- •Acquaintance
- •9. Susanne is at the New Year party at the Academy. She’s talking to some students and teachers. Complete her responses using the sentences in the bubbles.
- •15. Now cover the replies with a piece of paper. Start conversations with a partner and continue naturally for a few lines.
- •16. Look at these topics of conversation. Which ones are suitable when you meet someone for the first time? Why?
- •17. Read this extracts from the conversation between Victor and Susanne. Which topics do they talk about?
- •18. Find fifteen verbs in the puzzle. Use each letter once only.
- •19. Complete these sentences with six of the verbs in the puzzle.
- •3. Write different names that people call you. Tell your partner which of your names you like best/ least?
- •4. How did your parents choose your name?
- •5. What are the reasons for choosing a name? Think about people you know. Brainstorm ideas!
- •11. Complete the following text with these words.
- •12. In small groups, design your dream home and garden. Plan your ideal home:
- •Include information about the rooms, décor, furniture, equipment, facilities, location and staff. Use your imagination!
- •Is your house typical of your country? Describe it!
- •3. Look at the photos and ask your partner about the weather.
- •4. Match the sentences on the left with the related sentences on the right:
- •5. Put the following adjectives into the correct pattern below:
- •7. Read what Victor says about the weather in Siberia. Put one of these adverbs in each sentence:
- •8. Find the words in the text that mean:
- •4. Write some associations under each word in bold.
- •5. Talk to each other:
- •6. Look through the opinions and find the sentences the meaning of which is close to the following:
- •7. Find the ideas to say whether the following words are true or false. If the idea is wrong correct it.
- •8. Read the text again and complete the table.
- •9. Do you have the same problems? Your friends? Make a list of problems you want or have to solve. Let your partner give you advice.
- •10. Look at the pictures (Pic. 8a, 8b). Do they have anything in common? Write down as many words or phrases as you can to these pictures.
- •11. What notions are described below?
- •12. Read the text below and find its main idea.
- •13. Complete the sentences with a word from the box. Then write out phrases with the given words and use them in the sentences of your own.
- •15. Find the following phrases in the text above. Read aloud the sentences.
- •Germany
- •20. What effect does alcohol have on the body? Read the following information and mark in the picture (Pic. 9) the organs that are affected due to excessive drinking:
- •Intoxication
- •21. Match the word on the left with the word on the right.
- •22. Write 10 sentences incorporating these word combinations.
- •23. Look at the picture (Pic. 10) and say what the reading passage will be about. Then read the text and check your idea. What can be the title?
- •24. Try to explain the following words. If you have some problems use your dictionary.
- •29. Give the summary of the text “Scotland in the 60s”.
- •35. Read the poem. What is it devoted to? Is the author young or adult? Are there such people on the streets of your city? Living on the street
- •36. Read the poem again and show its content in the form of a map.
- •41. Do you know some examples when schoolgirls become moms? Does it often happen in Russia? In other countries? Read the text about Cyfle school and match the words with their definitions:
- •42. Read the text once again and complete the sentences:
- •School for pregnant pupils
- •43. Work in pairs. Ask and answer the questions and try to make a common decision concerning this problem.
- •44. Scan the text “Facing the Problems of Youth” for about 10 minutes and try to answer the questions:
- •45. Read Eleanor Roosevelt’s thoughts and write down the key phrases from the text in the appropriate order:
- •Facing the Problems of Youth by Eleanor Roosevelt
- •46. Try to combine two corresponding sentence parts without looking into the text.
- •Free Time Activities
- •48. Decide whether these statements are true or false according to the text.
- •52. Write an essay (about 300 words). You may choose the topic you like:
- •2. Read the text and say what jack-o’-lantern is. Jack-o'-lanterns
- •3. Match two columns:
- •4. What is the witch using to make her spell?
- •5. Let’s play.
- •3. What do you think of St. Valentine’s Day? Read what young people in Britain and the usa think of St. Valentine’s Day and then answer this question.
- •4. Read the text and try to retell it to your neighbour. Write a Valentine card to your boy/girl friend.
- •Valentines over the Years
- •5. Read the text and try to quiz.
- •3. Thanksgiving Day
- •1. Pick out the foods from the kitchen table necessary to cook a traditional Thanksgiving meal.
- •2. Match the questions with the answers.
- •3. This text is a sample of speeches made by statesmen on important days such as national holidays. Read it and say how the speech is organized. Does it have any distinct parts?
- •By the President of the United States of America
- •4. Match the parts of the speech with these brief descriptions:
- •3. Find the words in the text that mean:
- •4. Use these words to complete the sentences:
- •5. Use the words from Ex. 3 to talk about the Russian language.
- •6. Match the words with their definitions:
- •7. Read other people's comments. Write a summary of each story. What’s your opinion?
- •8. Read the text and supply the missing 40 word part. English by no means the 'universal' language
- •9. Is it difficult for you to study English? Why? Do you have your own ideas how to make the process of studying more interesting and easier? Brainstorm ideas!
- •10. Read the following tips and add them to your list.
- •11. There are at least 20 hidden words. Find them!
- •12. Find the words from Ex. 11 in the text above and read them aloud.
- •13. Ask each other questions and answer them.
- •14. Do you agree with the following statements? Prove it.
- •15. What is toefl:
- •17. Match the words and the pictures (Pic. 16a – 16i):
- •Do not bring any of the documents listed below.
- •What to Expect on Test Day
- •Personal Items
- •Seating
- •20. There are two types of toefl: the computer-based and paper-based tests. Read the text and find the answers to the questions:
- •If you had a chance to take toefl, what format would you choose? Why?
- •21. Work in 4 groups. Read the following advice for improving your reading/listening/speaking/writing skills and tell the rest of the group what you should do.
- •23. Do you like or hate to take exams? Are you always nervous? What do you do to pass your exam well? What tips can you share? Brainstorm ideas!
- •24. Look through the tips below and add some ideas to your list. A month before the examination
- •A week before the examination
- •On the day of the examination
- •During the examination
- •After the examination
- •25. Read the text again and find the words in the text that mean:
- •26. Is it true or false?
- •27. Design a poster for your friend to help him/her to get good results at the examination. As a group, choose the best poster.
- •28. Read the text about our memory and answer the questions:
- •Memory techniques
- •What is memory?
- •29. Read some information about general principles to aid memory and choose the best ones. Why have you chosen them?
- •30. Give your partner a piece of advice about effective memorizing. Let him make some notes.
- •31. Have you been to some other countries? Would you like to study abroad? Why? What are the main difficulties for foreign students?
- •32. Match the words with their definitions.
- •33. Scan the text and fill in the first 2 columns of the table:
- •34. Read the text once again and say why it is title “Happy to be in Leeds”. Happy to be in Leeds
- •35. Read the text about Letizia study abroad once again. There are 10 words hidden in the grid. Can you find and circle them? Then use any 5 of your circled answers in 5 sentences you compose.
- •36. Which adjectives go with each of these nouns? Use the phrases you have composed describing studying in Russia.
- •39. Is it true or false?
- •41. Would you like your child to be an exchange student? Why?
- •42. Read the following article about German- Russian relations and write out the events happened in the years pointed out:
- •43. Find the answers in the text above:
- •44. Work in two teams. One team will represent a German university, the other one will stand for the Russian university. Try to attract foreign students. The words below can help you:
- •45. Use these words to complete the text:
- •2010 Competitive graduate schools Bologna
- •46. What do you know about daad?
- •49. Project task.
- •50. There are a lot of Russian student go abroad not only to study but to get work experience. What such projects do you know? Have you ever gone to another country to work? Your friends?
- •53. There are some jobs that are forbidden for students. Look through the list given below and say why they are forbidden.
- •54. When do Russian students have an opportunity to go to the usa to work? How long? rules & regulations
- •55. According to the information below fill in the table:
- •Eligibility to Participate on the Work & Travel usa Program
- •56. Talk with your partner about your ability to go to the u.S. Concerning each point of Ex. 55. Do you have any problems? How can you solve them?
- •61. Complete the following statements:
- •Important Laws
- •65. Give your advice how to avoid getting into trouble being abroad. The following ideas can be helpful:
- •66. What problems can happen at work? Brainstorm ideas with the group. Read about some of them and say what you should do in case of trouble. Problems at work
- •67. Match the words with their definitions.
- •68. Make up 5 questions using the words above and let your partner answer them.
- •69. Student a is an employer, Student b is an employee. Discuss the salaries and additional payment using the following text. Getting Paid
- •Telephoning
- •1. Look at the pictures. What are you going to talk about?
- •2. Match the words with their definitions:
- •3. Which equipment would each of these people use? Why?
- •9. Read the call and complete the notes.
- •10. Work in pairs. Read the phone call aloud. Take turns to be Mary and Anfisa.
- •11. Add as many Useful Phrases from the dialogue as you can!
- •12. Now make two more calls using the information below. Take turns to be a and b.
- •15. Read the call again. Find and highlight one or more phrases which:
- •6. Use these words to complete the sentences:
- •7. List of problems
- •8. What causes the damage? Brainstorm ideas!
- •9. Match the beginnings of the sentences with their endings. Highlight the things that damage the environment.
- •10. Use these words in the sentences of your own, concerning your city.
- •15. Read the second part of the article and match the problems with the paragraphs that describe them.
- •16. Find and underline a word in the first part of the article that mean:
- •27. Read the text and choose the best answers to the questions 1 – 4.
- •28. Find and underline a word in the first part of the article that mean:
- •33. Are these statements true or false? Prove your ideas.
- •34. Read the whole article again and make notes under the following headings problem – cause – effect as shown in the table.
- •37. In groups, write a Green Party manifesto, giving your proposals for an environmentally friendly lifestyle.
- •38. Be ready to discuss some environmental problems.
- •Economy
- •1. The Russian Federation
- •1. Study the following country profile and make up as many questions as you can:
- •2. Make up sentences using the information above and the words in the box:
- •9. Answer the questions:
- •10. Tell about geographical location and mineral resources of our country using your answers.
- •11. Match a word on the left with a word on the right to make common expressions and translate them:
- •12. Match these expressions with their definitions.
- •13. Study the following words from the text:
- •14. Read the text about the government and politics in Russia and answer the questions after it:
- •15. Using your answers tell about the government and politics in Russia.
- •17. Look at the word economics. Write your associations with this word.
- •18. Match the words with their definitions.
- •19. Using the dictionary find the definitions to your own associations to the word “economics”.
- •20. Read and translate the text below about Russia’s economy.
- •21. Discuss with your partner if the modern economic situation in Russia is on the rise. Use your associations. Prove your ideas with the facts from the text you have read. Economy
- •22. Match the beginnings of the sentences with their endings.
- •23. Read the text again and draw up the plan.
- •24. Tell about the development of Russia’s economy using your own plan.
- •25. Make the correct word boundaries and make a text. Give the main idea of the text you have got after correction.
- •It is interesting to know that …
- •26. Read the supplementary information about foreign relations and military of our country. Before reading the text study some new words and expressions:
- •27. Look at the following abbreviations from the text. What do they stand for?
- •Stations
- •Future development
- •37. Using the internet or some other sources find the information about the current phase of construction.
- •5. Are these statements true or false?
- •6. Find English equivalents and use them in the sentences, of your own:
- •7. Open the brackets:
- •8. In pairs. Ask and answer your own questions using information from the text.
- •14. Read and translate the following text paying attention to the vocabulary:
- •Economy
- •15. Find English equivalents and use them in the sentences, of your own:
- •16. Find synonyms to the words from the text.
- •17. Are these statements true or false? Correct wrong statements.
- •18. In pairs. Ask and answer your own questions using information from the text.
- •19. Work with a partner. Discuss economic situation in the uk. Is it on the rise or not? Use your answers from the previous exercise.
- •20. Read and translate the text about production in the uk. Production
- •21. Make up a vocabulary of special industrial terms.
- •Russian-British projects secure large investments in Russian economy
- •35. Which of the following topics does the article discuss?
- •36. What are your personal reaction to the article?
- •37. Find the words and expressions in the article which mean:
- •38. Without referring to the text, complete the following notes on the article using the pairs of words in the boxes.
- •39. What do you think about Russia’s economy? Is it strong or not? Would you say it was about to enter a period of growth or decline?
- •40. Complete these words by adding the vowels. Each word can follow the adjective economic.
- •41. Now complete the following using some of the word partners above:
- •43. In each example, use another form of the word in capitals to complete the sentence.
- •44. Using the statistics below, complete these sentences describing a country’s economic situation:
- •If you don’t know some words consult the dictionary! And try to memorize them!
- •46. Write an essay (not less than 200 words) “Russia and Great Britain: economy and prospects of development” Bibliography
- •Contents
43. Work in pairs. Ask and answer the questions and try to make a common decision concerning this problem.
1. Is early pregnancy really a problem?
2. Why do you think so?
3. Are there any schools for school-girl mothers in Russia?
4. Are they necessary in your opinion?
5. What is done in your country to solve this problem?
6. What could you do if you had authority?
44. Scan the text “Facing the Problems of Youth” for about 10 minutes and try to answer the questions:
1. What is the story about?
2. Who is the author?
3. When was it published?
4. What is the main idea of each paragraph? Underline it.
5. Do you agree with the author?
45. Read Eleanor Roosevelt’s thoughts and write down the key phrases from the text in the appropriate order:
1) interchange of ideas 2) tremendous energy 3) willing to talk
4) allow them to be honest 5) no desire to talk 6) smile
7) idealize things 8) build up the relationship 9) face realities
10) want to experience 11) sympathetic help 12) the world is
different
Do you want to add or leave out anything from the list?
Facing the Problems of Youth by Eleanor Roosevelt
Originally published in
National Parent-Teacher Magazine
29 (February 1935): 30.
Education today is not purely a question of the education of youth; it is a question of the education of parents, because so many parents, I find, have lost their hold on their children. One reason for this is that they insist on laying down the law without allowing a free intellectual interchange of ideas between themselves and the younger generation. I believe that as we grow older we gain some wisdom, but I do not believe that we can take it for granted that our wisdom will be accepted by the younger generation. We have to be prepared to put our thinking across to them. We cannot simply expect them to say, "Our older people have had experience and they have proved to themselves certain things, therefore they are right." That isn't the way the best kind of young people think. They want to experience for themselves. I find they are perfectly willing to talk to older people, but they don't want to talk to older people who are shocked by their ideas, nor do they want to talk to older people who are not realistic.
We might just as well accept things which are facts as facts and not try to imagine that the world is different, more like what we idealized in the past. I have a letter just the other day from a mother who told me that she had brought up several daughters, and that they never did certain things which are very common today among young people. She was sure that if we never countenanced or spoke of certain things in our homes our children would never do those things. Well, it just so happens that I have a number of boys and they happen to know the mother's girls. I have, therefore, seen a good deal of them, and they did every single thing that their mother told me they never did. I think it would have been far better if she had established a type of genuine relationship with her children which would have allowed them to be honest with her. Then she would have had an opportunity to put across her own ideas with some kind of hope that they would at least be considered.
But if the relationship is such that youth has no desire to talk to older people, then, I think, it is entirely impossible to help the youth of today – and they need help badly. I think they are very glad to have it, too, when it is given in a spirit of helpfulness, not self-righteousness. We don't need to idealize things that are past; they look glamorous, but perhaps they were not so glamorous when we really lived through them.
My own feeling would be that the most important education is the education which will enable us, both in our homes and in our schools, to understand the real problems that our children have to meet today. It is easy enough to impart book knowledge, but it is not so easy to build up the relationship between youth and older people which is essential to the working out of their problems – very difficult problems on which young people need our leadership and our understanding.
We cannot pass over the fact that the world is a hard world for youth and that so far we have not really given their problems as much attention as we should. We smile –I smiled myself the other day when one young boy said that he hoped to go in and clean up politics. Politics need to be cleaned up, of course. Everything that is human needs that particular kind of enthusiasm. But we older people know that we don't always succeed as easily as these young ones think they can. Yet I doubt if we should smile. I think that we should welcome their help, and find places where this tremendous energy that is in youth – If it cannot be used immediately in making a living – may at least be used where it is so greatly needed today.
I should like to leave with you this one idea which I have been thinking about a great deal of late: the necessity for us as parents, as teachers, as older people, to put our minds on the problems of youth, to face realities, to face the world as it is and the lives that they have to live – not as we wish they were, but as they are – and, having done that, to give our sympathetic help in every way that we can.