- •Topic 1. My family
- •Study John’s family tree. Describe it using the words from the box below.
- •Match the family words with their meanings.
- •A) Read the text and answer the questions.
- •Make up questions to ask your group mates using the following word combinations from the text.
- •A) Read the text and answer the questions.
- •Find words in the text which mean the opposite.
- •Imagine you are Dave, Sandy’s brother. Write a short text about yourself and your family.
- •A) Read the text and complete the sentence.
- •Work in pairs and talk about your answers to the questions in the interview. Writing a letter
- •Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Draw your family tree. Write sentences about your relatives. Include information about their age, profession, daily activities and free time. Use the Active Vocabulary.
- •Exchange your family trees with a partner. Ask questions to find out more information about your partner’s relatives. Then write a paragraph about his/her family. Active vocabulary
- •Topic 2. Appearance and character
- •Put the following words into the correct groups.
- •Fill in the gaps in the sentences.
- •Write down the names of three people you know. Then write about:
- •Work with a partner. Tell about your family. Use these words.
- •Compare yourself and your family members/ your friends. Make sentences.
- •A) Read and translate the text. The British character
- •Answer the questions.
- •A) Several teenagers answered the question: “Do you worry about your appearance?” Read their answers.
- •Do you worry about your appearance? Why (not)? Write a paragraph in your notebook.
- •A) Translate the signs of the zodiac. Learn to pronounce them correctly.
- •Read the information about the signs of the zodiac. Fill in the gaps with the correct zodiac signs. The signs of the zodiac
- •Which of the character traits from the descriptions are positive, negative and neutral? Complete the table.
- •What zodiac sign are you? Do you agree with your sign description? Why/ why not? Discuss with a partner.
- •Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Work with a partner. Practise asking and answering questions to find out about the appearance and character of your family members/ friends.
- •Who is your favourite actor/ singer/ film character? Write a detailed description of his/ her appearance and character. Use the Active Vocabulary. Active vocabulary
- •Topic 3. Homes and buildings
- •Find the words in the text which mean the opposite. Which of these words describe your home?
- •A) Read the text and complete the sentence.
- •Answer the questions.
- •A) Read the dialogue and translate it.
- •Work with a partner. Change the dialogue to speak about your homes. Learn it by heart. Writing about your home
- •Read the four mini-texts below. Write out words from the texts in the correct columns.
- •Write a similar description of your flat or house. Use the underlined words and word combinations. Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Think about your dream home. Make notes about it.
- •Work in a group. Use the prompts to ask questions to find out information about your group mates’ dream homes. Make a report.
- •Active vocabulary
- •Topic 4. Daily routine
- •Match activities with the parts of the day.
- •Answer the following questions for yourself.
- •A) Read the text about Luke’s typical day.
- •Complete the table with the times for each activity that Luke does during the day.
- •Answer the questions.
- •Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Complete the table with the information about yourself, your best friend or your family member. Write a mini-text about your daily routine. Use the Active Vocabulary.
- •Ask your partner about his/ her daily/ weekly routine. Are your days/ weeks the same or different?
- •What could be the daily routine of a celebrity? a politician? Write a page from their diary entitled “My typical day”. Active vocabulary
- •Topic 5. Free time
- •Put these leisure activities in order, from most interesting to most boring. Add more activities to the list.
- •Answer for yourself.
- •Where do you do the following activities? Complete the table. Add more activities to each column.
- •Work with a partner. Ask and answer questions about free time.
- •Write activities in the word forks.
- •Read the three mini-texts and discuss what the best way to spend free time is.
- •A) Read the text and complete the sentence.
- •Answer the questions.
- •How do the Russian people like to spend their free time? Write a paragraph about it. Use the underlined words and word combinations from the text where possible. Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •What kind of person are you?
- •What would you recommend to each of the three types of people? What kind of people are your family, friends and group mates?
- •Make up questions to ask your group mates about different ways of spending free time. Mingle and discuss, then report your findings in writing.
- •Active vocabulary
- •Topic 6. Education
- •Put these school subjects into the correct columns.
- •Explain the difference in meaning:
- •Discuss the questions with a partner.
- •A) Read and translate the text paying attention to the underlined words and word combinations. The educational system in the uk
- •Answer the questions about the educational system in Britain.
- •A) Read and translate the text paying attention to the underlined words and word combinations. The educational system in the usa
- •Answer the questions about the educational system in the usa.
- •What do you call:
- •Work in groups. Ask and answer the questions.
- •A) Before you read the text discuss the following questions.
- •Read the text and answer the questions. The Faculty of Physics
- •Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Complete the text about the timetable of a typical secondary school in Britain.
- •Write similar texts about the timetables of:
- •Read the following profiles of the University of Greenwich alumni. Write a paragraph entitled “Why choose Moscow State University?”
- •Active vocabulary
- •Topic 7. Sports
- •Discuss the following questions with your partner. Then write a brief report.
- •A) Read the text and answer the questions. Sports in Great Britain
- •Work in pairs. Write a similar text about sports in Russia using the underlined words and word combinations.
- •A) Read the text and complete the sentence.
- •Answer the questions.
- •A) Read the text and translate the text. My first big match
- •Answer the questions.
- •A) Read the following interviews in pairs. Change roles.
- •Interview 1
- •Interview 2
- •Make changes to speak about yourself. Practise your interview with a partner, then role-play it in front of the class. Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Are these statements true for Russia? Discuss with your group mates.
- •Make notes about each of these problems. What’s the situation in Russia? Discuss with a partner.
- •Write two paragraphs about one of the problems from Exercise 3. Active vocabulary
- •Topic 8. Health and healthy lifestyle
- •Study the context in which the words dish, cooking, speciality/ specialty, diet and recipe are used. Make up your own sentences with them.
- •Work in groups. Make lists of healthy and unhealthy food. Which of it do you eat? Which of it do you never eat? Why?
- •Discuss the questions with a partner. Write a brief report.
- •A) Read and translate the two texts. British eating habits
- •Answer the questions.
- •A) What do you know about organic food? Write several key words that can be used to speak about it.
- •Read the text. Are your key words mentioned? Why eat organic food?
- •Where can you buy organic food in the place where you live? How much does it cost? Is the choice big? Discuss with the class.
- •A) Read the text and complete the sentence.
- •Work in pairs. Make up your own mini-dialogues, then role-play them in front of the class.
- •Read the following telephone conversation in pairs. Act it out.
- •Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Imagine you have one of these health problems. Think why/ when/ how you could get it. Ask your partner to give you some advice. Make notes.
- •Prepare a dialogue and learn it by heart. Present it to your group mates.
- •Write your own list of tips for a healthy lifestyle. Active vocabulary
- •Topic 9. Great britain
- •Work in small groups. What associations with Great Britain do you have? Write them down, then compare with your group mates.
- •Work as a whole class on the abc of Great Britain.
- •How much do you know about the British royal family? Answer these questions.
- •Put the words and word combinations from the box into the correct groups.
- •A) Read the text and answer the questions. Britain – The Right Names
- •Read the two texts and answer the questions. Climate
- •Weather
- •A) Read and translate the text. The Monarchy
- •Answer the questions.
- •A) Read the text and complete the sentence.
- •Answer the questions.
- •Retell the text using the words in bold type.
- •A) Read and translate the text. The Royal Family
- •Write an outline of the text made of Wh- questions (When? Where? Who? Why?) Use the outline to retell the text.
- •Choose one of the members of the Royal Family and make a report.
- •A) Read the text and make up headings to the paragraphs. London
- •Answer the questions.
- •Write sentences using the following words and word combinations:
- •Use the Internet to find out about other famous sights of London. Choose one of them and prepare a report. Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •What else do you want to know about Great Britain? Make up 7 questions that you would like to ask the British people.
- •Choose one of the statements from Exercise 3 and discuss it in pairs. Active vocabulary
- •Topic 10. Holiday
- •Elein’s holidays
- •Answer the questions.
- •Write a similar text about your holidays in the last few years. Use the underlined words and word combinations from the text.
- •A) Read the mini-dialogues in pairs. At a hotel
- •Finding a room
- •Read and translate the following sentences. What lines of the mini-dialogues can they replace?
- •Work in pairs. Make up your own mini-dialogues, then role-play them in front of the class. Filling out forms
- •1. The following are typical expressions found in different forms. Match expressions and questions.
- •Work with a partner. Ask the questions from Exercise 1 and fill out a form about your partner.
- •Do the following in your notebook.
- •Fill out the following form.
- •Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Work in small groups. Discuss the following questions. Report to the whole class.
- •Write an essay entitled “My Ideal Holiday”. Use the Active Vocabulary. Active vocabulary
- •Topic 11. Transport and Travel
- •Discuss in small groups. Complete the sentences about yourself and your group mates.
- •Put the words from the box into the correct groups. Add more words to each group.
- •Ride, drive, go by or take? Write the correct word(s) in the sentence.
- •Complete the word combinations with means of transport.
- •Fill in the gaps in each question. Then ask and answer the questions with a partner.
- •A) Read and translate the mini-texts. Different ways of travelling from one place to another The bus passenger
- •The cyclist
- •The car driver
- •The train passenger
- •Travelling by plane
- •At a railway station
- •The London Underground
- •Read and translate the following sentences. What lines of the mini-dialogues can they replace?
- •Giving directions
- •Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Here are instructions to get to John’s house from the airport.
- •Work in pairs. Ask and answer the questions.
- •Write a paragraph about travelling around your town/ city.
- •Active vocabulary
- •Topic 12. Mass media
- •Put these words into the correct columns (some words can go in more than one column).
- •Answer the questions.
- •Read the mini-texts and write a paragraph telling which newspapers you read. Use the underlined words and word combinations.
- •Read the text and answer the questions. Radio
- •A) Discuss the questions in small groups.
- •Read the text and speak about positive and negative effects of television. Television
- •Tell your group mates what you can watch on tv tonight. Use the text as an example.
- •Discuss the questions in small groups. Report to the whole class.
- •What do you know about these news companies? Find some information and prepare a brief report about one of them.
- •A) Work in pairs. Guess the answers to these questions.
- •Read the text and check yourself.
- •A) Read and translate the text. Pay attention to the underlined words and word combinations. The advantages of computers
- •Discuss these points with a partner.
- •Read the paragraph and tell about the problems that you sometimes have when you work on your computer.
- •A) Complete the conversation with these phrases.
- •Work with a partner. Practise reading the dialogue.
- •Check the tv guide and decide what you’d like to watch. Work with a partner and agree on which programmes to see. Use the phrases to help you.
- •Round-up
- •1.Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Are these statements true for Russia? Discuss with your group mates.
- •Write about the media in Russia. Use the Active Vocabulary. Describe:
- •Active vocabulary
- •Topic 13. Environment
- •The greenhouse effect
- •Pollution from cars
- •The destruction of animal habitats
- •Alternative sources of energy
- •Environmentally-friendly forms of transport
- •Green products
- •Answer the questions.
- •Complete the table with the words and word combinations from the mini-texts connected to these topics. Add more. Use them to help you speak about these problems.
- •A) Work in small groups. Discuss what you can do to cut down waste. Think about the following things:
- •Read these ideas about cutting down waste. Discuss in your groups.
- •Tips for cutting down waste – one for every day of the week
- •Write a paragraph about how much waste you produce and how you try to cut it down, if you do.
- •A) Several teenagers answered the question: “Do you worry about politics or the environment?” Read their answers.
- •Do you worry about your politics or the environment more? Why (not)? Write a paragraph in your notebook. Round-up
- •1. Translate the sentences from Russian into English. Use the Active Vocabulary.
- •Change these sentences so that they are true for the place where you live.
- •Do you agree with these statements? Compare your opinions and discuss with a partner.
- •What do you do to protect the environment? Write an essay. Use the Active Vocabulary. Active vocabulary
- •Topic 14. Work and career
- •Complete the questions with the words from Exercise 4. Work with a partner to ask and answer these questions.
- •What is the difference between the following words?
- •Choose the correct word in each sentence.
- •8. A) Study the following possible replies to questions about one’s job. Pay special attention to the vocabulary in bold type.
- •The career ladder
- •Company rules
- •Work in small groups. Make up a list of university rules. Compare your lists and discuss with the class.
- •11. A) Read the mini-dialogue in pairs. Finding a job
- •Read and translate the following sentences. What lines of the mini-dialogue can they replace?
- •Work in pairs. Make up your own mini-dialogues, then role-play them in front of the class. Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •What would you look for in a job? What is most important? What is least important?
- •Discuss these questions with a partner.
- •Render the text in English. Use the Active Vocabulary where possible.
- •Active vocabulary
- •Topic 15. How to organize your resume
- •Read the sentences. Which of them are good ideas? Which of them are bad ideas?
- •Read and translate these recommendations on writing a cv.
- •Answer the questions.
- •Read and translate this sample Cover Letter. What information should you give in a Cover Letter?
- •Complete the sentences with your own ideas.
- •Write your own Cover Letter to send together with your cv.
- •Read and translate this sample Letter of Recommendation. What information should be given in it?
- •Round-up
- •Translate the sentences from Russian into English. Use the Active Vocabulary.
- •This is a short version of a common European cv form which is called Europass. Read and translate it. Fill out the form with your personal information. Follow the instructions on the right.
- •Active vocabulary
- •Topic 16. Business communication part 1 – making arrangements
- •Part 2 – e-mail
- •Discuss the questions with a partner.
- •Look up the meanings of the following words in a dictionary. Complete to make phrases. Use them in the sentences of your own.
- •Read the e-mails. Have you ever had similar problems? Tell about them using the vocabulary of the mini-texts.
- •Part 3 - fax
- •Complete the telephone conversations with the phrases from the boxes.
- •Discuss the questions with a partner.
- •Read the fax message and complete it with your own ideas.
- •Part 4 – telephone conversation
- •1. Read the following telephone conversations and act them out.
- •Match the following to make telephone expressions.
- •Part 5 – business correspondence
- •Read the guide to writing a formal letter.
- •Study the following sample business letter. Comment on its layout. Does it have all the parts mentioned in Exercise 1?
- •Round-up
- •Active vocabulary
- •Bibliography
Are these statements true for Russia? Discuss with your group mates.
Newspapers are boring.
There are a lot of magazines about celebrities.
Soap operas are all the same.
Computer games are violent and expensive.
Journalists usually tell the truth.
Write about the media in Russia. Use the Active Vocabulary. Describe:
the number of newspapers, channels and radio stations
the most popular types of articles and programmes
how people pay for it
Active vocabulary
Press advert article journalist daily/ weekly/ monthly newspaper magazine Sunday paper review of … gossip arts/ travel/ sports section tabloid headline on the front page horoscope TV guide do the crossword business pages
|
TV and radio comedy drama presenter sports/ nature programme documentary series soap opera radio station TV channel satellite cartoons talk show/ quiz show/ reality show/ makeover show international/ local news switch on/ off turn on/ off turn (the volume) up/ down turn (the channel) over broadcast music/ sports events weather forecast
|
Computers and the Internet computer game website search engine screen access smth/ have an access to smth instantly by e-mail buy on the Internet surf/ browse the net software work on/ at the computer laptop enter password click on the icon/ link save data make a noise freeze (about the screen) crash (about the computer) |
Additional vocabulary mass media episode carry smth around with you recipe get the latest news keep up with the news on the cover cell phone entertain educate be of poor quality rubbish advantage/ disadvantage bank account upload/download celebrity tell the truth tell a lie/ lies What’s on?
|
Topic 13. Environment
Can you pronounce the following words correctly? Practise saying them. How are they connected with the topic?
pollution famine
survive drought
resources flood
disaster earthquake
Complete the table. Use the words in the sentences of your own.
Noun |
Verb |
waste |
|
|
protect |
pollution |
|
damage |
|
|
destroy |
|
survive |
Match the words to form compound words or phrases. Use them in the sentences of your own.
peace resources
civil settlement
natural warming
global war
Complete the definitions.
Global warming is an increase in temperature caused by an increase in …
A disaster is when something …
A famine is a long period of time when …
A flood is the result of too much …
A drought happens when …
How can we help the environment? Complete the sentences with the verbs from the box.
-
cut waste save throw recycle protect
We shouldn’t ……… away paper, bottles and cans; we should ……… them.
We shouldn’t ……… water and energy; we should ……… them.
We shouldn’t ……… down rainforests; we should ……… them from human damage.
a) Read the text and complete the sentence.
This text is about …………………………………………………………………
People are more worried about the environment (the air, water, and land around us) as a result of the harmful effects of human activity. Some of these activities cause pollution (dirty air, land or water) and some destroy the environment. Here are some of the problems:
the ozone layer: a layer of gases which stop harmful radiation from the sun reaching the earth; recent researches show that there is now a hole in parts of the ozone layers;
global warming: an increase in world temperature caused by an increase in carbon dioxide;
acid rain: rain that contains dangerous chemicals; this is caused by smoke from factories.
Because of these problems, there are many groups of people whose aim is conservation (the protection of natural things, e.g. plants and animals). They are often referred to as greens, e.g. ‘Greenpeace’ and ‘Friends of the Earth’.
Common causes of damage are smoke from factories, car exhaust fumes, dumping (throwing away) industrial waste in seas and rivers, aerosol cans (usually called sprays), cutting down tropical rainforests (e.g. the Amazon) which increases carbon dioxide in the atmosphere.
If we want to look after the environment, there are certain things we should do. We should recycle paper, bottles and clothes; save, keep and protect tropical rainforests; plant more trees; save water and energy.
Answer the questions.
Why are people worried about the environment?
What is pollution?
What are the major environmental problems?
What causes damage to the environment?
What is conservation?
What should we do to protect the environment?
Complete the word forks.
__________ __________
be worried about __________ cause __________
__________ __________
__________ __________
destroy __________ recycle __________
__________ __________
__________ __________
protect __________ save __________
__________ __________
Retell the text using the words and word combinations in bold type.
a) Read and translate the six mini-texts.