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- •Selected topics for discussion
- •Isbn 978–985–460–308–7.
- •Starter activity
- •Reading one Britain’s Moral Crisis
- •Replace the italicized parts with the words and word-combinations from the functional vocabulary.
- •Translate into English, make use of the functional vocabulary.
- •Answer the following questions. Make use of the supplementary texts “Who needs morals?”, “Parents are too permissive with their children nowadays”.
- •Do you agree with the following statements? Make use of the texts “Who needs morals?” “Parents are too permissive with their children nowadays”.
- •1. Read the following citations about charity and comment on their meaning.
- •Reading one What Makes People Volunteer
- •Explain the meaning of the following words and phrases. Translate them into Russian.
- •Both options make sense. Underline the one which forms a common collocation. Consult a dictionary.
- •Fill in the blanks with the right word or phrase from the functional vocabulary.
- •Speech activities
- •Answer the following questions. Make use of the supplementary text “Nurse Nicky Nears her Peak of Fitness”.
- •Make up a list of Victorian values.
- •Make a list of factors that may cause drug abuse among people of different ages and walks of life.
- •Write an article to a newspaper expressing your concern about the present- time morals and also offer some suggestions how to return the lost moral values.
- •Reading one Who Uses Drugs and Why?
- •Language focus
- •Find the words or phrases in the text which have a similar meaning to the following.
- •Some of the language in the notes you have read is very colloquial. Work out what the following words and word-combinations mean in the context they occur.
- •Match the words with their definitions. Translate them into Russian/Belarusian.
- •Suggest synonyms of the following words and word-combinations, make use of the functional vocabulary of the previous sections.
- •Here are two more typical cases. Choose one and write what you think his future is likely to be.
- •Europe: Drugs – Adapting to New Realities
- •Explain the meaning of the following phrases. Make use of the contexts in which they are used. Translate them into Russian/Belarusian.
- •Fill in the blanks with the right words or word-combinations from the functional vocabulary.
- •Replace the italicized words and word-combinations by those from the functional vocabulary.
- •Translate from English into Russian/Belarusian. Pay special attention to the words from your functional vocabulary.
- •Answer the following questions.
- •What do you think about…
- •Reading three
- •They're Toking up for Algebra Class. Teenagers Need Incentives to Keep it Clean
- •Explain the meaning of the following words and word-combinations. Translate them into Russian/Belarusian.
- •Match the words with their definitions. Translate them into Russian/Belarusian.
- •Fill in the blanks with words and word combinations from the functional vocabulary.
- •Answer the following questions.
- •How do you understand the following stetments?
- •How far would you go to support or contradict the following statements?
- •General discussion
- •1. Discuss in groups of 3 – 4 students.
- •2. Present your group report to the class. Writing
- •Words and phrases connected with the theme of the unit
- •Speech Functions Bank
- •I. Interrupting People
- •Finish up the following statements in English.
- •Make use of the language in the box above while discussing the problems of moral re-armament and charity.
- •Clubbers Grow Rich on Drug Profits
- •Drug abuse is spreading fast
- •Alarm Over Teenagers Trying Drugs
- •Parents are too Permissive with their Children Nowadays
- •Nurse Nicky Nears Her Peak of Fitness
- •Usa: Warrior Bucks in the Concrete Jungle
- •Who Needs Morals?
- •Self-Check Test 1
- •Match the words with their definitions.
- •Explain the meaning of the following word combinations, translate them into Russian/Belarusian.
- •Fill in the blanks with prepositions or particles where necessary.
- •Give synonyms to the following words and word-combinations.
- •Translate from Russian into English.
- •Explain the meaning of the following figurative expressions used in the text. Translate them into Russian/Belarusian.
- •Match the adjectives with the nouns they collocate with. Translate them into Russian/Belarusian.
- •Insert the right particle or preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Agree or disagree with the following statements and give your reasons.
- •Answer the following questions.
- •Functional vocabulary
- •Language focus
- •Match the words with their definitions. Translate them into Russian/Belarusian.
- •Insert the right particle or preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Replace the italicized parts with the words and expressions from the text. Translate the sentences into Russian/Belarusian.
- •Speech activities
- •Make the following statements more factually correct.
- •Role-play. Divide into two groups (editorial boards), supporting two opposite points of view.
- •Reading three
- •Watching with Mother
- •Functional vocabulary
- •Explain the meaning of the following words and phrases used in the text.
- •Insert the right particle or preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Answer the following questions.
- •Exchange your views on the following points.
- •Reading one Consumer Discrimination
- •Match the words fromthe 2 columns. Translate them into Russian/Belarusian.
- •Explain the meaning of the following words and phrases used in the text. Translate them into Russian/Belarusian.
- •Answer the following questions.
- •Reading two Advertisers perform a useful service to the community
- •Match the words with their definitions. Translate them into Russian/Belarusian.
- •Insert the right particle or preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Replace the italicized parts with the words and expressions from the text. Translate the sentences into Russian/Belarusian.
- •Agree or disagree with the following.
- •General discussion
- •Phrases
- •The power of the media Speech Functions Bank
- •I. Asking for More Detailed Information.
- •Make the following into statements about preferences using the language in the box above.
- •Look at the following and use appropriate language from the box above to make statements about your preferences.
- •II. Talking about likes and Interests.
- •Make the following into questions about other people’s likes and interests using the language in the boxes above.
- •Make the following into statements about likes and interests using the language in the boxes above.
- •Use appropriate language from the boxes above to ask answer people’s likes and interests in the following situations.
- •Supplementary Texts House of Horror
- •Books, Plays and Films Should Be Censored
- •Self-Check Test 2
- •Match the words with their definitions.
- •Complete the collocations in each sentence with an appropriate word from the box and translate the sentences into Russian/Belarisian.
- •Insert prepositions or particles where necessary.
- •Both options make sense. Choose the one which forms a common collocation.
- •Translate the following sentences using your active vocabulary.
- •Reading one
- •A Woman’s Place
- •Give extensive answers to the following questions.
- •Give arguments for or against the following statements.
- •Reading two
- •It’s high time men Ceased to regard women as second-class citizens
- •Answer the following questions.
- •Give arguments for or against the following statements:
- •Reading three
- •Schoolbooks and the female stereotype
- •Translate from Russian into English. Use your functional vocabulary.
- •Answer the following questions.
- •Analyse some schoolbooks used in Belarusian schools. In what roles are boys and girls depicted in them? Share your findings with the rest of the group.
- •Before watching the video programme study the following vocabulary.
- •Answer the following questions.
- •Reading One
- •The Qualities to Look for in a Wife
- •Match the words and their definitions. Translate them into Russian/Belarusian.
- •1. What arguments can you give for or against each of the following statements.
- •2. Answer the following questions.
- •Reading two
- •What’s wrong with marrying for Love
- •Explain the meaning of the following phrases used in the text. Translate them into Russian/Belarusian.
- •How would you express the same idea in a different way.
- •Translate into English, using your functional vocabulary.
- •Reading three
- •The Frustrated Housewife
- •Explain the meaning of the following phrases and use them while discussing the text.
- •Find the words in the text which have a similar meaning to the following. Translate them into Russian/Belarusian.
- •Insert a preposition or a particle where necessary.
- •Agree or disagree. Give arguments to sustain your ground.
- •Give arguments for or against the following statements. Develop the idea.
- •Role-play. Discuss the problem.
- •Before listening to the text “An Arranged Marriage” study the following vocabulary.
- •While listening to the text find the answers to the following questions.
- •Discuss in groups.
- •General discussion
- •Give arguments for and against the following statements. Discuss them. For further ideas and information read the supplementary texts at the end of the Unit.
- •Words connected with the theme of the unit
- •Phrases
- •Supplementary Texts a World That Seems To Hate Women
- •Gendercide: Killing Female Infants And Fetuses
- •They'll never go home again
- •There are really only two differences ...
- •What Women Don’t Understand About Guys
- •Is your relationship out of balance?
- •I. Asking for and Giving Opinions
- •Make the following into questions and answers about opinions using the language in the boxes above.
- •2. Use appropriate language from the boxes above to ask for and give opinions in the following situations.
- •2. Explaining and Justifying
- •1. Make the following into statements explaining and justifying using the language from the box above.
- •2. Use appropriate language from the box above to make statements explaining and justifying in the following situations.
- •1. Asking for Clarification
- •2. Giving Clarification
- •1. Make the following into questions and statements asking for and giving clarification.
- •2. Ask for and give clarification in the following situations.
- •Expressing Agreement and Disagreement
- •1. Make the following into statements of agreement and disagreement using the language in the boxes above.
- •Self check test 3
- •Match the wirds with their definitions.
- •Explain the meaning of the italicized words and phrases.
- •Fill in the gaps with the right particle or preposition where necessary.
- •Give synonyms of the following words. Use your functional vocabulary.
- •Translate the sentences using your functional vocabulary.
- •Starter activity
- •Reading one
- •Ten Ways to find the best schools
- •Bruce Kemble. News Week. 2002
- •Language focus
- •Explain the meaning of the following words and phrases used in the text. Translate them into Russian/Belarusian.
- •A Whitehall checklist;
- •Find the words in the text which have a similar meaning to the following.
- •Translate from Russian into English. Use your functional vocabulary.
- •Speech activities
- •Discuss the efficiency of the Whitehall project using the following questions as a guide.
- •Read the supplementary texts Russian education in a new light, High-Stakes Games, 5 Times More Fld. Kids to Repeat 3rd Grade and discuss the following points.
- •Sum up what the Russian/Belarusian teachers say about the problems of conventional schooling and the ways of their solution. Add your own ideas. Reading two Meeting the needs of employers
- •Join the words from the columns to make word combinations. Translate them into Russian/Belarusian.
- •Insert the right particle/preposition where necessary. Translate the sentences into Russian/Belarusian.
- •Translate from English into Russian/Belarusian.
- •Answer the following questions.
- •Exchange your views on the following points. For more information read the supplementary text “School and Life”.
- •3. Group work.
- •4. Role-play. Read carefully through this outline of the problem, making sure that you understand it.
- •Writing
- •Reading one
- •Explain the meaning of each of the following words and phrases used in the text. Translate them into Russian/Belarusian.
- •Replace the italicized parts with the words from your functional vocabulary.
- •Sum up what the author says for and against egalitarian and elitist approaches to education. Add your own arguments.
- •Reading two
- •The Idea of Summerhill
- •1. Explain the meaning of the following words and phrases used in the text. Translate them into Russian/Belarusian.
- •Fill in the gaps with the right particle or preposition where necessary.
- •Which of these adjectives would normally be used with each of the nouns below. Translate the collocations into Russian/Belarusian.
- •Both options make sense. Underline the one which forms a common collocation. Consult you functional vocabulary at the end of the Unit.
- •1. Give extensive answers to the following questions.
- •2. Give arguments for and against the following statements.
- •You will hear an interview with Ian Beer, the headmaster of Harrow School and a radio programme on the subject of independent schools today. Before listening study the following vocabulary.
- •Answer the following questions.
- •Reading three
- •The City-as-School
- •Find in the text the word or words which have a similar meaning to the following.
- •Explain what the following words and phrases mean from the context in which they are used.
- •Fill in the blanks with the right word or phrase from the functional vocabulary.
- •1. Answer the following questions.
- •Write a feature article about the improvements that could be made in secondary education in this country.
- •Supplementary Texts Russian Education in a New Light
- •High-Stakes Games
- •5 Times More Fld. Kids to Repeat 3rd Grade State's New Policy Links Promotion to Reading Test Scores
- •School and Life
- •Why parents choose to opt out of the State system
- •Speech Functions Bank
- •1. Asking for More Detailed Information
- •1. Make the following into questions or statements asking for more detailed information using the language in the box above.
- •2. Use appropriate language from the box above to ask for more detailed information in the following situations.
- •2. Making Comparisons
- •1. Make the following into statements of comparison using the language in the box above.
- •2. Use appropriate language from the box above to make statements of comparison about the following.
- •3. Making generalisations
- •Make the following into statements about generalisations using the language in the box above.
- •2. Use appropriate language from the box above to make generalisations about the following.
- •Self-check test 4
- •Match the words with their definitions.
- •Fill in the gaps with the right particle or preposition where necessary.
- •Explain the meaning of the following phrases.
- •Replace the italicized parts using your functional vocabulary.
- •Translate from Russian into English using your functional vocabulary.
- •In what ways do people pollute the environment? Do you pollute your environment?
- •Functional vocabulary
- •Language focus
- •Explain the meaning of the following words and phrases.
- •Suggest synonyms of the words and phrases given below. To give more synonyms use a thesaurus.
- •Insert the right preposition or particle where necessary. Translate the sentences into Russian/Belarusian.
- •Match the words denoting different kinds of pollutants with their definitions. Translate them into Russian / Belarusian.
- •Speech activities
- •Reading twO
- •Kinds of Pollution
- •Functional vocabulary
- •Language focus
- •Explain the meaning of the following words and phrases.
- •Insert the right preposition or particle where necessary. Translate the sentences into Russian / Belarusian.
- •Match the verbs with the nouns they collocate with.
- •Suggest synonyms of the words printed in italics.
- •Underline the most appropriate word to complete the sentences.
- •Speech activities
- •Consider different kinds of pollution in each of the contexts listed in the columns.
- •Work with the video programme "Canaries of the Sea"
- •Look at the title of this report and answer the following questions.
- •Answer the following questions.
- •The following sentences can be made more factually correct. Watch the report again and find out how to correct them.
- •Give your reasons why these proposed solutions are not entirely satisfactory.
- •Enrich your vocabulary by learning words and phrases used in the report to refer to the following.
- •Discuss in groups what warning these "canaries of the sea" have for us all and what we have to do if we don't want them to become extinct. Reading three
- •Acid Rain
- •Functional vocabulary
- •Language focus
- •Speech activities
- •Give extensive answers to the following questions. To answer some of them read the supplementary text "Is Acid Rain Killing Off Wood Thrushes?"
- •Make the following statements more factually correct.
- •Role-play: divide into environmentalists and men of business who are invited to take part in a tv talk show on acid rain.
- •Section 2. Nature Conservation Starter activity
- •Reading one
- •Endangered Species
- •Functional vocabulary
- •Language focus
- •Explain the meaning of the following words and phrases. Translate them into Russian / Belarusian.
- •Match the words with their definitions.
- •Speech activities
- •Reading two
- •Wildlife Conservation
- •International Cooperation in Wildlife Conservation
- •Functional vocabulary
- •Language focus
- •Match the words with their definitions.
- •Speech activities
- •Work with the video programme "World Park".
- •Reading three
- •Forests
- •Language focus
- •Speech activities
- •Listening comprehension
- •Before listening study the meaning of the following words and phrases.
- •Listen to the tape and explain the meaning of the following word combinations.
- •Listen to the text again and answer the following questions.
- •Writing
- •General discussion
- •Words connected with the theme of the unit
- •Phrases
- •I. Making Predictions
- •Make the following statements about predictions using the language in the box above.
- •Use the appropriate language from the box above to make predictions about the following.
- •II. Expressing Degrees of Certainty and Uncertainty
- •Make the following statements about expressing degrees of certainty and uncertainty using the language in the boxes above.
- •Use the appropriate language from the boxes above to express degrees of certainty and uncertainty about the following.
- •Supplementary texts Oil Spills Pollute Indefinitely and Invisibly
- •China's Dust Storms Raise Fears of Impending Catastrophe
- •Is Acid Rain Killing Off Wood Thrushes?
- •India's Black Market in Birds Threatening Rare Species
- •"Dirty Fishing" Emptying Oceans
- •Saving Turtles by Taking Them Off the Menu
- •Cromo the Iberian Lynx – His Species' Last Hope?
- •Save Endangered Right Whales
- •Un Launches Campaign to Save Last Great Apes in the Wild
- •Cloud Forests Fading in the Mist, Their Treasures Little Known
- •Amazon Forest May Take Some Heat off Global Warming
- •Self-check test 5
- •Match the words with their definitions.
- •Fill in the gaps with the right preposition or particle where necessary.
- •Explain the meaning of the following words.
- •Replace the italicised parts using words from your functional vocabulary.
- •Translate from Russian into English using the functional vocabulary.
- •Keys to the self-check tests Key to Test 1
- •Key for Test 2
- •Key to Test 3
- •Key to Test 4
- •Key to Test 5
- •Крохалева Людмила Сергеевна
- •Практика устной речи Учебно-методическое пособие по английскому языку
Functional vocabulary
aid to sth; in ~ of sth |
вспомогательное средство, помощь |
affect sth v |
воздействовать, влиять на что-л. |
benefit sb v |
приносить кому-л. пользу, выгоду |
call for actions |
призывать к действию |
concern oneself with sth |
заботиться, беспокоиться о чем-л. |
cut down on sth |
сокращать, уменьшать |
disastrous adj |
бедственный, гибельный |
discharge sth v |
выпускать выбрасывать, сбрасывать |
discharge of sth n |
выбросы чего-л. |
drastic adj |
решительный, радикальный |
draw on the reserves of sth |
использовать запасы чего-л. |
dump n, v |
свалка; сбрасывать, сваливать мусор |
exhaust n |
выхлопной газ |
litter n, v |
мусор, отходы; загрязнять |
marine life |
обитатели морей |
point up sth v |
сделать акцент, подчеркнуть что-л. |
pollutant n |
загрязняющее вещество |
polluting activities |
действия, приводящие к загрязнению |
reprocess v |
перерабатывать |
soot n |
копоть, сажа |
take action toward sth |
принимать меры, направленные на что-л. |
throwaway packaging material |
одноразовая упаковка |
waste products |
отходы |
Language focus
Explain the meaning of the following words and phrases.
to discharge;
polluting activities;
technological advances;
to reprocess waste;
throwaway packaging materials;
marine life.
Suggest synonyms of the words and phrases given below. To give more synonyms use a thesaurus.
to damage, to reduce, to emphasize, to scatter rubbish, harmful, waste, discharge.
Insert the right preposition or particle where necessary. Translate the sentences into Russian/Belarusian.
We are collecting money … aid of cancer research.
Planting new trees is an essential aid … ecological education.
Green Peace takes firm actions … reducing the whale hunting.
Severe air pollution in many countries calls … drastic actions.
The leaders agreed to cut … producing aerosol sprays.
The life in large cities became dangerous because of the pollutants … the nearby industries.
Ecologically orientated ads are making more and more people concern themselves … environmental problems.
The gradual warming of the atmosphere's temperature is giving cause … concern.
Technological advances have made industries draw … new sources of energy.
Match the words denoting different kinds of pollutants with their definitions. Translate them into Russian / Belarusian.
litter |
the black powder produced when something is burnt |
pollutant |
the gas or steam produced when an engine is working |
fertilizer |
bits of waste paper, containers, etc that are thrown away or left on the ground in a public place |
soot |
a substance that is put on the land to make crops grow |
pesticide |
a substance that makes the environment dangerously dirty |
exhaust |
a chemical substance used to kill insects and small animals that destroy crops |
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