers to use additional pictures, maps, charts, graphs and handouts, and encourage students to share their impressions and ideas with one another.
Communication and interaction are the heart of this course. Keeping this in mind, teachers can use the text and video to create a positive learning environment in which the students start communicating about concerns not only central to the country, but to their lives as well.
Teachers may assign homework using the reading and writing sections of each unit; but all homework should be shared in small groups at the next class meeting before they are discussed or submitted to the teacher for feedback.
Teaching writing and producing essays involves a lot of preparatory work related to structuring of essays, using of logical and process indicators as well as other vocabulary and stylistic analysis. And though this textbook is not aimed at teaching writing techniques, teachers are recommended to explain these aspects of writing essays prior to the writing process.
Content of the workbook
Unit 1. Colonization of the New World
Russian Imperial Expansion and Maturation
Unit 2. Westward Expansion
People in Russia’s Expansion
Unit 3. American Revolution
Russia Fights Back Napoleon
Unit 4. Immigration
Russia in Central Asia
Unit 5. Industrialization in America
Industrialization of the Soviet Union
Unit 6.The Rise of Industrial Giants
Great Patriotic War of 1941-1945
Unit 7. Great American Depression
Unit 8. Some Great American and Russian People Profiles
Unit 9. Nothing But the Truth about Modern Life
Unit One. Colonization of the New World.
America was a new world for European settlers, but it also was the ancestral home for thousands of tribal people originated from Asia. Native Americans affected the nature of colonial life as the Europeans carved out their settlements in the midst of tribal lands. It was a unique and different life for colonists.