- •Topic 1 My Biography
- •1. Vocabulary focus
- •1. Read and learn the following words:
- •2. Read and translate texts 1,2: Text 1 (Elementary level)
- •Text 2 (Pre-Intermediate Level)
- •Introducing Myself
- •3. Speaking comprehension skills
- •3.1. Answer the following questions: (Text 1)
- •3.2. Tell about your family:
- •3.3. Fill in the gaps with the appropriate words: (Text 2)
- •3.4.Answer the following questions:
- •3.5. Translate into English:
- •3.6.Tell about ...
- •4. Grammar focus
- •4.1 Complete the sentences with is or are:
- •4.2 Make the sentences negative:
- •4.3 Choose a word from Column b to complete each question:
- •4.4 Write the short answers for the questions:
- •4.5.Write ’s in the correct place in the sentences, as in the example:
- •4.6. Сomplete the sentences with my, your, his, her, our or their.
- •4.7. Write the nationalities:
- •5. Read and translate the text:
- •Vocabulary:
- •5.1. Find these sentences in the text:
- •5.2 Fill in the gaps with the appropriate words:
- •5.3. Complete these sentences:
- •5.4 Answer the following questions:
- •5.5 Tell us about ...
- •6. Additional materials Text 4
- •6.1. Read the text Family life. What does Kathy actually tell you about herself?
- •6.6. Is the first word in these phrases singular (s) or plural (p)?
- •6.7. Underline the correct word.
- •A French family
- •6.8. How close are you as a family? We talked to Corinne Mathieu, from Montpellier, France about her family life.
- •6.9.Read the text 5 and match the questions with each paragraph. There is one extra question.
- •6.10. Which paragraphs give specific information about Corinne’s family? Which paragraphs give more general information?
- •6.11.Complete a family tree ...
- •6.12.Read about four people.
- •Magnus Mills
- •Allan, Doug, Richard and Kirsty are Plankton …
- •6.13. Read the text about the Iglesias family: Text 6
- •6.14. Complete the information in the family tree about the Iglesias family:
- •7.1.Fill box 1 on the card below about yourself, then interview five other people in the class. Only tick (γ) the box if they answer yes. (You will also be asked questions.)
- •7.2.Fill box 1 on the card below about yourself, then interview five other people in the class. Only tick (γ) the box if they answer yes. (You will also be asked questions.)
- •Topic 2 my working day Warm up
- •1.Vocabulary focus
- •1.2. Pay attention to the difference of the meanings of the words
- •1.3. Study the time:
- •1.4. Match the words in the left-hand column with the definitions in the right-hand column:
- •2. Read and translate the text:
- •3. Grammar focus
- •4.Communication skills
- •4.1. Fill in the blanks with prepositions when necessary:
- •4.2. State the type of question and answer them:
- •4.3. Complete the sentences:
- •4.4. Put down the questions to the following answers:
- •4.5.Carolina Da Cruz is a radio dj. Look at what she usually does every day. Then use the words in the box to complete the description.
- •4.6. Look in the Grammar Focus and study the present Simple verb endings. Now compare yourself with Carolina. Make true sentences.
- •4.7. Make an interview with Carolina. Write the questions and answers.
- •5.Additional Materials
- •5.3. Read the dialogue and complete Amy’s notes about Jack’s day.
- •5.4. Amy talk to her Net pals*. Read her notes about what they do on Saturday . Talk about each person.
- •5.5. Interview each person in your group and make notes about them in form of the table.
- •5.6. Read about special day in Sandra’s life. Remember a special day in your life and write a composition about it:
- •A special day in my life
- •6.Time for fun
- •6.1.Look at the Pluto’s Day an tell about it.
- •6.2. Meet the Different Family:
- •6.2.1.How is the Different Family different?
- •6.2.2.What does Deila Different do?
- •Check yourself.
- •Topic 3 our university
- •Do you like to study at the University?
- •1. Vocabulary focus
- •1.1 Pay attention to the stress and the pronunciation of the words.
- •1.2 Check the meaning of the words in the box
- •2. Read and translate the text Text № 1 “Our University”
- •3.Grammar focus
- •3.1 Find in the text examples of the verb forms
- •3.3 What of these subjects do you study? Which do you like? Which ones don’t you like and why?
- •4.Communication skills
- •Questions
- •5.Use of English
- •Match phrases 1 – 7 with phrases a – g.
- •Choose a verb to fill the gaps below. Put the verb in the correct form.
- •Complete the following sentences.
- •6. Additional Materials Text №2 History of the University (some historical facts)
- •Reading
- •Read the text. Understand the main idea of it.
- •6.2 Ask and answer about the most important events.
- •6.3 Vocabulary focus
- •7. Communication skills
- •7.1 Look at the following statements.
- •7.2. Read and learn the following phrases.
- •Read and translate the dialogue of two students.
- •7.5 Make up a talk with your group-mate.
- •Interview your partner and ask him what interesting things does he do at
- •8. Use of English
- •Complete the following sentences.
- •9. Text №3. History of the building
- •Read the text and tell about the most important historical facts.
- •Vocabulary
- •10. Group work
- •11. Scheme
- •F Headed by dean _______ technical specialities ________ chairs aculties
- •300 Tutors
- •1.Vocabulary focus
- •1.1.Read and learn the following words:
- •1.2. Practice your pronunciation studying geographical nouns:
- •2. Use of English
- •2.1. Make different parts of speech from the words as it is shown in the example. Translate them into Russian:
- •2.2. Match the synonyms in the right- and left-hands columns. Make up sentences with them:
- •3. Read and translate the text: text 1
- •4. Grammar focus
- •3.1.Complete the dates used in the Text a and match them with the events in the right-hand column :
- •5. Speaking comprehension skills
- •4.1. Complete the sentences according to the text choosing the right variant:
- •4.2. Decide whether the statements are true or false. Use the following expressions of Agreement or Disagreement
- •It’s true. It’s false.
- •I agree with you. I don’t agree with you.
- •I think so. I don’t think so.
- •4.3.Check up your memory:
- •6.Additional materials Text 2
- •6.1. Read about the history of Tyumen and ask each other about the most important events. Start so: Did you know that…? Pay attention to the words after the text:
- •Vocabulary
- •6.2. Read the text and make the review about main higher educational establishments in town.
- •6.3.Read the text and tell about the most important places of interest in Tyumen.
- •Vocabulary:
- •Communicational skills to the texts 2,3,4.
- •6.4.1.Complete the sentences using the information from the texts:
- •Understanding the main points:
- •6.4.3. Translate the sentences into English:
- •Group work Make up 4 groups. Each group should give a short account of
- •U niversities Academies Institutes technical schools
- •Getting about the town
- •6.6.1.Read and study the words and phrases to use them in the dialogues:
- •6.6.2. Read, translate and play out the dialogues.
- •Stranger: Will it take me to the centre of the city?
- •6.6.3. Fill in the blanks in the dialogue using the appropriate phrases:
- •6.6.4.Translate into English:
- •6.6.5.Make up dialogues of your own to the situations:
- •7. Writing a resume
- •7.1. Read the following text, try to understand the main idea of it, then read and translate the example of resume of it: Oil: Siberia on the international scene
- •Resume of the text “Oil: Siberia on the international scene”
- •Topic 5 Problems of the Youth.
- •1.Vocabulary focus Study the following words and expressions
- •2.Read and translate the text: young people’s problems
- •3.Use of English
- •3.1. Find in the text the English equivalents:
- •3.2. Enumerate the teenager’s problems grading from the most till the least important ones.
- •4.Read the text 2 and answer the questions:
- •Teenagers: What Problems?
- •1.What is a teenager?
- •2. Are teenagers a problem?
- •3. Do teenagers have problems?
- •4.1.Try to understand the text with the help of the following words and expressions:
- •4.2..Fill in the gaps with suitable words and expressions.
- •4.3.Translate into English:
- •4.4.Make up a dialogue:
- •5. Additional material
- •5.1. Read the text and make the resume on it: Text 3 being a teenage mother.
- •Vocabulary
- •Text 4
- •5.7.Read the text and discuss the questions:
- •5. Would you protest if your child ( in the future) smoked? smoking
- •If you think it cool, think again
- •Vocabulary
- •5.8.Use of English.
- •5.8.1.Fill in the gaps with suitable words and expressions.
- •5.8.2.Say in other words:
- •5.8.3.Translate into English:
- •5.9.Grammar focus
- •5.9.3.Make up a dialogue. Choose some situation:
- •Read the test about the problem of alcohol, decide for each statement if it is true or false, then compare your opinion with the answers .
- •Vocabulary
- •6.1.Translate into English:
- •6.3.Make up a description of consequences of getting drunk.
- •6.4.Discuss some questions:
- •Text 5 The Day I Saved My Life
- •Vocabulary
- •6.6.Translate into English:
- •6.7.Complete the sentences:
- •6.8.Give the equivalents of the following words:
4.4.Make up a dialogue:
-
a parent and a teenager, having some problems at the institute
-
a teacher and a student with improper behavior
-
two friends. One is having problems with his/her girlfriend/boyfriend
5. Additional material
5.1. Read the text and make the resume on it: Text 3 being a teenage mother.
A Bit of History
When people think about Britain of today, very few imagine puritan Victorian Britain where any discussion of sex and sexuality were strictly prohibited and considered immoral. Since then, Britain has seen the crazy sixties with their new ideas of 'free love' and 'sexual revolution'. It has also seen the seventies, when British women finally began to see themselves as career-makers as well as mothers and wives. In the eighties, it became normal to see nude images on TV and in the nineties, nobody was any longer surprised at the increasing number of sexual images in the media.
So have all these social changes forever changed the British attitude to sex and given Victorian Puritanism a well-deserved place in long-forgotten history?
Problem
Unfortunately not. It appears that Britons are still uneasy about discussing sex. The UK has the highest proportion of teenage pregnancies in Western Europe. Each year in England 90000 girls get pregnant. 2200 of these are under 14, and 7700 are under 16 years old. The British figure for the first, younger group is 10 times higher than in Japan, and eight times higher than in Sweden and the Netherlands, where attitudes to sex are more open.
According to the United Nations, the dramatic situation with teenage pregnancies in the UK is largely due to the lack of sex education. Another factor is lack of general education and appropriate family support, as most teenage mothers come from poorly educated and deprived families. Unfortunately, Britain is still very class-oriented and the difference between life opportunities given to different classes is still significant.
Choice
Being a teenage mother is not easy. Some pregnant teenage girls decide to have an abortion or give their babies up for adoption. However, some decide to go all the way. Quite often, keeping the baby means never continuing education and ending up unemployed, living on scarce benefits from the state. Also, recent research conducted by Essex University has shown that British women who had their first child before 20, were twice as likely to be without a partner in their 30s than women who had their first baby in their 20s.
Solutions
So what is to be done in order to improve the situation?
It seems obvious that prevention of teenage pregnancies lies in better and more open sex education, as demonstrated by Sweden and the Netherlands, and easy availability and awareness of contraception. Although contraceptive advice and services are available in Britain, teenagers are still scared of seeking help and advice in fear of blame for their sexual behavior.
There have also been steps to improve the life of existing teenage mothers through creating support schools with a creche, where school-age mothers can combine school education with looking after their babies. This gives the young mothers a chance to make their way in the world and not depend on state benefits.
Personal story
16-year-old Jane Taylor tells her story:
'Before I got pregnant I hated school and did not do much work there, concentrating on my social life instead. Every night I would go out drinking and clubbing. Since the birth of my son, Tom, my life has changed. I have realised that having a baby means a lot of responsibility and I now want to do well at school and maybe go to college or university afterwards. However, it is not easy to do with a baby, so I am lucky to have a local support school where I can attend lessons, get medical help and discuss baby problems in the company of other girls in my situation'.
Conclusion
Although all's well that ends well, as in Jane's story, isn't having a baby at an early age a too high price to pay for learning to be responsible and mature? Is it wrong to have an abortion? There are no right or wrong answers to these questions, so you need to find the answers yourself — what do you think?
In Florida, USA, single mothers are obliged by law to give the newspapers the most intimate details of their past if they want to give the baby up for adoption. The young women must give their name, height, weight and eye colour, the names of their sexual partners and the estimated date of conception. This is done to give the baby's father, who may or may not know about the baby, a chance to claim responsibility for the child before it can be adopted.