- •Module 1. Changing World Unit 1. Getting to know you
- •3. Complete the questions to Carly.
- •Vocabulary
- •Improve your study skills
- •1 Answer the questions
- •Introducing yourself . Meeting people
- •1. Practice this dialogue in groups. Use your real names.
- •Introduce your partner to the people in the class. Ask and answer questions with a partner.
- •1. Find examples of present, past, and future tenses in the texts above.
- •2. Which tenses are the two verb forms in these sentences?
- •3. Choose the correct verb form.
- •Unit 2. Family
- •2.1 Patterns of family life
- •Vocabulary
- •1. Families are divided into several types. Match the pictures with 1-3 with the phrases in the box:
- •I. Read the following statements and say if you agree or disagree with them.
- •II. Skim the text and check and make sure that you have guessed right.
- •III . Read the text again and answer the following questions:
- •Improve your study skills
- •Suggestions for improving your reading skills
- •Vocabulary practice
- •I. . Give the English equivalents to the following words and phrases:
- •II. Make up word combinations and use them in sentences or situations of your own.
- •IV. Write out all words and word combinations related to family. Add them to your topical vocabulary . Study the examples. Expressions with family
- •2.Find a family photograph. Write a short description of it. Read your description to the class. You may start with…. This is a photograph of … when we/they were on holiday/at the party
- •How common /different families are?
- •The british Family
- •The American Family
- •Vocabulary practice
- •I. Translate and explain the following words and phrases. Then, use them to describe the modern tendencies in family life. You can do it in the form of the snowball game.
- •Improve your study skills
- •2.3 Russian Family: What is it Like?
- •I. In pairs, read the following statements and try to guess if they are true (t) or false (f). Then, read the text quickly to check if you have guessed right.
- •II. Now read the text in detail. Answer all the questions above. What is your family like? Russian Family: What Is It Like?
- •Vocabulary practice
- •I. Give the English equivalents to the following words and phrases.
- •Improve your study skills
- •It is interesting to know
- •International Day of Families
- •1. Read the text about the family tree.
- •2. Study your family history. Create your family tree. Make up presentation. Choose the best one.
- •2.4 Family values
- •4. Go on reading . Mark the statements as true (t), false (f)
- •5. Read the text once again and point out words and phrases describing values. Fill in the table as in the example.
- •1. How nouns are formed?
- •Vocabulary
- •1. Here is the list of other values. Tick which of them are important to you . Underline noun suffixes..
- •2. What is in your top values? Rank the list of values
- •Improve your study skills
- •Unit 3. Is it easy to be young?
- •3.1 Generation Gap
- •2. Before reading discuss following.
- •3.Read the title of the text. . What do you think the text is about? Scan the text to check if your guesses were correct. The Younger Generation Knows Best
- •IV. Read the text once again and mark the following statements as true (t) or false (f):
- •Vocabulary Practice
- •3.2 About Teenagers
- •What is a teenager?
- •Are teenagers a problem?
- •Do teenagers have problems?
- •II. Scan the text and fill in the table
- •III. Read the text once again and complete the sentences.
- •Improve your study skills
- •I. Make a summary of the text.
- •3.3 The problem of self-realization
- •I. Scan the text and point out the activities teenagers are engaged in. Working teens
- •Very Informal - for Friends and Family
- •Informal
- •Informal
- •Are Britain’s teenagers the worst in Europe?
- •Unit 4. Lifestyle
- •4.1 How to Stay Active and Healthy
- •Vocabulary
- •1. Check the words in the box
- •1.Go to Grammar Focus to revise the material about adverbs.
- •2. Think, pair and share.
- •A Generation of Сouch Potatoes (http://www.Teachingenglish.Org.Uk/sites/teacheng/files/potatoes
- •A generation of couch potatoes
- •1.Go to Grammar Focus
- •Module 2. International Communication Unit 1. Communication in the Globalized World
- •1. Read the following quotations about learning foreign languages. Develop the ideas suggested by the authors.
- •1. Read the definition of the communication phenomenon from Wikipedia. Translate into Russian.
- •2. Try to give your own explanation to the notion of communication. Emphasize the ultimate purpose of communication. You may find useful the following basic ideas:
- •2. Scan the text for general understanding. What it is about? Think of the title to the text.
- •2. Read the text in detail paragraph by paragraph. Find the topic sentence in each paragraph. Pay special attention to the word combinations in bold. Translate them.
- •3. Match the words and word combinations from the texts with their definitions. Use these words in the sentences of your own.
- •4. Match the words from two columns to make collocations. Try to reproduce the sentences from the text. Translate into Russian
- •5. Do you know what the acronyms from the text stand for? Explain their meaning. If necessary look up on the Internet. Match the names with the pictures where possible
- •6. Form the nouns from the verbs below.
- •7. Read the text once again and answer the questions.
- •8. Scan the text and pick up the key words that can help you to express its general idea. Give the summary.
- •1. In the text there are some sentences where Present Continuous is used. Point them out, analyze and translate into Russian.
- •2. Use the Present Continuous Tense to emphasize continual processes taking place in modern world.
- •1. Study the theory below.
- •Whether we like it or not we all belong to the global community!
- •2. Point out all international words. Check if they have got similar meaning in Russian.
- •3. Read the text below and try to answer the questions of the first paragraph.
- •4. Match the words from the text with their synonyms
- •5. Complete the sentences with the words from the previous exercise.
- •1. In the text there are some sentences where Present Perfect is used. Find them and try to reproduce.
- •2. Use the Present Perfect Tense (both in passive or active) to emphasize the impact of some actions or events on the present moment.
- •1. Summarize what changes happen to the following things from the list given below. You may develop the list. Your own ideas are welcome!
- •Effects of globalization
- •1. Match the words from different columns to make collocations. Reproduce the information from the text where these word combinations are used. Make your own sentences with these collocations.
- •2. Match the words with their definitions. Use them in the sentences of your own.
- •3. The words given below are the active vocabulary that is necessary to speak about globalization. Study them and make up a chain story with your group mate using these words. For example:
- •4. Scan the text about pros, cons and effects of globalization once again. Say whether you agree with every single point or not. Use the following conversational clichés:
- •1. Answer the questions. Use the ideas from the previous text.
- •1. Study the information below.
- •2. Write a post in your blog where you reveal the necessity of international communication and argue with an anonymous anti-globalist who has made an aggressive comment about your resent message.
- •Module 4. Life and culture Unit 1. Defining Culture
- •What culture is
- •2. Read the following interpretation of the concept “culture”. It is given in one of the Russian reference books. Compare with the definitions above. Point out differences and similarities.
- •3. Match the English word combinations with their Russian equivalents.
- •5. Using on-line dictionary find out as many colocations with the word “culture” and “cultural “ as you can. You have 10 minutes.
- •6. Mark each statement as t(True) or f (or False). If false, make corrections.
- •1. Look through the definitions of “culture” again and answer the following questions:
- •1. Split into groups. Make up the mental map of the concept culture.
- •Unit 2. Why is Understanding Culture so Important?
- •1. Read the text and decide why we can distinguish a lot of cultures in the world today, how culture expresses itself. Pay attention to the words in bold.
- •2. Match the English word combinations with their Russian equivalents .
- •5. Match the words and word combinations from the texts with their definitions. Use these words in the sentences of your own.
- •6. Read the text once again and answer the questions.
- •2.Find out different types of adjectives in the text and make up 10 sentences with them. Unit 3.What is to be a Man of Culture?
- •2. Read the text for general understanding Find the topic sentence in each paragraph. Pay special attention to the word combinations in bold. Define the main idea. Think of the title to the text.
- •3. Read the text for general understanding. Do you find all the pieces of advice useful?
- •4. Scan the text. Define the main idea. Do you agree with the author about the role of music in raising a person’s cultural awareness?
- •1. Look through the text once again and match the words and word combinations from the texts with their definitions. Use these words in the sentences of your own.
- •3. Scan the text and pick up the key words that can help you to express its general idea. Give the summary.
- •4. Find out in the text compound adjectives and make your own sentences with them.
- •2. Make up your 10 sentences using different modal verbs describing what should/ought to/must a person learn and know to be a man of culture in modern society.
- •Module 5 Unit 1. What is Xenophobia?
- •2. Match the words with their definitions.
- •Two forms of Xenophobia
- •Xenophobia, Racisms, Discrimination, Genocide, Chauvinism, Prejudice
- •Verbs of thinking and opinions
- •1. Read the text for general understanding. Think of the title to the text.
- •2. Find in the text the English equivalents of the following word combinations:
- •Team work Read and discuss
- •1. Read the message that King of Belgium delivered to the Parliament.
- •In trilingual Belgium, King stresses importance of multilingualism.
- •2. What message would you address to the younger generation if you were the ruler of the country? How would you motivate them to study foreign languages?
- •2. Match the paragraphs with their titles.
- •2. If you know some more exciting facts or amusing statistics about languages, share them with your group mates. Unit 2. Being Multilingual
- •1. Read the text for gist. Grasp the main idea
- •2. Mark each statement as t (True) or f (or False). If false, make corrections.
- •1. Read the summary of following ideas of some people who participated in on-line public opinion polls about the necessity to speak foreign languages. Say what appeals to you the most.
- •Study or research
- •Studying abroad
- •Challenging yourself
- •Project work
- •It is interesting to know…
- •1. Read the text for general understanding. Think of the title to the text.
- •2. Read the text once again. Find the key sentence in each paragraph. Make a summary.
- •3. Mark each statement as t(True) or f (or False). If false, make corrections.
- •1. In the text there are some sentences where degrees of comparison are used. Find them and try to reproduce.
- •2. Use the Degrees of Comparison to emphasize the degree or level of some quality.
- •1. Read the text. Get ready to give a detailed summary. Top Languages to Learn
- •2. Point out main ideas of each paragraph and fill in the table.
- •2. A Game-Playing Date
- •3. A Department Store
- •4. An Archeological Dig
- •5. Driving through a fog
- •Additional reading
- •Have fun
- •To make a long story short...
- •How to Make Money from Translation
- •Грамматический Комментарий
- •Времена английского глагола. Действительный залог
- •Группа простых (неопределённых) времён The Indefinite Forms The Present Indefinite (Simple) Tense
- •The Past Indefinite (Simple) Tense
- •The Future Indefinite (Simple) Tense
- •Раздел 1. Группа продолжающихся времён (The Continuous Forms) . Группа продолжающихся времён (The Continuous Forms) The Present Continuous Tense
- •The Past Continuous Tense
- •The Future Continuous Tense.
- •Группа совершённых времёню.The Perfect Forms. The Present Perfect Tense
- •Личные местоимения
- •Притяжательные местоимения
- •Количественные числительные
- •Порядковые числительные
- •Производные прилагательные
- •Префиксы
- •Суффиксы
- •От основы существительного:
- •От основы глагола:
- •Составные прилагательные
- •Предлоги (времени) At / on / in (time)
- •In September/ in October /in the 21 century
- •In 1968/ in the 1970s/ in the early (late) 30s
- •For, during, while
- •By and until
- •In, at, on (position/ предлоги места) (1)
- •In a cage/ in the sea/ in a queue
- •In, at, on (position) (2)
- •Предложение (The Sentence)
- •Условные предложения I типа
- •Условные предложения II типа
- •Условные предложения III типа
- •Союзы условных придаточных предложений.
- •Слова, заканчивающиеся на –ing
- •Признаки отглагольного существительного:
- •Признаки Причастия I:
- •Признаки герундия:
- •Communication Guide
- •Introductions and greetings
- •Informal Greetings: Arriving
Very Informal - for Friends and Family
Simple Question: Wh? + Helping Verb + Subject + Verb
If you are asking a friend or family member for information, use a direct a question.
How much does it cost? Where does she live?
More Formal for Everyday Simple Questions
Use these forms for simple, everyday questions in stores, with colleagues at work, and in other informal situations.
(Pardon me, Excuse me) Can / could you tell me + wh? + S + verb?
Can you tell me when the train arrives? Pardon me, could you tell me how much the book costs?
Formal for More Complicated Questions and Asking Important People Questions
Use these forms when asking complicated questions that require a lot of information, as well as asking information questions of important people such as your boss, on a job interview, etc.
I wonder if you could + tell me / explain / provide information on ...
I wonder if you could explain how health insurance is handled at your company. I wonder if you could provide information on your pricing structure.
Would you mind + verb + ing ...?
Would you mind telling me a little bit more about benefits at this company? Would you mind going over the savings plan again?
Replying to a Request for Information
If you would like to provide information when asked for information, start your reply with one of the following phrases.
Informal
Sure No problem. Let me see ...
More Formal
I'd be happy to answer that. I should be able to answer your question. It'd be a pleasure to help you.
When providing information people will sometimes also offer to help in other ways. See the example conversations below for an example.
Saying No
If you do not have the answer to a request for information, use one of the phrases below to indicate that you are unable to answer the question.
Informal
Sorry, I can't help you out. Sorry, but I don't know that. That's beyond me.
More Formal
I'm afraid I don't have the answer to that question. I'd like to help you. Unfortunately, I don't have that information / don't know.
Saying 'no', is never fun, but sometimes it's necessary. It's common to offer a suggestion as to where someone might find out the information required.
Role play
Group work. Split into groups.
Group A presents job vacancies for students offered by youth centres/state/business/non-porofit organizations.
Group B (students). asks questions about job requirements, employment and working conditions, salary.
Reading for Information
Culture clip
Are Britain’s teenagers the worst in Europe?
New research, conducted by the Institute for Public Policy Research (IPPR), shows that British young people are the worst behaved in Europe!
‘HANGING OUT WITH MATES’ is what teenagers do in the UK. In England and Wales, 45 % of 15-year- old boys spend most evenings out with their friends. In Scotland, the number is 59%. But in France, only 17 % of teenagers go out with their mates at night. In Portugal this figure stands at just 7%.
Only Ukraine ranked higher than Scotland, with 60% of boys and 40% of girls spending four evenings or more a week with their friends.
Lots of British teens don't sit down for meals with their parents. In Italy, 93% eat regularly with their families. In France, 89% eat at home. But only 64% of British teenagers eat meals at home.
According to IPPR, British teens get drunk more often and get involved in more fights than teens in other countries. They are also more aggressive and more anti-social.
Researches think that teenagers in Britain are more out of control because they have less contact with adults, especially parents, than in the rest of Europe.
Police in Britain have tried to control troublesome teens through anti-social behaviour orders, known as ASBOs. These orders are a special set of rules which are given to someone whose behaviour is causing problems. The orders can be handed out for graffiti, noise, throwing things, being with known gang members. Kids and teenagers who receive ASBOs can have their names made public — on ‘walls of shame’! However, for many teens earning ASBO attention is a matter of pride.
There have also been attempts to control what young people wear. Many shopping centres in the UK have banned hoodies because 'it's a fashion worn by potential criminals who don't want to be recognized on surveillance cameras.' The government and the Prime Minister, Tony Blair, have publicly backed the decision. But teenagers and civil liberties groups say that this is discrimination and that the government 'confuses fashion with behaviour.' They take part in all sorts of protests and continue to wear hoodies. And they DON'T AGREE that they are the 'worst in Europe'!
Would you believe it?
A 16-year-old boy from Manchester has been given an ASBO that bans him from wearing a hooded top for five years! The ASBO also bans him from meeting more than two people at once, apart from his family.
In February 2006, a 58-year-old teacher who was wearing a hooded top was asked to take it off when he entered a big supermarket in Swindon. “I was wearing the hood because my hair was a mess,” he said. The shop said it was taking action to 'make sure this doesn't happen again.'
Lady Sovereign, a famous British rapper, has started a campaign called 'SAVE THE HOODIE'. 'Wearing a hoody doesn't make it a criminal or gang member,' she says. If someone commits a crime it's not about what they wear, it's about a person wearing it. A criminal is a criminal no matter what they wear... Don't blame the hoody; you should be able to wear what you want!
Notes
to hang out - болтаться, околачиваться
matter of pride предмет гордости
attempt [a'tempt] - попытка
to ban - запрещать
hoodie['hudi] - рубаха или футболка с капюшоном, «балахон»
potentialcriminal[pa′tenjl'krımınl] - потенциальный преступник
surveillance[sз:'veiləns] -cameraкамера наблюдения
civillibertiesgroup- организацияnoзащите прав человека
Speaking
Discuss the following .
Compare teens all over the world. Which country ranks first in the number of troublesome teenagers? What about Russia? What are major youth problems?
What is the role of state institutions and governmental bodies in fostering youth?
Compare British and Russian situation with young people:
Young people spend most of the time ………;
They are ………….;
At home with their parents children …………;
People have the right to do ……/ to wear ……../to tell ………../ to behave ……..,etc.
Projet work. Choose the works of famous Russian writers: e.g. A. Pushkin, F. Dostoevskiy, L. Tolstoi, etc. Find examples of generation gap. Analyze the solutions suggested in the novels. Share with your group mates.