- •Introductory phonetic-orthoepic course
- •Introduction
- •Introductory text*
- •Vocabualary practice
- •1. We use certain expressions in different social situations.
- •2. Fill in the blanks with the necessary words in brackets.
- •3. Complete the following sentences.
- •4. Translate into English.
- •5. Match the sentences with the correct photos. The first was done for you.
- •1. Address the following people.
- •2. Insert a suitable form of address.
- •3. Fill in prepositions or adverbs where necessary.
- •1. Read the following dialogues.
- •2. Complete the conversations with the correct expressions.
- •3. Make up your own dialogues with the following word combinations.
- •4. Translate the following dialogues into English.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabualary practice
- •3. Match the story with the correct words.
- •4. Translate into English.
- •1. Read the following dialogues.
- •2. Find the logical order of the following dialogue parts.
- •3. Translate the anecdotes into English.
- •2. Draw your own family tree and write a short summary of your family background (family history).
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabualary practice
- •1. Fill in the gaps with prepositions.
- •2. Complete the sentences with the suitable words. More than one answer is possible.
- •3. Complete the sentences with the correct words.
- •4. From these jumbled words, find combinations to describe people, as in the example. Some of the combinations are hyphenated. Use a dictionary if necessary.
- •1. You want to know about the following: someone’s general appearance / their height / their weight.
- •2. How would you describe a person in each of these cases?
- •3. Agree or disagree with the following statements.
- •4. Study the article and do the following activities.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabualary practice
- •3. Read the following dialogue.
- •4. Act as interpreter, translate Ukrainian lines into English.
- •1. Imagine you’ve just moved into a new flat, and for the first six months you can only have six of the following. Which would you choose?
- •2. Study the advertisements and find the following.
- •Introductory text
- •1. Comprehension questions.
- •2. Choose the correct answer.
- •Vocabualary practice
- •2. Tell what’s the time:
- •3. Read the following dialogues.
- •4. Complete the dialogue.
- •1. Can you complete these sentences with the correct number?
- •2. Read the poem and tell what happened to Solomon Grundy during a week.
- •4. Speak about yourself and your country completing these sentences.
- •5. Read the joke and say how you personally appreciate time.
- •Introductory text
- •Vocabualary practice
- •Identify weather conditions in these pictures.
- •2. What disaster is being described in each of these sentences?
- •1. Say the following in one word.
- •Introductory text
- •1. Comprehension questions.
- •Vocabualary practice
- •If we want to look after the environment, there are certain things we should and shouldn’t do. Complete these two lists in suitable ways.
- •Improving Zoos
- •It’s Getting Hotter
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabulary practice
- •Internet word scramble. Guess the hidden words.
- •2. Complete the missing lines in the following dialogues.
- •It is said like this:
- •Introductory text
- •Our Lives and Computer Technology
- •1. Find in the text English equivalents to the following.
- •2. Complete the following sentences.
- •Vocabulary practice
- •1. Add another word, abbreviation, or part of a word, to complete common ‘computer’ words and phrases.
- •2. Can you remember what these symbols mean?
- •3. Complete the text with the words in the box.
- •4. Translate the following sentences into English.
- •5. Read, smile and find in the Internet similar computer jokes either in English or in Ukrainian.
- •1. Read the following dialogue.
- •2. Read the dialogue and fill in the missing words. The first letter of each missing word is given.
- •3. Computers have many applications in a great variety of fields.
- •4. Study the information and express your ideas on the topic.
- •1. Read the text and do the following tasks.
- •2. Study the article and answer the questions.
- •3. In small groups, choose one of the areas in the diagram below and discuss what computers can do in this area.
- •Introductory text
- •Juvenile Crime
- •Decide whether the following statements about the text are true or false.
- •Vocabulary practice
- •1. Read the following dialogue.
- •2. What is your opinion of the following statements? Agree or disagree.
- •4. Read the text and do the activities that follow.
- •1. Read the text and express your ideas on the offered questions.
- •2. Study the information about youth subcultures and tell…
- •3. Write a paragraph to fit this newspaper headline. Give some details about the crime and the court case using topical vocabulary.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabulary practice
- •3. Match up the shop (departments) with the appropriate goods. Give answers in the box.
- •4. Say the same in one word or a phrase.
- •5. Fill in the blank with the corresponding words.
- •6. Translate the following sentences into English.
- •1. Read the following dialogue.
- •2. Find the logical order of the following dialogue parts.
- •3. Complete these lines from the conversations.
- •4. Explain clothing idioms and find equivalents in your native language. Use them in the sentences of your own.
- •5. Comparing shopping.
- •1. Read the text and check your ideas.
- •2. Read the text and do the activities that follow.
- •4. Do the shopping crossword and check how easy it is.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabulary practice
- •Introductory text
- •Vocabualary practice
- •2. Which symptoms indicate these diseases?
- •3. Complete the sentences using the correct form of the words.
- •4. Match the words on the left to their definitions on the right.
- •5. What advice does the doctor give?
- •6. Translate the sentences into English.
- •1. Read the following dialogues.
- •2. Complete the following dialogue with the appropriate words from the box.
- •3. Below is step-to-step guide to artificial respiration. Put the jumbled sentences in the right order by numbering them (1 – 7).
- •4. Put the words into the gaps in the text.
- •5. Put the correct words from the table below in the above article.
- •6. Read the article; state whether the sentences given after it true (t) or false (f).
- •2. Study the article and discuss the following:
- •3. Read the article about eating disorders and tell whether you agree / disagree with the following statements:
- •Introductory text
- •Vocabualary practice
- •4. Organize these words and put them in the correct columns below.
- •Valuable, afford, traditional, weird, video arcades, rhythm
- •Introductory text
- •2. Define whether the text statement is true (t) or false (f).
- •Vocabualary practice
- •1. Match the words and word combinations from the left column with the definitions from the right column.
- •2. Find the ‘odd one out’. There may be more than one answer. Give your reasons.
- •3. Read the text. Use the word given in brackets changing its form as in the example.
- •4. Read the sayings of famous people about art and decide which definition appeals to you most. You may choose several sayings to complete your own definition.
- •5. Read the following dialogue and discuss the after-dialogue questions.
- •1. Read the lines of a comic vaudeville ‘Romantic Fools’ by Rich Orloff.
- •2. What word or phrase is being defined?
- •3. Fill in the blanks below with the words in the box.
- •Blockbusters
- •4. Study the inside structure of a theatre. Which seats are the most prestigious / convenient / cheap / expensive?
- •5. Write out music styles mentioned in the text. Think of other styles, give their definition or description.
- •6. Translate into English.
- •3. Read the text and discuss the following.
- •In the town (Directions, Street Notices)
- •Introductory text
- •1. Comprehension questions.
- •2. Translate the words in brackets using the text information.
- •Vocabualary practice
- •1. Make up the words out of the given letters.
- •2. Find the topic-connected words among jumbled letters in the box.
- •3. Match the words or word combinations with their definitions.
- •4. Match the sign with the correct word below.
- •5. Choose a proper word from the box to complete the sentences.
- •6. Translate into English.
- •1. Read the following dialogues.
- •2. Fill in the gaps of the text using the words in right-hand column.
- •3. You are at point X in the map. Follow the directions and write the name of the place next to each sentence.
- •1. Read the text and do the activities that follow.
- •2. Read the text about the underground system in London, divide it into logical parts, entitle them.
- •Introductory text
- •Vocabualary practice
- •Introductory text
- •1. Comprehension questions.
- •2. Complete the following sentences using the text information.
- •Vocabualary practice
- •3. Find the ‘odd one out’. There may be more than one answer. Give your reasons.
- •1. Read the following dialogues.
- •3. Translate the following dialogues into English.
- •4. Translate into English.
- •5. Translate the words in brackets in the correct tense form.
- •1. Read the text and find examples of historical hotels in your own country.
- •2. What would you say in these situations?
- •3. Disagree with the statements avoiding simple negations.
- •4. Lest we forget how difficult it is to master the English language, consider these travel and hotel signs from around the world. Try to say them correctly.
- •Introductory text
- •1. Comprehension questions.
- •2. Choose one suitable word underlined in each sentence.
- •Vocabualary practice
- •1. Match the words and word combinations from the left column with the definitions from the right column.
- •2. Choose the correct variant.
- •3. Choose the correct response out of two. If both responses are acceptable, choose the one that sounds more natural.
- •4. Read the text. Use the word given in brackets changing its form as in the example.
- •5. Translate the following sentences into English.
- •2. Read the text, putting the verbs in the proper tense form.
- •3. Work in pairs. Make up the dialogues on the following situations:
- •4. Guess what holidays (American, Ukrainian and British) are described in the following sentences. The answers are given below.
- •Introductory text
- •1. Comprehension questions.
- •2. Complete the sentences.
- •Vocabualary practice
- •2. Read the text. Use the word given in brackets changing its form as in the example.
- •3. Choose the correct variant to complete the sentences.
- •4. Match the halves of the sentence.
- •5. Translate the following sentences into English.
- •1. Read the following dialogues.
- •2. Translate these questions into English and answer them.
- •1. Read the text and do the tasks that follow.
- •Introductory text
- •1. Comprehension questions.
- •4. Paraphrase the parts of the sentences in bold type using words and word combinations from the text. Change the new sentences if it is required.
- •Vocabualary practice
- •3. Find the ‘odd one out’. There may be more than one answer. Give your reasons.
- •4. What do you think a good language learner does? Make up as many sentences as possible with the phrase given in the table.
- •5. Match the words and word combinations with their explanation.
- •6. Fill in the blanks with prepositions where required.
- •1. Read the following dialogue.
- •2. Answer the following questions.
- •3. Decide which answer – a, b, c or d – best fits each space and read the story given below.
- •4. Read the text. Use the word given in brackets changing its form and grammar category as in the example.
- •Introductory text
- •1. Comprehension questions.
- •2. Choose the correct answer.
- •Vocabualary practice
- •2. There are 15 words in this word square that are connected with money. Find 14 more by looking across or down the word square.
- •3. What can you say in these situations? Complete the sentences but don’t use the underlined words and phrases.
- •4. Choose the most suitable word or phrase to complete each sentence.
- •5. Match the words and word combinations from the left column with the definitions from the right column.
- •6. Choose one suitable word underlined in each sentence.
- •1. Read the following dialogues.
- •2. Choose the most suitable response to each sentence (a-I) from the sentences (1-9).
- •3. Translate the sentences into English.
- •4. Read the text. Use the word given in brackets changing its form as in the example.
- •5. Read the conversations below and guess the meanings of the phrases in bold. Match them with the definitions after the dialogues.
- •1. Read the text and do the tasks given after it.
- •2. Read and explain the following quotations.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following words and phrases.
- •Vocabualary practice
- •2. Translate the words given in brackets.
- •3. Read the text. Use the word given in brackets changing its form as in the example.
- •4. Choose the correct word in each sentence.
- •5. Choose the correct option.
- •6. Translate the following sentences.
- •4. Read the dialogues.
- •5. What would you say if you took part in these dialogues?
- •6. Translate the dialogues into English.
- •1. Study the following information carefully and give answers to the questions.
- •3. Read the sample of application form. What is the difference between application form and resume? Try to fill in the following:
- •In the town
- •Verb. Auxiliary Verbs to be, to have, to do
- •Indefinite Group of Tenses
- •Infinitive
- •1. Insert articles a / an, the where possible.
- •2. Complete the sentences using a / an, the where necessary.
- •3. Supply a / an, the where possible.
- •4. Choose the correct answer, pay attention on the usage of a definite article.
- •5. Translate into English.
- •1. Make the following nouns plural.
- •2.Choose the correct verb is / are. Mind the noun (singular or plural).
- •3. Make selected nouns plural. Don’t forget to make other changes in the sentences.
- •4. Choose the correct word in brackets.
- •5. Choose the correct form of the compound noun.
- •6. Write selected nouns singular. Make changes in the sentence where necessary.
- •7. Correct the mistakes in these sentences.
- •8. Rewrite these sentences using ‘s, s’, or just an apostrophe (‘).
- •9. Translate into English.
- •10*. Supply the correct plural forms.
- •2. Fill in the missing words into the gaps. Mind the first two words in each task.
- •4. Complete the sentences.
- •5. Decide which one is right. If wrong correct it.
- •6. Rewrite the sentences using the italicized words.
- •7. Supply as…as, not so…as, less.
- •8. Read the conversation with Todd. He compares the places he visited last year. Can you complete any of the sentences?
- •9. Translate into English.
- •10*. Put in the right forms. Alternatives are possible.
- •1. Use the correct personal pronouns. Watch the words in brackets. Model: ___ often reads books. (Lisa) – She often reads books.
- •2. Put in my / our / your / his / her / their / its.
- •3. Choose the right word.
- •4. Put in the relative pronouns who, which or whose where necessary. Model: Peter is the boy ____ rides the blue bike. – Peter is the boy who rides the blue bike.
- •5. Supply anybody / anyone, nothing, anything, nobody / no one, somebody / someone or something in these sentences.
- •6. Translate into English.
- •7*. Put in reflexive pronouns (ourselves, etc.) or object pronouns (us, etc.).
- •Verbs to be, to have, to do
- •1. Put in the following forms of to be (am, are, is) into the gaps in the text.
- •2. Supply am, is, are, was, were or weren’t.
- •3. Decide which tense / number of the expression there is / are fits in the sentence below.
- •5. Look at the underlined forms of have, has or had in the following sentences. Decide whether these verbs are auxiliary verbs or main verbs.
- •6. Complete the following sentences by using the right form of to have (have, has, had).
- •7. Define the meaning of the verb “to do” in the following sentences.
- •8. Complete the following sentences by using the right form of to do (do, don’t, does, doesn’t, did, didn’t, done).
- •Indefinite group
- •1. Replace the infinitive in brackets by the Present Indefinite Tense (I do).
- •2. Choose the correct verb in each sentence.
- •4. Put the words in these questions in correct order. Then, write short answers.
- •5. Translate into English.
- •1. Complete these sentences. Use the verbs from the box in Past Indefinite.
- •2. Supply the past forms of the irregular verbs in italics.
- •5. Correct the following sentences.
- •1. Put the following sentences in the Future Indefinite Tense.
- •2. Insert the missing conjunctions in the following sentences. Use conjunctions: when, till, before, after, as soon as, while, if.
- •4. Complete the sentences. Use I think I’ll … or I don’t think I’ll and one of the following verbs: buy, go, have, play.
- •6. Translate into English.
- •7. Put down five types of questions to the following sentences.
- •1. Open the brackets using Present Continuous (I’m doing).
- •2. Translate the words given in brackets using Present Continuous.
- •3. Use the verbs given in brackets in Present Indefinite (I do) / Present Continuous (I’m doing).
- •4. Complete the sentences with Present Indefinite (I do) / Present Continuous (I’m doing) forms of the following verbs.
- •Belong, need, see, take, bite, play, shine, understand, drive, prefer, sing, watch, look, rain, snow, write
- •1. Use Past Continuous (I was doing) in the sentences below.
- •2. Complete the sentences in a choosing the most suitable phrase from b.
- •3. Make sentences from the words in brackets. Put the verbs into correct form: Past Indefinite (I did) / Past Continuous (I was doing).
- •4. Complete the sentences using Past Continuous of the verbs in the box.
- •5. Thanslate the following sentences.
- •6*. Put in Past Indefinite (I did) / Past Continuous (I was doing). Note where both forms are possible.
- •1. Open the brackets using Future Continuous (I will be doing).
- •2. Supply Future Indefinite (I will do) / Future Continuous (I will be doing).
- •3. Use Past Continuous (I was doing) / Future Continuous (I will be doing) in the following sentences.
- •4. Translate the following sentences.
- •6*. Put in the correct forms of have / have got.
- •2. Join these pairs of sentences, using the conjunctions in brackets. Change one verb into the Past Perfect (I had done).
- •3. Supply the Past Perfect (I had done) / Past Simple (I did).
- •4. Open the brackets using the verbs in Past Simple (I did) / Past Continuous (I was doing) / Past Perfect (I had done)
- •5. Translate the following sentences into English.
- •6. Make up five types of questions to the following sentences.
- •7*. Open the brackets using Past Simple (I did) / Past Perfect (I had done)
- •3. Using the words in brackets, complete the text below with the Future Simple (I will do) / Future Perfect (I will have done)
- •4. First, read Jack’s itinerary for tomorrow. Then, for each sentence, choose either Future Continuous (I will be doing) or Future Perfect (I will have done) to complete it.
- •5*. Put in the Future Simple (I will do) / Future Continuous (I will be doing) / Future Perfect (I will have done).
- •Insert ‘have’ / ‘has’ according to the person given.
- •8*. Put in the Present Perfect (I have done) / Present Perfect Continuous (I have been doing) / Past Simple (I did).
- •5*. Put in the Past Perfect (I had done) / Past Perfect Continuous (I had been doing) / Past Simple (I did). Give alternatives where possible.
- •1. Write passive sentences in Present, Past, Future Simple.
- •2. Rewrite the sentences in Passive Voice.
- •3. Rewrite the sentences in the proper tenses in Passive.
- •4. Put the verbs in brackets into Past Indefinite or Past Continuous Passive.
- •5. When were these famous people born? Choose the right year for each person.
- •6. Complete the sentences using being with one of these verbs: keep, pay, attack, give, invite, use, ask
- •7. Give the following sentences in Passive Voice.
- •8. Rewrite the sentences in Active Voice.
- •9. Translate into English using the verbs in Passive.
- •10*. Put in the correct forms, active or passive, of the verbs in brackets.
- •1. Choose the correct word from those in brackets to fill the blank in each sentence.
- •2. Fill in the table reporting the statements with said (except 13) moving the clauses ‘one tense back’.
- •3. Turn each direct-speech statements into indirect speech with tense changes.
- •4. Report these Yes / No questions moving the clauses ‘one tense back’.
- •5. Report these special questions moving the clauses ‘one tense back’.
- •6. Report these subject-questions moving the clauses ‘one tense back’ only where necessary.
- •7. Report the following statements using indirect commands.
- •I told him to wait for me.
- •8. Renew direct speech in the following sentences.
- •9. Translate the sentences following the rules of Sequence of Tenses.
- •10*. Put in the correct forms and tenses into the gaps.
- •1. Supply the correct forms of the missing verbs.
- •2. Change these sentences to begin with an imperative.
- •3. Write Type 2 Conditionals to match these situations.
- •If I had a spare ticket, I could / would take you to the concert.
- •4. Write sentences with I wish…
- •5. Comment on the following situations with if (expressing regret, etc.).
- •If John hadn’t eaten too / so much birthday cake, he wouldn’t have been sick.
- •6. Use Mixed Conditionals in these sentences.
- •7. Open brackets using Zero Conditional.
- •8. Translate into English using Conditionals.
- •9*. Put in the right Conditionals.
- •Infinitive
- •1. Translate and memorize the following expressions.
- •2. State the form and the function of the Infinitive. Translate the sentences into Ukrainian.
- •3. Use the appropriate form of the Infinitive.
- •4. Insert to where necessary.
- •5. Combine each of the following parts of sentences into one sentence using an Infinitive.
- •6. Complete the following sentences by adding the Infinitive to each sentence.
- •7. Insert the correct forms of the verbs given in brackets after ‘would rather’ and ‘would sooner’.
- •8. Translate the sentences into English using the Infinitive.
- •9*. Put in the correct forms of the verbs.
- •Insert to where necessary.
- •1. Translate the sentences into Ukrainian, paying special attention to the use of the Complex Object.
- •2. Insert to where necessary.
- •3. Replace the following complex sentences or groups of sentences by simple sentences with the Complex Object.
- •4. Fill in the blanks with suitable verbs. Give several variants where possible.
- •6. Translate the sentences into English using the Complex Object.
- •1. Translate the sentences into Ukrainian paying attention to the Complex Subject.
- •2. Open the brackets using the correct form of the Infinitive.
- •3. Translate the words in brackets.
- •3. Paraphrase the following sentences using the Complex Subject.
- •4. Transform the following sentences using the Complex Subject. Use the verbs given in brackets.
- •5. Translate the sentence into English using the Complex Subject.
- •1. Translate the sentences into Ukrainian paying special attention to the form and function of the Participle in the sentence.
- •2. Open the brackets using the correct form of the Participle. Don’t mix these forms.
- •3. Translate the following expressions.
- •4. Transform the following sentences according to the model.
- •5. Fill in the blanks with the appropriate forms from the right column.
- •6. Complete the sentences, using the Participle.
- •7. Open the brackets. Use the appropriate forms of the Participle or of the Infinitive.
- •8. Translate the sentences into English using the Participle.
- •9*. Put in the correct forms of the infinitive or –ing.
- •Insert the right form of the Participle into the blank space.
- •1. Translate the sentences into Ukrainian paying special attention to the use of the Gerund.
- •2. Fill in the blanks with prepositions where necessary
- •3. Match the parts of sentences in two columns.
- •4. Complete the sentences by translating what is given in brackets using the Gerund. Insert prepositions where necessary.
- •5. Translate the sentences into English using the Gerund.
- •6. Put the verbs into the correct form (Gerund or Infinitive).
- •7. Put the verbs in brackets into the correct form (Gerund or Infinitive).
- •1. Supply can, may, must and their negative forms (can’t / may not / mustn’t) where needed.
- •2. Rewrite these sentences using can, can’t, could, couldn’t.
- •3. Supply can, can’t, could, couldn’t, was / were able to, managed to. Alternatives are possible.
- •4. Supply suitable forms of to be able to in these sentences.
- •5. Complete the sentences with must, mustn’t, needn’t.
- •6. Supply must have been, can’t, couldn’t have been, have to, had to (be), didn’t have to (be).
- •7. Rephrase these notices to give or refuse permission. Begin each sentence with You…..
- •8. Supply the correct tense form of to allowed to.
- •9. Respond to these statements with should, shouldn’t, shouldn’t have done that, oughtn’t to have done that.
- •10. Translate the sentences using can / could / to be able to, may / might, must / to be to / to have to, should / ought to, need.
- •11*. Put in am, can, can’t, couldn’t, have had to, haven’t been able to, may, must, must be, must have.
Vocabualary practice
BLOCK I
Where do these activities belong? Distribute them into the categories in the box.
Surfing, go shopping, scuba diving, playing video games, skiing, sunbathing, surfing the internet, building sand castles, hiking, swimming, horse riding, having a picnic, bungee jumping, rollerblading, cycling, snowboarding, bird watching, watching TV, eating out, playing chess.
Indoor |
Outdoor summer |
Outdoor winter |
All season outdoor |
|
|
|
|
Among the names of some extreme sports find the pair for every word. Give your answers below.
e.g. Scuba + diving = Scuba diving / wind + surfing = wind surfing
1. rock |
2. para |
3. skiing |
4. chuting |
5. jumping |
6. boarding |
7. sky |
8. diving |
9. surf |
10. wind |
1) Scuba _______ 6) ________ boarding
2) ________ gliding 7) ________ diving
3) Water __________ 8) Snow _________
4) _______ climbing 9) _________ surfing
5) Bungee _________ 10) Para __________
What do you call a person who…?
does the long jump? a long-jumper 5. does gymnastics?
rides horses in races? 6. plays hockey?
drives cars in races? 7. plays football?
throws the discus / javelin? 8. does the pole-vault?
4. Organize these words and put them in the correct columns below.
Swimming, gloves, crash helmet, course, football, racket, track, ring, boots, pool, motor racing, clubs, tennis, net, court, golf, pitch, trunks, boxing, goals, costume, shorts, whistle, vest
Sport |
Place |
Equipment |
|
|
|
Match the free-time activities with the verbs to do / to go / to play.
Activity |
Answer |
ballet, basketball, video games, camping, horse riding, karate, swimming, judo, skiing, gymnastics, fishing, volleyball, the piano, canoeing |
‘I go / do / play ………………..in my free time.’ |
Complete the sentences using the words in the box.
Valuable, afford, traditional, weird, video arcades, rhythm
My grandfather used to have dancing classes when he was young and he still has great _____ .
I would love to take up sailing, but it’s such an expensive hobby that I can’t _____ it.
The boy who lives next door is a bit ______ . He collects fingernails!
My father has reduced my pocket money because he says I spend it all in _____!
Sarah’s grandmother has a collection of very old and ______ coins.
My aunt collects _____ clothes from all over the world.
BLOCK II
Read the following dialogues.
- Do you have a hobby?
- Yes.
- What’s that?
- I like to photograph.
- What else?
- I liked to play baseball when I was a child.
- Do you play it now?
- No. Unfortunately, I don’t have free time now.
*****
- What sports do you play?
- I like figure skating.
- Do you know how to skate?
- A little bit.
- I skate too.
- Maybe we’ll skate together on Sunday?
- Yes, good idea.
*****
Do you like swimming?
No.
What a shame.
Why?
I wanted to invite you to the pool.
Thank you.
And what do you like to do?
I like playing computer games. And you?
I work on a computer a lot, therefore I like swimming during my free time.
*****
Excuse me. Could you please take a picture of us with this camera?
Sure. Which button do I press to shoot?
This one.
Do I have to focus it?
No, this is a focus-free camera. All you have to do is point and press the button.
All right. Say ‘cheese’.
Complete the sentences using the words and phrases in the box.
|
wishes she hadn’t feel like can’t wait don’t approve of want to objects suggested regrets is looking forward to |
Read the text below. Use the words or their derivatives that fit in the gap.
Music Festivals
People have always gone to concerts to hear their favorite musicians perform. Since the 1960s, a related form of _________ has grown in __________: the music festival. A music festival is usually organized over a couple of days and is like a series of mini-concerts from a number of artists. The _________ get to see different acts and usually have to pay an _________ fee to get into the festival. At larger festivals, such as Glastonbury in the UK, they can then choose which stage to visit. It can be very _________ and the crowd shows their ___________ of the musicians by dancing and cheering. At many festivals, other are also organized, such as juggling or fire-eating displays. The first major festival took place in America at a place called Woodstock. It was free, and the __________ was very high – many thousands of people got together at this very event. Many of the musicians who performed there went on to become very ___________ . |
entertain popular spectate enter excite appreciate active fame |
Write / make up a story (cram story, a letter) on the given situations using topical vocabulary.
You are going to Germany on holiday. Write to an old friend who moved there many years ago to inform him of your visit and to make arrangements to meet.
Your daughter is not happy with her ballet dances classes. She says there are too many children in one class. Complain to the ballet school explaining the problem and offering the suggestion.
You recently went on a rafting weekend where you had a bad accident. Send to the organizers a thanking letter for their help and professional service.
You want to make a national competition for young musicians. Write a newspaper advertisement about it.
Write a letter to the manager of your favorite football team asking if you and your friend can visit the stadium and possibly meet some of the players.
BLOCK III
Fill in the text with the word that best fits each gap.
American County Fairs
Each summer, counties all … the United States hold county fairs. The fairs have been taking place for more … 150 years, and serve as a good way to bring … people of the county together for a little food and fun.
Typically, a county fair has a variety … activities and events. Central to every fair, however, … the animal shows. Participants from tots to teens have the opportunity to prepare, then present their animal for show. The shows are judged … experts, and one animal in every category wins a prize, usually a blue ribbon. The animals must … well fed, in good health and well groomed. Often the horses have bows and ribbons tied in their hair, and the rabbits wear fancy collars. The children take great pride in carrying for their animals, and … forward to the fair every year.
Besides animals, there are also displays of handmade arts and crafts. These too are judged in competition with each … . Looking at the handmade quilts and sweaters, one imagines what life was … a hundred years ago. The county fair competitions provide a good way … preserving old art forms for new generations. County fairs usually last … about a week, and are often held in July. Visitors like to make the trip to see the animals and crafts. Kids love the excitement too. All in all, a trip to the local county fair makes for a very pleasant summer’s day.
Read an article about trainspotting. Six sentences have been removed from the article. Choose from the sentences A-G the one which fits each gap (1-5). There is one extra sentence which you don’t need to use. An example at the beginning is given (0).
A It is also important to stay a safe distance from the tracks.
B Steam trains are the most beautiful.
C Unlike some hobbies, you don’t need a lot of expensive equipment.
D It can be in beautiful countryside or by an old bridge.
E I just don’t understand what so funny.
F York Station is also very popular.
G The final aim of this is to have seen every train in the country.
A hobby which is particularly strange to many people is trainspotting or trainfanning, as it is called in America. This pastime usually involves standing on the platform of a railway station in all kinds of weather and for many hours, writing down the serial numbers of all trains that pass through the station on that day. 0 – G.
1____ A pen or pencil, a notebook for the train numbers, a camera and perhaps a pair of binoculars is all that most people take with them. You also need a lot of patience.
There are two very busy places in England for trainspotters. Clapham junction Station, which is to the south of London, is one of them. It is the busiest station in the country.
2_____ It is in northern England and it has the National Railway Museum nearby.
Although people laugh at trainspotting and say that it’s boring, those who have taken up this hobby disagree. ‘It’s not just about standing on a platform and writing the numbers of trains as they pass through a station,’ says Bob Turner, who has been a trainspotter for 20 years. ‘It also involves activities like watching trains from a favorite location. 3_____ We also ride trains for fun, take photographs or even visit railway shows and museums. Being a trainspotter also increases a person’s interest in rail history.’
There are also a few rules that trainspotters follow for their own and other people’s safety. ‘Safety is very important,’ says Bob. ‘You must always cross the tracks at the proper crossing, not just at any point, and you must always expect a train on any tracks from any direction and at any time. 4_____ You must never walk along the tracks, on bridges or through tunnels. Nobody should risk having an accident while enjoying a hobby.’ Does he really enjoy it? ‘Yes I do!’ says Bob, smiling. ‘I don’t know why people think it’s something to laugh at. 5_____ Trainspotting can be a great way to spend your time. I have traveled all around the country looking at all kinds of trains and I have seen lots of great places.’
Do you personally consider trainspotting as a hobby?
Is trainfanning peculiar to megalopolises only?
Is this extraordinary hobby common with your country?
Have you ever thought of taking up trainspotting?
Read an article about water parks and do the activities that follow.
Let’s Get Wet
Back in the 1970s, a typical family day out was a trip to the local leisure center. Every town had one and they were basically all the same, with a large rectangular swimming pool (shallow at one end, deep at the other), a separate deep-water area with several diving boards, and a kiddie-pool for babies or those who couldn’t swim.
How things change! Now – thankfully – we have the water park, based on the notion that swimming on its own is not the most interesting activity in the world. People get bored easily, and demand a lot more entertainment for their money.
In Britain, most water parks are a combination of pools in an enclosed area and in the open area. In Mediterranean countries, because of their warmer and drier climate, they are more often than not completely outdoors. All, however, provide much more than the chance to swim a few lengths.
Unlike the leisure center, there’s little point just turning up for an hour or two. This is partly because there is so much to do, and partly because there is usually an entrance fee which, although quite reasonable if you make the most of what’s on offer, is not cheap.
So what is there to do? All water parks have a number of slides. These are not the old-fashioned straight slides on the 1970s, though. They come in all shapes and sizes – some are open, some are totally enclosed tunnels, some are steep, some are bumpy, some twist sharply, some you can go down in pairs, or on rubber rings. All of them have water flowing down them. You can often choose how you want to go down – head first, feet first, on your front or back, sitting up, lying down. Your position affects your speed – and how much water will splash into your face!
Other attractions often include the rapids – in which you make your way through a man-made river, surviving the obstacles such as backwards flowing currents, waterfalls and rapids. It’s exhilarating and – at times – a little scary, and for some reason kids are much better and getting round than adults. The baby-brother of the rapids is the lazy pool, where the current gently takes you round a circular channel of water. It’s relaxing more than exciting, and some lazy pools even have a jacuzzi half way round.
Choose the answer (A, B, C, D) which you think fits best according to the text.
1. The idea about water parks is that people
Awant more than just a simple swimming pool;
Bfelt leisure centers were too expensive;
Cneed to be entertained 24 hours a day;
Ddon’ t enjoy swimming.
2. How do water parks in Britain differ from those in Mediterranean countries?
Apools in British water parks are always inside;
Bpools in Mediterranean water parks are in the open air;
CMediterranean water parks are sometimes connected to a holiday resort;
DBritish water parks have indoor and outdoor facilities.
3. How do water parks slides differ from leisure center slides?
Awater park slides are much faster;
Bwater park slides are connected to a water supply;
Cwater park slides are more frightening;
Dwater park slides are much wider.
4. What do the rapids and the lazy pool have in common?
Athe water is moving;
Bthey both take you round in a circle;
Cthey are designed for children;
Dthey are both very exciting.
Find these words and phrases in the text and underline them. Define their meanings.
Rectangular, diving boards, combination of pools, entrance fee, reasonable, slides, enclosed tunnels, to splash into face, to survive the obstacles.
Find a word in the article to complete these phrases.
Kiddie-………. / water ………. / rubber ………. / a man-made ………. / flowing ………. / lazy ………. / a circular ………. .
Discuss the following: Which would you prefer to go: the beach, a water park or a traditional swimming pool?
Agree / disagree with the following statements. Prove your reason. Start your answer with I think… / I feel… / I believe… / I think it is fair to say… / In my opinion… / I think that depends on …
Watching TV makes people lazy and stupid.
Bungee jumping should be banned because it’s a dangerous and crazy activity.
Playing video games encourages violent behavior among teenagers.
Students who play computer games perform poorly at school.
Young people should not play chess. It is meant for old people.
Surfing is a hobby for men, not women.
Playing football is more interesting than playing tennis.
BLOCK IV
Topics for discussion and essays.
Do you have a hobby? Do you have enough free time?
How do you like to spend your free time (going shopping / going to the cinema / chatting / playing computer games / going to the disco / playing sports / reading / relaxing)?
Do you think sport is different from hobby?
Which hobbies are the most expensive / the cheapest?
Which hobbies cost nothing at all?
Are there any dangerous hobbies?
Which hobbies are the most popular in your country?
Which hobbies are the most popular with women in your country? With men?
Can you think of any hobbies which are popular with children and adults?
Are there any hobbies you would like to try?
Are there any hobbies you can do in other countries, but not your own?
LESSON 14
Arts (Cinema, Theatre, TV, Music, Painting, Modern Arts)
Art is not a thing; it is a way.
Art is long, life is short (Hippocrates)
Let me ask you something, what is not art?
Art is the only way to run away without leaving home.
The world today doesn’t make sense, so why should I paint pictures that do? (Pablo Picasso)
Life beats down and crushes the soul and art reminds you that you have one.