- •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?
28. A) Listen to the text The Self-Made Man. Read it after the speaker.
b) Get ready to discuss the text in class.
c) Give the English for the following words and word combinations. Write out the sentences illustrating them.
недооценивать чьи-либо возможности; жестокий мир бизнеса; решительная и смелая тактика ведения бизнеса; отдать (записать) кого-либо в школу; быть известным чем-то (положит.); определять и развивать свои интересы; одаренные и умные выпускники вузов; дом с видом на озеро; спрятанный под обоями; страстный читатель / человек, читающий запоем; быть мишенью многочисленных пародий; огромная власть; злой гений; побуждать общественность к действию; экономика, основанная на знаниях
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Step III |
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Classroom activities (5)
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GRAMMAR EXERCISES
Patterns with the Participle Pattern 5 (Unrelated Participle)
1. Taking everything into consideration, you should be grateful to your friend. (= When / If one takes into consideration…) – Принимая все во внимание, ты должен быть благодарен своему другу.
2. Strictly speaking, Puerto Rico is not part of the USA. – Строго говоря, Пуэрто Рико не входит в состав США.
NOTE: Причастные обороты generally / broadly speaking, judging from, considering everything, supposing sth, taking everything into consideration, regarding sth являются вводными и служат для передачи отношения говорящего к предмету сообщения.
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29. Paraphrase using unrelated participles.
1. The Isle of Man is not part of the United Kingdom. 2. Men are stronger than women. 3. Dogs are more faithful than cats. 4. Harry has a worried look. He seems to be in trouble. 5. It wasn’t a bad holiday. 6. If you won the lottery, what would you do with the money? 7. You should give them another chance. 8. With regard to the question of absenteeism, a sense of responsibility seems to be lacking in some students.
Pattern 5 (Participles as Adjectives )
Participle I |
Participle II |
Don gave me a frightening look. (= His look frightened me.) – Дон посмотрел на меня пугающим взглядом. |
The frightened child burst out crying. (= The child was frightened.) – Испуганный ребенок расплакался. |
30. Complete the sentences using participles as adjectives.
1. His new book is an _______________ (excite) story. 2. The ______________ (confuse) students said that they couldn’t understand the rule. 3. Sue Townsend is an _______________ (interest) writer. 4. The teacher drew a very _________________ (confuse) diagram on the board. 5. ______________ (bore) teachers make _______________ (bore) students. 6. The room was simply ________________ (furnish) and __________________ (please) to the eye. 7. Paul came back looking very ________________ (pleased) with himself. 8. I think it’s very ___________________ (irritate) when students come in late. 9. The __________________ (astonish) tricks of magicians were revealed in the TV programme. 10. The children get terribly _________________ (excite) when my younger brother comes.
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Text 1. The Self-Made Man.
Cross-cultural Notes:
nerd, geek – a technically competent person. Although traditionally used to describe men and boys, the terms ‘nerd’ and ‘geek’ have been adopted by many women interested in technology, science, mathematics and other typically male-dominated intellectual fields as badges of their accomplishments in these areas.
* * *
“If you want to know what God thinks about money, just look at the people He gives it to.” (Old Irish Saying)
Bill Gates has created the world's largest company; he is the world's richest man and the biggest charitable giver in history. He may be a college drop-out and ‘computer geek’ but rivals have often underestimated his abilities in the cut throat world of business. Gates has come to be known for his aggressive business tactics and confrontational style of management. He, and his company, have attracted a vast army of critics and enemies in recent years as their domination of the IT world has grown.
William Henry Gates was born into an affluent upper-middle class Seattle family. When he reached school age his parents enrolled him at Lakeside School, a strict, private school renown for its high academic standards. Lakeside offered students the opportunity to explore their own interests. Mathematics, business and computing were fields in which Gates had keen interests. Gates would read far ahead in his classes giving himself free time to explore his interests in computers and business. Confidence and intelligence are two traits that helped Gates obtain his goals. It is these characteristics that helped Bill Gates change the computing world.
Gates began computing as a 13-year-old at Lakeside school. By the age of 17, he had sold his first program – a timetabling system for the school, earning him $4,200. When one of the boys at Lakeside asked what his plans were Bill replied, “I’m going to make my first million by the time I’m 25.” At the age of 31 he became the youngest ever self-made millionaire.
At Harvard, Gates and his fellow student Paul Allen teamed up to write the first computer language program written for a personal computer. The two friends established Microsoft in 1975, so called because it provided microcomputer software. A year later, Gates dropped out of Harvard, once it became clear that the possibilities for Microsoft were bright. On January 1, 1979, Bill Gates moved Microsoft and its sixteen employees to Seattle, Washington. The big break came in 1980 when an agreement was signed to provide the operating system for IBM's new personal computer.
Microsoft developed a standard for hiring new employees. Only the most gifted and intelligent new college graduates would be hired. Little job experience was considered positive from Microsoft's point of view. An employee with little experience would have no bias. Gates has never been engaged in conspicuous consumption. For a number of years Microsoft policy was that executives fly business class and there was no corporate jet. He also claimed, in 2005, that he’s gone to work every work day since 1975.
Gates was married on January 1, 1994, to Melinda French Gates. They have three children. The Gates family lives in the exclusive suburb of Medina, Washington, in a huge house overlooking Lake Washington. The Gates home is a very modern 21st century house, with advanced electronic systems everywhere. In one respect though it is more like an 18th or 19th century mansion: it has a large private library with a domed reading room. While it does have a classic flavour, the home has many unique qualities. Lights would automatically come on when you came home. Speakers would be hidden beneath the wallpaper to allow music to follow you from room to room. Portable touch pads would control everything from the TV sets to the temperature and the lights, which would brighten or dim to fit the occasion or to match the outdoor light.
Gates is an avid reader, and enjoys playing golf and bridge. In addition to his love of computers and software, Gates founded Corbis, which is developing one of the world's largest resources of visual information – a comprehensive digital archive of art and photography from public and private collections around the globe.
Bill Gates has been the subject of numerous parodies in film, television, and video games. Gates is often characterized as the quintessential example of a super-intelligent ‘nerd’ with immense power. This has in turn led to pop-culture of Gates as a tyrant or evil genius, often resorting to ruthless business techniques.
Philanthropy is also important to Gates. Gates and Melinda have been giving increasing amounts of money to charity, with his father running a foundation. They support philanthropic initiatives in the areas of global health and learning, with the hope that in the 21st century, advances in these critical areas will be available for all people. The Bill and Melinda Gates Foundation has committed more than $3.2 billion to organizations working in global health; more than $2 billion to improve learning opportunities, including the Gates Library Initiative to bring computers, Internet access and training to public libraries in low-income communities in the United States and Canada.
Over the past five years, the Foundation has invested more than $250 million (including college scholarships for low-income students) to advance the goal of raising the state’s graduation and college-readiness rates. The work is challenging and complex, but it has already yielded important lessons – for the state and the nation. The grants are designed to galvanize communities and help educate parents, students, and others about the critical connection between a high-quality education and success in today’s global economy. Today’s knowledge-based economy means employers want young people entering the workforce to possess the same high-level skills and knowledge required of college freshmen. The Bill and Melinda Gates Foundation is committed to helping all students graduate from high school ready for college, work, and citizenship.
ACTIVE VOCABULARY
1. to create [krI'eIt] – 1. создавать, творить: e.g. How do I create a new file? 2. вызывать, произвести: e.g. His behaviour created a bad impression. / creation – 1. создание, созидание: e.g. The government is to provide more money for job creation. 2. создание, творение: e.g. Agatha Christie’s greatest fictional creation was the Belgian detective, Hercule Poirot. / creature ['kri:tSR] – 1. создание, творение, живое существо: e.g. The Gorgon was a mythical creature. 2. человек, создание: e.g. The poor creature had no home, family, or friends. / creative – творческий, созидательный: e.g. Einstein was a creative genius. / creativity – творческие способности, способность к созданию чего-либо: e.g. Her latest work displays tremendous skills and creativity.
2. to 'estimate – оценивать, устанавливать стоимость, подсчитывать: e.g. We have not estimated the proper price for the contract yet. / to underestimate – недооценивать: e.g. Don’t underestimate his abilities. / to overestimate – переоценивать: e.g. We overestimated his influence. / estimate ['estImRt] – оценка, мнение; предварительный подсчет: e.g. The figure mentioned is a very rough estimate.
3. to 'dominate – доминировать, преобладать; влиять, иметь преобладающее влияние; господствовать: e.g. She tends to dominate the conversation. The earthquake once again dominated the news. / domi'nation – господство, власть, владычество: e.g. After the leader died, rival parties struggled for domination over community. / 'dominant – господствующий, основной, преобладающий: e.g. The company cannot preserve its dominant position in the market. / domi'neering – властный, деспотический, не допускающий возражений: e.g. Her mother-in-law is a very domineering person.
4. to con'fide (in) – доверять кому-либо: e.g. Alan felt he could confide in his brother. / to confide (to) – поверять, сообщать по секрету: e.g. He confided his doubts to me. / 'confidence – 1. уверенность: e.g. She is a good student but she lacks confidence. 2. доверие: e.g. I have complete confidence in our chairman.
5. to commit (a crime, a sin, suicide, etc.) – 1. совершить (преступление, грех, самоубийство и т.п.): e.g. The study aims to find out what makes people commit crimes. 2. связывать себя обязательствами, словом: e.g. I do not want to commit to any particular date. 3. быть преданным, посвятить себя чему-либо, считать своим долгом или обязанностью: e.g. She is very committed to her job. / committed – верный, преданный: e.g. Florence Nightingale was a committed nurse. / commitment – 1. обязательство: e.g. Paul doesn’t want to get married because he doesn’t want any commitments. 2. преданность, верность: e.g. The company's success last year was largely due to the commitment of the staff.
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Expressions in one respect – в некотором отношении to be biased (against / in favour of / towards) – быть предвзятым, необъективным to resort to sth – прибегнуть к чему-либо
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COMPREHENSION EXERCISES |