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ББК 81.2Англ-922
Б59
УДК 802.0(075.3)
Л
У М К "Английский с у д о в о л ь с т в и е м " /
" E n j o y English" (11 класс)
с о с т о и т из с л е д у ю щ и х к о м п о н е н т о в :
• учебника
• книги для учителя
• рабочей т е т р а д и № 1
• рабочей т е т р а д и № 2 " К о н т р о л ь н ы е р а б о т ы "
• аудиоприложения ( C D М Р З )
• электронного приложения
J
Биболетова М. 3., Бабушис Е. Е., Снежко Н. Д.
Б59 Английский язык: Английский с удовольствием / Enjoy English: Учебник для
11 кл. общеобраз. учрежд.— 2-е изд, испр.— Обнинск: Титул, 2011.— 200 е.: ил.
ISBN 978-5-86866-530-1
Учебник "Английский с удовольствием" (11 класс) предназначен для старших
классов (базовый уровень) общеобразовательных учреждений РФ, в которых обу-
чение английскому языку начинается со второго класса. Все учебники данной серии
рекомендованы Министерством образования и науки Российской Федерации.
Содержание учебника полностью соответствует действующему образовательному
стандарту и примерной программе по английскому языку.
Тематика учебника отобрана с учетом интересов учащихся 11-го класса, их рече-
вых потребностей и ориентирована на самоопределение учащихся, выбор будущей
профессии и продолжение образования.
Учебник готовит к итоговой проверке уровня подготовки по английскому языку,
предусмотренной для выпускников полной средней школы, формирует умения по-
знавательной деятельности, обучает школьников стратегиям самообразования.
Учебник основывается на современных методических принципах и отвечает тре-
бованиям, предъявляемым к учебникам начала третьего тысячелетия.
ББК 81.2Англ-922
Grammar
Unit Section Function Vocabulary
focus
3 Are you Modal verbs: Writing an essay on having too Words and
aware of obligation, much / not enough freedom expressions related
your rights? necessity, Describing rights and to rights and
permission responsibilities at school responsibilities
Linking words and
transitional phrases
5 Feeling safe Use of articles Suggesting ways of helping the Words related to
(Review) environment antisocial behaviour
Prepositions Describing the ideal citizen
Progress check
4
Contents
Grammar
Unit Section Function Vocabulary
focus
Progress check
5 Old or Doing a class survey (designing and Phrases with the word
modern: writing questions, summarising "health"
Medicine information) Words referring to
as a new Writing a report on survey results food and healthy
technology Writing a home remedy recipe eating
Describing symptoms and giving Words and
advice expressions related to
Discussing the advantages and health and medicine
disadvantages of using modern Words often confused
technologies in medicine
Giving and supporting arguments
Contents
Grammar
Unit Section Function Vocabulary
focus
7 Let's get Discourse Discussing the importance of the Words and expressions
digital Numerals internet in modern life related to digital
Simulation of the TV Show technologies and the
"Bol'shie" internet
Progress check
mm 4и 1 City versus Word building Expressing and justifying opinions Words and phrases
Where are country about city life and country life related to city life and
you from? Describing where you live country
Giving a talk about the nature in
Page 124 and around your city or village
2 What Expressions with Discussing hobbies and pastimes Words and phrases
hobbies do the word "time" and summarising the results related to hobbies and
- you prefer? Comparing popular pastimes in pastimes
different countries
Writing a letter describing the most
popular pastimes in Russia
Talking about hobbies
Discussing what to do in the
evening
4 East or West? Combining words Discussing the lifestyles of people in Words and phrases
Word building different countries related to lifestyles
Expressing and justifying opinions Definitions
Describing the lifestyle in your
region / city / village
Commenting on a common
statement
Writing a personal opinion essays
Appendixes
Условные обозначения
CG — Cultural guide
— работа в парах
— работа в группе
— работа с интернетом
А
i
1 м
п
с f
What do young people face in society today?
Personal quiz
in English:
How long have you been
learning English for?
Why did you start
learning it?
3 1 What was your first
English lesson like?
What was your first
English teacher's name?
What do you enjoy most
in your English lessons?
No egg in eggplant
f~e is no egg in eggplant or ham in hamburger;
frther apple nor pine in pineapple. P&J&t ,uinea pig
E-.j :sh muffins were not invented in England or
r-snch fries in Vrance. 1Й1§»И
r.'.eetmeats are candies, while sweetbreads,
-.^Ich aren't sweet, are meat. / руЛе
'•5 take English for granted. But if we explore its paradoxes,
find that quicksand can work slowly, boxing rings are square,
S'-A a guinea pig is neither from Guinea nor is it a pig.
* the plural of tooth is teeth, m ,
•vhy isn't the plural of booth beeth? £
One goose, 2 geese. -г
$о, one moose, 2 meese? I
One index, two indices?
s cheese the plural of choose?
Ship by truck and send cargo by ship?
Have noses that run and feet that smell?
Park on driveways and drive on parkways?
How can a slim chance and a fat chance be the same, while
a wise man and a wise guy are opposites? How can the weather
be hot as hell one day and cold as hell another?
When a house burns up, it burns down.
You fill in a form by filling it out, and an alarm clock goes
off by going on. When the stars are out, they are visible,
but when the lights are out, they are invisible.
Parkwi
9
GRAMMAR FOCUS: IRREGULAR PLURAL FORMS
7 Work in groups. What can you do to make 9 Listen to a radio programme about the
learning English easier? Write a list of different ways of learning English and
ideas. then complete the sentences. Use your
Workbook.
1 "Crazy English" is a method of ... .
8 Look at the picture and guess what the 2 Students practise it by ... .
people are doing. 3 This method helps them to ... .
4 The school administration is against this
method because . . . .
5 "Crazy English" was developed when . . . .
6 Li Yang realised that reading his work out
loud . . . .
7 According to the exam results, Li Yang was
8 In 1994 he started . . . .
9 Today about ... people practise this method.
11 Read the dictionary entry for the word 1 2 Work in groups. Give examples of
"borrowing" and match the words with borrowings in your language. Do you
the countries they come from. know where these words come from?
How often do you use them? How do you
feel about them?
borrowing — a word directly taken from one
-irtguage and added to another.
Vote: Although there are typically far fewer bor- 1 3 Read the joke and say what language the
-: wings than the native words of most languages, people are speaking. Do they understand
" are often widely known and used, since their each other? Translate the joke into
r —owing served a certain purpose, for example to Russian and then back into English so
: -: ide a name for a new invention. that it makes sense.
- Word
s= graffiti Arabic
\ kangaroo Chinese
karaoke Finnish
pnamas French
sauna German
scholarship Indian
Russian
zebra Japanese
troika Italian
11
I
1 5 Read the text about these kinds of languages and find two names that are
a combination of Russian and English. Explain how they came about.
•
they are very similar. -ible, -able
3 Runglish was invented in space.
4 Runglish is spoken only aboard the Inter- • -y
national Space Station.
5 A variant of Runglish was first mentioned
• tradition, communicate, responsibility, effect,
culture, history, excellence, limit, music, remark,
in a science fiction book. interest, conversation, understand, ambition,
6 A pidgin language is a mixture of two or care, create, wonder
more languages. Pidgin is usually used
between people who do not speak each
other's languages.
12
Unit 1 Section 1
2 0 Compare the two texts and say which of them you like more.
Explain your opinion.
S a y it in English
S a y it in Globish
l e i u i u i o
appeared called Globish. It was created in the 1990s
T h e ^ specifically with the business world in mind due to
ankind has always dreamt of the end of Babel a project called
appeared its French
Glo<creator, Jean-Paul Nerriere, had
1 2 3 Work in groups of 3 - 4 . Make two lists of 2 5 Fill in "the" where necessary. Find the
strengths and weaknesses of simplified countries mentioned in the exercise on the
languages. world map. What languages are spoken in
these countries?
GRAMMAR FOCUS: USE OF ARTICLES
WITH COUNTRIES AND LANGUAGES 1 ... United States of America is located in ...
North America between ... Canada and ...
Mexico. The official language of the USA is
2 4 Read the rules and match them with
an example. There is more than one ... English.
example for each rule. 2 ... China is the world's largest country. ...
Chinese language is one of the most difficult
1 We use "the" with the names of countries
for Europeans to learn.
when they include words, such as state,
3 ... Croatia lies on the northeast of Adriatic, it
republic, kingdom, etc.
borders with ... Slovenia, Bosnia and Serbia.
2 We do not use "the" with the names of
countries. There are some exceptions: the 4 ... Cyprus lies in the Mediterranean, 71 km
Netherlands, the Sudan, the Vatican City. south of ... Turkey. Most people in Cyprus
3 We do not use "the" with the names of speak ... Greek and ... English.
languages when they are NOT followed by 5 ... United Kingdom of Great Britain and
the word language. Northern Ireland is made up of ... England,
Examples: ... Wales, ... Scotland and ... Northern
a) My brother speaks French fluently. Ireland. Its population is about 60,000,000
b) The USA consists of 50 states. people.
c) The Netherlands is a country in northwest 6 ... New Zealand is a country in the Pacific
Europe. Ocean southeast of ... Australia. About 10%
d) The French language is difficult to learn. of the population are Maori people who lived
e) Australia is both a country and a continent. there before Europeans came. The language
they speak is ... Maori.
14
2 6 Work in pairs. Answer the question: Do 2 7 Read the teachers' comments on this
you think English should be simplified and topic which they made on an internet
made easier to learn? forum. Mark the ideas + or - depending
on how they answer the question above.
2 8 Read the rule and find examples of passive voice in the texts above (Ex. 27).
Complete the table in your Workbook.
Passive: be + Уз
example
2 9 Complete the gaps in the sentences below with the correct form of
the passive voice. Add the examples to the corresponding line of the table
in your Workbook.
1 During the last lesson students ... (expose) to some authentic language.
2 At the moment the intensive language courses ... (organise).
3 A new French textbook ... (write) recently.
4 Some people think that soon a simplified version of English ... (use)
by many people.
5 They said that the book ... (translate) from German in 1989.
6 By June 2015 our language research ... (complete).
7 This article ... (discuss) when he arrived at the meeting.
8 The essay should ... (finish) yesterday.
16
3 0 Use the correct forms of the words in the brackets to complete the text.
The term "British English", however, has a wider meaning, and (6) ... usually ...
(reserve) t o describe the features common t o English English, Welsh English,
Hiberno-English, and Scottish English.
A lot of people (7) ... always ... (interest) in the different accents and
dialects t h a t exist in Britain. That's why The English Dialect Dictionary t h a t
(S>) ... (compile) by Joseph Wright, is now extremely valuable. B u t the diversity
of accents within the nation (9) ... still ... (study) by linguists. Dialect
research papers (10) ... often ... (sell) for hundreds of pounds. People tend t o
be very proud of their local accent or dialect.
31 Read the opinions again (Ex. 27) and 3 4 Read the definitions and match them to
complete the table in your Workbook. the words. Answer the questions in pairs.
Which of the teachers would you most like to a way of saying words that
learn from? Why? shows what country, region, or social class
someone comes from
3 3 Write to an internet forum expressing
your opinion on the question:
special words and phrases that
Would you like to be taught a simplified
are only understood by people who do the
version of English?
same kind of work.
Use:
Let me start b y . .
I'd rather... Are there different dialects in Russia? Name
Only then... some of them.
Why should... When did they first appear?
The most important need is... Why do they exist?
I think that... What are the differences between the dia-
In my view,... lects?
This is a very good reason why... When do we say that a person:
Obviously,... ... speaks with an accent?
After all... ... speaks in a dialect?
Let's... shall we? ... uses jargon?
17
» I • i л •
Unit I Section
3 5 Listen to the interview and match the speaker with the question.
See "How to deal with listening test questions" in "Learning strategies".
Are there any English words that mean 4 Which varieties of English are spoken by the largest
completely different things in various parts of and the smallest numbers of people?
the world? 5 Are there varieties of spoken English which might
Does the internet create a universal language be impossible to understand by some native English
for quick and easy communication? speakers?
How many people speak English as a first, 6 Why does English have so many different words
and as a second language worldwide? and accents in the various countries it is
spoken in?
3 6 a) Look at the list of languages and put them in order from most to least
spoken in the world.
b) Listen to the recording and check your guesses. Fill in the 1st column of
the table in your Workbook.
3 7 Listen to the recording once again and Ш3 9 Work in groups of 3 - 4 . Make a list
fill in the rest columns of the table in of reasons why people learn foreign
your Workbook. languages.
3 8 Work in pairs. Discuss what foreign lan- 4 0 Read the text and add more reasons to
guage you would like to learn and why. your list. Then share your lists with other
students.
18
|.„iHti'Ka
6кS
А
4 1 Work in groups of 3 - 4 . Follow these steps: Use: beneficial for all, excellent knowledge,
improve your life, effective(ly), easily,
Why is learning a foreign language important
powerful, successful, amazing, enjoyable
to you? Write a list.
experience
Read through the list of reasons you have
written and revise it. Choose the most
important factors. Dialogue vocabulary
Think about how these factors influence /
could influence your life.
First of all,...
Plan your presentation. Write the key points
After all,...
and the supporting arguments.
I think,...
Design a visual support in the form of
I doubt that...
a poster.
I am convinced that,...
Decide who will say what.
Make the presentation.
Section 2 Living in a global village
Your answers
Questions before listening
after listening
11 And finally, who could be hit worst by one of the biggest problems of today's
information society, that is, junk e-mail?
4 6 Divide the words from the list into two categories: decrease, grow, reinforce,
^
deteriorate, improve,
+ rise, develop, increase,
strengthen, fall, lessen
to describe a negative change: to describe a positive change:
4 7 Fill in the table in your Workbook.
I grow strengthen
4 8 Fill in the gaps in the sentences with the proper word forms (see Ex. 47).
Make any necessary changes. See "How to deal with fill-in-the-gap test questions"
in "Learning strategies".
Globalisation
lobalisation refers to the idea that the world is developing a
G single economy and culture as a result of improved technology
and communications and the influence of very large multinational
companies. The world is seen as a global village in which all
countries depend on each other and seem to be closer together.
There are many arguments surrounding the phenomenon
of globalisation and they're all quite controversial. Opponents
of globalisation or anti-globalists say that it exploits workers
and degrades the environment. They say that, as multinational
corporations become more powerful, they become less accountable
for their actions. And there's increasing concern that multinational
(mainly American) companies are crushing the cultures of smaller
nations.
But supporters of globalisation, or globalists, argue that world
trade makes everyone richer. They say that, as more countries
make trade deals with one another, international understanding
increases, therefore lessening conflict and improving human
rights.
Unit I Section
4
5 1 Read the text again and guess the meaning of the words below.
1 controversial
a) a point that people disagree on
b) a point that people can't understand
2 degrade
a) spoil
b) treat badly
3 accountable
a) in a position where people have the right to criticise you or ask you
why something happened
b) in a position where you prepare financial reports
4 concern
a) a feeling of worry about something
b) a feeling that you care about someone
5 crush
a) make someone feel disappointed
b) completely defeat someone
5 2 Look at the pictures and say what they have to do with globalisation
22
nit I Section 2
4
5 3 Read about an example of globalisation and say whether your
guesses were correct. What has changed?
he popularity of western music has spread all over the world. Pop music
и Ф
T developed into a global industry in the second half of the 20th century.
It started with Elvis Presley and the Beatles, who could be called the word's
first rock stars. These musicians created a new era, allowing other singers to
become internationally famous.
Rock'n'roll was spreading throughout the continents when a small group
in the north-west of England appeared. At that time, the group was playing
in small halls in Liverpool. They decided to change their name from the
Quarrymen to the Beatles and in the following eight years, they sold millions
of copies all over the world and became as popular as Elvis.
Both music professionals and fans agree that Elvis Presley and the Beatles
are the most valuable phenomena to have entered the pop music world of
the 20th century. They started a new era that then created a new global
industry.
But pop music changes quickly. It is sometimes difficult to understand
why a group or a singer is successful and why the public buys their music.
For this reason, the industry is constantly changing.
1 Read through the text and select some 2 Which of the sentences describes a temporary
of the verbs. Match the verbs with their situation? Which one describes a permanent
correct tenses. (6 points) one? (2 points)
Present simple a) They employ lots of people.
Present continuous b) They are employing new staff.
Past simple
a) From 1989 to 1995 he played in a rock group.
Past perfect
b) When I first saw him, he was playing
Past continuous
the piano.
Present perfect
"7
5 5 What is your score? Are you good at verb 157 Listen to the text and check your answers.
forms? Read the "Grammar reference" Correct any mistakes.
on page 182 if necessary and do Ex. 54
again.
5 8 What other examples of globalisation can
you see around in everyday life?
5 6 Read the text about another globally
Think of...
famous person and fill in the appropriate
verb forms. • shops in your region
_ _ . .. • goods you buy
• food / restaurants
• your own ideas...
Make a list of items that are global.
24
т
61 Fill in the gaps in the sentences with the words and word combinations
from Ex. 60.
• supports anti-globalists
• is against the anti-globalist movement
• is neutral towards the movement
he groups and individuals that represent Generally speaking, protesters believe that
63 Read the text once again and write out 6 6 Listen to the p r o g r a m m e again and com-
the ideas that support / oppose the idea plete the following sentences. Use your
of globalisation. Workbook.
26
nit 1 Section 2
6 7 Who do you think lives in Britain? Which Thousands of years ago Britain was invaded
races and nationalities do they represent? by different countries, races and nationalities
including the Romans, the Saxons, the Normans,
the Vikings. And so today many people actually
descend from them.
Even then, invaders brought slaves. In the 3rd
century AD Rome used black soldiers to guard
Hadrian's wall. In the 20th century Britain
suffered much during the Second World War and
people from other parts of the world were invited
to help rebuild the country. Many of them were
from different countries belonging to the British
Empire. The first ship came from West Indies in
1948. It was called the Empire Windrush and it
had hundreds of people on board. Later people
continued to arrive and stay in Britain.
As a result of these events, Britain has become
a country where different nationalities, cultures
and religions are mixed. This mixture has
influenced all spheres of life, including the
country's literature, music, art, fashion and
6 8 Read the text and check your guesses. Use
the "Cultural guide" if necessary. everyday habits and routines. People who were
born in other countries have brought their
traditions, rituals and food with them. For
W h o lives in Britain? example, Indian and Chinese takeaways are as
ritain is a country where people of different popular as traditional British fish and chips.
B nationalities have been historically mixed.
Several thousands years ago people travelled
An international influence is also clearly
seen in popular music styles. For example, rap
from many different parts of the world to live and hip hop, types of music extremely popular
in Europe and Great Britain. In fact, every person among teenagers, originally came from Africa.
in Britain has origins from another country. Even in schools different origins have to be taken
The official count in 2001 showed that into consideration, particularly when a school
Britain's population consisted of the following uniform is required.
different races and nationalities. Here are some
of the figures.
54,154,000 White
6 9 Read the text again and say whether the
1,053,000 Indian following statements are true or false.
566,000 Black Caribbean Then correct the false statements.
27
А
W O R D FOCUS: DESCRIBING ORIGINS 6 There are global factors that make people
migrate, for example, ... and . . . .
7 0 Look through the text in Ex. 68 and 7 The most important pull factors are . . . .
find expressions similar in meaning to
"be from".
7 5 Do research on the topic "Who lives in
Russia?" Follow these steps.
7 1 Match the global objects and the names Find a person or a family who have migrated
that have come from different countries to / from another country.
to the countries of their origin. Make Prepare the questions for the interview.
sentences about them. Use the words from Arrange a meeting time for the interview.
Ex. 68. Then give your own examples. Conduct the interview with your selected
person or family.
macaroni America Summarise their comments and responses.
Pushkin Japan Then report what you learned to your class-
sushi China mates.
football Albania
bicycle Italy
silk England
compass Russia
gunpowder France
printing
papermaking
Newton
Pavlova
sputnik
potato
Mother Teresa
28
Section 3 Are you aware of your rights?
29
°nth*Rig
What we need are ways to enforce these rights and make sure that every child
knows them. If we do this, then we believe children will feel better about them-
selves and so will treat one another better.
Instead of perhaps boring you with the full list of rights, we, as a group of
young people in Derry, decided to compile a list of our ten top favourite rights.
If you want to find out more, check out the website www.unicef.org
8 2 Read the text again and guess the 8 4 Work in groups. Discuss these questions:
meaning of the words given in the box.
Use the context to guess their meaning. • Do you know about your rights, especially
those which deal with education in grades
10-11?
decent abuse neglect torture uphold
• How do you find out about your rights?
• Do you think young people in general know
about their rights? What can you do help
8 3 Work in groups. them learn?
a) Discuss the rights presented in the text
and agree on the three most important WORD FOCUS:
ones. PHRASES WITH RIGHT AND RESPONSIBILITY
b) Each right involves responsibility.
Think of a responsibility for each right.
8 5 a) Explain in English the following
Share your opinion with your classmates.
expressions:
equal rights human rights animal rights
b) Read the dictionary definitions. Translate the phrases into Russian
and complete the sentences below. Make necessary changes.
right — something that you are morally or legally allowed to do or have: have a / no
right to do something, give someone a right to do something
be in the right — to be morally or legally correct in what you do or believe
be within your rights (to do something) — to have the moral or legal authority to
do something
by right — if things are done as they should be
responsibility — l . a duty that you have to do because it is part of your job or position
2. a moral duty to behave in a particular way
responsibility to / towards, have a responsibility, a sense of responsibility,
take responsibility for something, under your own responsibility — when
you are doing something because you think it is right and you are ready to take
responsibility if something wrong happens as a result
30
L uMKfiftn'rfri. in . i Я В Ш н к Ы М fe.Avc-'ija Unit 1 Section 3
/ 8 6 Complete the following sentences. Use the words and phrases from Ex. 85.
Make necessary changes. See "How to deal with matching test questions"
in "Learning strategies".
1 Both globalists and anti-globalists think they are . . . .
2 ..., you should have the interview before getting a new job in this company.
3 Her ... makes her work hard and do everything in time.
4 The Ministry of Education ... students a ... to choose some of the final school exams.
5 Nobody wanted ... for the accident so the police started an investigation.
6 School rules say that it's a student's ... to study well, be organised and act politely.
7 The officer in the airport ... to ask them to show their passports.
8 Our work plan was agreed on by everybody and I think we should follow it.
Everything else is ... .
9 We ... to future generations is to prevent serious damage to the environment.
10 You ... no ... to talk to me in that way!
К Я 8 8 Go back to the first set of questions of the section (Ex. 78) and use
the examples to explain the statements in Ex. 87.
GRAMMAR FOCUS:
MODAL VERBS FOR EXPRESSING OBLIGATION, NECESSITY, PERMISSION
1 Can / Could / May I use your phone, please? a) Asking for permission
2 We were allowed to / could wear jeans at school. b) External obligation
3 I have to bring all my course books to school. c) Lack of obligation or necessity
4 I must work harder. d) Past obligation
5 You don't have to pay for this course. e) Permission in the past
6 We had to go to bed at 10 p.m. f) Personal obligation
9 0 Rewrite the sentences without changing the meaning. Use the modal verbs.
Is it necessary to wear formal clothes? Do you ... Teachers are not obliged to stay late at school.
wear formal clothes? Teachers ... stay late at school.
They said it wasn't necessary for me to write the We are permitted to use the swimming pool
essay. They said ... to write the essay. free of charge. We ... use the swimming pool
They said it was possible for me to hand the essay free of charge.
:n later. They said ... hand in the essay later. I was forced to stay after school to do the
You are not allowed to wear trainers at school. test again. I ... stay after school to do the test
You ... wear trainers at school. again.
9 1 Complete the sentences for yourself.
1 This year I must . . . .
2 At school I have to ... but I don't always
do it.
3 I am glad I don't have to ... this week. Teenagers today have:
4 When I was 5 years old I had to ... . a) too much freedom
5 When I was in my first year at school I b) not enough freedom
wasn't allowed to ... .
6 I don't have to ... at home. c) the right amount of freedom
ф
• - The most strict people are:
9 2 Work in groups. Choose one of the a) parents
Ли
quotations and translate it into Russian. b) teachers
Do you agree with it? Explain your
opinion. c) politicians
Ф
5 Parents today should have the right tc j
' H
a) control the TV programmes their
Ф
children watch
em
b) limit what their children can access j
via the internet
6 A t what age do you think the following
should be aWowed:
a) getting married
b) getting a driving licence
c) smoking cigarettes
d) having t a t t o o s
e) piercing
f) part time jobs
g) drinking beer
W O R D FOCUS: LINKING DEVICES
9 5 Write an opinion essay. See "How to write
9 4 Group the linking devices from the list opinion essay / a for and against essay" in
below according to their function. Use "Learning strategies". Begin it with the
your Workbook. words:
introducing: ...
sequencing ideas: ... / think / yet
expressing contrast: .. too much ft&edom.
stating results: ...
giving examples: ...
adding: ...
concluding: ... enough fiezcUwi.
also in summary
as a result moreover Follow the steps:
besides nevertheless • Choose the opinion to start your essay with.
but next • Write a list of arguments to support your
finally secondly opinion.
first of all so • Consider what other people may think about
firstly thus the problem. Make a list of other opinions
for example to begin with and arguments to support them.
for instance to conclude • Develop your ideas into short paragraphs.
furthermore to sum up • Decide on the order of the paragraphs, and
however to summarise think of the links between the paragraphs.
in conclusion yet Use the expressions from Ex. 94.
• Think about how to finish the essay.
• Check your essay and correct any mistakes.
Speaker 2 .
Speaker 3 .
Dialogue vocabulary
Speaker 4 .
I believe it's silly of (teenagers) to.
Speaker 5 I don't believe...
I realise...
I feel/1 don't feel...
1 0 0 Listen to the recording again and I think...
decide which of the speakers... I'd like to...
1 is interested in other things besides politics. I'm more interested in... than...
I can't agree with...
2 says that another hobby made them I have to say...
interested in politics.
3 has changed his / her mind about political I don't see...
parties several times. Probably it's because...
34
ННННННВВвЯВН швшшвт Unit Т Section 4
E 1 0 4 Work in groups. Choose 5 - 6 people from the list. Then rank them according
to the importance of their contribution to society. Explain your opinion.
1 0 6 Use the ideas from the list to design criteria to rank people for their
contribution to the society. Rank the criteria from the most to the least
important. Along with the ideas from the list, add some of your own.
beips others works hard
beys the law follows political issues in newspapers
5 i good friend supports people in the community
antes in every election protests when something is wrong
r.ikes people happy takes part in politics
-_pports charities writes to a Member of Parliament if he / she feels strongly about something
: :ns a political party takes part in activities to protect the environment
35
1 0 7 Read the text about Dmitry Likhachov and say what
the following figures refer to. See "How to deal with
reading test questions" in "Learning strategies".
36
Section 5 Feeling safe
Ill Make a list of the least "green" products you use in every day life.
112 Read the descriptions of such products and match them with the pictures.
Fill in the gaps in the texts. wipes
5
I-: to any chemist's and you will find a big variety of Do you think it is possible to be 75% organic? I don't
\~em: makeup remover ..., hand ..., tooth ..., wood think so! The label on a package of this fresh ... says
dog ..., window ... and houseplant leaf ..., each it is 100% organic and invites us to admire its quality.
: i retaining some special compound that makes them Moreover, it says that it is alive and hydroponic, which
: irticularly suitable for a certain type of usage. The is just another way of saying that is grown in water.
tiole ... industry exploits the idea that a separate I don't immediately understand why that means the
i iposable cloth for every chore exists. I actually find ... has to be put into a thick plastic, individual box
:~i.t many of them are exceedingly unnecessary. For and exported from Canada. Some people are ready
: cimple, I wouldn't choose to buy any houseplant to pay more for organic food thinking they are doing
eaf ... since I wash my plants with soft soap foam so partly out of concern for the environment, but this
-rder a nice cool shower! And they like it! is not exactly the case.
plastic lawnmower 37
blades
1 1 3 Use your Workbook. Read the texts again. Find and write down
the words which mean:
• Which of the products above do you find the least green? Why?
• Do you use any of these products? If so, how often?
• Do you ever refuse to use something out of concern for the environment?
GRAMMAR FOCUS:
REVIEW THE USE OF ARTICLES
115 Read the rules and find more examples in the texts (Ex. 112).
1 We use a / an • with the words: morning, afternoon, evening,
• with singular countable nouns when we talk night, beach, station, sea, cinema, theatre,
about them in general coast, countryside, world, shop, library, city,
He wants to buy a car. weather, etc
• to refer to any one thing of that kind Have you been in the theatre recently?
He bought a car. 4 We do not use the
• with be and have (got)
• with uncountable nouns or plural countable
2 We do not use a I an with uncountable nouns when we talk about them in general
nouns or plural countable nouns. We use Students take a lot of exams.
some. • with proper nouns
He bought some petrol for his car. Nikita lives in Novosibirsk.
He bought some books. • with possessive adjectives or the possessive
3 We use the case
• with nouns when we are talking about That is his new car.
something specific, for example, when the • with the words: bed, church, school, college,
noun is mentioned for a second time, or the hospital, prison, university, court when we
noun is already known refer to the purpose they exist
He bought a car. The car is very expensive. Children should go to school.
• with nouns which are unique
The sun, the moon
Unit 1 Section 5
lthough most of us say we love the hot heavy snowfalls, these should be part of everyone's
A weather, I wonder if we would feel (0) the
same if every day was the same with predictable
childhood! Sledging down (14) ... nearest slope
until your fingers feel as though they will drop
sunshine and heat? Never having lived in (1) ... off was all part of (15) ... fun! These days with
hot country for more than (2) ... few weeks I am (16) ... first flurries of snow we are given weather
not sure what my (3) ... opinion would be. Maybe warnings and told not to go out unless our journey
I would miss (4) ... rain? There is something about is "essential". There is (17) ... outcry if schools are
(5) ... freshness that is in (6) ... air after (7) ... closed, but is (18) ... journey to school "essential"
summer rainfall. When I was younger I was scared in such weather conditions? A debatable point! I
of (8) ... thunder and my mum used to tell me remember having to struggle through deep snow
it was only God moving his furniture around! to get to (19) ... school, but as it was only (20) ...
To pass (9) ... time we counted between (10) ... short distance from home and the teachers all
lightning flashes and thunder, (11) ... number we lived locally, that was no problem. Nowadays it
got to was supposed to be (12) ... number of miles is somewhat different. Our seasons seem to have
away we were from (13) ... storm. disappeared — or have they merged into each
It is shame that today we don't have those other?
118 Read the text and say what the main purpose of the Kyoto Protocol is.
1 2 8 Listen again and take notes. Complete the table in your Workbook.
reasons against using mobiles reasons for using mobiles actions to prevent people from
while driving while driving using mobiles while driving
1 2 9 Say what your opinion is on the 131 Work in groups of 3 - 4 . Discuss safety
following points. issues. Take notes.
• Do you think that using mobiles while Think about:
driving should be prohibited? Why? • what makes your feel safe
• What would you do to prevent people from • what you can do to make life safer
using mobiles while driving? Add your ideas
Consider the following aspects:
to the table.
• the environment
• food
1 3 0 Work in pairs. Discuss the questions. • everyday habits / lifestyles
• the people around you
1 Remember some of the other examples • behaviour at home / outdoors / in public
of anti-social behaviour you talked about places
in Ex. 126 and 127. What can be done to
prevent it? Summarise the results of your discussion and
2 Do you think that heavy fines and other present them to the rest of the group.
legal measures would stop anti-social
behaviour?
Mini-project:
3 What can young people do about it?
An ideal teenage citizen
Key vocabulary
abuse contribute accountable approve of something
accent deal with ambitious be spoken
accuracy decrease authentic be against
concern degrade beneficial be in favour of
confidence deteriorate controversial be negative towards something
dialect develop effective be positive towards something
experience engage in fluent be in the right
fluency fall independent be within your rights
index grow ineffective come into force
jargon increase limited disapprove of something
neglect improve native (tongue) equal rights
personality lessen responsible for many reasons
shyness oppose spoken human rights
rise traditional have / take responsibility
strengthen widespread identify oneself with
support in addition to
uphold means of communication
wrong
wm
42
2 Read the text and complete the gaps in
sentences with the words from the text. Use
no more than three words in each gap.
a) Listen to a girl speaking about her
experience of learning English and put
T
the parts of the course in the order she he Irish Travellers are the largest minority in
mentions them.
Ireland. There are about 25,000 Irish Travellers
1 A Case Study in Ireland and 1,300 in Northern Ireland. They
2 В Original Writing are a little understood nomadic community, who
3 С Language Investigation have many difficulties to overcome if they are
4 D Language and Society to survive as a culture and gain acceptance into
5 E Stylistic Analysis
Irish society. Among the challenges facing them
are poverty and racism.
Points Q /5
The Irish Travellers are a distinct ethnic group
which has existed for centuries. Often they are
b) Listen again and match the statements mistakenly considered part of the nomadic
and the course parts. You can choose some Romani, an ethnic group which originated in the
of the parts more than once.
region of India and is now widespread throughout
1 It made up most of the course work for the Europe. But the Irish Travellers are indigenous to
students.
Ireland, so the two cultures are not related. While
2 It was the speaker's favourite part.
both are nomadic, the Irish Travellers are Roman
3 The students studied all three parts of this
subject Catholic and speak a language that is theirs alone.
4 It was the longest part of the course. They have their own culture, customs, traditions,
5 The students were given materials to prepare and language. They are noted for their musical
for this part in advance. and storytelling abilities.
6 The students were given plenty of practice in In times past, they travelled by horse-drawn
this subject. wagon in caravans, making camp along the way.
7 The speaker still recalls something from this
Tinsmithing, horse trading and peddling were the
subject now.
major sources of income in those days. Tinsmiths
8 The students had to write articles in this
were so prevalent among Irish Travellers that
subject.
the terms Tinker and Irish Traveller were used
Points Ц /10 interchangeably. Today, Tinker is one of many
names for Irish Travellers.
Horses and wagons have given way to mobile
homes pulled by motor vehicles. They continue
their life on the road, but there are fewer places
to stop and fewer places where they are wel-
come. Today, Irish Travellers mainly work in re- 1 ... are the two main problems of Irish
cycling. Changing needs of society and progress Travellers.
have eliminated the jobs that could support a 2 The Irish Travellers are mistakenly taken
culture on wheels. for the nomadic Romani, another ... widely
spread in Europe.
Irish Travellers are poor, undereducated, and
3 Although both groups are nomadic, their
on the receiving end of discrimination. Their life
cultures . . . .
expectancy is lower than average while their 4 In the past the Irish Travellers went around
infant mortality rate is higher than average. As is by ... in caravans.
the case with the Romani, the Irish Travellers are 5 They were called Tinkers, which is now ...
seen by many as a group of immoral, ignorant for them.
criminals and con artists. People distrust their 6 Irish Travellers have mobile homes pulled ...
nomadic culture and their language, Shelta. now.
7 Today, the Irish Travellers mainly work . . . .
Many think it's a secret language specifically
8 They have low ... and their infant mortality
developed as a tool to help the Irish Travellers
rate is ... .
trick innocent people. But this is not true. It is an
9 People distrust their ... and . . . .
old language, which has evolved with time and 10 People think that the Irish Travellers have ...
circumstances. Once heavily infused with Irish that helps them trick people.
Gaelic, it is now infused with English.
Points /12
3 Fill in the gaps in the text with the correct forms of the words in CAPITAL
LETTERS at the end of each line.
44
4 Read the text and choose the best options to fill in the gaps.
Human Rights Day
n 10 December 1948, the United Nations or impossible to participate in the labour market
O General Assembly adopted the Universal
Declaration of Human Rights, which has become
and have little or no access to (6) ... services and
resources. Meanwhile, the poor in many societies
a (1) ... standard for defending and promoting cannot enjoy their rights to education, health
human rights. Every year on 10 December, Human and housing simply (7) ... they cannot afford
Rights Day marks the adoption of the Universal them. And poverty affects all human rights: for
Declaration which states that "Human beings example, low income can prevent people from
are born with (2) ... rights and fundamental accessing education, which in turn inhibits their
freedoms". participation in public life and their ability to
In 2006, Human Rights Day focused on (3) ... influence the policies affecting them.
poverty as a matter of obligation, not of charity. Governments and those in a position of
Poverty is (4) ... by human rights violations. The authority must (8) ... responsibility for dealing
links between human rights and poverty should be (9) ... poverty. The realisation of human rights —
obvious: people whose rights are (5) ... are more including the fight against poverty — is a duty,
likely to be poor. Generally they find it harder not a mere aspiration.
45
The job of your dreams
g
4 Work in pairs. Write a description of the
most popular job in your list. Then join
6 Discuss the following questions with your
classmates. Then write your answers down.
another pair and read your description. Use your Workbook.
Let the other pair guess the job you have
1 What kind of job would you like to have?
described.
2 What would your friends and family think
Use these points to guide you:
about your choice?
3 What kind of job would you least like to
place of work duties
have?
4 What jobs, if any, do you think should only
be done by men / women?
hours of work 5 What's more important to you — earning
lots of money or having a job you enjoy?
5 Read the statements and guess the meaning 8 In groups of 3 - 4 discuss the questions.
of the phrases in bold. Decide whether you
agree with the statements. Why or why not? • What do you consider a good job for you?
Why?
1 Not many people have unusual ambitions, • Do you have any unusual ambitions?
most of them choose an ordinary but • What do you expect from your future job?
practical job. • What do you need to do to get a good job?
2 Many young people prefer to become self-
employed business people, rather than work
i
for a company. Dialogue vocabulary
3 It is difficult to make a good career unless
your relatives are very supportive.
A good job should be...
4 If you are stuck in a dead-end job, you
Being (a pilot) seems an interesting job
should try to choose a new direction in your
because...
career.
I'd like to become a... because...
5 You must have the guts to go through
medical training: some people get I dream of becoming a... although it's not
squeamish at the sight of blood. an ordinary job.
6 It is useful to make a rough estimate of your I think my future job will...
future income when you apply for a new job. Good salary is very important / not as
important as...
I believe that if a person is (persistent and
self-confident), he or she will...
47
WORD FOCUS: WORD FORMATION
9 Put the words and expressions in the box.
Some of them can reffer to both categories. 11 Fill in the table with the correct form of
Use your Workbook. the words. Use your Workbook.
Professional qualities or noun adjective verb
Personal qualities
knowledge
imaginative
professional —
ж 1
•
ШШШШШШШШШШШШШШШШШШШШЯШШШШШШШШШШше . лйвШШШШ
1 4 Label the table with the words below and 1 6 Write a "For and Against" essay.
comment on what the table tells you. You have 40 minutes to do this task.
Comment on the following statement.
Male Hairdressers Engineers Female
IT specialists Nurses Roles as men and women start when we
are born and there will always be male and
GENDER Male Female
female jobs in any society.
10 90
9 91 What can you say "for" and "against" this
issue? Write 200-250 words.
85 15
Use the following plan:
78 22
Introduction (state the problem).
Arguments "for".
Dialogue vocabulary Arguments "against".
Conclusion.
E 1 5 Work in groups of 3 - 4 and discuss the 1 7 Read the dictionary entries and answer
the questions.
following questions. Make notes of your
discussion. What types of jobs do you know?
Are there jobs that are better for just men or What verbs can be used with jobs / profession?
just women? What do you think are some male What words can be used to speak about:
and female jobs? Explain your opinion. a) looking for a job c) not having a job
b) applying for a job d) having a job
Use:
have different talents, be honest, get on well
job — work that you do regularly to earn
with people, be aware of one's own emotions,
money
feel empathy, work well with others, deal with
stress well, be self-confident and optimistic, be Words often used with job:
more / less ambitious... apply for a job, get a job, find a job, offer
someone a job, take a job, do a job, be in a
job, be out of job, leave your job, lose your
job, job interview, temporary / permanent
job, part-time / full-time job, top job
•
When we ask people about their job, we usu-
ally say "What do you do?", or "What's your
job?" The answer would usually be "I am a..."
or "I work as a...", and not "My job is..."
18 Read the conversations and choose 2 I Read the text and answer the questions.
the correct option. Then listen to the
recording and check your answers. • What does Sophia do for a living?
• Does she like her job? Why?
• Do you think she has made a success in it?
Why?
51
2 4 Fill in the gaps with the words from Ex. 23.
1 We ate breakfast, collected our bags and school.
2 What are you going to do to ?
3 If you you are not likely to make them again.
4 Many city dwellers country living these days.
5 It takes up to six years to in Medicine.
6 The ..., energy, drive and innovation of staff are essential to our success.
2 7 Read the text and fill in the gaps with the correct options. See "How to deal
with multiple choice test questions" in "Learning strategies".
ome people are fortunate enough to discover that they have a special
S interest when they are very young giving them a direction when they go to
choose a (1) ... . Jessica showed an interest in clothes and in sewing from a very
early (2) ... which resulted in her winning awards in school fashion shows (3) ...
a teenager. She is well on her way toward a (4) ... career in costume design.
Others have a more difficult time finding their way. Even people who believe
they know their areas (5) ... interest are often misled by their emotions or the
glamour of a certain job. So (6) ... young people "want to write", but analysis
shows they are intrigued by what they think the life of a writer is (7) ..., not
realising that it is a hard craft.
Fortunately, there is help available to determine your areas of interest in
the form of {&) ... tests in which you answer "either/or" questions, if you are
asked if you would prefer to sell clothes in a store, or be in (9) ... of an auto
parts department, your immediate reaction may be "neither". However, a slight
preference toward one of those, as well as your choices in other questions, (10) ..
reveal some interests you have that may not have been so apparent before.
parents' advice
friends' opinion
personal interest
53
W h a t happens after school?
31 Listen to the people speaking about higher education and match the
speakers with the statements. Whose opinion do you share?
1 Higher education should become cheaper.
2 You should save money so you can pay for higher education later.
3 The internet provides an alternative to universities.
4 Education should be free for everybody.
5 Higher education shouldn't be free for all.
6 Educated people are more useful to the country in general.
1 alumnus a) a study course for people who want to get a new qualification that's
(pi. alumni) (AmE) different from their previous one
2 graduate (AmE) b) a former student of a specific school, college or university
3 postgraduate c) someone who has completed his / her undergraduate studies and
was awarded such a degree by a college or university
4 undergraduate d) a student in a university or college who has not received a first
degree (esp. a bachelor's)
5 Bachelor / e) someone who has finished their studies at the high school, college,
Bachelor's or university level or someone who has a degree from a university
6 Master / Master's f) someone who has completed at least one year of graduate study and
was awarded such a degree by a graduate school or department
7 retraining course g) a student who continues his / her studies after graduation
8 refresher course h) to study some subject as an academic specialty (AmE)
9 major (in) (AmE) i) a study course which serves as a review of previous education
54
3 She's always been academically minded. She
3 3 Fill in the gaps in these sentences with decided to do a ... course and become a. ...
the words from Ex. 32. of Science.
1 My qualification turned out to be so unpop- 4 Vicky's about to ... from university. She's
ular that I had to do a ... course in order to going to get her first university degree: a. ...
become a web designer. of Arts.
2 Josh is in his first year at university. He's 5 Every five years doctors and teachers have
only an ... student. to do a ... course to keep up with new
developments in their areas.
6 Do you know any St Petersburg State
University ... who have become really
famous?
7 He's interested in environmental protection,
that's why he has chosen to ... in ecology.
e
- ' Новгородский государстве»*ыйу«еер01тет
Новго ственныиУниве
Официальная информация Учебный процесс Наука Международная деятельность Разное Объявления Поиск English
55
3 5 Do research on the internet about a university of your choice
See "Tips for doing internet research" in "Learning
strategies". Find out:
the university's name and location
the courses that are taught there
the degrees you can get
its structure: departments, faculties, etc
the facilities available: laboratories, research centres,
libraries, computer centres, etc
the university's history
the number of students, professors, tutors
the projects the university is part of
the quality of the education, the university rating
in Russia or worldwide
any famous alumni
56
4 2 Read the joke and translate the words
in bold. Which degree would you like to
get? Why?
The graduate with a science degree asks,
"Why does it work?"
The graduate with an engineering degree asks,
"How does it work?"
The graduate with an accounting degree asks,
"How much will it cost?"
The graduate with a philosophy degree asks,
"Do you want problems with that?"
attend
study at
enter
get into / in
Mini-project: An educational leave
initiative
get an
education at
41 You are going to design a project graduate
concerning the cooperation between from
secondary schools and universities
worldwide. Work in groups and follow
these steps.
4 7 Work in pairs. What do you think of the 4 9 Look at the pictures and guess what all
young people's opinions in Ex. 46? Do these people have in common. Say what
you agree or disagree? Discuss various you know about them.
ideas and opinions.
Dialogue vocabulary
I think...
I feel that...
As far as I'm concerned...
Why do you think that...?
What makes you feel that...?
I think... because...
That's why I feel that...
.. .and so I think that...
That's what I feel too...
Exactly.
5 0 Answer the questions.
1 What professions can you master in vocational colleges?
2 What is the main difference between vocational colleges and universities?
WORD FOCUS:
VOCATIONAL EDUCATION TERMS
5 3 Read the extracts from the radio programme about vocational colleges.
Then match the answers and the questions. Translate the words in bold into Russian.
1 Who can enrol in a vocational a) Oh, that's not so easy. We have so many different
college? students from school-leavers to professionals with
graduate degrees.
2 Are there entrance exams? b) Many feel they might become more employable if they
get additional qualifications.
3 Describe a typical student of c) Actually, we've got an "open admission" policy which
the college. means we don't have exams, only an interview before
the start of the course.
61
Mini-project: A debate
W o r k in two groups: those " f o r " the motion and those "against".
Select a secretary for each group and a chair for the debate.
Г
Group A presents their arguments Group В presents their argument
for the motion. against the motion.
Dialogue vocabulary
62
• • н Н Н н ^ ш Н Н и
6 4 Read the school development plan and write sentences to describe it.
Ь by 2015 / eevrmt
6 by 2 0 , 5 , a ' Nation*, pro/ectg ..
' 5Wim^ne pool / build Unch
63
Section 3 Final assessment
6 6 Read the exam questions. Match the questions with the students' answers.
Do you think these are real life answers? Why or why not?
1 What causes the tides in the oceans? a) Salt, pepper, mustard and vinegar.
3 How can you delay milk turning c) There is a fight between the Earth and the Moon.
sour? All water tends to flow towards the moon, because
there is no water on the moon, and nature hates a
vacuum. I forget where the Sun joins in this fight.
6 7 Put the sentences in the correct order to reconstruct the story about
a strict professor.
l_b_ 2 3 _ 4 5 6 _ 7 8 9 _
a) He insisted that anyone who kept writing on their exam after the
bell would take a zero on the exam.
b) An economics professor at school had a strict policy that the hourly
examinations were to be completed at the bell.
c) The guy looked at him and said, "Professor, do you know who I am?"
d) The guy, with an enraged look on his face, shouted, "You mean you
have no idea who I am?"
e) The professor replied, "No, and I don't care if your dad is the
president of the United States... you get a zero on this exam!"
f) The professor responded, "No, I've no idea who you think you are."
g) Well, one guy kept writing on his exam for a while after the
bell and then confidently strode up to turn it in.
h) The professor looked at him and said, "Don't bother to hand
that paper in... you get a zero for continuing after the bell."
i) And with that, the guy said "Good!" and plunged his exam
into the middle of the stack with the other students' exams,
and made a hasty retreat from the examination room!
64
GRAMMAR FOCUS: REPORTED SPEECH REVISION
I had my exams all last
Г - so scared. I'm not week, and it was so stressful. I think it's good to have exams. Sometimes
| ng to pass it! it's a nice surprise to see that I've done better
than I expected.
CM ns,
мсная
6 9 Listen to the first part of the recording.
How do you think the story ends? Write
down 2 - 3 ideas.
65
3 You talk ... nonsense, I refuse to listen to
7 2 Join the sentences. you.
4 These are ... trifles that you shouldn't feel
1 She was very busy last week. She missed our
unhappy.
meeting.
5 Their story was ... frightening that we
Example: She was so busy last week that she couldn't sleep.
missed our meeting. 6 She talked to him in ... a tone that he
2 Peter was very late. We decided to start our became extremely angry.
conference without him. 7 He drew ... a wonderful picture that
3 He was embarrassed. He could hardly everybody congratulated him on his success.
understand the explanations. 8 The trip appeared to be ... expensive that we
4 They were making noise. They were turned decided we couldn't afford it.
out.
5 His speech was brilliant. I felt extremely
7 4 Think of a test or exam you've taken
proud of him.
some time ago and describe it. Use the
6 She gave us a very good example. We
words from the list. Write 4 - 5 sentences.
understood the rule at once.
Use: difficult, tired, happy, important, nervous,
helpful, friendly, clear
7 3 Fill in the gaps with so or such.
Example: I was so nervous that I couldn't read
1 I was ... tired that I couldn't go to the the question.
stadium.
2 She spoke in ... a loud voice that we heard
everything from the last table. 7 5 Do the quiz and find out what kind of
student you are.
A
В don't
think care
it's obvious because you know you're not
С feel it's not fair
6 After the exam you think straight away of
A where to relax
В what you've done wrong
С what was wrong with the exam's structure
^ and make notes. Use your Workbook.
Relaxed student
T r y to concentrate and manage your time: you can easily do everything
but decide on your priority and stop finding more interesting things to
do. To cope with the problem try to follow these tips:
• Define and fix the time for your activities (lessons, homework, your way
to school and back, meals, sleep) and your rest.
• Make sure you have rest time every day.
• Try to break your timetable into periods not longer than half an hour.
It will help you to concentrate on your activity.
• At the end of each period write down the results of your learning or
revising activity (make notes, select some key words, etc).
• After each 30 minute period of work, give yourself a short rest. It will
provide some relaxation and good mood for a day ahead.
• As soon as you feel some success in coping with your time in this way,
make your serious activity periods longer.
• W h e n you realise that this approach to your time management Glossary
is productive, look through your timetable again, define the
self-confidence — sense
most challenging topic and break it into shorter parts.
experienced by people who are
• Analyse the results of your work during a day and think o f
sure of their power and success
the place where you study better: at home (in your room, in expectations — prospects of
the kitchen, in your garden, etc) or out (at school library, at good or bad fortune
your friends', etc). perfectionist — a person who
• T h i n k of your personal manner of learning things (reading is not satisfied with anything
to yourself, reading aloud, making notes / keywords, that is not completely perfect
representing the information visually, repeating the harsh — severe and strict
credit — praise, trust in oneself
information aloud, listening to your friend who reads the
text, etc). Choose the manner which is most convenient for
you and learn things in this way when possible.
Tense student
• completely
Try to realise your fears
depends on theand worries.
results Whyexams?
of your do you believe that your future
• Plan your work in advance. Break a large task into smaller parts.
• experience
Start doingofyour task
doing step by
similar step. Base on your positive personal
tasks.
aTry to support
sense your friends who are even more nervous — it will give you
of self-confidence.
Perfectionist student
ave you noticed that you can be a perfectionist? It happens rather
H often, but sometimes you experience a real trouble with managing
your time. Your perfectionist expectations push you to do a lot of
unnecessary work. You often feel stressed out because of trying to do things
"perfectly". Here are the tips for you:
• Remember that you study for yourself, and you should be healthy to
realise your plans in future. Be less harsh on yourself!
• Try to make difference between the things you should and you must do.
It will give you a chance to avoid stressful situations and to make your
high expectations more realistic.
• Discuss your expectations with your parents and friends. They know you
well and their opinion might be useful for you.
• Don't be afraid to make some mistakes. All people make mistakes from
time to time. No use being too critical to yourself. Give yourself credit.
• Planning your day try to break your timetable into shorter periods: not
longer than half an hour for a certain activity. Then relax for some time.
• Watch how your classmates work. Being aware of various personal styles
of learning will make you more tolerant to yourself.
• Do remember that nothing is absolutely perfect! In any of your activities
you should see a possibility of doing things better. That will give you a
perspective for the future and contribute to your creative thinking.
y y
„ - «-«BWKWWw™*!
J 7 8 Work in groups of 3 - 4 . You have two choices: Either design and introduce
a new exam system for Russia or describe how to improve the existing exam system.
Discuss the following aspects of the new or existing system:
• the stress it causes in students / teachers
• how to make it more student / teacher friendly
• its reliability
• its fairness
• how easy teachers find it to assess
• whether it's universal for secondary schools and institutions of higher education
• how it approaches multi-levels (for students with different needs and aims)
Present your group's ideas to the class using visual aids.
68
Section 4 Are there any alternatives to modern technology?
79 Read the text and say what the danger is. 8 0 Answer the questions.
1 W h a t is e-learning?
2 W h a t subjects do you t h i n k can be learned
online?
dan9erl
a r e in 3 D o you t h i n k that e-learning can compete
with traditional universities and colleges?
. „ v e r s u s
\ncr easing
rap\dW
b\g<3 est e rs\t\es,
et,tutions * 'Tne u r\W ,
rS
ле
81 Read the website description and answer
» « > o n : «wen«
the questions.
8 2 Read some people's opinions on the site and match them with the statements.
T h e r e is one extra statement.
be the typical discrimination found in normal
Andy:
communication. And the teacher and the
There are some university professors and lectur-
student will be on the same level.
ers today who are interested in Second Life but
I don't t h i n k they all are planning to partake in Tony:
it. Not yet, at least. It could be the right thing for It's a great idea but you should be aware that
those who are disabled, have problems with c o m - Second Life uses a really advanced technology.
municating or are not confident enough in a real You won't be able to use it effectively unless
life classroom. you have a top-range computer. Even univer-
Gilly: sity computer laboratories may not be up to it.
W e do hope that Second Life will become a place Rosanna:
where every student feels comfortable about T h e character you design for yourself helps
taking part in academic discussions. As you will you feel more confident and involved. You
be able to choose your appearance there won't can actually create the person you have always
69
ffiffljiiffcfciiMM-
8 4 Complete the table. Use the words from the list and add some of your own.
Use your Workbook.
70
в
8 6 Listen to the recording again and complete the notes.
he course I'm doing is aimed at those who the office or at school, and the question is if the
T are interested in the process of learning and in the learning process. The assignments
the has had on it. One of the first exercises are wordy, lengthy and difficult. I often wake up
is to look through a virtual suitcase in an attic at five in the morning with new ideas about my
belonging to someone you don't know, then pick way of thinking!
five items that tell you something about this ... It's course that was just launched this
and say why you chose them. Easy, you year. Materials include and... including "First
say! Well, no. It's actually quite difficult, because Class", the university's own conferencing software.
you have to then do a lot of to complete You are allocated a tutor and a tutor group. There
the task! is , rather you are assessed on your portfolio.
Further on in the course, you watch a video This course is really what you make it. There are
about and what they are learning. Another which can be extremely frustrating,
video is about where you learn, be it at home, in but challenging and rewarding as well.
GRAMMAR FOCUS: PRESENT PERFECT SIMPLE /
PRESENT PERFECT CONTINUOUS / PAST SIMPLE (REVISION)
8 7 Read the text and change the verbs on the right to make sentences on the left.
Fill in the gaps with the correct form of the verbs. See the "Grammar reference"
(page 186) if necessary.
odern distance education (1) ... around at least since Isaac Pitman BE
M taught shorthand in Great Britain via correspondence in the 1840s.
Since the development of the postal service in the 19th century, commercial
correspondence colleges (2) ... distance education to students across the PROVIDE
country. Computers and the internet (3) ... not only distance learning MAKE
easier, but also many other day-to-day tasks.
One of the oldest distance education universities is the University of
South Africa, which (4) ... correspondence education courses since 1946. OFFER
The largest distance education university in the United Kingdom is the
Open University (5) ... in 1969. FOUND
There are now many similar institutions around the world, often with
the name "Open University" in English or in the local language.
Distance education programs are sometimes called correspondence
courses, an older term that (6) ... in nineteenth-century vocational ORIGINATE
education programs that (7)... through the post. This term (8)... by distance CONDUCT, REPLACE
education, and has expanded to encompass more sophisticated technologies
and delivery methods. The first subject taught by correspondence (9) ... BE
the Pitman Shorthand, a tool of stenography. Primary and secondary
education programmes (10) ... also widely available by correspondence, BE
usually meant for children living in remote areas.
s
8 8 List the advantages and the disadvantages of the different modes of learning.
Use the words from your list and from Ex. 84. Use your Workbook.
Use: flexibility, adaptability to learner's needs,
distance face-to-face
e-learning face-to-face human interaction, feeling of isola-
learning classes
tion, expensive, globally resourced / unlimited
data, teacher's help and support, media literacy,
group / team work, peer assessment
71
8 9 W o r k in groups o f 3 and role-play the 9 0 T h i n k o f your plans and goals for the
exam situation. See " T i p s for participating next ten years. Write your ideas on the
in a discussion (in an exam situation)" in lifeline. Use your W o r k b o o k .
"Learning strategies".
9 3 Read the text again and decide whether 9 4 Work in groups of 3 - 4 . Choose one of
these statements are true (T) or false (F). the quotations and discuss it. Report the
Correct the false statements. results of your discussion to the rest of
the class.
1 People stop learning when they finish
school. C D
2 People can learn in different situations
and circumstances. C D
3 There are many ways to continue physicist and Nobel laureate
education after school. •
4 You can never change the qualification "Me having no education, I had
to use my brains."
you have got. •
5 Internal corporate training is one of the ВШ Shanky (1913-1981).
Scottish footballer and
forms of lifelong learning. СИ manager
6 Scientific and technological progress
makes people learn at all ages. • "What poor education I have received has
been gained in the University of Life."
Horatioo Bottomley (1860-1933).
British journalist and financer
El
9 5 Prepare for a whole class discussion.
Work in groups of 3 - 4 and follow these steps.
a) Choose an issue your group will focus on. You can choose from
the following topics:
• Male vs female jobs. Will this separation exist in the future?
• W h a t factors should be considered while choosing a career?
• Creating a "global classroom" (an educational initiative)
• Vocational college or university: W h i c h is a better choice?
• A new exam system proposal
• Is e-learning a real alternative to traditional classes?
b) In your groups discuss your chosen issue. Use any of the materials
you have produced during the units so far. Some examples are:
• an opinion essay
• a poster
• a project proposal
• voting results from a debate
• results from a project
c) From your group, choose a speaker who will state your group's opinion
on the chosen issue. Prepare the speech in your group.
d) Hold a Round Table Discussion.
e) Listen to the speaker in your group and ask questions.
f) Then listen to the other groups' opinions and state your arguments.
g) At the end in your groups, decide whether your opinion has changed
after the discussion.
73
м
Key vocabulary
alumnus (pi. alumni) compete challenging a job interview
ambitions concern committed able to cope with stress
bachelor / bachelor's construct competent able to take risks
benefit document (something) competitive able to work in a team
cyberspace erect complicated able to work to tight deadlines
experience graduate (from) creative apply for a job
freelance guarantee enjoyable computer literate
graduate major (in) enthusiastic distance learning
initiative originate full-time e-learning
job reconstruct imaginative enrol in a vocational college
master / master's inspirational entrance exams
postgraduate lifelong leave / find a job
profession major negotiation skills
promotion motivated online test
refresher course part-time provide job opportunities
retrainer course persistent top job
site prestigious
undergraduate professional
rewarding
satisfying
self-employed
stressful
vocational
well-paid
worldwide
Useful phrases
.. .because I really do think... Let's start with...
.. .because it seems to me... May I have a word?
But, wouldn't you say...? Our opinions are different:
Do you agree? That's a very good point.
Don't you think that...? That's what I think.
Excuse me for interrupting. The reason why... was...
I can't understand your point... We both agreed / thought / felt...
I do think that... We couldn't agree / decide because...
I have my doubts about that... Well, I guess...
I have to insist on... What about...?
I totally / entirely / completely agree What do you think / feel?
I'm absolutely certain that. What's your opinion?
I'm afraid I don't agree. Why don't we...?
I'm not sure but this... Yes, that's my feeling too.
I'm not sure I agree with you there.. You mean that..., don't you?
ss ch#c
Progress check
2 a) Read the texts and match them with the
headings. There is one extra title.
1 a) Listen to a career officer talking about A T H E P E R F E C T JOB
the importance of a person's first job and В NEVER BORED
decide whether these statements are С E X H A U S T I N G FOR ALL
true (T) or false (F).
D MONEY OR TIME?
1 Everyone likes his/her first job. • E A ROLE REVERSAL
Points Q /5
2 M o n e y is the main reason you get F FREE EVENINGS
your first job. •
3 Your first job helps you to feel inde-
pendent. •
Every family needs a homemaker. W h e t h e r
4 Your first job teaches you responsi-
this is the m u m or dad, or part-time from both is
bility. •
irrelevant. In our family, we chose the traditional
5 You don't have to show up to
role for me to stay at home, but some families
your first job. •
choose the reverse, especially if the woman has
6 I f you are sick, your supervisor will
the better-paid job. W e have actually experienced
find somebody to fill in. •
b o t h since I had to work f u l l - t i m e when m y
7 I f you don't do a good job, you will
husband was made redundant and stayed at home
lose your position. EH
for a time. T h e days when the person staying at
8 You will use all your skills in your
h o m e to l o o k after the house and f a m i l y was
first job. •
thought of as being "just a housewife" have long
9 You will feel more adult because of
gone, especially now that there is a role reversal
your first job. •
and it is sometimes the m a n who stays home.
10 Your first j o b will help you to grow
Nowadays there is a lot o f pride in being the
personally. •
"homemaker". It is one o f the most worthwhile
careers and the rewards, although not financial,
Points Q ] /Ю
are great. T h e family benefits from quality time
from one parent all the time.
b) Listen again and choose the best option
from the questions below.
Most people look forward to their first j o b So, after m y first baby arrived, I felt for years
because... that I had the perfect job. I was my own boss. I
a) it's interesting. could work when I wanted and have a rest when I
b) it gives them money. wanted. I f I didn't feel like cleaning or doing the
c) it seems enjoyable. shopping and wanted to have a day off, that was
Your first j o b . . . fine. Nobody else would have to be asked to cover
a) gives you independence. for me, my work could wait until I was ready to
b) enables you to go on living with your do it. Oh yes, it was hard work taking care of our
parents. h o m e and our children and the hours were long,
c) provides you only m o n e t a r y benefits. but the work was varied and very rewarding. In
To keep your first job you should... fact, being a h o m e m a k e r was the perfect job for
a) be nice to your supervisor. me. I was absolutely happy being a housewife and
b) attend work every day. m u m . Watching my children thrive, witnessing
c) find someone to work for you. their first steps, hearing their first words and all
Having your first job means you c a n . . . the other milestones were worth more than any
a) show your freedom to your parents. amount of money.
b) speak to t h e m about your maturity.
c) do more o f what you want.
I stayed at h o m e until the youngest started
Your first job might b e . . .
school and then I went back to work part-time.
a) fun.
T h e extra m o n e y was very helpful but I found it
b) unskilled.
Points Q /5 exhausting coping with the house and my job.
c) unique.
75
b) Read the texts again and decide which
W h a t amazes me is how people cope working
text mentions that h o m e m a k i n g . . .
full-time, looking after a h o m e and bringing up
children. I a m surrounded by people like this 1 was easier than combining full-time
where I now live. T h e y have big houses, new work and housework. EH
cars, fancy clothes, they refurnish every couple 2 prevented the family from having
o f years or so, take numerous holidays. But when social life. EH
are they actually at h o m e to enjoy all this? From 3 helped someone to pursue his/her
6.30 a m the cars start leaving. Kids are woken own interests. С
up at some early hour, then driven through busy 4 made someone very happy. EH
traffic to be dropped o f f at the child minder. T h e 5 has become a worthwhile career. EH
parent then has to travel to work. W h a t happens 6 gave someone much freedom. EH
if there is a blip in this tight schedule? W h a t if 7 is hard work with long hours. EH
the child has a t a n t r u m or the car won't start? 8 made for a financially difficult period. EH
T h e n in the evenings the process starts again 9 is beneficial for the family. EH
in reverse. T h e kids are picked up from school 10 helped the family to establish a certain
where they are in an after school club, then put routine. EH
to bed almost as soon as they get home. Everyone
is exhausted. W h e r e is the benefit to all this? Points /10
76
4 Fill in the gaps in the text with the correct forms o f the words in C A P I T A L
L E T T E R S at the end o f each line.
Career choice
aking a career choice is one of the most difficult and most important (0) DECIDE
M decisions we will ever make in our lives. It has to be made with much (1) . . .
and deliberation. Moreover, career choices c a n n o t be made based on just a few
THINK
criteria alone. Your job may carry great monetary (2) . . . and perks, but if you do BENEFICIAL
not enjoy what you do then you are (3) . . . wasting a large part o f your life. At the FOOL
same time, remember that m o n e y is also important for you need it to survive. So,
if a j o b is all (4) . . . but no pay, things can get difficult. SATISFY
Before you start choosing a perfect career, you need to know yourself first. But
sometimes all this self-analysis leads to (5) . . . . W e end up more (6) . . . than we W H E R E , CON-
were at the beginning. Then, the best way to deal with the dilemma is to t h i n k FUSION
about (7) ... a career counselor. CONSULT
A career development professional will use various tools to help you evaluate
your interests, personality, (8) . . . and values. He or she will then show you how all SKILLFUL
these things, combined, play a role in choosing a career. You can also learn about
a career by interviewing people who are already in that profession.
O n c e you have all the information you need, list out all the pros and cons o f
that particular job. Look at the various (9) . . . . Check to see i f the j o b gives you ALTER
what you want from a career. Passion is the key word in selecting a career. Select
something because you feel passionate about it, not because it is the latest thing Points Q /9
in the j o b market.
5 You and your friend have been asked to 6 C o m m e n t on the following statement. You
organise an event to i n f o r m school students have 4 0 minutes to do this task.
about the local university. Decide which is
better: "Being a freelance opens a bigger and a
brighter future for you."
• to invite some university teachers to your
school
W h a t can you say for and against this issue?
• to hold an informal meeting with university
Write 2 0 0 - 2 5 0 words.
students at your school
• to organise a lecture at the university Use the following plan:
• to have an excursion around the university • Introduction: State the problem
for the students at your school • Arguments f o r
• Arguments against
Discuss the options with your friend and agree
• Conclusion
on the best one. You have 3 - 4 minutes to do
the task.
R e m e m b e r to:
• be active and polite
• come up with ideas
• give reasons
• agree or disagree with your friend
• invite your friend to suggest ideas
• find out your friend's attitudes and take
them into account
• come to an agreement
77
Heading for a better new world?
Michael:
"I find e-mail very useful
but I probably spend too much
time every day checking it when
if Tfji wm mm
I could be doing something
• em Ms else..." ^
T h i n k a b o u t y o u r everyday life. W h a t
m o d e r n t e c h n o l o g i e s do you use every day?
M a k e a list. D o t h e y have a m o r e positive
o r a m o r e negative i m p a c t on you? S h a r e
y o u r o p i n i o n s i n groups o f 3 - 4 .
Dialogue vocabulary
DESCRIBING C H A N G E S A N D C O M P A R I N G
W i l l : " T e c h n o l o g y has PAST A N D PRESENT
really advanced over the years. F o r
example, when I was little we didn't use to have 4 R e a d W i l l ' s o p i n i o n a n d answer t h e
computers a n d I spent m o s t o f m y t i m e playing questions.
outdoors with m y friends while these days children 1 W h i c h sentence describes a c h a n g e or
spend m o s t o f t h e i r t i m e i n d o o r s playing an action in the past but that is l i n k e d to
c o m p u t e r g a m e s — in m y opinion, t o o the present? W h a t g r a m m a r tense is used
much time." for this?
2 H o w is the action that h a p p e n e d o n l y in
the past described?
3 H o w are t h e t h i n g s that happen regularly
in t h e present described?
4 H o w is a habit or state that happened in
the past, but is not c o n n e c t e d to today,
shown? W h a t phrase is used for this?
5 M a k e sentences u s i n g t h e c o r r e c t tenses.
Use y o u r W o r k b o o k .
1 People / l e a r n m u c h / f r o m / b e h a v i o u r o f
animals.
2 People / t h i n k / E a r t h / flat.
3 M a n y years ago / people / live / with very
so
few t h i n g s / and / have / a lot o f t i m e to
think.
4 Today / people / have / m a n y electronic
devices / their h o m e / a n d / use / every day.
о 6 W o r k in pairs. T h i n k about people's lives 50 years ago. W h a t did people use
to have instead o f today's modern devices?
1 ... habits
S Listen to the interview and m a r k the 2 ... time
statements true / false / not stated.
3 ... toys
1 People buy fewer electronic devices nowadays. 4 ... devices
1) true 2) false 3) not stated 5 ... phone
2 People have more gadgets at h o m e now. 6 ... devices
1) true 2) false 3) not stated 7 ... navigation
8 ... control
9 ... devices
80
W O R D F O C U S : MULTI-WORD V E R B S
11 W o r k in pairs. Describe a device or gadget
10 Match the verbs from the interview to you've recently bought. Follow the plan.
their definitions.
1 W h a t did you buy? W h e n did you buy it?
1 take out a) to start doing something 2 W h y did you want to buy it?
seriously 3 W h a t did you do when you brought it home?
4 Was it easy to operate?
2 get down to b) to connect a piece of 5 Did it make your life easier or more difficult?
equipment to an electricity 6 How often do you use it now?
supply
Use:
3 set up c) to remove something from
The device / gadget I last bought was...
a box, bag, etc
bring home take out set up plug in
4 plug in d) to make a piece of find it easy / difficult to operate
equipment ready for use study the manual / phone a friend
It has made my life more / less...
Now I . . .
ЯШ
Time S p e n t With M e d 1 Д И
A v e r a g e a m o u n t of t i m e s p e n t w i t h e a c h m e d i u m 13 In groups compare your answers with
p e r day, a m o n g 8-18 year-olds:
the data in the diagram. Draw a similar
4 r
3:51
Total
diagram for your group. Are there any
:14 Prerecorded TV c o m m o n tendencies you can spot?
:32 Videos DVDs
81
1 4 Read the text and choose the best title. express preferences for instant messaging (IM)
and text messaging as ways to connect with
1 Keeping in touch
their friends.
2 Teens and technology
In focus groups, teens described their new
3 How teens express themselves
environment. To them, e-mail is increasingly
oday's American teens live in a world seen as a tool for communicating with "adults"
T surrounded by communication technologies.
such as their teachers, and institutions like
schools. They also see it as a way to convey
The internet and cell phones have become a lengthy and detailed information to large groups.
central force that drives the rhythm of daily Meanwhile, teenagers use IM for everyday
life. conversations with multiple friends that range
The number of teenagers using the internet from casual to more serious and private
has grown by 24% in the past four years, and exchanges. They also use it for their own
87% of those teenagers between the ages of personal expression. Through buddy icons or
12 and 17 are now online. Compared to four other customisation tools, teens can express
years ago, teenagers' use of the internet has themselves with a particular look and feel and
intensified and broadened as they continue to differentiate themselves from one another.
log on more often and do more things when Other IM tools allow for the posting of personal
they are online. profiles, and even "away" messages, which let
Among other things, there has also been others know when a user is away from the
significant growth over the past four years in computer but wishes to remain connected to
the number of teens who play games, get news, their IM network.
shop, and get health information, all on the
internet. Glossary
Not only has the number of users increased,
log on — to enter a computer system usually
but also the variety of technologies teens use
by typing in a special password
to support their communication, research, and
"killer app" — short for the American slang
entertainment preferences. expression "killer application", a piece of
These technologies have enabled a variety software that everyone wants to use because
of methods and channels by which youth can it is so good
communicate with one another as well as with customise — to change the way something
their parents and other authorities. E-mail, looks or works to fit your exact needs
cell phone — AmE, mobile phone
once the cutting edge "killer app", is losing its
privileged place among many teens as they
82
16 R e a d t h e text in Ex. 14 again a n d complete 18 W o r k in pairs. D i s c u s s y o u r favourite
t h e left c o l u m n o f t h e table. W r i t e d o w n m e t h o d o f c o m m u n i c a t i o n . D o you prefer
t h e ways teenagers use t h e s e t e c h n o l o g i e s t h e s a m e m e t h o d ? W h y ? / W h y not?
i n t h e U S A . Use y o u r W o r k b o o k .
Use:
M y favourite m e t h o d o f c o m m u n i c a t i o n i s . . .
The USA Russia
I prefer it to o t h e r ways b e c a u s e . . .
the internet
I use it t o . . .
e-mail But i f I want to c o n t a c t . . . I u s e . . . b e c a u s e . . .
I also u s e . . .
cell p h o n e
But I hardly ever u s e . . . a s . . .
83
21 Look at the diagram and make sentences Land-line
describing the teenagers' predictions. Use telephone
your Workbook. Which of the following
devices do you think is most likely to computer — \ 1i
become obsolete in the next ten years?
Fuel-powered
automobile —
Teens predict obsolete Compact disc
technologies by 2015.
22 What other predictions can you make 2 3 Work in pairs. Compare your predictions.
about the future of modern technologies? What similarities and differences are
Write three more predictions of your there?
own. Use your Workbook.
"But w h a t . . . is it g o o d for?"
Engineer at the Advanced Computing Systems Division of IBM, 1968,
commenting on the microchip.
" 6 4 0 K o u g h t t o be e n o u g h f o r anybody."
Bill Gates, 1981
Mini-project: Time capsule
5 2 5 a) W o r k in groups. M a k e predictions on
how technology at h o m e will change in
the future. Read the ideas below and then
add your own to the list.
• a fridge that can analyse its contents and order
necessary food via the internet
• an electric guitar that can download the lyrics and
music of popular songs from the internet
• an ultra slim and super light laptop or tablet computers
» a digital calculator able to display real time
transactions done with credit cards
• a pen that can write on any surface and store the data
in itself
Student 1 Student 2
Suggest the best idea. Support the idea. Right... / OK... / Well...
So, what do we choose as the most
c) M a k e notes o f your discussion. likely to happen?
d) Write down your decision and then illustrate it.
e) Present your idea to the class.
f ) Put it in a " t i m e capsule" to b e kept for 10 and 100 years.
Section 2 Extraordinary minds
2 6 Take a piece of paper and draw a circle using only a pen or a pencil. Compare
your drawings in pairs. Whose circle is better? Why?
if ' % ft Цйй Щ % -Л
Clifton Suspension
Glossary
luxurious — providing the greatest comfort
schedule — a planned order of things to be done
failure — lack of success
В 3 2 Guess the meaning of the words from
2 T h e y h a d b e e n stopped by the police before
the text.
t h e y realised what h a d happened.
1 cutting-edge 3 W e had b e e n t a k e n for a ride by t h e t i m e
a) t h e m o s t m o d e r n a n d advanced point in t h e o t h e r guests arrived.
the development o f s o m e t h i n g 4 A n n a h a s e a r n e d t h e h o n o u r s f r o m her
b) a feature that gives s o m e o n e or h a r d work.
s o m e t h i n g a n advantage 5 A f t e r t h e cat had b e e n chased up a tree, the
2 r u n over (schedule) s m a r t dog relaxed under the tree.
a) to c o n t i n u e for longer t h a n p l a n n e d 6 T h e circus p e r f o r m e r had often b e e n h u r t
b) to explain s o m e t h i n g again by t h e old lion that died a week ago.
3 b e h i n d (schedule) 7 M a r y has b e e n i n j u r e d f r o m h e r j u m p o f f
a) n o t m o d e r n b) t o o late or slow the platform.
4 trial trips 8 H a d he been helped in a long time? H e
a) testing trips looked very dissatisfied.
b) difficult trips 9 She had never forgotten Jerry's attitude.
5 m a i d e n voyage 10 J a m e s has b e e n a c c u s e d o f c r i m e s by t h e
a) first voyage judge.
b) voyage o n l y for w o m e n 11 She told us she h a d b e e n r e m e m b e r e d a n d
helped by her f o r m e r students.
G R A M M A R F O C U S : PAST PERFECT PASSIVE 12 H a r r y has b e e n seen in the l i b r a r y lately.
88
1 A has been В was С is D had been
2 A performed В produced С fulfiled D made
3 A agreed В added С argued D announced
4 A has performed в had been performed с had performed D was performed
5 A creating в designing с building D constructing
6 A argued в added с agreed D approved
7 A indeed в however с of course D completely
8 A oldest в older с younger D youngest
9 A it was в there is с had been D there was
10 A c a m e from в c a m e out с c a m e of D c a m e out o f
в
36 W o r k in groups o f 3-4. Follow the steps and m a k e notes. Use your W o r k b o o k .
a
37 W o r k in pairs. L o o k through the texts in Section 2 and complete the m i n d
map with some examples o f the work the engineering profession involves.
Use your W o r k b o o k . C o m p a r e your ideas with your partner.
89
ИВНВнНнма
Dialogue vocabulary
3 9 Listen to the interviews with some young
engineers and match the speakers to the
statements. T h e r e is one extra statement. I would definitely (not) choose engineering
Use your W o r k b o o k . as a future career for several reasons.
First o f all,...
a) Engineering is as important as any other Also,...
profession. In addition to this,...
b) Working in different fields helps you to W h a t about you?
make the right choice for yourself. I f you ask m e , . . .
c) You can learn a lot from doing a project
from the very beginning to the end.
d) There is a lot of variety of technical
solutions in engineering. 44 Read the message taken from Message
e) Engineering involves lots o f travel. B o a r d on Study Skills and decide what
f) Engineering is about working for the future. k i n d o f advice you would give her. Share
your advice with your classmates.
Speaker 1 2 3 4 5
Statement
90
45 Read the text and match the paragraphs to the titles.
a) Visualise!
b) T h i n k metaphorically. Glossary
c) M a k e new combinations. to harness — to get control of something in order
d) T h i n k in opposites. to use it for a particular purpose
e) Prepare yourself for chance. biased — preferring one person, thing or idea to
another in a way that is unfair
f) Find new perspectives that no one else has
mediocre — average or below average in quality
taken before.
heredity — the genetic process by which a parent's
g) Form relationships and make unlikely qualities pass to their child
connections. incongruent — strange because of being very
h) Produce! different from other things
relay — a piece of electrical equipment / a race in
which each member of the team does part of the
race and then another member continues
THINKING LIKE suspend — stop for a short time
particle — an extremely small piece or amount of
A GENIUS something
"Even i f you're not a genius, you can use the complementary — things that combine well
same strategies as Aristotle and Einstein to together, often because they have different
improve the power of your creative mind and qualities
better manage your future."
T h e following eight strategies encourage you to t h i n k
productively, rather than reproductively, in order to arrive
at solutions to problems. " T h e s e strategies are c o m m o n to
the thinking styles of creative geniuses in science, art, and
industry throughout history."
1
Leonardo da V i n c i believed that, to gain knowledge about the form of
a problem, you b e g i n by l e a r n i n g h o w to restructure it in m a n y
different ways. He felt that the first way he looked at a problem was
too biased. Often, the problem itself is reconstructed and becomes a
new one.
46 Read the texts in Ex. 4 5 again and match these pieces o f advice to the texts
92
W O R D FOCUS: 4 Let's . . . at the problem f r o m a different
PHRASES WITH THE W O R D PROBLEM perspective.
5 First o f all, I tried to t h i n k the p r o b l e m . . . .
47 L o o k t h r o u g h the text in E x . 4 5 and find 6 I couldn't f i n d any . . . to it.
the words a n d phrases that c o m b i n e with
the word "problem". Use a d i c t i o n a r y t o
add m o r e t o it. Use y o u r W o r k b o o k . 49 W i t h y o u r b o o k s closed, t r y t o write
down as m a n y expressions with the word
Example: " p r o b l e m " as you c a n .
to arrive at a solution to a
to f i n d a solution to a problem
H 50 W o r k in pairs. Discuss the following
questions.
Dialogue vocabulary
93
ШШЯШЯВашШЯя
LINGUISTIC PUZZLES:
I with borrowed silver shine, C a n you uncover what each group o f t h r e e ha?
W h a t you see is none o f mine.
First I show you but a quarter,
3 in c o m m o n ?
1 doughnut notebook golf course
like the bow that guards the Tartar; 2 turtle peanut oyster
T h e n the half, and then the whole, 3 brown polar Kodiak
ever dancing around the pole; 4 cough tear rain
A n d true it is, I chiefly owe 5 soap granola candy
m y beauty to the shades below.
In your future and in your past
W h o a m I?
'NUMERICAL TASKS:
В Engineering challenge tasks:
1 The objective in The Paper Tower challenge is
1
to construct the tallest freestanding tower from
T h i n k o f a n u m b e r to continue the sequence:
a single sheet o f paper and a small amount o f
0, 1, 2, 3, 5, 7, 9, 12, 15, 18, . . .
tape. T h e tower must be able to stand on its
own for at least 10 seconds.
2 The Spaghetti Cantilever challenge is a
I f Peter gives Jane 20.00 roubles the m o n e y
fun one. Each team is given a small package
they each have is in the ratio 1:3, but if Jane
o f spaghetti, a roll o f tape and a table. T h e
gives Peter 20.00 roubles the money they each
objective is to construct a cantilevered
have is exactly the same. How much m o n e y
structure that extends as far from the table
have Peter and Jane each before they exchange
as possible without touching the ground. The
any money?
structure must be attached to the top of the
table and nowhere else. Because spaghetti is
very brittle, the engineering becomes very
Kate's age plus Jim's age is 27;
important. Measurements should be taken
and Kate's age plus Ann's age is 38;
from the edge o f the table to the furthest poin:
and Jim's age plus Ann's age is 33.
o f the spaghetti structure.
Therefore, how old are Kate, Jim and Ann?
3 In T h e Bridge challenge each team is
given some building materials such as glue,
toothpicks, popsicle sticks, or small pieces o f
wood. Each team should get the same amount
of materials. T h e goal is to build a bridge
that can span a 24-inch distance and support
increasing amounts o f weight. T h e bridge that
can support the most weight before breaking
the winner.
94
Section 3 Science or fraud?
52 Read the quotation and choose the best 5 4 Listen to the interview again and fill in
explanation o f it. D o you agree with it? the gaps in the sentences with not m o r e
t h a n three words. Use your W o r k b o o k .
"To mistrust science and deny the 1 Firstly, science is our way of observing the
validity of the scientific method is to 2 I t h i n k personally that science combines
resign your job as a human. You'd the use o f observation, intuition, theory,
better go look for work as a plant or hypothesis, . . . .
3 I think that few other things in life have as
wild animal."
wide of an application in a person's . . . , or . . .
P. J. O'Rourke, American political satirist,
as does science.
journalist and writer
4 . . . our society is depending increasingly
upon technology, and the result of this
a) I f you are not a scientist, you are not a good dependence is that our environment is ... .
person. 5 Knowing more about science will help us to
b) I f you don't believe in science, you are not a b e c o m e better informed about
good thinker. the kinds . . . .
c) I f you are bad at science, you should leave
your job.
55 W o r k in pairs. Discuss these questions.
•
processes. Use:
4 Science is more important for society be extremely important / crucial for...
than for individuals.
5 Science has an extremely wide applica-
• a way of observing the world around us
have a wide application i n . . .
tion.
6 Science helps us to b e c o m e aware of
• depend upon / on technology
become more informed about...
environmental problems.
95
G R A M M A R FOCUS:
W O R D C A T E G O R I E S (REVISION)
• H o w old is it?
• W h e r e was it found?
• H o w big is it?
• W h a t could it do?
96
в 60 R e a d t h e r u l e s a n d decide w h e t h e r t h e y
are serious o r h u m o r o u s . W h a t m a d e y o u
6 2 W o r k in pairs. M a t c h t h e words t o
their explanations and find Russian
t h i n k so? Give r e a s o n s for y o u r answers. equivalents for t h e s e words.
All u n m a r k e d b e a k e r s c o n t a i n fast-acting,
extremely toxic poisons. 63 W o r k i n groups. F o l l o w t h e steps o f t h e
No e x p e r i m e n t is a complete failure. At least it jigsaw reading.
can serve as a negative example. a) R e a d t h e article y o u r t e a c h e r gives t o y o u r
group. H e l p each o t h e r to u n d e r s t a n d it.
A n y delicate a n d expensive piece o f glassware
Use a d i c t i o n a r y i f necessary.
will b r e a k before a n y use c a n be m a d e o f it.
b) Fill i n y o u r l i n e i n t h e table. U s e y o u r
Workbook.
W O R D FOCUS: SCIENCE V O C A B U L A R Y
c) F o r m n e w groups with at least o n e m e m b e r
f r o m each o f t h e o t h e r groups. D o n o t show
61 W o r k in pairs. C h e c k t h e m e a n i n g o f y o u r n o t e s t o t h e n e w group.
t h e words using a d i c t i o n a r y . C o m p l e t e
d) T a k e it i n t u r n s to a s k a n d a n s w e r q u e s t i o n s
t h e gaps with t h e words f r o m t h e b o x .
a b o u t t h e different articles so t h a t you c a n
C h a n g e t h e f o r m i f necessary.
fill in t h e whole table.
search for claim investigate challenge e) G o b a c k t o y o u r first group. C o m p a r e
declare reject accept reveal confess y o u r n o t e s a n d r e c o n s t r u c t t h e rest o f t h e
articles. R e a d t h e m a l o u d i n y o u r groups.
1 T h e y . . . to have m a d e a n e w discovery. f ) I f y o u have d i f f i c u l t i e s r e c o n s t r u c t i n g t h e
2 Stephen was . . . the w i n n e r . articles, a s k q u e s t i o n s t o clear t h e m up.
3 H e was frustrated because his colleagues . . .
his a r g u m e n t s . Are aliens coming?
4 Scientists are . . . evidence.
eople have been searching for extraterrestrials
5 T h e research a i m s to . . . w h y the c o m p a n y
is n o t doing better.
P for years but there is n o real p r o o f that t h e y
exist. But people's interest in U F O s surfaces again
6 T h e survey . . . that m o s t residents are
and again when new "facts" — real or imaginary —
against t h e n e w project.
appear. At t h e age o f globalisation such waves o f
7 S a r a h . . . his explanation without question.
interest spread all over the world very quickly due
8 H e later . . . that he had b e e n involved in
to t h e development o f the T V a n d t h e internet.
t h e trick. - f
F o r e x a m p l e , s o m e y e a r s ago t h e " R o s w e l l
9 T h e y are likely to . . . t h e decision b e c a u s e
c a s e " l a u n c h e d a h o t d i s c u s s i o n in t h e U S A .
it was m a d e i n a hurry.
A film showing the autopsy o f an alien who died in
a U F O crash in 1947 in Roswell, New Mexico, gave
what U F O believers c l a i m e d to be real p r o o f that
extraterrestrials exist. T h e US C o m m i t t e e for the
Scientific Investigation o f Claims o f the Paranormal
e x a m i n e d the f i l m carefully checking every detail,
including the age and the quality o f the film, the
photographer, and the shots o f the alien's organs. T h e mostly inherited. His study was the largest and the
investigation proved that the film was not real. results looked t r u l y representative. Even skeptic:
believed them.
Great inventions As a h i g h l y respected scientist B u r t supportec
nventors c o m e up with all sorts o f c r a z y ideas the m u c h - d e b a t e d 11+ e x a m and thus influences
I and create a lot o f strange things. Cars that run
on water, or machines that generate energy are just
children's school life throughout Britain.
Burt died in 1971 and what a shock it was wher
some examples o f what have been invented. scientists found out that m a n y results left by th^
One of the first world-known perpetual motion professor couldn't be called "scientific" as they were
m a c h i n e s was invented by Charles Redheffer and not supported by real figures. W h a t is more, some ac
e x h i b i t e d in P h i l a d e l p h i a a n d N e w Y o r k in t h e his IQ studies did not exist at all, even the names o:
beginning of the 19th century. Hundreds of people his assistants were invented by the professor. So, thr
paid a dollar to see it and the invention b e c a m e a role o f genes in IQ is still under discussion.
profitable business.
T h e machine really looked as if it was turning by Crop circles
itself without any power. But it b e c a m e obvious that ome people t h i n k crop circles have been caused
there was actually a m a n off-site who was turning
•the crank.
S by aliens but there are really no reliable theorie
on how they appeared.
For skeptics it was a convincing victory o f how T h e y were first n o t i c e d in fields in s o u t h e r j
c o m m o n sense prevails, but these types o f failures England in the 1970s, but then spread over the worlc
couldn't stop creative inventors. People reported that they had seen balls of light anc
O n e h u n d r e d a n d f i f t y y e a r s later, a n o t h e r heard high-pitched noises over the fields. Various
A m e r i c a n , J o e N e w m a n , p r e s e n t e d his " e n e r g y "scientific" explanations appeared immediately. S o n *
machine". He persuaded people that if they bought researchers blamed tornados, while others b l a m e :
one, they could forget about electrical bills after that. "directed plasma" and geomagnetic currents runninf
Some people believed h i m and now can't understand through the Earth. Alien-related theories appeare:
why they are still getting electricity bills. and military experiments started becoming connecte:
with crop circles.
IQ — a number that influences your life A l l s o r t s o f i n t e r p r e t a t i o n s were m a d e . Tht
T a number that we think shows a persons circles were given sometimes mysterious or religio _
A V ^ i n t e l l i g e n c e . But what does it depend on? meanings, and even healing powers.
For m a n y years scientists believed that I Q was T h e discussion was hot and unresolved when i
mostly inherited. One o f the largest IQ studies was pair o f frauds confessed showing a special press the-
held by Sir Cyril B u r t , professor o f psychology at used to make the circles.
University College o f London. He based his theory But it was too late... M a n y people still want :
on the studies o f twins and proved that IQ was really know why there are crop circles all over the world.
1 A r e aliens c o m i n g ?
2 G r e a t inventions
3 IQ — a n u m b e r t h a t
i n f l u e n c e s y o u r life
4 C r o p circles
98
6 4 Finish these sentences about yourself.
a) Compare your notes to your partner's. b) Discuss the quotation. Give your interpretation
1 I didn't k n o w t h a t . . . o f
99
Section 4 To clone or not to clone?
100
he being finished speaking and
Glossary
bewildered — confused and not certain what extort — to get money or information from
to do someone using force or threats
perplexed — confused because you can't consent — permission
understand something render — to show something in a particular way
sufficiently — enough desolate — destroy
proposition — an offer or suggestion Begone! — Go away!
concede — to admit that something is true fiend — a very evil person, monster
kindle — to create a strong interest or emotion malicious — unkind and showing a strong feeling
in someone of wanting to hurt someone
suppress — to stop yourself feeling an emotion shun — to deliberately avoid a person
torture — extreme physical pain caused by
someone else
Ша
7 5 Read the summary of the book and discuss the questions in pairs.
Report the results of your discussion to the class.
ary Shelley's Frankenstein is a classic tale of Victor realises that his life's goal from that
M a m a n - m a d e monster seeking acceptance
from society in light o f his ghastly appearance
point forward is to hunt down the monster and
kill h i m . V i c t o r chases after h i m throughout
and strange upbringing. Europe and the North Pole, but then temporarily
Victor Frankenstein is an amateur scientist loses track o f the monster when he disappears
who creates a "perfect" h u m a n from spare body into a c r a c k in the ice. At this t i m e he meets
parts — only to have his plan b a c k f i r e when Robert Walton and his crew.
the monster turns out to be extremely hideous T h e story ends with Victor's death and the
a n d unappealing. T h e m o n s t e r navigates the m o n s t e r crying for forgiveness. After a short
social scene for human friendship and is turned contemplation by Robert Walton, who promised
down again and again. So he decides to take to kill h i m i f offered the chance, the monster
revenge on the person who created h i m . First convinces h i m otherwise and disappears back to
the monster kills his brother. Frankenstein is the North Pole never to be seen again.
ravaged by his grief and guilt for creating the
monster who has wreaked so much destruction,
so he goes to the mountains alone to find peace. 1 Did you like the story? Why? / W h y not?
But instead o f peace, Frankenstein finds horror 2 How did you feel after you finished reading
when he is approached by the monster who then the story?
demands that he create a female monster to be his 3 D o you t h i n k the story sounds as unreal
companion. Frankenstein, fearing for his family, today as it did when it was written? Why?
agrees and goes to England to do his work. W h e n 4 D o you know any other examples o f this
he is almost finished, he changes his mind, and kind o f story? W h a t are they?
destroys the project. T h e monster then kills his
friend and later his new wife Elizabeth.
7 6 Put an 'x' on the line to show how much you agree or disagree with the statements.
Think of the arguments for your opinions.
Right or Wrong?
1 It is not ethical to clone a h u m a n being.
Agree completely Disagree completely
5 Cloning is acceptable if it saves the life o f a baby who is very sick or dying.
Agree completely Disagree completely
102
Mini-project: Debate "Cloning humans should be allowed"
103
Section 5 Old or modern: Medicine as a new technology
•НШКШмШяНвшН
A r g u m e n t s for G M A r g u m e n t s against G M
picking up a gene it
.. .they are not naturally
into produced.
and transporting
W O R D F O C U S : PHRASES WITH "HEALTH"
83 R e a d t h e sentences. T r a n s l a t e t h e m i n t o R u s s i a n . W r i t e d o w n t h e p h r a s e s
that contain the word "health". Use your Workbook.
104
Mini-project: Opinion poll.
Class survey and results display. Would you eat a G M tomato?
85 a) Prepare a class survey. Use your В 8 6 Write a report on the survey. Use the
Workbook. Follow these steps: following plan.
87 W o r k in pairs. Look at the pictures and say what you normally do if you
catch a cold. Share your ideas.
105
8 8 Read the text and match the remedies with the pictures.
Simple and effective home remedies for the common cold
I f you are sneezing a n d coughing, have m i l d fever, watery eyes,
sore throat, r u n n y nose, you probably have a cold. Colds are
viral infections that take effect when t h e resistance in the b o d y
is low. T h e y usually target the upper respiratory tract. It is often
t h e result o f stress, fatigue or nutritional deficiencies.
89 R e a d t h e t e x t again a n d collect t h e
Since c o m m o n cold patients often experience
p h r a s e s u n d e r t h e following categories.
h e a d a n d sinus congestion, a hot bath is m o s t
advisable. Fill the b a t h tub with very w a r m Use y o u r W o r k b o o k .
or h o t water and add it with at least 0.5 kilo
Symptoms Remedy Effect
o f salt. A f t e r the bath, go straight to b e d a n d
cover y o u r whole b o d y with a blanket. T h e sneezing hot chicken lessens cold
b o d y will sweat as a response to the heat and soup symptoms
release s o m e o f the congestion.
coughing
I f you don't like the taste o f ginger boiled b) Fill in the gaps with cure, treatment
in water, t r y m i x i n g c i n n a m o n , m i l k and or remedy.
honey. I f you want to substitute the m i l k ,
1 T h e . . . is all prepared f r o m wildflowers.
use chocolate instead. You c a n add garlic.
2 She is undergoing m e d i c a l . . . now.
3 T h e doctors c a n n o t g u a r a n t e e а ... .
M o s t o f these d r i n k s don't taste very good, but 4 It's a popular . . . for t o o t h a c h e .
i f you want a n a t u r a l and effective way to cure 5 T h e r e is n o instant . . . for this condition.
y o u r cold, t h e y are the best option. 6 T h e p a r a m e d i c s are getting t r a i n i n g in
giving o n - t h e - s p o t . . . .
106
91 W o r k in groups. Discuss different home remedies. Choose two or three
that are the least known. Write detailed recipes for them and present them
to the class.
Example:
Basil tea
Basil (fresh or dry basil leaves are good) tea is another w a y
to cure a cold. A d d cinnamon to provide a nice aroma and
to ease the congestion.
9 2 W o r k in pairs. Read these medical jokes 1 9 3 Listen to the conversation and answer
to each other. W h a t makes them funny? the questions.
107
9 5 Work in groups. Discuss what a person 9 8 Read the text and match the titles to the
should do if he / she: paragraphs.
feels tired all the time 1 Naturally nano
can't get to sleep 2 Small but dangerous?
has got a high temperature 3 Waiting time
has got aching joints 4 W h a t should be done?
has got a sore throat 5 Here and now
his / her chest hurts 6 Future vision
has got a bad cough 7 Early days
9 7 What is nanotechnology? Unscramble the The arrival of nanomachines that could help
definition and check yourself. repair our bodies is a long way off. Before we can
design these devices, we need to understand
IS Nanotechnology how things work on this tiny scale. Most of this
research is still at a very early stage.
very small machines How can I get through Scientists at Oxford University are studying
this nanodoor? how the tails, or "flagella", of some bacteria
building О work. This type of tiny motor could be used in
future as a propeller for delivering drugs
by using
around the body.
the skill of
computer technology
108
ЙйиУШММЁ!
J
Skin scientists have designed nano-sized nano-scale — наномасштаб
ribosome — рибосома, гранула
"containers" that can carry a product's active
flagella — жгутики, реснички
ngredients deep into your skin, where they zinc oxide — окись цинка
work most effectively. nanoparticles — наночастицы
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And some sunscreens now contain zinc
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oxide nanoparticles. These protect you from
the Sun's rays but, unlike larger particles, they
don't give you that chalky look.
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9 9 W o r k in pairs. Answer the questions.
Some people are concerned that putting such
small particles into our bodies may cause us • How can nanotechnologies be helpful in
harm. the future? Make a list of ideas.
The tiny size of nanoparticles means they • W h a t are some of the dangers of this
рц
don't have the same properties as larger scientific invention?
particles of the same material. So a chemical • Find sentences and phrases in the text that
n indicate further research is needed.
109
I
Section 6 Modern technologies and the environment
106 M a r k t h e words + or - a c c o r d i n g t o
what k i n d o f effect t h e y have o n t h e
environment.
preserve
harm
protect
damage
save > the e n v i r o n m e n t
clean up
improve
have an i m p a c t on
pollute J
103 Listen to t h e s t o r y a n d c h e c k y o u r
guesses.
107 W r i t e 4 - 5 sentences a b o u t t h e i m p a c t
people have on t h e e n v i r o n m e n t i n
104 Listen t o t h e s t o r y a g a i n a n d c h o o s e t h e
t h e place where you live. Use y o u r
best o p t i o n s .
Workbook.
1 T h e c a m p a i g n e r s w a n t e d t h e restaurant
E x a m p l e : H e a v y t r a f f i c pollutes t h e environ-
a) to stop selling ice c r e a m .
ment.
b) to collect the litter.
c) to redesign the plastic containers.
2 Hedgehogs got into containers b e c a u s e
a) t h e y wanted to f i n d a place to live.
b) t h e y were looking for food.
c) t h e y wanted to hide in containers.
3 Hedgehogs died because
a) it was very h o t in t h e containers.
b) t h e ice c r e a m was b a d for t h e m .
c) they got stuck and couldn't get out.
no
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1 0 8 Read the interview and put the events in the correct order.
INTERVIEW
Journalist: Today we're focusing on the problem she left school, and decided at the same time
of noise — noise at home and noise at work. to move away from her home town. She
Medical experts agree that there are definite was advised to look for a j o b in a quieter
links between noise and stress levels... the environment.
noisier the environment, the more stress Kelly: . . . it was very well telling me to get a
you are likely to experience. A n d it's even quieter job. I f you've got qualifications, you can
worse when a person has to live and work in do what you like. I f you're not qualified, you've
noisy environments. T h i s is Kelly Emerson's got to take what you can get. Anyway, I did
problem... what the doctor told m e . . . I left the laundry
Kelly: .. .the first place I lived in when I moved and went to work in a factory. It was bringing
here was really terrible. It was on a main in less money, but it was quieter.
road... and I was used to living in the country. Journalist: Kelly was lucky enough to move to a
There were lots o f cars and lorries passing by really modern factory where the work involved
the front door all day and night. Because o f assembling car stereos. T h e change she
this I decided to move, but things got much experienced was remarkable.
worse...
Kelly: I used to feel a pain in my back and my
ournalist: Kelly moved from her house on the shoulders while I was working in the laundry.
main road to a block o f flats. It was next to I didn't realise it was stress. After a week at
a park, so it should have been quieter, but it the factory, I really felt much better. I suddenly
wasn't. noticed that the pain had gone. T h e n I started
Kelly: .. .the problem in the next place was the feeling more energetic and I didn't feel so tired
neighbours... the people directly upstairs from at the end o f the day. I m e a n . . . the difference
me. T h e y played music all night long and got was quite incredible.
very annoyed when I asked them to stop. T h e Journalist: But there was still the problem of the
police used to come round two or three times a noisy neighbours. Fortunately for Kelly, a
week, but they only stopped for a few minutes change was about to take place.
and then set o f f again even louder. I m e a n . . .
Kelly: M y neighbours moved out. It's much quieter i
the problem for me was that there was no
now. T h e new people in the flat upstairs m a k e
break. It was noisy where I lived and noisy
less noise than I do. They're so quiet. I t h i n k
where I worked.
they must tiptoe everywhere. W h e n I t h i n k
'ournalist: Kelly was working in a laundry o f a about the way things were, the contrast is
hotel, the only j o b that she could find when incredible. There's really no comparison.
Ill
110 W o r k in pairs. D i s c u s s t h e s e q u e s t i o n s . 112 L o o k at t h e leaflets o f E n v i r o n m e n t a l
1 D o you have to put up with a lot o f noise? Campaigns and Manifestos around the
world. Say what a c t i o n s t h e y desire? D o
2 W h e r e do you experience m o r e noise at
vou t h i n k these a c t i o n s are realistic?
h o m e , in t h e street or at school? W h y ?
W h y ? W h y not?
3 W h a t c a n be done to reduce this problem?
G R A M M A R F O C U S : W O R D BUILDING
Earth-friendly fabrics
hopping for clothes involves t r i c k y decisions about
S fit, colour, style, a n d price. A n d i f a (1) . . . n u m b e r o f
c o m p a n i e s have their way, you'll soon start c h e c k i n g labels for
a n o t h e r k e y detail: (2) . . . impact.
E a r t h - f r i e n d l y fabrics are in. It's already (3) . . . to buy shirts
m a d e f r o m b a m b o o a n d socks m a d e f r o m c o r n . Shopping
malls o f t h e future m i g h t also c a r r y clothes made f r o m
c h i c k e n feathers or rice straw.
T h e c o m p a n i e s that m a k e such fabrics are interested in (4) . . .
development. T h i s m e a n s t r y i n g to (5) . . . t h i n g s that people
n e e d while protecting n a t u r a l resources a n d preserving
biodiversity.
"A fully sustainable business would b e one that (6) . . . n o
negative i m p a c t on the environment," says G o r d o n Rands, an
environmental business expert at Western Illinois University
in M a c o m b . "I don't t h i n k such a business exists yet, but (7) . . .
it's very possible. A n d c o m p a n i e s are moving in this ( 8 ) . . . ."
So, (9) . . . are n o w l o o k i n g for new ways to m a k e fabrics for
clothes that are g o o d b o t h for y o u r (10) . . . a n d for t h e E a r t h .
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112
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D o m a i n n a m e s c a n be sold at really high prices! T h e m o s t
expensive d o m a i n n a m e was " b u s i n e s s . c o m " , which was b o u g h t by
/ I. L I Г И » e C o m p a n i e s for $7.5 m i l l i o n in 1999. ё 7
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of t h e m o s t alluring sleep
T h e typewriter was invented by H u n g a r i a n Experts say one
t h e 2 4 - h o u r accessibility of the
immigrant Qwert Y u i o p > w h o Ц h i f distractions is
signature on the k e y b o a r d o f a m o d e r n internet.
computer.
YAHOO! screen shot is reproduced with permission of Yahoo! Inc. ® 2008 by Yahoo
YAHOO! and the YAHOO! logo are trademarks of Yahoo! Inc.
117 Work in pairs. Answer the questions with your books closed.
1 W h a t was @ used for? 6 W h a t c a n be sold via the internet?
2 W h e r e does t h e n a m e Google c o m e from? 7 W h a t distracts people f r o m sleep m o s t o f all?
3 W h o first used the n a m e " y a h o o " ? 8 W h o invented the typewriter?
4 W h o invented the "world wide w e b " ?
5 W a s the internet faster t h a n T V at gaining
popularity?
114
118 Read the texts and put the parts of the sentences back in the right places.
There is one extra choice.
Follow the steps:
• First, read the texts for general understanding.
• Then read the texts sentence by sentence. Consider each gap, especially
the words that go before and after the gaps.
• T h i n k what kind of content is missing.
• Then find the right content.
• Make sure it fits the gap grammatically.
• Read the text again to make sure your answers make sense.
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119 Work in pairs. Listen to the following customer comments and make notes.
Decide what is wrong about them. What do you think the people really meant?
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115
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120 Read the jokes and in groups decide what the ending of each joke is.
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Call Centre
I used to work in t e c h n i c a l support for a 24/7 call centre. O n e day I got a call f r o m an
individual w h o asked what h o u r s t h e call centre was open. I told h i m , " T h e n u m b e r
you dialed is open 2 4 hours a day, 7 days a week."
H e responded, "Is that Eastern or Pacific t i m e ? "
W a n t i n g to end the call quickly...
Windows?
A w o m a n called the C a n o n help desk about a problem with her printer. T h e tech
asked her i f she was " r u n n i n g it u n d e r W i n d o w s " .
T h e w o m a n t h e n responded, " N o , m y desk is n e x t to the door. B u t that is a g o o d
point..."
Cat Technical Support
T h i s is an a c t u a l a c c o u n t by a worker at a t e c h n i c a l support a n d service centre. O n e
p a r t i c u l a r c u s t o m e r h a d a n old console-type m a c h i n e with a print head that would
ride b a c k and forth on a spiral shaft. T h e y also had a big bushy cat who liked to sit
on the edge o f the printer n e x t to the operator.
O n e day we got a service call with a p a n i c k y voice that said, " C a t caught in m a c h i n e ,
come quick!"
W h e n I arrived I saw everyone sitting a r o u n d m e n d i n g t h e i r various w o u n d s and
scratches. But n o sight o f t h e cat. It appears that while t h e y were r u n n i n g t h e
m a c h i n e t h e cat was twirling his tail in his usual fashion and stuck it down into t h e
printer at t h e m o s t i n o p p o r t u n e t i m e and got sucked i n ! . . .
W O R D F O C U S : G E T Y O U R INTERNET L A N G U A G E RIGHT
116
4 »
122 M a t c h the phrases in the first column to those in the second.
123 Collect examples o f some internet 125 Listen to the people speaking about the
language. Use your W o r k b o o k . role o f the internet in their lives and
match the speakers to the statements.
1 T h e speaker feels that people should solve
124 W o r k in groups o f 3 - 4 . I m a g i n e that their problems in real life, not on the
you are going to give a course on internet.
how to use the internet to a complete 2 T h e speaker sees the danger o f the internet
beginner. You'll need to explain the
cutting people o f f from real life.
following words to h i m or her.
3 T h e speaker is fascinated by the ability to
Agree on the explanations and prepare your
communicate with those who are far away
notes.
from you.
C o m p a r e your notes with another group. W h o 4 T h e speaker uses the internet for doing
has the best explanations?
everyday routine tasks.
5 T h e speaker believes that the internet allows
you to get your message across to m a n y
internet provider ^^
people.
Ш password
log on / log off /
к virus / 126 Listen again and write down the
к hacker /1ш positive and negative aspects o f using
•r internet link /\ \ the internet. Use your W o r k b o o k .
W spam \\
• browse \ Positive Negative
\ download \ contact with friends 1 cutting people o f f
у online / offline / who are far away from real life
/ website / getting an immediate
/ surf / surfer \ response from people
world wide web N
ч homepage
/ hypertext \
attachment
text file / sound file / image file
e-mail address / e-mail message 127 a) W o r k in pairs. I m a g i n e a world
ч access the internet without computers. How would it affect
your everyday life?
M a k e a list o f five inconveniences and
compare your lists with another pair. Use your
Workbook.
Example: W e ' d have to borrow dozens o f books
from the library to get information instead o f
finding it on the internet.
117
G R A M M A R FOCUS: NUMERA
128 Give a 3-minute talk on the internet
in your life. See "Tips for giving a talk
(individual long-turn exam task)" in 1 2 9 Read the text and put the figures back
"Learning strategies". into the test. Listen and check your
answers.
Remember to say:
• how you use the internet (where, what kind Practise saying the numbers.
of connection) 5.6 2002 75 11.5 56.4 4.9 2001
• what you use the internet for 2,024 75 550 2005 7.7
• how the internet influences your life (good S o m e facts about the internet
and bad aspects) According to a (1) ... study, there were more
• what you would like to change, if anything, than (2) ... billion documents on the web,
in your internet habits mostly in the "invisible web". A (3) ... survey
Use: of (4) ... million web pages determined that
alienates us from friends by far the most web content was in English
contact with people at the blink of the eye at ((5) ... %) next were pages in German
chat with immediate response ((6) ... %), French ((7) ... %) and Japanese
new and chaotic carry your views ((8) ... %). A more recent study which used
the medium be cut off from everyday life web searches in (9) ... different languages
have goods delivered determined that there were over (10) ...
take using the internet to the extreme billion web pages in the publicly indexable
take over your life web as of January (11) ... .
positive tool for everyday use
makes your life complicated
part of daily life
search the internet for the best prices 51130 Read the statistics and transform them
into a text for a news radio programme
to surprise a friend
Present your news item to the class.
to remind a friend you are thinking of h i m
send e-cards instant chat messenger
Total Worldwide
W o r l d w i d e Total
Unites States
China
Japan
Germany
Unites Kingdom
South Korea
France
Canada
| Italy
- India
• Brazil
I i Spain
Netherlands
: , Russia
Australia
Mini-project: TV Show "Bol'shie" (simulation)
131 You are going to take part in a T V show where young people discuss
the influence of modern technologies and the internet on their lives.
Follow these steps:
• Distribute the roles: the presenter, invited
experts, the audience. Dialogue vocabulary
• W o r k in groups according to your roles.
• Prepare for filming the p r o g r a m m e .
• Film the p r o g r a m m e . (for asking what someone thinks, presenting
an opinion and summarising)
Use: to buy something online, to download
W h a t do you t h i n k about / of...?
music or movies, to give out personal
What's your position on this?
information, to meet people face to face,
D o you have any thoughts on...?
to offer online courses of English, to give
It seems to me t h a t . . .
truthful information, to have inappropriate
From my point of view...
content, to be an anti-social activity,
T h e point I'm trying to make is...
to communicate with people from different
To sum up...
countries, to replace books and libraries,
Basically...
to use the internet for education, for
entertainment...
Key vocabulary
accomplishment accept alien-related time capsule
alien browse amazing trial trip
chat claim creative social recognition
cloning clone cutting-edge innovative solution
cure confess deliberately be behind schedule
deforestation declare digital be best known for
device download environmentally the turn o f the century
engineering express (onerself) conscious be ahead o f time
fake get down to environmentally be dedicated to
fraud log on / off fake be inspired by somebody
gadget operate friendly be crucial for
gene plug in extraordinary a wide application
genius reject extremely run over (budget)
growth release (a film) G M (food) have an impact on
haker reveal individual(ly)
hoax search for innovative Abbreviations:
manifesto set up logical PDA
manual speculate multifunctional DNA
nanotechnology store nano DVD
password surf neutral PVR
remedy take out online / offline PC
spam particular CD-RW
technology perpetual IQ
treatment sore (throat) I M (instant messaging)
virus sustainable
unlikely
unlimited
X-ray
Useful phrases
It's much more fast... I suggest she should...
There is a good chance t o . . . Personally, I t h i n k
I'm afraid I can't agree with you. Don't you t h i n k that..
It wouldn't be so certain. It would be better to..
In addition... You definitely should.
I f you ask m e . . . W h y don't you...
I f I were her... I'd r e c o m m e n d t h a t . . .
2 a) Read the texts and match t h e m with
the headings. T h e r e is one extra heading.
A Bizarre S u m m e r Fashion
В Solar C a r Fan
С Direct Sun Lighting
D Solar D I Y Car Kit
E Universal Hybrid Solar Charger
F Rotating Plant Holder
Points | | /5 j
b) Read the texts again and decide which o f the texts mentions:
3 Read the text and choose the best options to fill in the gaps.
TVatct елег^у
very day you can see the wind blowing and watch all of that wasted energy just
E floating away. A lot o f energy is thought to be (1) . . . and all you need to use it are
a few wind turbines! Currently less than 1% o f the Earth's energy needs are (2) . . . by
wind, with D e n m a r k being the most wind-friendly producing 2 3 % of its own energy
needs from wind. T h e energy produced is totally clean and also one o f the (3) ...
around and it is able to produce (4) . . . 18 times more energy than is consumed in its
construction, (5) ... nuclear which is estimated at around five. People are often worried
about the look o f wind farms but what they often forget is that the land can still (6)
. . . for farming, with only 1% of the space being taken up by the wind turbines. One
o f the biggest (7) ... about wind turbines, is their effect on bats and birds. In Norway,
nine out o f ten sea eagles were killed by turbines. Bats too are a serious problem. Even
the manufacturers o f wind turbines are (8) . . . concerned by the numbers of bats being
killed, prompting ongoing research.
4 Fill in the gaps in the text with the correct 5 Discuss with your friend the i m p o r t a n c e o f
forms o f the verbs in brackets. the following inventions. Decide what the
most useful invention is:
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Mark your score
123
ШШШШШ
^J Where are you from?
skyscrapers / blocks o f flats sunlight and fresh air gathering a crop / harvest
a cleaner and safer terrible air pollution swimming
environment hiking litter
the underground some industrial areas producing goods
raising chickens fishing growing wheat or rye
farming rush hour trees and forests
nice little cottages spacious apartments convenient parking areas
producing your own food crowds of people huge factories and plants
traffic j a m s
s
food, water and fuel — not to mention the ability of
getting people to cooperate on anything, including
6 Listen again and add more points to the safety.
table in Ex. 4. Use your Workbook.
I'm interested in how we view and value work
в
in smaller communities — it makes you wonder
7 Write an essay " I f I could choose, I would how much of our modern techie and white-collar
live in a big modern city / in the country". skills have become useless. If you live in a big
Write up to 2 0 0 words. city, your work is abstract as are your skills. But in
the country, the value of a good chainsaw quickly
outstrips the value of a laptop.
8 Discuss these questions in pairs. Perhaps my small-town bias has completely
1 Have you ever thought of moving anywhere? negated my ability to see the benefits of the city.
2 Where would you prefer to move if you could
choose any place in the world?
SB""
3 W h a t would you do in your new place?
4 How do you think you would feel there?
5 D o you think you would see your home town / 10 Find in the text the answers to the follow-
village differently upon your return? Why? ing questions.
1 severed f r o m
a) divided by b) separated from
2 b a n d together
a) join the same force b) organise a group
...I think that the worst place to live would be in a 3 techie
big city. I think that, especially for a family, the only a) short for "technical" b) short for "tech-
reasonable way to live is to get food locally within nology"
a small community that is working together. 4 bias
There is also such a contrast between cities and a) opinion b) prejudice
smaller towns and villages. One of the reasons
we moved from a small city with 150,000 people 125
12 Read the text and answer the questions.
1 camp a) a compactly settled area usually larger than a village but smaller than a city
2 city b) a place where tents or buildings are erected usually for temporary living
4 settlement d) a settlement usually larger than a hamlet but smaller then a town
126
15 R e a d t h e t e x t a n d c h a n g e t h e words i n C A P I T A L letters o n t h e right so t h a t
t h e y suit t h e gaps. Fill i n t h e gaps w i t h t h e words.
127
Mini-project: A city/viilage profile
T here are m a n y health benefits to living outside of the city, or even in the
suburbs: clean air and an a b u n d a n c e o f foliage are enough (1) ... . But
services such as municipal water and sewage disposal are often a rarity in very
rural areas.
In city areas, it is fairly easy to access transportation with city bus systems
and taxis. T h e opposite is the case in rural areas: (2) . . . . W i t h greater distances
between houses, even getting groceries can be a difficulty. So if a person loses
his / her driver's license or vehicle for some reason, it's a real hardship in a rural
area.
It has been said that village life encourages a greater sense o f c o m m u n i t y and
gives some perspective on what is important. W h e n a family faces a hardship,
(3) ... . I f there is a death in the family, members o f the c o m m u n i t y are right
there with condolences. I f someone falls ill, the c o m m u n i t y pulls together to
raise money for the family.
T h e reactions to these kinds o f situations are much different in urban areas.
M a n y city-dwellers don't know their neighbours beyond a "hello" as they pass
each other in the hall. Some don't even say that much. Perhaps they feel they
don't need their neighbours, (4) . . . .
People in rural areas organise more events together than urbanites do. From
church dinners to local fairs, to the community's s u m m e r barbecue, most people
have their fingers in the pie, in one way or another. It is these types o f events that
(5) ... . I n urban areas, special events are often competing against each other,
since there are often m a n y happening at the same time. M a n y people who attend
these urban events haven't got any particular sense of pride for them, (6) . . . .
W h i l e one could argue that city life is m o r e exciting and at t i m e s m o r e
convenient, it's not necessarily better than country life.
Sheila mountain
Mike
20 Listen to the recording again and decide 21 Produce a two-minute talk about the
which o f the speakers: nature in your city or village.
a) Conduct internet and / or library research on the places you all live.
Look for information based on the following questions:
b) Compile your research into reports that address the questions above,
Don't forget to include references to specific past or present conditions
and events that might be valuable for people to
know about when planning for the future.
c) Hold a class discussion about what you have Dialogue vocabulary
learned about where you all live. Present b r i e f
s u m m a r i e s explaining the patterns you see
over time. Your s u m m a r i e s should answer the .. .will definitely continue to grow...
following questions: .. .will almost certainly go o n . . .
• W h a t , in general, has been going on where you .. .will probably remain the s a m e . . .
live (e.g., population increase, environmental . . . is likely to change a bit...
changes, etc)? .. .could / may well increase...
• W h a t specific changes have been noticeable over .. .may not / might not decrease...
the years? .. .isn't likely to go d o w n . . .
• W h a t trends seem like they might continue in .. .possibly won't change...
the future? .. .almost certainly won't b e . . .
.. .definitely won't remain the s a m e . . .
Section 2 W h a t hobbies do you prefer?
ИВяМИяЯиИ Н H
2 3 Work in pairs. Read through the "Strange 2 4 a) Listen to people talking about their
Hobbies" websites and discuss them. hobbies and say which of the websites
W h a t do they offer? W h i c h of them would they visited. W h i c h speaker doesn't
you like to visit? Why? / W h y not? mention any of the websites above?
ESS b) Listen again and say which of the
Favorites Tools Help
131
А
Reading rules
There are quite a few positive aspects in the Rules o f the game
hobbies we heard about. Pet rules and "petiquette"
First o f all,... Television rules
A n o t h e r good point we spotted is t h a t . . . Cyberspace rules
As well as t h e s e . . .
Turning to the negative aspects, we would like A W e do watch quite a lot o f television
to mention t h a t . . .
national average is about t h r e e to three anc
In addition to that,... h a l f h o u r s a day — b u t television c a n n o t
T h e hobbies which we both liked are... said to be killing the art o f conversation. In v
T h e worst hobby from our point o f view is... same survey, 97 per cent of respondents had a"
W e believe that the reason why people have entertained or visited friends or relations in
strange hobbies is...
past month. I am also always somewhat skept
I f it were up to m e I ' d . . .
about television viewing figures, ever since I
M y partner agrees with m y choice / doesn't
involved in a research project in which a team
agree...
psychologists installed video cameras in ordir
people's sitting r o o m s to m o n i t o r how nr.
television they watched and how they beha
while watching. T h e subjects all filled in fo
26 Read through the list o f pastimes and
every day, saying what programmes they had <
discuss the questions.
and estimating how much o f each prograr
W h i c h o f the pastimes are most popular they had actually watched.
in your country? Put t h e m in order from the T h e differences between their estimates and
most to the least popular. reality showed that when people tell a su:
W h i c h o f the activities have you tried? Give researcher that they spent an evening, or an h
more details. "watching television", it is more than likeb
Are there any activities you have n o idea they were doing no such thing. W h a t they i
about? m e a n is that they had the television on i
D o you t h i n k that English pastimes are they chatted with family or friends, played
similar to Russian ones? the dog, read t h e newspaper, squabbled
' watching television the remote, gossiped on the telephone, cut 1
doing sports
having a conversation toenails, nagged their spouse, cooked a n : j
keeping pets
seeing friends supper, did the ironing and hoovering, sh: j
knitting
gossiping on the at their children, fell asleep and so on, реггл
using the internet
phone occasionally only glancing at the television sere
playing darts
cooking during that period.
playing pool
D I Y (do-it-yourself) playing billiards
gardening playing cards
reading newspapers hunting
and magazines
fishing
stamp collecting
train-spotting
bird-watching
132
jj d i g
В I would add that reading books ranks as even more E It's n o accident that almost all o ft h e most popular
and games played around the world today
popular than D I Y and gardening in national surveys . England. F o o t b a l l , baseball, rugby
\
o f leisure activity, and over 80 per cent o f us regularly sports • : all invented here, a n d even when
a sport o r game, t h e
read a daily newspaper. Our passion for word games originated i n ' ^ « n a proper,
a n d tennis were a n
and verbal puzzles is well known, but it is also worth we d i d not actually inventзскеу,
a horseracing,
English were usuallyt h e first t o lay down j polo,
askiing,
noting that every one o f the non-verbal hobbies 1 for
and pastimes that occupy our leisure time — such Л set o frules f o r i t (hockey,
as fishing, stamp collecting, trainspotting, bird- swimming, rowing, boxing — and even
iven's sake). And that's not c o u n t i n g a lwl the
watching, walking, doing sports, keeping pets, flower
rather less athletic games a n d pastimes such as
arranging, knitting and pigeon fancying — has at
darts, pool, billiards, cards, cribbage a n d skittles,
least one, i f not m a n y m o r e specialist magazines
d let's not forget hunting, shooting a n d fishing,
devoted to it. T h e more popular hobbies each have
didn't create o r c o d i f y all o f these, o f course,
it least half a dozen dedicated weekly or monthly
b u t sports a n d games are widely recognised as
publications, as well as umpteen internet sites, and a n essential part o f o u r culture, o u r heritage and
^e often spend much more time reading about our o u r legacy — one cannot t a l k about Englishness
ivourite pastime than we do practising it.
Ithout talking about sports and games.
a new. . and
VtllU
30 Match the halves o f the phrases without 32 Your English pen friend has written a
looking at the text. T h e n use the text to letter to you asking to help h i m with L » I
check your answers. project on the most popular pastimes
in other countries. Write a letter to
1 gossip a) at the T V screen your friend describing the most populi-
2 do b) eye contact pastimes in Russia. See " H o w to write
i n f o r m a l letter" in " L e a r n i n g strategic?
3 glance c) publication
Follow the plan:
4 have passion d) rules
Paragraph 1
5 weekly e) hands • Open your letter.
6 social f) on the phone • T h a n k your friend for the letter.
• Express your readiness to help.
7 make g) cheeks
Paragraph 2
8 fill h) recognised • Describe common pastimes in your c o u r r t
9 shake i) the hoovering • Mention some pastimes which are not
popular in Russia.
10 kiss j) part
• Write about your favourite pastimes.
11 awkward k) interaction Paragraph 3
12 unwritten 1) silence • Express hope that your letter will help.
• Offer more help if needed.
13 widely m) pause
• Close your letter.
14 essential n) for word games
134
W O R D F O C U S : EXPRESSIONS WITH "TIME"
38 Give a t w o - m i n u t e t a l k o n y o u r h o b b i e s .
34 Fill i n t h e gaps in t h e sentences w i t h t h e C o m m e n t on:
phrases.
• T h e t i m e you have for hobbies.
at this t i m e o f day t h e first t i m e • Your favourite h o b b y / hobbies.
at the t i m e local t i m e • W h y you e n j o y it.
a short t i m e ago the right t i m e • H o w you started doing it.
a really g o o d t i m e tell t h e t i m e • W h e t h e r you want to take up s o m e t h i n g new.
for a long t i m e the time
hard time it's t i m e you started
39 L o o k at t h e c a r t o o n a n d c o m p l e t e t h e
1 It was . . . we'd ever tried skating. c a p t i o n using y o u r own ideas.
2 I'm usually free . . . .
3 N o w seems . . . to m a k e a change. W h a t do you mean you were having so much
4 W e just left after m i d n i g h t , . . . . fun in the internet and you lost track of time?
5 H e is t o o y o u n g to . . . . You were supposed to ... over a week ago!
6 It was a particularly . . . for her.
7 W h a t were you doing . . . ?
8 She did karate . . . .
9 T h e fitness centre o n l y opened . . . .
10 D o you r e m e m b e r . . . when we first c a m e
to school?
11 W e had . . . diving.
12 . . . p a c k i n g for the trip.
35 P u t t h e p h r a s e s w i t h t i m e in t h r e e
groups. Use y o u r W o r k b o o k .
36 W r i t e d o w n t h e answers to t h e questions.
Use y o u r W o r k b o o k . D i s c u s s y o u r answers
w i t h a p a r t n e r . W h a t have y o u l e a r n e d
about your partner?
42 W o r k i n pairs. D i s c u s s t h e two o p i n i o n s .
В 37 D o some dictionary research to find 4 - 5 W h i c h o n e do y o u share? E x p l a i n y o u r
m o r e phrases with time. S h a r e t h e m with o p i n i o n . Give a n e x a m p l e o f t h e m o s t
the class. Give explanations and examples. m i n d l e s s leisure activity you c a n t h i n k of.
135
43 a) Read the text for gist and say whether you agree or disagree
with the author. T r y to ignore the gaps for this first read.
136
47 L o o k at the pictures and discuss them.
Answer these questions.
137
W O R D FOCUS: PERSONAL ADJECTIVES
5 3 Write a "Friendship Recipe" about how l
51 Put these adjectives on the line from be a good friend. Include the "ingredient
the most desired to the least desired of a friendship and the steps for being a
aspects you want in a friend. Use your good friend or making new friends.
Workbook.
57 Read the text with gaps and choose the correct options.
Dialogue vocabulary
Personally, I t h i n k . . .
In my opinion I feel... because...
Let me think, anyway...
For example, if...
How shall I put it...? I believe...
5 9 Read the text and answer the following questions.
1 W h a t is a social networking system?
2 How can you become part of one?
3 W h a t are the benefits of being part of such a system?
4 How are such systems different?
5 W h a t is the most popular system called? How did it develop?
6 W h a t are the drawbacks of being a member of such a system?
/ k ejurd it / ш л. friend
иг!л(г/ Аш^ it from a>
friend...
I "шшнни
pparently quite a few other people have had the for people you know who are already part of a
A same idea, which accounts for the increasing
popularity of social networking systems — online
network, and once such a person verifies the:
you're a friend, you then have access to all your
networks of people linked together in much the friend's friends — and their networks.
same way documents are linked together on the ocial networking systems of one sort or
•web. In a typical scenario, I register on a web page
and send invitations to my friends to become part
S another have been around for a number o*
years, but they reached fad status only in 2003,
of my network or community. My friends, in turn, thanks to the service known as Friendster. Witb-
invite their friends and so on. Only after joining three months of its debut, Friendster had ove-
the network (on the invitation of a trusted third a million members. A year later, the numbe-
party) can someone see my personal details — had passed seven million. Meanwhile, competing
e-mail address, location, hobbies, interests, sites sprang up by the truckload, each with its
and the like. Since everyone in the network is own spin on the networking concept. These sites
a "friend of a friend" (though perhaps several proliferated so quickly that they soon became
times removed), we all have a greater level of known by the acronym YASNS ("yet another socia
comfort about contacting each other and sharing networking system"). But while membership has
information. Some of these networks are geared steadily increased, actual use is another story. For
primarily toward dating, some are strictly for example, while researching this article I searchec
business contacts or employment searches, and Friendster for people in my address book and
still others are more general-purpose — for making found quite a few — but also found that most of
friends, finding people to join you in recreational them hadn't logged in for many months. In fact,
activities, or discussing common interests. all of the networks I've investigated have a sizable
ertain social networking systems are exclusive percentage of "stale" members. Besides the time
C and invitation-only: you can't join unless you
know someone who's already a member — but once
and effort required to use the systems, mar.
users have found that "friends of friends" aren:
you do join, you can contact (and be contacted necessarily people they want to have relationships
by) anyone in the network. Other services allow with. For example, I noticed today that one of nr.
anyone to join, but restrict newcomers' activities friends had a friend with whom I've had some
until they've been approved or "sponsored" by an unpleasant dealings in the past. My friend me.
existing member. Still others maintain multiple, trust him, but I don't — yet he's now part of rr.
non-overlapping networks, so that I can start my network. Still another difficulty is that most of
own network without an invitation, but I don't these networks are completely distinct from eac r
get access to members who are part of another other. If your friends do not all use the same
network unless the two groups share at least system, it becomes very difficult to maintain e
one member in common. Usually you can search coherent network of contacts.
140
В 6 0 Read the text again and discuss these ques- 6 4 Read the s u m m a r y o f a play and put the
tions in pairs or groups. paragraphs in the correct order.
Ex. 6 4 as a model.
142
m m i i i i i M
71 Write n a m e s o f any five countries. In 75 L o o k through the texts and match the
groups o f 3 - 4 compare your lists and headings to the paragraphs.
discuss the following:
• Global trends
• Are the countries situated to the east or to • T h e "Japanese" way o f living
the west from where you live? A simple but aesthetic life
• D o people have different lifestyles (kinds of Looking for a different lifestyle
clothes they wear, whether they spend time Much work and bad health
outdoors, etc) in different countries? Bar culture, cafe and conversation
• Does a certain lifestyle depend on the Family life
geographical position of a country?
1
A c o m m o n feature o f the leading countries of the
72 W h a t countries do you associate the world today is tough competition. People in the
following things with?
race have often sacrificed family or communitv
fast food coffee v a l u e s a n d have b e c o m e m o r e a n d m o r e
cola troika individualistic in order to compete. But Japan has
icon a lot o f national holidays got a different story. T h e importance of family
D V D player fashionable clothes still p r e d o m i n a t e s over individualistic gains.
sushi plasma T V People adhere to that genuine humbleness tha:
kimono spaceship has become the trademark o f Japanese culture.
T h e rapid pace that life takes in this culture is
somehow hidden within the folds o f an orderly
73 Choose the words f r o m the list to describe lifestyle. A deep sense o f responsibility towards
t h e lifestyle in t h e following c o u n t r i e s : m a i n t a i n i n g social values a n d tradition even
Japan, the USA, Italy. among the younger generation makes Japan stand
advanced fashionable tall and u n m a t c h e d in this area. Competition
not fast technological here is considered healthy and mutual respect
quickly changing urban is a top priority.
74 Listen to the recording and check your From night clubs to Karaoke zones, to peculiar
guesses. fashion trends, the young Japanese have learned
how to c o m e to terms with the global way of
144
T h e lifeline for the Italians is coffee. T h e i r day
starts and ends with coffee. For the Italian, a
cappuccino or an espresso after every meal is a
must. Italians love to spend t i m e talking with
friends over a cappuccino. Topics range f r o m
family and football to religion and politics.
£
Italians believe in living life to the fullest. T h i s
К
doesn't always mean big since as the world's most
f a m o u s automobile makers, they love getting
a r o u n d in small well-designed cars. A n d they
don't necessarily care about parking their car in
a proper place or even keeping it clean. However,
Italians are great patrons o f the art, and their
h o m e s , which reflect t h e i r artistic sense and
warmth, are important to them.
T h e i r artistic sense is also reflected in their
fashion. Italian fashion is world renowned. As
one o f the most prominent fashion capitals of
the world, Milan, has been consistently adding
to fashion trends adopted across the globe. T h e
enjoying oneself. However, the distinct strict
streets o f this city reflect the height o f fashion
attitude o f their culture prevents t h e m f r o m
where people e x p e r i m e n t with different cuts,
taking this too far. Young people are able to enjoy
colour and texture, even in everyday clothing.
themselves without getting crazy. But they also
feel a c o n s t a n t struggle to keep up with peer
pressure and urban expectations, and this has T h e lifestyle of the A m e r i c a n family has
had a negative effect on Japanese people. Indeed, undergone rapid changes in order to c o n f o r m
Japan has one o f the highest suicide rates in the to the fast pace of changing trends. In the average
world. A m e r i c a n f a m i l y typically t h e father spends
O n the brighter side, Japanese people today around 9 - 1 0 hours a day at work while the mother
are m o r e leisurely t h a n they were 2 0 - 3 0 years spends around 7 - 8 hours a day at work outside
ago. Travelling a r o u n d the globe and w i t h i n the home. Add to it another couple o f hours for
the c o u n t r y has b e c o m e popular. In fact, you the mother who often does the majority o f the
will notice a lot o f Japanese tourists these days daily housework and the care o f the children. T h e
in the m a j o r tourist destinations o f the world. demands o f this lifestyle have resulted in people
S o m e c u r r e n t p o p u l a r activities the Japanese becoming less concerned about maintaining their
enjoy include mountaineering, hiking, fishing, health. T h e average A m e r i c a n m a n spends more
golf and football. Create funny and sometimes hours watching television at h o m e than he does
surprisingly useful gadgets is another Japanese exercising or socialising. For the children, being
distinction. out o f touch with their parents for most o f the
day means they also watch a lot o f television and
play video games. W i t h this fast-paced lifestyle
To the Italian, family and friends are one o f the
also comes fast food, contributing to Americans'
i m p o r t a n t parts o f life. T h e y c a n n o t t h i n k o f
already negative health habits.
spending an entire day without enquiring about
their parents and children, or passing a weekend
without a family lunch or dinner. So it is not a To avoid this stressful lifestyle m a n y A m e r i c a n s
surprise that Italians living outside their country are opting for alternative professions that have
miss their families a lot. These days a major part less work pressure. T h e search often lands them
of the Italian population is over the age o f sixty. in foreign countries ranging from Spain to the
T h i s continues to add to the slowness o f life, Philippines. These days some Americans can be
and perhaps enforce the strong family bonding found appreciating the lifestyle o f various foreign
Italians are so proud of. countries rather than their own.
145
ЩМмМШНЭНнмяН
top renowned
tough respect
world values
146
81 Work in pairs. Discuss the following ques- 83 D o you t h i n k people's lifestyles in most
tions. countries have changed recently? W h y ? /
W h y not?
• D o you think there are great differences
between Eastern and Western ways of life
and their ways of thinking? Why? Give 84 Read the text and choose the sentence
examples. that best summarises its main idea.
• W h a t way of thinking dominates in Russia?
A Advanced technologies play an important
W h a t are your reasons?
role in the modern world.
• W h a t way of thinking is closer to how you
В Technologies have helped people survive in
think? W h y do you think this is so?
the past.
С New technologies have changed people's
Dialogue vocabulary lifestyles.
I agree that...
I feel...
I really feel that...
I'm convinced that...
It means that...
It seems to b e . . .
147
never-ending advances. While I have spent days I do not really know how to define technc
writing endless e-mails and watching DVDs, I ogy, because everything around me seems
almost never stop to think about the technology be a part of some kind of technology. It COL :
behind these devices. be anything from the invention of the fish-hc
Last year I learned in history that the to the engineering of cloning sheep. Technoloc
biggest advance of the Mesolithic Age was the is a part of our lives as humans and it inevitat
fish-hook. Yes, the fish-hook — that little object affects how we live.
that attaches to a fishing line and is cast out,
as the person sits for hours and hours, waiting
to catch a fish that will probably require all of
85 Read the text once again and say whether
their strength to haul from the water.
the following statements are true (T) or
I found it ironic that an advance as enormous
false (F).
as the fish-hook that historically meant the
survival of a community could later become 1 Sometimes people invent things that in realirr
just a pleasurable pastime to some. I wonder we could easily do without.
if fishermen ever think about the skill it took to 2 Certain things such as M P 3 players and CE
are an essential part of our lives.
create the fish-hook, or realise that it was the
3 Whenever the author of the text uses varioL
most important invention of a whole age.
technological advances, he always thinks
The fact that I didn't even know about the
about the people who created them.
fish-hook makes me worry that I probably
4 The biggest advance of the Mesolithic Age
don't have any idea about the genius behind
was the fish-hook because it created an
technology. I have turned on lamps countless
enjoyable pastime.
times without ever really appreciating Thomas
5 Modern fishermen hardly think about the
Edison's invention. And talking on the telephone importance of the invention of the fish-
never reminds me to thank Alexander Graham hook.
Bell for this miracle of communication. 6 T h e author remembers to thank Thomas
Edison and Alexander Bell for their inven-
tions.
86 Fill in the gaps in the sentences with the appropriate form o f the word.
8 7 In the text in Ex. 8 4 , find and write 2 D o modern technologies influence our way
down the expressions the author uses to of thinking? Why? / W h y not?
introduce and explain his ideas, and to 3 Are modern technologies important for a
draw our attention to certain things. Use community to survive? Explain your opinio-
your Workbook. 4 Are people becoming more and more
dependent on technology? In what way?
5 D o you think it would be better to avoid
88 W o r k in pairs. Discuss one of the following
using certain technologies? Why? / W h y no:'
questions. Share your opinion with your
classmates. Use: (un)healthy, (un)safe, comfortable,
convenient, useful, easy / difficult to operate,
1 How does modern technology influence our
compact, advanced, inevitable, dangerous,
lifestyle? Give examples.
pleasant
148
89 Read the statement and t h i n k about what it means.
Student A : Give your 2-minute talk and prepare to answer the questions.
Student B : Listen to your classmate and ask 2 - 3 questions after he / she finishes.
All the points from task b) in Ex. 89 should be covered.
Write 2 0 0 - 2 5 0 words.
93 Listen to the recording once again and say
which lifestyle: Use the following plan:
1 is healthier • M a k e an introduction.
2 requires good computer skills • Mention the advantages o f the lifestyle you
3 requires a lot o f money have chosen, give examples, and explain
4 makes you stay at home your opinion.
5 helps you be fit • Mention the possible disadvantages o f your
6 keeps you close to your friends chosen lifestyle.
7 allows you often see your family • Draw a conclusion.
Section 5 Keeping traditions
98 R e a d t h e t e x t s again a n d say w h i c h
festival: o t i ^ of t h i s fc^TSte political
them- ^ e o n S either- (a) * s h i p or
1 used to be cruel towards a n i m a l s p e r s p e c^
perspective- t i v e .f ^ranco
r a ns c^o s d i ^ ^d
2 involves a lot o f eating response гп l 9 ^ ce after a l ° 'ofBunol
3 requires fast and careful m o v e m e n t s
4 involves m e n only
5 has an unclear origin
6 involves a strange use o f vegetables
7 involves wearing special clothes
8 is c o m p a r e d to a n o t h e r festival
150
3 NAADAM (July, Mongolia)
и 9 9 Work in groups. Describe an unusual
festival in your region or a festival you
УУ have read or heard about. The questions
JUr y a " Nadom"). Th r' n Mongolian, "Eryn will help you to structure your description.
are wrestling ridin g C ° n s i d ^d " 1 W h e r e and when does the festival take place?
nationwide event and* 8 ^ a r c h e i T - It is a
2 W h a t are its origins?
shorts and ha n ° e T t i t 0 r S ^ ^ 3 W h a t does the festival involve?
- h l s uniform, they a ! ! ^ t h e i r bare chests
4 W h a t do people wear? W h a t do they eat?
"Produced a couZ o ^ ^e, 5 Is it popular? Why?
^ « o s e involved w e r e ^ ^ to c o n f i r m
e a s " r e became u Z Z V " ^ ' This Use:
f « e r became i d S S after a tampion take place, originate from, used to involve,
. ^ G e n g h i s Khan o r I t t . ^ Г ^ commemorate, involve, feast
' ! S l b ] y both, turned in fh Ь H u n '
burred. 'heir graves when this
1 0 0 Work in groups. Discuss the questions.
W h a t are some of the traditions in your
school?
4 T H E C A T F E S T I V A L (May, Belgium) D o you t h i n k they should be kept? Why?
Belgium is something of a surprise package on Would you like to introduce a new tradition
the festival scene. T h e Cat Festival in ; Ypres for the future pupils o f your school? W h a t
only one of many, but given that ( u n i l Ш 7 ) * would it be?
used to involve throwing live cats off a beltry
to see if they would land feet down, it deserves
a mention here. Today the cats are made of
material but originally the event c a m e about
to control a rising cat population. N o doubt
there was a huge campaign not to b a n the
original event which was probably at the t ®
seemed quite logical. It should be noted that
h e a n n u a l g o a t ' o s s i n g from the church belfry
in Manganeses de la Polvorosa (Spain), while
outlawed in 1992, still continues and involves
the almost certain death of an animal.
W h a t time did you use to leave your house for school in the
morning?
W h a t time did your school finish?
How did you get to school?
Were you ever late for school?
Did you take extra classes after school?
How m a n y hours a week did you study English?
W h a t was your best subject?
W h a t was your favourite subject?
W h a t was your worst subject?
1 0 2 Sit in circle together with your teacher
W h a t was your least favourite subject?
Write short messages t h a n k i n g each
W h a t was the best thing about going to school?
other for working together and s h a r i c .
W h a t was the worst thing about going to school? the experience of learning English.
W h i c h teacher gave you the most homework?
Did you play any sports at school?
W h o was your favourite teacher? Why? Dear School-leavers,
W h a t was your biggest success / failure? We congratulate you on finishing school and
W h a t would you like to do in the future? starting your new adult life! We wish you gocc
luck because:
Life s a challenge. Meet it!
Life s a gift. Accept it!
Life s an adventure. Bear it!
Life s a sorrow. Overcome it!
Life s a tragedy. Face it!
Life s a duty. Perform it!
Life s a game. Play it!
Life s a mystery. Unfold it!
Life s a song. Sing it!
Life an opportunity. Take it!
Life s a journey. Complete it!
Life s a promise. Fulfill it!
Life s a beauty. Praise it!
Life 2 struggle. Fight it!
Life я goal. Achieve it!
Life s a puzzle. Solve it!
Key vocabulary L
bias appreciate advanced be severed from something
city-dweller band aesthetic band together
cyberspace c o m m e n t (on) definitely keep traditions
gadget estimate digital be likely to do
humbleness increase essential something
icon go down fun-loving eye contact
interaction glance genuine the right time
megalopolis gossip global a short time ago
must locate humble for a long time
pastime maintain mindless exam-taking tips
plasma surf (the net) mutual . . . a n d the like...
priority survive networking increasing popularity
settlement outgoing non-overlapping networks
sprawl rapid(ly) social networking systems
value (s) techie almost certainly / probably
top remain the s a m e . . .
tough .. .could / may well increase
trustworthy .. .is likely to change a bit
urban
Useful phrases
Evidently... W h y don't we c h o o s e . . .
A n d what if... T h e best we can do is...
I t h i n k so. It's quite a different thing.
I don't t h i n k so. T h e more so t h a t . . .
Personally I t h i n k t h a t . . . T h i s isn't exactly what I m e a n . . .
In my opinion...
Progress check
Ws
v.
2 Put the lines o f Aesop's fable in the correct order. T h e first and the last lines
have been done for you.
Points | | /12
154
3 Read the text and choose the best options to fill in the gaps.
Bird-watching
ird-watching is not only a simple and effective stress-reliever, it is also
B intellectually stimulating. There are so m a n y different kinds o f birds that
the bird-watcher has the (1) . . . to have a new experience every time he / she
takes time out to go bird-watching.
Some o f the most beautiful creatures on the planet can be found close to
your home. T h e graceful (2) . . . of birds makes bird-watching one of the most
rewarding hobbies you can choose. (3) ..., bird-watching can be combined
with taking exercise and experiencing the beauty o f the countryside.
I f you are looking for a hobby that the whole family can (4) . . . in, then
bird-watching must surely be on your list. Birds pose no (5) . . . to children and
getting your kids involved can (6) . . . your next holiday into an experience that
builds ever-stronger bonds within your family unit.
I f you are concerned about our world and the environment, then bird-
watching can be an effective way to (7) . . . a fascinating hobby with action to
preserve our planet. B y spending some time learning about the patterns o f
behavior and the migration o f different types o f birds, bird-watchers are able
to make a (8) . . . contribution to the body o f knowledge that helps wild life
organisations protect and preserve the natural environment.
4 Fill in the gaps in the text with the correct forms of the words in
CAPITAL LETTERS at the end of each line.
The dragon dance
C h i n a to the whole world. It has become a special (1) . . . o f arts in Chinese PERFORM
physical activities. It symbolises good luck and (2) ... in the year to come for PROSPER
all the human beings on Earth. According to ancient history, during the period
o f Chun Chiu, the learning o f Chinese Martial Arts was very popular and in
students' spare time, the dragon dance was also being (3) ... to provide more TEACH
(4) . . . . From its origins in combining stylised depictions o f natural animals, ENCOURAGE
the Chinese dragon evolved to become a mythical ( 5 ) . . . in Chinese culture. Its CREATE
physical form is a (6) . . . o f m a n y animals, including the horns of a stag, ears COMBINE
o f a bull, eyes o f a rabbit, claws o f a tiger and the scales o f a fish, all on a long
serpent's body. W i t h these traits, it was believed that dragons were amphibious
with the (7) . . . to move on land, fly through the air and swim in the sea. ABLE
T h e emperors of ancient China considered themselves to be dragons. T h e
dragon is also the emblem o f Imperial Authority. It symbolises (8) . . . power, NATURE
goodness, fertility, and dignity.
Points /8
155
5 Give a 2-minute talk on the popular pastimes in your region. Be ready to answer
some questions from your classmates after your talk. Remember to:
. . . A t s c h o o l w e я г е ил. a t e l n g p r e s e n t a t i o n s on
f e s t i v a I s I n d i f f e r e n t c o u n t r i e s . C o u l d y o u . t e l l m.e
w h a t f e s t i v a l s я г е и/tost p o p u l a r I n R u s s i a ? which
o f t h e m . я г е e s p e c i a l l y р о р и 1 я г I n y o u r r e g i o n , япс>(
leaving ceremony...
Write 1 0 0 - 1 4 0 words. Remember the rules of Tasks 5 and 6 should be evaluated by you,
letter writing. your classmates and your teacher.
4
Appendix 1
Physical
Political geography
Human
geography geography
Geography
Environmental Economic
geography geography
Regional
geography
• locations
eat it that night. T h e n Joanna remarked that it
was the most international pie she'd ever made.
157
at some nearby farm. Joanna wasn't sure about A Joanna wouldn't have been able to make
the origin of the vanilla. a pie if there weren't well established
T h e fact that so m a n y c o u n t r i e s and so commercial links between different
m a n y economies happened to be involved in countries.
their party pie puzzled and excited everyone. В International trade is important for
"How strange," said Mark, "that only one of the industries but ordinary people are not real
many ingredients has been produced locally. Is aware of it.
it good or bad for our economy?" His question С Our lifestyles and consumer habits depend
led to a long and hot debate over the apple pie, on some level of international cooperation.
which ended in nobody's victory but left many D Economic integration is an essential featur
unanswered questions. and a reality in today's world which may
lead to new prospects but also problems for
national economies.
2 Due to economic integration,... b) .. .into the global economy, it may lead to its
political dependency.
5 Economic integration accelerates the economic... e) .. .we have much more variety in our
consumer goods.
7 Study the pie-chart and the information explaining it. Comment on the
statements below — say if you find them very probable / possible / unlikely /
absolutely impossible, etc.
158
1 Oil production is a considerable part o f
C o u n t r y A s economy. 9 W o r k in pairs. Say what advantages
2 C o u n t r y A has a good supply of oil. and disadvantages each o f the means
3 C o u n t r y A can provide its own energy to its o f transportation have? C o m p a r e t h e m
economy. against some o f the criteria below.
4 C o u n t r y A is well integrated into the world
plane
economy.
5 C o u n t r y A embodies the agricultural type o f helicopter
economy.
train
6 C o u n t r y A does not pay much attention to
high technology development. car / truck / lorry
7 There is a chance to increase the share of
ferry
high tech equipment in C o u n t r y A's exports.
8 Exporting raw materials is less profitable pipeline
than exporting manufactured goods.
C o u n t r y A should change its exports in
favour o f more technological industries.
Useful phrases
шШШ. • its weight-carrying ability (how much o f a
load it's able to transport)
According to the pie c h a r t . . . • its speed (how quickly the load can be
T h e figures suggest t h a t . . . delivered to its destination)
T h e displayed information makes it possible • its reliability (whether the transport is
to suggest... independent from weather conditions)
W e can assume t h a t . . . • its safety (whether the transport is safe
It's very likely that... enough for the people who operate it,
It's very unlikely t h a t . . . for the people living nearby, and for the
It's highly probable / improbable t h a t . . . environment)
There's not enough information o n . . . • its ability to work in hard-to-reach regions
(if the transport is able to do without proper
roads, runways, etc)
• its construction costs (how much it takes to
8 W h a t in your view stimulates the e c o n o m i c build the transport itself and its operational
development o f a country? Name three facilities)
factors f r o m the list which you believe are • its maintenance costs (how much it costs
the most i m p o r t a n t . Add your own to to maintain the transport itself and all
the list. the necessary facilities in appropriate
operational order)
population
warm climate E x a m p l e : Pipelines are good for transporting
proximity to the sea gas and oil. T h i s way o f transport is very
proximity to established transportation centres reliable as it doesn't depend on weather
mineral supplies conditions, and oil and gas can be delivered
oil supplies to far destinations. However, the construction
an efficient transportation network costs are very high. Maintaining pipelines can
general high education level of the population be difficult too as they often go through poorly
recycling technologies populated regions.
energy saving technologies
159
1 0 Work in pairs. What do you know
about the greatest Russian railway lines
Transib and BAM? Answer the following
questions:
1 W h a t is T r a n s i b short for? W h a t ' s its full
name?
2 W h a t do t h e letters B A M stand for?
3 W e r e t h e Transib a n d B A M c o n s t r u c t e d
simultaneously?
4 W h a t was their mission?
5 Has their mission b e e n fully realised?
MOSCOW
11 Read the text and check your answers.
n R u s s i a , r a i l w a y s h a v e always s e r v e d as
I the main means of transport. Taking into
consideration the vast territories o f the country,
n o one would u n d e r e s t i m a t e t h e i m p o r t a n c e o f
a reliable way to e x c h a n g e g o o d s b e t w e e n t h e
southern and central regions and Siberia a n d the
eastern p a r t s o f the country.
T h e idea to l i n k M o s c o w and St Petersburg
with the distant territories of Siberia and the
F a r East was supported by t h e k e y e c o n o m i s t s
o f t h e R u s s i a n E m p i r e at t h e e n d o f t h e 1 9 t h
c e n t u r y , a n d as t h e result, t h e T r a n s - S i b e r i a n
Railway (the Transib) was c o n s t r u c t e d . It r u n s
f r o m M o s c o w to Vladivostok t h r o u g h t h e south-
eastern parts o f the country, along the borders
o f C h i n a a n d M o n g o l i a . T h e railway c o n n e c t s
h u n d r e d s o f little t o w n s w i t h big i n d u s t r i a l t h e past was Siberia's isolation f r o m t h e cer_: - J
cities like Chelyabinsk, Novosibirsk, Irkutsk a n d p a r t o f Russia (which was a n d still is the -
Khabarovsk. T h e c o n s t r u c t i o n o f the railway was i n d u s t r i a l centre), its l a b o u r s h o r t a g e , and w.
particularly impressive as it had to cover m o r e i n e f f i c i e n t t r a n s p o r t a t i o n . T h e r e was a s t : : - [
t h a n n i n e t h o u s a n d kilometres. T h e full j o u r n e y b e l i e f that activating the Siberian region COLC
takes several days and takes passengers t h r o u g h spur rapid growth in the country's economv
eight t i m e zones. Lots o f enthusiastic young people took p a r »
In 1974 a n e w railway c o n s t r u c t i o n p r o j e c t the B A M construction project which ran t h r o u x *
was l a u n c h e d — t h e B a i k a l A m u r M a i n l i n e m o u n t a i n s and over t h e greatest Siberian rive - k,
( B A M ) . T h a t railway line was completed in 1991 t h e A n g a r a a n d the Lena. All in all, t h e raib» 2 r
a n d b e c a m e a n i m p r e s s i v e s u p p l e m e n t to t h e comprises more than one hundred and for-j]
Transib since it covered t h r e e t h o u s a n d and four bridges o f a h u n d r e d m e t r e s or longer each, i - 1
h u n d r e d k i l o m e t r e s c o n n e c t i n g S i b e r i a to t h e it has very long tunnels. N e w cities a n d t o i d
Asia-Pacific region. B A M was a very a m b i t i o u s were built along t h e railway. I n spite o f the ve - J
c o n s t r u c t i o n project whose m i s s i o n was to b o o s t harsh e n v i r o n m e n t , the absence o f proper h e a M
t h e e c o n o m i c d e v e l o p m e n t o f S i b e r i a . It was care, and the lack o f a n y c o m f o r t or c o m m o d / s,
t h o u g h t that f r o m an e c o n o m i c p o i n t o f view, t h e y o u n g c o n s t r u c t i o n workers moved quic- r
Siberia should be considered a very p r o m i s i n g a n d B A M was completed in r e c o r d time. Fore i
region with its considerable supplies o f oil, gas l a b o u r was never used there.
a n d m i n e r a l s n e c e s s a r y for m a n y industries as T h e B a i k a l A m u r M a i n l i n e goes aim a
well as its gigantic coal deposits. T i n , d i a m o n d s , parallel to t h e Transib, stretching f r o m Taisr -Jt
and gold are also extracted there. T h e problem in t h r o u g h S e v e r o b a i k a l s k (on t h e b a n k o f t h e
160
• Yakutsk
> Khabarovsk
Kemerovo
Irkutsk
Barnaul
> Vladivostok
161
и м Я Н а к
1 3 Work in small groups. Study the facts about the Siberian region and the
Far East and analyse the economic situation according to the plan below.
• W h a t contrasts can you see in the economic • W h a t kind o f problem does the present day
situation in the Siberian region? situation o f the economy cause?
• N a m e some of the strengths o f the region. • W h a t measures could possibly solve this
• N a m e some o f the weaknesses o f the region. problem?
iberia is e x t r e m e l y rich in its n a t u r a l re- ripen quickly and happily. Raising cattle, anothr-
S sources. It has the world's largest deposits
o f nickel, silver, zink, lead and other minerals.
profitable business, is quite possible too.
T h e southern part o f Siberia boasts vast for-
Siberia possesses oil and vast supplies of natural ests where valuable timber is produced. Howeve:
gas. Some resources have been used for decades the forests are a slowly-renewable resource a » ;
while others were found quite recently (e.g. the should be m a n a g e d very carefully. T h e g r t :
Kovyktinsk natural gas fields near Irkutsk and Siberian rivers, like the Yenisei, Lena, Angar.
the Chayadinsk gas fields in the Sakha Republic). and others, and the largest freshwater lake BaikiL
Geologists believe that there are a lot more re- make the region a unique place for fishery.
sources to be found and developed, especially in Siberia has a multicultural and diverse popu
the Far East region, in Sakhalin and Kamchatka. lation which represents m a n y different lifestyle
But an adequate labour force and new technolo- and practises various religions. Most people l b ;
gies are needed to access and use the resources along the T r a n s - S i b e r i a n Railway. T h e large-
more efficiently. cities are Novosibirsk, Krasnoyarsk, and Irk./
In spite o f v e r y c o l d w i n t e r s , S o u t h e r n and have populations that range from one to tw»
Siberia provides good conditions for agriculture. million people. However, in general, the popula-
In spring and s u m m e r this region has lots o f tion density of Siberia is very low — it's a b o -
sunshine, it's warm, and the soil is very fertile six people per one square kilometre in Weste—
( c h e r n o z e m soil). W h e a t , rye, p o t a t o e s a n d Siberia, two people per one square kilometre л
other vegetables can easily grow in this region. Eastern Siberia, and only one person per c m
Tropical fruits like oranges and bananas can be square kilometre in the Far East. In China . »
cultivated in greenhouses, where they grow and about 135 people per square kilometre, and „.:
Japan a n d Korea, correspondingly, it's 337 a n d as M i c r o s o f t , I n t e l a n d H e w l e t t - P a c k a r d , have
4 6 5 people per o n e s q u a r e k i l o m e t r e . B u t t h e offices there too. T h e Siberian " b r a i n s " are able
n a t u r a l resources o f those c o u n t r i e s in Asia do to send their development o f high tech enterprises
not m e e t t h e d e m a n d s o f their rapidly develop- across t h e whole o f Russia.
ing e c o n o m i e s . In s m a l l t o w n s people's everyday lives c a n
Siberia has got high tech educational, m e d i c a l differ a lot f r o m t h o s e in m a i n industrial cities.
a n d s c i e n t i f i c c e n t r e s in N o v o s i b i r s k , I r k u t s k , Heating systems often don't meet the requirements
B a r n a u l and other big cities. T e a m s o f brilliant o f the harsh climate, and not everyone enjoys
scientists work in Acamemgorodok in Novosibirsk, c o n v e n i e n c e s like r u n n i n g water, w a r m showers
w h i c h is s o m e t i m e s c a l l e d T h e S i l i c o n V a l l e y or b a t h s in the house. S o m e t i m e s electricity and
of Russia. Nowadays, more than a hundred gas c a n b e inaccessible too. T h e s e towns c a n also
advanced computer and software companies be difficult to reach due to undeveloped transport
w o r k t h e r e . L e a d i n g f o r e i g n c o m p a n i e s , such and c o m m u n i c a t i o n systems.
14 W o r k i n s m a l l groups. D e s i g n a p r o j e c t t h a t c o u l d help t h e e c o n o m i c
development i n S i b e r i a . Use t h e following ideas o r y o u r own ones.
C o n c e n t r a t e o n O N E p r o b l e m only.
163
••аМ ШШШШШH B H H
Is physics difficult?
The important thing is not to stop questioning.
Curiosity has its own reason for existing. Read the opinions below. Decide which of
Albert Einstein t h e m you support and explain why.
1 Mechanics a) This is a relatively young branch o f physics which studies electrons, protons,
and neutrons. In contrast to Newton's physics, it states that the traditional
model of atom is wrong, and that electrons, protons and neutrons are not
the tiniest particles. It also studies what these particles consist of.
2 Molecular physics b) T h i s branch o f physics studies the structure o f the molecule, and the forces
that hold atoms together.
3 Thermodynamics c) T h i s branch o f physics studies how objects and forces interact with each
other. It describes i f the object is static or dynamic, the types o f motion,
and the forces acting on the object.
5 Q u a n t u m physics e) T h i s branch o f physics studies heat and states that heat is a form o f energy.
It also studies how temperature changes the characteristics o f the object.
164
ш
Read the following quotations. W h a t branches of physics from Ex. 4 are they
connected with? W h o m do these two quotations belong to?
• You see, wire telegraph is a kind of a very, very long c a t . You pull his tail
in New York and his head is meowing in Los Angeles. Do you u n d e r s t a n d
t h i s ? A n d radio operates exactly t h e s a m e way: you send signals here,
t h e y receive t h e m there. The only difference is t h a t there is no c a t .
P u t your hand on a h o t stove for a minute, and it seems like an hour. S i t with
a p r e t t y girl f o r an hour, and it seems like a minute. That's relativity.
6 Read the information about one of the most famous scientists in physics.
Guess the name and fill it in the last line gap of the text.
e was born in 1642 and died in 1727, which He studied history and chronology, and made
H is almost three hundred years ago, but his
name is still familiar to everyone who has ever
a profound impact on optics, a s t r o n o m y a n d
philosophy. Being a university Professor and a
been to school. Member o f Parliament, he led quite an active and
He is well-known for the "apple story". Nobody intense life. In 1705 he was awarded with the title
knows for sure but it's widely believed that the of the " K n i g h t " and so added " S i r " to his name.
s t o r y d e s c r i b e s how g r a v i t a t i o n a l force was However, nobody inherited his title as he never
discovered and also identified as the force which got married and never had a family.
acts on every object on the Earth. He was buried in Westminster Abbey. People
T h i s p e r s o n is o f t e n c a l l e d t h e " f a t h e r " who see his tomb there can also see Alexander
o f Physics, but like m o s t talented people, he Pope's words caved on the tomb which say:
established h i m s e l f in o t h e r sciences as well. Nature and Nature's laws lay hid in night:
Along with being a great physicist, he was also God said, "Let be!" and all was
a distinguished mathematician and chemist. light.
165
о 8 W o r k in pairs. D e s c r i b e what's g o i n g on i n t h e p i c t u r e below. Say what forces
are a c t i n g o n t h e o b j e c t (the sledge).
F4 gravitational force
force applied to the object
force applied to the object 9 W o r k in s m a l l groups. F r o m t h e p o i n t o f
view o f physics, e x p l a i n why it's n e c e s s a r y
to fasten safety belts when you drive a car.
Useful vocabulary
Useful vocabulary
to push upwards
to pull downwards to act on the object inside t h e c a r
the force o f gravity to move at the s a m e velocity
the force o f the g r o u n d (elastic force) to b u m p into s o m e t h i n g
to push rightward to pull up ( т о р м о з и т ь ) abruptly
to move rightward to move due to inertia
leftward directed frictional force can get the passenger t h r o u g h the windscreen
10 R e a d t h e t h r e e m a i n laws o f m e c h a n i c s . M a t c h t h e s c i e n t i f i c w o r d i n g for
each law, its m a i n f o r m u l a s (if t h e y exist) a n d t h e e x p l a n a t i o n that's easiest
to u n d e r s t a n d .
166
11 M a t c h Newton's laws with the pictures. Read the questions and give the answers
as quickly as possible.
Applications of Newton's laws
of motion in real life Blitz:
1 Can the weight and the mass of one and the
same object have different values?
2 D o the weight o f an object and the gravity
force which acts on it have the same or
opposite directions?
3 W h i c h o f the formulas should be applied to
find out the gravity force on the Earth?
a) b) c)
- s F = mg F = ma
v = —
t
T he big old p y t h o n e n j o y e d b a s k i n g in
the sun on the very top of the high rock.
He spent days and weeks there — it was a
wonderful way to pass the time. Lazily his eyes
followed the big birds flying high in the sky. He
enjoyed watching them. Large and impressive,
they floated smoothly almost beside h i m . He
felt a kind o f unity with the birds. T h e y had
lots in c o m m o n , didn't they? Like h i m , they
were far from the ground below. Just like h i m ,
they were much closer to the sky than all those
miserable creatures that lived at the foot o f the
rock. There was only one thing that kept h i m
167
1 4 Read Newton's law of universal
apart from their community, and it always left
gravitation and write it down using
a strange bitter aftertaste in his mouth. Yes,
physics symbols.
they could fly. They knew how to do something
he would never be able to experience. Flying, Two objects are attracted to each other with
being in the air without the ground supporting the force that is directly proportional to
you — how would it feel? the product of their masses and inversely
Just then, a light feather, obviously dropped proportional to the square of the distance
by one o f the large birds, moved slowly past between them.
h i m . It was descending gradually and almost
vertically as the air was absolutely still. T h e
1 5 Read the text again and discuss the
python couldn't take his eyes off it. It reminded
following points.
h i m of something. Yes, it was at school. T h e
python didn't like school, but his mother had 1 Does the experiment mentioned in the
i n s i s t e d . . . True, he hadn't b e n e f i t e d m u c h story exist, or did the python invent it all by
from the experience. But that feather... it was himself?
connected to those old school days somehow. 2 W h a t is the point o f the experiment? W h a t
Yes, the python recalled it now: the Physics does it prove?
teacher had once demonstrated a fascinating 3 W h a t is wrong with the python's interpreta-
experiment to the class. He had brought a long tion o f the experiment?
glass tube to show the class and said that there 4 Describe the experiment in a more accurate
was a vacuum inside. But the python didn't see way.
any vacuum, just a white feather and a grey
stone. T h e t e a c h e r t u r n e d the t u b e upside
down and, naturally, b o t h objects started to 16 W o r k in groups. Prepare a presentation
about one o f the famous physicists o f
fall. Amazingly, the stone reached the bottom
Russia. You can either choose f r o m the
o f the tube at the same m o m e n t the feather
list below or suggest another Russian
did! T h i s impressed the young p y t h o n and
scientist.
stuck in his m e m o r y but it didn't lead to any
desire to look into the matter further. Now the
Alexei Alexeyevich
python wished he had been more curious about
Abrikosov
physics and had bothered to ask questions once
in a while. Didn't that experiment m e a n that Zhores Ivanovich
when anybody was in the air with n o f i r m Alferov
ground below, a body could float just like a
Pyotr Leonidovich
light feather ...even such a big body, like his
Kapitza
own, the python's? T h e birds seemed to have
discovered this secret very long ago and kept it Igor Vasilyevich
from everyone. He must try it for himself... Kurchatov
For the first time in his life the python felt
excited. He kept looking down from the rock, Lev Davidovich
his eyes still on the tiny white spot that was Landau
the feather far below h i m . . .
Sergey Ivanovich
Vavilov
Learning strategies Appendix 2
1 Develop a clear test strategy and study past exam papers for more practice
with matching tasks.
2 Read the instructions carefully and make sure you understand the task
properly. Read the answers / titles first so you know the answer choices. Then
as you read the questions / texts, you will already know all the options. This
can prevent you from choosing the first or second choice because it looks
right, when the correct answer is further down the list.
3 As you find each correct match, cross it off the list. This helps you limit your
choices and increase your chances of getting every answer correct.
169
Appendix 2 Learning strategies
You may or may not have answers in fill-in-the-gap test questions. If you don't
have choices, you have to recall or guess the correct word; but if you do have
choices, you have to eliminate some options and choose the best answer.
1 Look for links in ideas. As you read the sentence, substitute the word blank for
the gap. This helps you figure out what is missing and how the sentence makes
sense when it's complete. If there are answer choices, try to predict the answer
without looking at the choices. Then look at the choices and find the one that
best matches your prediction. If there are no given choices, fill in the gap with
an answer based on your prediction.
2 Look for context clues. A fill-in-the-gap question usually contains clues to the
correct answer.
3 Read carefully. Sometimes one letter can change the meaning of a word. Some
words may look the same if you are reading fast when they are not the same
at all.
4 Match the grammatical form of the question with the answer. If the verb is
singular, the subject or answer must also be singular; if the verb is plural, the
subject, or answer must also be plural.
5 Check your answer by reading the entire sentence and decide whether it
makes sense. If not, revise your answer.
6 Use common sense to make sure your answer is logical. Revise your answer if
it doesn't match what you already know.
H o w to d e a l w i t h t r u e / f a l s e test q u e s t i o n s
Unit 1: Ex. 16, 69; Unit 2: Ex. 93; Unit 3: Ex. 53; Unit 4: Ex. 85
1 True / False questions require you to recognise a fact or an idea and check
your reading comprehension. Consequently, you have to read very carefully
and closely.
2 W h e n you take true / false tests, pay close attention to absolute words: words
that are all positive or all negative, such as all, everyone, all the time, always,
never, none, not at all, etc. If you see an absolute word in a test item, it will
probably not be correct since answers are rarely always or never.
3 Look for other modifiers too. Words such as usually, many, most, rarely,
sometimes, generally, and frequently can make the statement true because they
are not absolute words.
4 Study the sentence parts. Every part of a true sentence must be true. If any one
part of the sentence is false, the whole sentence is false despite other true parts.
5 Be on your guard for false logic. Two sentences might be true but connected
by a word that makes them false. Look closely at the connecting word to make
sure it doesn't lead to false conclusions.
6 Guess! W h e n it comes to true / false questions you should guess on all
questions you can't answer. You have more than a 5 0 % chance of getting the
answer right since true / false tests often contain more true answers than false
answers.
H o w to d e a l w i t h multiple c h o i c e test q u e s t i o n s
Unit 2: Ex. 27, 40; Unit 4: Ex. 11, 29, 43, 57
1 In multiple choice questions, the question is called the stem and the choices
are called the alternatives. Multiple choice questions sometimes require fine
distinctions between correct and nearly correct statements. These distinctions
170
Vppendb 2 earning strJBatels
involve more than just recognition of the correct option; they require
synthesis, analysis, and application o f the information.
Familiarise yourself with the different kinds o f multiple choice questions by
studying old exams.
Read all o f the stem and every alternative for each question.
You can progress through a multiple choice section in three ways:
• Read every question carefully but quickly, answering only those of which
you are 1 0 0 % certain. Put a " ? " on those that need more thought.
• Examine the questions you have not yet answered. Answer those you are
reasonably sure of without spending too much time on each. Be sure to
erase the " ? " so you do not waste time looking at it again.
• Finally, study the remaining unanswered questions. I f you cannot come to
a decision after careful thought, or if you run out of time, make a logical
guess. Again, erase the " ? " before you submit the exam.
Use the process o f elimination to get rid of the obviously incorrect alternatives.
I f your exam has other types of questions besides multiple choice, do the
multiple choice items first. Just reading the stems and their alternatives can act
as a warm-up to the whole exam. Also, the ideas embedded in these multiple
choice questions will fuel your thinking for doing the other parts o f the exam.
No one can remember all the materials they read or hear during a lesson or a
lecture. That's why you need to take notes. Taking notes helps you remember
what you have learned. G o o d notes can also serve as a study guide to help you
get top marks on exams.
1 Keep your notes short and concise. I f you write too much, you'll be right back
where you started, trying to separate all of the essential information from the
nonessential. There are several methods to taking notes:
a) Write sentence fragments rather than complete sentences.
b ) Develop and use your own system o f abbreviations to save space and time.
c) Use sketches, charts, lists and schemes to separate the important facts from
the m i n o r details.
171
Appendix 2 Learning strategies
2 Be sure to mark direct quotes with quotation marks. This can help you
distinguish between your own words and the writers or teacher's words.
3 Check and double-check your notes after class. Be sure that you have spelled
all names and copied all data correctly. Check all other spelling as well.
H o w to w r i t e a n o p i n i o n e s s a y / a for a n d against e s s a y
Unit 1: Ex. 95; Unit 2: Ex. 16; Unit 3: Ex. 78; Unit 4: Ex. 7
Tips f o r d o i n g i n t e r n e t r e s e a r c h
Unit 2: Ex. 35, 52; Unit 3: Ex. 36, 65; Unit 4: Ex. 22
As there is usually far more information available than you require, you need to
make choices about what to read and how best to use it.
Consider:
• Your purpose
What do you intend to do with each piece of information? D o you really need
it? Can you do without it?
• What you already have
Brainstorm your knowledge of the subject before you start your research, or
make a list of the keywords you already know on the subject.
• Whether it is the best source
Check to see if the source is reliable, up to date, written by experts in the field,
and relevant to your needs.
• Whether it is the best example
As you find more information, the latest information may be better than what
you have already collected. Keep evaluating which material is the most up to
date and which is the best for your purposes.
• How much you need
Usually word limits are strict. Generally, you shouldn't write more than a few
lines or a paragraph on any one example. Bear this in mind when you take
notes so that you do not record more than you need. This will save you a lot
of time.
Tips f o r p a r t i c i p a t i n g in a d i s c u s s i o n (in a n e x a m s i t u a t i o n )
Unit 2: Ex. 89; Unit 3: Ex. 25, 100; Unit 4: Ex. 46
This task involves discussing a certain topic with an examiner who will be playing
the role of your partner. The whole discussion will last for about 4 minutes. There
172
Appendix 2 Learning strategies
are three possible directions in the discussion and you have to t o u c h upon all o f
t h e m , c h o o s e o n e option and then give reasons for y o u r choice. You will initiate
the discussion with the examiner.
SAMPLE BIOGRAPHIES
173
. @ . инн • ИВЙИЯЩЁ
Appendix 2 Learning strategies
Tesla's legacy can be seen across the modern world wherever electricity is
used. Aside from his work on electromagnetism and engineering, Tesla is
said to have contributed in varying degrees to the fields of robotics, ballistics,
computer science, nuclear physics, and theoretical physics. In his later years,
Tesla was regarded as a mad scientist and became noted for making bizarre
claims about possible scientific developments. Many of his achievements
have been used, with some controversy, to support various pseudosciences,
U F O theories, and New Age occultism. Contemporary admirers of Tesla
have deemed him "the man who invented the twentieth century".
Sergey Pavlovich Korolyov (12 January 1907-14 January 1966), was the
head Soviet rocket engineer and designer during the "Space Race" between
the United States and the Soviet Union in the 1950s and 1960s. Unlike his
counterpart in America, Wernher von Braun, Korolyov's pivotal role in the
Soviet space program was kept a secret until after his death. Throughout his
period of work on the program he was known as the "Chief Designer". Twice
in his life S. Korolev was awarded the highest title of the USSR: "Hero" for
his contributions in science.
Although trained as an aircraft designer, Korolyov's greatest strengths proved
to be in design integration, organization and strategic planning. He became
a rocket designer and a key figure in the development of the Soviet Space
Programme. Being appointed to that position, Korolev designed the Vostok
and Vockhod spaceships on which the first cosmonauts were launched into
space. It was the beginning of the space era in the history of mankind.
S. Korolev had realised the most ambitious plans of the Russian scientist
and inventor K. Tziolkovsky.
Korolev prepared and assisted Russian cosmonauts, sending them to space
and meeting them personally after landing at the Bikanur Cosmodrome.
The first entry of a man into outer space was also made from the Voskhod
spaceship designed by S. Korolev. By the time S. Korolev died unexpectedly
in 1966, the foundation of the USSR as a powerful space state had been
established.
174
Keep to the point and be informative.
- Use logic to link your ideas. Use linking words and expressions.
5 Speak clearly so that the examiner can hear you.
G e n e r a l e x a m t a k i n g a d v i c e (final a s s e s s m e n t )
How can you improve your results in a standardised exam in English? It is
certainly true that you can't cram for it as these exams are designed to assess
the knowledge you have gained during many years o f education. But you can
significantly improve your score by studying! Follow these suggestions:
1 Find out what the e x a m format is. Practise taking old exams and learn which
format you may encounter. Are you going to fill in multiply-choice items?
D o you have to write an essay? O r does the exam have both? Studying old
exams will help you save time and increase your chance o f earning the best
possible score / mark!
2 Understand the scoring / marking. For example, what happens if you leave
some blank spaces in your answer sheet? Will you lose points? That's why
you should usually fill in the answer, even if you are not absolutely sure if it
correct.
3 Take practice tests / exams. W h e n it comes to taking an exam, practice does
make perfect! And besides, the real exam may include a question that you
have already answered correctly during your practice, as previously used
questions, or similar ones, are often recycled.
4 Improve y o u r reading skills. Read, read and read to expand your vocabulary,
increase your reading speed and make your general understanding better. It
will save you precious time during the actual exam.
5 Familiarise yourself with the instructions. Any time you save is more time
you can spend answering the questions. This extra time could make the
difference in your getting a higher score or better mark.
6 Revise, don't c r a m . I f you cram all the time, or try to put too much
information into your brain in a short period o f time, it may simply result in
brain overload. W h e n you are overloaded and don't understand what you are
studying, you are wasting your time.
7 L e a r n how to study effectively. Most people waste a lot o f time trying to
figure out how to study instead o f just getting down to working on their exam
tasks, learning new words and reading specifically for the exams.
Effective time m a n a g e m e n t
• Develop blocks o f study time. Some learners need more frequent breaks for
a variety of reasons. More difficult material may also require more frequent
breaks.
• Make a "To Do" list. Write down things you have to do, then decide what to
do at the moment, what to schedule for later, what to get someone else to do,
and what to put off for a later time.
• Keep a daily / weekly planner. Write down appointments, classes, and
meetings in a chronological log b o o k or chart. I f you are more visual, sketch
out your schedule, the night before, checking what's ahead for the next day.
This way you will always go to sleep knowing you're prepared for tomorrow.
• Create a long-term planner. Use a monthly chart so that you can plan ahead.
Long-term planners will also serve as a reminder to constructively plan time
for yourself.
• Prioritise assignments. W h e n studying, get in the habit o f beginning with the
most difficult subject or task.
Appendix 2 Learning strategies
Four days before the exam Reread your notes and review the textbook.
Three days before the exam Skim your notes and the textbook. Recite important points aloud.
Two days before the exam Without looking at your notes or the textbook, recite the key points.
Look back at your notes and the text to check your success.
The day before the exam Take a sample exam and answer the questions or have someone quiz you.
Skim your notes to find the most important and / or difficult points.
The day of the exam If the exam is in the morning, you may not be able to study. But if you
do have a few minutes, skim your notes once last time. Be sure to take a
deep breath and relax before the exam.
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ШяШШШШШШШвШвш яВШШШвЯШШШЯШЯЯШЯВШШШШШШВт 2 Learning strategies
Exam-taking tips
Unit 4: Ex. 45
Read the whole task v e r y carefully.
C o m m e n t on all the given options without m a k i n g a final c h o i c e yet.
Listen to y o u r partner and agree to the suggestions you find relevant.
Say what y o u don't agree with and give y o u r reasons.
Try to find s o m e t h i n g in c o m m o n and m a k e y o u r suggestions b a s e d on
these points.
Ask y o u r p a r t n e r for his / h e r opinion and i f she / h e agrees with your
suggestions.
Sum up y o u r discussion giving your reasons.
177
Cultural guide Appendix 3
178
к о
179
Appendix 3 Cultural guide
180
Grammar reference Appendix 4
1
UNIT 1
Section 1
Irregular plural forms of nouns
• Some nouns have the same form in singular and in plural:
sheep — sheep, deer — deer, aircraft — aircraft, series — series, crossroads —
crossroads, etc
• Some nouns have -// -fe in singular, but -ves in the plural:
half— halves, thief— thieves, leaf — leaves, knife — knives, life — lives, etc
• Some nouns form the plural by changing their vowels:
foot —feet, tooth — teeth, goose — geese, man — men, woman — women,
mouse — mice, etc
• Some nouns form the plural with -en:
ox — oxen, child — children
• Some plural nouns have no singular:
cattle, clothes, contents, goods, thanks, trousers, etc
181
Passive voice (Revision)
T h e passive voice is used when we want to focus attention on the person or thing
affected by the action. Normally, the performer o f the action, or the agent, comes
first and is the subject and we use the active form o f the verb. W i t h passive voice,
the other person or thing receiving the action is made the subject.
With the dry zorb, you are securely strapped in and then rolled over the top...
With this one, you are not strapped in and you are encouraged to stand up
and run like a hamster in its wheel.
Present perfect simple has / have been + V-ed / V 3 He has just been awarded the second prize!
Past simple was / were + V-ed / V 3 The race was won by a school newcomer. He is so
sporty!
Past continuous was / were being + V-ed / V 3 They were being treated as world champions
when they won a local competition.
Past perfect simple had been + V-ed / V 3 The vegetables had been cooked for far too long,
but we had to eat them for launch.
Future simple will be + V-ed /V3 The school competition will be held on Saturday.
Future perfect simple will have been + V-ed / V 3 There is no point in hurrying. The meeting will
have been finished by now.
Infinitive (to) be + V-ed /V3 Exams have to be taken almost every year you
are at school.
Do you know who is going to be invited to the
party?
Section 2
Revision of tenses
Past Present
Simple active I wrote the report yesterday. I write reports every month.
passive The report was written yesterday. Reports are written every month.
Continuous active I couldn't talk to you when you phoned I am writing a report at the
yesterday because I was writing a report. moment.
passive The report was being written yesterday The report is being written at the
at 10.00. moment.
Perfect active I had written the report by the time my I have just written a report.
boss came to the office.
passive The report had been written by the time The report has just been written.
the director came to the office.
Perfect continuous I had been writing the report for two I have been writing the report for
hours when my colleagues arrived. two hours already.
182
Section 3
Modal verbs for obligation, necessity, permission
Permission
• We use can, could, may, might, be allowed to to talk about permission:
Can I use your pen for a moment?
May / Might I suggest something?
We are not allowed to go out late at night.
Obligation and necessity
• W e use must when the authority comes from the speaker.
You must be at school at 8.30. (I insist.)
I've got a terrible toothache. I must go and see the doctor. (I think it's necessary.)
• W e use have to when the authority comes from outside the speaker.
We have to wear a school uniform. (There is a school rule.)
You have to be 18 to drive in Russia. (There is a law in Russia.)
• W e only use must to talk about the present or future obligation. W e use
had to talk about past obligation.
I had to go to see the dentist yesterday.
• W e use mustn't when there is an obligation not to do something.
You mustn't smoke here. (It's not allowed.)
You mustn't wash this sweater in a washing machine.
• W e use don't have to when it's not necessary to do something.
We don't have get up early tomorrow.
I don't have to bring this book to school. You can borrow one from the school
library.
Section 5
Revision of the articles
1 W e use a I an
• with singular countable nouns when we talk about them in general
He wants to buy a car.
• to refer to any one thing o f that kind
He bought a car.
• with be and have (got)
She is a musician.
She has got an electrical guitar.
2 W e do not use a I an with uncountable nouns or plural countable nouns.
We use some.
He bought some petrol for his car.
He bought some books.
3 W e use the
• with nouns when we are talking about something specific, for example, when the
noun is mentioned for a second time, or the noun is already known
He bought a car. The car is very expensive.
• with nouns which are unique
the sun, the moon
• with the words: morning, afternoon, evening, night, beach, station, sea,
cinema, theatre, coast, countryside, world, shop, library, city, weather, etc
Have you been in the theatre recently?
4 W e do not use the
• with uncountable nouns or plural countable nouns when we talk about
them in general
Students take a lot of exams.
• with proper nouns
Nikita lives in Novosibirsk.
• with possessive adjectives or the possessive case
That is his new car.
• with the words: bed, church, school, college, hospital, prison, university, court
when we are referring to the reason they exist
Children should go to school.
UNIT 2
Section 2
W a y s of expressing the future (Revision)
Form Function
going to To express a personal intention or make a I am going to study French this year.
prediction about what you know / feel / The sea is going to be very rough this
see. afternoon, so don't go swimming.
Future simple With shall and will plus the infinitive Tomorrow will be my birthday.
of a verb you can express: a future fact, It's all right, I'll do the shopping.
a sudden decision, an offer, a threat, I will take you in the car if you like.
a promise, an opinion about the future, I'll stand by you whatever happens.
a probability especially after think, I suppose we'll manage without the car.
suppose, expect, doubt if.
Present continuous We can use it for planned or personally He's coming tomorrow afternoon.
scheduled events. Usually used with What are we having for dinner?
principle verbs such as: come, go, begin, I'm not seeing my friends until Friday.
start, finish, have, etc.
Present simple We use this when we are thinking of Your train leaves in ten minutes.
the certain future, something already
arranged as in a timetable or programme.
is to / are to These are used to express an instruction The political leaders are to meet next
or something arranged officially. month to discuss the crisis.
about to / due to We use these when we want to describe The 100 metre race is about to start
actions that are expected to happen, any minute now.
usually fairly soon.
184
Future perfect
We use the future perfect to say that something will have been completed by
a certain time in the future.
The future perfect passive is not used very often because it is seldom required
by the situation. But when it is used, it is usually followed by the word by.
of the week.
Section 3
Reported speech (Revision)
will would
• Pronouns and time expressions change according to the meaning of the sentence.
"I want to read this book," she said. She said (that) she wanted to read that book.
She is doing her homework, he said. He said (that) she was doing her homework.
Questions
• The verb tenses, pronouns and time expressions change as in statements.
• The reported questions begin with a question word or i f / whether.
• The question mark and the words such as please, well, oh are omitted.
"What do you want to say?" she asked me. She asked me what I wanted to say.
"What are you doing?" Mother asked Tim. Mother asked Tim what he was doing.
"Do you like pop music?" Ann asked me. Ann asked me if (whether) I liked pop music.
Clauses of consequence
W e use so / such (that) to talk about the result o f something.
185
Section 4
Present perfect simple / Present perfect continuous / Past simple
(Revision)
We use it to talk about what has been achieved in a We use it to talk about how long something has been
period of time. in progress.
I have read three short stories this morning. I have been reading short stories all morning.
We use it to talk about something which started in We use it to talk about something which started and
the past and continues up to the present. finished in the past.
I have worked in Novgorod for 5 years. I worked in Novgorod for 5 years.
The result of the action is connected to the present. The result of the action is not connected to the
present.
I've lost my passport. Have you seen it anywhere? When I was on a trip to London, I lost my passport
and couldn't find it.
UNIT 3
Section 1
Describing changes a n d comparing past a n d present
P r e s e n t p e r f e c t (Revision)
T h e present perfect is used to connect the past and the present.
T h e present perfect is used:
• To describe an action which started in the past and continues up to the
present, especially with state verbs, e.g. know, have, like, be, etc.
I have known Mark for ten years.
We have been in this class since we were 7 years old.
• To describe an action which happened at an unstated time in the past.
T h e action is more important t h a n the exact time.
He has been in Italy twice.
I have never done skateboarding.
• To describe an action within a time period which has not finished at the
moment of speaking, e.g. today, this week, this year, etc.
Have you seen Mary today?
I haven't met him this week.
86
Multi-word verbs
There are m a n y multi-word verbs in English. They are often made up o f a verb
•nd one or two small words, e.g.
.ike up, put on, sit down, keep up with, get on with
The smaller word may be a preposition or an adverbial. There are some
differences.
The cat climbed up the tree. They filled in the form. / They filled the form in.
He fell in the swimming pool. I switched off the light. /1 switched the light off.
Look at this painting! He wrote down the address. / He wrote the address down.
Future simple
We can use future simple to predict the future.
In the future, machines will do many of the jobs that people do today.
W h e n we predict the future, we often use will with the phrases:
I think...
I can i m a g i n e . . .
I expect...
I hope...
I believe...
I'm (not) sure...
There is a good c h a n c e . . .
Section 2
Past perfect passive
We use past perfect passive to describe an action (in passive) that was finished
before a certain moment in the past.
Section 3
Revising word categories
• An article is a determiner (word used before a noun) that shows whether you
are referring to a particular thing or to a general example o f something.
T h e indefinite article is a or an and the definite article is the.
• Prepositions: on, at, in, out, up, etc
• A p r o n o u n is a word used instead o f a noun for referring to a person or a
thing that has been mentioned earlier:
Personal pronouns: he, she, it, they, you, etc
Object pronouns: me, him, her, them, etc
Possessive pronouns: mine, yours, his, hers, theirs, etc
Reflexive pronouns: myself, yourself, ourselves, himself, herself, etc
Indefinite pronouns: something, anything, somebody, anybody, etc
• A relative p r o n o u n is a word used to join sentences in place o f it, he, she, etc
We use who for people and which for things.
• Question words: what, when, why, who, how, etc
187
• Linking words a n d phrases are used to connect parts o f sentences, sentences
and ideas.
Time: when, as, while, as soon as, before, after, until, etc
Contrast: although, even though, though, in spite of, despite, while, whereas,
however, etc
Reason and result: because, because of, as, since, so, as a result, therefore, etc
Purpose: to, in order to, so as to, for, so that, etc
• A n auxiliary verb is a verb used that is used with another verb to show its
tense, form questions, form the passive, or change an aspect o f its meaning.
T h e main auxiliary verbs in English are: be, have and do.
• A m o d a l verb is a verb that is used with another verb to express possibility,
permission or intention: can, may, might, must, should, etc
• Expressions of quantity: some, any, much, many, a lot of, little, few, no, none,
all, etc
Section 4
Numerals
• W e use a or one before hundred. One hundred is more formal than
a hundred.
• W e use one, not a, before another n u m b e r or inside a larger number.
1,400: one thousand, four hundred.
• Hundred, thousand and million have no -s after a number.
six thousand
a few hundred
three million
but
It's happened hundreds of times.
• W e use ordinal numbers to say the names o f Kings, Queens, popes and tsars.
Henry the Eighth, Pius the Twelfth, Peter the First.
• Writing of dates:
30 April 1996: the thirtieth o f April, nineteen ninety-six / April the thirtieth,
nineteen ninety six.
• Telephone numbers are usually said one n u m b e r at a time.
188
1
List of irregular verbs Appendix 5
ItaMM
Infinitive Past simple Past participle
awake [s'weik] awoke [a'wauk] awoken будить, просыпаться
be [bi:] was [wt>z] (ед. ч.) been быть, находиться,
were [w3:] (мн. ч.) являться
bear [Ьеэ] bore [bo:] b o r n [bo:n] рождать
beat [bi:t] beat beaten бить, ударять
b e c o m e [Ы'клт] became [bi'keim] become становиться
begin [bi'gin] began [bi'gaen] begun [Ы'длп] начинать(ся)
bite [bait] bit bitten кусать(ся)
break [breik] broke broken ломать, нарушать
bring brought [bro:t] brought приносить, приводить
build [bild] built [bilt] built строить
burn burnt, burned burnt, burned жечь, гореть
buy [bai] bought [bo:t] bought покупать
can could [kud] — могу, умею
cast [kcrst] cast cast кидать, бросать
catch [kaetf] caught [ko:t] caught ловить, поймать
choose [tfu:z] chose [tfsuzj chosen выбирать
come [клт] came come приходить, приезжать
cost [kDSt] cost cost стоить
cut [k\t] cut cut резать, рубить
do [du:] did done [dAn] делать, поступать, выполнять
draw [dro:] drew [dru:] drawn [dro:n] рисовать, чертить, тянуть
drink drank drunk пить
drive drove [drauv] driven ['drivsnj в е с т и машину, ехать на машине
eat [i:t] ate [et] eaten есть, кушать
fall [fo:i] fell fallen падать
feed fed fed кормить
feel felt felt чувствовать
fight [fait] fought [fb:t] fought бороться, сражаться
find [famd] found [faund] found находить
fly [flai] flew [flu:] flown [Яэип] летать
forbid forbade forbidden запрещать
forget forgot forgotten забывать
get got got получать
give [giv] gave given I'givsn] давать
g° went gone [gtm] ходить, идти, ехать
grow [дгэи] grew [gru:] grown [дгэип] расти, в ы р а щ и в а т ь
hang hung hung висеть, вешать
have [hasv] had had иметь, владеть
hear [hia] heard [h3:d] heard слышать
hold [hauld] held held держать
hurt [h3:t] hurt hurt ушибить(ся), причинять боль
keep kept kept держать, хранить
know [паи] knew [nju:] known [nsunj знать
lay [lei] laid [leid] laid класть, положить
lead led led вести, руководить
189
Appendix 5 list of irregular verbs
190
Dialogue vocabulary Appendix 6
you meet new people or start you want to state your point of view
a conversation
I have to s a y . . . — Я вынужден(а) с к а з а т ь . . .
Hi! / Hello! — Привет! In my view... In my o p i n i o n , . . . — П о - м о е м у . . .
I'm Julia. I'm from Vladivostok.— Меня зовут Let me start w i t h . . . — Позвольте мне начать с . . .
Юлия. Я из Владивостока. Personally, I t h i n k . . . — Лично я думаю, ч т о . . .
And this is my friend Andre. He comes from I insist t h a t . . . — Я настаиваю, ч т о . . .
Germany.— А это мой друг Андре. Он родом I am convinced t h a t . . . — Я уверен, ч т о . . .
, из Германии. I don't b e l i e v e . . . — Я не думал, ч т о . . .
I know for s u r e . . . — Я знаю наверняка, ч т о . . .
I feel... / I don't f e e l . . . — Мне кажется / не
Nice to meet you! — Приятно познакомиться!
кажется, ч т о . . .
you greet people you a l r e a d y know you share someone's opinion or support
someone's judgment or suggestion
Hi! How are you? — Привет! Как дела?
I feel the same.— Я отношусь к этому точно
Fine, thanks. How are you? — Спасибо, пре- так же.
красно. А у тебя? I can't agree m o r e . — Полностью вас поддер-
How're you doing? How're things? How's life? живаю.
— Как дела? (равнозначные варианты) It seems reasonable.— Это кажется разумным /
резонным.
Everything is all right, thanks.— Все в порядке, Sounds like a good plan / idea.— Это, кажет-
спасибо. ся, хороший план / хорошая мысль.
I like the idea.— Мне нравится эта мысль.
It's great to see you again! — Здорово снова
тебя увидеть!
191
you want to express disagreement you want to say what you like or dislike ^
I don't think so. I don't b e l i e v e . . . — He думаю, I'm quite happy a b o u t . . . — Я вполне доволен /
что это т а к . . . довольна...
I'm afraid I can't agree with you.— Боюсь, что I'm not really happy a b o u t . . . — Я не очень
не могу с Вами согласиться. доволен / довольна...
I wouldn't be so certain.— Я не был бы так I'm keen on ...-ing (gardening, skiing) — Мне
категоричен. очень н р а в и т с я . . .
It's quite a different thing.— Это совсем другое I hate when / i f . . . — Я терпеть не могу, ког-
дело. да...
I doubt t h a t . . . — Я сомневаюсь, ч т о . . . I'm crazy a b o u t . . . — Мне ужасно н р а в и т с я . . .
I love parties / partying.— Я люблю вечерин-
ки / ходить на вечеринки.
you want to find out something
192
Key vocabulary Appendix 7
This vocabulary lists new words and phrases you should memorize and use
confidently by the end o f the academic year. For the rest o f the words, please,
refer to any good English-Russian dictionary you have, since on completing your
school course you are supposed to be able to work with all types o f dictionaries
and reference materials.
Before you look up a word in the key vocabulary or in any other dictionary, please
study the abbreviation in the table below. It'll help you work m o r e efficiently.
193
confess [kan'fes] v — признавать(ся)
Б |
confidence ['ktmfidans] n [U] — уверенность
Bachelor / bachelor's [ bastjbla ] n [С] — бакалавр self-confidence n [U] — уверенность в себе;
band [baend] n [С] — музыкальная группа самоуверенность
band (together) v — собираться вместе, объеди- confident adj — уверенный в себе
няться confidently adv — уверено
beneficial [.beni'fijbl] adj — полезный, выгодный contact ['knntaskt] и [С, U] — контакт
benefit ['benifit] n [U] — выгода, польза от чего- eye contact — зрительный контакт
либо contribute [,kr»n'tribju:t] v — вносить вклад, спо-
bias ['baias] n [U] — наклон, уклон, предвзятое собствовать достижению общей цели
необъективное отношение controversial [.kontrs'vaijsl] adj — неоднозначный,
be biased [,bi: 'baisst] — быть необъективным, вызывающий споры
склонным к поддержке кого-то / чего-то creative [kri'eitiv] adj — криативный, творческий
по каким-то личным мотивам crucial ['kru:Jal] adj — важный, критический, ре-
browse [brauz] v — просматривать информацию, шающий
бродить по интернету be crucial for — быть чрезвычайно важным /
жизненно важным
д д cure [kjua] п [С] — исцеление, выздоровление;
лекарство для исцеления
capsule ['kaspsju:l] п [С] — капсула cure v — исцелять
CD-RW [,si: di: ai'dAbalju:] (compact disk—rewritable) cutting-edge [.kAtirj'ecfe] adj — передовой, совре-
n [С] — многоразовый компакт-диск (на одном менный
и том же диске можно записывать информацию cyberspace ['saibaspeis] п [U] — киберпространство
несколько раз, стирая предыдущую)
challenge ['tfaslinc^] п [С, U] — сложная задача,
D
вызов собственным силам
challenge v — ставить под сомнение, испытывать deadline ['dedlain] n [С] — крайний срок оконча-
challenging adj — сложный и интересный ния работы, проекта
(о проекте, работе, задании) be able to work to tight deadlines — быть спо-
chat [tfaet] п [С] — беседа, болтовня; чат (компъют.) собным работать в условиях жестких времен-
chat v — болтать, общаться в чате ных сроков
claim [kleim] v — заявлять, предъявлять претен- deal [di:l] п [С] — дело, сделка, соглашение
зии deal (with) v — иметь дело с кем-то / чем-то, рас-
clone [klaun] п [С] — клон, клонированное суще- сматривать (проблему), касаться (ситуации)
ство declare [di'klea] v — объявлять, делать заявление,
clone v — клонировать декларировать
cloning п — клонирование decrease ['di:kri:s] п [U, С] — уменьшение, сокра-
comment ['kr»ment] (on) v — комментировать щение (количества)
commit [ka'mit] v — связывать себя обязатель- decrease [di'krirs] v — уменьшать(ся),
ством сокращать(ся)
commitment [ks'mitmsnt] n [C, U] — обязатель- dedicate ['dedikeit] v — посвящать (время, жизнь)
ство, верность обязательствам чему-то
committed adj — преданный, верный обязатель- be dedicated to — быть посвященным чему-то
ству, взглядам definite ['defmit] adj — определенный
competent ['knmpitsnt] adj — знающий, компетент- definitely adv — определенно, точно
ный deforestation [di:,ft>ri'stei/3n] n [U] — вымирание
competitive [ksm'petitiv] adj — конкурентоспособ- леса, уничтожение лесов
ный degrade [di'greid] v — ухудшать, портить
complicated |'knmplikeitid| adj — сложный, ос- deliberately [di'libaritli] adv — специально, предна-
ложненный многими факторами меренно
concern [k3n's3in] n [U] — обеспокоенность чем- deteriorate [di'tiariareit] v — ухудшать(ся),
то, заинтересованность в чем-то портить(ся)
concern v — рассматривать, беспокоиться, иметь develop [di'velap] v — развивать(ся)
отношение к чему-то development n [U, С] — развитие, усовершен-
concerning — в отношении чего-либо ствование
be concerned — быть заинтересованным, иметь device [di'vais] n [С] — устройство, механизм
отношение к чему-либо dialect ['daialekt] n [С] — диалект, говор
As far as I'm concerned... — Насколько это каса- digital ['diciptl] adj — цифровой
ется меня... disapprove [,diS3'pru:v] (of) v — не одобрять что-то
94
distance f'distans] n [С] — дистанция, расстояние favour ['feiva] п [U] — поддержка, одобрение;
distance learning — дистанционное обучение расположение к кому-либо / чему-либо
download [.daun'laud] v — загружать (компью- be in favour o f — быть за что-то, поддержи-
теры.) вать что-то
D V D [,di: vi: 'di:| (digital video disk) n [C] — D V D fluency f'fluiansi] п [U] — беглость (о речи)
диск fluent [flu:ant] adj — беглый
dweller ['dwela] n [С] — житель fluently adv — бегло
city-dweller — городской житель force [fo:s] n [U, С] — сила, власть
c o m e into force — вступать в силу
E fraud [fro:d] n [U, С] — мошенничество, обман;
мошенник
effective [1'fektiv] adj — эффективный full-time [,ful'taim] adj — полный (о времени)
effectively adv — эффективно full-time j o b — работа на полный рабочий день
e-learning ['к,1з:шг)] n — обучение, основанное на fun-loving ['fimlAVir)] adj — любящий повесе-
использовании компьютера и интернета литься
engage [in'geicfe] (in) v — заинтересовывать, во-
влекать (в деятельность), принимать участие
G
be engaged — быть занятым чем-то
engineering [.encfci'nianr)] п [U] — инженерное gadget ['gaecfcit] п [С] — приспособление, техниче-
дело ская новинка
engineering adj — технический, инженерный gene [фгп] п [С] — ген
enjoyable [in'ctpiabl] adj — приносящий положи- genetic [cfei'netik] adj — наследственный, генети-
тельные эмоции, удовольствие ческий, имеющий отношение к генетике
enrol [in'rsul] (on/for/in) v — записываться, зачис- genetics п [U] — генетика (наука)
ляться (обычно на обучение) genius ['cfemias] п [U, С] — гений, талант, гениаль-
enrol in a vocational college — зачисляться в кол- ный человек
ледж профессионального образования get down to (got, got) v — приступать к чему-либо
enthusiastic [in.Gjuzi'aestik] adj — делающий что- glance [gla:ns] n [С] — взгляд
то с энтузиазмом glance v — взглянуть
entrance ['entrsns] п [С] — вход global ['glaubal] adj — глобальный, повсеместный,
entrance exams — вступительные экзамены мирового масштаба
environment [in'vairsnmant] и [U] — окружающая G M [.cfeii'em] (food) or genetically modified
среда Idy'netikoli ,mr>difaid] — генно-модифициро-
environmentally conscious adj — понимающий и ванный
осознанно относящийся к вопросам защиты go down (went, gone) v — спускаться вниз, падать,
окружающей среды снижаться
environmentally friendly adj — не вредящий окру- gossip ['gusip] n [С] — сплетня, слух
жающей среде gossip v — сплетничать, распускать слухи
equal ['i:kwal] adj — одинаковый, равный graduate ['grsecfeuit] п [С] — выпускник универси-
equal rights — равные права тета
essential [I'saenjbl] adj — основной, необходимый graduate (from) v — выпускаться из учебного
estimate ['estimeit] v — оценивать, подсчитывать заведения (обычно университета)
experience [ik'spiarians] n [U] — опыт grow [дгэи] (grew, grown) [дга:] [дгэип] v — расти,
experience v — испытывать что-то, проходить увеличиваться
через что-то (о чувствах, деятельности) growth [дгэиб] п [U] — рост, увеличение
шт
express [ik'spres] (oneself) v — выражать (себя)
extraordinary [ik'stroidsnari] adj — необыкновен-
ный, особенный •
extremely [ik'stri:mli] adv — чрезвычайно hacker ['haeksj п [С] — хакер
h o a x [hauks] п [С] — обман, "газетная утка", лож-
ная информация
F .
h u m a n ['hjumsn] adj — свойственный человеку,
fake [feik] n [С] — подделка человеческий
fake adj — поддельный, ненастоящий h u m a n rights — права человека
fall [foil] n [С] — падение, спад humble ['hvmbl] adj — простой, непритязатель-
fall [foil] (fell, fallen) [fel] [Тэ:1эп] v — падать, сни- ный
жаться humbleness п [U] — непритязательность, доволь-
fall t o thinking — задуматься, начать думать ствование малым
о чем-то
195
know [пэи] (knew, known) [nju:] | пэип | v — знать
I
be best known for — быть наиболее известным
icon ['aikon] n [С] — икона, иконка (компъют.) благодаря чему-то (изобретению, высказыва-
identify [ai'dentifai] v — распознавать, отожде- нию)
ствлять
identify oneself with — отождествлять себя с кем- L
то / чем-то
imaginative [I'msecfcinativ] adj — отличающийся lessen ['lesan] v — сокращать(ся), уменыпать(ся),
воображением становиться менее значительным
impact ['impaekt] n [С] — импульс, толчок like [laik] adj — похожий
have an impact on — оказать влияние на что- and the like — и тому подобное
то, послужить толчком likely adv — вероятный
improve [im'pru:v] v — улучшать(ся) be likely to do something — оборот, передаю-
improvement п [U, С] — улучшение щий вероятность, что действие будет совер-
increase ['inkri:s] п [U, С] — увеличение, рост, по- шено
вышение Не is likely to have successful careers.— Вероят-
increase [in'kri:s] v — расти, повышаться но, что его карьера сложится удачно,
increasing popularity — увеличивающаяся попу- limited ['limitid] adj — ограниченный, неполный
лярность line [lam] п [С] — линия, связь (в том числе
independent [.indi'pendsnt] adj — независимый, электронная)
самостоятельный be online — быть в режиме он-лайн, находить-
index ['indeks] n [С] — индекс, указатель, алфа- ся в интернет-пространстве
витный список be offline — находиться вне интернет-про-
(pi. indexes / indices) ['indeksis / 'indisi:z] — ката- странства
лог literate f'litarit] adj — грамотный
individual [.indi'victjual] adj — индивидуальный c o m p u t e r literate — умеющий работать с ком-
ineffective [.ini'fektiv] adj — неэффективный пьютером
innovative ['ina.veitrv] adj — инновационный, locate [lau'keit] v — располагать(ся) (о месте)
передовой log on v — входить в систему, компьютерную сеть
inspiration [jnspi'reijbn] n [U] — вдохновение log off v — выходить из системы, сети
inspirational adj — вдохновляющий logic ['lndsik] п [U] — логика
be inspired by somebody — быть вдохновлен- logical adj — логичный
ным кем-то
interact [.intar'aekt] v — взаимодействовать м
interaction n [U, С] — взаимодействие
major ['meicfca] adj — главный, основной
inspire [in'spais] v — вдохновлять
majority [ma'dpirati] п [С] — большинство
IQ [,ai 'kju:] (intelligence quotient) [in'telicfeant
manifesto [,maeni'fest9u] п [С] — манифест
'kwaufant] — коэффициент умственного раз-
Master / Master's ['masta] — магистр
вития
means [mi:nz] n [С] — средство / средства (обычно
во мн.ч.)
J means of communication — средства коммуника-
ции, средства связи
jargon ['фа:дэп] n [U] — профессиональный
megalopolis [.megs'lcpalis] п [С] — мегаполис
жаргон, терминология, используемая людьми
mindless ['maindlis] adj — бессмысленный
одной профессиональной сферы, часто непо-
motivate ['mautiveit] v — побуждать, мотивиро-
нятная остальным
вать
job [фэЬ] п [С] — работа
motivated adj — заинтересованный, мотивирован-
job interview [.cfcob 'intavju:| — собеседование
ный
при приеме на работу
job opportunities — возможности трудоустрой-
ства N
nano- ['паепэо] — нано — префикс для обозна-
чения одной миллиардной доли (10~9); очень
К маленький
keep [ki:p] (kept, kept) [kept] [kept] v — держать, nanotechnology [.naenautek'nubcfei] п [U] — нано-
придерживаться, сохранять технология (наука)
keep traditions — сохранять традиции, придержи- native ['neitrv] adj — родной, местный
ваться традиций native tongue [.neitiv'tAJj] — родной я з ы к
1 9 6
Щ
negative ['negativ] adj — отрицательный professional adj — профессиональный
be negative towards something — быть против promotion [ргэ'тэи/эп] п [С, U] — продвижение
чего-либо (по карьерной лестнице), профессиональный
neglect [ni'glekt] (of) n [U] — пренебрежительное рост
отношение, игнорирование provide [pra'vaid] v — обеспечивать, предоставлять
neglect v — относиться с пренебрежением, халат- provider п [С] — провайдер; тот, кто предоставля-
но, игнорировать ет услуги
negotiate [m'gaujieit] v — обсуждать что-то, вести PVR [,pi: vi: 'а: | (personal video recorder) n [С] —
переговоры записывающий видеоплеер / магнитофон
negotiations [ni.gauji'eijbns] — переговоры
negotiation skills — умения, необходимые для R
ведения переговоров
networking ['netw3:kirj] п — установление полез- rapid ['rsepid] adj — быстрый, стремительный
ных контактов, налаживание деловых связей rapidly adv — быстро, резко, стремительно
neutral ['nju:tral] adj — нейтральный reason [ riizan] п [С] — причина
for many reasons — по многим причинам
recognise ['rekagnaiz] v — узнавать, опознавать
О
recognition [.гекэд'щГэп] п [U] — узнавание, при-
opportunity [,Dp9'tju:niti] п [С] — возможность знание
oppose [э'рэиг] v — противостоять, не соглашать- social recognition — общественное признание
ся с чем-то refresh [ri'frej] v — обновлять, освежать
outgoing [aut'gauiol adj — дружелюбный, общи- refresher course — учебный курс, позволяющий
тельный вспомнить и расширить уже имеющиеся зна-
overlap [,эиуэ'1зер] v — частично перекрывать (о геом. ния по специальности
фигурах), частично заходить один на другой release [ri'li:z] v — высвобождать, выпускать
non-overlapping networks — обособленные, release a film — выпускать фильм на экраны
непересекающиеся системы remain [ri'mein] v — оставаться
remain the same — оставаться прежним, без изме-
нений
Р
remedy ['remidi] п [С] — лекарство
particular [ps'tikjula] adj — особенный, отличный responsibility [ri,spt>nsi'biliti] п [U, С] — ответ-
от других ственность, обязанность
part-time [,pa:'taim] adj — неполный (о времени) responsible [n'sponsibal] adj — ответственный
part-time job — работа на неполный рабочий on your own responsibility — по собственной
день, частичная занятость инициативе, под собственную ответственность
password ['pa:sw3:d] п [С] — пароль sense of responsibility — чувство ответствен-
pastime ['pa:staim] п [U] — времяпрепровождение ности
PC [,pi: 'si:] (personal computer) n [С] — персо- retrain [,ri:'trein] v — переучивать(ся), переква-
нальный компьютер лифицироваться)
PDA [,pi: di: 'ei] (personal digital assistant) n [C] — retrainer course — учебный курс, позволяющий
персональный цифровой секретарь (карман- приобрести новую специальность, отличную
ный компьютер) от предыдущей
perpetual [ps'petfusl] adj — вечный, бесконечный reveal [ri'vi:l] v — открывать, показывать
perpetual motion — вечное движение (перпетуум rewarding [ri'wo:dir)] adj — стоящий, приносящий
мобиле) удовлетворение (моральное и / или материаль-
persistent [pa'sistant] adj — настойчивый, упорный ное)
personality [,p3:s3'n£eliti] п [С] — личность, инди- right [rait] п [С] — право (юридическое или мо-
видуальность ральное)
plasma ['plaezma] п [U] — плазма be in the right — быть правым
plug in ['pLvg in] v — подключать к источнику be within the (your) rights — иметь право (юри-
питания, к электричеству дическое и / или моральное) что-то делать
positive ['pnzitiv] adj — позитивный, положитель- rise [raiz] п [С] — подъем, увеличение
ный rise [raiz] (rose, risen) [rauz] ['rizan] v —
be positive towards something — быть за что- поднимать(ся), увеличивать(ся)
либо, положительно относиться risk [risk] n [C, U] — риск
postgraduate [psust'grasdjuit] п [С] — аспирант be able to take risks — быть способным на риск
priority [prai'nriti] п [С] — приоритет run over (ran, run) v — превышать
profession [ргэТе/эп] п [С] — профессия, специ- run over budget ['глп suva 'bAchjit] — выходить
альность за рамки отведенного бюджета
197
time [taim] п [U] — время
for a long time — в течение длительного про-
satisfy ['saetisfai] v — удовлетворять межутка времени, надолго
satisfying — приносящий удовлетворение the right time — нужное время
schedule ['Jedjuil, 'sked3ulj n [С] — график, распи- a short time ago — недавно
сание tip [tip] n [С] — совет
be behind schedule — отставать от графика exam-taking tips — советы о том, как сдавать
search for ['s3:tf for] v — искать экзамен
self-employed [.self im'ploid] adj — работающий traditional [tro'dijonol] adj — традиционный, ха-
на себя, не по найму рактерный для культуры, обычаев
set up п [С] — набор, комплект; установка (ком- treatment ['tri:tmont] п [С, U] — лечение
пьют.) trustworthy ['trAst,w3:6i] adj — заслуживающий
set up (set, set) v — основывать, устанавливать доверия
(оборудование, программу) turn [t3:n] п [С] — поворот
settlement f'setlmont] п [С] — поселение людей turn [t3:n] v — поворачивать
sever I'sevsj v — отделять the turn of the century — время, когда один век
be severed from something — быть отделенным сменяет предыдущий, начало нового столетия
от чего-то
shyness ['Jamas] n [U] — робость, застенчивость л р и
solve [st>lv] v — решать, разрешать (проблему)
solution [so'lujon] n [С] — решение undergraduate [.Ando'graecfeuit] п [С] — студент
sore [so:] adj — больной, воспаленный университета, еще не закончивший курс обу-
sore throat ['so:,Grout] — больное горло чения
spam [speem] n [U] — спам unlikely [An'laikli] adv — маловероятно
sprawl [spro:l] v — лечь растянувшись, растянуть- unlimited [An'limitid] adj — неограниченный
ся uphold [Ap'hould] (upheld, upheld) [Ap'held] v —
поддерживать (на уровне), защищать
store [sto:] n [С] — магазин
urban ['з:Ьэп] adj — городской
store [sto:] v — хранить (вещи, электронную ин-
формацию)
strength [stregG] n [U, С] — сила, мощь; достоин- V
ство virus ['vaioros] n [С] — вирус
strengthen ['streijOan] v — усиливать(ся), укрепля-
ться)
stressful ['stresfol] adj — стрессовый
w
support [so'po:t] n [U] — поддержка, помощь, под- well-paid [,wel 'peid] adj — хорошо оплачиваемый
тверждение widespread ['waidspred] adj — широко распростра-
support v — поддерживать, помогать (материаль- ненный
но и морально) wrong [rt>r)] adj — неправильный, неверный,
supportive [so'po:tiv] adj — поддерживающий, неправый
подтверждающий wrong adv — неправильно, неверно
surf [s3:f] v — заниматься серфингом; переходить be in the wrong — быть виноватым, неправым
с одного сайта на другой
surfer п [С] — серфингист; тот, кто "бродит"
по сайтам
survive [so'vaiv] v — выживать X-ray ['eks rei] n [С] — рентгеновский луч
survival [so'varvol] n [U] — спасение, выживание
sustain [so'stein] v — поддерживать, удерживать
от движения вниз
sustainable [so'steinobol] adj — устойчивый
98
Titul Publishers wish to thank the following persons for the materials
contributed by them: Natalia Bushneva, Ilya Denisenko, Svetlana Shirina and Igor Bizin.
The authors and publishers have used their best endeavours to trace all copyright holders
and obtain from them permission to reproduce all items used in this book wherever possible.
They apologise if for any reason there are any omissions and will be pleased to make the necessary
arrangements when the book is reprinted. All internet sources and information are believed to be correct
at the time of publication. However, the publishers can give no representation or warranty as
to the completeness or correctness of any website address or web search
information given in this publication.
Учебное издание
Английский язык
Гг %
i r a j j ® ^ [IrogjOosft]
Отпечатано в типографии "NEOGRAFIA a.s." 036 55, Martin, ul. Skultetyho 1, SLOVAKIA
Телефоны: ++421 (43) 420 12 73, 420 12 95. Факс: ++421 (43) 420 17 13
E-mail: Lubica.Simkova@neografia.sk, http://www.neografia.sk, ftp.neografia.sk
430а -
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