4.2. Complete these sentences by supplying the comparative form and the superlative form of the adjective or adverb in parentheses.

1. John's car was much … (expensive) … my car.

2. This summer is … (hot) … last summer.

3. Lilly is much … (clever) … her brother.

4. We stayed … (long) … we expected.

5. The time passed … quick) … I expected.

6. These exercises are … (difficult) … some of the others.

7. They arrived … (soon) … we.

8. This is … (expensive) book that I own.

9. George is … (bad) student in the class.

10. The Herald is … (important) newspaper in the town.

11. Which is … (good) route from Miami to New York?

12. Who is … (rich) person in the USA?

13. Who is … (popular) singer in Britain?

14. What is … (beautiful) city in the world?

15. Here is … (late) news.

5. Опрацювання тексту за фахом.

6. Виконання квізів.

7. Самостійне опрацювання матеріалу:

- опрацюйте текст за фахом;

• підготуйтесь до рольової гри за темою “Лондон, та його життя” (опрацюйте приблизні варіанти висловлювань);

• підберіть за темою рольової гри прислів’я та проілюструйте одне з них.

Приблизні варіанти висловлювань

Teacher: Do you like to travel?

What are the reasons for traveling?

Students: – I like travel! It’s just great! Travel offers sense of freedom.

• Usually I travel to relax and to learn something new …

• … because traveling is exciting (useful, fascinating, enjoyable, good for health).

• ... because traveling broadens our mind/outlook (gives us life experience; leaves unforgettable impressions; helps us explore the world; allows us to understand other people better.)

Teacher: “Great Britain”, “London”, what do these words trigger in your mind?

Students: ... .

Teacher: Let’s speak about the capital of Great Britain – London.

Student: We have visited London recently and now we’d like to share my impressions with you. A visit to London is full of surprises.

The moment your plane touches ground you feel that the English you had been teaching or had been taught is hot the English that is generally spoken. The traveler is in for another surprise as soon as he leaves the airport. Traffic keeps it the left, so the Ukrainian always finds himself running in the wrong direction. It takes time to get accustomed to this change.

Student: If you can stay only a few days in London, you won’t have much time or your sightseeing; and how to spend your time to the best advantage is rather a problem. If I were you, I should make up my mind beforehand. it all depends on your tastes. You may, for instance, be interested in shops, or in art galleries, or in museums, or you might prefer to start with the principal historical building and monuments.

Student: In that case, you might begin in the West End and see the Houses of Parliament, Westminster Abbey, Whitehall, and Nelson’s Column. From there you could go along the Mall to Buckingham Palace and have a look at Queen Victoria’s Memorial, facing the Palace. Then stroll up Constitution Hill to Hyde Park Corner, and take a walk through the Park and Kensington Gardens to the Albert Memorial, which faces the Albert Hall.

Student: That’s really more than enough for one day, but still, if you want to see more, you might get on top of a bus going towards the City.

The bus goes along Piccadilly to Piccadilly Circus and Charing Cross, then along the Strand and Fleet Street to Ludgate Circus. Then you might as well get off and walk up to St. Paul’s Cathedral. After that you could go further east, to the heart of the City, and see the Bank, the Mansion House and the Royal Exchange.

Teacher: London is a great attraction for thousands of people with different interests. Listen to the stories and choose the key phrase for every teller.

Key phrases: “ London is the city for sightseeing”.

“ First of all, London is an educational centre to me.”

“ London is a cultural centre of Europe”.

“ London is a centre of entertainment”.

“ London is a musical centre of Europe.”

Student: My friends like to go to Soho. It is a district in the centre of London. It is known for its nightclubs, casinos and restaurants. I enjoy every evening spent there. And, of course, I like Piccadilly Circus, known for its lovely night-life.

Student: I am interested in history. And I am fond of going to museums. My favourite places if London are the Tower of London, the National Gallery, the Tale Gallery, the British Museum and,of course, Madame Tussaud’s.

Student: Sightseeing has become a hobby for many people. When tourists come to London, they visit Westminster Abbey first of all. That’s because a lot of famous people are buries there. Then, there is Buckingham Palace, the official home of the British Royal family. My favourite sight in London is St. Paul’s Cathedral and. of course, I am fond of Hyde Park, St. Jame’s Park and Regent’s Park. It’s so nice to walk there in any weather!

Student: I am a student of the Academy of Music. It’s an important music college. I have a lot of friends who study in London. Some of my friends study at the Royal Academy of Dramatic Arts. We often meet in the library of the British Museum. We all love London very much.

Student: I am fond of music, especially classical music. I am sure London is the right place for lovers of music. First of all there is the Royal Opera

House, which is called Covent Garden. I am a regular visitor to the Albert Hall. Most of all I like the Promenades. It’s a specific concert where there are no seats. You are free to come and go when you want. The Proms, as we call them, are extremely popular.

Teacher: In Central London where would you go to:

– hear a symphony?

– see an exhibition of paintings?

– see a play?

– see very old craftsmen’s works?

Give the presentation of one of the places of interest. Speak how this place is attractive, impressive, enjoyable. Some words about its history. (Other students try to guess what it is.)

Teacher: Now complete and dramatize the following dialogues. Work in pair.

Asking the Way

Peter: … tell me the way to the British Museum, please?

Passer-by: Yes, certainly. Go straight along this road as far as the traffic lights, then turn left there … .

Peter: … .

Passer-by: Oh, yes, you can get a bus or go by underground if you like.

Peter: … .

Passer-by: The bus stop’s over there by the Wimpy Bar and you’ll see the underground station a little way along on the right-hand side of the road.

Peter: … .

Passer-by: … .

On the Bus

Peter: Does this bus go to Westminster Abbey, please?

Bus Conductor: No, there isn’t a bus from here to Westminster.

Peter: … .

Bus Conductor: You’ll have to change at Oxford Circus.

Peter: … .

Bus Conductor: Full up inside. Standing only. Come along. Fares, please.

Peter: … .

Bus Conductor: It’ll take about 15 minutes or so to get to oxford Circus at this time of the day.

Peter: … .

Bus Conductor: Don’t worry, I’ll call it out.

Peter: … .

Bus Conductor: Thank you, sir, Marble Arch, please!

Teacher : You know every nation has its own traditions and Great Britain is not exception. Let’s remember the British customs and traditions.

Student: There are many customs and traditions in England. And I would like to tell you some about the tradition that is called "Wrong side of the bed" When people are bad tempered we say that they must have got out of bed on the wrong side. Originally, it was meant quiet literally.

People believe that the way they rose in the morning affected their behavior throughout the day. The wrong side of the bed was the left side. The left always having been linked with evil.

Student: Second custom is called "Blowing out the candles" The custom of having candles on birthday cakes goes back to the ancient Greeks. Worshippers of Artemis, goddess of the moon and hunting, used to place honey cakes on the altars of her temples on her birthday.

The cakes were round like the full moon and lit with tapers. This custom was next recorded in the middle ages when German peasants lit tapers on birthday cakes, the number lit indicating the person's age, plus an extra one to represent the light of life. From earliest days burning tapers had been endowed with mystical significance and it was believed that when blown out they had the power to grant a secret wish and ensure a happy year ahead.

Student: The next tradition is called "The 5th of November" On the 5th of November in almost every town and village in England you will see fire burning, fireworks, cracking and lighting up the sky. You will see too small groups of children pulling round in a home made cart, a figure that looks something like a man but consists of an old suit of clothes, stuffed with straw. The children will sing:" Remember, remember the 5th of November; Gun powder, treason and plot". And they will ask passers-by for "a penny for the Guy" But the children with "the Guy" are not likely to know who or what day they are celebrating.

They have done this more or less every 5th of November since 1605.

Student: At that time James the First was on the throne. He was hated with many people especially the Roman Catholics against whom many sever laws had been passed. A number of Catholics chief of whom was Robert Catesby determined to kill the King and his ministers by blowing up the house of Parliament with gunpowder. To help them in this they got Guy Fawker, a soldier of fortune, who would do the actual work.

The day fixed for attempt was the 5th of November, the day on which the Parliament was to open. But one of the conspirators had several friends in the parliament and he didn't want them to die. So he wrote a letter to Lord Monteagle begging him to make some excuse to be absent from parliament if he valued his life. Lord Monteagle took the letter hurrily to the King. Guards were sent at once to examine the cellars of the house of Parliament. And there they found Guy Fawker about to fire a trail of gunpowder. He was tortured and hanged, Catesby was killed, resisting arrest in his own house. In memory of that day bonfires are still lighted, fireworks shoot across the November sky and figures of Guy Fawker are burnt in the streets.

Teacher: Do we have the same traditions in our country?

What traditions bear the resemblance to our ones?