- •Предисловие
- •Lesson I Topic: The Aims of Education
- •1) Verbs
- •2) Adjectives
- •3) Nouns
- •Easy-going self-centred semi-final pro-government
- •In to from of on at with for
- •3.1. Reading comprehension
- •Read the following summary and underline the correct item. Then read the text to find out whether your choices were correct
- •Fill in the correct prepositions
- •Fill in the correct word(s) from the list below. Make up 5 all types of questions.
- •Skim the text to find the English equivalents of the following Russian ones:
- •The Aims of Education
- •Discuss the following questions in groups of 2-3. Make good use of topical vocabulary
- •2. Develop the following ideas according to the text.
- •3. Read the text and answer the following questions:
- •The age of knowledge
- •4. Comment on the following statements
- •5. Fill in the blanks with the following links and express your opinion concerning the information in the text
- •6. Discuss the following points:
- •7. Support or refute the following statements:
- •1. Translate the following sentences
- •3. Complete the following sentences
- •4. Translate into English
- •5. Write an essay (120-180 words) on the following topics:
- •Lesson II Topic: The art of writing
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •3. Translate the sentences into English, using the patterns above:
- •Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). Select what you think are the main points in paragraphs 1-8.
- •2. Read paragraphs 1, 2, 3, 4, 5, 6, 7, 8 more carefully and decide which of the following statements are true and which are false.
- •3. Make a list of key words and phrases for every paragraph.
- •4. Make a list of phrases used to express the author’s opinion.
- •5. Read the text and find answers to the following questions:
- •8. Skim the text to find the English equivalents for the following:
- •The Art of Writing
- •1. Develop the following statements according to the text:
- •2. Comment on the following statements.
- •3. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3 task 10 11)
- •4. Dialogue
- •5. Read the text below and discuss with a partner weather poetry is read and appreciated only by artistic-minded people. Do we really need poetry?
- •Heat and Dust
- •7. Before listening: group/pair work.
- •8. Summarize the following in English. Make use of the vocabulary given below.
- •Lesson III Topic: People Аren’t Born Prejudiced Section 1
- •2. Translate the sentences into Russian using the patterns above.
- •1. Verbs
- •2. Adjectives
- •Insidious, derogatory, blameworthy, unaware, genuine, subtle, deficient, unconscious, intelligent
- •3. Nouns
- •Read the text and find the English equivalents for the following Russian ones.
- •Ian stevenson
- •Develop the following statements according to the text
- •Comment on the following statements
- •3. Develop the following topics relying upon the Russian equivalents given.
- •4. Discuss the following questions in groups of 2 - 3. Make good use of topical vocabulary
- •5. Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •6. Listen to the story and pick up factual information to disprove Jeremy’s arguments in the dialogue above for the spread of prejudiced thinking in the usa.
- •10. Render the following text in English using active vocabulary.
- •11. Comment on the following quotations. What kind of prejudice is discussed in every particular case? Do you agree or disagree with a message? Make good use of topical vocabulary.
- •12. Contradict or support the following statement in the form of debates:
- •1. Complete the following phrases in writing:
- •Develop arguments to prove or disprove the following in the form of a written statement (a paragraph long):
- •3. Write an essay (120 – 180 words) on one of the following topics.
- •Lesson IV Topic: Is Love an art?
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •Translate the sentences into English, using the patterns above:
- •Section 2.
- •1. Verbs:
- •3. Nouns:
- •3.1. Reading comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 4 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 5-10.
- •2. Read paragraphs 2, 4, 6, 8 more carefully and decide which of the following statements are true and which are false.
- •3. Scan every paragraph to find key words or phrases through which the topic of a paragraph is developed.
- •4. Scan every paragraph to find words or phrases to indicate sequential relationship between the sentences in it.
- •5. Read the text paying attention to detail and find answers to the following questions:
- •9. Skim the text to find the English equivalents of the following:
- •Is love an art? Erich Fromm
- •Discuss the following questions in groups of 2-3. Make good use of topical vocabulary (See Section 3, task 8):
- •2. Work in pairs. Basing on the key words and phrases guess the number of the paragraph and retell it, trying to be as close to the source text as possible. Correct your partner and help to improve.
- •4. Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •5. Read two texts below and discuss them with a partner to find out which of them is about marriage in Britain and which about marriage in the usa. Retell the texts.
- •6. Listen to a story by o. Henry. Discuss it in groups of 3-4 until you are ready to sum up its message. Guess its title.
- •8. Read the two interviews below and working with a partner answer the questions that follow. Pay attention to the use of phrasal verbs. Add them to the list of topical vocabulary.
- •9. Talk on the following, making good use of topical vocabulary:
- •10. Contradict or support the following statement in the form of debates:
- •Insert the links from the box below to fill in the blanks in the following essay. Determine their functions.
- •Lesson V Topic: The Virtues of Ambition
- •2. Translate the sentences from English into Russian, using the patterns above.
- •3. Translate the sentences into English, using the patterns above.
- •3. Nouns:
- •3.1. Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 4 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 5-10.
- •2. Read paragraphs 4, 8, 11, 14 more carefully and decide which of the following statements are true and which are false.
- •3. Make a list of key words and phrases for every paragraph. Choose from those in italics.
- •4. A. Make a list of transition signals connecting the paragraphs of the text. Choose from those in italics.
- •5. Read the text paying attention to detail and find answers to the following questions:
- •9. Skim the text to find the English equivalents of the following:
- •The Virtues of Ambition
- •1. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3, task 8, points a and b)
- •4. Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •3) Your friend feels worried and unhappy because of some ambition. Discuss the problem with him/her. Help to find a solution. Make use of the expressions below and the topical vocabulary.
- •5. Read two texts below and discuss with a partner arguments to prove that ambition is a healthy impulse. Give both texts suitable titles. Retell the texts.
- •6. Listen to a story by j. G. Gozzens. Discuss it in groups of 3-4 until you are ready to sum up its message and guess its title.
- •2. Using word-combinations from the list of topical vocabulary (Section 3, task 8) at your own choice and some of the links above, write a paragraph to disclose the following topic sentence:
- •3. Prove the opposite in the form of a written statement.
- •4. Develop arguments to prove the following points and make written statements.
- •5. Write a composition on one of the following topics:
- •Lesson VI Topic: On the meaning of Life
- •1. Study the following target patterns.
- •2. Translate the sentences from English into Russian, using the patterns above.
- •2. Translate the sentences into English, using the patterns above.
- •3.1. Reading Comprehension
- •1. Skim the text (read quickly without attention to detail). In the first 3 paragraphs the main points are underlined. Select what you think are the main points in paragraphs 4-8.
- •2. Read the introduction and paragraphs 1, 2, 3, 4, 5, 6 more carefully and decide which of the following statements are true and which are false.
- •3. Make a list of key words and phrases for every paragraph.
- •4. A) Make a list of linking words and phrases connecting the ideas of the text.
- •5. Read the text and find answers to the following questions:
- •9. Skim the text to find the English equivalents of the following:
- •10. Sum up the text in 12 sentences and add two-three more to comment on it.
- •3.2. Phonetic Reading
- •1. Transcribe and mark the stresses in the following words. Practice reading them out loud:
- •On the Meaning of Life
- •1. Discuss the following questions in groups of 2-4. Make good use of topical vocabulary (See Section 3, task 8)
- •3. Working with a partner and discussing every point fill in the blanks with the links from the box below:
- •Dialogue.
- •1) Practice reading the following dialogue in pairs, working at your pronunciation and expression. Learn it by heart and perform it with a partner in front of the class.
- •5. Read two texts below and discuss with a partner arguments that reveal the author’s ideas on the meaning of life.
- •6. Before listening: group/pair work.
- •2) Einstein on the Meaning of Life
- •8. Talk on the following, making good use of topical vocabulary:
- •9. Contradict or support the following statement after discussing it in groups:
- •1. Insert the links from the box below to fill in the blanks in the following essay.
- •Содержание
2. Translate the sentences from English into Russian, using the patterns above.
However hard he tried, he could not control his feelings.
They found all the lost documents save one.
I couldn’t help thinking he was asking for trouble.
Never again would he be allowed to set foot in their house.
Well, it just so happens that I have everything you need for this occasion.
The cheerful live longest in years. The strongest survive.
We know nothing about him save that he was in the army during the war.
However much they earn, they will never be satisfied.
Never before had I had so much money.
He can’t help having big ears.
The unexpected is always frightening.
Fortunately it happened that there was no one in the house at the time of explosion.
The room was completely dark, save for one candle burning in the corner.
However hungry I am, I never seem to be able to finish off a whole pizza.
Never in all my life have I heard such nonsense!
On the contrary, the movie seemed to be quite boring I nearly fell asleep half way through it.
Not for the world would I change places with her.
On the contrary, it seemed to be so profitable that, on the strength of my brother’s advice, I invested in the company.
No sooner had he uttered the words, than she began laughing.
What worries us all is their silence.
2. Translate the sentences into English, using the patterns above.
Ни один вопрос, каким бы трудным он ни был, не должен оставаться без ответа.
Мало что мы знаем о его детстве за исключением того, что он был из бедной семьи.
В чем причина их заблуждений я не знаю, но склонна думать, что они не делают выводов из предшествующего опыта.
Не могу не думать о том, что она сказала, прежде чем уйти.
Наоборот, мне кажется, что исходя из постоянно совершаемых им ошибок, его нельзя считать успешным.
Они решили, что поедут туда, как дорого бы не обошлось им это путешествие.
Неожиданное всегда пугает.
Она все равно будет его любить, как плохо бы он себя не вел по отношению к ней.
Никогда никто не обращался с ней так жестоко.
Это то, как все началось.
Как бы быстро мы ни ехали, мы не успеем добраться туда во время.
У нас были все основания считать, что он все еще жив.
Если бы только невозможное стало возможным.
Вероятно, о том, где он, не знал никто кроме его жены.
Никогда раньше не ставили его в такое унизительное положение.
Мне это вовсе не кажется безобразным, наоборот, оно очень привлекательно.
Ни в коем случае не говорите о таких вещах при детях.
Что казалось многим людям удивительным, так это то, что детям больше всех хотелось участвовать в спектаклях.
Только для старого друга сделал бы я это.
Я могу отличить хорошее от плохого.
Section 2
Target words
Write the missing words in the sentences below instead of their definitions in brackets in the required form (some of the words should be used more than once, as may have different meanings in different contexts). Choose from the following:
1) Nouns:
recuperation sorrow belief fortune |
assignments volition facility revenge |
satisfaction intercourse convictions worship |
I have a lot of reading (a duty or job to be done) to complete before the end of the term.
We can look back with (a feeling of happiness or pleasure) on a job well done.
I had time to think during my long (getting back one’s health, strength), and decided to start writing.
A certain level of manners is required for normal social (dealing with people).
His (an ability) for memorizing dates was astonishing.
It was a great (a feeling of great sadness or regret) to his parents that he dropped out of the college.
Of course I’ll visit her, but of my own (wish) and not because I’ve been forced.
I wouldn’t say I was a non-believer, but I don’t have any burning religious (belief or fixed opinion).
Hymns are a very important part of (a strong feeling of respect and admiration) in the Church of England.
Recent revelations about corruption have shaken many people’s (the feeling of certainty that something is true or can be trusted) in the police.
She took her (punishment given in return for harm done to oneself) on him for leaving her by smashing up his car.
Since joining the society, I have had the good (good or bad luck) to meet many distinguished writers.
2) Adjectives:
absurd preposterous barbaric extraordinary |
domestic immense inscrutable obscure |
puerile villainous palpable insatiable |
His speech was full of (hard to understand) political jokes.
They were (impossible to satisfy) for news of the royal family.
In spite of being a successful career woman, she’s basically very (enjoying home duties and pleasures).
She looked for some response, but Jean’s expression remained (impossible to understand).
He told the (very unusual, unexpected or strange) story of his escape.
The square is dominated by an (extremely large) statue of the President.
The sense of excitement among the crowd was almost (obvious, easily and clearly known).
It’s completely (ridiculous, unreasonable) to suggest that we shouldn’t test students.
The whole idea is (completely unreasonable, absurd or shocking).
In Shakespeare’s ‘Othello’, Othello is deceived by the (evil) Iago.
She found the idea of killing animals for pleasure (very cruel).
Some people think he is amusing, but in my opinion his jokes are (childish; silly).
3) Verbs:
occurred revere incline associating |
debased grovel exposed determined |
urged attaining denounced treated |
He (tried hard to persuade) me to reconsider my decision.
He (decided firmly) to learn Greek.
I don’t like you (meeting) with such people.
We need to identify the best ways of (reaching) our goals.
When she went to college, Kate was (introduced) to a lot of new ideas.
It never (came into one’s mind) to her to ask for help.
I had to (show extreme respect and eagerness to please) to my boss before she would agree to let me go on holiday.
The minister’s action was (express strong disapproval publicly) in all the newspapers.
We all (respect, admire) Shakespeare’s plays as great literature.
Sport is being (lower the value) by commercialism.
My parents (behave towards) us all the same when we were kids.
I (tend to) to take the opposite point of view.
Section 3
Reading
