УП Английский язык

C) Match the information from the columns A reaction True/False/Not given from the columns B in the Table 13.

Table 13

Ex. 25. A) Read the article and underline all the hobbies mentioned, put the phrases below the text into the appropriate place in it.

B) Then comment Present Perfect Tenses used in the text.

Hobbies: past and present

More and more people find now that they have more leisure time – time when they don’t have to work or study. This raises an interesting question. What do you do when you are free to do anything you like?

It seems that people have been collecting things since ancient times. Stamp collecting is one of the first things that come to many people’s minds when they think about hobbies. It’s really a perfect way to relax for a few hours. But technology has had an impact nowadays. Emails can be sent instantly and freely around the world, which means the people aren’t buying stamps like they used to.

Another hobby that has changed because of the technology is building models; generations of young boys and girls built plastic models of planes, boats and cars. Young people were proud to display them in their bedrooms. Modern models have all kinds of electronic and computerized parts, in some cases making them more like robots than traditional models.

Of course, we can’t ignore computers when it comes to free time. Computers have had a huge impact on leisure since they were invented. Gradually, a computer has become a part of almost every home, where it provides entertainment and a whole set of hobbies that people fifty years ago would have thought were very weird. Today’s teenagers and youngsters use their computers to play computer games, running websites, communicating with friends around the world – all hobbies impossible until recently. Computers have changed hobbies in other ways too. These days, no matter what hobbies you are interested in, you can find a huge amount of information on the Internet. People have produced web pages on almost every hobby you can think of. You can get advice from experts and easily buy equipment to take your hobbies to the next level.

Some hobbies have not changed much. Many young people fill their free time with activities that their parents and grandparents enjoyed. For instance, people still go dancing, even if the rhythm of the music has changed. Young people with good balance do gymnastics. Teenagers play sports as they always have done. Many things have not changed, and perhaps never will.

(Adapted from Laser B1+)

1.Hobbies seem to have become less important as time has passed.

2.Young people in the past had to rely on people they knew, or perhaps the local library, to learn about their hobby.

3.Fishing is also popular as it used to be.

4.At first, they were seen as strange machines used by big businesses.

5.However, most people in the past were too busy and too poor to buy expensive works of art or coins.

Ex. 26*. Use words and phrases from the article to complete the sentences.

1.One day my collection of butterflies might be quite v……….

2.I don’t know if I can a….. to buy any new stamps for my collection.

3.I prefer modern pop songs to t……… music.

4.In my l….. t….. I prefer doing something to relax after work.

5.Organizing your own collection seems the p…… way to relax.

6.I’d like to try gymnastics, but I know I would keep losing my b…….

7.It may sound a bit w…., but in my free time I like to study grammar.

8.When stamps appeared in the 19th century, they were cheap and colorful and children started to k… them.

Communication Skills

Vocabulary development: Hobbies and Activities

Ex. 27. Look at the activities in the box. Tick ( ) once what you like, tick ( ) twice if you think your friend likes. Say about you and him/her.

Model: I like cooking but my friend likes eating out in restaurants.

Ex. 28. Ask the questions with the following words. Give your reaction.

Model: sunbathe. Do you like sunbathing? - I love it./ I can’t stand it./ It’s boring

Table 14

surf the Internet

go out with friends

Vocabulary development: Going global

Ex. 29. Ask if you are interested in other countries. Ask and answer according the model.

Model: Have you ever been to a foreign country – Yes, once./ Never./ No, I haven’t.

Have you ever:

been to a foreign country?

collected stamps from different countries?

met someone from another country?

watch a foreign video?

listen to a foreign radio station?

eaten food from a foreign country?

talked to someone in a foreign language?

written to a foreign pen friend?

Ex. 30. Say, which of these things you do and give reasons, if you can. Check the words in bold if necessary.

Model: I like watching foreign films because they are so thrilling.

watch foreign films and TV programmes

listen to music from around the world

buy international brands like Benetton or Nike.

eat food imported from across the world

cross the border of your country to go shopping

watch sport from another country

eat in international fast food chains like McDonalds

eat in different ethnic restaurants

use English as a lingua franca to communicate with people from other countries

travel abroad to work or study

(Adapted from Cutting Edge – Advanced)

Ex. 31. Match the words and phrases with the explanations and make your own sentences as examples of phrase usage.

Model: You needn’t obligatory go to Britain to get practical skills in English. For instance, you can go to Malta where English is widely spoken as the official state language.

Table 15

Ex. 32. Discuss the following questions.

1.Is what you learn in school more important than what you learn out of school? Why? Why not?

2.Which school subjects are the most and least important to you?

3.Some people know a lot. Some people are wise. What do you need to know to be wise? How do you understand the word ‘wise’?

Writing skills

Ex. 33*. Read the text and try to organize it according to the rubric mentioned in the Ex.31, write the new variant.

Multiple intelligence

Frames of Mind, by Dr Howard Gardener, professor of education at Harvard University proposed the existence of 7 separate human intelligences.

Linguistic intelligence involves the ability to learn languages, and the capacity to use language to achieve certain goals. Lawyers, speakers, writers, poets are among the people with high linguistic intelligence.

Logical-mathematical intelligence involves the capacity to analyze problems logically, carry

Musical intelligence involves skills in the performance, composition and appreciation of musical pattern.

Bodily-kinaesthetic intelligence entails the potential of using one’s whole body or parts of the body (like the hand or the mouth) to solve problems or fashion products. Dancers, actors, and athletes foreground bodily-kinaesthetic intelligence and it is almost important for craftsmen, surgeons, bench-top scientists, mechanics, and many other technically-oriented professionally. Special intelligence features the potential to recognize and manipulate the patterns of wide space (as by navigators and pilot) as well as of more configurated areas (as in work of sculptors, surgeons, chess players, graphic artists, or architects).

Interpersonal intelligence denotes a person’s capacity to understand the intension, motivation, and desires of other people and consequently, to work with other. Salespeople, teachers, religious and political leaders, and actors all need acute interpersonal intelligence.

Finally, intrapersonal intelligence involves the capacity to understand oneself – including one’s own desires, fears, and capacities – and to use such information effectively in regulating one’s own life.

Ex. 34. Read the texts below. Develop the project of the similar advertising leaflet for your Institute or Faculty. The expressions given in bold may be useful for you.

Fashion Institute of Technology

http://www.fitnyc.edu/

The Fashion Institute of Technology prepares students for professional excellence in design, fashion, and business by providing the premier educational experience that fosters creativity, career focus, and a global perspective. FIT develops students’ aesthetic, intellectual, analytical, and technological abilities through programs that integrate theory and practice. Students are offered a rigorous and innovative curriculum taught by faculty with outstanding academic and industry experience.

Five schools make up the Fashion Institute of Technology and contribute to its academic excellence and outstanding reputation. FIT is a college in the State University of New York system and offers Associate of Applied Science Degrees, Bachelor of Science Degrees, Bachelor of Fine Arts Degrees, Master of Professional Studies Degrees, Master of Arts Degrees, and Master of Fine Arts Degree.

Art Center College of Design

http://www.artcenter.edu

A leader in art and design education for 80 years, Art Center College of Design offers a rigorous and transdisciplinary curriculum, a faculty of professionals, strong ties to industry and a commitment to socially responsible design. Our students challenge boundaries and take risks, preparing them to realize success and fulfillment in the world of art and design—and beyond.

Art Center students demonstrate their visual and academic talent and declare their majors before they enroll. Whatever your chosen field, you will be studying alongside others who share your commitment and passion. In collaborations, classroom discussions and social gatherings, you will learn together and from each other. The experience you have at Art Center will be uniquely yours, but you’ll quickly realize you are part of a community.

The Art Center community—students, faculty, staff, trustees and alumni—came together throughout 2012 to envision the future of our institution. The results of this shared vision is a fiveyear strategic plan that will position us to shape and define culture, encourage relevance and social responsibility in art and design, prepare graduates for leadership in an increasingly pluralistic society, and advance learning, research and making at Art Center to the highest level.

Ex. 35*. Compile the topic about your Institute using different sources of information (the Institute site, the advertising leaflets and books of the Institute, the materials of the Unit) according to the following plan.

1.The history and foundations.

2.The number of faculties and structure.

3.The specialties trained.

4.The institute facilities.

5.The students’ facilities.

6.Academic and professional schools and the best students.

Ex. 36*. Develop the project about the University of your dream. A) describe:

1)the curriculum

2)the IT technologies

3)the ideal teachers

4)the practical skills

5)the free time facilities

B) Make a slide show and demonstrate it to the class with your comments.

Unit 3

Employment

Grammar: future tenses, going to, modals

Vocabulary: professions, ambitions and careers, seeking for a job, working time, a successful career path

Language Spot

Ex. 1*. Remember the language material of the previous units and fill in the correct personal pronouns and reflexive adjectives.

1. Paul is a great football lover, so _____supports Zenith. 2. She and _____ husband had been travelling in Holland before ______ were wrongly arrested. 3. The young man and woman had lived all _______ lives in the expensive outer suburbs where good neighbors were seldom seen and never heard. 4. He had become a teacher before _______ began writing novels, short stories and children’ books. 5. You need a photo of _________ in your passport. 6. I like Bill, but I do not always understand

____. 7. Can you repair this, or must we do everything _______. 8. We really enjoyed _______ last night. 9. I want to speak to the manager________ , not his secretary. 10. It’s best if you do it ________ .

Ex. 2*. Remember the language material of the previous units and fill in the blanks.

1.We know … in your country there is a wide network of … training centres.

2.A great number … sophisticated workers are in need … revive and modernize the economy.

3.We have the … skilled, full-time instructors whose knowledge is the … helpful.

4.There is one … important thing … we are going to discuss.

5.Our business relations are getting from bad to … .

6.At the expensive end of the hotel markets things are getting … and … with … greater choice of very high standards.

7.The … score for hotel standards is five administrated by the various national and local tourist boards.

8.The firm is going to develop … business in this country … will obviously be to all … benefits.

9.It is … lovely to be interested in your everyday business routines.

10.We find a job … we love and … we work long hours at it, and … feel we cannot get our “work/life” balance right.

Ex. 3*. Underline the correct verb forms in the following sentences.

1.I would like be/being/to be a doctor.

2.He is going to work/work/working in a restaurant in Paris.

3.She hopes find/to find job soon.

4.He wants have/to have his own business.

5.I have to hurry not being/to be/be late meeting/meet/to meet my young Russian guide.

6.It is so ridiculous getting/get/to get excited about such trifles.

7.I have always said that you were destined be/to be/being a VIP and earn a lot of money.

8.If you want know/knowing/to know about a person, talk to him about his free time.

9.We need up-to-date technology to meet/meeting/meet the needs of our hospitals.

10.About a third of the 36 million immigrants to the US are believed being/be/to be in the country illegally.

Ex. 4*. Put the words in brackets into correct verb forms in the following sentences. Use dictionary for help.

1.The BA degree course in Brunel Design, UK shares elements of the Product Design and Product Design Engineering degree courses, but differs in (teach) mechanics and electronics during the first and second years.

2.This route is for empirical thinkers who prefer (learn) through (build) and (evaluate) projects with less theory and quantitative analysis.

3.This approach has proved (be) ideal for design thinkers with less confidence in their mathematical skills but who have all the creative motivation (solve) problems in exciting, commercially viable projects and with a deep appreciation of environmental and human factors.

4.The first year is an introduction to the philosophy and general education modules within the course, the second year synthesizes this knowledge through a series of practical projects and the third year comprises management of a major project and selected specialised modules (help) the students (build) unique professional portfolios of transferable skill sets.

5.All Brunel Design courses integrate (work) with industry partners within lectures and project work and a high percentage of our students take the advantage of (have) strong business links with an industry placement.

Grammar accent

Ex. 5. Underline the correct tense.

1. Next Monday, Katie will have been starting / is starting work. 2. She is going to work / will work for a large company in the city centre. 3. By the end of next week, she will be finishing / will have finished her training. 4. This time next month I will have rest / will be having rest in Florida. 5. Now he is looking /will be looking for a new job. 6. Stella will be watching / will have been watching TV all day long again. 7. Tim will have come / will be coming back in 2 days. 8. I expect he will be telling / is telling the same story all over again. 9. I hope they have built / will have built this bridge by the end of the year. 10. He used to have black hair, but now I think he will have gone / is going to have completely grey by the time he is 40. 11. I will hope / hope when I will come / come home, you will finish / finish your homework. 12. By 2050, people won’t have destroyed / won’t destroy our planet.

Ex. 6. Use Future Simple, Future Continuous, Future Perfect, and Present Simple instead of the infinitives in brackets.

Table 1

1. When my parents (to come) home, I (come) back too. 2. If they (to wish) to work outside this area, then they (to have) to get a special visa. 3. When we (to receive) your application form, we (to contact) you for an interview. 4. But when work (to become) more than simply a passport to pay a cheque, when it (to open) the door to friends, satisfaction and a place in the world, its absence (to be) more

keenly felt. 5. If immigrants (not to be) moving in the city, New York (to be) certainly declining in population. 6. My family (to get) very bad-tempered if there (to be) no money, and I find I have to work quite hard to pay the bills. 7. By that time you (to go) crazy or (to forget) it all. 8. He (to learn) French for 6 years already, when he (to enter) this college. 9. People (to go) dancing, even if the rhythm of the music (to change). 10. The firm also (to provide) a career ladder provided that the students (to have) good exam results or good passes in vocational qualification.

Ex. 7. Comment the tenses. Use dictionary for help.

1.After Japan and America, China is the world’s biggest market for computers, because parents are ready to give their children every advantage they can.

2.The greatest ambition of every Chinese parent will be to give a good education for their child because they are not as poor now as they were.

3.Over the past two decades, the average Chinese family has seen its income rise threefold and the trend is showing no sign of slowing.

4.More of these kids than ever before will go to university and then will work in circumstances their parents could never have imagined.

5.Near Hong Kong tens of thousands of young engineers have created a Silicon Valley-like youth culture in high-tech companies.

6.All around them are factories staffed by young women, most of them migrant workers from northern Chinese provinces.

7.They arrived at the age of 19-20, have been working for 5 or 6 years and will typically return home with money with which to start small businesses in their home town.

8.Thanks to this combination of labor mobility and favor for young workers, a growing

proportion of China’s new economy is in hands of people under 30.

9. This is also true of parts of India, where computer technology is providing opportunities for the young that decades of failed economic policy did not, and in other fast-changing countries, such as Russia.

10. While the rich countries are ageing, the developing countries are still disproportionally young: 36% are below the age of 15, compared with just 18% in the rich world.

(Adapted from The Economist)

Vocabulary

Active Vocabulary:

Ex. 8. Look at the active words of the Unit, put them into your personal dictionaries, give their Russian equivalents and try to remember them. Table 2

Ex. 9*. Match a word to a partner to make collocations and complete the table.

Ex.10. Study the phrases connected with work.

career prospects/ladder – chances of promotion and future success: This job offers excellent career prospects.

to do work overtime – work extra hours: She will have to work overtime to finish her report in time.

a sound working knowledge of – to know something (a language, a computer program, an area of business) very well: A sound working knowledge of English is essential.

a competitive salary – a good salary for the job that you are doing: Do you want a rewarding job with a completive salary and excellent career prospects?

a rewarding job – the job that is good for you because you feel you are doing something important or useful: Now I have a very rewarding job.

a mundane job – a job that is boring and ordinary: A personal assistant is a hardly what you would call a mundane job.

previous experience – the work that have done before: No previous experience necessary as we will give first-class training.

short list – a list of the most suitable people for a job, chosen from all the people ho were first considered: She’s been short-listed for the sales director’s job.

Ex. 11. Look at the box and find the word for a person who:

1.builds houses

2.designs houses

3.stays with a family in a foreign country and looks after their children