- •Unit 1 college life
- •1. Read and translate Text 1:
- •College life
- •2. Answer the following questions:
- •3. Find words denoting:
- •4. Translate into English:
- •5. Complete the sentences choosing the appropriate word or phrase from the list. Change their form if necessary:
- •6. Put in the missing prepositions:
- •7. Translate the words or expressions given below into Russian and ask your classmates- to translate them back into English:
- •8. Read and translate Text 2: Becoming an effective student
- •9. Write answers to the questions on Text 2:
- •10. Choose the correct collocation:
- •11. Translate into English:
- •12. Read and translate Text 3: Koenigsberg University
- •13. Find English equivalents in text 3:
- •14. Role-play and group work:
- •15. Read and translate text 4:
- •16. Find English equivalents in Text 4:
- •18. Translate the text into English:
- •19. Write an essay on the following topics (200 – 250 words):
- •Unit 2 where in the world…?
- •2. Complete the table about France using the topic areas and examples in the box:
- •France – something for everyone!
- •3. Read and translate Text 1: Getting out of the city
- •4. Fill in prepositions or adverbs where necessary:
- •5. Choose the word or words that best complete the sentences from the list below:
- •6. Translate the following sentences into English:
- •7. Creative tasks:
- •8. Develop the following ideas. In pairs or groups play the situations:
- •9. Writing:
- •10. Read and translate Text 2: Lessons from Curitiba
- •11. Answer the questions:
- •12. Read the text and decide which answer (а, в, с or d) best fits each space:
- •13. Integrated task: An international trade fair
- •Unit 3 professional interaction
- •1. Read and translate Text 1:
- •Professional interaction
- •3. Complete the sentences below using words from the following list. Referring back to the article will help you with some of them:
- •4. Read the passage and fill in the blanks with the words below:
- •5. Role-play and group-work:
- •8. Fill in the right word from the word column: out of work
- •9. Read and translate Text 2: Resume
- •10. Find in the text Russian equivalents to the following:
- •11. Fill out the blanks with prepositions or adverbs where necessary:
- •12. Take a word from each column to complete the collocations you need for each space in the text:
- •13. Complete each space in the text with a word formed from the word in capitals:
- •14. Translate the sentences:
- •15. Translate the dialogues from Russian into English:
- •16. Topics for discussions and essays:
- •Unit 4 language of the news
- •Language in the news
- •2. Answer the following questions:
- •3. Match the word underlined in the headline to the explanation given on the list on the right:
- •4. Do you know the parts of a newspaper? What information can you find on the following pages?
- •5. Complete the text. Use the words given to form new words that fit the gaps:
- •6. Read the text and discuss the importance of being politically correct in the contemporary society:
- •7. Read the text and decide which answer (а, в, с or d) best completes each collocation or fixed phrase:
- •8. Explain in English the meanings of the following words:
- •9. Translate the text into English:
- •10. Group discussions and role-play:
- •Unit 5 religion
- •1. Read and translate Text 1:
- •The Russian Orthodox Church
- •2. Give English equivalents to the following words and expressions:
- •3. Fill in the gaps:
- •Christianity
- •4 Choose the right answer:
- •5. Translate into English: религия в современном мире
- •6 Complete the text with appropriate words: the church of england
- •7. Are the sentences true or false? Write t or f:
- •8. Group-work and discussions:
- •3. Read and translate text 1:
- •4. Scan the report and answer the questions:
- •5. Scan the report again. What do the numbers below refer to?
- •6. Read the report again. Are the statements expressed as fact (f) or speculation (s) in the text?
- •7. Read and translate the article and find the words according to the definitions below:
- •Greenpeace
- •8. Read and translate text 2: War on waste
- •9. Read the text carefully. Match sentences a-g with gaps 1-6. There is one sentence that you do not need:
- •10. Look through the text, ignoring the gaps. What is the main objective of the swag campaign?
- •11. Match the two halves of these expressions from the text:
- •12. Choose the correct preposition in these sentences.
- •13. Read and translate Text 3: what’s the earth coming to?
- •Is there any future in futurism?
- •14. Find English equivalents in the text for the following words:
- •15. Read and translate Text 4: democracy vs. The atom technological euphoria
- •16. Find English equivalents in the text for the following words:
- •17. Discussion:
- •18. Translate into English:
- •19. Group work and essays:
- •2. Answer the following questions:
- •3. Find English equivalents to the following:
- •4. Find the words in the text according to the definitions:
- •5. Fill in the gaps in this paragraph:
- •6. Translate into English:
- •7. Read and translate Text 2: Crime and criminal procedure
- •8. Answer the questions:
- •9. Read the story and fill the gaps:
- •10. Translate into English: Дело Стивена Кизко (Stefan Kizsko)
- •11. Read and translate Text 3: The system of justice
- •12. Answer the questions:
- •13. Find English equivalents in the text:
- •14. Explain in English some terms connected with the legal system:
- •15. Match the criminal with the definition:
- •16. Choose the right answer:
- •18. Read and translate Text 4: The legal profession
- •19. Answer the questions:
- •20. Find English equivalents in the text:
- •21.Choose the right answer.
- •22. Choose the correct verb to fill the gaps in this paragraph. Use each verb once only and put it in the correct form:
- •23. Match the headlines from a local newspaper with the first lines of their stories:
- •24. Translate into English: Министерство юстиции
- •25. Write or discuss the answers to these questions:
- •Unit 8 war and terrorism
- •1. Read and translate Text 1:
- •The mass psychology of terrorism
- •2. Answer the questions:
- •3. Find English equivalents in the text:
- •4. Choose the correct answer.
- •6. Render the text in English:
- •7. Read and translate Text 2:
- •8. Answer the questions:
- •9. Rewrite the sentences, replacing the words in brackets with collocations:
- •10. Fill in the gaps in the text:
- •11. Render the text in English:
- •12. Scan the text and discuss the situation and measures that could be taken to improve it:
- •Ingushetia - Providing Shelter from the Cold
- •13. Translate from Russian into English:
- •14. Write or discuss the following questions:
- •Unit 9 globalisation
- •1. Read and translate Text 1:
- •Globalisation
- •2. Answer the following questions:
- •3. Find English equivalents in the text:
- •4. Match the columns:
- •5. Translate the text into English in writing:
- •6. Read and translate Text 2: The new world order
- •7. Answer the following questions:
- •8. Find English equivalents in the text:
- •9. Find the words in the text according to their definitions:
- •10. Match the columns:
- •10. During the Cold War, the West defined itself j) maintenance
- •11. Translate into English: Глобализация в экономике
- •12. Read and translate Text 3:
- •13. Answer the questions:
- •14. Find English equivalents in the text:
- •15. Match the columns:
- •16. Put each of the following words or phrases into its cottect place in the text below:
- •17. Render the text into English: Глобализация в политике
- •18. Tasks for writing and group discussion:
7. Creative tasks:
1. With a partner, quickly brainstorm ideas about your country. Write your ideas on a table. Use the topic areas from exercises 1 and 2.
2. Write a paragraph of 150 words describing your country. Use your ideas from exercises 1, 2.
3. Make up a dialogue discussing traveling abroad to your dream destination. Take into consideration all the details starting with choosing your destination, the kinds of transport you’ll have to go by, booking tickets, luggage, leisure activities, your expectations and impressions from the journey.
8. Develop the following ideas. In pairs or groups play the situations:
You are on a sightseeing tour in London. Your neighbour asks you if you like the sights. You are enjoying every minute of the tour very much.
Your friend spent a weekend in some warm country. You ask him/her if he/she liked the stay. Give plenty of details.
The only way to travel is to walk. Do you agree? Give your reasons.
You booked a holiday with Sunshine Tours. It was disastrous. When you came back you went to see the travel agent. Act out the conversation.
In groups think of as many arguments for and against different types of traveling.
9. Writing:
You are on a holiday in a foreign country. Choose a place and write an informal letter of 100 – 140 words to some friends back home.
10. Read and translate Text 2: Lessons from Curitiba
This review will argue that Curitiba, in southern Brazil, is an important model of good urban planning. Urban planning deals with the physical, economic, and social development of cities. Today, urban populations are increasing rapidly, and growing cities are putting enormous pressure on the environment. For this reason, the type of urban planning found in Curitiba is more important than ever.
As stated in the introduction, Curitiba is a fine example of how urban planning can work. This has not always been the case, however. At one time, Curitiba faced the same problems as many other cities all over the world, namely overcrowding, pollution, and an increased demand for services, transport, and housing. How, then, did Curitiba address these problems?
By the 1940s the population of Curitiba had grown to about 150,000, as immigrants from countries such as Japan, Syria, and Lebanon came to work in agriculture and industry. These people needed both housing and transportation. Curitiba's leaders realized that it was not sensible to deal with these problems separately. Consequently, they employed a French planner and architect, Alfred Agache, to find an overall solution.
Agache studied all aspects of the problem. He designed a scheme which gave priority to public services such as sanitation and public transport. At the same time, the scheme included centres which helped both community life and commerce to develop, and reduced traffic congestion. This was the first scheme to address several problems of growing cities at the same time. Unfortunately, some parts of his plan were not completed. The result, as described below, was that his scheme only served Curitiba for -another 20 years.
By the 1960s the population of Curitiba had grown to about 430,000 inhabitants, so the city had to rethink its needs. In order to do this, the mayor put together a team of architects and town planners led by Jaime Lerner. This team produced the Curitiba Master Plan. This consisted of taking Agache's original plan and adding wide, high-speed roads which crossed the smaller streets. Their proposals also included plans to minimize urban growth, reduce city-centre traffic, and preserve the city's historic district. It is clear that the Curitiba Master Plan was one of the first attempts to integrate all aspects of city planning.
This integrated approach to urban design was maintained throughout the 1980s as Curitiba's population grew to almost one million inhabitants. Environmental facilities were added, such as a recycling programme for household waste, and parks and 'green' spaces were protected from development. However, good transportation remained central to the planning.
Good transportation still remains a priority, together with the need for jobs. A growing population needs employment, sc business parks and centres have been added to encourage new small businesses. All these challenges will continue as the population of Curitiba increases, but its city planners are continually searching for solutions to the problems.
It is apparent that, as an increasing number of people move into cities, the challenges for urban planners will also grow. Many other cities are looking to Curitiba for answers. Its planners have been courageous and innovative, and have always put the city's inhabitants at the centre of their designs. Other city planners could benefit greatly from this experience.