Supplementary material for the second - year students. Учебное пособие

definitely time to get dressed. George put on a clean shirt and tried on the jeans he had bought the day before. They fitted him well, but they looked too new. He took them off and put on his dark green trousers. He would wear these and his leather jacket -and maybe a tie. But that didn't look right either - green just didn't suit him. Oh, God, why was he so vain? He undressed and started again” (Harmer J., Rossner R., More than Words. Book 1, 2004, p.46).

Ex. 2. Complete the following sentences:

1. Julie usually dresses...2. She got dressed ... 3. She put on ... fitted ...4. She wore

...

5. She tried on ... didn't suit...6. She took off...7. She undressed ...

Ex. 3. Say how or when the items of clothing in the box are normally worn.

on the top half of the body only; on the bottom half of the body only; on the top and the bottom halves of the body: as underwear: on the feet or legs: in bed: round

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Ex. 4. What would you wear in the circumstances outlined in the table?

temp: 12 deg, cloudy

temp: 25 deg, raining

temp: 20 deg, sunny

temp: 4 deg, snowing

for an evening party

Ex. 5. Look at the expressions italic. Match them with the phrases in the box below.

talking rubbish, don’t get over-excited, be in charge, smartest clothes, look gentler than sb is, make an effort, special smart clothes, get upset, very smartly dressed, in the same situation, the opposite situation.

“1. Hurry up, for God's sake. We're going to be late! - O.K., O.K. Keep your shirt on. 2. Why are you all dressed up to the nines? - Well, you said I should wear my Sunday best. Anyway, look at Mandy: she's dressed to kill. 3. I know Clarissa's arguments are very persuasive, but I think she's talking through her hat.4. If I were in your shoes, I'd ask for a divorce. 5. Well, you know who wears the trousers in that household, don't you? It's certainly not Mr Thatcher. 6. You're going to fail the exam if you don't pull your socks up. 7. Don't be fooled by her friendly manner. She's a wolf in sheep's clothing. 8. David used to beat me at tennis regularly, but the boot's on the other foot now.9. Oh, Fred, what on earth am I going to do? - Look, there's no need to get your knickers in a twist. Everything's going to be all right” (Harmer J., Rossner R., More than Words. Book 2, 2004, p.39).

Ex. 6. Read the passage. Where would you expect to read a text like this?

Fashion this autumn is going to echo the season - crisp, exhilarating and enjoyable. Whether you're shopping for a smart suit, a casual tracksuit or an outfit for a special occasion, you'll find the designers have given you a rich harvest to choose from.

Perhaps the only problem is what to choose when the weather doesn't quite behave as it should. Just what to do when summer clothes aren't quite right and it's too warm to swelter in a suit? Until now, the answer has been to opt for one or the other and hope for the best.

Jaeger has solved this problem in a way that other big names will undoubtedly follow. The company has combined the right styles with the right fabrics to see you through any occasion – and keep the temperature at just the right level. “Keep colour in mind to maintain the spirit of summer, but look for lightweight wools and simple silhouettes for early autumn and to look good later as the weather cools”, advises Jaeger’s Joan Jones.

It’s a winning formula that shows to advantage in their simple but beautifully

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styled chemise dresses. The style comes in otter, emerald and violet in sizes 8-18. [7]

Ex. 7. Find words in text 6 which mean:

1. a suit of a kind worn by athletes; 2. informal; 3. items of clothing which can be worn together; 4. people who plan the way clothes will look; 5. fabric made from the hair of sheep; 6. materials for making clothes.

Ex. 8. Find words or phrases in text 6 which tell you that the writer:

1. likes autumn; 2.thinks there are plenty of good autumn clothes to choose from; 3. is comparing the climate to a human being; 4. thinks that there is a better solution to the problem of matching clothes to the climate this year; 5. thinks that the Jaeger solution is excellent.

Ex. 9. Can you find synonyms and opposites for the words: stylish, casual, lightweight, simple, beautifully styled, flattering, alluring.

Ex. 10. Complete the following exchanges with appropriate synonyms or opposites. Do not repeat a word that has already been used.

1.Maria likes fashionable clothes, doesn't she? - Yes, she dresses in a very… way.

2.Is this jacket suitable for formal occasions? - I think it's more appropriate for… wear.

3.I was surprised how untidily dressed that applicant for the job was. - Yes, he was rather…, wasn't he?

4.You're looking terribly elegant this evening. -Thank you. My new suit is quite…, isn't it.

5.That's a very sexy dress Gloria's got on. - Yes, she thinks she looks…. It doesn't leave much to the imagination, does it?

Ex. 11. Discuss with a partner your ideas on the following subjects:

a)your attitude to the fashions currently popular in your country/other places in the world;

b)the influence fashion has on you when you choose clothes, and whether it is more important for you than price, style, comfort, colour, etc.

c)the image of yourself that you try to convey through your clothes

d)how clothes affect the way we react to other people. Are they important?

Ex. 12. Describe: your favourite clothes, your casual wear, your dressing up,

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Ex. 13 Complete the text with a word from the list: a) bargains b) casual c) discount d) latest fashions e) department stores f) designer clothes g) in and out of fashion h) mail order i) sales j) window shopping k) smart

FASHION AND SHOPPING

Nowadays people buy clothes in many different ways, in (1), chain stores, and smaller shops, or from catalogues, either by (2) or on the internet. In spite of the growth of on-line shopping, for many people, especially women, (3) and buying

(4) are still enjoyable activities. Most larger stores sell a wide range of fashion, from (5) clothes to (6) clothes. (7) are the most expensive.

Clothes are also the items whose prices are most reduced during the (8), normally after Christmas and in the summer, when you can often find (9). Some shops offer up to 50% (10), or even more. This is because they need to change stock rapidly, as clothes quickly go (11).

Ex. 14. Translate into English:

1. Мне нравятся полосатые яркие вещи. 2. Он всегда одевается как все, так как не хочет выделяться. 3. Она не относится к одежде серьезно и считает, что покупать дорогую одежду это просто попусту тратить деньги. 4. Она думает о своем имидже и любит красивую одежду. 5. Чтобы выглядеть моложе, она покрасила волосы. 6. Она надела цветастую блузку и клетчатую юбку. Она выглядела довольно смешно, так как вещи не сочетались. 7. То, что он работает в солидной фирме, означает, что он носит костюм в мелкую полоску и галстук в тон. 8. Юбка слишком длинная, ее надо подшить. 9. Комбинезон узкий, его надо расшить. 10. Эта блузка смотрится мешковато. Мне нравятся облегающие вещи, поэтому я ее ушью. 11. Ее шарфик хорошо подходит к плащу. 12. Этот цвет не очень идет тебе, хотя само платье сидит хорошо. 13. Я обожаю ходить по магазинам. 14. Эти брюки смотрятся роскошно. 15. Неряшливые люди вызывают у меня отвращение. 16. Вчера она купила себе супермодные туфли на высоком каблуке. 17. Этот вельветовый пиджак сказочно сочетается с замшевой юбкой. 18. Мне осталось подшить подол и пришить перламутровые пуговицы. 19. Он обычно носит подтяжки с джинсами. 20. Девочкам не разрешали носить черные колготки и аксессуары-шарфики, сумочки, перчатки. 21. Его младший сын не любит туфли на шнурках, так как еще не умеет их завязывать. Они все время развязываются, и он спотыкается через них. 22. Когда я застегивал джинсовую рубашку, от манжеты оторвалась пуговица, но у меня не было времени пришивать ее. Я переоделся в вельветовую рубашку. 23. Я немного поправился, и жилетка стала тесноватой. 24. Как только я прихожу домой, я сразу же снимаю мои туфли, которые немного

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тесноваты, и переобуваюсь в комфортабельные тапочки. 25. У меня промокли ноги, так как в подошве ботинка была дырка.

Ex. 15. Find a newspaper article about fashion. Prepare the rendering.

SPEAKING TOPICS

1.My Wardrobe

2.Fashion and People

3.My Dressing-Up

MODULE V “THE STAGES OF EDUCATION”

Notes on Written Style

Summarizing is a writing technique that helps to achieve good results in writing.

Summary is a representation of the contents of complete works in brief. It is expected to be about a sixth or a tenth of the original in length. It is easier to make a summary of stories, novels and plays which have a plot.

Plot is a systematic arrangement of events by means of which the writer builds up a meaningful situation and shows the characters. Usually a plot consists of a good beginning, a middle, and an end.

In order to make a good clear summary of a story you have to go through the following stages:

1.Read the story carefully so as to understand its plot.

2.Make a list of all the points you find important. These notes should be very brief, very much like the topic plan (see the sample in Unit Four).

3.Using the list of points, write a rough draft of the summary. You may paraphrase and modify topic sentences. This will help you to reproduce the contents of the story in your own words.

4.After having written a rough draft, shorten it and write a fair copy of your summary.

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Part 1 EXAMINATIONS Ex. 1. Read and discuss the text.

'Examinations exert a pernicious influence on education'

“We might marvel at the progress made in every field of study, but the methods of testing a person's knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed то devise anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person's true ability and aptitude.

As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. It doesn't matter that you weren't feeling very well, or that your mother died. Little things like that don't count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do.

The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of 'drop-outs': young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?

A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorise. Examinations do not motivate a student to read widely, but to restrict his reading, they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedom.

Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.

The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of

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pressure as the candidates. And their word carries weight. After a judge's decision you have the right of appeal, but not after an examiner's.

There must surely be many simpler and more effective ways of assessing a person's true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: 'I were a teenage drop-out and now I are a teenage millionaire.'

The argument: key words

1 Great progress in many fields, but exams: a primitive method of testing knowledge and ability.

2 Educationists haven't devised anything more efficient, reliable. 3 Exams should test what you know; often do the opposite.

4 Test of memory, working under pressure; not ability, aptitude.

5 Exams cause anxiety: mark of success or failure; future decided by them. 6 Personal factors (e.g. health, mother's death) immaterial.

7 Cannot give of your best if in terror or after sleepless night.

8 School: vicious competition: success, failure clearly defined, measured.

9 Increasing number of 'drop-outs', suicides.

10 Education should train you to think for yourself; exam system doesn't. 11 Exams encourage memorisation; restrict reading; induce cramming. 12 They lower teaching standards; teacher: no freedom.

13 Teachers often judged by exam results; therefore teach exam techniques. 14 Most successful candidates not best educated; best trained in techniques. 15 Results: subjective assessment by examiner.

16 Examiners human: tired, hungry, make mistakes, work under pressure. 17 After judge's decision, right of appeal; not after examiner's.

18 There must be more effective ways of assessing ability. 19 Exams merely a profitable business?

The counter-argument: key words

1 Exams are a well-tried system: many advantages.

2 They offer the best quick way of assessing a candidate. 3 Their reliability has been proved again and again.

4 They are marked anonymously: therefore reliable.

5 Not possible to do well relying merely on memory and exam techniques.

6 They are often not the only way of assessing a candidate: used in connection with teachers' assessments.

7 Exams are constantly being improved.

8 There are complex checking systems used by examiners to ensure fair results.

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9 There is a lot of research into objective testing techniques to eliminate human error.

10 Computers are already widely used to mark specially devised tests.

11 Pernicious aspects of system (cramming, etc.) are not the fault of examinations, but of the teacher.

12 Teachers cram weak pupils to push them through; able pupils don't need cramming.

13 Teachers want examinations: they provide a clear objective.

14 The exam system may not be perfect, but it's the best we have; it may be painful, but so are many things in life” (Alexander L.G., For and Against, 1968, p.36).

SPEAKING TOPICS

1.Your Attitude to Exams

2.The Stages of Your Education

3.Judy’s Character

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A Happiness and unhappiness

You feel:

ecstatic when you are madly in love or are spiritually uplifted for some reason. content (ed) when you are peaceful and satisfied with what you have. Notice that content is not used before a noun. You can say 'She is content' or 'She is contented' but only 'a contented person'.

cheerful when life is looking quite bright and positive. grateful when someone has done you a favour.

delighted when something has happened that gives you great pleasure. miserable when everything seems wrong in your life.

discontented when your life is not giving you satisfaction.

fed-up / sick and tired when you have had enough of something disagreeable. You could be fed up with someone's rudeness, for instance, or sick and tired of someone's behaviour.

depressed when you are miserable over a long period of time. Depression is considered an illness in some severe cases.

frustrated when you are unable to do something that you want to do.

confused / mixed up (col) when you cannot make sense of different conflicting feelings or ideas.

B Excitement, anger and anxiety

You feel:

excited when you are expecting something special to happen, e.g. before a party or before a meeting with someone special.

inspired when you are stimulated to creative deeds or words. You might feel inspired after listening to some very powerful music, perhaps, or you might be inspired to action by a friend.

enthusiastic when you have very positive feelings about something, e.g. a new project.

thrilled when something extremely exciting and pleasing happens. She was thrilled when the film star kissed her.

cross when you are angry or bad-tempered. It is often used about small children (colloquial).

furious/livid/seething when you are extremely angry; livid and seething are more informal; in a rage/fury are other ways of saying furious or violently angry. anxious when you are afraid and uncertain about the future. I am so anxious about the results of my exams that I can't sleep.

nervous when you are afraid or anxious about something that is about to or may be about to happen. Feeling nervous is a little bit like feeling excited but it is a negative feeling whereas excitement is positive.

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apprehensive when you are slightly nervous or anxious about something in the future.

worried when anxious thoughts are constantly going through your head.

upset when something unpleasant has happened to disturb you. It often combines feelings of both sadness and anger. [8]

Ex.1. Give abstract nouns to all the adjectives of feelings

Ex. 2. Choose the best word from those given to complete each of the sentences which follow.

Enthusiastic, confused, cross, thrilled, depressed, upset, fed-up, frustrated, discontented

1 I didn't know who was telling the truth. I felt totally …

2 Some mothers are … for several months after the birth of a baby.

3 I think she is bad-tempered because she is….She wanted to be an actress and not a school teacher.

4 Although he seems to have everything anyone could possibly want, he is still …

.

5 He went skiing for the first time last month, but now he is so...about it that he can talk of little else.

6 My baby brother gets very … by the evening if he doesn't have an afternoon sleep.

7 This rainy weather has gone on for so long. I feel really … with it. 8 He was terribly … when he heard the news of his friend's accident. 9 She was … when she learnt that she had won the first prize.

Ex. 3. Write sentences about when you have experienced the following feelings.

Anxious, grateful, miserable, enthusiastic, apprehensive, in a rage, inspired.

Ex. 4. Add the correct ending -ed or –ing:

1. She was thrillby her present. 2. I found the film very excit-. 3. The poet was inspirby the sunset. 4. This weather is terribly depress-. 5. It is very frustratwhen the phones aren't working. 6. She was confusby the ambiguous remarks he made to her.

Ex. 5. Here are some adjectives –ed. Give the corresponding abstract nouns. Translate into Russian: