- •N. N. Dianina
- •Authentic
- •English
- •For AdvancedLearners
- •Grammar Training Present Simple and Present Progressive
- •1. Look at the following examples and explain the meaning of the verb forms. See Grammar reference p. … first.
- •2. Supply the correct form of the verbs given in brackets.
- •Past Simple and Past Progressive
- •3. Explain the meaning of the verb forms in the following examples. See Grammar Reference p. … first.
- •4. Supply the correct form of the verbs given in brackets.
- •Future Simple and Future Progressive
- •5. Explain the meaning of the verb forms in the following examples. See Grammar Reference p. … first.
- •6. Supply the correct form of the verbs given in brackets.
- •7. Translate the sentences into English. Mind the use of tenses.
- •Grammar in speech.
- •8. Supply the correct form of the verbs given in brackets. (Present tenses)
- •9. Supply the correct form of the verbs given in brackets (past tenses)and perform the role play given below. Fears over Rail Safety
- •10. Supply the correct form of the verbs given in brackets and perform the role play given below. Bargain Hunters Warned about ‘Quality’ Fakes
- •Education Reading and Speaking 1
- •11. Read the following article and do the multiple choice task given below.
- •Reading, Writing and Enrichment
- •Vocabulary 1
- •The Most Famous Name in Schools
- •Reading and Speaking 2
- •Discussion
- •Article 2 pasting the grade
- •Professional Reading
- •Dereliction of Duty
- •Vocabulary 2
- •17. Read the following article and guess the meaning of the words given in bold type. British Schools
- •18. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Speaking 3
- •19. Business Maze. Running a private school
- •Good Luck!
- •Discussion
- •20. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •21. Write an essay (about 250 words): “The school of the future”. Describe the way things are now, how they are going to change and why.
- •Everyday English. Being Polite
- •Grammar Training Simple Present Perfect
- •1. Look at the following examples and explain the meaning of the verb forms. Study Grammar Reference ( ) p. … first.
- •2. Supply the correct form of the verbs given in brackets.
- •The Prime-Minister’s Report on Education
- •Simple Past Perfect
- •4. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference (…) p. …first.
- •5. Supply the correct form of the verbs given in brackets.
- •Polio Alarm
- •6. Translate into English. Mind the use of tenses.
- •Simple Future Perfect
- •7. Study Grammar Reference ( …) and supply the correct form of the verbs given in brackets.
- •8. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference ( ) p….
- •9. Translate the following sentences into English using the verbs given in brackets. Give two versions of each sentence that will be similar or very close in meaning.
- •10. Supply the correct form of the verbs given in brackets.
- •Ferguson Ready to Stay at Man Utd
- •Citizen Test to be Practical
- •Grammar in Speech
- •12. Supply the correct form of the verbs given in brackets and perform the role play given below. Met Told to Pay £52,000 to Terror Expert
- •13. Role play. Have a conversation in the following situation. You are going to start your own business. It’s going to be a restaurant. Here is the schedule for the work to be done:
- •Jobs and Work Reading and Speaking 1
- •14. Read the following article and do the multiple choice task given below.
- •The Holiday’s Over
- •V Read the article again, find the following words and word combinations in the text and learn their meaning. Make it a particular point to use these words in the further discussion of the problem.
- •Vocabulary 1
- •15. Study the meaning of the following synonyms or near synonyms. Make up your own sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •Japan’s Young Slackers
- •18. Rewrite the following sentences using noun phrases instead of the words given in italics.
- •Reading and Speaking 2
- •19. Read the following article and decide which of the sentences given below fit in the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Work-Life Balance Companies have to find new ways to attract and retain skilled workers
- •V Read the article again, find the following words and word combinations in the text and learn their meaning. Make it a particular point to use these words in the further discussion of the problem.
- •Professional Reading
- •Illegal Worker More Vulnerable
- •Vocabulary 2
- •21. Read the following article and try to guess the meaning of the words and word combinations given in bold type. Careers Ask Annie
- •22. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •23. Revise all the articles given in this Unit and get ready to discuss the following points.
- •Writing
- •24.Write and essay (200 – 250 words): “Job opportunities and our attitude to work”.
- •25. Applying for a job
- •In Geneva, Switzerland,
- •Is looking for
- •International Trade Centre unctad/wto
- •Grammar Revision Grammar Training
- •26. Supply the correct form of the verbs given in brackets.
- •Van Robbery
- •Call the Fashion Police, That’s my t-shirt
- •Grammar in Speech
- •27. Supply the correct form of the verbs given in brackets and perform the role play given below. Healthy, Wealthy – and Still at Work
- •28. Supply the correct form of the verbs given in brackets and perform the role play given below.
- •Victims of Cyberbullies
- •Vocabulary Revision
- •29. Revise Vocabulary 1 p … Unit 1 and do the following multiple choice task.
- •Reading and Speaking: Family Problems
- •Grammar Training
- •1. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference p … first.
- •2. Supply the correct form of the verbs given in brackets.
- •Becomes School’s Football Hero
- •3. Translate into English. Use the active vocabulary of Unit 2 to translate the words and word combinations given in italics.
- •4. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference p. … first.
- •5. Supply the correct form of the verbs given in brackets.
- •3. Translate into English. Use the active vocabulary of Units 1 and 2 to translate the words and word combinations given in italics.
- •7. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference p… first.
- •8. Supply the correct form of the verbs given in brackets.
- •Your Stars
- •Grammar in Speech
- •9. Supply the correct form of the verbs given in brackets and perform the role play given below. Asbo bars London teenager from going to school
- •10. Supply the correct form of the verbs given in brackets and perform the role play given below. Rabbit Keeps Wolf from North Korea’s Door
- •11. Study Grammar Reference p. … and analyze the following examples.
- •12. Choose the correct form of the words given in italics.
- •Family Problems
- •13. Read Article 1 and do the multiple choice task given below. Article 1 Marriage is dead. Not so weddings
- •V Read the article again, find the following words and word combinations in the text and learn their meaning. Make it a particular point to use these words in the further discussion of the problem.
- •14. Read Article 2 and decide which of the statements given below fit in the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Article 2 a Court in Pakistan Has Ruled …
- •V While reading find the following words and word combinations in the text and learn their meaning. Make it a particular point to use these words in the further discussion of the problem.
- •Vocabulary 1
- •15. Study the meaning of the following synonyms or near synonyms. Make up sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •All in the Family … or Not
- •Reading and Speaking 2
- •German Birth Rate Falls to Lowest in Europe
- •Professional Reading
- •18. Go back to the article “All in the Family ... Or Not” (see p. ...) and now read it professionally.
- •The Price of Partnership
- •Vocabulary 2
- •20. Read the following article and guess the meaning of the words and word combinations given in bold type. Now, the Hard Part
- •21. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •22. Revise all the articles given in this Unit and get ready to discuss the following points.
- •Writing
- •23. Write an essay (about 250 words): “To marry or not to marry, that is the question”.
- •Discourse Markers
- •25. Role play
- •Grammar Revision
- •Why you should worry if your child watches tv for 8 hours a week
- •Grammar in Speech
- •27. Supply the correct form of the verbs given in brackets and perform the role play given below. Can I tackle my friend about his weight?
- •Vocabulary Revision
- •28. Revise Vocabulary 1 Unit 2, p. … and do the following multiple choice task.
- •Reading and Speaking: Health Care
- •Grammar Training
- •1. Study Grammar Reference p. ... And analyze the following examples.
- •2. Change the following sentences into Passive. Give two passive constructions if possible. Do the back translation of the sentences.
- •3. Translate the sentences into English. Use the active vocabulary of Unit 3 to translate the words and word combinations given in italics.
- •4. Supply the correct form of the verbs given in brackets.
- •Police inquiry into claims of ghost voters
- •Students face £21,000 debts, admits Clarke
- •5. Translate into English. Use the active vocabulary of Unit 3 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •6. Supply the correct form of the verbs given in brackets and perform the role play given below.
- •7. Supply the correct form of the verbs given in brackets and perform the role play given below. Bush Fires Worst in Canberra’s History
- •Health Care Reading and Speaking 1
- •8. Read article 1 quickly and decide which of the sentences given below fit into the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Article 1 Tracking a Killer Virus
- •9. Scan article 2 and find answers to the following questions.
- •Article 2 Crashing an Epidemic
- •Vocabulary 1
- •Article 2
- •The Man Who Loves to Bust Quacks
- •Article 1
- •Article 2
- •Vocabulary.
- •12. Translate the word combinations given in italics using one of the expressions given above.
- •Reading and Speaking 2
- •13. Read the following article and do the multiple choice task given below. Depression Spirit of the Age
- •Professional Reading
- •A License to Kill?
- •Vocabulary 2
- •15. Read the following article and guess the meaning of the words given in bold type. Agriculture Is Bad for You
- •16. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •17. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •18. Write an essay (not more than 250 words): ‘Will the future generations be healthier?’
- •19. Study the following information. Making a speech
- •Grammar Revision Grammar Training
- •20. Supply the correct form of the verbs given in brackets.
- •£20 ‘Profit’ for Muggers Who Killed Woman
- •Union Urges End to Expulsion Panels
- •21. Choose the correct word given in italics.
- •Grammar in Speech
- •22. Supply the correct form of the verbs given in brackets and perform the role play given below. Fry and Drive
- •23. Supply the correct form of the verbs given in brackets and perform the role play given below. Little Women – and Boys – Losing Touch with Classics
- •Vocabulary Revision
- •24. Revise Vocabulary 1 Unit 3 p. … and do the following multiple choice task.
- •2. Analyze the following examples, translate them into Russian and replace them with a corresponding relative or adverbial clause.
- •3. See if the following sentences containing misrelated participles are correct. If not, make the necessary changes.
- •4. Replace the clauses given in italics by participle structures. Make any necessary changes in the sentences.
- •5. Translate the parts of the sentences given in italics using participles if possible.
- •6. Change the following sentences using Participle I passive or Participle II. Translate the sentences into Russian.
- •7. Study Grammar Reference p…., analyze the following examples and translate them into Russian.
- •8. Complete the sentences using the structure ‘have something done’ or ‘get something done’.
- •The Gerund
- •9. See Grammar Reference p. .., analyze the following examples and translate the sentences into Russian.
- •10. Replace the words given in italics by a gerund construction.
- •11. Supply the correct form of the verbs given in brackets.
- •The Plot Thickens
- •Queen Has Knee Operation after Fall at Newmarket
- •Accident-Prone Stretch of Railway ‘Renationalized’
- •Can Venice Be Saved?
- •Grammar in Speech
- •12. Supply the correct form of the verbs given in brackets and perform the role play given below. A Car, a Call and a Crash
- •13. Supply the correct form of the verbs given in brackets and perform the role play given below. Fathers ‘Scared’ to Ask for Flexible Hours
- •14. Supply the correct form of the verbs given in brackets and perform the role play given below. A Bum Rap in the Big Apple
- •Environmental Problems Reading and Speaking 1
- •15. Read Article 1 quickly and decide which of the sentences given below fit into the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Article 1 a Climate of Despair
- •16. Read Article 2 and do the following multiple choice task. Article 2 Scramble to Save Kyoto Agreement
- •Vocabulary 1
- •17. Study the meaning of the following synonyms or near synonyms. Make up your own sentences or short situations to show how you understand the difference in their meaning.
- •Impact, effect, influence
- •Reading for Information
- •18. Read Article 1 quickly and find answers to the following questions.
- •Article 1 Strangling the Mekong
- •19. Read Article 2 quickly and find answers to the following questions.
- •Article 2 Raping Borneo
- •Article 2
- •20. Vocabulary. Study the following phrasal verbs.
- •Reading and Speaking 2
- •21. Read the following article quickly and find answers to the following questions.
- •Dried Out
- •A Wasteland Spread around the Aral
- •Professional Reading
- •Poisoned Waters
- •Vocabulary 2
- •23. Read the following article and guess the meaning of the words given in bold type. Greenpeace
- •Discussion
- •25. Revise all the articles of the Unit and get ready to discuss the following points.
- •Writing
- •Writing a Formal Letter
- •Excel Linguistic School
- •27. A. Read the versions of the following letter and rewrite it selecting the appropriate forms.
- •30 St. Vincent Place
- •Grammar Revision Grammar Training
- •28. Supply the correct form of the verbs given in brackets.
- •Fire Talks Still in Deadlock
- •Credit Card That Tells You When You’re Drunk
- •Grammar in Speech
- •29. Supply the correct form of the verbs given in brackets and perform the role play given below. British Neurologist Faces Ethics Inquiry in Singapore
- •30. Supply the correct form of the verbs given in brackets. Europe to Consider Quotas for Immigrants
- •Vocabulary Revision
- •31. Revise Vocabulary 1 Unit 4, p. And do the following multiple choice task.
- •Reading and Speaking: Crime
- •Grammar Training
- •1. Study Grammar Reference p. …. And analyze the meaning of the infinitive forms in the following examples. Translate the sentences into Russian.
- •2. Replace the clauses given in italics with corresponding infinitive forms.
- •3. Analyze the structure of the following sentences.
- •6. Change the sentences according to the pattern:
- •7. Study Grammar Reference (9) p. … and do the back translation of the following sentences.
- •9. Study Grammar Reference p. … and supply the gerund or the infinitive of the verbs given in brackets.
- •Grammar in Speech
- •10. Supply the correct form of the verbs given in brackets and perform the role play given below. Eu Revives Row over Hormone Beef Ban
- •(You can invent any information you need).
- •Article 2 Madrid Gets the Jitters over the Changing Face of Crime
- •Vocabulary 1
- •12. Study the use of the following synonyms or near synonyms. Make up your own sentences or short situations to show how you understand the difference in their meaning.
- •Varied, different
- •Reading for Information
- •13. Read Article 1 quickly and find answers to the following questions.
- •Article 1 America’s Death-Penalty Lottery
- •14. Read Article 2 and do the multiple choice task given below. Article 2 McVeigh’s Death Wish
- •Vocabulary
- •15. Study the following word combinations.
- •Reading and Speaking 2
- •16. Read the following article and decide which of the sentences given below fit into the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Lords Hand New Rights to Jury Whistleblowers
- •Professional Reading
- •Nine Years for Hit-and-Run Killer
- •Vocabulary 2
- •19. Read the following article and guess the meaning of the words and word combinations given in bold type. Why They Are Picking on Martha
- •21. Study the meaning of the following idioms:
- •22. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics. Use the infinitive structures to translate the underlined parts of the sentences.
- •Discussion
- •23. Revise all the articles of this Unit and get ready to discuss the following points:
- •Writing
- •25. Write a memo in the following situation.
- •Bogus Sheikh Accused of Being Prince of Jewel Thieves
- •1) Write a memo to the manager of the store (Mr Swartzkopf) and inform him about the visit of the vip client and the article you’ve just read.
- •Violent Offences Rise by 12% But Overall Crime Rate Falls
- •Silcott to Be Released after Serving 18 Years in Prison
- •Grammar in Speech
- •27. Supply the correct form of the verbs given in brackets and perform the role play given below. Radio Station Fined for Game That Left Three with Frostbite
- •28. Supply the correct form of the verbs given in brackets and perform the role play given below. Mp Put under Pressure to Quit
- •29. Supply the correct form of the verbs given in brackets and perform the role play given below. Toxic Ships to Be Sent Home
- •Vocabulary Revision
- •30. Revise Vocabulary 1, Unit 5 p. …and do the following multiple choice task.
- •Reading and Speaking: Drug Abuse
- •Grammar Training
- •1. Transfer the sentences into the second and third conditionals.
- •2. Analyze the following examples and make up short situations in which they could be used.
- •3. Analyze the following examples and translate them into Russian.
- •4. Change the sentences according to the pattern to show that the events mentioned are not very probable. Translate the sentences into Russian.
- •5. Change the sentences according to the pattern. Translate them into Russian.
- •6. Make up sentences based on the given facts. Make sure you use the appropriate tense forms and different structures: If they should …. . If they were to … . Had they done … , etc.
- •7. Supply the correct form of the verbs given in brackets. The Mayor’s Race in New York
- •8. Analyze the way wishes and regrets are expressed in the following sentences. Translate them into Russian.
- •9. Express wishes and regrets based on the following statements. Do the back translation of the sentences.
- •10. Analyze the difference in structure and meaning of the following sentences. Translate them into Russian.
- •11. Make up sentences according to the pattern and learn them for back translation.
- •12. Translate into English. Use the active vocabulary of Unit 6 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •13. Supply the correct form of the verbs given in brackets and perform the role play given below.
- •14. Supply the correct form of the verbs given in brackets and perform the role play given below. Crisis of Identity
- •Id Cards
- •15. Supply the correct form of the verbs given in brackets and perform the role play given below. School Shootings Using Students as Metal Detectors
- •Drug Abuse
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Article 2 From Starting Line to Bitter End
- •Vocabulary 1
- •18. Study the use of the following synonyms or near synonyms. Make up sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •19. Read Article 1 quickly and find answers to the following questions.
- •Article 1 a Bumper Crop
- •20. Read Article 2 quickly and find answers to the following questions.
- •Article 2 £7bn Cannabis Crop Strips Morocco of Trees and Soil
- •Vocabulary
- •21. Study the following word combinations.
- •22. Study the following phrasal verbs.
- •Reading and Speaking 2
- •23. Read the following article and do the multiple-choice task given below. The Kindness Treatment
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Professional Reading
- •25. Read Article 2 carefully and find answers to the following questions.
- •Article 2 Playing by Dutch Rules
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Vocabulary 2
- •26. Read the following article and guess the meaning of the words given in bold type. A Teenage Mule
- •27. Study the following phrasal verbs and expressions.
- •28. Study the meaning of the following idioms and translate them into Russian.
- •29. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •30. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •31. Revise the articles of this Unit and write an essay (about 250 words): “Drug abuse as an international problem”. Follow the procedure suggested in the previous Units.
- •Abbreviations
- •32. Study the following information.
- •33. Write the following note in full words.
- •34. Read the following excepts from ‘The Guardian’ and say what the marked abbreviations stand for.
- •Grammar Revision Grammar Training
- •35. Supply the correct form of the verbs given in brackets.
- •Soham Trial
- •Weigh the Lies, Find the Truth, Judge Tells Jury
- •Grammarin Speech
- •36. Supply the correct form of the verbs given in brackets and perform the role play given below . Girls Aloud Singer Faces Civil Suit
- •37. Supply the correct form of the verbs given in brackets and perform the role play given below . Air Travelers Given Right to Compensation
- •Vocabulary Revision
- •38. Revise Vocabulary 1 Unit 6 (p. …) and do the following multiple choice task.
- •Unit 8 Reading and Speaking: Mass Media
- •Grammar Training
- •1. Study Grammar Reference p. … and analyze the following examples. Point out the difference in meaning of the following modal auxiliary verbs. Translate the sentences into Russian.
- •2. Make up sentences according to the example. Use the appropriate modal verbs.
- •3. Translate the sentences into English. Use the active vocabulary of Units 5 and 6 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •4. Read the following article and say what modal verbs could be used to describe the given situation. £1,000 Fine for Knocking Down Castle
- •Mass Media Reading and Speaking 1
- •5. Read the following article and do the multiple choice task given below.
- •The Other Air Battle
- •B. Quite contrary to what the United States meant to air.
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Discussion
- •Vocabulary 1
- •6. Study the meaning of the following synonyms and near synonyms. Make up sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •7. Read the article given below quickly and find answers to the following questions.
- •Haitian Murder Mystery
- •Discussion
- •Vocabulary
- •8. Study the following phrasal verbs.
- •Reading and Speaking 2
- •9. Read Article 1 and do the multiple choice task given below. Article 1 Reading between the Lies
- •10. Read Article 2 and compare it with Article 1. Article 2 The Times Bomb
- •Vocabulary. Read both articles again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Discussion
- •Professional Reading
- •German Court Issues Gagging Order on Mail on Sunday over Schröder
- •Vocabulary 2
- •12. Read the following article and guess the meaning of the words given in bold type. Mutiny at the Times
- •13. Study the following word combinations.
- •14. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •15. Revise all the articles of the Unit and get ready to discuss the following points.
- •Writing
- •16. Revise the articles of this Unit and write an essay (about 250 words): “Should there be a limit to freedom of information in mass media?”
- •Confidential, Inside Information
- •Is this inside information?
- •Grammar Revision Grammar Training
- •19. Supply the correct form of the verbs given in brackets.
- •Bradford Riot Sentence
- •Chinese Dig Unearths Secrets of General with Nine Tombs
- •Setback for Hospital Whistleblower
- •Grammar in Speech
- •20. Supply the correct form of the verbs given in brackets and perform the role play given below. Adie Retreats from bbc Front Line
- •21. Supply the correct form of the verbs given in brackets and perform the role play given below. Somali Children in Exodus to Europe
- •22. Supply the correct form of the verbs given in brackets and perform the role play given below. Fuel Relief for Vulnerable
- •Vocabulary Revision
- •23. Revise Vocabulary 1 Unit 7 and do the following multiple choice task.
- •A. Among b. Between
- •Reading and Speaking: Religion
- •Grammar Training
- •1. Study Grammar Reference p. … and analyze the following examples. Translate the sentences into Russian.
- •2. Make the following sentences more emphatic using lexical means (see Grammar Reference (2) p. ). Learn to pronounce them giving certain words extra stress.
- •3. Make the following sentences more emphatic by means of fronting (see Grammar Reference (3) p…). Learn to pronounce them with emphatic intonation and translate them into Russian.
- •5. Emphasize every possible word in the following sentences using preparatory ‘it’ (see Grammar Reference (4b) p …). Translate the sentences into Russian.
- •6. Supply the correct form of the verbs given in brackets.
- •7. Make the following sentences emphatic by putting adverbial expressions at the beginning of the sentences (see Grammar Reference (5) p…). Translate the sentences into Russian.
- •8. Make the following sentences emphatic using the structure ‘not … nor’ (see Grammar Reference (6) p. …). Translate the sentences into Russian.
- •9. Translate into English. Use the active vocabulary of Unit 8 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •Religion
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Discussion
- •Vocabulary 1
- •13. Study the use of the following synonyms or near synonyms. Make up sentences or short situations to illustrate how you understand the difference in their meaning.
- •Reading for Information
- •14. Read Article 1 given below quickly and find answers to the following questions.
- •Article 1 a Matter of Faith
- •15. Read Article 2 quickly and find concrete facts proving there is a crisis in the Christian Church, too. Article 2 Crisis in the Communion
- •Discussion
- •Vocabulary
- •16. Study the following phrasal verbs.
- •Reading and Speaking 2
- •Article 1 Religion and the Brain
- •Article 2 Faith Is More Than a Feeling
- •Professional Reading
- •The Ever-Moving Wall
- •Vocabulary 2
- •19. Read the following article and guess the meaning of the words given in bold type.
- •In the Church, But Not in Church
- •20. Study the following phrasal verbs.
- •21. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •22. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •23. Revise the articles of this Unit and write an essay (about 250 words): “Religion in the modern world.”
- •Newspaper Style
- •24. A) Look through some English newspapers and find headlines illustrating the points given above.
- •Grammar Revision
- •West Africa Fuels Illegal
- •Ivory Trade
- •Car Dealer Was Wallis Simpson’s Secret Lover
- •Grammar in Speech
- •26. Supply the correct form of the verbs given in brackets and perform the role play given below. Smelling Rats
- •27. Supply the correct form of the verbs given in brackets and perform the role play given below. Foreign Office to Plead Again for Jailed Briton
- •Vocabulary Revision
- •28. Revise Vocabulary 1 Unit 8 ( p. ) and do the following multiple choice task.
- •Reading and Speaking: International Terrorism
- •Grammar Training
- •1. Study Grammar Reference p … and analyze the following examples. Point out the difference in meaning of the modal verbs and infinitives. Translate the sentences into Russian.
- •2. Make up sentences according to the given example. Use the appropriate modal verbs and infinitives. Translate the sentences into Russian.
- •3. Translate into English. Use the active vocabulary of Unit 8 to translate the words and word combinations given in italics. Use modal verbs to express different degrees of probability.
- •4. Study Grammar Reference p … and analyze the following examples. Point out the difference in meaning if the tenses in reported statements are changed or not changed.
- •5. Study Grammar Reference p. And change the following excepts from ‘The Guardian’ into reported speech. Remember that there may be more than one possibility.
- •6. Translate into English. Use the active vocabulary of Unit 7 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •8. Read the following articles and present them in reported speech.
- •No Time like the Present (From Burma by Malcolm Beith)
- •Mother Can Stay - - after 50 Years
- •International Terrorism
- •10. Read Article 2 carefully and do the multiple choice task given below. Article 2 Cruelty Is All They Have Left
- •Vocabulary. Read the articles again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •11. Read Articles 1 and 2 over again and comment on the following quotations.
- •Vocabulary 1
- •12. Study the meaning of the following synonyms or near synonyms. Make up sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •14. Read Article 2 quickly and find concrete examples to support the statement: “Violence breeds violence.” Article 2 And It All Goes up in Flames
- •Discussion
- •15. Vocabulary. Study the following phrasal verbs.
- •Reading and Speaking 2
- •16. Read the following article and do the multiple choice task given below. Flights of Fear
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Discussion
- •Professional Reading
- •The Enemy Within
- •Vocabulary 2
- •19. Read the following article and guess the meaning of the words given in bold type.
- •Inside the Hunt for Hambali
- •20. Study the following phrasal verbs.
- •21. Learn the following idioms.
- •22. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •23. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •25. Study the following information.
- •26. Translate the following into British English.
- •Grammar Revision Grammar Training
- •27. Supply the correct form of the verbs given in brackets.
- •Huge Hunt for Missile Smugglers
- •Brazilian Gangs Step up Attacks on Police
- •Car Bomb
- •Terror Suspects Must Be Moved Says Watchdog
- •Land-Use Case Ponders Fate of the Working Class
- •Grammar in Speech
- •28. Supply the correct form of the verbs given in brackets and perform the role play given below.
- •Vow to Take Violent Patients to Court
- •29. Supply the correct form of the verbs given in brackets and perform the role play given below. Pacific Student’s Bottled up Plea Drifts Ashore in Spain
- •Vocabulary Revision
- •30. Revise Vocabulary 1 Unit 9 ( p …) and Vocabulary 1 Unit 10 (p. …) and do the following multiple choice task.
- •Word List Unit 1
- •Vocabulary 2
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Unit 10
- •Vocabulary 2.
- •Grammar Reference
- •Simple and Progressive Forms
- •The Present Progressive vs. The Present Simple Tense
- •What are you thinking about?
- •The Past Progressive vs. The Past Simple Tense.
- •I was talking to the President last night, and he said …
- •The Future Simple vs. Future Progressive Tense.
- •Will you be quiet, please?
- •Let’s go and see Lucy, shall we?
- •Distancing
- •Unit 2 The Simple Present Perfect Tense
- •The Simple Past Perfect Tense
- •The Simple Future Perfect
- •Perfect forms with state verbs
- •Nouns in Groups
- •1.The Present Perfect Progressive
- •2. The present perfect simple versus the present perfect progressive
- •3. The present perfect progressive versus the present simple (progressive)
- •4. The Past Perfect Progressive
- •5. The Future Perfect Progressive
- •Adjectives and Adverbs
- •Unit 4 Passives
- •Unit 5 The Participle
- •The Gerund
- •Unit 6 The Infinitive
- •9. Other infinitive structures which are quite common in English are as follows.
- •Gerund or Infinitive
- •Unit 7 Conditionals, Wishes, Regrets, Subjunctives
- •10. Subjunctives.
- •Unit 8 Modal Auxiliaries Can / Could
- •May and Might
- •Must and Have to
- •Should and Ought to
- •Unit 9 Emphasis
- •Unit 10 Modal Verbs of Deduction May and Might
- •Can and Could
- •Doubt about an action not taking place
- •Reported Speech (Advanced Points)
- •1. Reporting past tenses.
- •2. Reporting present and future tenses.
- •3. Modal verbs in reported speech.
Drug Abuse
Reading and Speaking 1
16. Read Article 1 and do the following multiple choice task.
Article 1
Racing Demons
Use of performance-enhancing drugs may
grab sporting headlines, but the real tragedy
is what happens later.
Once the worst-kept secret in sport, doping has become so common that many fans now see it as inevitable. But behind the casual use of drugs designed to improve athletic performance is a tragedy carefully hidden from view: the transformation of many athletes into drug addicts. Nobody knows how many develop dependencies that continue after their careers end. But the numbers at risk are probably larger than fans or even athletes realize.
In France, studies have indicated the scale of the problem. A report by experts at Paris’ Monte Cristo drug treatment center found 18% of the 5,000 high-level athletes surveyed reporting drug dependency – most consequent to sports doping. The enquiry was launched after the discovery that 20% of the clinic’s patients seeking methadone treatment for heroin addiction had backgrounds in elite sport. Generally, French sport medicine experts believe around 10% of the nation’s 13 million registered athletes have used performance-enhancing substances – a practice that will ultimately lead to addiction in 300,000 – 350,000 athletes, according to some estimates. And that’s just in France. Says Charles Guyon, one of a handful of French doctors authorized to conduct drug tests at sport events: “No country or sport has a monopoly on doping, and all will be affected by the problem of addict-athletes as doping spreads.”
Although full-blown addiction among active athletes remains rare, experts say use of drugs for improving performance vastly increases the threat of substance abuse and dependency when a doping athlete is sidelined by injury or forced to retire from sport. “Doping requires athletes to defy social aversions to using drugs and syringes for nonmedical purposes,” notes Patrick Magaloff, director of the French Olympic Committee’s anti-doping mission. “Because the taboo has been broken during their careers, athletes who have doped are often less inhibited about using drugs in normal life than clean athletes or nonathletes.” The risk is confirmed by officials at the Monte Cristo Clinic, where 20% of patients seeking methadone treatment for heroin addiction report a background in high-level sports.
Even when clean, many athletes suffer a heavy psychological blow when forced to leave the athletic elite. “When you remove an athlete from that obsessive, glorified lifestyle and place him in the ‘real world’, he’s going to feel lost, anonymous and often severely depressed,” says Gerard Cagni, director of a drug clinic. When such a competitor also has a history of doping and drug use, the risk of addiction – and unwillingness to recognize it as a severe problem – can complicate matters. “The continued use of drugs can, in the athlete’s mind, constitute a link to the sporting past,” says Cagni, himself a former French track champion. “Even after abuse is recognized as destructive, the psychological associations remain very hard to break down.”
Also difficult to undermine is the fan-assisted denial that doping is somewhat different from drug abuse; that it involves only euphoria-free, high-tech products like muscle-building steroids and blood oxidizing agents administered by attentive medical experts. Sports fans protect the heroic image of athletes by using the term doping rather than taking drugs in sports.
In reality, the drugs of choice for athletes today are amphetamines, cocaine, heroin and huge doses of caffeine – substances which, experts say, often escape detection through a combination of masking agents, passage of time and connivance of officials. A popular injectable cocktail of those substances contains drugs that are purer and far more addictive than those sold on the streets.
“Only the very top athletes are supplied and administered by doping experts,” says Pierre Dolivet, director of the French drug center catering to athletes. “The non-stars usually improvise with drugs and doses – often even sharing syringes, despite the AIDS threat. When you see what those people are doing to themselves you understand the darker meaning of ‘winning at all costs.’”
Because the biggest star-turned-addicts can afford the luxury and privacy of exclusive detox clinics in Switzerland, the public rarely learns the risk of dependency posed by doping. Dolivet’s Thianty clinic costs $130 a day for its five- to seven-month courses. It receives some outside funding to help less well-off athletes, but dozens of others cannot afford the treatment. Sports clubs and federations could help but don’t. “They don’t want to be associated with the problem,” Dolivet laments. “If you admit your athletes have become addicts from doping, you admit doping is a real problem. No one will do that.”
Given the refusal of sports authorities to affectively tackle drug use – and consequent addiction – there’s little hope the tide will turn any time soon. Indeed, health-care professionals helping pick up the pieces of lives shattered by doping dependency say the only real hope is that fans stage a revolt – not out of love for the game or the players, but from fear that their children, intent on attaining sporting glory, may wind up with the booby prize of addiction.
(From ‘Time’)
Choose the best answer to the following questions.
People don’t see the problem of doping in sport as dangerous because
doping has become quite common.
they are not aware of the danger doping presents.
few athletes develop drug dependencies after their careers end.
Why was the sports doping problem brought to the attention of drug experts in France?
Many drug addicts who sought treatment had been top athletes.
A special inquiry into the problem was launched.
Sport doping is spreading.
Doping athletes run a high risk of becoming drug addicts because
they take drugs as pain-killers when they sustain injuries.
they continue doping when they are forced to retire from sports.
being used to doping they may consider other drugs permissible.
Which of the following points does not contribute to the risk of top athletes becoming drug addicts after they retire?
They are forced to change their lifestyle.
They become severely depressed.
Drugs become a psychological link to the glorious past.
They are unwilling to recognize drug abuse as a severe problem.
What main factor connected with public opinion makes it hard to fight sport doping?
Top athletes are viewed as heroes.
Sports fans refuse to admit that there is no difference between doping and drug abuse.
People are certain that doping can’t harm athletes since doping agents are administered by medical experts.
There are certain circumstances which make doping permissible. Which of the following factors does not belong in this group?
Athletes take doping agents well in advance.
Doping agents escape detection.
Athletes take special agents to conceal doping.
Officials choose to disregard doping.
Sports federations don’t help former athletes to get rid of their addiction because
treatment is too expensive.
they feel former athletes themselves should deal with the problem.
it would automatically mean that doping can lead to drug abuse.
The only way to solve the problem is
for sports fans to come out against doping.
for sports authorities to tackle drug abuse.
not to let children go into professional sport.