
- •Topic 1 My Biography
- •1. Vocabulary focus
- •1. Read and learn the following words:
- •2. Read and translate texts 1,2: Text 1 (Elementary level)
- •Text 2 (Pre-Intermediate Level)
- •Introducing Myself
- •3. Speaking comprehension skills
- •3.1. Answer the following questions: (Text 1)
- •3.2. Tell about your family:
- •3.3. Fill in the gaps with the appropriate words: (Text 2)
- •4.4 Write the short answers for the questions:
- •4.5.Write ’s in the correct place in the sentences, as in the example:
- •Vocabulary:
- •5.1. Find these sentences in the text:
- •5.2 Fill in the gaps with the appropriate words:
- •5.3. Complete these sentences:
- •5.4 Answer the following questions:
- •6.2.Does she give the answers to these questions in the text? Write y or n in the boxes.
- •6.9.Read the text 5 and match the questions with each paragraph. There is one extra question.
- •6.10. Which paragraphs give specific information about Corinne’s family? Which paragraphs give more general information?
- •6.11.Complete a family tree ...
- •6.12.Read about four people.
- •Magnus Mills
- •Allan, Doug, Richard and Kirsty are Plankton …
- •6.13. Read the text about the Iglesias family: Text 6
- •6.14. Complete the information in the family tree about the Iglesias family:
- •7.1.Fill box 1 on the card below about yourself, then interview five other people in the class. Only tick (γ) the box if they answer yes. (You will also be asked questions.)
- •7.2.Fill box 1 on the card below about yourself, then interview five other people in the class. Only tick (γ) the box if they answer yes. (You will also be asked questions.)
- •Topic 2 my working day Warm up
- •1.Vocabulary focus
- •1.2. Pay attention to the difference of the meanings of the words
- •1.3. Study the time:
- •1.4. Match the words in the left-hand column with the definitions in the right-hand column:
- •2. Read and translate the text:
- •3. Grammar focus
- •4.Communication skills
- •4.1. Fill in the blanks with prepositions when necessary:
- •4.2. State the type of question and answer them:
- •4.3. Complete the sentences:
- •4.4. Put down the questions to the following answers:
- •4.5.Carolina Da Cruz is a radio dj. Look at what she usually does every day. Then use the words in the box to complete the description.
- •4.6. Look in the Grammar Focus and study the present Simple verb endings. Now compare yourself with Carolina. Make true sentences.
- •4.7. Make an interview with Carolina. Write the questions and answers.
- •4.8. Tell what time is it and what you do at this time.
- •5.4. Amy talk to her Net pals*. Read her notes about what they do on Saturday . Talk about each person.
- •5.5. Interview each person in your group and make notes about them in form of the table.
- •5.6. Read about special day in Sandra’s life. Remember a special day in your life and write a composition about it:
- •A special day in my life
- •6.Time for fun
- •6.1.Look at the Pluto’s Day an tell about it.
- •6.2. Meet the Different Family:
- •6.2.1.How is the Different Family different?
- •6.2.2.What does Deila Different do?
- •Check yourself.
- •Topic 3 our university
- •1. Vocabulary focus
- •1.1 Pay attention to the stress and the pronunciation of the words.
- •1.2 Check the meaning of the words in the box
- •2. Read and translate the text Text № 1 “Our University”
- •3.Grammar focus
- •3.1 Find in the text examples of the verb forms
- •3.3 What of these subjects do you study? Which do you like? Which ones don’t you like and why?
- •3.4 Compare subjects.
- •3.5 Translate the sentences into English
- •4.Communication skills
- •5.Use of English
- •6. Additional Materials Text №2 History of the University (some historical facts)
- •Reading
- •6.2 Ask and answer about the most important events.
- •7.5 Make up a talk with your group-mate.
- •Interview your partner and ask him what interesting things does he do at
- •8. Use of English
- •9. Text №3. History of the building
- •Vocabulary
- •300 Tutors
- •1.2. Practice your pronunciation studying geographical nouns:
- •4. Grammar focus
- •3.1.Complete the dates used in the Text a and match them with the events in the right-hand column :
- •5. Speaking comprehension skills
- •4.1. Complete the sentences according to the text choosing the right variant:
- •4.2. Decide whether the statements are true or false. Use the following expressions of
- •4.3.Check up your memory:
- •6.Additional materials Text 2
- •6.1. Read about the history of Tyumen and ask each other about the most important events. Start so: Did you know that…? Pay attention to the words after the text:
- •Vocabulary
- •6.2. Read the text and make the review about main higher educational establishments in town.
- •6.3.Read the text and tell about the most important places of interest in Tyumen.
- •Vocabulary:
- •Communicational skills to the texts 2,3,4.
- •6.4.1.Complete the sentences using the information from the texts:
- •6.4.3. Translate the sentences into English:
- •Group work
- •2. Higher educational establishments
- •6.6.2. Read, translate and play out the dialogues.
- •Stranger:Will it take me to the centre of the city?
- •6.6.3. Fill in the blanks in the dialogue using the appropriate phrases:
- •6.6.4.Translate into English:
- •6.6.5.Make up dialogues of your own to the situations:
- •7. Writing a resume
- •7.1. Read the following text, try to understand the main idea of it, then read and translate the example of resume of it: Oil: Siberia on the international scene
- •Resume of the text “Oil: Siberia on the international scene”
- •Topic 5
- •3.Use of English
- •1.What is a teenager?
- •2. Are teenagers a problem?
- •3. Do teenagers have problems?
- •4.1.Try to understand the text with the help of the following words and expressions:
- •4.2..Fill in the gaps with suitable words and expressions.
- •4.3.Translate into English:
- •Vocabulary
- •5.2.Translate into English:
- •If you think it cool, think again
- •Vocabulary
- •5.8.Use of English.
- •5.8.1.Fill in the gaps with suitable words and expressions.
- •5.8.2.Say in other words:
- •5.8.3.Translate into English:
- •5.9.Grammar focus
- •5.9.3.Make up a dialogue. Choose some situation:
- •Vocabulary
- •6.1.Translate into English:
- •Vocabulary
- •6.6.Translate into English:
- •6.7.Complete the sentences:
- •6.8.Give the equivalents of the following words:
3. Do teenagers have problems?
Teenagers are human, so of course they have problems. And the problems aren't very different from anyone else's.
What's going to happen at work/school tomorrow?
Why does Dad like my sister better than me?
Am I too fat / skinny / tall / short etc.?
Does my boyfriend / girlfriend really like me?
How can I afford to buy ................ ?
Am I stupid?
There isn't anyone alive in the world who hasn't posed these questions. We usually do it when we turn out the light and lie down in bed at night and the answers aren't very satisfactory!
It's true, of course, that sometimes teenagers have special problems. It is a difficult time because it is a period of transformation. It isn't quite as bad as a chrysalis changing into a butterfly. It isn't easy to grow up and the physical and emotional changes are often confusing and worrying. But it's my impression that most young people cope rather well.
4.1.Try to understand the text with the help of the following words and expressions:
betters and elders = older people who are (or should be!) wiser
caring - заботливый
what's more - более того
horrendous = terrible, extremely bad
to gawp at = to look at something in a foolish way, esp. with the mouth open
drugs - наркотики
preoccupations = things that you think about more than anything else
to behave - вести себя
rude [ru:d]- грубый
selfish - эгоистичный
greedy - жадный
as far as I'm concerned = in my opinion
nonsense - чепуха, ерунда
skinny - тощий
to afford - позволять себе, иметь возможность
to pose - ставить (вопрос)
chrysalis - куколка (насекомых)
impression - впечатление
to cope - справляться
to come up - возникать (о вопросе, проблеме и т.п.)
set me thinking = made me begin to think about it
prerogative - прерогатива, исключительное право
inclusive - включительно
to exclude - исключать
to vote - голосовать
permission - разрешение
at the other end of the scale - с другой стороны
in actual fact – в действительности
premise - предпосылка, данное, логическая посылка
to define - определять, давать точное определение
ridiculous - нелепый, смешной
4.2..Fill in the gaps with suitable words and expressions.
I travel ………. for my work and often meet young people.
Are ……… a problem in your country?
Why, for ……….., should teenagers be more of a problem than, say, ………. people or babies?
once you reach eighteen you can ……,
In actual fact they have their own group title now — '…………' or sometimes '…………'.
It isn't music, it's just a collection of …………. noises!
Well, that's how the story …….!
Actually, it seems to me to be ……………… the truth.
As ………………, it's nonsense!
It is a difficult time because it is a period of …………….
4.3.Translate into English:
Я достаточно много путешествую по работе и часто встречаюсь с молодыми людьми.
Официально, конечно, тинэйджер это кто-то в возрасте от 13-ти до 19-ти лет включительно, но большинство людей вероятнее всего будет считать таковыми более молодую возрастную категорию подростков, исключая 18-ти и 19-ти-летних.
В соответствии с мнением «старшего поколения» подростки ленивы, носят нелепую одежду и ужасающе грубы с теми «кто старше и мудрее их»…
4.4.Make up a dialogue:
a parent and a teenager, having some problems at the institute
a teacher and a student with improper behavior
two friends. One is having problems with his/her girlfriend/boyfriend
5. Additional material
5.1. Read the text and make the resume on it:
Text 3
BEING A TEENAGE MOTHER.
A Bit of History
When
people think about Britain of today, very few imagine puritan
Victorian Britain where any discussion of sex and sexuality were
strictly prohibited and considered immoral. Since then, Britain has
seen the crazy sixties with their new ideas of 'free love' and
'sexual revolution'. It has also seen the seventies, when British
women finally began to see themselves as career-makers as well as
mothers and wives. In the eighties, it became normal to
see nude images on TV and in the nineties, nobody was any longer
surprised at the increasing number of sexual images in the media.
So have all these social changes forever changed the British attitude to sex and given Victorian Puritanism a well-deserved place in long-forgotten history?
Problem
Unfortunately not. It appears that Britons are still uneasy about discussing sex. The UK has the highest proportion of teenage pregnancies in Western Europe. Each year in England 90000 girls get pregnant. 2200 of these are under 14, and 7700 are under 16 years old. The British figure for the first, younger group is 10 times higher than in Japan, and eight times higher than in Sweden and the Netherlands, where attitudes to sex are more open.
According to the United Nations, the dramatic situation with teenage pregnancies in the UK is largely due to the lack of sex education. Another factor is lack of general education and appropriate family support, as most teenage mothers come from poorly educated and deprived families. Unfortunately, Britain is still very class-oriented and the difference between life opportunities given to different classes is still significant.
Choice
Being a teenage mother is not easy. Some pregnant teenage girls decide to have an abortion or give their babies up for adoption. However, some decide to go all the way. Quite often, keeping the baby means never continuing education and ending up unemployed, living on scarce benefits from the state. Also, recent research conducted by Essex University has shown that British women who had their first child before 20, were twice as likely to be without a partner in their 30s than women who had their first baby in their 20s.
Solutions
So what is to be done in order to improve the situation?
It seems obvious that prevention of teenage pregnancies lies in better and more open sex education, as demonstrated by Sweden and the Netherlands, and easy availability and awareness of contraception. Although contraceptive advice and services are available in Britain, teenagers are still scared of seeking help and advice in fear of blame for their sexual behavior.
There have also been steps to improve the life of existing teenage mothers through creating support schools with a creche, where school-age mothers can combine school education with looking after their babies. This gives the young mothers a chance to make their way in the world and not depend on state benefits.
Personal story
16-year-old Jane Taylor tells her story:
'Before I got pregnant I hated school and did not do much work there, concentrating on my social life instead. Every night I would go out drinking and clubbing. Since the birth of my son, Tom, my life has changed. I have realised that having a baby means a lot of responsibility and I now want to do well at school and maybe go to college or university afterwards. However, it is not easy to do with a baby, so I am lucky to have a local support school where I can attend lessons, get medical help and discuss baby problems in the company of other girls in my situation'.
Conclusion
Although all's well that ends well, as in Jane's story, isn't having a baby at an early age a too high price to pay for learning to be responsible and mature? Is it wrong to have an abortion? There are no right or wrong answers to these questions, so you need to find the answers yourself — what do you think?
In Florida, USA, single mothers are obliged by law to give the newspapers the most intimate details of their past if they want to give the baby up for adoption. The young women must give their name, height, weight and eye colour, the names of their sexual partners and the estimated date of conception. This is done to give the baby's father, who may or may not know about the baby, a chance to claim responsibility for the child before it can be adopted.