- •Introducing people
- •Phonetic Training
- •Training rhymes.
- •Grammar Revision The verbs “to be” and “to have”
- •Training exercises
- •Training exercises
- •English Noun
- •Training exercises
- •Introducing people
- •Training exercises
- •3. Listen to the songs, learn them by heart and sing.
- •Grammar Revision The structure of the English Sentence
- •Training exercises:
- •The plural of Nouns
- •Appearances and Traits of Character.
- •Vocabulary 1
- •Training exercises:
- •Vocabulary 2
- •Training exercises:
- •People’s appearance
- •Vocabulary 3
- •Training exercises:
- •The Brothers
- •Meet the Stewarts
- •Unit 3 Family Life and Relations
- •Phonetic Training
- •Grammar Revision The System of the English Verb
- •The System of the English Verb Forms
- •Training exercises:
- •Present Simple (Indefinite) and Present Continuous (Progressive)
- •Training exercises
- •Family Life and Relations
- •Vocabulary1:
- •Training exercises:
- •Words and expressions to be used in the translation:
- •Read the text and do the exercises after it: What Do Parents Owe Their Children?
- •Tasks to the Text
- •Read the text and fulfill the tasks after it: Work or Family: There’s a Problem
- •Tasks to the Text
- •Role Play: Family Problems
- •Grammar Revision Present Perfect and Present Perfect Continuous
- •Training exercises:
- •III. Occupations
- •Vocabulary 1.
- •Training exercises
- •Choosing an Occupation
- •Tasks to the Text
- •Vocabulary 2. Job Titles.
- •Training exercises.
- •Accountant
- •Acrobat
- •Administrative secretary
- •Airplane-flight attendant
- •Animal trainer
- •Appliance repairer
- •Auctioneer
- •Topics for discussion
- •My Bonny
- •Intonation of different types of questions in the English language.
- •II. Grammar Revision
- •Training exercises:
- •III. Home or House?
- •Vocabulary 1:
- •Training exercise:
- •Vocabulary 2:
- •Training exercises:
- •Vocabulary 3. The interior of the house:
- •Training exercises:
- •Vocabulary 4.
- •Training exercises:
- •Vocabulary 5.
- •Training exercises:
- •Buying a House
- •Tasks to the Text
- •Tasks for discussion
- •B. Living Standards (discussion)
- •1. Let’s have a talk about the living standards. The following questions will help you. While discussing the problem make use of the words and expressions given below.
- •C. Hospitality
- •1. The Russian people are considered to be very hospitable. What hospitability is? Are you a hospitable host?
- •Topics for discussion
- •Training exercises
- •Health and Wellness
- •Vocabulary 1.
- •Training exercises
- •A. Read the text and do the given tasks. Get acquainted with Henry!
- •Keeping fit
- •B. Read and translate the text. Be ready for a discussion. Health & wellness
- •Points for discussion.
- •3. Memorize the tongue-twister.
- •Grammar Revision Present Perfect and Past Simple
- •Training exercises:
- •Then and now
- •Education
- •Vocabulary 1:
- •Read and translate the text. There are 6 parts in it. While reading it match the heading to each part of it.
- •Tasks to the text:
- •Read the text and do exercises after it. Education in the usa
- •Tasks to the text:
- •Speak on Russian Education using the vocabulary and texts a and b. Here is a passage to help you. Add more details.
- •Read the text.
- •Imperial College. London
- •Read the text "Our Institute" and prepare to discuss it. Our institute
- •Vocabulary 2:
- •Training exercises
- •Topics for discussion:
- •II. Grammar Revision Future Tenses
- •Training exercises:
- •Degrees of comparison (adverbs and adjectives)
- •III. Why Do People Travel?
- •Vocabulary 1:
- •Training exercises:
- •Vocabulary 2: the best way of travelling
- •Training exercises:
- •A. Read the text and do the tasks after it. Different means of travel.
- •Tasks to the text:
- •Vocabulary 3:
- •Training exercises:
- •B. Read the text and expand on its contents. People and Diplomacy
- •Traveling Alone
- •Traveling With Someone
- •How to Meet People
- •Tourists, Travelers, and Local Culture
- •II. Grammar Revision a. Passive Voice.
- •Training Exercises
- •Training exercises.
- •Training exercise.
- •C. Употребление артиклей с географическими названиями.
- •Training Exercises
- •Ex 5. Replace the part of the model in bold type by the following:
- •Ex 6. Read Grammar Revision c and fill in the definite or indefinite article if necessary:
- •Ex 7. Fill in prepositions if necessary:
- •Ex 8. Put the adjectives in brackets in the required degree of comparison:
- •Ex 9. Answer the following questions:
- •A. Read the text and do the tasks after it.
- •Task 1. Read the statements and decide whether they are true or false.
- •Task 2. Prepare a talk on some other traits of the English character. B. Read the text and do the tasks after it.
- •Task 1. Read each statement and decide whether it is true or false.
- •Task 2. Match the information in column a with the corresponding information in column b.
- •Task 3. Say more about Americans. Share your experience of communicating with them if you have some..
- •II. Grammar Revision. A Reported Speech (Affirmative sentences and Statements)
- •1) Утвердительные предложения.
- •Training exercises:
- •2) Imperative Sentences (повелительные предложения)
- •Training exercise:
- •3) Вопросы в косвенной речи
- •Training exercises:
- •Training exercises:
- •Revision Exercises
- •III. Business Trip. Staying at a Hotel.
- •Vocabulary 1. At the Airport
- •Airport Formalities
- •Tasks to the Text:
- •At the airport
- •Tasks to the text:
- •Vocabulary 2. At the Customs
- •Immigration and customs
- •Tasks to the text:
- •Make up your own dialogues. Before you do it study the following ways of expressing modality.
- •1. Various ways of making a request & possible replies ranging from informal to very polite:
- •3. Ways of expressing gratitude & suitable replies.
- •4. Phrases used to asked for information, ranging from less formal to more formal:
- •Vocabulary 3. Staying at a hotel.
- •Training exercises.
- •At a Hotel The Grand Hotel "Europe"
- •Tasks to the text:
- •Topics for discussions
- •Appendix
- •I. Countries & Nationalities
- •II. “Traditions and Habits of American People”
- •Introductions (Episodes 1-3) characters:
- •Formulae of introduction
- •Family life (Episodes 1-3)
- •Proper names:
- •The blind date. (Episode 2)
- •Vocabulary:
- •Grandpa’s trunks. (Episode 3)
- •Vocabulary:
- •Vocabulary:
- •Proper names:
- •Home. (Episodes 11, 7)
- •Vocabulary:
- •Episode 11 proper names:
- •Episode 7 (man’s best friend)
- •Vocabulary:
- •Proper names:
- •Education (Episode 9 “it”s up to you”)
- •Vocabulary:
- •Going abroad. Accomodation. ( Episode 15)
- •Vocabulary:
- •Proper names:
- •Elections. (Episode 18)
- •Vocabulary:
- •American traditions. (Episode 19 “I do”)
- •Vocabulary:
- •Family life. (Episode 20 “quality time”)
- •Vocabulary:
- •Episode 20 proper names:
- •Vocabulary to episode 21 “a big fish in a little pond”
- •Proper names:
- •Vocabulary to episode 22 “career choices”
- •Proper names:
- •Literature
- •Contents
Role Play: Family Problems
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Strict parents
Wok in a group of 3 or 4 students.
Students A and B – you are extremely strict parents. Describe the way you bring your child(ren) up. Give the reasons for this method of up-bringing.
Student(s) C (and D) – you are their child(ren). Describe your relations with parents.
The following words can help you: not to allow children to do smth/not to let children do smth (stay up late, watch TV, play computer games, talk on the phone, etc.) to make children do smth (do homework, the washing up, exercise, go to music/art school) to teach children to do smth (respect adults, teachers, people’s rights, etc.) to punish, to tell off to hit, to beat to foster in children love for work/studies/parents/art etc. to bring children up to love their country/parents etc.
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Liberal parents
Work in a group of 3 or 4 students.
Students A and B – you are very kind parents. Describe the way you bring your child(ren) up. Give the reasons for the method of up-bringing.
Student(s) C (and D) – you are the child(ren). Describe your relations with parents.
The following words can help you: to love/adore/worship children to share the same interests to spoil children (dis)obedient, spoiled children to allow to do smth/to let do smth to hug children to foster in children love for work/studies/parents/art etc. to bring children up to love their country/parents etc. mutual understanding to teach children by your own exam
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Problem of early marriages
Work in a group of 3 or 4 students.
Students A and B – you are both 17 and you have decided to get married. Explain your reasons. Describe your relationship. Student(s) C (and D) – you are their parent(s) and you are worried. You don’t think they should get married at such a young age. Give your reasons. Have a talk with them.
The following words can help you: early marriage to keep/support family earn money to get pregnant to have a baby; to take care of the baby to baby-sit daily routine deep feelings to rent a flat to be responsible
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Problem of living together
Work in a pair.
You are both 20. You love each other, but don’t want to get married so early. You are living together without being married. Describe your life and give some reasons for living together.
The following words can help you: to be tied down to be responsible to be cautious sexual fidelity to be tolerant to- break up to make financial investments together to keep distance from the partner to be independent to be committed to each other to imply strong commitments to start a family |
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Problem of divorce
Work in group of 3 students.
Students A and B – you have decided to file for a divorce. Give your reasons.
Students C – you are their child. What do you think of your parents’ decision? Who would you like to stay with?
The following words can help you:
to file for a divorce to give a divorce to agree to divorce smb to be unfaithful to find a common language to harm the child psychologically to have rows/to quarrel/to fall out our relationship went wrong to be fed up with to pay alimony the absence of mutual understanding
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Problem of house-husband
Work in a pair.
You’re husband (A) and wife (B). You’ve got two children (3 and 5 years old). A month ago B decided to go to work, and A had to stay at home with children, now he’s a house-husband. Explain your decision.
The following words can help you:
to carry out duties to be responsible for to be fed up with staying at home lack of communication daily routine to earn more money a bread winner to help around the house
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Problem of one-parent family
Work in a pair.
Student A – you’re mother/father who brings her/his daughter/son alone. Describe your experience.
Student B – you are the daughter/son. Tell how you feel in such a situation.
The following words can help you:
to have no time to look after the child to work long hours to miss the child/mother to lack parents’ attention to leave the child to himself to control (the lack of control) a weak connection between parents and children lack of mutual understanding
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Large families
Work in a group of 4 students.
Student A and B – you are the parents; you’ve got four children. Describe your life, explain why you decided to have many children.
Student C and D – you are the children from this family. Tell about your life.
The following words can help you:
to cope with problems to be friendly to look after younger brothers/sisters to help around the house to support each other mutual understanding quarrels, conflicts common interest |
Write the story of your family, beginning with your birth. Stick to the following points:
The background of your family. Your family tree.
Your birth and childhood.
Your close relatives (their appearances and occupations).
Your family relations.
Your point of view on the family matters.
F. Watch the film “Family Album USA” (Episodes 6 “Thanksgiving”, 19 “I do”, 20 “Quality Time”). Follow the directions in the Appendix “Traditions and Habits of American People.”
Unit 4
Occupations
Phonetic Training
1. Listen to the rhymes and train their reading:
'Mind the clock Rain, rain, go away,
And 'keep the rule, Come again another day.
'Try to 'come in 'time to school. Little Johny wants to play.
2. Learn the tongue twisters:
How much wood would a woodchuck chuck,
If a woodchuck would chuck wood.
A woodchuck would chuck all the wood
If a woodchuck could chuck wood.
Peter Piper picked a peck of pickled pepper
A peck of pickled pepper Peter Piper picked
If Peter Piper picked a peck of pickled pepper
Where’s the peck of pickled pepper
Peter Piper picked?
She sells seashells by the seashore.
The shells she sells are seashells, I’m sure.
3. Listen to the songs and sing them.
Old MacDonald
Old MacDonald had a farm, ee-eye, ee-yey oh
And on that farm he had a duck, ee-eye ee-eye oh
With a quack, quack here and a quack, quack there
Here a quack, there a quack
Everywhere a quack, quack
Old MacDonald had a farm, ee-eye, ee-yey oh
Old MacDonald had a farm, ee-eye, ee-yey oh
And on that farm he had a cow, ee-eye ee-eye oh
With a moo, moo here and a moo, moo there
Here a moo, there a moo
A quack, quack here and a quack, quack there
Here a quack, there a quack
Everywhere a quack, quack
Old MacDonald had a farm, ee-eye, ee-yey oh
Old MacDonald had a farm, ee-eye, ee-yey oh
And on that farm he had a dog, ee-eye ee-eye oh
With a woof, woof here and a woof, woof there
Here a woof, there a woof
Everywhere a woof, woof
A moo, moo here and a moo, moo there
Here a moo, there a moo
Everywhere a moo, moo
A quack, quack here and a quack, quack there
Here a quack, there a quack
Everywhere a quack, quack
Old MacDonald had a farm, ee-eye, ee-yey oh
Old MacDonald had a farm, ee-eye, ee-yey oh
And on that farm he had a pig, ee-eye ee-eye oh
With a oink, oink here and a oink, oink there
Here a oink, there a oink
Everywhere a oink, oink
A woof, woof here and a woof, woof there
Here a woof, there a woof
Everywhere a woof, woof
A moo, moo here and a moo, moo there
Here a moo, there a moo
Everywhere a moo, moo
A quack, quack here and a quack, quack there
Here a quack, there a quack
Everywhere a quack, quack
Old MacDonald had a farm, ee-eye, ee-yey oh