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- •Учреждение образования
- •Минск 2006
- •Contents
- •About myself
- •Verbs and Verbal Phrases
- •I.1. Look through the statements and try to outline the problems to be discussed.
- •2. You’ve got some information about Steve Clark. Describe his appearance and character to your partner. Replace the words in bold with synonyms given in the box.
- •3. Look at the words in the box and say what relation is:
- •4. Tell your partner about uncle Desmond choosing the correct word.
- •5. Interview your group-mates:
- •6. These people are all talking about other people’s characters. Match the names they mention with the descriptions in the box.
- •7. Say what you’ve learnt about Frederick’s occupation. Supply the missing replies.
- •8. Describe Michael’s father-in-law. Restore the dialogue.
- •9. Say what you have learnt about Damien. In the dialogue b’s responses have become mixed up. Indicate their correct position by putting a number in the brackets (the first one has been done for you).
- •10. Work in groups. Characterize the people that are being described. Make use of the following words and word combinations from the box.
- •11. Find and read those parts of the text which express the following viewpoints:
- •12. Say why Penny experienced culture shock when she was on a visit to Japan? Name customs and traditions of Japanese culture.
- •Culture shock
- •13. Match these nationalities with the ‘stereotype’ pictures.
- •14. Study the national features of people from different countries and match them with nationalities.
- •15. Look at the photo and describe the typical characteristics of the Belarusians.
- •16. In the following dialogue examine some unfinished pieces of argumentation and select among the given arguments the one that can be added in full accordance with the speaker’s viewpoints.
- •Interview with a 17-year-old son David
- •17. Make a small talk about people’s character and appearance.
- •18. Expand the following dialogues.
- •19. Work in groups.
- •20. Give your own ideas on the following problems.
- •21. Comment on the following statements:
- •22. Look at the network of the topic and tell your groupmates about yourself and your family supplying the necessary information.
- •II.1. Study the application form carefully and fill it in.
- •9. Current academic institution:
- •11. Expected graduation date (month/year):
- •12. Current specialization / major in home country: ____
- •13. Proposed field of study in the us:
- •III. Role play
- •Comprehensive Prolonged Project
- •Interview with Mother
- •Missing Person
- •House and home
- •Vocabulary
- •Verbs and Verb Phrases
- •I.1. Look through the statements and try to outline the problems to be discussed.
- •2. You’ve got some information about Pam’s new flat. Describe it. Replace the words in bold type by the synonyms given in the box
- •3. Tell your friend about the most traditional types of housing in Great Britain choosing the right preposition from the brackets.
- •5. Work in pairs. You friend is telling you about a new flat he has moved to. Restore the dialogues. Use the questions from the box given below.
- •6. Work in pairs. Describe how different appliances make our life easier. Use the following word combinations from the box.
- •9. Each noun and each verb in the boxes relates to one or more of the chores in the table below. Group them together by listing the words in the most relevant column.
- •10. Here is a list of domestic jobs/ household chores people hate most:
- •11. What should be done to make your mother’s life easier?
- •Getting Kids to Clean is a Chore
- •13. Work in pairs. You are busy with housework. Restore the dialogues. Use the word combinations below.
- •14. Some students live in the hostels and some rent rooms or flats with their group-mates. Look up and say which of these viewpoints are expressed in the text.
- •15. Renting a Flat.
- •16. Work in pairs. You are looking for a new flat to rent. Restore the dialogues. Use the word combinations and sentences from the box given bellow.
- •18. A) Match the types of dwellings with the correct pictures. Where do you think each type of dwelling can be found? Which is the most economical and which is the most expensive to keep?
- •20. Work in pairs. Continue the dialogue between two friends according to the logical scheme offered below.
- •22. Examine the network and reproduce the topic “House and home” supplying the necessary factual and imaginative details so as to present some ideas to your group-mates.
- •III. Case-study
- •Comprehensive Prolonged Project
- •In the usa
- •In China
- •4. Live a life of prime Tenants are happy to pay dearly for a top-of-the-range interior, says Paula Hawkins
- •Vocabulary
- •Verbs and Verb Phrases
- •I.1. Look through the statements/ proverbs and try to outline the problems to be discussed.
- •3. Tell your friend about English eating traditions choosing the right preposition from the brackets.
- •4. Work in pairs. Using the table below, say which of these cooking methods you would use for the ingredients below.
- •7. Using this information and word combinations from the table given below, tell how you will set the table at home for dinner.
- •8. Work in pairs. You are at the table. Restore the dialogues.
- •10. Work in pairs. Describe your usual meals making use of the following word combinations from the box.
- •11. Look up and say which of these viewpoints are expressed in the text.
- •Do You Eat the Right Food?
- •12. In the following dialogue examine some unfinished pieces of argumentation and select among of the given arguments the one that can be added in full accordance with the speaker’s viewpoint.
- •Text 2 An Englishman’s Diary
- •Text 3 At the Kitchen
- •Text 4 Mr. Jones’ Visit
- •Text 5 An Invitation to Dinner
- •In the Canteen
- •University studies
- •Vocabulary
- •Verbs and Verb Phrases
- •Verbs and Verb Phrases
- •I. Look through the statements and try to outline the problems to be discussed:
- •1. You’ve got some information about Ann’s entering University. Speak of your own experience to your group-mates. Replace the underlined words by the synonyms given in the box.
- •2. There is some information about educational system in Great Britain. Compare our system of education with that of Great Britain, using the key words in the box below.
- •3. Reproduce these pieces of explanation on different kinds of classes choosing the right words from the columns. Speak about the kinds of work you do at University.
- •4. Work in pairs. Restore the dialogue between two first-year students Alex and Ben talking about their university studies from the questions below:
- •5. Work in pairs. Restore the dialogue between Alex and Ben from the replies below. Now they are talking about their learning English. Use the word combinations in brackets.
- •6. Restore the dialogue matching the questions and the replies, given below:
- •7. Work in groups. Read the opinions of two experienced teachers of English and discuss which pieces of advice are the most useful ones. Find which words or phrases mean:
- •8. Find and read aloud those parts of the text which are concerned with:
- •9. In the following dialogue examine some unfinished pieces of argumentation and select among the given arguments the one that can be added in full accordance with the speaker’s viewpoint.
- •10. Work in pairs. Start the dialogue between George and Alex discussing their preparation for classes. Use the logical scheme offered below.
- •11. Work in pairs. Continue the dialogue between Millie and Pete according to the logical scheme offered below.
- •12. Look through the information about digital learning from “Fast Lines at Digital High” by t. Michael Nevens. Think over the pros and cons of digital learning.
- •13. Continue each piece by adding a few sentences.
- •14. Work in groups. Many people believe that studying electronics is rather boring. Ask your partners if they think the same. Let them explain why they think so. Use the following formulas.
- •15. Look through the information about student life at Grinnell College. Then look at the pictures below and say what extra-curricular activities bsuir offers to its students?
- •Students Life at bsuir
- •Engineering and Computing Science at Oxford
- •Spare time hobbies
- •Vocabulary
- •Verbs and Verbal Phrases
- •I. 1. Look through the following sayings and try to comment on the problems to be discussed.
- •2. Read the text, filling in the gaps with the words from the box. Name the most characteristic pastimes of the British, compare them with those of the Belarusians.
- •Drawing
- •4. Tell your partner which of the mentioned in ex.3 activities you like and which of them you dislike. Why? Use the prompts.
- •5. Look at the two pictures and match the list of words with each picture.
- •6. Use the information in the box and speak about these people and their likes/dislikes.
- •7. You’re going to read the text. Express your point of view on a variety of hobbies. What does the choice depend on? Replace the underlined words by the synonyms given in the box.
- •A hobby is a favourite pastime of a person. Hobbies differ like tastes. If your have chosen a hobby up to your liking, lucky you are: you have made your life more interesting.
- •8. Express your points of view on:
- •9. Read the text choosing the right form of the words and say why people collect things.
- •Work in pairs
- •10. Ask your partner and learn his/her interests. Use the model and prompts.
- •11. You want to know if your partner takes any hobbies: if ‘yes’- ask ‘why’.
- •12. Match the parts of the dialogues. Act out the dialogues.
- •Making suggestion
- •II. Problem Solving.
- •Jogging Alone
- •Verbs and Verbal Phrases
- •I. 1. Look through the proverbs and statements and try to outline the problems to be discussed.
- •2. In the box some words are similar in meaning but different in use. See whether you can identify this difference and compare your answers with your group mates.
- •3. You’ve got some information on the problem of travelling. Speak of the characteristic features to your desk mate. Replace the underlined parts by the synonyms given in the box.
- •4. In this advertisement some prepositions have been rubbed off while printing. Insert them instead of dots. E urolines
- •6. Read the information about these people’s holidays.
- •8. Make notes about the advantages and disadvantages of travelling by different means of transport. Then write a text similar to the one above, giving your own opinion.
- •9. In these two dialogues find the following information:
- •Catching a train
- •11. Discuss these questions with a partner.
- •12. Continue each piece by adding a few sentences in full accordance with the speakers’ viewpoints.
- •13. Share your ideas on the following problems with the rest of the class. Try to be as persuasive as possible.
- •14. Write a short article on the topic: “The Journey of My Dreams”. What is your idea of a wonderful summer or winter holiday? What are its ingredients?
- •15. Suggest your ideas to a local travel company in a catching advertising article: “I’d like to offer a new fascinating route in Belarus…”
- •Travelling
- •Verbs and Verbal Phrases
- •I.1. Look through the quotations and try to outline the problems to be discussed.
- •2. The theatre is one of the most complex of the arts. Complete the list of specialists required for its creation .Using the words from the box:
- •3. Some people are speaking about their visit to a theatre performance. Look up and say which theatre they’ve visited. Why do you think s ? Which theatres have you ever visited?
- •4. These words have been left out of Nick’s theatre visiting story below. Say where they go and retell Nick’s impressions to your groupmates:
- •5. Restore the telephone call and say what the girls are planning for tomorrow.
- •6. Work in pairs. Your British friend offers you to join him (her) in visiting one of London theatres. The “London Theatre Guide” will help you to choose where to go.
- •7. Look through the dialogue and say why Mr. Smith didn’t manage to see a theatre performance.
- •8. Let’s phone to the book-office and try to reserve tickets. The table given above will help you. Talking About Performances
- •What’s on at the Cinema Today?
- •9. What types of movies does the customer like (dislike)? Restore the dialogue and you‘ll find the answers.
- •10. Use these questions to have a conversation with your partner.
- •11. Read the below columns and analyze the following types of films
- •12. Work in pairs You’ve managed to see a theatre performance and a new film at the cinema with your friends. Share your impressions using:
- •13. Find and read aloud those parts of the texts which express the viewpoints given below.
- •14. Work in groups. Arrange your own material about the latest films you think to be popular. Make a presentation of the films you have chosen.
- •15. Gather material for your article a Theatrical Minsk. Present your material to the group. Connecting Museums
- •16. Find the following information in the text and write the number of the museum(s) (see the Appendix ) beside each question. In some cases you have to write more than one number.
- •17. Work in pairs. Discuss these questions: These words and phrases are sure to help you to express your idea.
- •18. Match the following genres of painting with their definitions:
- •19. Examine the picture by Rembrandt “Baertje Martens”(c, see on page118) and arrange the sentences to restore its description according to the plan given below
- •The Sounds of Music
- •22. Music can be described in different terms. Put each word into one of these categories:
- •23. A look through the descriptions of things you can do with music and try to guess the meaning of the words in bold type.
- •25. Prepare your own questionnaire to interview a pop star. Run your interview and get ready to make a report summing up the answers.
- •26. Go through the interview that follows and be ready to speak about your favourite musician.
- •27. Look at the photos (pictures) and speak about your impressions on visiting a theatre (cinema, concert, exhibition). What role does music (theatre, cinema) play in your life? For ideas:
- •Reading: pleasure or work.
- •28. Go through the interview that follows.
- •30. Answer the following questions:
- •31. Are you a book expert? Check up yourself. Put each extract into one of the categories.
- •32. Speak about your reading habits. These words are sure to help you.
- •33. Use these questions to have a conversation with your partner.
- •Comprehensive Prolonged Project
- •Holidays and How to Spend Them
- •Why Not Stay at Home?
- •Travelling
- •Verbs and Verbal Phrases
- •I.1. Look through the quotations and try to outline the problems to be discussed.
- •3. Explain the advantages of taking up sports. Reproduce the given narration filling in the right words from the columns.
- •4. Make sure you know the next sport terms. Match the words with their definitions. There are definitions for only 11 terms.
- •5. Characterize the attitude of the British to sport. Complete the given passage, making use of the following word combinations from the box. Extend the statements.
- •6. Restore the dialogues from the questions given below:
- •7. Restore the dialogue from the replies given below:
- •8. What do Steven, Barry and Diana think of women’s participation in sport.
- •Women's Sport
- •9. Read the text and answer the following questions.
- •The Olympic Games
- •10. In the following dialogue examine some unfinished pieces of argumentation and select among the given arguments the one that can be added in full accordance with the speaker’s viewpoint.
- •11. Continue the dialogue between Victoria and Sandy according to the logical scheme offered below.
- •12. Continue each piece of argumentation by adding a few sentences.
- •13. Look at the photos and say what kinds of sport are presented on them.
- •14. Many people like those kinds of sports which include violence. Ask your partners if they think the same. Let them explain why they think so. Use the following formulas.
- •15. Give your own ideas on any of the following problems.
- •16. Comment on the following quotations.
- •17. Examine the network on the topic “Sport” and reproduce the narrative supplying the necessary factual and imaginative details so as to present some ideas to your groupmates.
- •Comprehensive Prolonged Project
- •Shopping
- •Verbs and Verbal Phrases
- •2. Read the text about shopping in our life and then reproduce it to your friend having completed the sentences below with the words from the text.
- •3. Read the text and get some information about Mike’s attitude to shopping. Reproduce the text to your friend having chosen the right preposition given in brackets.
- •4. Tell your friend about your attitude to shopping. Use the word combinations and phrases given below:
- •5. Read the text, fill in the blanks with the words from the table and reproduce the information about supermarkets to your friend
- •At the Supermarket
- •6. Think of the advantages and disadvantages of doing shopping at a supermarket, a local grocery or a market.
- •7. Read the text and complete the chart with the items sold in different departments Shopping
- •9. What can you say about shopping in London? The following table can help you to answer this question, but first match the parts of the sentences in accordance with the sense.
- •10. By analogy, tell your friend about shopping in Minsk making appropriate modifications.
- •11. Work in pairs. Read the text about the Baxters’ going shopping. Ask your partner about their shopping tour using the prompts given below. The Baxters go shopping
- •12. Tell your friend about your last shopping tour, your buying a new jacket, suit, sweater etc. Use the expressions given below:
- •13. Read the text giving some information about the way people do shopping in different countries. Expand the statements following the text giving your arguments. Use the phrases given in the box.
- •14. Express your opinion on the way our people do shopping. Use the expressions given in the box.
- •16. Use the questionnaire to ask and answer questions about shopping habits of your friend. Work in pairs. How do you shop?
- •18. Tell your friend about the way you (your family members) do shopping.
- •19. Read the following dialogues and make your own dialogues by analogy
- •20. Make up short dialogues using the words prompted.
- •21. You will find here the sentences with omitted arguments. Try to complete them choosing the match from the box
- •22. Here are some phrases we often use in shops. Match each one to the correct assistant’s reply on the right
- •23. Decide what you would say in the following situations. Match the questions with the proper answers.
- •At a Shoe Shop
- •25. Work in pairs. Act out the situation where one of you is a customer and the other is a shop assistant. You want to buy:
- •26. Shopping may be a fun, but not always. Read the following text and try to make a list of:
- •27. The pieces of advice, given in the text, may serve you much one day. Check if your friend remembers them well.
- •29. Complaining about faulty things or bad service is never easy. Read the following text and say in short what kind of problem Ron Mathis had.
- •31. Work in pairs. Imagine you have bought a faulty jacket (jeans, sweater, sport shoes etc) that you would like to exchange. Act out the situation.
- •32. Look through the following complaint and try to describe some case that has happened to you.
- •Comprehensive Prolonged Project
- •Budgeting
- •Shall we let our shop addiction ruin us?
- •A Trade Mark can also be misleading
- •Inet shopping
- •Literature:
7. Using this information and word combinations from the table given below, tell how you will set the table at home for dinner.
|
to lay the table; to place; to be placed; to the right; to the left |
8. Work in pairs. You are at the table. Restore the dialogues.
a) Use the questions from the box given below.
1) A: Your fish salad is delicious! …?
B: Certainly you are welcome.
2) A: …?
B: Here you are.
A: Thank you.
3) A: …?
B: No, I’m afraid not.
4) A: …?
B: No, thank you I had enough.
5) A: …?
B: Oh, it’s no trouble at all. Here it is.
6) A: … ?
B: Yes, I’d love one.
A: … ?
B: A strong one with three spoons of sugar for me, please.
-
May I trouble you for a pepper?
Could you pass me the bread?
Would you care for a cup of tea?
Can I have another helping?
How do you like it?
Have another cup of tea?
Do we have any coffee left?
b) Use the word combinations from the box given below.
A: These cookies are delicious! Can I have another one?
B: … .
A: Do we have any mushroom soup left?
B: Yes, … .
3) A: Will you have another helping of salad?
B: Oh, no … .
4) A: What is there for dinner?
B: … .
A: Anything for the dessert?
B: … .
5) A: Will you pass me the salt, please?
B: … .
A: Thank you.
6) A: How about a nice cup of tea?
B: … .
A: No trouble at all. Do you like it with milk and sugar?
B: ... .
-
to warm up; to be too much; for the first course; I’m afraid; not too much trouble; orange juice; to help yourself; for the second course; here you are
9. Work in group of three. You are at the table having breakfast. Take the roles of Mother, Jane and Peter. Reproduce the dialogue filling the gaps with your own words. Use the words/ word combinations after the dialogue.
M: Now, Jane, Peter, sit down and be quick about it, or … .
J: And … for breakfast?
M: … , eggs, bread and butter.
P: … . I like sausage and eggs.
J: No eggs for me. … with sausage, please.
M: … .
P: … the salt, Jane.
J: Here you are.
P: Can I have … ? I like tea with lemon … .
M: … . Here you are. … . Don’t spill the tea. It’s very hot, … .
P: No fear. Thank you. Mom.
J: Can I have cocoa … , Mom?
M: You are … .
P: I don’t like cocoa. … !
J: You don’t understand anything. Oh, Mom, these cookies … ! Can … one?
M: Of course, … .
P: … , please.
M: … .
P: Thank you.
|
instead of tea Just a sandwich I just hate it! I have another tea with lemon you may scald yourself All right. |
help yourself That’s fine. are delicious Here you are very much you’ll be late O.K. |
Pass me what is there One for me welcome Be careful Sausage, cheese |
10. Work in pairs. Describe your usual meals making use of the following word combinations from the box.
1) The usual meals are breakfast, dinner and supper. Specialists consider breakfast … meal of the day, because one is to be energetic during the long hard working day. So far … I usually have … For a change I can have … .
2) Dinner is … meal of the day. As a rule I have dinner … . My … usually begins with … : a little salad, or … or perhaps … . The first course of the dinner is … . For … I have … , or … , sometimes … . Most of all I like … for dinner. Then comes dessert. I prefer … or … . Sometimes I have … or … .
Supper is the last meal of the day. … must be a … , because going to bed with a full stomach is harmful for our organism. I usually have … and … for supper. We also may have … , … or … . … also very tasty.
-
a light meal; fried eggs; vegetables; the second course; an omelette; meat soup; the most important; Russian salad; a cup of tea; at home; a boiled egg; a piece of herring; buttered toast; sandwiches; juice; soup or broth; at the canteen; pickled or marinated mushrooms; a cup of coffee; bread and butter; lemonade; dinner; macaroni or spaghetti; a starter; porridge; tomatoes or cucumbers; roast chicken and mashed potatoes; sponge cake; cheese; an appetizer; biscuits; noodles; chops; stewed fruit; rolls; stewed meat; fried or boiled potatoes; fresh fruit; buns; coffee or tea; sausage; pies with jam or marmalade; bacon and eggs; “Corn flakes” with milk; meat pies; pies with cabbage and eggs; a sandwich; the most substantial; the biggest; chicken soup; roast meat; canned fruit
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