- •Министерство образования и науки российской федерации
- •Предисловие
- •Social issues
- •Vocabulary
- •I. What do you think the age range is for each time of life?
- •III. Do you think there is an upper or lower age limit for:
- •II. 1. Decide which two factors in the list you think are not important
- •V. Match the time expressions in bold to their meanings a-j.
- •VI. Ask a partner the questions from task V.
- •VII. Complete the expressions.
- •VIII. Complete the sentences with the correct form of the word in
- •Age of Content
- •I. Read the dialogues. Choose the right answer (sometimes there are
- •II. What is the difference in meaning? Check with the rules above.
- •III. Complete the sentences with the verbs in the Future Simple, Future
- •IV. Choose the correct verb forms in these sentences. Sometimes two
- •V. Complete the sentences with the verb in either the Future Perfect or
- •I. Complete the First Conditional sentences:
- •II. Put the words in the correct order in the Second Conditional
- •III. Match the sentences halves:
- •IV. Complete the sentences with the verbs in the correct tense.
- •I. Read the article. The article is written in a quite formal, scientific
- •II. Read the text again. Choose a, b or c.
- •III. Choose the best variant to express the main idea of the article.
- •III. The following is the summary of the article. Put the lines of the summary in the correct order.
- •IV. Discuss in pairs what you would do if you were the writer.
- •Vocabulary and grammar in use
- •I. Translate into English.
- •I. Discuss in small groups what is likely to happen in 20 years’ time.
- •II. Make a presentation on one of the subjects of the topic.
- •Vocabulary
- •Part 1 clothes
- •I. Discuss.
- •I. Put the items of clothing in the right section.
- •II. Match sentences 1-10 with a-j.
- •III. Complete the text with the words from the list.
- •I. Put the adjectives from the list below into the right categories of the
- •II. Put the groups of words in the right order. Use a/an where necessary.
- •III. Right or wrong? Correct the wrong adjective order.
- •II.Write the endings for each phrase.
- •I. A. Guess which of the two people said the sentences below, then
- •I. Read the article quickly. Find the information about:
- •Clothes to Die for
- •II. Read the text again carefully. Translate p.P. 2, 5, 6 and 7.
- •III. Match the phrasal verbs from the text and their equivalents.
- •IV. Answer the questions.
- •V. Match the headings to the paragraphs.
- •II. Use look, sound, smell, taste and feel to give your opinion about the
- •III. Complete the text with the words from the list.
- •I. Listen to a trainee chef talk about her future plans and answer the questions. (Total English Pre-Intermediate Unit 3 Recording 2)
- •II. Listen to a man talking about his plans and choose the right variant.
- •I. Read the text and answer the question.
- •Were School Dinners Really So Bad?
- •II. Mark the sentences true or false.
- •IV. Do the ‘House’ quiz in 5 minutes.
- •I. Critisize yourself. For each situation write two sentences, one beginning I should have and one beginning I shouldn’t have.
- •Never again …
- •I. Decorating a room
- •II. Talk to a partner.
- •I. Write the words from the list in the correct column in the chart.
- •II. Complete with a/an or some.
- •III. In which sentences in task II could you also use a piece of?
- •IV. Choose the correct form.
- •I. Do you know anything about the philosophy of feng shui? Where is it
- •II. In pairs, read the text and remember how you can put feng shui ideas
- •Into practice. A read about the living room, b read about the
- •Feng Shui
- •III. Discuss. Do you think feng shui is sensible, impractical, or
- •Vocabulary and grammar in use
- •I. Translate into English.
- •I. Make up a dialogue.
- •II. Make a presentation on one of the subjects of the topic.
- •Addictions
- •Vocabulary
- •I. Discuss.
- •I. Look at the adjectives in bold. What do they mean? Complete the
- •II. Make personal sentences with as many adjectives from task I as
- •III. Form nouns by adding the suffixes –ility, -ion, -ment.
- •I. Explain the difference between a and b.
- •II. Right or wrong? Correct the wrong sentences.
- •III. Complete the sentences with used to/didn’t use to, (don’t) usually,
- •IV. Tell a partner about …
- •1. A personal pronoun in the objective case or a noun
- •2. Participle I.
- •I. Give all the forms of Participle I of these verbs.
- •II. Point out Participle I and state its form. Translate into Russian.
- •III. Use the right form of Participle I instead of the infinitive in brackets.
- •IV. Paraphrase the sentences using Complex Object with Participle
- •Instead of the subordinate clause.
- •I. Point out Participle II and state its function. Translate into Russian.
- •III. Read the text and check your answers. Are you surprised by
- •Caffeine – Fact or Myth?
- •I. Read an article about a singer. Find out:
- •Confessions of a Coffee Addict
- •II. Find phrases in the text that mean …
- •Vocabulary and grammar in use
- •I. Translate into English.
- •I. Make a dialogue.
- •II. Make a presentation on one of the subjects of the topic.
- •Fast world
- •Vocabulary
- •I. Discuss with a partner.
- •Communication
- •IV. Look at the words and phrases in the list. Label them ‘a’ for changes
- •In quantity or ‘b’ for changes in quality.
- •V. Choose the correct word or phrase in each sentence.
- •Infinitive
- •1. A personal pronoun in the objective case or a noun
- •2. Infinitive.
- •I. Give all the missing forms of the infinitives.
- •II. Translate the sentences into Russian paying attention to the forms of
- •Infinitive.
- •III. Use the right form of the infinitives in brackets.
- •IV. Complete the sentences using Infinitive as
- •V. Paraphrase the sentences using the infinitive without particle to
- •VI. Make sentences using Infinitive.
- •I. Translate the sentences into Russian paying attention to the forms of
- •II. Use the right form of Gerund.
- •III. Complete the sentences using Gerund as
- •IV. Complete the sentences using Gerund.
- •I. Put the verbs in the right column.
- •II. Put the verbs in the right form: … -ing or to … . Sometimes two
- •III. Right or wrong? Correct the wrong sentences.
- •II. Read the text again. Mark the sentences true or false. Correct the
- •III. Read the text again and translate the parts in bold.
- •I. Discuss.
- •II. Make a presentation on one of the subjects of the topic.
I. Read the article quickly. Find the information about:
clothes which caused serious digestive problems
clothes which were banned in a UK school
two items of clothing normally associated with women but which men wore
a type of make-up which destroyed people’s faces
a famous woman who was killed by an article of clothing
a year in which comfortable shoes were designed
Clothes to Die for
“Put fashion second and your health first, because your legs have got to last you all your life, whereas a fashion will disappear in five minutes.” This was said by a doctor, after a British headmaster banned his pupils from wearing platform trainers. He was worried that they would break their ankles.
The problem is that in many cases the more fashionable something is, the more uncomfortable or even dangerous it is to wear. Perhaps the earliest fashions ‘to die for’ appeared in post-revolutionary France. Women then wore thin linen dresses, which they had to wet to make them take on the shape of their bodies. Then they went out in all kinds of weather with the wet clothes on. The result was a new illness, linen flu, which led to many deaths. In Victorian times the corsets were so tight that most women had severe digestive problems, while wide dresses regularly caused the death of fashionable young women. As they walked past open fireplaces, their dresses often caught fire, and nobody could get close to them to put the fire out.
Men have had to put up with discomfort, too. The 17th century men in Europe wore heavy wigs (still worn by the lawyers today), tight corsets and high-heeled shoes. But little can compare with the heavy ruffs worn at that time. It was really difficult and even dangerous to try to move the neck.
In the 18th century the zinc-based make-up used to whiten the faces left the skin destroyed by the time the people were 30. And women wore their hair so dangerously high that they had to kneel down to get into the carriage.
In the 1920s men’s trousers, called Oxford bags, were so wide that men often tripped over in them, just like hippies in their flares 50 years later. To try to cycle in them was to risk an injury. Isadora Duncan was strangled by her beautiful long scarf, high fashion at the time, which was caught in the wheel of her sports car.
Probably the part of the body that has suffered most through history are the feet. For centuries shoes were straight. They were agony. It was not until 1865 that shoes were designed for right and left feet!
So the discomforts and dangers we put up with today are nothing compared to some of the killers from the past. And anyway, as a famous French designer once said, “Real fashion – it’s agony, but it’s always worth it.”
II. Read the text again carefully. Translate p.P. 2, 5, 6 and 7.
III. Match the phrasal verbs from the text and their equivalents.
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