- •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?
Not the Queen’s English
The name – Cambridge School of Languages – conjures images of Anglo-Saxon aristocrats conversing in the Queen’s English. But this Cambridge is composed of a few rooms with rickety chairs at the edge of a Delhi suburb. Its rival is not Oxford but the nearby Euro Languages School, where a three-month English course costs $16.
The professors back in Cambridge, England, would no doubt question the schools’ pedagogy. There are few books or tapes. Their teachers pronounce “we” as “ve” and “primary” as “primmry”. And yet such storefront shops aren’t merely the ragged edge of the massive English learning industry, which in India alone is a $100 million-per-year business. They are the front lines of a global revolution in which hundreds of millions of people are learning English, the planet’s language for commerce, technology – and, increasingly, empowerment. Within a decade, 2 billion people will be studying English and about half the world – some 3 billion people will speak it, according to a recent report from the British Council.
And governments from Tunisia to Turkey are pushing English, recognizing that along with computers and mass migration, the language is the engine of globalization.
Linguistically speaking, it’s a whole new world. Non-native speakers of English now outnumber native speakers 3 to 1, according to English language expert David Crystal, whose numerous books include English as a Global Language. “There’s never before been a language that’s been spoken by more people as a second than a first,” he says. In Asia alone, the number of English users has topped 350 million – roughly the combined populations of the United States, Britain and Canada.
The new English speakers aren’t just passively absorbing the language – they are shaping it. New Englishes are mushrooming the globe over, ranging from “Englog,” spoken in the Philippines, to “Hinglish”, the mix of Hindi and English that now crops up everywhere from fast food ads to South-Asian college campuses. In South Africa, many Blacks have adopted their own version of English, laced with indigenous words, as a sign of freedom – in contrast to Afrikaans, the language of oppression. An Amherst College professor recently finished a translation of Cervantes’s “Don Quixote” into Spanglish, the English-Spanish hybrid spoken in the United States and Mexico.
All languages are works in progress. But English’s globalization, unprecedented in the history of languages will revolutionize it in ways we can only begin to imagine. In the future, there could be a tri-English world, one in which you could speak a local English-based dialect at home, a national variety at work or school and international Standard English to talk to foreigners. With native speakers a shrinking minority of the world’s Anglophones, there is a growing sense that students should stop trying to imitate Brighton or Boston English, and embrace their own local versions.
Linguists ask why some Asians, who have trouble pronouncing the “th” sound, should spend hours trying to say “thing” instead of “sing” or “ting”. International pilots, they point out, already pronounce the word “three” as “tree” in radio dispatches, since “tree” is more widely comprehensible.
Indeed, English has become the common linguistic denominator. Whether you’re a Korean executive on business in Shanghai, a German Eurocrat hammering out laws in Brussels or a Brazilian biochemist at a conference in Sweden, you’re probably speaking English. And as the world adopts an international brand of English, it’s native speakers who have the most to lose. Cambridge dons who insist on speaking the Queen’s English could be met with giggles – or blank stares.
To achieve fluency, non-native speakers are learning English at an ever-younger age. The demand for native English-speakers is so huge that China and the Middle East are starting to import English teachers from India. Despite all the new Englishes cropping up, it’s the American and British versions that still carry prestige. “Owning English is very big business.” The average price for a four-day business-English course in London for a French executive runs 2,240 euro.
To see big business in action, one need only walk down London’s busy Oxford Street, where ads offer instant access to the language of success: DOES YOUR ENGLISH EMBARRASS YOU? BUSINESS ENGLISH FOR BEGINNERS; LEARN ENGLISH IN JUST 10 WEEKS! Above clothing stores, English-language schools are packed with eager twenty-somethings from around the world.
Why such enthusiasm? In a word, jobs. A generation ago, only elites like diplomats and CEOs needed English for work. Today, at the new Toyota and Peugeot plant in the Czech Republic, English is the working language of the Japanese, French and Czech staff.
Technology also plays a huge role in English’s global triumph. Eighty percent of the electronically stored information in the world is in English; 66 percent of the world’s scientists read in it. “It’s very important to learn English because computer books are only in English,” says an Uruguayan IT student learning English in London.
In countries like Germany the market for English studies is already shrinking. Most kids begin English as early as the second or third grade and language schools no longer target English beginners but those pursuing more-expert niches: business English, phone manners or English for presentations. Beginning-English classes are filled with immigrants eager to catch up with the natives. As with migrants the world over, they’re finding that their newfound land is an English-speaking one.
ACTIVE VOCABULARY
1. rival ['raIv(R)l] for/in/to (n.) – соперник, конкурент: e.g. The company’s main rival announced an increase in profits last year. Bates is her principal rival for the job of director. Bob and I were rivals in love. Our company is now a serious rival to many of the bigger companies. / (adj.) соперничающий, конкурирующий: e.g. She left her job and went to work for a rival company. / rivalry – соперничество, конкуренция: e.g. There was fierce rivalry between the two companies to get the contract.
2. edge [edG] – 1. край, кромка: e.g. Victoria was sitting on the edge of the bed. Many airports are built on the edge of town. 2. острие, лезвие: e.g. the knife’s edge / to be on edge – быть раздраженным, нервничать, волноваться: e.g. I’m sorry if I was rude to you – I’m a bit on edge at the moment. / to be at the cutting edge of sth – быть на острие, передовом рубеже; быть самым новым, современным, передовым: e.g. These models are at the cutting edge of computer design.
3. absorb [Rb'zO:b / Rb'sO:b] – 1. впитывать, поглощать: e.g. Caffeine is rapidly absorbed into the bloodstream. So many new ideas! It’s rather too much for me to absorb all at once. The company has gradually absorbed its smaller rivals. 2. (often passive) быть поглощенным, занятым чем-либо: e.g. I was absorbed in a book and didn’t hear you call.
4. version – 1. вариант, переложение, переделка, вариант текста: e.g. Did you read the whole book or only the abridged version? 2. версия, интерпретация: e.g. The latest version of the film is more like the book. / variety [vR'raIRtI] of/in – 1. разнообразие: e.g. Cable TV offers more variety than normal TV. Variety is the spice of life. (a saying) 2. ряд, множество: e.g. People practise yoga for a variety of reasons. / a variety show – эстрадный концерт, варьете
5. embrace [Im'breIs] (formal) – 1. обнимать: e.g. She embraced her son tenderly. 2. охватывать, включать, заключать в себе: e.g. This course of study embraces every aspect of the subject.
6. to insist on sth/doing sth – настаивать на чем-либо: e.g. He insisted on the truth of his story. I insist on having a holiday abroad every year. / [Pay attention to the grammar structure!] to insist that sb (should) do sth – настаивать на чем-либо: e.g. I insist that he should go.
7. to embarrass [Im'bWrRs] – смущать, приводить в замешательство, сбивать с толку: e.g. She was embarrassed when they kept telling her how clever she was. / embarrassing – смущающий, неловкий, затруднительный: e.g. It was so embarrassing when the children started laughing in the middle of the service. / embarrassment – смущение, замешательство, смятение, нерешительность, затруднение: e.g. I felt my face burning with embarrassment. Owing to my current financial embarrassment, I cannot pay the bill.
8. according to – согласно чему-то/кому-то: e.g. According to Freud, our dreams represent our hidden desires. [NOTE: according to is not used with words like opinion or view: e.g. According to the management... BUT: in the management’s opinion (view)] / in accordance with – в соответствии с… : e.g. In accordance with the agreement the twenty-six countries are to cut air pollution. |
EXPRESSIONS to crop up – появляться, возникать to point out – отметить, обратить внимание to carry prestige – быть престижным to be packed with – быть полным чем-либо/кем-либо |