- •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?
21. Paraphrase, translate or explain.
explain: The British capital has let the world in ...
explain: ... a panorama spanning two thousand years of crowded history.
explain: ... the medieval Tower of London recalls the city’s past as a seat of power.
paraphrase: ... conjures up its present as a gateway to the world.
paraphrase: ... a favoured destination for work-hungry migrants from all around the globe.
paraphrase: Almost a third of today’s Londoners were born outside the country.
translate: More than ... communities are scattered across the metropolis.
paraphrase: ... each new wave has enhanced London as a global city.
explain: ... even a shaky command opens up one level of London job market.
translate: The city’s middle classes have come to depend on a ready
supply of Australian barmen...
explain: ... or quickly rise to employ those who do.
translate: Without the migrants, London would be shrinking, not
booming.
translate: Ethnic and cultural diversity has helped to instil a basic
tolerance.
paraphrase: ... in blander European cities.
paraphrase: Today, urban centres offer what a new generation most
prizes: high-end urban amenities, shorter commuting times...
translate: London’s cosmopolitan feel is crucial to its prosperity.
translate: ... depending on their access to resources or trade – coal mines and rail hubs.
paraphrase: What counts today is the new global class of knowledge
merchants...
paraphrase: ... a relatively compact layout, a vibrant mix of cultures and a service industry fuelled largely by immigrants.
explain: Although Frankfurt is home to Europe’s central bank it’s
London that calls the shots.
paraphrase: Mighty Deutsche Bank may be headquartered in Germany...
paraphrase: London motorists stay away from ... chokepoints where
traffic regularly slows to a Dickensian horse-and-carriage crawl.
paraphrase: Commuters endure daily frustration on a subway system
starved of investment for decades.
translate: Violent crime is on the rise, the public-health system is
chronically overloaded and the middle classes shun the low-grade schools.
paraphrase: And although the national government has lent its weight to the drive to build new homes...
translate: ... perhaps the biggest challenge of all involves resisting
political pressures that might kill the golden goose – anti-
immigration policies that would diminish London’s standing as Europe’s only world city.
ACTIVE VOCABULARY 1
1. span – расстояние от одного конца до другого; отрезок времени: e.g. a span of three years; lifespan – срок, продолжительности жизни: e.g. Men have a shorter lifespan than women. / to span – перекрывать, охватывать временной отрезок: e.g. His interests spanned a wide range of subjects. The game has a history spanning three centuries.
2. former – 1. бывший, предыдущий: e.g. The ceremony honoured all the former presidents who are still living. He abandoned his former career as a journalist. 2. давний, прежний: e.g. The oak panels in the mansion remain from former times. / the former – первый из двух: e.g. Of these two evils the former is the less. / the latter – второй из двух: e.g. Both Christopher Columbus and Amerigo Vespucci claimed to have reached the New World. The latter being more popular of the two, the new land was named after him.
3. to migrate [maI'greIt] (from / to) – мигрировать, переезжать, менять место жительства (часто: в поисках работы) / migrant ['maIgrRnt] – мигрант; emigrant – эмигрант (человек, выезжающий из страны); immigrant – иммигрант (человек, въезжающий в страну) / migration – миграция; emigration – эмиграция; immigration – иммиграция
4. the globe – глобус, земной шар / global – всеобщий, всемирный, глобальный, всеобъемлющий: e.g. The global economy has become increasingly unstable. / globalization (also: globalisation) – глобализация: e.g. Many anticapitalists are opposed to globalization.
5. link(s) – 1. связь (между людьми, местами, фактами, событиями и т.п.): e.g. They are studying the links between carbon emissions and climate change. Research has established a link between smoking and lung cancer. 2. звено (цепи), связующее звено; the missing link – недостающее звено; the weak link (in the chain) – слабое звено / to link (sth to sth) – соединять, связывать, сцеплять; to be linked (to, with) – соединяться, быть связанным (с): e.g. The road linked Manchester and Birmingham with/to London. Scientists now link certain types of cancer to the amount of junk food that people consume.
6. competent ['kOmpIt(R)nt] – компетентный, знающий, квалифици-рованный; (ant. incompetent): e.g. The manager is perfectly compet-ent, but he doesn’t have much initiative. / competence ['kOmpIt(R)ns] – умение, способность, компетентность; (ant. incompetence): e.g. I am only worried about his attitude to the job; his competence as a designer is not in question.
7. to depend [dI'pend] (on/upon) – зависеть (от): e.g. Their future depends on how well they do in these exams. / to depend on sb for sth – зависеть от кого-то в чем-то: e.g. The young birds depend on their parents for several weeks. / to depend on sb – положиться на кого-то, доверять кому-то: e.g. I wasn’t worried: I knew I could depend on you. / That (It) depends. – Это от многого зависит. / dependence (on/upon) – зависимость (от): e.g. We need to reduce our dependence on oil as a source of energy.(ant. independence from – независимость от) / dependent (on/upon) – зависимый (от), зависящий: e.g. They hate being dependent on their parents. (ant. independent of – независимый, независящий от: e.g. She is financially independent of her family.)
9. supply [sR'plaI] – 1. запас: e.g. They brought a large supply of food with them. 2. снабжение, поставка: e.g. The supply of electricity has been threatened by a recent strike. 3. (экон.) предложение: e.g. If demand exceeds supply the price will rise. / supply and demand – спрос и предложение: e.g. The reason they are so expensive is that they are very scarce and everyone wants them; it’s all a matter of supply and demand. / to supply (to/with) – снабжать; поставлять, доставлять: e.g. The factory supplied a uniform to each of its workers. The workers were supplied with uniforms.
10. to shrink (shrank, shrunk) – уменьшаться в размере; давать усадку, садиться: e.g. Do you think this dress will shrink if I handwash it?
11. diverse [daI'vR:s] – различный, отличный, несходный; разный, разнообразный: e.g. The newspaper aims to cover a diverse range of issues. / diversity – многообразие, отличие, несходство: e.g. We value the rich ethnic and cultural diversity of the group. / divert (from / to) – отклонять, направлять в другую сторону; уводить в сторону, отклоняться: e.g. They diverted the river to supply water to the town. The outbreak of fighting in the north has diverted public attention away from other national problems.
12. 'tolerance (of/towards) – терпимость, толерантность: e.g. India is a country with a reputation for tolerance towards religious minorities. / tolerant (of) – терпимый, толерантный: e.g. Perhaps you need to be more tolerant of your neighbours. / to tolerate – терпеть, выносить; быть терпимым; допускать: e.g. He won’t tolerate anyone questioning his decisions.
13. amenity [R'mi:nItI / R'menItI] (usually plural: amenities) –коммунальные удобства, необходимые предметы быта: e.g. Amenities include a gym, a pool and a jacuzzi. / social amenities – социально-культурное и бытовое обслуживание
14. prosperity [prRs'perItI] – процветание, преуспевание, успех: e.g. With economic expansion comes the promise of national prosperity. / prosperous ['prOspRrRs] – 1. преуспевающий, процветающий: e.g. The town is increasingly prosperous. 2. богатый, состоятельный, зажиточный: e.g. He looked like a lawyer and a prosperous one. / to 'prosper – преуспевать, процветать: e.g. His business prospered.
15. vibrant ['vaIbrRnt] – 1. живой, полный жизни: e.g. Moscow is a city vibrant with life. 2. трепещущий, дрожащий: e.g. a vibrant voice
16. fuel – топливо, горючее / to fuel – 1. заправлять горючим, топливом: e.g. Aircraft sometimes fuel up in midair. 2. питать, поддерживать: e.g. This organization is fuelled by massive grants.
17. motor ['moutR] – 1. двигатель, мотор: e.g. The pump is powered by an electric motor. 2. (Brit.) автомобиль, машина (разг.): e.g. When did you buy the new motor? / motor transport (syn. road transport) – автотранспорт / motorist – автомобилист / motorway – скоростное шоссе, автомагистраль
18. to commute [kR'mju:t] – ездить ежедневно на работу из пригоро-да в город и обратно (обыкн. по сезонному билету): e.g. I commute by train. / commute – дорога из пригорода в город и обратно: e.g. It’s a long commute from New York to Boston. / commuter – житель пригорода, ежедневно ездящий на работу поездом, автобусом (Брит.) или машиной (Амер.): e.g. a train packed with commuters
19. endure [In'djuR] – терпеть, выносить, выдерживать, стойко держаться: e.g. They endured tremendous hardships on their way to the South Pole. / endurance – выносливость, стойкость, терпеливость: e.g. Long-distance races are won by the runners with the greatest endurance. / enduring – 1. прочный, стойкий: e.g. enduring substance 2. бессмертный, вечный: e.g. enduring popularity
20. fru'stration – расстройство, крах, чувство неудовлетворенности, разочарования: e.g. He expressed his frustration at not being able to talk openly. / to frustrate – расстраивать, делать тщетным, вызывать чувство разочарования, неудовлетворенности: e.g. Activists and reformers are frustrated by the public’s lack of interest.
21. to emerge [I'mR:dG] – появляться, возникать, выходить (откуда-то): e.g. The sun emerged from behind the clouds.
22. challenge ['tSWlIndG] – 1. вызов (на соревнование, состязание, дуэль): e.g. He accepted his friend’s challenge to swim across the river. 2. испытание, пробы своих сил, нечто требующее труда, мужества; сложная задача, проблема: e.g. I am looking for a job with a bit more challenge. / to challenge – 1. бросать вызов: e.g. I challenged him for a game of tennis. 2. требовать усилий: e.g. The difficulty of putting our ideas into practice challenged us to find a new method.
23. to resist [rI'zIst] sth / sb – сопротивляться, противиться, противо-действовать: e.g. The government are resisting the nurses’ wage demands. / resistance (to sb/sth) – противодействие, сопротивление (кому-либо/чему-либо): e.g. The escaped criminal offered no resistance when the police caught up with him.
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EXPRESSIONS 1. racial tensions – расовая напряженность, трения 2. to be fed up with – быть сытым по горло (чем-то) 3. to have a good / shaky command [kR'mQ:nd] of English – хорошо / слабо владеть английским языком 4. to be crucial to sth – быть исключительно важным для чего-то 5. to be home to... – являться месторасположением чего-либо 6. to call the shots – распоряжаться, давать указания, принимать решения; задавать тон 7. To be sure, ... – Конечно, … 8. to be on the rise – увеличиваться, расти 9. to kill the golden goose – убить курицу, которая несет золотые яйца 10. to instil tolerance – внушать, прививать терпимость, толерант-ность |
PHRASAL VERBS to conjure ['kAndGR] up sth – вызывать что-либо в воображении, памяти |