- •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
Two forms of Xenophobia
The first is a population group present within a society that is not considered part of that society. Often they are recent immigrants, but xenophobia may be directed against a group which has been present for centuries, or became part of this society through conquest and territorial expansion. This form of xenophobia can elicit or facilitate hostile and violent reactions, such as mass expulsion of immigrants, pogroms or in other cases, genocide. The second form of xenophobia is primarily cultural, and the objects of the phobia are cultural elements which are considered alien.
Chauvinism, in its original and primary meaning, is an exaggerated, bellicose patriotism and a belief in national superiority and glory. A contemporary use of the term in English is in the phrase male chauvinism. Because "chauvinism" is most often heard in this context, it is often mistakenly believed to refer exclusively to "male chauvinism" such as anti-feminism and sexism.
Chauvinism as nationalism
Chauvinism is an almost natural product of the national concept in so far as it springs directly from the old idea of the "national mission." ... A nation's mission might be interpreted precisely as bringing its light to other, less fortunate peoples that, for whatever reason, have miraculously been left by history without a national mission. As long as this concept did not develop into the ideology of chauvinism and remained in the rather vague realm of national or even nationalistic pride, it frequently resulted in a high sense of responsibility for the welfare of backward people.
Chose the most appropriate word for the sentences below:
Xenophobia comes from the Greek word meaning..
strength and health; b) stranger and fear; c) faith and belief.
Xenophobia can be exhibited in the form of culture where culture is….
a part of national life; b) real and routine quality; c) unreal, stereotyped, exotic quality.
Chauvinism is an almost natural product of the concept of the idea of
“national mission”; b) national idea; c) national identity.
Male chauvinism is a term used to describe …
the belief that women are superior to men; b) the belief that men are superior to women; c) the belief that white men are superior to all men on Earth.
Female chauvinism is a term used to describe …
attitude that women are superior to men; b) attitude that white women are superior to all men; c) attitude that men are superior to women.
are superior to all men; c) attitude that men are superior to women.
Using the dictionary and the Internet find the definition for discrimination. Are there any general or specific forms? What are the specific forms of discrimination? What is your personal attitude towards different forms of it? Have ever been a victim of discrimination? Are there any ways to fight against it?
Prove your feelings writing six sentences expressing your attitude towards:
Xenophobia, Racisms, Discrimination, Genocide, Chauvinism, Prejudice
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. Define whether the following sentences are true or false. Mark each statement as T(True) or F (or False). If false, make corrections.
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4) Xenophobia may manifest itself as a feeling of fear or unease and anxiety towards “foreign” or “strange” people.
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5) The fear involved in xenophobia may come from only one aspect. |
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6) Some people experience ill-feelings toward other cultures and nationalities because of a fear in losing their personal dignity. |
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7) Most of the people also are extremely suspicious of other people’s activities and personalities that they resort to either “withdrawal” from the unpleasant situation or “aggression” towards the foreign people involved. |
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8) Few people have an extremist type of feeling that his/her culture or background which is superior over the others with accompanying prejudice to other groups of people as inferior.
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9) Xenophobia is irrational |
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10)Xenophobia can also be exhibited in the form of an "uncritical exaltation of another culture" in which a culture is ascribed "an unreal, stereotyped and exotic quality". 11)A xenophobic person has to genuinely think or believe at some level that the target is in fact a foreigner.
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12) Racism is based on xenophobia.
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13) Xenophobia can be directed simply to anyone outside a culture, not necessarily one particular race or people.
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14)Xenophobia can be expressed in two forms: social and cultural.
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15)Chauvinism is a strong belief in God.
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16)Chauvinism is an exaggerated belief in national superiority and glory.
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17) Chauvinism is an almost natural product of the national concept of the old idea of the "national mission”.
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18) Male chauvinism is a term used to describe the belief that one nation is superior to another.
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19) Male chauvinism refers to the maintenance of fixed beliefs and attitudes of male superiority, associated with overt or covert depreciation of women.
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20) Racism in Russia appears mainly in the form of negative attitudes and actions by some Russians towards people who are not considered ethnically Russian.
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Pair work. Ask your partner about his attitude towards foreigners (English speakers, for example).Does he or she fear any of them? Explain why yes or no. Does he or she know about the definition of the word, meaning “ irrational fear of foreigners”? What is hia personal idea of this phenomenon? Share your ideas with the class.
Grammar Practice
State verbs. There are certain groups of verbs that are usually only used in the Present Simple. This is because their meanings are related to states or conditions which are facts and not activities. This is a feature of the use of the Present Simple. The groups of verbs are: