- •Other Forms of Address
- •Less Common Forms of Address
- •Informal Address
- •Forms of Address within the Family
- •Making and Responding to Introductions
- •Third-Party Introductions
- •Self-Introductions
- •Responding to Introductions
- •Your relationship to the two people, and something they may have In common, according to the clues provided. You don't have to use all the
- •Information given; just use what you think would be appropriate.
- •B. Age and Ageing.
- •Do any of the words refer only to males (m) or only females (f)?
- •Skill Ex. 7 In the following dialogue, agree with the first speaker. Developing Use words from exercises 4 and 5 that mean roughly the same as the words in italics.
- •C. People's Occupation. Focus Vocabulary
- •Countries. Languages. Nationalities.
- •It's Been Long
- •The Way to Ask People about Their
- •Less Optimistic Replies
- •Revision and Consolidation
- •I. Insert prepositions if necessary.
- •II. Rewrite and correct the sentences in which there are errors.
- •III. Translate from Russian/Belarusian into English.
- •Unit 2 Family Relationships Focus Vocabulary
- •1) Which two of these words can be used as a verb?
- •3) Which of the following:
- •4) Which of the word-parts in the box can be used with each of the relations below?
- •Interview with 16-year-old daughter Helen
- •Interview with 17-year-old son David
- •Interview with mother
- •Development answering the questions below. Try to use the multi-word verbs and expressions in the box in your answer as well as the verbs above.
- •When you are old
- •Revision and Consolidation
- •I. Insert prepositions where necessary.
- •II. Put each of the following words in its correct place in the passage below.
- •III. Change the words underlined to give the sentences the opposite meaning.
- •IV. Translate from Russian/Belarusian into English.
- •Complimenting People
- •"It's been long", "How are you", "Complimenting".
- •1. When we describe somebody, we tend to follow this order in our description: height, build, age, hair, eyes, face, complexion, extra features, dress. Study this example.
- •2. Eyes
- •With the definitions in b.
- •A Detective Inquiry
- •Role-Play
- •Test Yourself
- •Unit 4 Character and Personality a. Focus vocabulary
- •Word Meaning Ex. 1 Match the words on the left with the closest meaning on the right.
- •We Are Not Alike a. Intellectual ability
- •Attitudes towards life
- •Attitudes towards other people
- •One person's meat is another person's poison
- •It Takes All Sorts
- •Idiomatic expressions
- •Your Stars
- •In the examples below?
- •We don't get on well
- •Likes and Dislikes
- •Test: How brave are you?
- •The Main Attraction
- •Persоnal
- •Interview the husband and the wife of the year.
- •Proposal
- •Revision and Consolidation
- •I. Put the following adjectives in the correct order.
- •II. Use the prompts below to build up a description of a student. Before you begin think about the tenses you will use.
- •III. Cross out the incorrect word in each of the following sentences.
- •IV. Translate from Russian/Belarusian into English.
- •Vocabulary
- •Focus Vocabulary
- •It would be very interesting to find out the opinion of girls and boys. Do they differ in any way?
- •Revision and Consolidation
- •Unit 2 Furnishing and Decorating Focus Vocabulary
- •Furniture in your home to your partner. Use the prepositions and adverbs to help you.
- •Flat for sale
- •Word Use Ex. 14 Complete the following sentences with a suitable idiomatic expression.
- •Estate agent
- •It needs doing, to have smth done, to do smth.
- •Revision and Consolidation
- •Something suitable.
- •Houses and Flats to Let
- •Houses and Flat for Sale
- •Sharing a Flat
- •The Noisy Neighbours
- •Revision and Consolidation
- •I. A. Renting a flat
- •Buying a house
- •III. Put one of the following words in each space in the sentences below.
- •Unit 4 Housework. Household Chores. Focus Vocabulary
- •Ex. 4 Make and do
- •Now collect any new expressions you can find using "make" or "do" from the dialogue below. Put them on your "make and do" list.
- •What's your attitude to untidy people?
- •Unit 5 Pets Focus Vocabulary
- •Don't Get a Dog or Puppy Until You've Checked These Points:
- •If you cannot answer 'yes' to all these questions, please think very carefully before you get a dog or a puppy. Perhaps another kind of animal would make a better pet for you.
- •Are They Not Sweet?
- •2. Are they better companions than some people may be?
- •3. Speak about your pets if any or pets you'd like to keep.
- •Vocabulary
Development answering the questions below. Try to use the multi-word verbs and expressions in the box in your answer as well as the verbs above.
Example:
A. How do you get on with the other people in your family?
B. I don't get on with my sisters very well, but I'm very close to my mother. I feel I can confide in her.
bring up get on with get away with have one's own way
look back on look up to grow up see eye to eye
tell off take after get round be close to
a) What kind of relationship do you have with the people in your family?
b) Are you similar to anyone in your family?
c) Do you have the same opinions as other members of your family?
d) Where did you spend your childhood?
e) Who took care of you when you were very young?
f) Did you have a strict upbringing?
g) When were you reprimanded as a child/teenager? h) Were you able to do what you wanted all the time?
i) Who did you admire and respect when you were a child/teenager?
j) When you think about the past, what do you remember?
Ex. 27 Work with a different partner. Use the multi-word verbs and idiomatic expressions you have learnt to describe your relationship with one of the
following people.
grandparent brother/sister parent cousin
teacher neighbour
uncle/aunt boss
Ex. 28 How multi-word verbs work
Match a sentence in A with one in B, and mark the stress. Then practise saying the questions and answers. The first one has been done for you.
1. Do you respect your parents? ' 2. Do you like David? 3. Did he do the washing up? 4. Does he listen to you? 5. Was he punished for the crime? 6. Have you done the homework? 7. lias he complained about the noise? |
a. No, he got away with it. b. No, I can't get through to him. с No, he puts up with it. d. No, he got out of it. e. No, I must get down to it. f. No, I don't get on with him. g. Yes, I look up to them. |
Ex. 29 Work in pairs. Discuss one of the following questions.
- Should boys and girls be brought up in exactly the same way?
- What are the advantages and disadvantages of being an only child?
Skill Ex.30 Children and adults
Developing
Look at these statements about bringing up a child. Which ones do you agree with? Put each statement into one of these categories:
a) top priority, b)quite important, c) not very important.
Add other statements if you wish.
1.Children must be taught to respect authority.
2. It is important to be very firm with children.
3. It is important to show affection and love.
4. Parents should pass on family and cultural traditions to children, and teach them
to respect and obey them.
5. What matters is what parents do, not what they say. They should set a good
example!
6. Children should be allowed to make decisions about their lives. If they make
mistakes, they can learn from them.
7. Children should always be told why they are being asked to do anything.
8. It is important to teach children to value education.
Find out which statements were put most often into the top priority category
by the majority of students in your group.
Which statements were most controversial?
Are you fit to be a parent? |
||
1. a-3 |
b-2 |
c-1 |
2. a-3 |
b-2 |
c-1 |
3. a-1 |
b-2 |
c-3 |
4. a-2 |
b-1 |
c-3 |
5. a-3 |
b-1 |
c-2 |
6. a-1 |
b-2 |
c-3 |
7. a-2 |
b-1 |
c-3 |
8. a-3 |
b-2 |
c-1 |
TOTAL 8-13: You are (or would be) a pretty strict parent. Don't forget that children need patience, understanding and love as well as firmness.
TOTAL 14-19: You (would) try to be neither too strict nor too easy-going. This can be very good if children know what to expect; but it is no good being strict about something one day and soft about it the next.
TOTAL 20-24: You tend towards soft-heartedness. Be careful: children need some limits, so they can define themselves as people and set their own limits later on. The children will know that you love them if you set the limits in firm but loving way.
Ex. 31 Many people have tried to express their idea of childhood and adulthood in very short, witty sayings. The following are ten such aphorisms by famous people. With a partner, match the first part of each, in Column A,
with its continuation in Column B.
Column A 1. What is an adult? 2. Every child is 3. Adults are 4. Schoolmasters and parents 5. Youth is 6. No man is ever 7. To be adult is 8. Growing old is 9. Being young is 10. Age is
|
Column В old enough to know better. something you do if you're lucky. to be grown out of. to be alone. born a genius. a disease from which we all recover. A child blown up by age. a quest. a very high price to pay for maturity. obsolete children. |
Compare your answers with other students. Which of the sayings do you like best? Why?
With a partner, write an aphorism on one of these, or a topic of your choice:
- children - parents
- students of English - teachers of English
Pin up your aphorisms and discuss them.
Ex. 32 Old age
Read these poems and say what you think of them. Do you like or dislike any of them? Do you have any other reactions? What might be pleasant and less pleasant about becoming old? What happens to old people in your country when they can't look after themselves any more?
Discuss the problem in small groups.