- •Part 1 Unit I
- •1. Look through the key words and expressions and guess what this text is about:
- •2. Think of and write down 5 questions the answers to which this text might contain.
- •3. Now look through the text to see:
- •The text has no heading. Below you will find three possible versions. Choose the one that suits best the information given in the text. Explain your choice.
- •Choose the synonyms to the words given in italics according to the context.
- •Match questions with the paragraphs of the text. One question is unnecessary.
- •Complete the following sentences. Your answers must be related to the ideas contained in the text.
- •Put the jumbled sentences in the logical order to sum up the information given in the text.
- •Use the following outline and key words and expressions to speak about the problem raised in the text.
- •Unit II
- •Look through the key words and expressions and guess what this text is about:
- •Think of and write down 5 questions the answers to which this text might contain.
- •3. Now look through the text to see:
- •Use the following outline to speak about shopping online.
- •Unit III
- •Look through the key words and expressions and guess what this text is about:
- •Think of and write down 5 questions the answers to which this text might contain.
- •Now look through the text to see:
- •Use the following words and word combinations to speak about the problem raised in the text.
- •Unit IV
- •Look through the key words and expressions and guess what this text is about:
- •2. Think of and write down 5 questions the answers to which this text might contain.
- •3. Now look through the text to see:
- •5. Use the following words and word combinations to speak about the ageing process and possibilities of increasing lifespan.
- •Look through the key words and expressions and guess what this text is about:
- •Think of and write down 5 questions the answers to which this text might contain.
- •Now look through the text to see:
- •The text has no heading. Below you will find three possible versions. Choose the one that suits best the information given in the text. Explain your choice.
- •Choose the synonyms to the words given in italics according to the context.
- •Complete the following sentences. Your answers must be related to the ideas contained in the text.
- •Put the jumbled sentences in the logical order to sum up the information given in the text.
- •Using the following words and word combinations give the main idea of the text.
- •Unit VI
- •Look through the key words and expressions and guess what this text is about:
- •2. Look through the text to see if your guess about its contents was correct. If it wasn’t, give the information that you have missed. Are Men Lazy?
- •The text is headlined “Are men lazy?” Does it suit the information given in the text? Below you’ll find some more headings to this text. Choose the one that suits best and motivate your choice.
- •Choose the synonyms to the words given in italics according to the context.
- •Complete the following sentences. Your answers must be related to the ideas contained in the text.
- •Put the jumbled sentences in the logical order to sum up the information given in the text.
- •Use the following words and word combinations to speak about men’s attitude toward household duties. Add connectives and some more words if necessary.
- •Unit VII
- •Look through the key words and expressions and guess what this text runs about:
- •Look through the text to see if your guess about its contents was correct. If it wasn’t, give the information that you have missed. Teenagers Now
- •Determine the meaning of the words given in italics in the text.
- •Combine two sentences together omitting less important information and adding connectives.
- •Put the jumbled sentences in the logical order to sum up the information given in the text.
- •Use the following words and word combinations to speak about teenagers and their problems. Add connectives and some more words if necessary.
- •Unit VIII
- •Look through the key words and expressions and guess what this text is about.
- •Look through the text to see if your guess about its contents was correct. If it wasn’t, give the information that you have missed. How to Reduce Stress and Tension
- •Choose the synonyms to the words given in italics according to the context.
- •Complete the following sentences. Your answers must be related to the ideas contained in the text.
- •Put the jumbled sentences in the logical order to sum up the information given in the text.
- •Use the following outline to speak about the problem mentioned in the text.
- •Unit IX
- •Look through the key words and expressions and guess what this text is about:
- •Look through the text to see if your guess about its contents was correct. If it wasn’t, give the information that you have missed. Believe It or not, Your Parents Can Be Your Friends
- •Choose the synonyms to the words given in italics according to the context.
- •Combine two sentences together omitting less important information and adding connectives.
- •Put the jumbled sentences in the logical order to sum up the information given in the text.
- •Give the main idea of the text using the following words and expressions and adding connectives and some more words if necessary.
- •Look through the key words and expressions and guess what this text is about:
- •Look through the text to see if your guess about its contents was correct. If it wasn’t, give the information that you have missed. The Sporting Spirit
- •Choose the synonyms to the words given in italics according to the context.
- •Complete the following sentences. Your answers must be related to the ideas contained in the text.
- •Put the jumbled sentences in the logical order to sum up the information given in the text.
- •Use the following words and expressions to speak on the problem touched upon in the text. Add connectives and some more words if necessary.
- •Part 2 unit XI
- •Look at the title of the text and the key words and guess what the text is about.
- •Look through the text to see if your guess was right. Is the heading misleading? Made in Japan, Sold on Britain
- •54,400 Japanese live in Britain. How do they find life here?
- •Unit XII
- •Look through the key words and guess what the text is about.
- •Now that you have read the text think of a proper title to the text or choose from the ones given below. Motivate your choice.
- •Choose the synonyms to the given words according to the context. Reproduce the sentence from the text with the synonym chosen.
- •Complete the following sentences choosing the best ending.
- •4. Using these words and word combinations express the main idea of each paragraph, add connectors or your own words where appropriate.
- •5. Put the jumbled sentences in the logical order to sum up the contents of the text.
- •Unit XIII
- •Look through the key words and guess what the text is about.
- •Now that you have read the text think of a proper title to the text or choose from the ones given below. Motivate your choice.
- •Choose the synonyms to the given words according to the context. Reproduce the sentence from the text with the synonym chosen.
- •Complete the following sentences choosing the best ending.
- •Using the following words and word combinations express the main idea of each paragraph. Add your own words where appropriate.
- •5. Put jumbled sentences in the logical order to sum up the contents of the text.
- •Unit XIV
- •Look through the key words and guess what the text is about.
- •Now that you have read the text think of a proper title to the text or choose from the ones given below. Motivate your choice.
- •Choose the synonyms to the given words according to the context. Reproduce the sentence from the text with the synonym chosen.
- •Join the following sentences using the connectors given below. Sometimes more than one variant is possible.
- •Complete the following sentences choosing the best ending.
- •Put the jumbled sentences in the logical order so as to sum up the contents of the text.
- •Unit XV
- •Look at the title of the text. Does it ring the bell for you? do you know anything about this method?
- •Read biographical notes below and guess what the text is about. Render the information forming complete sentences.
- •Look through the key words and expressions and guess what the text below is about.
- •4 Guess the meaning of the international words.
- •Montessori Method
- •Read the text and summarize its main idea in 1-2 sentences using the following phrases.
- •Choose the synonyms to the given words according to the context. Reproduce the sentence from the text with the synonym chosen.
- •Complete the following sentences.
- •4. Put the jumbled sentences in the logical order to sum up the contents of the text.
- •Unit XVI
- •Look at the title of the text. Try to guess what the text is about. What nation in your opinion is meant? a Nation of Shopaholics
- •6. Put the jumbled sentences in the logical order so as to sum up the contents of the text.
- •Unit XVII
- •Look through the text to see if your guess was right. The Noise about Noise
- •Choose the synonyms to the given words according to the context. Reproduce the sentence from the text with the synonym chosen.
- •Paraphrase the following sentences using synonyms for the underlined words. There are two odd ones.
- •Speak on causes and consequences of industrial noise, the measures taken to eliminate it and the difficulties encountered. Use the words given.
- •Unit XVIII
- •Look through the key words and guess what the text is about.
- •Now that you have read the text think of a proper title to the text. Motivate your choice.
- •Choose the synonyms to the given words according to the context. Reproduce the sentence from the text with the synonym chosen.
- •Complete the following sentences choosing the best ending.
- •Join two sentences together so as to form a compound sentence. Add connectors given below. In some cases more than one variant is possible.
- •Put the jumbled sentences in the logical order so as to sum up the contents of the text. Add your own sentences where appropriate.
- •Unit XIX
- •Look through the key words and guess what the text is about.
- •Read the text to see if your guess was right. Think of a proper title to the text.
- •Now that you have read the text think of a proper title to the text. Motivate your choice.
- •Choose the synonyms to the given words according to the context. Reproduce the sentence from the text with the synonym chosen.
- •Complete the following sentences choosing the best ending.
- •4. Speak on the following points using words and expressions given.
- •Unit XX
- •Look through the key words and guess what the text is about.
- •Now that you have read the text think of a proper title to the text. Motivate your choice.
- •Choose the synonyms to the given words according to the context. Reproduce the sentence from the text with the synonym chosen.
- •Complete the following sentences choosing the best ending.
- •Speak about advantages and drawback of mobile phones using the following word combinations.
- •Part 3 unit XXI
- •Choose the synonyms according to the context.
- •Complete the following sentences.
- •Join two sentences using connectives.
- •Put the jumbled sentences in the logical order.
- •5. Now that you have read the text choose the title of the text from the ones given below.
- •Unit XXII
- •Shock Tactics
- •Form synonymous pairs.
- •Complete the following sentences.
- •Join two sentences using connectives.
- •Put the jumbled sentences in the logical order.
- •Unit XXIII
- •The Risks of Cigarette Smoke
- •Unit XXIV
- •First Impressions Count
- •Choose the best explanation.
- •Complete the following sentences.
- •Put the jumbled sentences in the logical order.
- •Unit XXV
- •The Rocket - From East to West
- •Choose the synonyms according to the context.
- •Complete the following sentences.
- •Join two sentences using connectives.
- •Put the jumbled sentences in the logical order.
- •Unit XXVI
- •A Remarkable Beetle
- •Choose the best explanation.
- •Join two sentences using connectives.
- •Complete the following sentences.
- •Put the jumbled sentences in the logical order.
- •Unit XXVII
- •Highs and Lows
- •Choose the synonyms according to the context.
- •Complete the following sentences.
- •Put the jumbled sentences in the logical order.
- •Unit XXVIII
- •Dumping or Disposal
- •Choose the best explanation.
- •Complete the following sentences.
- •Join two sentences using connectives.
- •Put the jumbled sentences in the logical order.
- •Unit XXIX
- •Surfs up!
- •Choose the synonyms according to the context.
- •Complete the following sentences.
- •Join two sentences using connectives.
- •Put the jumbled sentences in the logical order.
- •Unit XXX
- •Hurricanes
- •Choose the synonyms according to the context.
- •Complete the following sentences.
- •Join two sentences using connectives.
- •Put the jumbled sentences in the logical order.
- •Part 4 unit XXXI
- •Is Language Unique to Humans?
- •Unit XXXII Social Customs
- •Unit XXXIII Super Size Me
- •Unit XXXIV Film
- •Unit XXXV Fashion
- •Unit XXXVI Controversial Issues
- •Which three reasons are given against older people having children?
- •What point is being made in the final sentence?
- •Unit XXXVII Head off for Your First Work Experience!
- •Attention Law Students
- •Unit XXXVIII The Haunted House
- •Unit XXXIX Survival Tips for the North American Wilderness
- •Unit xl Beloved Pets
- •Unit xli The Sonic Teenager Deterrent
- •Underline the answers to the questions in the text.
- •Find words that mean
- •Unit xlii Samoa
Use the following words and word combinations to speak about the problem raised in the text.
1. Citizens, to become guardians, community.
2. People, to take into one’s hands, minor law, order.
3. Highly disciplined society, Japan, to get away with, to rebuke, antisocial behaviour.
4. Japanese, a sense of respect for authority.
5. A young man, to put one’s feet up, to catch one’s glance, to blush, to remove.
6. The London Underground, to call forth, abuse.
7. To make citizen’s arrest, to get facts wrong, to be guilty of, false arrest.
8. France, strict law, to fail to assist, in danger, a criminal offence.
9. An elderly woman, to behave, active citizen, to push one’s luck.
Unit IV
Pre-reading tasks
Look through the key words and expressions and guess what this text is about:
to get older to live longer to increase
life expectancy genetic engineering to promote long life
to alter diet to reduce to control
process of ageing number of calories to function efficiently
immune system intake of vitamin E
2. Think of and write down 5 questions the answers to which this text might contain.
3. Now look through the text to see:
a) if your guess about the contents of the text was correct;
b) what questions can be answered. (Answer these questions)
1. People are getting older — an obvious truth, isn’t it? Everyone ages with the passing of time. But there is another meaning to this unavoidable fact. It is that people’s life expectancy is increasing and there are a growing number of people in the world who live longer than ever before. In 1900 there were between 10 and 17 million people aged 65 or older; they made up less than 1% of the world’s population. Now there are about 345 million people in this age group, constituting over 6% of the world’s population. Average life expectancy has increased from 26 years 2,000 years ago, to 49 years at the beginning of the twentieth century and to 76 years in many countries today. The Japanese have the longest life expectancy, with women living to an average age of 82.5 and men to 76.2.
2. However, despite the rise in average life expectancy, there does not seem to have been an increase in maximum lifespan. In other words, more people are living longer today than in the past, but the longest time that anyone lives has not changed much over many centuries. The longest that a human is known to have lived is 120 years; this figure compares with maximum life expectancies of 150 years for a tortoise and three-and-a-half years for a mouse. The age of 120 years seems to be a limit for human life. The challenge for scientists is to raise this limit.
3. One way of increasing lifespan may be by means of genetic engineering. Scientists have doubled the life of a certain type of fly from 25 to 50 days by using the flies that live the longest for breeding. It is thought that the flies have over 100 genes which control the process of ageing. Humans probably have more than 1,000 such genes. If some of these can be identified and treated in some way, it may be feasible to delay the ageing process.
4. It may also be possible to increase lifespan by altering diet in various ways. In experiments on rats and other animals, scientists have found that reducing the number of calories taken in by the animals actually increases their lifespan. Although this may seem strange, it is supported by the evidence of a small group of people who lived in a specially-constructed environment in order to see how people can adapt to living on another planet such as Mars. These people grew their own food inside the place where they lived, but because of problems with food production their diet was very restricted for several months. Surprisingly, their blood pressure and cholesterol levels fell and the immune systems of their bodies functioned more efficiently than before. There is obviously a limit of the reduction of calorie intake and most people would probably not be very happy restricting their diet in this way, but scientists may discover a way of producing the effects of calorie restriction without causing feelings of hunger!
5. Another way in which diet may promote long life is through the intake of vitamin E. Scientists studying people over 100 years old found that they had high levels of vitamin E in their bodies, while in an experiment people who took extra vitamin E had 40% less risk of suffering from heart disease than others.
Post-reading tasks
Read the text once again to fulfill the tasks to follow.
The text has no heading. Below you will find three possible versions. Choose the one that suits best the information given in the text. Explain your choice.
Genetic engineering – the key to increase lifespan.
Population growth in the 20th century.
Possibilities for increasing lifespan.
Choose the synonyms to the words given in italics according to the context.
intake a) consumption b) production c) conservation
d) absorption
to promote a) to prevent b) to ensure c) to raise d) to assist
feasible a) impossible b) convenient c) plausible d) possible
to delay a) to postpone b) to put off c) to slow down
d) to hinder
Choose the best ending.
Ageing
is unavoidable.
can be controlled.
cannot be slowed down.
The longest time that a man can live
has not changed much with the passing of time.
has increased.
has decreased.
Scientists suppose that the process of ageing in humans is controlled by
about 100 genes.
less than 1000 genes.
more genes than in flies.
It is found that calorie restriction
can result in decreasing blood pressure and cholesterol level.
can lead to a constant feeling of hunger.
can have harmful effects on people’s health.
Scientists have discovered that people who have high levels of vitamin E in their bodies
do not suffer from heart disease.
are protected against the ageing process.
live more than 100 years.
4. Put the jumbled sentences in the logical order to sum up the information given in the text.
The age of 120 is a limit for human life.
If scientists could identify and treat some of them, the process of ageing could be delayed.
In spite of the increase in average life expectancy maximum lifespan has not changed much over many centuries.
People are growing older and it is an unavoidable fact.
The other possible way of increasing lifespan is by altering diet.
Diet may also ensure long life through the intake of vitamin E.
But life expectancy increases and there are a growing number of people who live longer than even before.
However, genetic engineering can help to increase lifespan.
Calorie restriction can lead to a decrease in blood pressure and cholesterol levels.
There are more than 1000 genes that control the process of ageing in humans.
