- •Содержание
- •Предисловие
- •Методическая записка
- •Classroom activities (1)
- •1. A) Answer the questions:
- •2. A) Skim through the text and say what the message of the text is.
- •3. A) Open the brackets using the correct forms of the verbs.
- •4. A) Read the text filling in the gaps with the proper words.
- •Home activities (1)
- •5. A) Go through the texts in exercises 2–4 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. A) Read the article and say in one sentence what it deals with. Новое поколение выбирает прагматизм
- •Home activities (2)
- •9. Give a brief summary of the article (see exercise 8) in English using the suggested key words and phrases:
- •1. Introduction:
- •In conclusion/Finally, the writer says that...
- •Classroom activities (3)
- •The Infinitive
- •12. Read the following sentences and translate them into Russian. Comment on the forms of the Infinitive. Compare
- •Complex Subject with verbs in the Active Voice
- •13. Translate into Russian.
- •14. Paraphrase using the Complex Subject.
- •16. Answer the teacher’s questions and add sentences logically connected.
- •18. Answer the teacher’s questions and explain why you think so. Home activities (3)
- •Classroom activities (4)
- •21. A) Match the following phrasal verbs with their definitions. Translate them into Russian.
- •22. Translate into English.
- •23. Read the following paragraph and speak about the changing family pattern in the uk and the us using the suggested key phrases:
- •24. A) Speak about the present-day family pattern in your country. Base your answer on the key phrases suggested in exercise 22.
- •Home activities (4)
- •Classroom activities (5)
- •Complex Subject with verbs in the Passive Voice
- •28. Translate into Russian.
- •29. Make sentences with the Complex Subject using the suggested words and word combinations.
- •30. Paraphrase using the Complex Subject.
- •Substantivised Adjectives
- •31. Paraphrase as in the model:
- •Class in America
- •32. Paraphrase, translate or explain.
- •33. Answer the teacher’s questions. Home activities (5)
- •35. Get ready to retell Text 1. Classroom activities (6)
- •36. Paraphrase using the active vocabulary:
- •37. Complete the sentences with the derivatives of the words given in the right-hand column:
- •38. Complete the sentences using the word combinations given in the box:
- •39. Develop the ideas.
- •40. Paraphrase the sentences using the For-to-Infinitive Construction.
- •41. Complete the sentences. Translate the for-phrases into English.
- •Home activities (6)
- •43. Read the text Walking into the Wind and get ready to answer the questions (see exercise 49).
- •44. Open the brackets using the For-to-Infinitive Construction.
- •Classroom activities (7)
- •45. Translate into Russian.
- •Word building
- •46. Complete the sentences with verbs in proper forms.
- •Walking into the Wind
- •47. Find the Russian for:
- •48. Find the English for:
- •49. Answer the questions.
- •Home activities (8)
- •50. Retell the text as if you were
- •Classroom activities (8)
- •52. Paraphrase using a Complex Subject.
- •54. Express your opinion and support it using the suggested words and word combinations.
- •Home activities (9)
- •55. A) Complete the sentences with the words and word combinations from the box. Learn the words and word combinations from the box.
- •Classroom activities (9)
- •56. Open the brackets using the correct forms of the Infinitive.
- •57. A) Paraphrase the sentences below using the words given in brackets.
- •58. A) Open the brackets using the correct forms of the verbs.
- •Class divisions bar students from university
- •Classroom activities (1)
- •1. Answer the questions:
- •2.A) Skim through the text and say what the message of the text is.
- •3. A) Read a story about a man who managed to change his life for the better. Open the brackets using the correct forms of the verbs.
- •4. A) Read the text filling in the gaps with the proper words.
- •Pursuing Happiness In a Complex World
- •Home activities (1)
- •5. A) Go through the texts in exercises 2 – 4 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. A) Read the article and say in one sentence what it deals with. Есть ли что-то важнее денег?
- •Home activities (2)
- •9. Render the article (see exercise 8) in English using the suggested key words and phrases:
- •1. Introduction:
- •2. Main body of the report:
- •According to; devaluation; social system; moral principles; poverty; unemployment; to survive;
- •3. Conclusion:
- •Classroom activities (3)
- •The Gerund
- •12. Read the following sentences and translate them into Russian. Comment on the forms of the Gerund.
- •Patterns with the Gerund Pattern 1 (Gerund as subject)
- •13. Translate into Russian.
- •14. Paraphrase using the Gerund.
- •Pattern 2 (Gerund as predicative)
- •15. Complete the sentences using the Gerund.
- •Pattern 3 (Gerund as adverbial modifier)
- •16. Translate into Russian.
- •17. Paraphrase using the Gerund.
- •Pattern 3 (Gerund as attribute)
- •18. Complete and add a sentence logically connected.
- •Home activities (3)
- •Classroom activities (4)
- •Pattern 4 (Gerund as direct object)
- •21. Complete the sentences using the gerund of a suitable verb.
- •22. Translate into Russian paying particular attention to the use of possessive and objective pronouns.
- •Pattern 4 (Gerund as prepositional object)
- •24. Insert prepositions where necessary.
- •25. Paraphrase using the Gerund.
- •26. A) Read the following opinions and complete the sentences using the Gerund.
- •Home activities (4)
- •27. A) Render the article in English using the suggested key words and word combinations. Больше работы, денег, секса
- •In conclusion the writer says that...
- •Classroom activities (5)
- •Verbs taking the Gerund and the Infinitive
- •30. Translate into Russian:
- •31. Open the brackets using either the Gerund or the Infinitive.
- •32. Complete the sentences, using the Gerund or the Infinitive:
- •Cross-cultural Notes:
- •33. Paraphrase, translate or explain.
- •34. Answer the teacher’s questions. Home activities (5)
- •36. Get ready to retell Text 1. Classroom activities (6)
- •37. Paraphrase using the active vocabulary:
- •38. A) Complete the sentences with the words and word combinations from the box. Learn the words and word combinations from the box.
- •Love Is Real Medicine Loneliness fosters cardiovascular disease. Fortunately, there’s an antidote.
- •Home activities (6)
- •40. Read the text Brave New World and get ready to answer the questions (see exercise 45).
- •Classroom activities (7)
- •41. Paraphrase using the active vocabulary of the unit.
- •42. Fill in the blanks with prepositions where necessary.
- •43. Complete and add a sentence logically connected.
- •Brave New World After Aldous Huxley
- •44. Give the Russian for:
- •45. Find the English for
- •46. Answer the questions:
- •Home activities (7)
- •47. Retell the text as if you were
- •48. Translate into English.
- •Classroom activities (8)
- •The Gerund and the Infinitive after Aspect Verbs
- •49. Complete the sentences with the proper forms of the Verb.
- •50. Translate into Russian.*
- •52. Develop the situation / idea.
- •53. Express your opinion and support it using the vocabulary of the unit.
- •54. Comment on the following statements:
- •Home activities (8)
- •52. Translate into Russian.
- •Classroom activities (1)
- •1. A) Answer the questions:
- •What does success mean to you?
- •2. A) Skim through the text and say what the message of the text is.
- •'Assets - активы
- •Land of the Giants
- •3. A) Open the brackets using the correct forms of the verbs.
- •The Shy Sorceress
- •4. A) Read the text filling in the gaps with the proper words.
- •Home activities (1)
- •5. A) Go through the texts in exercises 1 – 3 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase using the words and word combinations from exercises 1-4.
- •8. A) Read the article and say in one sentence what it deals with. Эсти лаудер – бизнес-гений XX века
- •9. Paraphrase as in the model:
- •Home activities (2)
- •Estée Lauder [LesteI'lO:dR(r)]; cosmetic empire; Josephine Esther Mentzer; a chemist; skin creams concocted by her uncle; substances
- •Strength of character; confidence; ambition; to hand out; samples of her products / potions; Fifth Avenue; calculations; beauty shops; cosmetics; to tell stories;
- •Commercial breakdown
- •Classroom activities (3)
- •The Participle
- •12. Read the following sentences and translate them into Russian. Comment on the forms of the Participle.
- •Patterns with the Participle Pattern 1 (Participle I as an attribute)
- •13. Make phrases using Participle I.
- •14. Paraphrase using Participle I where possible.
- •15. Translate into English.
- •Pattern 2 (Participle II as an attribute)
- •16. Paraphrase using Patterns 1 and 2.
- •17. Complete the sentences using the phrases suggested in the box as participles or clauses.
- •18. Translate into English.
- •Home activities (3)
- •Classroom activities (4)
- •Pattern 3 (Participle I as an Adverbial Modifier)
- •21. Paraphrase the sentences using Participle I.
- •Pattern 4 (Participle II as an Adverbial Modifier)
- •22. Paraphrase the sentences using Participle II as an adverbial modifier.
- •24.* Complete the sentences with the proper forms of the Participle.
- •25.* Join two sentences into one using participles.
- •Home activities (4)
- •26.* Complete the sentences with the proper forms of the Participle.
- •28. A) Listen to the text The Self-Made Man. Read it after the speaker.
- •Classroom activities (5)
- •Patterns with the Participle Pattern 5 (Unrelated Participle)
- •29. Paraphrase using unrelated participles.
- •Pattern 5 (Participles as Adjectives )
- •30. Complete the sentences using participles as adjectives.
- •31. Paraphrase, translate or explain.
- •32. Answer the teacher’s questions. Home activities (5)
- •33. Get ready to retell Text 1.
- •34. Complete the sentences using participles as adjectives.
- •35. Translate into English.
- •Classroom activities (6)
- •36. Paraphrase using the active vocabulary:
- •37. A) Complete the sentences with verbs in proper forms. A Strange Cry for Millionaire: Tickets Please!
- •Home activities (6)
- •39. Read the text The Hotel and get ready to answer the questions (see exercise 48).
- •Classroom activities (7)
- •40. Complete the sentences with the derivatives of the words given in the box:
- •41. Translate into Russian.
- •42. Complete the sentences as shown in the model. Pay particular attention to the use of Participle (a) and Gerund (b). Let your fellow-students ask questions.
- •The Hotel After Arthur Hailey
- •44. Give the Russian for:
- •45. Find the English for
- •46. Answer the questions:
- •Home activities (7)
- •47. Retell the text as if you were
- •48. Translate into English.
- •Classroom activities (1)
- •2. A) Skim through the text and say what the message of the text is.
- •3. A) Open the brackets using the correct forms of the verbs. Demise [dI'maIz] – (very formal) the time when something stops existing to shroud – to cover or hide something
- •4. A) Read the text filling in the gaps with the proper words.
- •Energy saving in the home
- •Home activities (1)
- •5. A) Go through the texts in exercises 2 – 4 and find the English for
- •6. Retell any of the three texts (see exercises 2-4) classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. Translate into Russian.
- •9. A) Read the article and say in one sentence what it deals with. Северный Ледовитый океан может растаять
- •Home activities (2)
- •10. Give a brief summary of the article (see exercise 8) in English using the suggested key words and phrases:
- •In conclusion / Finally, the writer wonders if...
- •Arctic Thaw Melts Away Old Habits in Far North
- •Classroom activities (3)
- •Modal Verbs with Suppositional Meaning
- •Should the Sport of Hunting be Completely Banned?
- •13. Read the following sentences and translate them into Russian. Comment on the forms of modal verbs.
- •14. Paraphrase using modal verbs.
- •15. Express surprise and disbelief, add a sentence logically connected to support your opinion.
- •Home activities (3)
- •17. A) Complete the sentences with the proper forms of the Verb.
- •18. Complete the sentences with the proper modal verbs and the appropriate forms of the verb.
- •Classroom activities (4)
- •Modal Verbs with Suppositional Meaning
- •20. Paraphrase as in the models:
- •London Calling The British capital has let the world in, and become a model for making a 21st-century metropolis work.
- •21. Paraphrase, translate or explain.
- •22. Answer the teacher’s questions. Home activities (4)
- •23. Fill in the gaps with proper words from the box in proper forms.
- •25. Get ready to retell Text 1.
- •Classroom activities (5)
- •26. Develop the conversations as in the model:
- •27. Paraphrase using the active vocabulary.
- •28. Make sentences using the suggested words and phrases:
- •29. Insert the required prepositions.
- •30. Develop the ideas.
- •Home activities (5)
- •Classroom activities (6)
- •33. Complete the sentences with the correct forms of the Infinitive.
- •35. Paraphrase using the modal verbs may / might, can / could, must.
- •36. A) Read the text filling in the gaps with the proper words.
- •37. Translate into English.
- •Home activities (6)
- •38. Read the text Deception Point and get ready to discuss it in class.
- •Classroom activities (7)
- •40. Complete the sentences choosing the proper modal.
- •Deception Point
- •41. Give the Russian for:
- •42. Find the English for
- •43. Answer the questions:
- •Home activities (7)
- •44. Give a brief retelling of the text and express your viewpoint on the problems raised by the writer. Classroom activities (8)
- •45. A) Complete the sentences with the derivatives of the words given in the right-hand column: Sour times
- •46. Translate into Russian.
- •47. Develop the situations as in the model:
- •48. Gabriel Ashe has just told the news to her friend Yolanda Cole. Act as Yolanda expressing your attitude to the information and give advice wherever necessary.
- •49. Express your opinion and support it using the vocabulary of the unit.
- •Marjorie Tench:
- •Home activities (8)
- •50. A) Complete the sentences with phrases made of noun combinations given in the box.
- •51. Prepare a three-minute talk on “Scientific and industrial development – curse or blessing for the planet”.
- •Classroom activities (9)
- •52. Match the beginning of each sentence with a suitable ending.
- •53. Choose the correct phrase to complete the situation.
- •54. Choose the correct grammar form.
- •55. Complete the letter with proper phrases based on the hints in the box.
- •56. Complete the sentences.
- •57. Translate into English.
- •58. A) Open the brackets using the proper forms of the verbs.
- •1. A) Answer the questions:
- •2. A) Skim through the text and say what the message of the text is.
- •Return to Babel
- •E). Find examples of linguistic similarities in your mother tongue and/or European languages.
- •3. A) Open the brackets using the correct forms of the verbs.
- •4. A) Read the text filling in the gaps with the proper words.
- •Home activities (1)
- •5. A) Go through the texts in exercises 1 – 3 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. A) Read the article and say in one sentence what it deals with.
- •Home activities (2)
- •9. Give a brief summary of the article (see exercise 8) in English using the suggested key words and phrases:
- •In conclusion the writer says that...
- •10. A) Complete the sentences with the proper forms of the Verb.
- •Classroom activities (3)
- •Unreal condition (suppressed type)
- •12. Make sentences as in the model:
- •13. Complete the situations as in the model.
- •Real and Unreal Condition in complex sentences
- •14. A) Read and compare sentences of real and unreal condition.
- •15. Read the following sentences and translate them into Russian.
- •16. Match the beginning of each sentence with a suitable ending.
- •17. Translate into English.
- •Home activities (3)
- •18. Complete the sentences with the proper forms of the verbs in brackets.
- •19. Read the following article and be ready to speak about the uses and misuses of English loan-words in the Russian language using the phrases suggested below. Repelling the English Invasion
- •Classroom activities (4)
- •Unreal condition (mixed type)
- •20. Combine the sentences as in the model.
- •21. Translate into English.
- •22. Paraphrase the sentences using “but-for” phrase.
- •23. Complete the sentences using “but-for” phrase.
- •24. Translate into English.
- •25. Complete the sentences to make a chain-story.
- •Home activities (4)
- •27. Open the brackets using the proper forms of the verbs.
- •28. Give a brief summary of the article in English using the suggested words and phrases:
- •Classroom activities (5)
- •30. Translate into Russian.
- •Not the Queen’s English
- •32. Paraphrase, translate or explain.
- •33. Answer the teacher’s questions. Home activities (5)
- •35. Get ready to retell Text 1. Classroom activities (6)
- •36. Paraphrase and develop the situation.
- •37. Open the brackets using the proper forms of the verbs.
- •38. Paraphrase using the active vocabulary of the unit.
- •39. Complete and add a sentence logically connected.
- •40. A) Complete the sentences with the words and word combinations from the box. Learn the words and word combinations from the box.
- •A question of language
- •Home activities (6)
- •42. Read the text Poshos and get ready to answer the questions (see exercise 50).
- •Classroom activities (7)
- •It’s time sb did sth
- •43. Translate into Russian.
- •45. Translate into English.
- •46. Translate into Russian.
- •47. Make new words according to the patterns of word building. Translate them into Russian.
- •48. Give the English for:
- •49. Find the Russian for:
- •50. Answer the questions.
- •Home activities (7)
- •51. Retell the text as if you were
- •52. Translate into English.
- •Classroom activities (8)
- •Had better / Would rather
- •53. Give advice as in the model:
- •54. Answer as in the model:
- •55. Complete the sentences as in the model.
- •57. Complete the sentences with the proper forms of the Verb.
- •58. Express your opinion and support it using the active words and word combinations.
- •Who do you side with?
- •English by no means the ‘universal’ language
- •‘Global English’ is already becoming a pidgin language
- •English is a link language
- •Home activities (8)
- •59. Open the brackets using the proper forms of the verbs.
- •60. Translate into English.
- •Classroom activities (9)
- •61. A) Open the brackets using the proper forms of the verbs.
- •62. Complete the sentences translating into English the phrases given in brackets.
- •63. Complete the sentences.
- •64. Translate into English. Use the hints from the box.
- •65. A) Complete the sentences with the words and word combinations from the box.
- •66. A) Read the text. Political Correctness and Identity Politics
- •1. Answer the questions:
- •2. A) Skim through the text and say what the message of the text is.
- •All Cultures Are Not Equal
- •3. A) Open the brackets using the correct forms of the verbs.
- •Culturally Confused
- •4. A) Read the text filling in the gaps with the proper words.
- •End of the Road
- •Home activities (1)
- •5. A) Go through the texts in exercises 1 – 4 and find the English for
- •6. Retell any of the three texts (see exercises 2-4). Classroom activities (2)
- •7. Paraphrase and add a sentence logically connected.
- •8. A) Read the article and say in one sentence what it deals with.
- •Home activities (2)
- •9. Give a brief summary of the article (see exercise 8) in English using the suggested key words and phrases:
- •In conclusion / Finally, the writer says that...
- •Classroom activities (3)
- •So that (purpose clause)
- •12. A) Complete the sentences with the derivatives of the words given in the right-hand column:
- •Tourism Across Cultures
- •13. Paraphrase, translate or explain.
- •14. Answer the teacher’s questions. Home activities (3)
- •15. Get ready to retell Text 1.
- •Classroom activities (4)
- •17. Paraphrase using the active vocabulary of the unit.
- •18. Translate from English into Russian.
- •Subjunctive Mood or Should
- •In Nominal Clauses
- •20. Translate into Russian.
- •24. Translate into English.
- •Home activities (4)
- •25. A) Translate into English.
- •Classroom activities (5)
- •In Subordinate Clauses
- •26. Paraphrase as in the model.
- •27. Complete the sentences using the words and phrases in the right-hand column. Add a sentence logically connected.
- •28. A) Complete the sentences with the words and phrases from the box.
- •29. A) Scan the text and say whether you agree with the conclusion the writers arrive at. Explain your viewpoint.
- •31. Complete the sentences with the proper forms of the Verb.
- •32. Answer the teacher’s questions. Home activities (5)
- •33. Complete the sentences with the proper forms of the Verb.
- •34. A) Translate into English.
- •Classroom activities (6)
- •35. Complete sentences with the right words.
- •36. Complete the sentences with the proper forms of the Verb.
- •37. Complete the sentences with the words from the box.
- •38. Comment on the following statements:
- •39. Express your opinion and support it using the vocabulary of the unit.
- •Home activities (6)
- •40. Read the text Digging to America and get ready to answer the questions (see exercise 45).
- •41. Translate into English. Use the hints from the box.
- •Classroom activities (7)
- •42. Fill in the blanks with prepositions where necessary.
- •Digging to America
- •43. Give the English for:
- •44. Find the Russian for:
- •45. Answer the questions.
- •46. Complete the sentences with the proper forms of the Verb.
- •Home activities (7)
- •47. Translate into English. Use the hints from the box.
- •48 . Retell the text as if you were
- •Classroom activities (8)
- •49. Complete the sentences:
- •50. Open the brackets and write the verbs in the appropriate forms.
- •51. Translate from Russian into English:
- •Home activities (8)
- •52. Write a paragraph to answer the question:
- •Classroom activities (9)
- •53. Read the following text and
- •What Kids Should Know Being tech-savvy is one thing. Being cultured means exploring the unknown.
- •54. Read the following text and
- •The ecology of Hollywood
- •55. Read the following text and
- •Are you a tourist or a traveller?
4. A) Read the text filling in the gaps with the proper words.
Steven Paul Jobs was born in California, USA, on February 24, 1955, _______ (1 – by / to / with) an American mother and a Syrian father, a political __________ (2 – science / studies / economics) professor. Soon after his birth, Jobs was ____________ (3 – suggested / offered / put up) for adoption. He was adopted by Paul and Clara Jobs who _________ (4 – called / named / referred to) him Steven Paul Jobs. To this day, Jobs dislikes Paul and Clara being called his ____________ (5 – adopted / adoptive / adoption) parents, and prefers to simply refer to them as his ‘parents’.
In 1972, Jobs _____________ (6 – left / graduated / finished) from high school and ___________ (7 – entered / went / enrolled) in Reed College in Portland, Oregon, but he _____________ (8 – was expelled / dropped out / gave up) two years later to work as a video game designer. His aim was to save enough money to go to India and _____________ (9 – experience / investigate / try) Buddhism.
Back in the US in the autumn of 1974, Jobs went into _____________ (10 – money / business / company) with his high school friend Stephen Wozniak. Jobs understood that computers would ____________ (11 – appeal / attract / call) to a broad audience. He managed to obtain finance for his first _____________ (12 – marketing / marketable / market) computer, the Apple II, in 1977. Apple Inc. was formed and ___________ (13 – met with / saw / faced) immediate success.
Seven years later, Jobs introduced the Mackintosh computer but the ________________ (14 – merchandise / sales / purchases) of the first Macs were disappointing. This led to tensions in the company, and in 1985 he ____________ (15 – retired / dismissed / resigned).
In late 1996, Apple, saddled by huge financial losses and on the verge of ___________ (16 – collapse / breakdown / bankruptcy), asked Jobs to come back. He accepted, and quickly ______________ (17 – put forward / engineered / launched) an award-winning advertising campaign that urged customers to ‘think different’ and buy Mackintoshes.
In 1998, he introduced the iMac, an egg-shaped computer that ______________ (18 – offered / suggested / proposed) high-speed processing at a reasonable price. It was a(n) _____________ (19 – immediate / moment’s / instant) success. Steve Jobs had saved his company and, in the process, ________________ (20 – reestablished / manifested / acknowledged) himself as a master high-technology marketer.
b) Answer the teacher’s questions.
Home activities (1)
5. A) Go through the texts in exercises 1 – 3 and find the English for
население планеты; “стоить” (о денежном состоянии человеке), оцениваться в какую-то сумму; годовой товарооборот; вместе взятые; не принимать во внимание что-либо; частные компании/предприятия; Интернет-компания; активная маркетинговая стратегия; завоевать международный интерес; получить многочисленные награды; ходить по магазину, рассматривая товар; сопутствующие товары; оценить чье-то состояние (ден.) в…; неотапливаемая квартира; приобрести что-либо; мечта всей жизни; достойный; рассеянный склероз; поступить в колледж; бросить колледж (“вылететь” из колледжа); начать дело/бизнес; увенчаться успехом; трения, напряженность; уволиться; на грани; настойчиво призывать.
b) Illustrate the word combinations with sentences from the texts.