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Файл:Ковалева Учебное пособие Изд-е 2.doc
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- •Часть 1
- •Оглавление
- •Предисловие
- •1. Express what you mean by left and right wing.
- •2. Decide which of these ideas are left-wing (lw) or right-wing (rw).
- •3. Fill in the table below with requested things about Albania.
- •4. Match the words in column a with their definitions in column b.
- •5. Match the words in column a with their synonyms in column b.
- •6. Work out the meaning of the expressions below. Then write down their Russian equivalents.
- •7. Read the article below. You must decide which of paragraphs a-f best fits into the numbered gaps 1-6 in the following article.
- •Albania’s dam against time
- •8. As you read the article about Albania take notes under the following headings.
- •9. There is some good descriptive writing in this article. Which parts are most ‘visually intense’?
- •10. Discuss the following points in pairs.
- •11. Choose adjectives which you think best describe how the author feels.
- •12. Find the answers to these questions in the article below.
- •13. Now look in the text and check your answers. Send Julia Roberts, not tanks
- •14. Choose the best answer according to the text.
- •19. As you listen to Martin in Interview One, take notes under the following headings.
- •20. These are the words taken out from the interview with John. Read them out and try to explain them in English.
- •Language practice
- •25. Find a word in the text.
- •26. Fill the gaps with the prepositions that normally follow these words.
- •27. Look at this sentence from the text in 13.
- •28. Fill in the gaps by finding one word which fits in all three sentences.
- •30. Read the sentences below and complete them with the suitable words from activity 29.
- •3 1. Make up news stories on the latest political events using the suggested words and phrases from the wordlist below. Exchange news with other groups.
- •Opinion Essay
- •32. Share your views with a partner on the question “Should people convicted of minor crimes do community service rather than go to prison?”
- •Useful tips:
- •Techniques for beginning and ending essays
- •Useful expressions for giving opinions
- •Introduction –
- •1. Read the following quotations and express your attitude towards them.
- •2. Read the following political speeches. Who would you vote for and why? Complete the gaps with the cohesive devices below.
- •3. Read the text and do the activities below. The Curse of The Kennedys
- •4. Match people with accidents and scandals that happened to them. Variants in the second column may be used more than once.
- •6. Match the definitions 1-12 with the appropriate words a-l from the text above.
- •7. Now read the text in which Anthony Sampson looks at the relative strengths of different types of lobbyists.
- •8. Match the definitions 1-13 with the appropriate words a-m from the text above.
- •9. Look through the texts again and find three examples of the following.
- •10. Find words from the texts formed from the same roots as the words in the box, then match them with their definitions a-h.
- •11. Explain the meanings of the following words from the texts and put them in a typical phrase.
- •Influence assiduously a climax press for encircle
- •12. Translate the following words and phrases into English.
- •13. Decide if the statements below are true or false. Put t if the statement is true, f if it is false.
- •14. Answer these questions about politics in your own country.
- •15. The following companies are mentioned in the article below as victims of consumer boycotts:
- •1 Nike 2 Shell 3 Nestle 4 Barclays 5 Esso
- •16. Now read the text and check your answers. Giving power to the people
- •17. Choose the best answer for questions 1-6 below.
- •24. In pairs discuss pros and cons of the Government loan scheme.
- •25. Think and say what the advantages of opening a bank account at Barclays are. Compare your answers with a partner.
- •26. What do these figures refer to? Watch again and check your answers.
- •27. Say who these people are and what they think of the situation.
- •28. Find the words in the text in 13 that mean the following:
- •29. One word in each of the groups does not collocate with the head word. Which one?
- •31. Work in pairs. Find the twenty compound nouns hidden in the word search below. They run from left to right or top to bottom.
- •32. Read the news report and fill in the gaps 1-20 with the words from the word search.
- •33. Match the compound nouns 1-20 with their explanations a-t.
- •34. Complete the collocations 1-10 in the text by choosing suitable words from the box.
- •35. Complete each sentence 1-10 with one of the words from the box.
- •36. Replace the word(s) underlined in the sentences 1-10 with the most appropriate word from the box.
- •37. Match the words from the box with the explanations 1-10.
- •38. Match the words in the box with correct descriptions.
- •40. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
- •Vote on May 9th!
- •41. Read the sentences below and fill in the gaps with the missing words from the Vocabulary List.
- •42. Role-Play
- •General ideas
- •1950 Fire destroys collection
- •4. Now match the paragraphs a-f with the headings 1-7 below. There is one extra heading. Try to guess which one. Justify your decision.
- •6. In pairs try to answer the following questions.
- •7. Before reading the text try to guess whether the following statements are True or False.
- •8. Choose the best answer for each question.
- •9. Work with a partner. Discuss the following questions:
- •Listening
- •11. The words below all come from the listening exercise. Work out their meanings. Think how they could be used in the listening exercise and then make up sentences using them.
- •12. You will hear a politician talking about the executive power in Great Britain and the usa. For questions 1-17, complete the notes below, using from one to three words.
- •13. Now compare your answers to the questions in activity 10 with what you have learnt from the listening text.
- •14. In pairs compare and contrast the executive systems of the usa and Great Britain with that of Russia.
- •15. Fill the gaps using one of these words from the text:
- •16. Match the verbs with their definitions
- •17. The 5 verbs on the left each ‘go with’ two of the nouns or phrases on the right. Decide which ones they collocate with.
- •18. Match the following synonyms from the listening task.
- •19. Read the text below and decide which answer (a, b, c or d) best fits each of the spaces 1-15.
- •20. Complete each sentence 1-10 with the most appropriate word from the box.
- •21. Check up the meaning of the following words and translate them into Russian.
- •22. Make up collocations matching the words 1-15 with the words in the box.
- •23. Read the following text and fill in the gaps 1-22 with the most suitable words and phrases from activity 22.
- •24. Read through the following text and then choose the best phrase a-h to fill each of the spaces 1-8 from below. The judiciary
- •25. Read the excerpt from an article about forms of government and fill in the gaps (1-15) using words formed from the words in bold. Oligarchy
- •26. Study the information about the following political trends.
- •A ‘For and against’ essay
- •Useful tips:
- •Useful expressions and linking words / phrases
- •32. Read the model below and complete the paragraph plan on the right, identifying the topic of each paragraph. Underline the linking words.
- •Introduction –
- •33. Read John Doe’s social and political viewpoints in 27 again. Choose one of them as a composition topic and write an essay in about 350 words.
- •Vocabulary list politics
- •Aggrandizement
- •Perennial
- •1. Discuss with a partner the following questions. Speak for two minutes.
- •2. In groups agree or disagree with the statements below. Justify your viewpoints.
- •3. Practice pronouncing the proper names below. Guess the nationality of people living in these countries.
- •4. In pairs make sure you understand the following terms from economics. Write down their explanations in English.
- •5. Make up sentences in English to demonstrate the meaning of the words and phrases from activity 4.
- •6. Read the article extracted from a unicef study below and find out what kind of “help” is meant by the author. Help that makes things worse
- •7. There are twenty-one paragraphs, which can be divided into five groups. Put these groups in order, saying which paragraphs make up each group.
- •8. Work in groups. Read the first part of the article and make notes under the following headings. Compare your notes with another group.
- •10. Think and say in what ways such policies do make things worse for the poor.
- •11. In pairs comment on the recommendations the study gives.
- •12. Fill the gaps using these key words from the text. Massive impoverished upheaval harassment contemptuous unprecedented widespread ghettoized
- •13. Choose the best answer.
- •14. Now look in the text and check your answers. Explosion in the suburbs
- •15. Decide if these statements are True or False according to the text.
- •20. Listen again, take notes and answer the following questions as fully as possible.
- •22. Make up collocations matching the words 1-13 with the words in the box. Then restore the context where these collocations are used in the article you’ve read.
- •23. Find the words in the article which mean the following.
- •24. In pairs suggest common collocations for the words below.
- •25. Explain what is meant by the following expressions. Then make up sentences to demonstrate their meaning.
- •26. Give English for the following words and expressions used in the article “Help That Makes Things Worse”.
- •27. Look through the article in 14 and find the verb that means:
- •29. Rearrange these words to make phrases. Check your answers in the text in 14.
- •30. Complete each sentence with the most appropriate word formed from one of the words or part words from the box.
- •31. Translate the following sentences into English.
- •32. Prepare an oral presentation on one of the following topics below.
- •Requirements for Presentations
- •Guided work: cause and effect
- •33. Study the theory in the box below.
- •34. Write six different sentences (or sentence pairs) expressing the casual relationship between the two facts. The following words might appear in your sentences.
- •35. Fill in spaces in the following sentences. They all relate these two facts:
- •4. Read the text and define its main idea. Find evidence to prove your decision.
- •5. Now use the words from activity 3 and fill them in the gaps 1-10 in the text above.
- •6. Make up collocations matching the words 1-10 with the words from the box. Then restore the context where these collocations are used in the text.
- •7. Complete the sentences 1-5 with the adequate information you’ve learnt from the text above.
- •8. In pairs discuss the following questions.
- •9. Match the words with the definitions:
- •10. Look in the text and find this information as quickly as possible.
- •Police accused of Rio massacre
- •11. Choose the best answer according to the text.
- •12. Match the beginnings and endings of the sentences.
- •13. A high crime rate, drug dealing, low police pay and extreme poverty form a deadly combination of circumstances in poor suburbs of cities like Rio. What is the answer to this complex problem?
- •15. Match the adjectives in the left-hand column with the nouns in the right-hand column. Check your answers in the text in 10.
- •16. Look at these three words from the text and their definitions.
- •17. Read the text and decide which answer (a, b, c, or d) best fits each space 1-12.
- •18. Both options make sense. Underline the one which forms a common collocation.
- •19. Match the words from the box to the explanations.
- •20. Complete each sentence with a word formed from the word in capitals.
- •22. Suggest the Russian equivalents for the following words and expressions. In case you do not know the meaning, work it out from listening to your partner.
- •23. Replace the words underlined in each sentence with the adjectives from the box.
- •24. Work in groups. Read information about some of the developing nations and discuss the problem of poverty in them.
- •25. Work in groups. Be ready to cover the following tasks.
- •South and East Asia
- •Essays suggesting solutions to problems
- •26. Study the theory box and the plan below.
- •Useful language
- •Useful expressions: Problems & Solutions
- •5. Explain the meaning of the following words and phrases.
- •7. Scan the article again and make notes under the following headings. Then prepare to talk about the problem of ‘child labour”.
- •8. Discussion points. Read these statements and say which you agree with and which you disagree with.
- •9. Read the following statements that refer to the text about the cultivation of opium poppies in Afghanistan and decide whether they are true or false. Then read the text to check your answers.
- •Afghanistan's deadly crop flourishes again
- •10. Now that you have read the text, make a list of points for and against the growing of opium poppies in Afghanistan.
- •12. Make collocations matching the words 1-15 with the words in the box.
- •13. Insert prepositions into the following phrases.
- •14. Give synonyms for the following words and make up sentences with them.
- •15. Translate the following words and phrases into English.
- •16. Match the following words from the first part of the text in 9 with their meanings.
- •17. Fill the gaps in these sentences with appropriate forms of words taken from the second part of the text in 9.
- •18. Role-play.
- •Questions coming from tv viewers:
- •Articles
- •19. Study the information in the box and the plan below.
- •Vocabulary list developing countries
- •1. Do the following quiz for overview of world religions. What else do you know about the people, places and events mentioned in the quiz? Share your information with other students in the group.
- •2. In pairs share your ideas on the following questions.
- •4. Look though the text and note down:
- •5. Decide on the answers to these questions as a group.
- •6. Restore the context where the following sentences are used. Explain what is meant by the underlined words in the sentences below.
- •7. Paraphrase the following excerpts from the text.
- •8. In pairs summarise the content of the text in ten sentences only, trying to avoid details and keeping closely to the main ideas.
- •11. Search the text in 3 to find words and expressions with the following meanings.
- •12. Give English for the following words, then use them in sentences of your own.
- •13. Study Vocabulary list and paraphrase the underlined words and expressions.
- •14. Fill in the blanks with proper words and expressions.
- •15. Read the definitions below and guess the words.
- •16. Translate the following sentences into English.
- •17. Give synonyms to the words below.
- •18. Match the words 1-19 with their definitions a-s.
- •19. Derive all possible words from the words given below, then choose any of them to make up sentences.
- •20. Translate the following words into English. Then use them to make up sentences.
- •21. Complete the sentences by putting in a suitable derivative (the first sentence in each section is taken from the text). Word building
- •Noun-preposition collocations
- •Collocations which describe feelings
- •22. Working in pairs, fill the gaps in the sentences with noun-preposition collocations containing the words listed below.
- •23. Read the following excerpts from the Bible and discuss the questions below.
- •24. Read the article from a British newspaper about religious education at school. Retell the article in 10 sentences. Breaking down religious barriers
- •27. In groups brainstorm ideas to do the tasks below.
- •For and Against Essay
- •6. Read the account again to find the correct way a, b, c or d to complete these statements.
- •7. Look at the following sentences. Express your point of view concerning the ideas which the author of the article implemented in them.
- •8. In pairs discuss the following questions.
- •9. For questions 1-5 you must choose which of the paragraphs a – g fits into the numbered gaps of the following magazine article. There is one extra paragraph which does not fit in any of the gaps.
- •11. As you listen to the interview 1 and 2, take notes about any important points, including the following facts. Then compare your notes with a group.
- •12. Listen to both stories and fill in the gaps in the following parts of the sentences.
- •Interview 1: Psyche’s story
- •Interview 2: Malcolm’s story
- •14. Find words in the article which men the same as the following.
- •15. Explain in English the meaning of the following words and phrases.
- •Vacant expression
- •16. Look through the text and find out English for the following Russian words.
- •Noun-preposition collocation
- •17. Fill in the gaps in the sentences with appropriate prepositions. Then check your answers with the text.
- •18. Choose the most suitable word or expression underlined.
- •19. Rewrite each sentence so that it contains the word in the capitals, and so that the meaning stays the same.
- •20. Group nouns and noun phrases according to the preposition they collocate with and match the prepositional phrases with their meaning.
- •21. Now fill in the blanks in the sentences with suitable expressions from the previous exercise.
- •22. Group nouns and noun phrases according to the preposition they collocate with and match the prepositional phrases with their meaning.
- •23. Now fill in the blanks in the sentences with suitable expressions from the previous exercise.
- •26. Read the text and discuss the questions in groups.
- •27. Read the following sentences and mark them as True or False. In groups debate on the subject of space research.
- •28. Express your point of view on the following questions.
- •Visual arts of the folk tradition
- •4. Look through the text again and pick out the names of objects typical of folk art, then write down their main functions.
- •5. Summarize the content of the text in five sentences rendering its main idea and avoiding details.
- •France to ban pupils' religious dress
- •11. Choose the best answer.
- •12. What are the arguments for and against the wearing of religious symbols in public? Do you think that girls should be free to wear headscarves to school?
- •13. In pairs exchange your views on the following statements.
- •14. Look at the following words. Match the English words with their Russian equivalents.
- •15. Listen to part of a lecture devoted to Festival art and answer questions 1- 5 below. Give only one answer. You will hear the tape twice.
- •16. Listen to the tape once again and find words to collocate with the ones given below.
- •17. Work in groups. Use the collocations from activity 10 and make up a detailed story about the origin and development of festival art. Tell the story to another group.
- •18. You will hear someone talking about folk art of the past. Listen to the tape and for questions 1-28, complete the missing information. Slavic area
- •Northern Europe
- •Central Europe
- •Britain and Ireland
- •19. Make up collocations matching the words 1-18 with the words in the box.
- •20. Search the article in 10 to find words which mean the following things.
- •21. Read the text below and decide which word best fits each space. Circle the letter you chose. There is an example (0) that has been done for you. Midsummer night’s eye
- •28. Divide into pairs and choose of the suggested tasks below.
- •29. Read the following table, then listen to the tape and tick the information mentioned. Finally, using the information from the table describe the festival.
- •30. Study the theory in the box and the plan on the right.
- •31. You are asked to describe a religious festival or event and explain its popularity. Write the composition on the suggested topic in 300-350 words.
- •Vocabulary list religion, the occult, the supernatural
- •Confirmation
- •New Testament
- •Church ranks
- •References
Useful expressions for giving opinions
To my mind / way of thinking ……………. |
|
It is my (firm) belief / opinion / view / conviction (that) ………… |
|
In my view |
My opinion is that, |
I firmly believe |
I definitely feel / think that |
I am (not) convinced that / with |
I am inclined to believe that |
I (do not) agree that / with |
It seems / appears to me |
It strikes me that |
As far as I am concerned |
34. Read the model below and complete the paragraph plan on the right, identifying the topic of each paragraph. Has the opposing viewpoint been included, and if so, in which paragraph? Then, replace the linking words or phrases in bold with other synonymous ones.
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