- •N. N. Dianina
- •Authentic
- •English
- •For AdvancedLearners
- •Grammar Training Present Simple and Present Progressive
- •1. Look at the following examples and explain the meaning of the verb forms. See Grammar reference p. … first.
- •2. Supply the correct form of the verbs given in brackets.
- •Past Simple and Past Progressive
- •3. Explain the meaning of the verb forms in the following examples. See Grammar Reference p. … first.
- •4. Supply the correct form of the verbs given in brackets.
- •Future Simple and Future Progressive
- •5. Explain the meaning of the verb forms in the following examples. See Grammar Reference p. … first.
- •6. Supply the correct form of the verbs given in brackets.
- •7. Translate the sentences into English. Mind the use of tenses.
- •Grammar in speech.
- •8. Supply the correct form of the verbs given in brackets. (Present tenses)
- •9. Supply the correct form of the verbs given in brackets (past tenses)and perform the role play given below. Fears over Rail Safety
- •10. Supply the correct form of the verbs given in brackets and perform the role play given below. Bargain Hunters Warned about ‘Quality’ Fakes
- •Education Reading and Speaking 1
- •11. Read the following article and do the multiple choice task given below.
- •Reading, Writing and Enrichment
- •Vocabulary 1
- •The Most Famous Name in Schools
- •Reading and Speaking 2
- •Discussion
- •Article 2 pasting the grade
- •Professional Reading
- •Dereliction of Duty
- •Vocabulary 2
- •17. Read the following article and guess the meaning of the words given in bold type. British Schools
- •18. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Speaking 3
- •19. Business Maze. Running a private school
- •Good Luck!
- •Discussion
- •20. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •21. Write an essay (about 250 words): “The school of the future”. Describe the way things are now, how they are going to change and why.
- •Everyday English. Being Polite
- •Grammar Training Simple Present Perfect
- •1. Look at the following examples and explain the meaning of the verb forms. Study Grammar Reference ( ) p. … first.
- •2. Supply the correct form of the verbs given in brackets.
- •The Prime-Minister’s Report on Education
- •Simple Past Perfect
- •4. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference (…) p. …first.
- •5. Supply the correct form of the verbs given in brackets.
- •Polio Alarm
- •6. Translate into English. Mind the use of tenses.
- •Simple Future Perfect
- •7. Study Grammar Reference ( …) and supply the correct form of the verbs given in brackets.
- •8. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference ( ) p….
- •9. Translate the following sentences into English using the verbs given in brackets. Give two versions of each sentence that will be similar or very close in meaning.
- •10. Supply the correct form of the verbs given in brackets.
- •Ferguson Ready to Stay at Man Utd
- •Citizen Test to be Practical
- •Grammar in Speech
- •12. Supply the correct form of the verbs given in brackets and perform the role play given below. Met Told to Pay £52,000 to Terror Expert
- •13. Role play. Have a conversation in the following situation. You are going to start your own business. It’s going to be a restaurant. Here is the schedule for the work to be done:
- •Jobs and Work Reading and Speaking 1
- •14. Read the following article and do the multiple choice task given below.
- •The Holiday’s Over
- •V Read the article again, find the following words and word combinations in the text and learn their meaning. Make it a particular point to use these words in the further discussion of the problem.
- •Vocabulary 1
- •15. Study the meaning of the following synonyms or near synonyms. Make up your own sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •Japan’s Young Slackers
- •18. Rewrite the following sentences using noun phrases instead of the words given in italics.
- •Reading and Speaking 2
- •19. Read the following article and decide which of the sentences given below fit in the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Work-Life Balance Companies have to find new ways to attract and retain skilled workers
- •V Read the article again, find the following words and word combinations in the text and learn their meaning. Make it a particular point to use these words in the further discussion of the problem.
- •Professional Reading
- •Illegal Worker More Vulnerable
- •Vocabulary 2
- •21. Read the following article and try to guess the meaning of the words and word combinations given in bold type. Careers Ask Annie
- •22. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •23. Revise all the articles given in this Unit and get ready to discuss the following points.
- •Writing
- •24.Write and essay (200 – 250 words): “Job opportunities and our attitude to work”.
- •25. Applying for a job
- •In Geneva, Switzerland,
- •Is looking for
- •International Trade Centre unctad/wto
- •Grammar Revision Grammar Training
- •26. Supply the correct form of the verbs given in brackets.
- •Van Robbery
- •Call the Fashion Police, That’s my t-shirt
- •Grammar in Speech
- •27. Supply the correct form of the verbs given in brackets and perform the role play given below. Healthy, Wealthy – and Still at Work
- •28. Supply the correct form of the verbs given in brackets and perform the role play given below.
- •Victims of Cyberbullies
- •Vocabulary Revision
- •29. Revise Vocabulary 1 p … Unit 1 and do the following multiple choice task.
- •Reading and Speaking: Family Problems
- •Grammar Training
- •1. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference p … first.
- •2. Supply the correct form of the verbs given in brackets.
- •Becomes School’s Football Hero
- •3. Translate into English. Use the active vocabulary of Unit 2 to translate the words and word combinations given in italics.
- •4. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference p. … first.
- •5. Supply the correct form of the verbs given in brackets.
- •3. Translate into English. Use the active vocabulary of Units 1 and 2 to translate the words and word combinations given in italics.
- •7. Look at the following examples and explain the meaning of the verb forms. See Grammar Reference p… first.
- •8. Supply the correct form of the verbs given in brackets.
- •Your Stars
- •Grammar in Speech
- •9. Supply the correct form of the verbs given in brackets and perform the role play given below. Asbo bars London teenager from going to school
- •10. Supply the correct form of the verbs given in brackets and perform the role play given below. Rabbit Keeps Wolf from North Korea’s Door
- •11. Study Grammar Reference p. … and analyze the following examples.
- •12. Choose the correct form of the words given in italics.
- •Family Problems
- •13. Read Article 1 and do the multiple choice task given below. Article 1 Marriage is dead. Not so weddings
- •V Read the article again, find the following words and word combinations in the text and learn their meaning. Make it a particular point to use these words in the further discussion of the problem.
- •14. Read Article 2 and decide which of the statements given below fit in the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Article 2 a Court in Pakistan Has Ruled …
- •V While reading find the following words and word combinations in the text and learn their meaning. Make it a particular point to use these words in the further discussion of the problem.
- •Vocabulary 1
- •15. Study the meaning of the following synonyms or near synonyms. Make up sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •All in the Family … or Not
- •Reading and Speaking 2
- •German Birth Rate Falls to Lowest in Europe
- •Professional Reading
- •18. Go back to the article “All in the Family ... Or Not” (see p. ...) and now read it professionally.
- •The Price of Partnership
- •Vocabulary 2
- •20. Read the following article and guess the meaning of the words and word combinations given in bold type. Now, the Hard Part
- •21. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •22. Revise all the articles given in this Unit and get ready to discuss the following points.
- •Writing
- •23. Write an essay (about 250 words): “To marry or not to marry, that is the question”.
- •Discourse Markers
- •25. Role play
- •Grammar Revision
- •Why you should worry if your child watches tv for 8 hours a week
- •Grammar in Speech
- •27. Supply the correct form of the verbs given in brackets and perform the role play given below. Can I tackle my friend about his weight?
- •Vocabulary Revision
- •28. Revise Vocabulary 1 Unit 2, p. … and do the following multiple choice task.
- •Reading and Speaking: Health Care
- •Grammar Training
- •1. Study Grammar Reference p. ... And analyze the following examples.
- •2. Change the following sentences into Passive. Give two passive constructions if possible. Do the back translation of the sentences.
- •3. Translate the sentences into English. Use the active vocabulary of Unit 3 to translate the words and word combinations given in italics.
- •4. Supply the correct form of the verbs given in brackets.
- •Police inquiry into claims of ghost voters
- •Students face £21,000 debts, admits Clarke
- •5. Translate into English. Use the active vocabulary of Unit 3 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •6. Supply the correct form of the verbs given in brackets and perform the role play given below.
- •7. Supply the correct form of the verbs given in brackets and perform the role play given below. Bush Fires Worst in Canberra’s History
- •Health Care Reading and Speaking 1
- •8. Read article 1 quickly and decide which of the sentences given below fit into the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Article 1 Tracking a Killer Virus
- •9. Scan article 2 and find answers to the following questions.
- •Article 2 Crashing an Epidemic
- •Vocabulary 1
- •Article 2
- •The Man Who Loves to Bust Quacks
- •Article 1
- •Article 2
- •Vocabulary.
- •12. Translate the word combinations given in italics using one of the expressions given above.
- •Reading and Speaking 2
- •13. Read the following article and do the multiple choice task given below. Depression Spirit of the Age
- •Professional Reading
- •A License to Kill?
- •Vocabulary 2
- •15. Read the following article and guess the meaning of the words given in bold type. Agriculture Is Bad for You
- •16. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •17. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •18. Write an essay (not more than 250 words): ‘Will the future generations be healthier?’
- •19. Study the following information. Making a speech
- •Grammar Revision Grammar Training
- •20. Supply the correct form of the verbs given in brackets.
- •£20 ‘Profit’ for Muggers Who Killed Woman
- •Union Urges End to Expulsion Panels
- •21. Choose the correct word given in italics.
- •Grammar in Speech
- •22. Supply the correct form of the verbs given in brackets and perform the role play given below. Fry and Drive
- •23. Supply the correct form of the verbs given in brackets and perform the role play given below. Little Women – and Boys – Losing Touch with Classics
- •Vocabulary Revision
- •24. Revise Vocabulary 1 Unit 3 p. … and do the following multiple choice task.
- •2. Analyze the following examples, translate them into Russian and replace them with a corresponding relative or adverbial clause.
- •3. See if the following sentences containing misrelated participles are correct. If not, make the necessary changes.
- •4. Replace the clauses given in italics by participle structures. Make any necessary changes in the sentences.
- •5. Translate the parts of the sentences given in italics using participles if possible.
- •6. Change the following sentences using Participle I passive or Participle II. Translate the sentences into Russian.
- •7. Study Grammar Reference p…., analyze the following examples and translate them into Russian.
- •8. Complete the sentences using the structure ‘have something done’ or ‘get something done’.
- •The Gerund
- •9. See Grammar Reference p. .., analyze the following examples and translate the sentences into Russian.
- •10. Replace the words given in italics by a gerund construction.
- •11. Supply the correct form of the verbs given in brackets.
- •The Plot Thickens
- •Queen Has Knee Operation after Fall at Newmarket
- •Accident-Prone Stretch of Railway ‘Renationalized’
- •Can Venice Be Saved?
- •Grammar in Speech
- •12. Supply the correct form of the verbs given in brackets and perform the role play given below. A Car, a Call and a Crash
- •13. Supply the correct form of the verbs given in brackets and perform the role play given below. Fathers ‘Scared’ to Ask for Flexible Hours
- •14. Supply the correct form of the verbs given in brackets and perform the role play given below. A Bum Rap in the Big Apple
- •Environmental Problems Reading and Speaking 1
- •15. Read Article 1 quickly and decide which of the sentences given below fit into the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Article 1 a Climate of Despair
- •16. Read Article 2 and do the following multiple choice task. Article 2 Scramble to Save Kyoto Agreement
- •Vocabulary 1
- •17. Study the meaning of the following synonyms or near synonyms. Make up your own sentences or short situations to show how you understand the difference in their meaning.
- •Impact, effect, influence
- •Reading for Information
- •18. Read Article 1 quickly and find answers to the following questions.
- •Article 1 Strangling the Mekong
- •19. Read Article 2 quickly and find answers to the following questions.
- •Article 2 Raping Borneo
- •Article 2
- •20. Vocabulary. Study the following phrasal verbs.
- •Reading and Speaking 2
- •21. Read the following article quickly and find answers to the following questions.
- •Dried Out
- •A Wasteland Spread around the Aral
- •Professional Reading
- •Poisoned Waters
- •Vocabulary 2
- •23. Read the following article and guess the meaning of the words given in bold type. Greenpeace
- •Discussion
- •25. Revise all the articles of the Unit and get ready to discuss the following points.
- •Writing
- •Writing a Formal Letter
- •Excel Linguistic School
- •27. A. Read the versions of the following letter and rewrite it selecting the appropriate forms.
- •30 St. Vincent Place
- •Grammar Revision Grammar Training
- •28. Supply the correct form of the verbs given in brackets.
- •Fire Talks Still in Deadlock
- •Credit Card That Tells You When You’re Drunk
- •Grammar in Speech
- •29. Supply the correct form of the verbs given in brackets and perform the role play given below. British Neurologist Faces Ethics Inquiry in Singapore
- •30. Supply the correct form of the verbs given in brackets. Europe to Consider Quotas for Immigrants
- •Vocabulary Revision
- •31. Revise Vocabulary 1 Unit 4, p. And do the following multiple choice task.
- •Reading and Speaking: Crime
- •Grammar Training
- •1. Study Grammar Reference p. …. And analyze the meaning of the infinitive forms in the following examples. Translate the sentences into Russian.
- •2. Replace the clauses given in italics with corresponding infinitive forms.
- •3. Analyze the structure of the following sentences.
- •6. Change the sentences according to the pattern:
- •7. Study Grammar Reference (9) p. … and do the back translation of the following sentences.
- •9. Study Grammar Reference p. … and supply the gerund or the infinitive of the verbs given in brackets.
- •Grammar in Speech
- •10. Supply the correct form of the verbs given in brackets and perform the role play given below. Eu Revives Row over Hormone Beef Ban
- •(You can invent any information you need).
- •Article 2 Madrid Gets the Jitters over the Changing Face of Crime
- •Vocabulary 1
- •12. Study the use of the following synonyms or near synonyms. Make up your own sentences or short situations to show how you understand the difference in their meaning.
- •Varied, different
- •Reading for Information
- •13. Read Article 1 quickly and find answers to the following questions.
- •Article 1 America’s Death-Penalty Lottery
- •14. Read Article 2 and do the multiple choice task given below. Article 2 McVeigh’s Death Wish
- •Vocabulary
- •15. Study the following word combinations.
- •Reading and Speaking 2
- •16. Read the following article and decide which of the sentences given below fit into the numbered gaps in the text. There is one extra sentence that does not fit in.
- •Lords Hand New Rights to Jury Whistleblowers
- •Professional Reading
- •Nine Years for Hit-and-Run Killer
- •Vocabulary 2
- •19. Read the following article and guess the meaning of the words and word combinations given in bold type. Why They Are Picking on Martha
- •21. Study the meaning of the following idioms:
- •22. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics. Use the infinitive structures to translate the underlined parts of the sentences.
- •Discussion
- •23. Revise all the articles of this Unit and get ready to discuss the following points:
- •Writing
- •25. Write a memo in the following situation.
- •Bogus Sheikh Accused of Being Prince of Jewel Thieves
- •1) Write a memo to the manager of the store (Mr Swartzkopf) and inform him about the visit of the vip client and the article you’ve just read.
- •Violent Offences Rise by 12% But Overall Crime Rate Falls
- •Silcott to Be Released after Serving 18 Years in Prison
- •Grammar in Speech
- •27. Supply the correct form of the verbs given in brackets and perform the role play given below. Radio Station Fined for Game That Left Three with Frostbite
- •28. Supply the correct form of the verbs given in brackets and perform the role play given below. Mp Put under Pressure to Quit
- •29. Supply the correct form of the verbs given in brackets and perform the role play given below. Toxic Ships to Be Sent Home
- •Vocabulary Revision
- •30. Revise Vocabulary 1, Unit 5 p. …and do the following multiple choice task.
- •Reading and Speaking: Drug Abuse
- •Grammar Training
- •1. Transfer the sentences into the second and third conditionals.
- •2. Analyze the following examples and make up short situations in which they could be used.
- •3. Analyze the following examples and translate them into Russian.
- •4. Change the sentences according to the pattern to show that the events mentioned are not very probable. Translate the sentences into Russian.
- •5. Change the sentences according to the pattern. Translate them into Russian.
- •6. Make up sentences based on the given facts. Make sure you use the appropriate tense forms and different structures: If they should …. . If they were to … . Had they done … , etc.
- •7. Supply the correct form of the verbs given in brackets. The Mayor’s Race in New York
- •8. Analyze the way wishes and regrets are expressed in the following sentences. Translate them into Russian.
- •9. Express wishes and regrets based on the following statements. Do the back translation of the sentences.
- •10. Analyze the difference in structure and meaning of the following sentences. Translate them into Russian.
- •11. Make up sentences according to the pattern and learn them for back translation.
- •12. Translate into English. Use the active vocabulary of Unit 6 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •13. Supply the correct form of the verbs given in brackets and perform the role play given below.
- •14. Supply the correct form of the verbs given in brackets and perform the role play given below. Crisis of Identity
- •Id Cards
- •15. Supply the correct form of the verbs given in brackets and perform the role play given below. School Shootings Using Students as Metal Detectors
- •Drug Abuse
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Article 2 From Starting Line to Bitter End
- •Vocabulary 1
- •18. Study the use of the following synonyms or near synonyms. Make up sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •19. Read Article 1 quickly and find answers to the following questions.
- •Article 1 a Bumper Crop
- •20. Read Article 2 quickly and find answers to the following questions.
- •Article 2 £7bn Cannabis Crop Strips Morocco of Trees and Soil
- •Vocabulary
- •21. Study the following word combinations.
- •22. Study the following phrasal verbs.
- •Reading and Speaking 2
- •23. Read the following article and do the multiple-choice task given below. The Kindness Treatment
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Professional Reading
- •25. Read Article 2 carefully and find answers to the following questions.
- •Article 2 Playing by Dutch Rules
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Vocabulary 2
- •26. Read the following article and guess the meaning of the words given in bold type. A Teenage Mule
- •27. Study the following phrasal verbs and expressions.
- •28. Study the meaning of the following idioms and translate them into Russian.
- •29. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •30. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •31. Revise the articles of this Unit and write an essay (about 250 words): “Drug abuse as an international problem”. Follow the procedure suggested in the previous Units.
- •Abbreviations
- •32. Study the following information.
- •33. Write the following note in full words.
- •34. Read the following excepts from ‘The Guardian’ and say what the marked abbreviations stand for.
- •Grammar Revision Grammar Training
- •35. Supply the correct form of the verbs given in brackets.
- •Soham Trial
- •Weigh the Lies, Find the Truth, Judge Tells Jury
- •Grammarin Speech
- •36. Supply the correct form of the verbs given in brackets and perform the role play given below . Girls Aloud Singer Faces Civil Suit
- •37. Supply the correct form of the verbs given in brackets and perform the role play given below . Air Travelers Given Right to Compensation
- •Vocabulary Revision
- •38. Revise Vocabulary 1 Unit 6 (p. …) and do the following multiple choice task.
- •Unit 8 Reading and Speaking: Mass Media
- •Grammar Training
- •1. Study Grammar Reference p. … and analyze the following examples. Point out the difference in meaning of the following modal auxiliary verbs. Translate the sentences into Russian.
- •2. Make up sentences according to the example. Use the appropriate modal verbs.
- •3. Translate the sentences into English. Use the active vocabulary of Units 5 and 6 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •4. Read the following article and say what modal verbs could be used to describe the given situation. £1,000 Fine for Knocking Down Castle
- •Mass Media Reading and Speaking 1
- •5. Read the following article and do the multiple choice task given below.
- •The Other Air Battle
- •B. Quite contrary to what the United States meant to air.
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Discussion
- •Vocabulary 1
- •6. Study the meaning of the following synonyms and near synonyms. Make up sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •7. Read the article given below quickly and find answers to the following questions.
- •Haitian Murder Mystery
- •Discussion
- •Vocabulary
- •8. Study the following phrasal verbs.
- •Reading and Speaking 2
- •9. Read Article 1 and do the multiple choice task given below. Article 1 Reading between the Lies
- •10. Read Article 2 and compare it with Article 1. Article 2 The Times Bomb
- •Vocabulary. Read both articles again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Discussion
- •Professional Reading
- •German Court Issues Gagging Order on Mail on Sunday over Schröder
- •Vocabulary 2
- •12. Read the following article and guess the meaning of the words given in bold type. Mutiny at the Times
- •13. Study the following word combinations.
- •14. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •15. Revise all the articles of the Unit and get ready to discuss the following points.
- •Writing
- •16. Revise the articles of this Unit and write an essay (about 250 words): “Should there be a limit to freedom of information in mass media?”
- •Confidential, Inside Information
- •Is this inside information?
- •Grammar Revision Grammar Training
- •19. Supply the correct form of the verbs given in brackets.
- •Bradford Riot Sentence
- •Chinese Dig Unearths Secrets of General with Nine Tombs
- •Setback for Hospital Whistleblower
- •Grammar in Speech
- •20. Supply the correct form of the verbs given in brackets and perform the role play given below. Adie Retreats from bbc Front Line
- •21. Supply the correct form of the verbs given in brackets and perform the role play given below. Somali Children in Exodus to Europe
- •22. Supply the correct form of the verbs given in brackets and perform the role play given below. Fuel Relief for Vulnerable
- •Vocabulary Revision
- •23. Revise Vocabulary 1 Unit 7 and do the following multiple choice task.
- •A. Among b. Between
- •Reading and Speaking: Religion
- •Grammar Training
- •1. Study Grammar Reference p. … and analyze the following examples. Translate the sentences into Russian.
- •2. Make the following sentences more emphatic using lexical means (see Grammar Reference (2) p. ). Learn to pronounce them giving certain words extra stress.
- •3. Make the following sentences more emphatic by means of fronting (see Grammar Reference (3) p…). Learn to pronounce them with emphatic intonation and translate them into Russian.
- •5. Emphasize every possible word in the following sentences using preparatory ‘it’ (see Grammar Reference (4b) p …). Translate the sentences into Russian.
- •6. Supply the correct form of the verbs given in brackets.
- •7. Make the following sentences emphatic by putting adverbial expressions at the beginning of the sentences (see Grammar Reference (5) p…). Translate the sentences into Russian.
- •8. Make the following sentences emphatic using the structure ‘not … nor’ (see Grammar Reference (6) p. …). Translate the sentences into Russian.
- •9. Translate into English. Use the active vocabulary of Unit 8 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •Religion
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Discussion
- •Vocabulary 1
- •13. Study the use of the following synonyms or near synonyms. Make up sentences or short situations to illustrate how you understand the difference in their meaning.
- •Reading for Information
- •14. Read Article 1 given below quickly and find answers to the following questions.
- •Article 1 a Matter of Faith
- •15. Read Article 2 quickly and find concrete facts proving there is a crisis in the Christian Church, too. Article 2 Crisis in the Communion
- •Discussion
- •Vocabulary
- •16. Study the following phrasal verbs.
- •Reading and Speaking 2
- •Article 1 Religion and the Brain
- •Article 2 Faith Is More Than a Feeling
- •Professional Reading
- •The Ever-Moving Wall
- •Vocabulary 2
- •19. Read the following article and guess the meaning of the words given in bold type.
- •In the Church, But Not in Church
- •20. Study the following phrasal verbs.
- •21. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •22. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •23. Revise the articles of this Unit and write an essay (about 250 words): “Religion in the modern world.”
- •Newspaper Style
- •24. A) Look through some English newspapers and find headlines illustrating the points given above.
- •Grammar Revision
- •West Africa Fuels Illegal
- •Ivory Trade
- •Car Dealer Was Wallis Simpson’s Secret Lover
- •Grammar in Speech
- •26. Supply the correct form of the verbs given in brackets and perform the role play given below. Smelling Rats
- •27. Supply the correct form of the verbs given in brackets and perform the role play given below. Foreign Office to Plead Again for Jailed Briton
- •Vocabulary Revision
- •28. Revise Vocabulary 1 Unit 8 ( p. ) and do the following multiple choice task.
- •Reading and Speaking: International Terrorism
- •Grammar Training
- •1. Study Grammar Reference p … and analyze the following examples. Point out the difference in meaning of the modal verbs and infinitives. Translate the sentences into Russian.
- •2. Make up sentences according to the given example. Use the appropriate modal verbs and infinitives. Translate the sentences into Russian.
- •3. Translate into English. Use the active vocabulary of Unit 8 to translate the words and word combinations given in italics. Use modal verbs to express different degrees of probability.
- •4. Study Grammar Reference p … and analyze the following examples. Point out the difference in meaning if the tenses in reported statements are changed or not changed.
- •5. Study Grammar Reference p. And change the following excepts from ‘The Guardian’ into reported speech. Remember that there may be more than one possibility.
- •6. Translate into English. Use the active vocabulary of Unit 7 to translate the words and word combinations given in italics.
- •Grammar in Speech
- •8. Read the following articles and present them in reported speech.
- •No Time like the Present (From Burma by Malcolm Beith)
- •Mother Can Stay - - after 50 Years
- •International Terrorism
- •10. Read Article 2 carefully and do the multiple choice task given below. Article 2 Cruelty Is All They Have Left
- •Vocabulary. Read the articles again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •11. Read Articles 1 and 2 over again and comment on the following quotations.
- •Vocabulary 1
- •12. Study the meaning of the following synonyms or near synonyms. Make up sentences or short situations to show how you understand the difference in their meaning.
- •Reading for Information
- •14. Read Article 2 quickly and find concrete examples to support the statement: “Violence breeds violence.” Article 2 And It All Goes up in Flames
- •Discussion
- •15. Vocabulary. Study the following phrasal verbs.
- •Reading and Speaking 2
- •16. Read the following article and do the multiple choice task given below. Flights of Fear
- •Vocabulary. Read the article again, find the following words and word combinations in the text and learn their meaning. Use these words in the further discussion of the problem.
- •Discussion
- •Professional Reading
- •The Enemy Within
- •Vocabulary 2
- •19. Read the following article and guess the meaning of the words given in bold type.
- •Inside the Hunt for Hambali
- •20. Study the following phrasal verbs.
- •21. Learn the following idioms.
- •22. Translate into English. Use the active vocabulary to translate the words and word combinations given in italics.
- •Discussion
- •23. Revise all the articles of this Unit and get ready to discuss the following points.
- •Writing
- •25. Study the following information.
- •26. Translate the following into British English.
- •Grammar Revision Grammar Training
- •27. Supply the correct form of the verbs given in brackets.
- •Huge Hunt for Missile Smugglers
- •Brazilian Gangs Step up Attacks on Police
- •Car Bomb
- •Terror Suspects Must Be Moved Says Watchdog
- •Land-Use Case Ponders Fate of the Working Class
- •Grammar in Speech
- •28. Supply the correct form of the verbs given in brackets and perform the role play given below.
- •Vow to Take Violent Patients to Court
- •29. Supply the correct form of the verbs given in brackets and perform the role play given below. Pacific Student’s Bottled up Plea Drifts Ashore in Spain
- •Vocabulary Revision
- •30. Revise Vocabulary 1 Unit 9 ( p …) and Vocabulary 1 Unit 10 (p. …) and do the following multiple choice task.
- •Word List Unit 1
- •Vocabulary 2
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Vocabulary 2.
- •Unit 10
- •Vocabulary 2.
- •Grammar Reference
- •Simple and Progressive Forms
- •The Present Progressive vs. The Present Simple Tense
- •What are you thinking about?
- •The Past Progressive vs. The Past Simple Tense.
- •I was talking to the President last night, and he said …
- •The Future Simple vs. Future Progressive Tense.
- •Will you be quiet, please?
- •Let’s go and see Lucy, shall we?
- •Distancing
- •Unit 2 The Simple Present Perfect Tense
- •The Simple Past Perfect Tense
- •The Simple Future Perfect
- •Perfect forms with state verbs
- •Nouns in Groups
- •1.The Present Perfect Progressive
- •2. The present perfect simple versus the present perfect progressive
- •3. The present perfect progressive versus the present simple (progressive)
- •4. The Past Perfect Progressive
- •5. The Future Perfect Progressive
- •Adjectives and Adverbs
- •Unit 4 Passives
- •Unit 5 The Participle
- •The Gerund
- •Unit 6 The Infinitive
- •9. Other infinitive structures which are quite common in English are as follows.
- •Gerund or Infinitive
- •Unit 7 Conditionals, Wishes, Regrets, Subjunctives
- •10. Subjunctives.
- •Unit 8 Modal Auxiliaries Can / Could
- •May and Might
- •Must and Have to
- •Should and Ought to
- •Unit 9 Emphasis
- •Unit 10 Modal Verbs of Deduction May and Might
- •Can and Could
- •Doubt about an action not taking place
- •Reported Speech (Advanced Points)
- •1. Reporting past tenses.
- •2. Reporting present and future tenses.
- •3. Modal verbs in reported speech.
Doubt about an action not taking place
To express strong or very strong doubt about an action not taking place (неужели кто-то делает/не сделал что-то; не может быть, чтобы кто-то не сделал что-то) we use the expression ‘to fail to do something’. It is generally used with action verbs. With state verbs negative prefixes ‘dis-’ or ‘mis-’ or antonyms are used.
E.g. She can’t have failed to recognize him. – Не может быть, чтобы она его не узнала.
She can’t have mistrusted him. – Не может быть, чтобы она ему не доверяла.
Reported Speech (Advanced Points)
1. Reporting past tenses.
In indirect speech, a speaker’s present perfect and past tenses are often reported using past perfect tenses because the reporter’s point of view is not the same as the original speaker’s point of view.
E.g. “I saw Penny at the theatre a couple of days ago.”
- In his letter he said he had seen Penny a couple of days before.
However, when the reporter sees the past events from the same point of view as the original speaker, past perfect tenses are not used.
E.g. “I enjoyed my trip to Denmark.”
- We were glad to hear he enjoyed his trip to Denmark.
The past perfect tense is generally not used in reported speech when the speaker means to say when exactly an event took place or to denote a point in time. It normally occurs in clauses of time after ‘when’ and ‘since’.
E.g. “When I got home, I found I had lost my watch.”
He said when he got home he found he had lost his watch.
“I’ve known him since he came to this city.”
She said she had known him since he came to this city.
2. Reporting present and future tenses.
If somebody talked about a situation that has not changed – if the original speaker’s present and future are still present and future – a reporter can choose whether to keep the original tenses or change them.
E.g. “It will be windy tomorrow.”
The forecast said it will/would be windy tomorrow.
The original speaker’s tenses are changed if we do not agree with what was said, if we are not certain it is true, or if we wish to make it clear that the information comes from the original speaker, not from ourselves.
E.g. “I’m thirteen!”
Did you hear that? She said she was thirteen!
“The profits are higher than forecast.”
He announced that the profits were higher than forecast.
3. Modal verbs in reported speech.
The modal verbs ‘should, could, might, ought, must, needn’t’ are usually unchanged after past reporting verbs.
E.g. “It might be too late.” – She said it might be too late.
“It must be late. I must go.” – She said it must be late and she must go.
“You needn’t pretend to be sorry.” – I said he needn’t pretend to be sorry.
4. Conditionals in reported speech.
Conditional sentences referring to real situations are reported using past tenses.
E.g. “If we don’t miss the train we’ll get there in time.”
He said if we didn’t miss the train we would get there in time.
In sentences referring to unreal situations the tenses usually remain unchanged.
E.g. “If I had enough money I would buy that house.”
He said if he had enough money he would buy that house.
Supplement
Unit 1
Business Maze. Running a private school.
(Situation cards)
2. You approached your bank manager. The bank is ready to give you a loan on the security of your real property, but the interest on the loan is very high. What are you going to do? |
You find the interest staggering and decide to turn to your friend who was initially ready to go into business with you
You are sure of your success and accept the given terms. - See card 4. |
3. Your friend agreed to go into business with you. Now you must decide where your school is going to be located. You don’t have enough money to buy a building, so the only way is to rent something suitable. |
There is a good building in a rich neighbourhood, but the rent is high.
There is a building which suits your purpose, but it needs repairs. The rent is moderate, the people in the area are more or less well off, but there are many Turkish immigrants there. See card 6. |
4. You got the loan but you realize that your debt is huge and you must start earning money as soon as possible and make your business cost-effective. You turn to the local teachers’ union for help. Your interests coincide a little. The union needs jobs for unemployed teachers, and you need help to get a license from the local education authorities. |
The teachers’ union agrees to settle the license problem on condition that all the posts in your school will be filled in by their candidates. They will also find a school building and provide the curriculum.
You find the proposals too demanding and reject them. You’ll have to act on your own. - See card 41. |
6. You did the repairs in the building though the work took more time and money than you had expected. Now you must get a license from the local education authorities. Naturally, they will want to know what kind of school it is going to be. Prepare a short speech for the local education branch, explaining why you find your project reasonable. |
You can start a modern ‘school without tears’ in which children will have complete freedom of choice.
You can start a school with strict discipline, uniforms, and emphasis on academic attainment. - See card 8. |
5. You rented the building. Now you must get a license from the local education authorities. They want to know what kind of school it is going to be. Prepare a short speech for the local education board explaining why you find your project reasonable. |
You are moving into a rich neighbourhood, so you consider that your school should be exclusive, with modern methods of teaching, up-to-date equipment, complete freedom of the individual.
You feel that modern innovations are not reasonable. You prefer to go along classical lines in education: strict discipline, uniforms, special emphasis on academic attainment. - See card 10. |
9. The local education authorities were duly impressed with your ideas. You got the license, employed the staff and bought the necessary equipment. Now you must attract the pupils. However, your budget is limited and you must spend the money wisely. |
You decide to advertise in the local press.
You want to hold a disco for the children.
You can hold weekend festivities at your school (sport competitions and a pet show). Both children and parents will be invited. - See card 18. |
10. The local education authorities were duly impressed with your ideas. You got the license, employed the staff and bought the necessary equipment. Now you must attract the pupils. However, your budget is limited and you must spend the money wisely. |
You decide to advertise in the local press.
You want to hold a disco for the children.
You can hold weekend festivities at your school (sport competitions and a pet show). Both children and parents will be invited. - See card 18. |
17. The local residents didn’t pay any attention to your advertisement at all. No one showed up. You have to reconsider. |
You want to hold a disco for the children.
You can hold weekend festivities at your school (sport competitions and a pet show). Both children and parents will be invited. - See card 18. |
19. It was a very bad idea. Vary many teenagers showed up and had a great time. But some of them brought liquor and drugs to the disco. A few boys returned home drunk and one girl ended up in intensive care with a drug overdose. The news made headlines. |
You are ruined.
Bad luck! |
18. The rich aren’t interested in schools that don’t have ‘A Name’. They are not interested in festivities where they can’t expect to meet Mr or Mrs So-and-so. Two or three families did show up, however, out of curiosity, but they left almost immediately. |
You are ruined. Too Bad! |
7. The local education authorities were duly impressed with your ideas. You got the license, employed the staff and bought the necessary equipment. Now you must attract pupils. However, your budget is limited and you must spend the money wisely. |
You decide to advertise in the local press.
You can hold week-end festivities at your school (sports competitions and a pet show). Both children and parents will be invited. You feel you should also provide free drinks and refreshments.
You want to hold a free disco for the children. - See card 13. |
11. The local residents didn’t pay much attention to your advertisements. A few children did show up, though, but you can’t start a school with so few pupils. You have to reconsider. |
Go to No.7 again.
|
13. It was a very bad idea. Very many teenagers came and had a great time. But some of them brought liquor and drugs to the disco. A few returned home drunk and one girl ended up in intensive care with a drug overdose. The news spread quite fast and now you are ruined. |
However, this is only a game, so you can ‘turn back the clock’ and reconsider. Go to No.7 again. |
12. It was a huge success! Very many people showed up and had a great time. They saw your school and met the staff. You also had an opportunity to tell them about the kind of school you are going to run. There is only one thing that bothers you – the festivities were a very expensive affair, and no you have practically no money left. However, applicants started pouring in. |
You accept everyone who is eager to enroll.
You put applicants to an aptitude test and admit only those who stand up to it.
|
23. You have a lot of pupils. The classes are full and your bank account makes you cry with joy. However, there are problems. The initial preparation of pupils is different. You had to accept many Turkish pupils and they have a language problem. They speak heavy-accented English and hardly understand the explanations of the teachers. |
You think it’s a usual situation in many schools and ignore the problem.
You offer special training and language courses for pupils with low academic attainment for extra fees. - See card 26. |
25. The situation is getting worse and worse. The Turkish pupils don’t make any progress and those who did well at first are losing any interest in the studies and start playing truant. You can’t ignore the problem any more. You just have to arrange additional training language courses for extra fees. |
Go to No.26. |
26. The parents took your suggestion with understanding. Now the situation is improving. Nevertheless, you aren’t happy. You are going to have a very bad problem with discipline. When you were starting your school you promised freedom of choice, but the pupils understand ‘freedom’ too literally. They don’t behave well, talk back to the teachers and don’t show proper respect for them. Besides, you couldn’t demand that the pupils should wear uniforms so now there is a real fashion show at your school. Those who can’t afford designer clothes are bullied. |
Impose strict discipline rules on the pupils and make them wear uniforms.
Divert the pupils from this nuisance and make them interested in something unusual. For example, set up a boy/girl scout organization.
|
28. It was a very good idea. The pupils are quite enthusiastic. Fashion is forgotten. Everybody wants to be a boy-scout. The strict rules of the organization solved the discipline problem and academic attainment has improved accordingly. Your school is becoming increasingly popular. |
Good for you! You have come to the end of this activity. |
8. The local education authorities were duly impressed with your ideas. You got the license, employed the staff and bought the necessary equipment. Now you must attract pupils. However, your budget is limited and you must spend the money wisely. |
You decide to advertise in the local press.
You can hold week-end festivities at your school (sports competition and a pet show). Both children and parents will be invited. You feel you should also provide free drinks and refreshments.
You want to hold a free disco for the children. - See card 16. |
14. The local residents didn’t pay much attention to your advertisements. A few children did show up, though, but you can’t start a school with so few pupils. You have to reconsider. |
Go to No.8 again.
|
16. It was a very bad idea. Very many teenagers came and had a great time. But some of them brought liquor and drugs to the disco. A few returned home drunk and one girl ended up in intensive care with a drug overdose. The news spread quite fast and now you are ruined. |
However, this is only a game, so you can ‘turn back the clock’ and reconsider. Go to No.8 again. |
15. It was a huge success! Very many people showed up and had a great time. They saw your school and met the staff. You also had an opportunity to tell them about the kind of school you are going to run. There is only one thing that bothers you – the festivities were a very expensive affair, and no you have practically no money left. However, applicants started pouring in. |
You accept everyone who is eager to enroll.
You put applicants to an aptitude test and admit only those who stand up to it.
|
20. You have a lot of pupils. The classes are full and your bank account makes you cry with joy. However, there are problems. The initial preparation of pupils is different. You had to accept many Turkish pupils and they have a language problem. They speak heavy-accented English and hardly understand the explanations of the teachers. |
You think it’s a usual situation in many schools and ignore the problem.
You offer special training and language courses for pupils with low academic attainment for extra fees. - See card 34. |
21. The situation is getting worse and worse. The Turkish pupils don’t make any progress and those who did well at first are losing any interest in the studies and start playing truant. You can’t ignore the problem any more. You just have to arrange additional training language courses for extra fees. |
Go to No.34. |
27. Both the children and the parents are dissatisfied. It looks as if you were going back on your word. Some pupils dropped out. The most unpleasant thing is that you haven’t solved the problem. The pupils are punished when they misbehave but still they break the rules fairly often. The bullying hasn’t stopped either, only its character has changed. Now the native boys lie in wait for Turkish immigrants outside school grounds. |
You can talk to the parents and ask them to interfere.
You ignore the problem since all children misbehave sometimes. As for bullying, you think that what is going on outside your school grounds is none of your business.
|
29. The parents say that it’s your own problem to keep the children in check, and they pay you for that, too. More and more pupils mostly of Turkish descent drop out. There is something good about it, though. Now your classes are half-full and academic attainment is becoming better. But your financial situation is really grave. If you don’t find a new source of income you won’t be able to pay the rent. |
You raise tuition fees.
You cut down teacher’s salaries on the grounds that it’s easier for them to work in small groups of children.
|
31. The parents find the raise unreasonable and still more pupils drop out. You have to admit that you’ve failed. |
Too bad! |
32. The best teachers quit, and those who stayed can’t substitute them. You have to admit that you’ve failed. |
Too bad! |
30. Things were quiet for a little while, but then all hell broke loose. There was a terrible fight between the natives and the immigrants. Many boys were badly injured. The story made headlines. |
You have to close down. Too bad! |
24. You held the test, but many applicants, mostly the children of Turkish immigrants, didn’t pass. They have a language problem and speak heavily accented English. If you admit children with only good grades your classes will be half full. |
You admit only well-prepared children.
You accept the children of Turkish descent who had ‘a low pass’, but on condition they have special language classes for which you’ll charge extras. - See card 34. |
33. You started your school and everybody is happy. Except you! The pupils are making good progress, and the teachers are quite satisfied, especially since it’s easier for them to work in small groups of children. But you can hardly make ends meet as you received half the many you had been counting on. What do you do now? |
Raise the fees.
Turn to local authorities for help.
|
37. Now you have quite a lot of pupils. Money is pouring in, and your business is taking off. |
Well done! You have come to the end of this activity. |
38. Your café is a success. You make enough profit to give you a comfortable margin. The trouble comes like a bolt out of the blue. In pursuit of money you overlooked the fact that Muslims don’t eat pork. There is something short of a religious riot in the Turkish community. |
You are ruined. Too Bad! |
39. You admit more and more Turkish pupils. The local authorities are happy and so are you as you’ve solved your financial problem. However, it happened so that half of your pupils are Turks. Now your school is referred to as a “Turkish school”. The native pupils hate it as other children in the area start picking on them. They drop out. |
You are ruined. Too bad! |
35. You laid out the problem before the parents. Though they are quite satisfied with the way things are going on, most of them refuse to pay extra money. They are not that well-off. |
You reconsider and turn to the local authorities for help.
You open up pre-school education classes. - See card 37. |
34. Some parents understand your problem and agree to your conditions. You start your school, but still you are uncomfortable because you get just enough money to make ends meet. You feel you must look for new sources of income. |
Turn to the local authorities for help.
You can open a café for the pupils. There are many farms around the city and you can get vegetables and meat, especially pork, dirt cheap. - See card 38. |
36. The local authorities are quite sympathetic. They agree to give you a grant but, naturally, on certain conditions. They feel that Turkish youngsters lack education and can’t get good jobs later. This, in its turn, makes them susceptible to political and religious extremism. So the authorities will give you the money if you admit more Turkish pupils. |
You agree.
You reject the proposal. You feel that you won’t be able to provide good education to the pupils if there is a big difference in aptitude among them. You reconsider and open pre-school education classes. - See card 37. |
40. The teachers’ union kept the promise. They settled your problems quite quickly. They found a school building (the residents are comfortably well-off), provided a curriculum that the local education authorities found quite adequate and recommended the staff. You get the license and can start. Now you must attract the pupils. |
You advertise in the local press.
First you try to find out as much as possible about the opinion of local residents about the school their children attend.
|
41. You apply to the local education authorities for a license. However, the teachers’ union (nursing a grudge against you) pulls strings and counters your every move. You feel you cannot succeed and have to agree to the union’s conditions. |
See card 40. |
49. It was a bad decision. Neither the good pupils nor the teachers can tolerate the given situation long. The pupils drop out, the best teacher quit. You are ruined. |
You cannot repay the bank loan and now you are a homeless beggar. Too bad! |
50. It was a great success. Since your school is held in good repute now, everybody is eager to send their children to you. You start your pre-school training classes immediately. Money is pouring in and your financial situation is solved. Besides, next year you will have well-prepared children in primary school classes, which will bring you still more success. |
You have won! Congratulations!
|
51. This step didn’t bring you any success. The parents were sympathetic, but since the contributions were voluntary, they didn’t give you much. It was enough to hold out till the end of the school year, though. But later the parents wanted to know what ‘development’ they had paid for. But there was none. |
It ruined both your reputation and your business. Too bad! |
43. You send the teachers you employed to the local residents’ homes to discuss the problem. From the information received you make a conclusion that the people are generally dissatisfied with the way things are at schools. They want their children to have better academic attainment, more sports and stricter discipline. However, this is contrary to what the teachers’ union suggested. |
You disregard the opinion of the union.
You follow your agreement with the teachers’ union to the letter.
|
52. You have to attract pupils and advertise in the local press.
|
See card 42.
|
46. It was a bad mistake. Now the term has come to an end and the grades at your school are still very bad. The parents think that they have wasted their money and many pupils drop out. You have to close down. But the worst thing is that you cannot repay the bank loan and it was given to you on the security of your real property. |
You are not only ruined, you are a homeless beggar! Too Bad! |
45. The teachers don’t understand what you mean, or they choose not to understand it because the individual approach in teaching means extra work for the same salary. You have to reconsider and offer private tuition to the pupils. |
See card 44. |
47. You employed the best teachers you could find though it is a great strain on your budget, but you feel it was the right thing to do because things start looking up immediately. However, the problem isn’t solved. Now those pupils who had private tuition show adequate academic attainment, but those who didn’t just don’t understand what they are being taught reducing each class to the level of failure. |
You get rid of the pupils with poor grades.
You put up with the situation because you need money badly. - See card 49. |
48. Your school is very good now. Your classes are small and academic attainment is great. The parents are happy and local residents say that you “work miracles”. But your financial situation is really grave. It isn’t only that you won’t be able to repay the bank loan, you will hardly hold out till the end of the school year. |
Look for new sources of income, for example, offer pre-school training.
Ask the parents to make voluntary contributions “for school development”. - See card 51. |
42. Your advertising was just a moderate success. You didn’t get many applicants and cannot afford to reject a single pupil even though they are not very well prepared. The school year starts. Your pupils don’t make any progress and you feel they aren’t going to cope with the curriculum. |
You offer private tuition for extra fees.
You try to make teachers work more effectively using individual approach to every pupil. - See card 45. |
44. The parents see your point and accept the offer. Things improve a little, but still your pupils’ grades are very low. You are also apprehensive about the staff. All the teachers the Union recommended had been rejected by other schools. You feel they are not properly qualified. |
You think the situation over and come to the conclusion that you needn’t worry since too little time has passed for the situation to improve considerably.
You employ better teachers though they demand higher salaries. - See card 47. |
53. You change the curriculum of your school. You include more classes in maths and science. You also invite a football coach to your school and make arrangements with a swimming pool owner so that your prospective pupils could go swimming twice a week, and you outline school rules that will ensure strict discipline. Now you must attract pupils. |
You advertise in the local press.
You make booklets about your school on your own computer and mail them to the local residents who (according to the information your teachers gave you) might be interested. - See card 55. | |
55. You are quite successful. First, you saved a lot of money on advertising and, second, you could give much more information about your project in the booklet than in a newspaper ad. You have so many applicants that you can afford to reject those who do not meet your requirements. The school year starts, but you are not quite satisfied. You feel that the teachers the Union recommended are not properly qualified. |
You fire the teachers who are not up to your standard.
You put off any decisive steps since it’s rather hard to find good teachers during the school year.
| |
54. You are not quite satisfied though you feel your project is good. There are few applicants and you see that you didn’t give enough information in the newspaper when you were advertising. You return to the idea of a booklet. |
See card 55. |
56. Finding the teachers caused you a lot of anxiety. Fortunately, you managed to solve the problem, mostly because you had saved money on advertising and were able to offer salaries which are higher than in other schools. Now you have really good and professional staff. Everything is going on perfectly well and your school now is held in great esteem. It would be absolutely marvelous if it weren’t for the teachers’ union which chooses to go nasty. The teachers who were sacked and the schools from which you enticed the best staff lodged a complaint to the Union. The Union threatens to report to the local authorities that you changed the curriculum after you had been given a license. However, they hint that they will hush it all up if you re-employ the sacked teachers. |
You take it as pure blackmail and reply to the teachers’ union accordingly.
You rush to the local education authorities board and explain to them what you have done and why.
|
58. The teachers’ union reports to the local education authorities. They find that you’ve broken the regulations and they are about to recall your license. |
You go to the local education authorities board and explain to them what you have done and why.
You get a lawyer and go to court. - See card 61. |
59. The local education authorities take the news easy. You shouldn’t have done what you did, naturally, but since your school is in good repute, the authorities have nothing against you. |
You have won. Congratulations! |
60. Most members of the board realize that what you’ve done is right. However, they want to make you feel that the decisions of the board are not to be taken lightly. They insist on recalling your license. |
You find the measures against you too harsh and go to court.
You turn to mass media for support. - See card 62. |
62. It was a good move. It’s fashionable to criticize the authorities. Now a nice little campaign is going on in the press (in your favour, naturally). You are getting a lot of publicity and the authorities are accused of trying to suppress everything that is reasonable and effective. The LEAs see that they can’t afford to close you down. |
You prosper. Congratulations! |
61. The court proceedings take a lot of time and money. Meanwhile the time comes to repay your bank loan, and you can’t do that. |
It’s only too bad that you’ve lost! |
57. It was a bad mistake. The teachers work badly and the children lose all interest in the studies. Soon the best pupils start dropping out, and the process is irrevocable. |
It’s only too bad that you’ve lost! |
1 Bus pass – in the UK a special ticket that allows people over the age of 60 to travel by bus without paying. This word is often used as a humorous way of thinking about old age or older people.
2Цит. по: Березин С.И. Ораторское искусство.
3 To bite the bullet – to force yourself to do something difficult or unpleasant
4Voirdire– предварительное собеседование с лицом, выступающим в качестве свидетеля или присяжного заседателя в суде, с целью определения его компетентности давать показания или рассматривать дело.
5Blair is Afro-American.