PERFECT&PROFIT

University course of English language

Part 1

Vladivostok
2022
 Дальневосточный федеральный университет
Академический департамент английского языка

К.И. Быкова, С.А. Данилова, А.В. Збань, А.А. Коваль, Л.К. Науменко,
Ю.В. Рыжкова, М.Б. Устинова

PERFECT & PROFIT

University course of English language

Учебное пособие
Для студентов 1 и 2 курса, обучающихся по программам бакалавриата и специалитета:
41.03.05 Международные отношения, 41.03.01 Зарубежное регионоведение,
58.03.01 Востоковедение и африканистика, 45.05.01 Перевод и переводоведение

Upper-Intermediate

В двух частях
Часть 1

Владивосток
2022
 Contents
Unit 1. University life
Lead-in p.4
Reading 1. Open the Door to Knowledge p.8
Vocabulary Focus p.12
Listening and Watching Comprehension & Speaking
p.16
Reading 2. Asia Pacific: the emerging leader in
international higher education p. 18
Grammar Focus Active Voice p.21
Effective Writing Motivation letter p.30
Video / Listening Comprehension p.35
Project Work p.38
Revision p.38
Flipped Activities p.41
Workshop 1 TED A Commencement Address p. 42
Unit 2. Many shades of relations
Lead-in p.43
Reading 1. Why Teacher-Student Relationships Matter
p.48
Vocabulary Focus p.51
Listening and Watching Comprehension & Speaking
p.57
Reading 2. Are friendships really being destroyed by
Britain’s divided politics? p.58
Grammar Focus Adjective/Adverb/Noun p.61
Effective Writing A thank-you letter p.64
Video / Listening Comprehension p.67
Project Work p.70
Revision p.71
Workshop 2 TED Building Relationships One brick at a
Time p.72

Unit 3. Healthy lifestyle Unit 4. Media literacy

Lead-in p.74
Reading 1. Controversial "Weight-Loss Device" That
Locks Jaws Shut Sparks Outrage Online p.78
Vocabulary Focus p.80
Listening and Watching Comprehension & Speaking
p.85
Reading 2. Learning from zoos – how our environment
can influence our health p.88
Grammar Focus Passive Voice p.90
Effective Writing Health diary p.93
Video / Listening Comprehension p.94
Project Work p.96
Workshop 3 TED Why students should have mental
health days p.97
Lead-in p.98
Reading 1. AI is already making inroads into
journalism, but could it win a Pulitzer? p.102
Vocabulary Focus p.105
Listening and Watching Comprehension & Speaking
p.112
Reading 2. Can you keep your kids safe watching
YouTube? p.117
Grammar Focus Sequence of Tenses p.119
Effective Writing News report p.123
Video / Listening Comprehension p.125
Project Work p.129
Workshop 4 TED What is the Internet of things? And
why should you care p.129

Unit 5. Inspiring people

Lead-in p.131
Reading 1. Sergei Korolev: the rocket genius behind Yuri Gagarin p.136
Vocabulary Focus p.140
Listening and Watching Comprehension & Speaking p.147
Reading 2. Diplomatic maestro and deeply caring man p.152
Grammar Focus Modal Verbs p.155
Effective Writing Speechwriting p.163
Video / Listening Comprehension p.165
Project Work p.168
Workshop 5 TED Your elusive creative genius p.169

Appendix p.173
Glossary p.177
Grammar Section p.194
 Unit 1. University life
If you are planning for a year, sow rice; if you are planning for a decade, plant trees;
if you are planning for a lifetime, educate people.
– Chinese proverb

Lead-in
I. Discuss the quotes. Do you agree or disagree with the opinions? Give reasons for your
ideas. Which quote do you like the most? (See Appendix (I) for more quotes)

“Education is what remains after one has forgotten what one has learned in
school.”
– Albert Einstein

“If man made himself the first object of study, he would see how incapable he
is of going further.”
– Blaise Pascal

“If you plan on being anything less than you are capable of being, you will
probably be unhappy all the days of your life.”
– Abraham Maslow

“Do what you can, with what you have, where you are.”
– Theodore Roosevelt

4
 “If you don't know where you are going, any road will get you there.”
– Lewis Carroll

“To acquire knowledge, one must study; but to acquire wisdom, one must
observe.”
– Marilyn vos Savant

II. Work in pairs. To what extent do you agree with these statements? Give examples to
support your opinions.

- Motivation is a crucial element in learning.

- Mistakes can be highly beneficial to learning.
- I’m something of a perfectionist, so I don’t speak in English unless I’m sure I will say things
correctly
- Standardized tests can indicate the level of knowledge.
- When I don’t know something in English, I can usually make an educated guess about it.

III. a. Look at the pictures. In pairs, ask and answer the following questions.

5
• What is happening in these pictures?
• Are there any differences/similarities between the types of education shown in the
photographs?
• What is the role of the teacher?
• Have you ever experienced any of these situations shown?

b. Education has been defined by many educators, philosophers and authors. Google and
choose any opinion of the expert on education, then give your own definition of the education.

c. Think about all things you associate with university. Complete a spider gram.

UNIVERSITY

IV. Do the quiz “WHAT KIND OF STUDENT ARE YOU?” and compare your answers with
another student.

1. When do you usually get to the university?

a) Early, you like to have extra time ‘just in case’ something crops up.
b) You always turn up just in time, as the bell rings.
c) You often get to school late, out of breath from rushing.

2. When do you usually do your homework?

a) As soon as you get it. The same evening.
b) A day or two before you have to hand it in.
c) The same day you hand it in. Sometimes it’s late.

3. What is your average mark in tests?

a) You usually do well and get seventy-five per cent or higher.
b) You usually pass tests but your marks are near to fifty or sixty per cent.
c) Your marks are often below fifty per cent.

4. What kind of a relationship did you have with the staff at school?
a) Great! You got on well with most of the academic staff.
b) Not bad. You had a good relationship with some members of staff.
c) Dreadful. In general, you didn’t get on with teachers.

5. Where do you usually sit in class?

6
a) Usually at the front so you can see the board easily.
b) Somewhere in the middle so you can daydream unnoticed.
c) Near the back so you can turn on your mobile without being seen.
Check your score in Appendix (II).

V. Work in pairs. Discuss the given questions (preferably within 2 min.). Add other factors
to those provided in the diagrams.

a. Look at the diagram. Talk to each other about the important things to consider when
choosing a university.

How might these

things be important
university location future job prospects
when choosing a
university?

cost of tuition university ranking student

accommodation

b. Look at the diagram. Talk to each other about how studying these subjects at university
will affect a person’s future life.

How important is
studying these subjects
Languages Business
at university for a
person’s future life?

IT Science PE

c. Look at the diagram. Talk to each other about the effectiveness of the ways of studying.

How effective are

these ways of doing homework
attending lectures
studying?

taking online participating in

using the Internet
courses seminars

7
 VI. Study this picture. Choose any skill and describe it.

https://www.thinglink.com/scene/766110847230541825

Reading 1
I. a. Pre-reading task. Think about the role of education. What is the importance of
education for individuals and for society?

b. Read the text and complete the assignments below.

Open the Door to Knowledge

By Donald J. Trump, Trump University, The Official Guides to Real Estate

The beginning of every government starts with the education of our youth.
– Pythagoras

(A) Pythagoras interpreted1 the universe through numbers. As a businessman, that always appealed
to me. It makes2 sense. He was a philosopher and a mathematician, and he knew the importance
of learning. Pythagoras lived a long time ago, but a lot of things have remained3 the same, like the
importance of education for both individuals and society.

(B) Whenever I start something new, I know I have a lot to learn. This does not discourage me. In
fact, it gives me energy. It feels like a fresh start. When I started building golf courses, I had a
tremendous amount to learn, but it was fantastic to be doing something brand new and I loved

8
learning the details of golf course design. If someone had told4 me 20 years ago that I'd be
developing golf courses, I would have thought they were joking. But it's something I've truly
enjoyed doing.

(C) It's important to remain open to new ideas and new information. Being a know-it-all is like
shutting the door to great discoveries and opportunities. Keep your door open every day to
something new and energizing. Sometimes I wonder what will show up5, which is a terrific way to
start every day. Other times I might have to search a bit on my own, which is why books and
educational tools can be wonderful and should be readily available. Maybe I'm just fortunate, but
I'm never bored. In fact, I think that's a big reason behind my success.

(D) At least once in a while you should ask yourself this question: What do I need to know more
about? Maybe it's world history. With the events of today being what they are, it's probably a good
idea to know a little about how different cultures have evolved6 and are operating7. Maybe it's
something else. I make an effort to read newspapers like The Financial Times with ample
international coverage on a daily basis, because it's important to my business to know what's going
on8 worldwide. That alone can require serious attention every day. For you, it may be something
else.

(E) These days, we have few excuses for maintaining a blind spot. We all have easy access to
information. Going back to the ancient Greeks, Socrates famously said, "There is only one thing I
know, and that is I know nothing." Pretty tough words coming from an esteemed philosopher, but
it opened him up to more knowledge every day. In other words, start every day with a clean slate.
Give yourself a fresh start by opening up your mind.

(F) If I had started in business thinking I knew everything, I'd have been finished before I got
started. Don't make that mistake. There are a lot of hidden aspects in every industry, and you will
find out9 how complex seemingly simple things can be. For example, to get a building built in New
York City requires knowledge of zoning, contractors, architects, air rights, tax laws, unions, and
about a thousand other things. I had a lot to learn and no one else could learn it for me. But every
day I would learn something, apply it, and make progress. Believe me, being a developer didn't
happen10 overnight.

(G) When I started as co-producer of The Apprentice, I had some knowledge of the entertainment
industry, but not an in-depth knowledge, especially when it came to the particulars of reality TV.
I had to learn about it. I read, I paid attention, I listened, and I applied everything I learned. It was
like a crash course. But it was new, it was fascinating, and since I had just jumped11 in, I knew I'd
better learn how to swim in new waters, so I did. It was a great experience, and it continues to be
a great experience.

(H) Never think of learning as being a burden or studying as being boring. It may require some
discipline, but it can be an adventure. It can also prepare you for a new beginning. Notice the first
word in my "Think Big" credo: think. That's the first step. Use everything in your power to utilize
and develop that capability, and you'll be in for some great surprises.

9
II. Match the verbs in italics in «Open the Door to Knowledge» with the tenses below and
explain why the author used them.
Present Present Present Past Simple Past Perfect Future
Simple Continuous Perfect Simple

III. Comment on the following lines from the text. Explain the words given in bold.
 …that always appealed to me.
 This does not discourage me.
 …to know a little about how different cultures have evolved and are operating…
 …to read newspapers like The Financial Times with ample international coverage…
 …we have few excuses for maintaining a blind spot…
 Pretty tough words coming from an esteemed philosopher…
 …start every day with a clean slate…
 I had some knowledge of the entertainment industry, but not an in-depth knowledge…
 It was like a crash course.
 Never think of learning as being a burden…
 It may require some discipline.
 Use everything in your power to utilize and develop that capability…

IV. Match words from A with words from B to make collocations from the article. Check
your answers in the article. Use these collocations in your sentences.
A B
brand a blind spot
fresh open to
remain capability
ample new
maintain coverage
access to knowledge
start with a clean slate
open up information
in-depth your mind
develop start

V. Find make expressions in the text and match them to their definitions.
1) to move forward in one's work or activity
2) to do something which you did not intend to do, or which produces a result that you do not
want
3) to be practical and sensible, to be clear and easy to understand
4) to do something even though you do not want to or you find it difficult

10
VI. Here are some idioms and common expressions with make. Use them instead of the
underlined parts of the sentences.

a) make waves f) make it up

b) make a difference g) make an effort
c) make a living h) make up one’s mind
d) make the grade i) make a mistake
e) make sense j) make progress

1) Cost can be very important in deciding on a college.

2) They are phrases that are easy to understand if you know key words.
3) Every time I speak to you, I find it difficult to keep calm.
4) I cannot decide what major to choose at university.
5) My friend has always said I could earn money as a writer.
6) I want you all to be polite, respectful, and not cause others trouble.
7) It is better to do something and do it incorrectly than be frightened into doing nothing.
8) If we adopt innovative approaches, we can go forward.
9) Let me apologize for my being late by buying you a cup of coffee.
10) Do you think Mary will come up to standard as a reporter?

VII. Write a summary heading for each paragraph of the article «Open the Door to
Knowledge», justify your variants.

Strategy points: When writing a summary sentence

- study the paragraph it is based on;

- avoid using exact words from the text, use your own words to express ideas;
- always try to paraphrase the information, using synonymous phrases and different
grammar structures.

A.___________________________________________________________________________
B.___________________________________________________________________________
C.___________________________________________________________________________
D.___________________________________________________________________________
E.___________________________________________________________________________
F.___________________________________________________________________________
G.___________________________________________________________________________
H.___________________________________________________________________________

VIII. Discuss the following questions:

a. What is the primary aim of education?

b. How important is it for young people to get the higher education?

11
 c. Is there a blueprint for choosing a Major? What advice can you give to
someone who hasn’t made the decision yet?
(use the QR code to get more info)

d. What graduate and undergraduate degrees do you know?

(use the QR code to get more info)

e. What are the advantages of education in our daily life?

(use the QR code to get more info)

Vocabulary Focus
I. Study the Topical Vocabulary for Unit 1 (p. 177) and fill in the texts with the necessary
words.
A. When you start your university studies, you are an 1._____. You study for your first 2. _____
or bachelor’s degree. When you complete your degree, you 3. _____, usually at a 4. _____ _____,
and you become a 5. _____. You normally receive a 6. _____ (Bachelor of Arts) or a 7. _____
(Bachelor of Science), depending on your 8. _____.
B. If you go to do a bachelor’s or master’s degree, you usually start off with a taught programme
of 9. _____ and 10. _____. You have to do a lot of reading and complete many 11. _____, as well
as to complete 12. a _____ which you submit to your 13. _____ _____ for 14. _____. At the end
of your master’s, you typically write a 14. _____.

II. Solve the crossword.

ACROSS
1. mark indicating the quality of a student's performance
4. person who teaches and directs the student via encouragement and advice
5. holidays between the terms of studies
7. program that universities aim to teach students
11. person who is a member of one's class or profession
12. someone who quits school before graduation
13. person who has received a degree from a university
14. lower level qualification often offered at colleges rather than universities
15. project prepared at the end of an academic program
16. the money paid for a course of study
18. official record showing that the student has completed a formal course

12
19. documenting knowledge and skills
21. work for a company or organization in order to get experience
22. misrepresenting another person’s ideas as your original

DOWN
2. certificate to show that the student has successfully completed a course of study
3. subject that students study
4. period of time during which a group of students is taught together
6. specialist in a particular branch of study, especially the humanities

13
8. someone currently doing their first degree
9. an outline and summary of topics to be covered in a course
10. scientific and cultural community engaged in higher education and research
17. payment to support a student's education, awarded on the basis of achievement
20. class at which a group of students discuss a subject with a teacher

III. Translate into Russian.

1. For a student on a non-vocational course, without any particular interest in the typical fields
chosen by English graduates, the thought of trying to choose a career was daunting.
2. I took my degrees as a mature student and taught in universities for 11 years.
3. Although they had a formal graduation ceremony, it was interrupted by antiwar protesters.
4. People believe that higher standards lead to higher academic achievement.
5. According to the report, half of the students went on to graduate from high school; almost all
of them enrolled in a higher education program; to date, not one has earned a bachelor's
degree; only one has a certificate from a vocational program.
6. When she returned to China in 2009 after her six-month internship at Earth Right Farm, she
founded her own CSA farm (CSA) in Su Jiatuo, a village in the Haidian District close to
Beijing, and named it Little Donkey Farm.
7. There is so much on offer at university: societies and organisations, an endless stream of
parties, pub nights and coffee dates, chances to travel abroad, and volunteering and internship
opportunities.
8. The National College Entrance Examination (NCEE) is a high-stakes test in China that
determines which higher education institution an individual can attend.
9. Many researchers believe that a heavy student workload negatively affects academic success
and promotes surface learning, negative attitudes, lack of motivation towards learning,
plagiarism and higher dropout rates.
10. She decided in her final undergraduate year that someday she would become an academic,
she would spend her days teaching, researching, thinking and writing about subjects she really
loved.
11. Some evidence shows that students more and more often use essay mills, and academics say
this reflects wider problems in global higher education.
12. Huawei recruits all graduates, including postgraduates and mature students, and fresh
graduates quickly settle into the culture and environment of the company.
13. If you’re falling behind in school, remember that a good schedule, support from others, and
solid hard work will help you to win at college.
14. WHO (World Health Organization) offers internships for students and recent graduates in
technical areas and administrative programmes such as communication, external relations or
human resources.
15. Choosing a research advisor depends on your scientific interests, your career goals, and—
most of all—your personality and preferred working style.
16. Students who have been granted leave of absence are not required to pay tuition fees.
17. Classes and exams should be conducted within an agreed syllabus.
18. These are languages, which are not part of the school curriculum, but students may sit an
exam in them if they meet certain criteria.
19. A carefully designed, effective rubric can offer a number of important benefits to both
instructors and students.

14
20. Different scholarships take into account a variety of factors, but you’ll generally set yourself
up for success by getting good grades and participating in extracurricular activities.
21. Parents often can't completely control the situation and don’t know their children are playing
truant.
22. At 22, I once took a train from London to Edinburgh, chatted with a young man, asked him
what he was reading at university -- "auto mechanics", he said.
23. According to a study developed by the American National Centre for Education Statistics
(NCES), over 40% of the students change their major during their Bachelor’s degree studies.
24. Although you don’t have to have a minor, this secondary specialization was created to give
you a competitive advantage on the job market, and your chosen minor will be found in your
degree diploma.
25. Once you officially become a student, you enter a whole new world of learning activities,
teaching styles, and assessment methods.
26. If you have elective classes in addition to regular classes during a semester, you should make
sure the electives you pick amount to the total number of credits you need in addition to the
mandatory classes.
27. She was not able to pass her finals at the university because the serious disease prevented her
from doing so.
28. Students who had chosen to take a gap year were asked about their motivations for doing so,
and their top answers were to gain life experiences and grow personally, to travel and
experience other cultures, and to take a break from the academic track.
29. Online and traditional face-to-face classes share many qualities: students are still required to
attend class, learn the material, submit assignments, and complete group projects.
30. Some students hate peer reviews by fellow students, they hate sharing their work, they hate
reading one another’s work, they find this task useless.

IV. Translate into English.

1. Эта информация будет полезной для студентов, которые хотят получить степень
бакалавра, диплом об окончании или диплом о высшем образовании.
2. Трехмесячная стажировка в The Weinstein Company будет отлично смотреться в любом
резюме, а контакты и опыт, полученные там, бесценны.
3. В особых случаях студенты освобождаются от платы за обучение.
4. Еще одним аспектом учебной программы стало овладение навыками социальной
интеграции и общения.
5. Выпускники предыдущих лет должны сдать экзамен по этим двум предметам.
6. Стипендии могут быть назначены на весь период обучения в колледже, или они могут
быть присуждены только на один год.
7. Многие студенты сказали, что свободный год перед учебой помог им приобрести
навыки, необходимые для достижения успеха в будущей карьере, лучшее понять другие
культуры и заставил их увидеть себя гражданами мира.
8. Как и раньше, обучение ведется дистанционно, но с дополнительными очными
занятиями.
9. Университеты Таиланда осуществляют подготовку и курируют аспирантов,
работающих в самых бедных общинах.
10. Потребности студентов зрелого возраста должны учитываться при разработке
соответствующих курсов и подходов, а также методов преподавания.

15
Listening and Watching Comprehension & Speaking

I. Watch the video Guessing majors at Harvard University and try to guess the major field
of studies of the students by the description they provide.

How would you describe your major? If you were to describe your major as an animal, what would
it be? What is the most common stereotype about your major? What is your estimated starting
salary after graduation from this major?

II. Watch the video Choosing Majors is Hard and answer the questions:

 What is the main idea of the video?

 How does the author create a
humorous effect?
 How many majors does Jennifer
consider?
 What are the benefits of these fields
of studies?
 When do students have to make
choice of a major?
 What major has Jennifer chosen?

III. a. Watch the video How to study smart and fill in the gaps in the following sentences:

a. There is something which I always follow: learn when you are in class, do not _________. That
would be my advice. Try, focus and when you are in class do your work. It really _________ time
if you just _________ the pages immediately after class.
b. When I had a lot of terms that I had to know I would _________ the terms that I wrote down
and I would _________ it on my phone and on my walks to class or anywhere I would just play it
and listen to it.
c. It’s important to talk to your professors so that they know you and they know that you’re serious
about the class because I remember I had a couple of classes I _________. I was telling the
professor like I just need to get a B. I just need a pass so like «can you work with me?» and they
were very__________, they told me what to do in order _________ my studies.
d. You have _________ your schedule, have to know what you’re doing at every second of the
day. Before in high school it’s like if you had 30 minutes you wouldn’t even think about studying.
But in college it’s absolutely different. Even five pages of reading matters so much. Especially
when you have to read like 200 pages a day or two books a week, or when you have breaks in
between classes you need _________ of those.
e. Know the balance. I have my _________ and this is how I go about it. I try to balance with a
healthy lifestyle, that’s also part of habit. That’s really important for _________ because it’s easy
to get so focused on your studies that at some point you stop seeing friends and everything goes
all _________.
f. Take care of yourself. Sleeping is a number one drug for _________.

16
g. Know when you work better: if you work better with people around you, if you work better
completely isolated with no _________. Figure out which _________ works best for you.
h. _________ the information you see in the textbook. I would not only read it but do _________.
I would put in post-its and I always write notes with always going back and forth and really trying
to understand the information instead of memorizing it.
i. Don’t wait till the last minute. But sometimes the last minute can create your best results. It
really depends on the person. I’m not a _________ person. – I get motivated when the _________
is coming.
j. I’m the biggest _________ in the world, I study for every test the night before but I will say
repetition is key that’s how I succeed always.
k. Talk to older students, people who’ve taken the class before. Ask for giving you some
_________ or how you can best _________ this class. College is so different from high school
because professors make their own classes and so each professor is going to have their own
preferences, their own style, their own way of doing things.
l. Whenever I _________ for a test, before I do anything I always create _________ all the things
I need to learn. This helps me organize the knowledge in my head and gives me a sense of progress
as I’m studying a lot.

b. Find English equivalents for the following words and word combinations.

1. быть любезным, сговорчивым,

услужливым
2. человек, который всегда тянет время/
откладывает выполнение важного дела
3. создать план чего-либо/ конспект/
список (терминов, например)
4. просматривать страницы
5. оставаться в строю/ соответствовать
требованиям
6. выйти из строя/ перестать работать/ с
ног на голову
7. усваивать/ впитывать информацию
8. отвлекающие факторы
9. поддерживать баланс
10. воспользоваться возможностью/
извлечь пользу из
11. планировать график/ расписание
12. не получаться/ испытывать неудачи в
чем-либо
13. откладывать/ переносить

c. Using the ideas and new words given in the video make up your own piece of advice for
other students on how to be more productive in their studies. What advice seems to be the
most reasonable one? Which one can become a subject for debate?

17
Reading 2

I. Pre-reading questions:

1. What makes Asia-Pacific universities appealing to young people from all over the world?
2. What universities in this region do you know?

II. a. Read the text about higher education in Asia Pacific and complete it with the missing
headings.

1. Quality education
2. Unique cultural experience
3. Boosts for China, Australia, Taiwan
4. Diversity and inclusion

Asia Pacific: the emerging leader in international higher education

Universities in the Asia-Pacific are experiencing significant enrollment increases, with more
international students now choosing the region over traditionally popular destinations such as
Europe and the US. Recent global rankings such as Times Higher Education’s (THE) Asia-Pacific
University Rankings show regional institutions numbering at 320, up from 243 just two years ago.

A. ____________________________
China has been a particular success story, increasing its regional proportion of schools in the
rankings even as its neighbors have flourished. Tsinghua University in Beijing leapt an astonishing
49 places, reflecting an increase in influence and rapid growth in the country.
But if China is the pacesetter of the region, it is only helping to nourish a healthy sense of
competition. The universities of Tokyo, Kyoto, Seoul, Sungkyunkwan, Malaya, the Philippines,
Indonesia, and Melbourne have all made significant leaps up the league table, as overall
representation from the region has grown by 32 per cent.
The Australian Bureau of Statistics has just published a report on education exports, showing
Australia is going to replace the UK as the world’s second largest market for international
education this year. Continued investment and engagement with students, teachers, and
administrators has paid off in a US$25-billion industry whose value reaches far beyond its
economic impact.
Taiwan, too, has recorded a 4.5 per cent jump in international registrations in 2018, partly due to
its New Southbound Policy, which shifts recruitment emphasis away from China (which, all the
same, remains Taiwan’s leading sending market) and towards Southeast Asia, South Asia,
Australia, and New Zealand. Vietnam and Indonesia have recorded particularly remarkable growth
as sending markets for Taiwanese institutions.
The flow of American students to Asia-Pacific has been a phenomenon of recent years which
shows no sign of slowing. Westerners recognize the shift in cultural and economic
influence between East and West that is set to continue. And Americans, in general, have picked
up on the potential for a more comfortable way of life in Asia-Pacific, where they are typically

18
welcomed with increased employment opportunities, better wages, and lower taxes than they have
come to expect back home.
But why are students specifically picking Asia-Pacific over more traditional choices such as the
USA and Europe?

B. ____________________________
In a list traditionally dominated by US and European schools, THE’s World University Rankings
now include globally-renowned institutions such as the National University of Singapore and
Tsinghua University.
Tsinghua, for example, is a highly respected university, as reflected in the academic results and
the career paths of its alumni, such as China’s President Xi Jinping. The exchange of ideas is
warmly encouraged and is fuelled by the diversity of Tsinghua’s students.

C. ____________________________
A distinct advantage of fostering diversity at an institution is that it is a policy that self-perpetuates.
Students talk: a school that gets a name for its international community soon develops a reputation
for inclusivity that spreads face-to-face and online.
Students who are ambitious and resourceful enough to travel for study are likely to bring with
them habits and drive that become infectious inside and outside of the classroom. Moving abroad
is a big leap for a young person, and acclimatizing much harder work in an insular or homogeneous
community. Universities that prioritize student welfare, dynamic learning, and a rich
extracurricular offering benefit from a cohort who think and speak highly of their study experience.

D. ____________________________
The world is getting smaller, so students need to travel further to see something new and
experience a different lifestyle. Picking up a language that has little or nothing in common with
your own native tongue is a special kind of challenge, whether it is central to a student’s experience
or picked up on the side while they pursue an English-language program or even attend an
American university, such as NYU in Abu Dhabi or Yale-NUS College in Singapore.
Submerging oneself in an unfamiliar culture during study can have a tremendous personal and
professional impact for those who move within the region, and those who arrive from markets
such as the States.
“Students who are now studying in the Asia-Pacific region have all sorts of career opportunities,”
says Dr Denis Simon, Executive Vice-Chancellor of Duke Kunshan University in China. “As
foreign investment to and from China continues to grow, more and more well-informed
international people will be needed to staff key positions in marketing, government relations,
business strategy, etc.”
As education preferences change, institutions also need to change with them. The student of today
is just as motivated to select a school that will offer a unique experience as rankings or reputation.
Universities in the Asia-Pacific are excelling by offering both unique appeal and quality education,
leading to unprecedented growth in enrollment. Universities that take note of this example and
anticipate what today’s students really want, can benefit greatly.

19
(By G. John Cole; https://www.keg.com/news/asia-pacific-the-emerging-leader-in-international-higher-education-
apaie)

b. Choose the answer which you think fits best according to the text. Give reasons for your
choice.
1) In the introduction of the article the writer suggests that
A. international students prefer Asian univerisites over European ones.
B. the number of overseas students in Asia Pacific has recently soared.
C. Asia Pacific HE institutions take leading positions in the global ranking.
2) According to the writer, China
A. works as hard as other countries to attain high ranks.
B. draws foreign students away from other Asia Pacific countries.
C. helps countries of the region become more successful in the global education market.
3) The writer says that the efforts that Australia made in the field of international education
A. brought not only financial benefit.
B. resulted in beating the UK and the US.
C. lead to the increase of international staff in universities.
4) The excellent quality of HE institutions in the Asia Pacific can be proved by
A. the academic achievement of their learners.
B. international recognition, career outcomes, and academic excellence.
C. the fact that their alumni can take high positions.
5) Concerning diversity and inclusion, the writer admits that
A. their provision cannot be prevented by political and social issues.
B. they are key to success on the way of global education.
C. they may be challenging to get used to for students from insular communities.
6) Foreign students acquire notable cultural experience that later influences their life
A. if they come to the Asia Pacific from Western countries and the US.
B. if they do not know the language of the host country.
C. in any case.
7) The writer concludes by suggesting that Asia Pacific universities
A. need to understand and meet the needs of potential and current students.
B. will prosper anyway as there are a lot of vacancies in the job market of the region.
C. should offer unique cultural experience.

III. Do the following statements agree with the claims of the author of the article? (Write
true, false or not given)
1. Many believe that the system of higher education abroad is better than in their home countries.
2. Today Asia Pacific is a "star" region of higher education.
3. Australia is going to be the world’s largest market for international education this year.
4. The number of American students in Asia-Pacific universities has slightly decreased in recent
years.
5. American students in Asia have worse career opportunities than in their own country.

20
6. The disadvantages for international students in Asia include the huge competition created by
brilliant local students, and the need to learn the local language.
7. Studying abroad, one can get something unique: the experience of living and interacting in a
new environment, useful contacts, and life skills.
8. Nowadays students tend to select a university with high rankings and reputation.

IV. Find in the article given above English equivalents for the following words and word
combinations.
1) зачисление, 2) преуспевать, 3) перескакивать, 4) лидер, задающий тон, 5) рейтинг, 6)
динамичный, 7) набор, привлечение абитуриентов, 8) смещение, 9) зарплата, 10) с мировым
именем, 11) выпускники прошлых лет, 12) движимый, 13) самовоспроизводиться, 14)
замкнутый, 15) группа людей, 16) учет интересов каждого человека, 17) устойчивый, 18)
овладеть языком, 19) погружение, 20) обеспечивать персоналом

V. Discuss the questions.

1) Have you ever considered becoming an international student? If yes, what universities would
you like to enter and why?
2) What universities in the Asia Pacific region appeal to you? Why?
3) What difficulties, in your opinion, do foreign learners come across? What problems could be
faced by overseas students in Asia Pacific universities?
4) What is your definition of quality education? Is it an important aspect when considering the
choice of the university?
5) Should a university promote diversity and inclusion? What consequences can provision of
diversity and inclusion lead to?

VI. Work in small groups. Discuss the questions.

How did the pandemic change education?
How did the situation with Covid-19 affect your studies?
Do you prefer online classes to face-to-face learning? Why?
Would you say that the doors closed by the pandemic led to new ones opening?
Have you used the sevices of any online learning platform?
If yes, what did you like/ dislike about it?

Grammar Focus (p. 194)

Present Simple and Present Continuous
I. Choose the most suitable tense.
1. My father smokes / is smoking quite a lot when he is nervous or when he works /is working.
2. My friend stays / is staying for two months in New York this summer.
3. We leave / are leaving tomorrow at ten and arrive / are arriving at four in the afternoon.
4. There is nobody here, and the door is locked. What do we do / are we doing now?
5. Healthy diet becomes / is becoming popular among the young.
6. Please be quiet! You continuously interrupt / are interrupting.

21
7. Hey, you! What do you think / are you thinking you are doing?
8. Pay no attention to Ann. She is just being / is just sarcastic again.
9. Stephanie is very conceited. She always looks / is always looking at herself in the mirror.
10. Who drives / is driving that luxurious car that is parked outside?
II. Supply a suitable present tense of the given verb.
1. I (catch) the train to downtown this evening. It (leave) at 8 o’clock.
2. I (hear) you (go) to France next week. … you (speak) French?
3. My food (taste) worse now. You’ve put too much salt in it.
4. I (look after) my friend’s dog this weekend. … you (want) to take it for a walk?
5. You’ve only started the job, haven’t you? How … you (get on)?
6. You are never satisfied! You always (complain)!
7. Harry (look) very untidy! He (wear) dirty jeans all the time.
8. Let’s do the room quickly. Here (come) mum.
9. More and more students (study) several foreign languages nowadays.
10. I am late. What … I (do)?
III. Translate from Russian into English.
1. Становится прохладно. Пойдем домой.
2. Просыпайся! Занятия начинаются в 8.00. Ты всегда приходишь в последнюю минуту.
3. Я слышал, твой приятель строит загородный дом.
4. В эти выходные я никуда не еду – я готовлюсь к экзаменам.
5. Почему бы вам не рассказать всю правду? Вы постоянно лжете.
6. Сейчас я занят, мой друг в отпуске, и я делаю его работу.
7. Ты такой нетерпеливый! Даже не выслушаешь мой вопрос до конца!
8. Руководство очень обеспокоено, потому что количество сотрудников уменьшается.
9. Почему ты нюхаешь мясо? Оно несвежее?
10. Каждый раз, когда я оставляю свой зонт дома, идет дождь.

Present Perfect and Past Simple

IV. Choose the most suitable tense.
1. It’s nice to be back here in my native city. This is the second time I came / have come here
this year.
2. Your room is in terrible mess! What on Earth did you do / have you done?
3. I can’t make the report I promised / have promised for today, because I didn’t finish / haven’t
finished.
4. I have an idea! Let’s go and see Pete. We last have seen / saw him a long time ago.
5. How was your holiday in Italy? Did you visit / Have you visited lots of interesting places?
6. I haven’t seen / didn’t see my friend for / since a long time. How is he?
7. It’s ages ago / since I last went / have gone to a football match.
8. Can you remember how long you have had / had this watch?
9. This is the first time we visited / have visited this fantastic country.
10. We met / have met a long time ago.
V. Supply a suitable present or past tense of the given verb.
1. Someone (eat) all the cakes. I’ll have to buy some more.

22
2. I am sorry about not meeting last week. I (have) a cold and so I (stay) at home.
3. For the last five years my friend (live) in Moscow.
4. Since I (write) to you, a lot of changes (happen).
5. When … you (attend) English class last time?
6. He (win) several races this year.
7. Nick always (be) interested in foreign languages.
8. Is this the first time you (drive) a car?
9. How many books … you (read) when you were a child?
10. … you ever (date) someone you didn’t really like?
VI. Translate from Russian into English.
1. Я всегда думала поменять профессию.
2. Его взгляды не изменились на протяжении ряда лет.
3. Впервые я слышу о новых изменениях в учебном процессе.
4. За последние несколько лет их отношения значительно улучшились.
5. Как давно вы начали изучать язык?
6. Когда я была ребенком, я задавала много вопросов.
7. Не удивляйся, в конце концов, она всегда была скрытной.
8. Марина очень расстроена, потому что провалила экзамен.
9. Как давно вы уже в нашем городе? Что успели посмотреть?
10. Они учились в одной школе и с тех пор они не расстаются.

Present Perfect and Present Perfect Continuous

VII. Choose the most suitable tense.
1. These children have been playing / have played since morning.
2. How many times have you fallen / have you been falling in love?
3. Ann has learnt / has been learning to play the violin for a month, but she hasn’t played /
hasn’t been playing well so far.
4. Those two birds have sat / have been sitting on that branch for the last hour.
5. My brother has slept / has been sleeping for nine hours. It’s time he woke up.
6. Are you thinking of studying one more language? I have toyed / have been toying with this
idea.
7. We have written / have been writing invitation cards all morning.
8. They have thought / have been thinking a lot about this situation since they arrived home.
9. You look like you are hot. – Yes. I have played / have been playing tennis.
10. My friend has tried / has been trying to build a house for ages, but he can’t finish it.
VIII. Supply a suitable present tense of the given verb.
1. The patient (have) this cough for three weeks now.
2. I (teach) him for two years and (not teach) him anything. He is absolutely hopeless.
3. Ann (watch) this soap opera for 18 months! There is no end to it.
4. You (prepare) for exams since morning. Don’t you want to take a break?
5. I (want) to ask you about your exam results for a long time.
6. He (keep) a watch on the road for the last few days, trying to catch a glimpse of his friend.
7. What … you (do) since we last met?
8. Where … I (leave) my mobile phone? – But you just (speak) on it.

23
9. … you (live) a happy life? – I think so, as all my life I (do) what I wanted to.
10. My friend (wait) for this happy moment all her life.
IX. Translate from Russian into English.
1. Мы слушали тебя внимательно последние два часа, и теперь мы уверены, что ты
говоришь правду.
2. Я очень устала, потому что весь день была за рулем.
3. Я знаю своего друга с детства. Мы всегда были отличными друзьями.
4. Последние две недели мы работаем над новым проектом, но сделали только половину.
5. Он ремонтирует мой компьютер уже неделю. Разве он еще не закончил?
6. Родители раньше никогда не думали, что у меня талант к музыке, а я великолепно
играю на рояле уже целый год.
7. Ты давно носишь очки? Не хочешь сделать операцию по улучшению зрения?
8. У меня очень болит спина, потому что я всю неделю занималась в фитнес-центре.
9. Со вчерашнего дня у него болят зубы. Много раз я говорила ему обратиться к дантисту.
10. Этот телефон у меня уже пять лет, и я не хочу его менять, потому что это очень
надежная модель.

Past Simple and Past Continuous

X. Choose the most suitable tense.
1. I spoke / was speaking to her several times, but she always read / was reading and didn’t hear
/ wasn’t hearing me.
2. I saw / was seeing my friend at the party. She wore / was wearing a really gorgeous dress.
3. He ate / was eating his dinner when I went / was going to meet him.
4. She worked / was working at school for ten years, then she changed her occupation.
5. Our old car was very unreliable. It broke down / was breaking down.
6. He thought / was thinking of something else all the time you talked / were talking to him.
7. Do you remember what I wore / was wearing when you met me?
8. A little boy took another cake when you didn’t look / weren’t looking.
9. He studied / was studying at school for 10 years, then he entered the university.
10. What did you discuss / were you discussing when I noticed you?
XI. Supply a suitable past tense of the given verb.
1. The bus (start) while I (get on).
2. He (work) all day yesterday.
3. My friend (play) the piano for an hour, then he went for a walk.
4. I (meet) my friend when I (study) at the university.
5. When he was a boy, he (fall) down and (hurt) his knee.
6. What song … you (sing) when I heard you?
7. I (write) an essay all weekend long.
8. What school … you (study) at when you learnt the information about our university?
9. I always (break) dishes in my childhood, that’s why my parents didn’t make me wash up.
10. When I (pass) your house I (see) the light in your window. … you (work)?
XII. Translate from Russian into English.
1. Когда преподаватель объяснял правила, студент задал ему несколько вопросов.

24
2. Извините, я не расслышал. – А вы и не слушали.
3. Я прожил в родном городе 20 лет, а потом переехал в столицу.
4. Блестящая идея пришла на ум, когда мы работали над проектом.
5. Весь вечер вчера он анализировал свои поступки.
6. Я повторял слова, когда ты меня перебил. Ты был таким бестактным.
7. Я не знал, что ответить, потому что во время разговора я думал о своих проблемах.
8. Студенты учили язык в университете 4 года, а потом практиковались.
9. Где вы работали, когда получили такую высокую награду?
10. В 10 часов я выключил свет и тотчас же заснул.

Past Perfect and Past Simple

XIII. Choose the most suitable tense.
1. They moved / had moved to their new house only after they redecorated / had redecorated the
rooms.
2. Only after he described / had described the place several times, I understood / had understood
where I was to go.
3. When the tourists finally had reached / reached their destination, they walked / had walked
more than twenty miles and were / had been very tired.
4. No sooner we came / had come to the university than the class began / had begun.
5. She had worked / worked for the company for two years and then she found a better paid job.
6. Hardly the girls had begun / began taking skating lessons when she broke / had broken her
leg.
7. Bob worked / had worked in the office for three years before he received / had received a
promotion.
8. They prepared / had prepared all the documents by the appointed time.
9. We just started / had started lunch when the telephone rang / had rung.
10. The office was empty when the police arrived. The robbers left / had left.
XIV. Supply a suitable past tense of the given verb.
1. We (leave) the restaurant when we (have) dinner.
2. Andrew (do) the test before, so he (finish) it very quickly.
3. Although the expert (discover) the errors in the report long before the meeting, he (not tell) us
about it.
4. The teacher (assure) us that we (practice) enough to do the final test.
5. We (wait) till the guests (come).
6. Her words (touch) the core of me and I realized with a small shock how badly I (behave).
7. It was lovely to hear her laugh again. He (not hear) her laugh in years.
8. Hardly I (turn) on the television, when I (hear) shocking news.
9. She had a stock of excuses, as usual, when in fact she (oversleep).
10. The students (write) the test and were now checking them up.
XV. Translate from Russian into English.
1. После того, как он увидел все собственными глазами, он поверил, что чудо произошло.
2. Едва студенты закончили писать контрольную, как прозвенел звонок.
3. Мы подождали, пока доктор поставит окончательный диагноз.
4. Прежде чем Денис написал эту статью, он изучил несколько документов.

25
5. Мы были уверены, что сделали все абсолютно правильно.
6. Он сдал экзамен и размышлял, какие ошибки допустил.
7. Он надеялся, что она простила его. Но она не хотела разговаривать с ним.
8. Не успел я купить новый телефон, как опять потерял.
9. Виктор подождал, пока юрист внимательно изучит все его документы.
10. Мы были счастливы, что трудные времена прошли.

Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous

XVI. Choose the most suitable tense.
1. Although she tried to apply some make-up, we could see that Vicky had cried / had been
crying / was crying.
2. When they got to their dacha, they discovered that the water had leaked / had been leaking
through the roof. There were pools on the floor.
3. Michael said he had worn / had been wearing glasses since school, and although he had tried
/ had been trying to improve his eyesight several times nothing helped / had helped so far.
4. Professor said he was doing / had been doing research in the field for years. But he never came
/ had come across such an interesting document.
5. When the boy stepped aside from the spot where he was standing / had been standing, he saw
some small object on the ground.
6. My friend was happy because she managed / had managed to complete the experiment which
she was carrying / had been carrying out for the last 10 days.
7. They didn’t want to sell the house which their family had owned / had been owning for 20
years.
8. At last he found the job which he was looking / had looked / had been looking for so long.
9. She put aside the book she was reading / had been reading.
10. They were discussing / had discussed / had been discussing the problem for hours but still
couldn’t come to any decision.
XVII. Supply a suitable past tense of the given verb.
1. They (sail) for a week when they (run) into a terrible storm.
2. She was very young. The reporter wondered how long she (work) as a model.
3. A sportsman (practice) the high jump for two hours, but he (not make) a single successful
attempt.
4. My cousin (write) in his letter that he finally (move) to his new apartment and for the last five
days he (redecorate) his bedroom.
5. We decided to take a break. We (work) too long.
6. When I entered the flat, I saw that everything was in a mess. Somebody (search) the room.
7. The boys had black eyes and torn trousers. They (fight).
8. He dropped out of the race after they (run) for about two hours.
9. Nick was shivering with cold because he (walk) in the rain.
10. A student was sure that she (not make) a single mistake in her test.
XVIII. Translate from Russian into English.
1. Когда я попыталась связаться со своим другом, оказалось, что он уехал за границу и
последние 3 месяца живет в Париже.

26
2. Виктория уже целый час печатала документ и почти закончила работу, когда
неожиданно выключился свет. Она с ужасом поняла, что забыла сохранить его.
3. Дети очень замерзли, потому что они уже два часа плавали в море.
4. Я была уверена, что мой друг уже закончил свою дипломную работу, потому что он
писал ее уже целый год.
5. Они много лет переписывались, прежде чем встретились.
6. В доме чудесно пахло. Мама с утра пекла пироги.
7. Наконец-то он высказал идею, которую обдумывал в голове последнее время.
8. Молодой человек поднялся со ступенек, на которых сидел, и вошел в дом.
9. Наконец-таки наступил счастливый момент, которого он ждал всю жизнь.
10. Когда я вошел в аудиторию, все замолчали, и я понял, что они говорили обо мне.

Future Simple and Present Simple

XIX. Choose the most suitable tense.
1. If the car will be / is out of order again, you have to / will have to call the service station. But
I doubt if they are / will be able to serve it very quickly.
2. Nobody will know / knows what happens / will happen in the future if life gets / will get
tougher.
3. Everybody is / will be interested if the weather changes / will change for the better next week.
4. If she keeps / will keep to a diet, she feels / will feel very well.
5. She isn’t / will not be sure if she gets / will get this job. If she gets / will get it, she moves / will
move to Moscow.
6. I have / will have to tell my parents the truth, before my teacher calls / will call them.
7. She starts / will start a new life after she graduates / will graduate from university.
8. I wonder if Caroline changes / will change her mind about going to the party. If that happens
/ will happen, we will be really glad.
9. I will be / am always by your side as long as you promise / will promise to listen to me.
10. Before I write / will write this test, I revise / will revise all the rules. And still I am not sure if
I get / will get a good grade for it.
XX. Supply a suitable present or future tense of the given verb.
1. How can I say what he is like until I (meet) him?
2. I (have) no idea when Erik (return). I (hope) he (call) me as soon as he (get) home.
3. Nobody knows if he (recover) soon, but if he (recover), he (take) part in the competition.
4. I wonder when we (have) a test. I won’t have a good mark if we (have) a test tomorrow.
5. I (not forgive) him unless he (apologize).
6. I (be) ready before you (count) to ten.
7. He (remember) this day as long as he (live).
8. Don’t worry, I (stay) with you till the doctor (come).
9. If everything (go) well, we (meet) soon.
10. I wonder if he (be) at home at this time.
XXI. Translate from Russian into English.
1. Он хочет знать, позвонишь ли ты ему, когда будешь свободна.
2. Никто не знает, будет ли осень жаркой или холодной.
3. Если ты не будешь торопиться, то не будешь делать так много ошибок.

27
4. Давай все расскажем преподавателю, прежде чем он узнает.
5. Если я выпью кофе, то не засну сегодня. – Хотелось бы узнать, когда же ты перестанешь
пить кофе по вечерам?
6. Родители не будут давать мне карманных денег до тех пор, пока я не исправлю свои
оценки. Но я сомневаюсь, сумею ли я это сделать в ближайшее время.
7. Спроси ее, согласится ли она нам помочь? Если она сделает это, то у нас не будет
проблем.
8. Кто знает, когда закончится лекция? После того как студенты прочитают этот текст,
они обсудят его.
9. Интересно, поверит ли она мне, когда я все ей объясню.
10. Я буду очень благодарна тебе, если ты одолжишь мне свою машину на выходные.

Future Continuous and Future Perfect

XXII. Choose the most suitable tense.
1. You’d better go home. Your parents will be worrying / will worry where you are.
2. By the time my parents get back home, I will clean / will have cleaned the house from top to
bottom.
3. Next month I will know / will have known Rick for 20 years.
4. Will you wear / be wearing your new earrings tonight?
5. Don’t come to me at 8.00, I will prepare /will be preparing for my class.
6. If you come at 10.00, I will still be sleeping / sleep.
7. What’s the point of coming there at 3.00? The lecture will finish / will have finished by that
time.
8. Before James gives the final answer, he will study / will be studying / will have studied all the
documents carefully.
9. When you see me next time, I will wear / will be wearing my new coat.
10. By the time the company begins selling this product, they will carry / will have carried out a
massive advertising campaign.
XXIII. Supply a suitable future tense of the given verb.
1. I don’t think it’s a good idea to visit them on Saturday. They (rest) after a hard working week.
2. They hope that by Saturday they (work) out a detailed plan.
3. While he is making his report, I (take) notes.
4. What will he say if we tell him about our plans? – He (grumble) all evening.
5. At this time tomorrow I (take) an interview.
6. Hurry up! I am afraid that by the time we get to the airport, the plane
(take) off.
7. I assure you that when you see me next time, I (change) completely.
8. Don’t panic! You (find) a solution to the problem by tomorrow.
9. People (travel) to other planets soon.
10. While the doctor is examining the patient the nurse (prepare) the necessary medication.
XXIV. Translate from Russian into English.
1. Пока я буду ждать своей очереди, я буду читать этот журнал.
2. В это время завтра мы будем сдавать наш последний экзамен.
3. К концу недели они получат всю необходимую информацию.

28
4. Прежде чем музей откроет эту выставку, он организует рекламную кампанию в прессе.
5. Боюсь, что к началу нового учебного года студенты забудут весь материал, если не
будут систематически повторять его.
6. Я не хочу принимать участие в этом разговоре потому, что знаю, что они будут
обсуждать моего друга.
7. Мария устраивает вечеринку в субботу. Ты идешь туда? Мы будем танцевать весь
вечер, и я уверена, что тебе понравится.
8. Не сообщай ей эту плохую новость – она будет плакать весь день.
9. Когда мы приедем на дачу в следующий раз, все овощи уже созреют.
10. Если ты немедленно не начнешь худеть, к концу года вся одежда станет тебе мала.

XXV. Complete the sentences with the correct form of the verb in brackets.
a. Present, Past, Future Simple
1. Taking this trend into account, the U.K. Research and Innovation Agency (to project) that
China (to surpass) the United States in 2022 as the number one nation in R&D investment.
2. Fee income from Chinese students for 2018-19 (to be) £2.1bn, more than 10% of the total.
3. In 2018, UK researchers (to publish) 14,763 papers co-authored with Chinese researchers.
4. International House (to be) my home for three years during the 1970s.
5. Research (to show) that academic staff (to be) often unaware of the socio-linguistic barriers
students from rural backgrounds (to face).
6. In every country around the world, higher education success most strongly (to correlate) to
social class.
7. Entering university from a middle-class family only (not / to confer) financial, health,
educational, emotional and nutritional benefits. It also (to provide) less visible privileges.
8. The university (to promise) society that it (to produce) both powerful knowledge and
competent graduates adept at using such knowledge to tackle societal and environmental
problems.
9. Perhaps the Journal writer (to get) more space next time to explain why Chinese schools (to
be) better than ours.
10. Sometimes, we (to encounter) a schoolmate with hearing difficulties who (to show) us a
message or a question on the mobile phone and (to seek) help.
11. He (to give) four lectures on monetary economics in 1931 and then (to start) to teach there.
12. Having a student health insurance (to give) you greater peace of mind wherever you (to be).
13. Wherever I go in the future, my heart always (to be) with Shanxi.
14. A 2017 study (to reveal) that in 27 provinces the average high school classroom (to have)
more than 45 students.
15. At first you might think you (to be) able to survive without your mom’s kitchen.
16. The Student Accommodation Association (to estimate) there (to be) over 95,000 beds
Australia-wide. Major developments are due to open soon that (to swell) those numbers.
b. Present Continuous, Present Perfect, Present Perfect Continuous
1. Majoring in business management, I now (to study) for a master's degree at Shanxi University.
2. Studying in China always (to be) my dream.
3. I (to study) in Taiyuan for two years already.
4. And as a second year student, I (to write) all this from my own experience.
5. If you (to decide) to study in a foreign country, then you (to face) the real challenge.

29
6. Universities have a duty to maintain access to good-quality tuition as a priority especially
given the disruption the pandemic (to cause) students already.
7. A marble statue by Edward Cheere of the benefactor (to stand) in the library for centuries and
the college says it (to have) no plans to take it down despite the clamour from students.
8. The movement to decolonise (to lead) to curriculum changes at many universities, including
Oxford.
9. The university’s Balliol College (to say) on its website it (to make) changes to both its history
and international relations courses to tackle ‘Eurocentrism’.
10. The Coronavirus crisis (to put) the U.S. higher education sector in a "critical financial
position."
11. While the dominance of the United States' universities (to decline) steadily for some years,
Chinese universities (to move) forward at a steady clip.
12. In the past few years, however, the situation (to change) dramatically.
13. About 500 Chinese military scientists (to spend) time at British universities in the past decade,
working on technologies linked to missiles, supercomputers and jet aircraft.
14. I (to spend) most of my career studying some of the nation’s most successful educators.
15. Since last year, the College (to enroll) 10 students with hearing disabilities to study for their
master's.
16. The International House model (to influence) the lives of many thousands of students, first at
Columbia University but later in many cities around the world.
17. Over the years, we (to become) accustomed to hundreds of thousands of young learners
crossing our borders.

Effective Writing
How to Write a Motivation Letter for Study Abroad
Almost every graduate program abroad requires some sort of an admissions essay in the
application. This letter is important because it allows you to introduce yourself to key decision-
makers. It comes under different names: a letter of introduction, a personal statement, a statement
of purpose, a cover letter or a motivation letter.
What is the difference

While motivation letters and cover letters are used interchangeably, usually, a cover letter refers
to a letter you would write to an employer when applying for a job. A motivation letter usually
refers to an application letter you would write when applying for a university.

A statement of purpose is the exact same thing as a motivation letter. It’s basically just a fancier
way of saying the same thing. You might also find motivation letters for university applications
being called personal statement letters. But a motivation letter is not the same as a personal
statement. Usually, personal statements are more personal and refer to the past, while motivation
letters have personal elements, but are focused on future plans. With a motivation letter you refer
to past achievements only as proof of your commitment towards your future goals.
Let's remember the 1st rule: There is no 'perfect' motivation letter!
Some tips and tricks to writing a better motivation letter:

30
 DOs DON’Ts
1. Research the university and the program 1. Don't write your letter in a hurry.
you are applying for. Pay very close attention 2. Don't write boring stories that are
to the university's values, policies and history. extremely common.
Check the exact requirements for motivation
letters on the university’s website. 3. Don't exaggerate and mention unnecessary
and repetitive information in your motivation
2. Be original. Every applicant's story is letter. Your honesty and sincerity are valued
unique. Do not copy and paste the same letter much.
to all the universities you are applying to.
4. Don’t be shy to praise yourself. Do not
3. Be personal. Imagine you are writing to a hesitate to write about your talents, merits and
specific person, not an abstract admissions abilities that shaped the kind of student you
committee. are.
 4. Discuss your future academic goals rather 5. Don’t ignore the questions ** that some
than talk about your past experiences. universities publish on their websites.
5. Focus on three critical issues: 6. Do not overload the letter with long
 Why do you want to study on this course / at sentences and abstruse words, avoid
this university/ in this city (country)? conversational vocabulary. Remember that
 6. Be simple and concise. A motivation letter everything written by you should be clear and
should be about 1 page A4 long. It is a short appropriate in meaning.
text, which consists of three paragraphs* of
useful information.
7. Proofread. Check for grammar errors.
Having someone read your draft with a fresh
set of eyes is one of the most effective ways to
edit your work.

*
A classic motivation letter is divided into three parts – the introduction, the main part and the
conclusion. Pay special attention to writing the introduction and conclusion, they will remain in
the memory of the host committee and help you make the right first impression.
Introduction
An introduction catches your readers' attention with a powerful statement. In one or two sentences,
state your name and why you are applying to [university] and [program]. This is your thesis, which
you will elaborate on in the next paragraph.
Middle [answer the questions**]
Now elaborate. Start by describing your background, experiences, and interests.
Conclusion
Address your thesis; express sincere hope and confidence that the university/program you’ve
chosen is a perfect fit for you. State why you believe you are well suited for it. End in a pleasant
and polite manner.

31
**
 How and why did you become interested in the selected subject or course?
 How can you demonstrate this interest?
 Why did you choose this particular institution?
 Why did you choose to study abroad?
 What career prospects are you considering?
 Have you had to overcome difficult situations and obstacles (financial, social, physical) to
achieve your goals?
 What skills and personal qualities do you have?
 What are your achievements and experiences?
 How do you show the strengths of your personality in life?
 What are your goals now? How will the program help you achieve them? What will you
contribute?
 What should make a person who reads hundreds of such texts daily remember and
distinguish you?

I. Study a sample of a motivation letter to a foreign university:

Dear Sir or Madam,

With this letter, I would like to express my interest in studying a Bachelor’s Degree in Design at
ABC University. I am interested in beginning a career in design and I am certain that this degree
will help me to fulfil myself in both professional and personal contexts.
Currently, I am finishing my last year of high school, where I have spent a lot of time and effort
learning arts and drawing, among other subjects. While studying in high school, I also attended
art and design school courses, which clearly reflects my preferences and interests. In recent years,
with the support of my school, I participated in a number of cities and regional design competitions
where I often ended up in prize-winning places. Examples of my prize-winning works are presented
in my portfolio.
My current goal is to start my career in design. After doing some research I realised that a
Bachelor’s Degree in Design at ABC University is the best choice for me for a number of reasons.
First of all, this program covers a number of topics that interest me the most, such as Interior
Design, Art History, Contemporary Design Concepts, Design Software, etc. As a future designer,
I must be an expert in these fields. I am certain that the numerous traineeships and workshops I
will take part in during my studies will help me to gain the necessary knowledge and skills.
Secondly, my attention was attracted by a highly international environment of ABC University.
Looking at my future, I understand that I want to become a successful designer working in an
international context. At your university, one of the most international universities, I will learn
how to communicate with people from different backgrounds to achieve the best results which I
believe will be the next big step in my development.
Thirdly, studying at ABC University will significantly improve my English skills. As one of the
most important languages in the world, English will help me to form new connections and expand
my social network to a global level.

32
Finally, a Bachelor’s Degree in Design at ABC University will help me to develop myself as a
team player. The program will help me to establish strong international relations and to meet a
lot of famous and influential people from the global design industry. Besides, I am attracted by the
possibility of doing an internship during my studies. This great opportunity will give me the
valuable professional experience necessary to build a successful career in modern competitive
conditions.
Overall, I believe I will make the most of the knowledge and experience gained through the study
program at ABC University. I hope to contribute my talents and efforts to your university and
become a worthy member of the team.
Thank you for considering my request. I look forward to your positive response.
Yours faithfully,
Alexander Petrov

II. Read this authentic letter and correct the grammar, lexical and register errors.
Grammar mistakes are in yellow; lexical and/or register mistakes in pink.

Dear Sir/Madam,

I am writing to apply for the Erasmus student exchange programme at you University. I would like
to spend next semester of my study programme at the University of Porto in Portugal. Currently,
I am _____ student of Charles University in Prague, at the Department of Environmental Studies.

I would appreciate the opportunity of participate in the Erasmus programme, because it will be
meaningful for me personally and for my perspective career. Firstly, it would be a efficient and
successfully method of improve my English and academic skills. I have been learning English as
my first foreign language since _____ age of seven, and I believe that this experience at your
university would improve my knowledge, because I would get a chance to communicate in an
academic environment. Moreover, I would welcome the possibility to enhance my research
experience at your facilities, since your university has a great reputation in this field.

I would like to emphasize that I am eager to benefit from this programme, as I would get to know
Erasmus students from all over Europe, exchanging practical experience. I believe that _____
Erasmus programme is _____ excellent opportunity to meet various people, spend quality time
with them and learn about their customs, attitudes, lifestyle, etc. Furthermore, living, studying and
socializing within international scholars would broaden my horizons and enable me to build _____
strong social network with people throughout Europe.

Studying at your university, I would have a chance to compare the Portuguese higher education
system and _____ Czech one. If I will be accepted, I will use this comparison to promote the
Portuguese educational system not only in my homeland, but in the whole of _____ EU.

The reasons for choosing your university:

- to learn another foreign language, and get familiar with Portuguese culture and customs;
- to get practice in modern facilities and work in a different environment from that of Charles
University;

33
- to enhance my chances of finding better employment, as I would get a truly multi-cultural
experience, highly valuated nowadays among employers.

I would be very grateful if you consider my application and give me a chance to participate in the
Erasmus programme at your university, enhancing my future professional and personal
development.

Thank you very much for your consideration.

Yours faithfully,
Natalia Volkovova

III. Look at the letter written by a student applying for an Erasmus Exchange stay. He
made a few mistakes in the letter, the number of which is indicated in the parentheses
at the end of each paragraph.

Dear Sir or Madam,

My name is Jiří Nový and I am a graduated student of the Bachelor programme in International
Relations at Masaryk’s University in Brno, Czech Republic. (2 errors)
I write this because I would like to have the opportunity to spend the fall semester of this year at
the prestigious Copenhagen Business School by taking part at the Erasmus Programme as a
international exchange student. (3 errors)
I have decided to apply for Copenhagen Business School because the prestige of the university,
my personal interest in the excellent courses offering by you and their relevance to my educational
path, as I am currently studying economy. (3 errors)
In particularly, studying at CBS would give me the opportunity to further develop my knowledges
in the field of economics so I can combine them with my language skills, as many courses offered
at CBS have marked international contents, regarding emerging markets and international
business. (3 errors)
For this reasons, I am strongly motivated to diligently attend classes and study at Copenhagen
Business School, which I am considering the best choice for me as I think I would greatly benefit
from the courses it offers. (2 errors)
Furthermore, I am persuaded that this experience would help me gain important new skills and
competences. (1 error)
Thus, I consider me a good candidate to qualify for attending the 2013 fall semester at Copenhagen
Business School as I am having the necessary skills, interest and personal motivation to fully
benefit from such important opportunity. (3 errors)
Thank you for consider my application. (1 error)
Yours faithfully,
Jiří Nový

IV. Write your own motivation letter applying for an exchange program to any university.
Use the key phrases in your work.

34
 Key phrases

I'm applying/apply for the program ... at the University of ... because I am very interested in …

 I'm a very active person in my free time ...

 I would say that my only weakness / weaknesses are ... But I am looking to improve in
this / these area/-s (I can say that my only weakness is ... But I'm working on it)
 I believe (that) my knowledge and skills will serve / help to ...
 I would be well suited to the position because ... (I consider myself a suitable candidate
for this position, because ...)
 My strengths are ...
 Following the bachelor’s / master's degree I aspire to work in ... (After obtaining a
bachelor’s / master's degree, I plan to work in ...)
 Even under pressure I can maintain / meet high standards
 I want to study at the university ... (because it has an excellent academic reputation in
international rankings ...).

Video / Listening Comprehension

A COLLEGE DEGREE

I. Before you listen

What are some of the things you need to do to apply for college and succeed in your studies at that
level? What are the potential benefits of getting an online degree?
II. When you listen
You will hear a man and a woman talking about a university degree. Listen and choose the correct
answer:
1. If the woman doesn't pay her tuition on time, she'll _____.
a. need to wait a semester to take classes
b. be required to register again for school
c. have to pay a significant late fee
2. The woman is planning to take _______ to school from home.
a. some food
b. her video game console
c. warm clothing
3. The father suggests a specific major based on the possibility of ______.
a. moving up in the company
b. traveling to different countries
c. earning a decent living
4. Based on her major, where will she most likely work?
a. in a national park
b. at a bank
c. for a school

35
 5. The man is surprised by the fact that his daughter ______.
a. has earned a scholarship for the first year
b. already has a part-time job at school
c. is involved in a serious relationship
III. After you listen
Discuss the questions with a partner:
1. In your culture, who is mainly responsible for saving money and paying for university:
parents or children?
2. If children pay at least part, what values can they learn from such an experience?
3. What percent of university students have part-time jobs?
4. Does the money they earn go to pay for study related expenses or other non-essential items
like eating out, or trips?
5. What are the signs that university students have developed independence?
6. What are all the costs involved in obtaining a university degree?
7. What are some ways students can earn money to pay for university tuition?
8. What additional costs might you incur at university?
9. Why are some programs more expensive than others? Is a more expensive program
necessarily better than a cheaper one? Why or why not?

A FRESHERS’ GUIDE

I. Study the map of FEFU campus. Imagine you are a third-year student at FEFU, and you
have volunteered to be a freshers’ guide – that is, you will help new students get to know
their way around the campus.

II. Listen to the talk given to freshers’ guides by an administrator and complete the
sentences.

1) As soon as they register, all new students are assigned an __________ who can help them
with their academic queries.
2) The dormitory buildings are equipped with __________ for students' individual washing.
3) Once a student has been allocated a room in the __________, he or she can only change
it if another student is willing to exchange rooms.
4) Students can commute around campus on __________.
5) For those who prefer cycling to buses, there is a __________ in building 5.
6) If your room is noisy, there is a __________ in building A which can be used for studies.
7) The campus provides __________ that include several sports recreation centers, three 25-
meter-long swimming pools, gyms, health and fitness complexes etc.
8) Students are encouraged to join the __________ and participate in various creativity clubs
such as choir, musicians and singers, dancing teams etc.
9) If a student wants to see the doctor, he or she can go to the __________.
10) In case of emergency, there is a __________ in building 10.

36
III. Work with a partner. Student A is a fresher and wants to find out about the following.
Student B, based on the information above and the map, answers his/her questions.

Model: who/ ask questions /my course?

37
A: Who can I go to if I want to ask questions about my course?
B: Well, actually, as soon as you register you will be assigned an Advisor of Studies.

1) where/ get/ bedding items?

2) can/ cook/ myself?
3) what / do/ if/ want/ change/ room?
4) where/ bus stop?
5) how/ get/ access/ library electronic resources?
6) where/ play sports?
7) where/ take/ a walk?
8) how/ join/ dancing club?
9) where/ withdraw/ money/ banking account?
10) what/ do/ feel/ sick?

Project Work
Choose one of the following tasks to perform:

1. Make a FEFU campus guide (video / presentation)

2. Create a promotional video about the university
3. Create a Corporate Code (a set of rules and values) of University Life (presentation)
4. Make a video (5 lifehacks) for future FEFU students
5. Shoot video interviews in English (students, international students, professors, non-academic
staff)

Project guidelines:

1. Read the project tasks and choose the topic and format you like.
2. Make a team to work on the project. (about 4-5 students)
3. Brainstorm the key ideas and message of your work. Create a project plan.
4. Think about your function/ responsibility in this project.
5. Divide the scope of work among all team members.
6. Design your content. Try to be original. Schedule your time.
7. Review the progress and performance of the project. Regularly communicate with your partners.
Make some changes if required.
8. Construct your final product. Review the quality.
9. Present (all team members) your product to the class.
10. Complete a self-assessment/ group work form (see Appendix (III))

Revision
Present Revision
I. Supply a suitable present tense of the given verb
1. Professor (teach) at the university for 30 years, but he never (have) such talented students.
2. Nick forever (ask) stupid questions. I always (think) him to be a little strange.

38
3. As long as I (know) my friend, he always (be) kind to me. He (help) me so many times.
4. What … you (think) about? … you (need) my help or advice?
5. Ann is a very careful driver. She never (talk) on the telephone when she (drive).
6. Why … you (not take) a holiday? You always (work). You (have) no holiday for 6 years.
7. This is the first time I (hear) this expression.
8. Jane’s eyes are red because she (cry).
9. The plane (arrive) at the airport at two o’clock.
10. I (see) that you (wear) your best clothes. … you (go) to a party?

II. Translate from Russian into English

1. Почему ты так на меня смотришь? Я что-то не то сказала?
2. Моя бабушка любит рассказывать разные истории и знает множество смешных
случаев. У нее была интересная жизнь.
3. Почему бы тебе не воспользоваться словарем? Ты опять использовал не то слово.
4. Ты слышала новость? Анна переехала в Москву. Она всегда хотела там жить. Сейчас
она ищет работу и планирует поступать в университет. Она уже полгода готовится к
экзаменам.
5. В этом году мои друзья едут в Испанию. Они уже выбрали отель. Они каждый год
проводят отпуск за границей.
6. Он очень болен. Он плохо себя чувствует последнюю неделю. У него сильно болит
голова. Последнюю неделю он принимает какое-то дорогое лекарство, но оно пока не
помогло.
7. Я наблюдаю за ним уже целый час. Все это время он ведет себя очень странно. Я думаю,
у него есть какие-то проблемы.
8. Второй раз преподаватель объясняет нам это правило, но я все еще его не понимаю,
хотя мы делаем упражнения уже целую неделю.
9. С тех пор как я начала учиться в нашем университете, я узнала много полезной и
интересной информации.
10. Я вижу, ты с утра учишь слова. А даже и половины не выучил до сих пор.

Past Revision
III. Supply a suitable past tense of the given verb
1. When an engineer (go) through his calculations, she noticed a serious mistake he (make).
2. Henry (stay) at this hotel for about a week, then (move) to a cheaper one.
3. No sooner I (go out) than my neighbors’ dog (attack) me.
4. Ann was very disappointed as she (keep) to her diet for 3 months, but she (not lose) a single
pound.
5. While nobody (watch), a little boy (jump) into a swimming pool.
6. After Sue (wash) the dress 3 times, it (become) shapeless.
7. When the clock (strike) twelve, everything around us (begin) to change.
8. When my friend (return) the book, I (understand) at once that he (not read) it.
9. After I (collect) all the documents, I (check) them thoroughly.
10. Before I (visit) Italy, I (read) everything I could find about the traditions of this country.

IV. Translate from Russian into English

1. Я не знала, что Павел уже пришел и ждет меня в коридоре.

39
2. Наш друг сказал, что устраивает вечеринку в субботу, и пригласил нас прийти.
3. Он был счастлив, когда узнал, что сдал экзамен на отлично и стал студентом.
4. Я написал тест и проверял его.
5. Не успели мои друзья познакомиться, как поженились.
6. Она подошла к двери, чтобы поприветствовать своего учителя, которого ждала.
7. Анна все еще спала, когда я зашла за ней утром. Оказалось, что она совсем забыла о
том, что мы с ней договорились встретиться. Она вечно все забывала и путала!
8. Я уже выбрала платье и собиралась заплатить за него, когда обнаружила, что у меня в
кошелке нет денег.
9. Несмотря на то, что Люси добросовестно готовилась к экзамену целый месяц и
прочитала всю необходимую литературу, она его провалила. Она сказала, что ей просто
не повезло.
10. Мария сказала, что впервые летит самолетом.

Future Revision
V. Supply a suitable present or future tense of the given verb
1. You will have no difficulty recognizing Mark. He (wear) a purple silk shirt.
2. If you are tired, I (cook) myself.
3. Don’t call me at five. I (have) classes.
4. They (give) the job to the first person who (come) through this door.
5. I hope Tom (repair) my computer by 6 o’clock and I (be able) to continue my work.
6. He knows that the girls (gossip) all evening and he (be bored).
7. I don’t know when our boss (return) to the office, but as soon as he (do), he (sign) the
application.
8. All the ladies (wear) cocktail dresses and diamond necklaces at the reception.
9. If Mike (not write) his report by Monday, he (have) problems with his teacher.
10. While you (shop), I (do) the laundry.

VI. Translate from Russian into English

1. Ты будешь дома, если я приду часов в пять? – Да, я уже вернусь с учебы и буду готовить
ужин.
2. Она не поверит тебе до тех пор, пока ты не предъявишь ей документы.
3. Весь следующий год Катя будет учиться в Англии.
4. Я надеюсь, что вы сегодня сообщите мне о своем решении. Я буду ждать вашего звонка.
5. Никто не знает, когда он получит водительские права. Если он не будет готовиться к
экзамену должным образом, то снова его провалит.
6. Они починят Вам компьютер к среде, при условии, что вы заплатите дополнительную
сумму.
7. Я не знаю, когда мы закончим ремонт. Но, как только все буде готово, мы въедем.
8. Студенты повторят всю грамматику к концу учебного года.
9. Если ты купишь сыну новый компьютер, он будет играть в игры весь день и забудет о
своей учебе.
10. Вам потребуется около двух часов, чтобы установить эту программу. Но как только вы
ее установите, компьютер будет работать намного быстрее.

40
Flipped Activities (homework)
I. Watch the video How to Study Smart: 10 Advanced STANFORD Study Tips and discuss
with a partner what study tips are the most beneficial for you.

II. Exams and tests are very important for every student. Match the explanations (from 1 to
11) to the advice (a-k).

How to Do Well in Tests and Exams

1. Think about your answers.
2. Revise properly.
3. Continue to take multiple practice tests
4. Study in sections.
5. Make sure to review your test results patiently
6. Stay calm.
7. Look at where you went wrong in the practice tests.
8. Listen to what the teacher is saying.
9. Don't listen to what others say after the exam or test.
10. Deactivate your social media while revising.
11. Eat and sleep well.

a) This means setting up a revision timetable up to days, weeks or even months before the exam
or test. The amount of revision time needed will depend on how big the exam or test is. You should
revise the main topics for at least 20 minutes a day the week before the exam.
b) He or she might make it very clear what to expect in the test.
c) A good way to revise is to make a knowledge organizer with the topics that you need on it. If
you have learning outcomes, then try to make sure that you know all of them.
d) Focus most on revising those sections.
e) Make sure it is the right answer. If you are not sure of an answer, skip it and come back to it.
Chances are it might be addressed in a different question, so keep your eyes open for more clues
on the same topic as you complete the rest of the test.
f) Do this regularly, until your actual exam or test.
g) This will help you to see what you got right, and where you were incorrect, to help you to
improve. Do this when in a calm state so silly mistakes can be fixed. Also, try and always be
motivated as it will help you do better.
h) While preparing for your test, consider turning off your phone and staying off of social media.
You can even temporarily deactivate your social media accounts if you struggle to stop checking
them.
i) If you think what you have written is right, do not stress if others wrote something else. Get on
with your next sets of revisions, knowing that you did your best. Only your actual test results will
confirm how well you have done.

41
j) Just like preparing for a big game, you need to sleep and eat well to fully prepare for an upcoming
test. If you are too tired, then you will forget everything you studied and if you don't eat well your
brain will not operate smoothly.
k) Try to relax and take a couple of deep breaths, if necessary. This can help you keep your stress
level under control if you struggle with test taking anxiety.
II. Answer the questions:
1. Do you follow these recommendations?
2. Is it difficult for you to follow any pieces of advice? Why?
3. Do you want to add your own advice?

III. Categorize the advice according to the following stages: Studying beforehand or Taking an
exam/ test.

Workshop 1 TED
A Commencement Address by Steve Jobs
Drawing from some of the most pivotal points in his life, Steve Jobs,
chief executive officer and co-founder of Apple Computer and of Pixar
Animation Studios, urged graduates to pursue their dreams and see
the opportunities in life's setbacks-- including death itself-- at Stanford
University's 114th Commencement on Sunday in Stanford Stadium.

I. Before you watch

Do you know what a commencement speech / address is?
Who is it usually given to? Who is a commencement speaker?
II. When you watch
Watch the video Steve Jobs' 2005 Stanford Commencement Address and answer the questions:
1. What school did Steve Jobs drop out of?
2. Why was dropping out a good decision for Steve Jobs?
3. How did he buy food?
4. What inspired Steve Jobs to create different fonts for the Mac?
5. What did Steve Jobs do after he was fired from Apple?
6. What does he tell the graduates not to do?
7. What does Steve Jobs say is the most important in life?
III. After you watch
Discuss the questions with a partner.
1. What do the words "Stay hungry; stay foolish" mean to you? How might that motto change
your perspective?
2. Do you find it hard to follow your intuition when others disagree? Why or why not?
3. What would you do if you had no barriers in front of you? What would your heart tell you
to do next?
4. Is there such a tradition in your country? If not, do you think there should be? Why?

42
 Unit 2. Many shades of relations
“Find joy in everything you choose to do. Every job, relationship, home...
it’s your responsibility to love it, or change it.”
– Chuck Palahniuk

Lead-in
I. Discuss the quotes. Do you agree or disagree with the opinions? Give reasons for your
ideas. Which quote do you like the most?

“Indifference and neglect often do much more damage than outright

dislike.”
– J.K. Rowling, Harry Potter and the Order of the Phoenix

“The most painful thing is losing yourself in the process of loving someone
too much, and forgetting that you are special too.”
– Ernest Hemingway, Men Without Women

“We know from daily life that we exist for other people first of all, for whose
smiles and well-being our own happiness depends.”
– Albert Einstein

“You can’t stay in your corner of the Forest waiting for others to come to
you. You have to go to them sometimes.”
– Alan Milne

43
 “Yet, taught by time, my heart has learned to glow for other's good, and
melt at other's woe.”
– Homer

“Peace is not absence of conflict, it is the ability to handle conflict by

peaceful means.”
– Ronald Reagan

“Assumptions are the termites of relationships.”

– Henry Winkler

“You cannot teach a man anything; you can only help him discover it in
himself.”
– Galileo

II. a. List your people in each of these categories. Choose anybody and describe him/her.

My big list of relationships

Immediate family School friends

44
 University friends
Extended family

Other important adults

b. Describe yourself in 3 words (nouns/adjectives/metaphors)

c. Brainstorm in mini groups:

- What makes any type of relationship work?
- Present your recipe of successful relationships.

d. Choose the question and ask any groupmate.

1) What is your favorite family/friend/couple tradition?
2) What is the nicest thing anyone has ever said to you?
3) What do you want to achieve in your life?
4) How would you describe your perfect day?
5) What is your happiest childhood memory?
6) What was the best advice anyone has ever given to you?
7) If you could change one thing about yourself, what would it be?

III. There are different human relationships: family, business, romantic love, friendship
and self-image. Choose any doodle (drawing) and guess its meaning.

A B

45
C D E

F G

https://www.dreamstime.com/

IV. Look at the English sayings about relationships. What do they mean? Do you have
similar sayings in the Russian language?

1. Every family has a skeleton in the cupboard.

2. Absence makes the heart grow fonder.
3. A friend’s eye is a good mirror.
4. Love and hate are blood relations.
5. Like father, like son.
6. Everybody’s business is nobody’s business.
7. Lend your money and lose your friend.

V. Write “H” if you think the phrase describes a healthy relationship, and “U” if you think
it describes an unhealthy relationship.

Healthy vs unhealthy (toxic) relationships

----- Your partner can demonstrate a lack of respect by name calling, criticizing, making fun of
your thoughts or look.
-----You discuss things with each other, allow differences of opinion, and compromise equally.
----- You feel stifled, trapped and stagnant.
-----You respect each other’s need for privacy.
----- Your partner gets jealous whenever you are talking to other people.
-----Your partner becomes upset whenever you say “no”.
-----Your partner calls/texts you multiple times a day and gets upset if you don’t respond.
-----Your partner is supportive of your goals.
-----Your partner tries to control every aspect of your life.
-----You are trying to change your partner.

46
VI. Work in pairs. Effective boundaries keep your relationships strong and healthy. When
boundaries are clearly communicated your partner understands your expectations. Do you
know how to set healthy boundaries in relationships? Give your examples.

https://www.troab.com/psychological-boundaries-help-safeguarding-mental-physical-health/3/

VII. Work in pairs. Discuss the given questions (preferably within 2 min.) Add other factors
to those provided in the diagrams.

a. Look at the diagram. Talk to each other about how much young people care about these
issues.
How much are
romantic young people
friendship
relationships interested in these
issues?

education world problems careers

b. Look at the diagram. Talk to each other about how much these events can change a
person’s life?

How much can these

circumstances
starting a new job getting married
change a person’s
life?

going to university moving abroad breaking up with

someone

47
c. Look at the diagram. Talk to each other about the hardships someone may face when
talking to these people.

What difficulties
might you have
close friends peers
talking to these
people?

foreigners family members top managers

VIII. Discuss the questions in small groups.

Friendship is the most important relationship. Do you agree? Why? Why not? What do you do
when you have a misunderstanding with your friend? What causes can destroy friendship? What
is the longest friendship that you have had? Do you believe that there is an end to a true friendship?
Has the growth of social media influenced people’s relations? In what way? How did the pandemic
affect personal relationships?

Reading 1
I. Pre-reading tasks:
a. Study the word cloud and think
about one or two words that you
would like to add. Discuss the key
idea with your groupmates.

b. Create a similar word cloud for

the concept STUDENT.

II. a. Read the article «Why Teacher-Student Relationships Matter» and answer the
questions:
1. Do teacher-student relationships matter?
2. What are the two teacher-training programmes described in the article?
3. In what way can teacher quality be supported?
Pay special attention to the words in italics (what part of speech are they?). Explain the
meaning of the expression «to go totally off the rails». In what situations can it be used?
Think about one example of your own. What does K-12 mean?

Why Teacher-Student Relationships Matter

Students spend more than 1,000 hours with their teacher in a typical school year. That’s
enough time to build a relationship that could ignite a student’s lifetime love of learning—and it’s
enough time for the dynamic to go totally off the rails.

48
 Education watchers have long known that the relationship with a teacher can be critically
important to how well students learn. But emerging research is giving a clearer picture than ever
of how teachers can build and leverage strong relationships with their students.
“People sometimes mistake a kind of casual familiarity and friendliness for the promotion
of really deep relationships that are about a child’s potential, their interests, their strengths, and
weaknesses,” said Mary Helen Immordino-Yang, a cognitive neuroscientist at the University of
Southern California who studies the effects of emotions and mindsets on learning.
“A lot of teachers ... have really strong abilities to engage socially with the students, but then
it’s not enough,” she said. “You have to go much deeper than that and actually start to engage with
students around their curiosity, their interests, their habits of mind through understanding and
approaching material to really be an effective teacher.”
In a forthcoming longitudinal study with Bank Street College of Education, Immordino-
Yang is tracking how the highly effective teachers of low-income students set classroom norms
and feelings of trust and safety for students—but also leverage that foundation to promote students’
deeper thinking and engagement.
Why are teacher-student relationships important?
“The relational part of teaching may very well be its most underrated aspect. ... When
teachers are good at building relationships with students, the skill is seen more as cover for a lack
of content knowledge or wherewithal to instruct with rigor,” James Ford, the 2015 North Carolina
State Teacher of the Year and the program director for the Public School Forum of North Carolina,
told Education Week. To the contrary, he added, “Our first job as teachers is to make sure that we
learn our students, that we connect with them on a real level, showing respect for their culture and
affirming their worthiness to receive the best education possible.”
A Review of Educational Research analysis of 46 studies found that strong teacher-student
relationships were associated in both the short- and long-term with improvements on practically
every measure schools care about: higher student academic engagement, attendance, grades, fewer
disruptive behaviors and suspensions, and lower school dropout rates. Those effects were strong
even after controlling for differences in students’ individual, family, and school backgrounds.
Teachers benefit, too. A study in the European Journal of Psychology of Education found
that a teacher’s relationship with students was the best predictor of how much the teacher
experienced joy versus anxiety in class.
How does a teacher’s approach affect that relationship?
In a 2018 study, Arizona State University researcher Victoria Theisen-Homer found
different teacher-training programs prioritized different kinds of relationships with students:
 An instrumental focus involved a limited, one-way relationship in which teachers cull bits
of information about students specifically to motivate them to behave well and focus on teacher-
directed tasks. The relationships “were structured as a controlled means to a particular end: student
compliance,” she found. “Students learned that their value was tied to the degree to which they
worked hard and behaved in line with what mostly white authority figures demanded.”
 A reciprocal focus required teachers to gather complex information and develop a holistic
understanding of their students, inviting the students to grapple with content and problems
together. “These students not only learned to think for themselves, but also had adults who
affirmed and responded to their thoughts and experiences. Such interactions prepared them to
engage with authority figures, and to someday hold positions of authority themselves,” Theisen-
Homer said.
The study also found in an analysis of two of these programs that teachers trained in the
instrumental focus were more likely to go on to teach in low-income, high-minority schools, while
those trained in reciprocal relationships ended up in schools with more high-income and white
students. It was not clear why teachers ended up sorting in this way, but it raised concerns about

49
differences in the kinds of relationships high- and low-income students might experience with
teachers.
“Sometimes teachers don’t understand the importance that their relationship with each
student has on that student’s identity and sense of belonging,” said Vicki Nishioka, a senior
researcher with Education Northwest who studies teacher-student relationships. “What gets in the
way of that is a more authoritarian kind of discipline and interaction approach with students, which
really doesn’t work.”
For example, a 2016 study randomly assigned teachers to increase their positive interactions
with students. Students of teachers who boosted their ratio to five positive comments and
interactions for every negative one had significantly less disruptive behavior and more time on
task academically than the students of a control group of teachers.
How can relationships with students support teacher quality?
While student feedback is often incorporated into teacher evaluations in higher education, it
is rarely a direct part of K-12 teacher evaluations. But that doesn’t mean districts can’t use student
feedback to improve teaching practice, and in particular, such feedback can be used to help
teachers build deeper relationships with students.
For example, the High Tech High Media Arts charter school in San Diego trains students
using a six-week course to act as observers. The students met regularly with the teacher to give
feedback about their communication skills and engagement in the classroom, and to brainstorm
better ways to reach out to students. Teachers and administrators found that going through the
training gave students better understanding of the teachers’ roles. School staff members said that
teachers also “developed deeper relationships with students, interacted with students in a more
positive way during class, communicated information about projects and assignments to students
more clearly, generated better questions to stimulate student dialogue during Socratic seminars,
and created more collaborative learning environments for students.”
(By Sarah D. Sparks; https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03)

b. After reading the text, look through the following sentences and mark them as True, False
or Not stated:
1. Students spend an enormous amount of time with their teachers. _____________
2. The relationship with a teacher can be crucial for the student’s future development according
to the education watchers. ________________
3. Being an effective teacher means engaging socially with the students. ___________
4. In his interview James Ford told Education Week that the skill of building a good trustworthy
relationship with students is seen more as a cover for a lack of content knowledge or
wherewithal to instruct with rigor. _____________
5. There are clear differences in the kinds of relationships high- and low-income student may
experience with teachers. ___________
6. Whether a teacher was trained in the instrumental focus or reciprocal focus doesn’t determine
the school they are going to teach in. ____________
7. The students’ feedback is a key to improving teaching practice both in higher education and
secondary schools. __________
c. Reflect upon your own attitude towards teachers. What roles do students and teachers have?
Have these roles changed through time?
III. Watch the video Time Is But a Stubborn illusion and describe the relations between
students and a professor portrayed there.
Do you see the difference in the way professors address the audience? Does this difference affect
the outcome? Where would you feel more comfortable and why? Share your ideas with the group.

50
Vocabulary Focus
I. Study the nouns and word combinations (p. 180) and divide them into groups. Discuss
the result of your work with a partner. Add your own words into each category.
II. Answer the following questions about marriage in your country. Compare your answers
with a partner (if possible, from a different culture). Are there many differences between
your answers?
1. At what age do most women get married? And men?
2. How do most people meet their future husbands / wives?
a. through the family
b. at parties, clubs, etc.
c. at work or university, etc.
3. Do parents have to approve the choice of a partner?
4. Do parents ever choose partners for their sons/daughters?
5. Do people get engaged? If so, how long do engagements last?
6. How long do weddings last?
7. Are there any interesting features of marriage in your country?

III. Use a dictionary to help you answer the following questions.

1. What differences in meaning and use are there between these words?
a. wedding and marriage
b. bride and wife; bridegroom and husband
c. to marry, to get married, and to be married
d. bachelor, single, unmarried and unattached
2. What do the words below mean?
bridesmaid, best man, reception, honeymoon
3. Which of the following words can be used with wedding to form a compound noun like
wedding ceremony?
dress, church, present, family, guests
IV. Retell the letter explaining the bolded phrases in your own words. Add the new phrases
to your vocabulary.
185 Beverley Hills,
Hollywood,
Nr. Los Angeles,
California

13th July 2015

Dear Fiona,
Thanks for all your news. Things are very much
as normal here. Harry and I have split up – we both felt
we had enough of each other. He's dating a girl who
was going steady with Paul when you were here – I
think they are quite serious – and I'm seeing a film producer called Harvey who's waiting for his
divorce to come through. We're more than "just good friends" but I don't know how long it will
last. My late husband's former mistress is marrying his first wife's third husband on Saturday.
In fact, it's going to be a double wedding because her second son by her first marriage is getting
married to the girl he's been sharing a flat with for the past six months. You remember? That's
her half-brother's ex-fiancée, the one who was going out with Jason back in January.

51
 Anyway, how are you? Still the ideal couple over there in Eastbourne, are you? Do I hear
wedding bells?
Lots of love for now,
Mandy.

V. a. Try this little brain-teaser. Each of the fourteen people below is married to one of the
others. From the information you are given, find out who is married to whom. Note there
are three generations here.

Alan is Caroline's nephew and Larry's cousin.

Barbara is Larry's mother and Maggie's sister-in-law.
Caroline is Edward's daughter and Maggie's sister-in-law.
David is Gordon's brother-in-law and Alan's uncle.
Edward is Ingrid's grandfather and Maggie's father-in-law.
Fanny is Caroline's mother and Alan's grandmother.
Gordon is Helen's son-in-law and Nigel's brother-in-law.
Helen is Barbara's mother-in-law and Larry's grandmother.
Ingrid is Gordon's niece and David's daughter-in-law.
John is David's father and Gordon's father-in-law.
Karen is Gordon's daughter-in-law and Maggie's daughter-in-law.
Larry is John's grandson and David's son.
Maggie is Larry's aunt and Fanny's daughter-in-law.
Nigel is Ingrid's father and Fanny's son-in-law.
b. Add new words to your vocabulary. Draw your family tree and tell a partner about your
family.
VI. a. Study the adjectives and word combinations which often describe personal
characteristics and states people are in (p. 182).
Note that many English adjectives end in -ing or -ed. Below you’ll see a list of common -ing / -ed
adjectives. Such adjectives are often confused. Remember that adjectives that end in -ed generally
describe emotions – they tell us how people feel, and adjectives that end in -ing generally describe
the thing that causes the emotion, e.g. A boring lesson makes you feel bored.
boring - bored shocking - shocked
interesting - interested confusing - confused
exciting - excited annoying - annoyed
fascinating - fascinated worrying - worried
surprising - surprised disappointing - disappointed
amazing - amazed depressing - depressed
satisfying - satisfied frightening - frightened
amusing - amused terrifying – terrified

b. Choose the correct adjective.

1. My nephew was amusing / amused by the clown.
2. It’s so frustrating / frustrated! No matter how much I study I can’t seem to remember this
vocabulary.
3. This lesson is so boring / bored!
4. I’m feeling depressed / depressing, so I’m going to go home, eat some chocolate, and go to
bed early with a good book.
5. I thought her new idea was absolutely fascinated / fascinating.
6. This maths problem is so confusing / confused. Can you help me?

52
7. The teacher was really amusing / amused so the lesson passed quickly.
8. The journey was exhausting / exhausted! Twelve hours by bus.
9. The plane began to move in a rather alarming / alarmed way.
10. He was frightening / frightened when he saw the spider.
11. I was really embarrassing / embarrassed when I fell over in the street.
12. That film was so depressing / depressed! There was no happy ending for any of the characters.
13. I’m sorry, I can’t come tonight. I’m completely exhausting / exhausted.
14. We are going in a helicopter? How exciting / excited!
15. Don’t show my baby photos to people, Mum! It’s so embarrassing /embarrassed!
16. It’s okay, it’s only me. Don’t be alarming / alarmed.
17. My sister is so exciting / excited because she is going on holiday tomorrow.
18. I hate long flights, I’m always really boring / bored.
19. She looked very confusing / confused when I told her we had to change the plan.
20. John was fascinated / fascinating by Mandarin when he first started learning languages. He
decided to study more and now he can speak it fluently.
c. Solve the double puzzle! Guess the adjectives from the list above and get a smart quotation
from a famous person. Do you agree with the idea?

53
VII. Study the verbs and word combinations used to describe and discuss relationships
between people (p. 183) and add the new ones to your vocabulary.

VIII. Discuss the following questions with a partner.

1. How many close friends should a person have?
2. What qualities do you look for in a
friend?
3. How do you know if someone is a
close friend?
4. What is the best way to meet new
friends?
5. How does friendship benefit people?
6. Did you have a best friend at school?
Why did you like them?
7. Should we try and keep in touch with
old school friends? Do you do this?
8. Has social media allowed us to make more friends?
9. Are long-distance friendships through social media really possible?
10. Should a husband and wife be best friends?
11. Can a married man and a married woman become close friends?
12. Is it possible to have close friends who are much older or younger?
13. If a close friend commits a minor crime, should you tell the police?
14. Is it possible to be friends with someone who committed a serious crime?
15. Can people with very different interests be friends?
16. Is it possible to be friends with someone from a totally different culture?
17. Can a person be happy and well-adjusted without any friends?
18. Are there any differences between male and female friendships?
19. Is it possible to make new friends when you are very old?
20. Can a boss be friends with his or her employees?
21. If you were a boss, would you give jobs to your friends?

IX. Match the two halves of the proverbs about friends.

1. A dog is a) easier made than kept.
2. A friend to all b) man’s best friend.
3. A man is known c) sticks closer than a brother.
4. There is a friend who d) is a friend indeed.
5. False friends are e) is a friend to none.
6. A friend at hand is better f) worse than open enemies.
7. A friend in need g) by his friends.
8. Friendship is like money, h) than a relative at a distance.

X. Guess the meaning of the idioms in the box. Fill in the gaps with a suitable idiom in the
correct form.
a) Blood is thicker than water e) Head over heels
b) Fair-weather friend f) Blind date
c) You can't please everyone g) Bad blood
d) The honeymoon is over h) Build bridges

54
1) Mary is ___________ for him, but unfortunately she doesn't think he feels the same way about
her.
2) There's no _________ between them now. They hadn't spoken for weeks but they made up last
Wednesday.
3) We think you should try to ________ between Ann and John, we are sick of them fighting.
4) Don't be upset if he doesn't understand you, Sophie. ________.
5) Bob is one of those people who is only around when everything is fine. He's a __________.
6) My sister is going on a __________. She is so nervous! What if she is not attracted to him?
7) Their relationship has gotten much harder since they had children. I think ____________.
8) I know you're angry with your sister. But remember, ___________.

XI. Translate into Russian.

1. The comedian, 68, has been married to film producer, 66, since 1988 and revealed they often
spend periods of time away from each other, insisting it can be 'healthy for relationships to
have your own space'.
2. It’s impossible to keep up with every single friend you’ve ever had, especially as you add
new relationships when your life circumstances change.
3. Splitting up from a partner is always hard, especially if children are caught up in the process.
4. Facing challenges together with parents, such as moving out of the family home, can give
children the tools to become a resilient adult who can handle things in future.
5. Dating apps were popular before the pandemic, but forced isolation caused them to boom.
Although these apps have helped many people connect with other singles for years, some
daters have raised alarm bells about the environment they breed.
6. People who have already settled down are not immune to the pandemic’s romance impact.
7. At the University of Massachusetts Amherst, social psychologist Paula Pietromonaco has been
examining what makes some couples bond more even more despite the stresses of the crisis,
while others are pushed apart.
8. The love letters that women wrote to him he read out to Julia with a chuckle, and when they
sent him flowers, he immediately gave them to her. Although she knew he took these attentions
so lightly she could not help feeling angry and jealous.
9. Her heart beat with delight. The prospect of spending a whole week with Michael was
enchanting.
10. I wonder if I dare tell him I'm absolutely sick with love for him.
11. They decided to keep their engagement to themselves, and Julia told no one about it but
Jimmie Langton, two or three girls in the company and her dresser.
12. Julia remembered how insanely jealous she had been of their friendship.
13. The spiritual conflicts of adolescence can be very severe and one can do so little to resolve
them.
14. When she came to the conclusion, quite definitely now, that she no longer cared two straws
for him she could not help feeling a great pity for him. She stroked his cheek gently.
15. Michael thought that Julia had played this trick on account of the rather violent flirtation he
had been having with Avice, and though, of course, it was hard luck on Avice he could not
help being a trifle flattered.
16. "What is love beside steak and onions?" she asked. It was enchanting to be alone and allow
her mind to wander. She thought once more of Tom and spiritually shrugged a humorous
shoulder. "It was an amusing experience."

55
17. She felt a sudden wave of friendliness for that immense anonymous public, who had being
only to give her opportunity to express herself.
18. A 23-year-old New Yorker has gone viral with her push to help people across the country
make new friends after hers were cruelly exposed excluding her on TikTok.
19. As for the so-called friends who intentionally hosted a party without her, Meizz said she doesn't
associate with them any longer.
20. As we now pass the one-year mark of virtual work, the shaky foundation of many company
cultures is cracking to reveal a lack of trust among remote managers and employees.
21. Without in-person interactions to bolster our professional relationships, there’s more room
to make negative – often unfounded – assumptions about our colleagues’ behaviours.
22. Before the pandemic, the seeds of trust were often planted at work without us even realising it
– a greeting in the elevator, post-meeting small talk, complimenting a colleague’s haircut.
23. The professional matchmaker, from Perth, said the coronavirus pandemic has thrown many
singles looking for a relationship a curveball.
24. Successful relationships blossom from compatibility, caring and shared values, not superficial
ego-driven desires.
25. Put someone's personality ahead of their looks when you're looking to date them.
26. Activity-based dates like bike riding, hiking, a walk on the beach, picnic in the hills, a stroll
around the zoo, wine tasting, boating or canoeing will all help you to stay present, find common
ground and enjoy each other's company.
27. Meet strangers in public busy places for a first date.
28. Some psychologists say, married couples who don’t have any conflict are often the
ones who end in divorce.
29. It’s very common that people find themselves in long-term relationships feeling
lonely.
30. One reason for feeling lonely could be that your relationship is not working as well as
it once did.
31. This sense of loneliness can often take place when a couple has lost their emotional
connection.
32. Comparing your relationship to ones you see on social media can generate a sense of
loneliness.
33. My last separation was a little over two years ago. We were together for just over a year,
things were getting more real and serious and the possibility of marriage was on the table.
34. Love was definitely in the air, a kind of love that robed us blind to the realities that were ahead
of us and kept us both fascinated about the dream of having a long life together.
35. When things ended my heart was shattered.
36. When our life takes a turn from being in a relationship to being single, it is really difficult,
not only because of the pain of a broken heart but also because of the many rituals, habits and
norms that we once shared with the other.
37. People who have a good friend in the workplace are more likely to be happy.
38. Good work relationships also give you freedom. Instead of spending time and energy dealing
with negative relationships, you can, instead, focus on opportunities – from winning new
business to focusing on personal development.
39. A good work relationship requires trust, respect, self-awareness, inclusion, and open
communication.
40. Although you should try to build and maintain good working relationships with everyone,
some deserve extra attention. Like the relationship between a boss and employee.

56
XII.Translate into English.
1) Ты до сих пор испытываешь сильные чувства к этому загадочному человеку?
2) Потому что это неприемлемо – позволять нашим рабочим отношениям становиться
личными.
3) Брак Питера с Барбарой закончился разводом через семь лет.
4) Он верит в существование второй половинки.
5) Мы поговорили, и я поняла, что у нас очень много общего.
6) Ситуация достигла критической точки из-за разногласий между ними.
7) Генри - ненадежный друг, и я никогда не могу положиться на него, когда у меня
возникают проблемы.
8) Это относительно недорогой тип шоколада, который дарят коллегам по работе,
обычным знакомым и другим людям, к которым нет романтических чувств.
9) То, что он бросил тебя, не значит, что меня он тоже бросит.
10) Сегодня у нее было очередное провальное свидание вслепую.
11) Это был просто предлог, чтобы флиртовать с его дочерью.
12) В моей жизни были только одни отношения, которые я могу назвать романом.
13) Трудно сказать точно, в какой момент ты влюбляешься в кого-нибудь.
14) Джейн воспитывалась патронатными семьями и дальними родственниками.
15) Это будет кто-то близкий Майку, но не ближайший родственник... кузен, друг
детства, бывшая девушка.

Listening and Watching Comprehension & Speaking

I. a. Before you watch, think about a definition of the term «human relations». Brainstorm
for «one-word definitions», write them down, discuss with your groupmates and choose the best
options.
b. Watch the video Understanding Human Relations and answer the questions:
1. What are some of the myths about human relations?
Why are these ideas considered to be myths?
2. What is ‘human relations’ according to the author?
Compare the author’s idea with your own suggestions.
3. What are the three levels of behavior?
4. How are human relations and performance
connected?
5. How has the understanding of human relations
changed over time? (Frederick Taylor  Elton Mayo
 William Ouchi)

II. a. Watch the video Can animals have friendships with humans (up to 08:36) and think
about the role of animals in our lives. Are animals our valuable companions? Or maybe they
have a therapeutic role? Can interactions with animals improve our physical, social, and emotional
health? Do pets become our friends or even family members?
Based on the ideas from the documentary, answer the questions:
 What lies at the heart of this surprising human-animal relationship?
 How are such relations formed?
 Who is Aggie? How does Mark describe her character?

57
  How does Aggie see Mark?
 What makes the bond closer?
 What is Mark’s main occupation?
 How do you feel about such relationships?

b. Watch the whole documentary film Can animals have friendships with humans and
answer the questions below.
1. What are the unusual relationships described
in the documentary?
2. What relationship is the most surprising for
you? Why?
3. Study the comments left to the documentary
on youtube.com, choose a comment to agree
and disagree with.
4. Do you have any real-life examples?

c. Make a summary of the video in the form of a plan. Prepare for the chain-retelling in class.
d. To what extent do you agree with the quotation of Paul Oxton: “True compassion is showing
kindness towards animals, without expecting anything in return”?

Reading 2
I. You are going to read an article written by a Guardian columnist Gaby Hinsliff about
contemporary friendship in Great Britain. Four paragraphs have been removed from the
article. Choose from the paragraphs A-D the one which fits each gap (1-4).

Are friendships really being destroyed by Britain’s divided politics?

When I think of my old friend and the gulf between us, I realise these relationships are
about more than our beliefs.
I have a friend – let’s call her Zoe, although it’s not her name – with whom I increasingly
disagree about most things.

Are friendships like this dying? This week Frank Luntz, the US pollster (and old university
friend of Boris Johnson) newly installed at the Centre for Policy Studies thinktank, grabbed
headlines with an argument that Britons are “writing each other off and out of our lives” as
relationships crack under the strain of ideological divides. His research found half of under-30s
and a third of over-30s have stopped talking to someone for voicing a political opinion, prompting
some hand-wringing about cancel culture and whether younger people are now too censorious to
tolerate differences of opinion. (The over-50s were significantly less likely to have had such a
falling out, although maybe they just did their social culling decades ago and now move in smaller
but more like-minded circles).

58
 2

Respondents weren’t asked about friendships specifically, but whether they’d ever stopped
talking to someone in real life or online. Does muting some aggressive stranger on Twitter count?
Because that’s not cancelling, it’s self-preservation, like escaping a belligerent drunk at a party.
What about avoiding your once beloved uncle on Facebook, because he’s become a diehard anti-
vaxxer and nobody can face another argument about Bill Gates, yet still considering him your
beloved uncle because … well, he is? Sometimes keeping a distance can be a form of tolerance, a
way of stretching the elastic rather than snapping it: put off a final rupture for long enough and
maybe they’ll return to their senses first. But above all, the figures feel meaningless without
knowing how many people have stopped talking to someone for reasons that had nothing to do
with politics.

This has been a testing year for friendships. Tensions that could once have been defused
over a couple of beers festered through the physical separation of lockdown; paranoia crept all too
easily into the reading of hastily dashed-off WhatsApps, while social media skirmishes have
loomed larger among those sitting around with nothing else to do. Covid itself has driven new
wedges between cautious rule-takers and friends more willing to take chances, now that all social
invites must be weighed not just against the cap on numbers but against everyone’s varying
appetites for risk, and what some might quite literally be bringing to the party as a result. But being
starved of company has perhaps also forced many people to think harder about exactly what and
whom they miss.

A Old friendships are the thread connecting us with a younger self or a past that isn’t wholly
lost so long as someone else remembers it, which is why severing them can feel like losing a limb.
And that’s why I have not given up on my friend. I just keep biding my time, hoping vaguely that
something will change, that one day the friendship can be properly resuscitated, as if it had been
a critically ill patient put into a coma for its own good. Perhaps the pessimists are right, and we
really are becoming a nation divided, ideological differences pushing us ever further apart. But my
hunch is that we’re at least as often a nation trying and failing and trying again to bridge the gap,
both sides constantly resolving to make the phone call, hanging back only because nobody knows
quite where to start.

B But while a recent Ipsos Mori study did find evidence that progressives were less tolerant
than rightwingers of political differences within their friendships – people who support Black
Lives Matter or trans rights were less likely to say they could be friends with someone who didn’t
than vice versa, and remainers less likely than leavers – the doom feels strangely overdone, and in
danger of normalising something that still isn’t actually the norm.

C We are at odds over lockdown, over Brexit, and I daren’t even ask about more incendiary
matters. But I like her, all the same. We have known each other for almost 30 years, had children
at the same exhausted time, and soldiered through similar professional trenches with hideous
bosses and groping colleagues and all the obstacles that litter women’s careers, propping each

59
other up along the way. We were always chalk and cheese, but she’s funny and clever and I still
constantly remind myself of one characteristically blunt but useful piece of advice she gave me.
Yet striving to remain friends can sometimes feel like yearning for something that isn’t going to
come back.

D Something said in the heat of the moment that can’t be taken back; a new partner nobody
else can stand; a flatshare that went sour or, worst of all, a mysterious, unexplained ghosting. And
then there are the painful endings caused by lives going in different directions. You had children
while they burned through cycle after cycle of failed IVF, or perhaps their career went stratospheric
while yours stalled. But Luntz’s research also stopped short of surely the most interesting question,
which is how many of those who have stopped talking to someone now regret it, or want to patch
things up but don’t know how. Sometimes this kind of lost friendship can feel like a bereavement,
more painful than any relationship breakup. Romance may come and go, but friends are meant to
last for ever, which makes it all the more distressing when suddenly they become estranged.

(By Gaby Hinsliff; https://www.theguardian.com/commentisfree/2021/jul/09/friendships-divided-politics-

relationships)

II. Find the words and word combinations in the text (among those given in italics) for the
following definitions.

1. to disagree with someone

2. likely to cause anger or violence
3. to continue to do something difficult or unpleasant
4. a place or situation where the most active or dangerous work takes place
5. to help, support
6. completely different from each other
7. direct and honest
8. to make a great effort to achieve something
9. to want something very much
10. someone who works for a company that prepares and asks questions to find out what people
think about a particular subject
11. a group of people with experience or knowledge in a particular subject, who work to produce
ideas and give advice
12. to be reported in many newspapers and on radio and television
13. always criticizing other people or ideas
14. a very bad event that cannot be avoided
15. to break with a sudden sharp noise, or to make sth do this
16. to not develop in a satisfactory way
17. to end an argument because you want to stay friends with someone
18. a situation when a close friend or relative dies
19. no longer feeling any connection with sth/sb that used to be important in your life
20. to get worse because the situation has not been dealt with
21. to seem important, worrying, and difficult to avoid
22. to do something that makes people disagree or start to dislike each other
23. to wait until the right moment to do sth
24. to be revived, become effective or successful again
25. a feeling that is not based on facts

60
III. Explain the meaning of the words and word combinations in yellow from the text.

IV. Work in pairs. Describe one of your closest friends to your partner. Speak about what
you like best about your best friend(s) and the ways your best friend has influenced your life
in a positive way. Ask and answer follow-up questions.

V. Discuss the questions in small groups.

How well do you work with people?
How important is it to get along with co-workers?
Is it a good idea to socialize with them outside work / university?
Traditionally, people have formed relationships with others in their immediate vicinity; within
their close circle of friends, the neighborhood, at school, the workplace, and so on. How has that
changed now with modern means of transport and communication?

Grammar Focus (p. 198)

Adjective

I. Put the adjectives in brackets in a comparative or superlative form.

1. My cat has been much (lively) since I added vitamins to her diet.
2. Come on. Ann isn’t any (slim) than you! She is a bit (thin).
3. Which of these two skills is (easy) to learn?
4. It is (late) news. I wonder if there will be any (far) information.
5. What do you think of (late) book by Rowling?
6. It’s (little) I can do for you, I am afraid.
7. This is (unbelievable) news I have ever heard.
8. They had (many and many) to talk about.
9. The speaker refused to study the issue (far and deep).
10. People spend (little) time on reading books. But they spend (much) time on watching TV.
11. Steven’s (late) novel came out after his death. It’s by far (sad) fact.
12. How long does it take you to get to (near) metro station?
13. Kate is (smart) of the two sisters.
14. This is (far) bank to our house, but it is (good). Take a taxi to get there.
15. No doubt, I’ll keep (sweet) memories of my school years. I’ll always look back to them as
(happy) and (enjoyable) period of my life.

II. Translate from Russian into English

1. Наша бабушка – старейший член нашей семьи.
2. Эта собака гораздо более дружелюбная, чем твоя. Но рычит гораздо громче.
3. Нам не предложили никаких дополнительных подробностей этого происшествия. К
сожалению, дальнейшие расследования не предполагаются.
4. Самый питательный фрукт – авокадо.
5. Из двух фильмов, которые я посмотрел за последнее время, этот – самый интересный.
6. Где Вы нашли ребенка? – Я нашел его в самом дальнем углу парка.
7. Музыкант исполнил свое последнее произведение.

61
8. Извините – самое трудное слово.
9. Мои родители – моя последняя надежда.
10. Последующие детали будут обсуждены на последнем заседании.
11. Он выглядит старше своих лет.
12. Из двух братьев Генри более умный.
13. Вы следуете последней моде?
14. Твоя машина, конечно, дорогая. Моя дешевле, но ничуть не хуже. Самое дорогое – не
значит самое лучшее.
15. Джейн – весьма серьезная девушка.

Types of comparisons

III. Put the words in brackets in the correct form to make a comparison.
1. The new stadium is (several times / large) the old one.
2. The (much) original a discovery, the (much) obvious it seems afterwards.
3. He can lift a box (three times / heavy).
4. I’ve got (same grade) Tom.
5. (Good) you study, (good) your results will be.
6. I am not going to marry a man who is (twice / old) I am.
7. Your mother looks (twice / young) your father.
8. (Little) she eats, (angry) she is.
9. Petrol is (several times / expensive) it was two years ago.
10. (Late) you come, (little) you will sleep.

IV. Translate from Russian into English.

1. Это платье в два раза дороже, и я думаю, чем дороже – тем лучше.
2. Чем интереснее книга, тем быстрее она читается.
3. Хотя нашей подруге столько же лет, сколько и всем нам, она самая талантливая из нас.
4. Когда мы встретимся? – Чем скорее, тем лучше.
5. Мой кусок торта в два раза меньше, чем твой.
6. Эти задания такие же трудные, как мы делали в прошлый раз.
7. Если вы хотите получить результат, вы должны работать как вол.
8. Мы не потратили на это задание так много времени, как и в прошлый раз.
9. На этот раз он заработал вполовину меньше денег.
10. У нас такое же количество вопросов к вам, как и у вас – к нам.

Adjective – adverb

V. Choose the correct item.

1. Don’t go up that ladder. It doesn’t look safe / safely.
2. He lives quite near / nearly. It’s near / nearly 50 minutes from my house.
3. We are tied close / closely. I hate it when people drive close / closely on the driveway.
4. I fell asleep short / shortly after the take-off.
5. Does our flight go direct / directly or is there a stop over?
6. Don’t push the windows wide / widely open to the June air.
7. I have spent near / nearly 20 thousand dollars on my vacation.

62
8. I hard / hardly know him.
9. We were lucky to get into a concert free / freely.
10. He lifted his son high / highly over his head.
11. Sorry I am deep / deeply ashamed of my behavior.
12. Now we can rest easy / easily. The situation is under control.
13. I am afraid you didn’t full / fully appreciate the situation.

VI. Translate from Russian into English

1. Ты почти не звонишь мне. Почему бы тебе не звонить мне чаще?
2. Его было трудно понять, потому что он говорил очень быстро.
3. Об этом преподавателе очень хорошо отзываются студенты.
4. Мы приехали поздно, поэтому не смогли встретиться.
5. На наш запрос он ответил тотчас же.
6. Если вы изучите это дело тщательно, вы дойдете прямо до истины.
7. Смотрите мне прямо в глаза и отвечайте на вопрос. Я вижу, что вы меня совсем не
понимаете.
8. Сразу после экзамена он поехал навестить друзей.
9. Обратитесь за поддержкой к широкой общественности, и я убеждена, что вас вскоре
поддержат.
10. Он почти вдвое старше меня.
11. Не смотри на меня широко раскрытыми глазами, как будто ничего не понимаешь.
12. Ваш рейс будет вскоре объявлен.
13. Признай свою вину открыто, и ты будешь чувствовать себя легче.
14. Английский, бесспорно, самый лучший язык в мире.

Noun

VII. Choose the correct item

1. Your advices are / advice is always welcome.
2. Ann is proud of her hair. It is / They are long and shiny.
3. This money belongs / belong to him.
4. Fruit was / fruits were cheap last summer.
5. There were / there was more and more bad news coming from Afghanistan.
6. We are looking for the police. Where are they / is it?
7. The evidence was / were against him.
8. Our office needs many / much equipment.
9. His last vacations have ended / vacation has ended.
10. I can’t find my pajamas. Do you know where it is / they are?
11. My friend inherited good look / looks from her mother.
12. His clothes was / were wet as he had been caught in the rain.
13. This scissor is / These scissors are very sharp.
14. Your trousers is / are too long.
15. Billiards was / were his hobby when he lived in Moscow.

VIII. Write the correct form of the verb.

1. The audience (burst) into applause after each performance.
2. My family (write) to me every month.

63
3. Five minutes (be) not enough to do this exercise.
4. Nobody could tell if there (be) fruit in the basket.
5. The goods (arrive) from Japan.
6. Our teenage son thinks there (be) a number of good reasons for staying up late.
7. Five pounds (be) quite a lot of money to lose.
8. The stairs (be) steep for me to climb.
9. There (be) a number of students studying French.
10. Their new furniture (look) very nice.
11. The staff (be) happy with the pay rise.
12. Her earnings (not be) high now.
13. The majority of students (need) financial support.
14. Half of the students in the class (be) from Vladivostok.
15. For me, bread with butter (be) a must for breakfast.

IX. Translate from Russian into English

1. Есть ли какие-нибудь свежие новости? – Да, есть несколько свежих новостей. –
Хорошие? Ну что же, я готов их услышать.
2. Родители всегда дают много хороших советов. Но дети не всегда прислушиваются к
ним.
3. Фрукты необходимы в любое время года, особенно зимой.
4. У полиции уже есть все необходимые сведения. Она уже готова передать их прессе.
5. Одежда Анны всегда опрятна. И она всегда кладет ее на место.
6. Ворота сломались. Я не могу закрыть их.
7. В коллекции этого художника есть несколько замечательных произведений.
8. Голубое пальто и красный шарф не сочетаются друг с другом.
9. Моя семья не уезжает на следующей неделе. Мы едем в разных направлениях.
10. Наша команда уже выиграла важный матч.
11. Зелень в салат просто необходима.
12. Домашняя птица гораздо полезнее мяса.
13. Все больше и больше молодых людей страдает от диабета.
14. Где мои солнечные очки? – Как всегда, ты потерял их.
15. Этот химический завод очень загрязняет воздух.

Effective Writing
“We must find time to stop and thank the people
who make a difference in our lives.”
– John F. Kennedy
How to Write a Thank-You Letter
There’s an art in writing a thank-you letter. Thank-you letter is considered to be the best
mode of communication for expressing your appreciation towards other people who have done
something special for you. It’s a meaningful way to express gratitude. It does not take much of
our time, but it will make the other person feel special and appreciated. It is usually written as a
standard business letter or personal letter and it is recommended that its length shouldn’t exceed
one page.

64
 The use of thank-you letters in business
- As an appreciation for a special consideration
that has been extended to a person or business
by another organization.
- As a way of appreciating a speaker who
presented during a board meeting.
- There are also customer appreciation letters
to thank them for their loyalty.
- As a way of thanking employees in business
for their performance.
- As a follow-up letter just after a job
interview or a job offer.
- To thank for a meeting, a recommendation,
an event, donation, etc.
https://templatelab.com/thank-you-letter/
The use of thank-you letters for personal
reasons
- To appreciate a company or organization for
the excellent customer service (hotel,
restaurant, shop).
- They can be used to thank friends or relatives.
- As a way of thanking service clubs or
agencies for their support to one’s family
members.
- Other many appreciatory gestures for
various social functions or situations.

Tips for Writing a Thank-You Letter

1. Send it as soon as possible. Write and send your note as soon as possible. Don’t delay in
sending your thanks.
2. Write clearly and concisely; this is no time to be longwinded or flowery.
3. Be positive but sincere. Express your gratitude, but don’t go overboard. Don’t lie and say you
loved everything if you didn’t really. Focus on the positives, but don’t lie.
4. Personalize your letter. If possible, address your letter to a specific person. Do not address
your thank-you letter just to the company or organization in general. Personalize each thank-you
letter you send. Include something personal or genuine.
5. Keep it brief. Thank-you notes should be short. Keep your note no longer than a couple of
concise paragraphs.
6. Make your letter stand out. Be creative. Create a headline if appropriate. Be specific and
include details from the event.
7. End the letter on a positive note. Closing depends on the type of thank-you letter. For
example, you may:
o Reaffirm your gratitude or restate the compliment.
o Suggest possible future action.
o Close with either an expression of thanks or an indication of your intention to
continue contact.
8. Proofread and edit. A thank-you note in the workplace must be professional. This means it
should be well written and error free. Proofread your letter carefully before sending it.
https://www.thebalancecareers.com/general-thank-you-letter-sample-2063961

I. Study a sample of a thank-you letter to a teacher.

What is its structure? What information does it include?

65
Dear Ms. Collins:
I know that you have not taught my class for the last three years but having heard that you are
now retiring, I cannot help but feel sad. The reason that I have so perfectly adjusted in Cameron
High School is because you were my introduction to it. I will miss seeing your familiar face around
campus.
Today, I am writing to let you know that I am very appreciative of how you mentored me since I
was in Cameron High School. I have looked up to you for as long as I can remember and it makes
my heart heavy to know that you will not be around anymore. My class recently wrote an essay on
Our Mentor and you can guess who I wrote about. I would like to thank you for all that you have
done for me personally and academically – not every teacher has a heart big enough to counsel
students who have a disturbed personal background like I did. I truly believe that it is because of
you that I am now able to make friends so easily and not hyperventilate at the thought of a new
academic concept!
As you spend the last few days at school, I would like to meet with you and say thank you in person.
I will miss you terribly and wish you a very happy retired life.
Faithfully yours,
Lily Davidson
Student, Grade 11
https://www.template.net/business/letters/thank-you-letter-example-template/

II. Read a sample of a thank-you letter about internship and complete the blanks with the
suitable words.
Dear Porter,
I am writing this letter to express my (1) …. for giving me this (2) ….to serve in your company as
an associate trainee in the Infrastructure and development department. In this duration of eight
months I was able (3) …. most valuable (4) ….about my desired profession and it gave me immense
insight for IT industry.
As in this duration, I have got the opportunity to work in various (5) ….and with various
experienced (6) …., I got to learn plenty of aspects of this industry practice. I could keenly observe
the business and various processes of the domain.
I am glad that my teammates who were having more knowledge than me never ignored any of my
queries and always helped me to learn new things wherever there was a scope.
Thank you for giving me this precious opportunity of learning. I am sure this session will help me
in my professional (7) …. in the future.
Sincerely,
Keefe Sellers
III. You are going to write a thank-you letter to someone.
1. Decide who the letter is for.
2. Make a list of things you are grateful for.
3. Think over the introductory statements.

66
4. Take some notes on the finishing lines.
5. Look up the thank-you phrases.
6. Write the letter.

I will never forget this … I am very grateful … Thank you, I will not forget it …
Thank you. I will repeat this hundreds of times …
I will never forget your participation …
Thank you so much for … I am very grateful to you …
Thank you for being my friend … Special thanks to …
It was nice to receive …
I am very grateful to you for the help and support …
I’ll long remember … It was a great pleasure … Many thanks …
It meant a great deal to me … Please, accept my gratitude …
I was profoundly touched by … I am truly grateful …
I want you to know how much I value …
I very much appreciate your …
What a joy it was to receive …It was kind of you to …
On behalf of my family (company) , I thank you …
We are thrilled with … We all thank you for … All of us were touched …

Video / Listening Comprehension

THE WAY WE MET
I. a. Before you watch

What types of love have you experienced so far (romantic love, self-love, parent-child love etc.)?
Which do you think is the deepest form of love? Why?

b. When you watch

1. Watch the video How We Met: Real Couples Share

Their Stories. You will hear three couples speak
about how they met each other. How well do they
remember that? Are there any inconsistencies in the
way partners tell their stories?

2. Watch the video again. Answer the questions in

pairs:

Alia & Christopher

1) Where and when did they meet?
2) What was the occasion?
3) What was she wearing?
4) What was he wearing?
5) Who was the first to start a relationship? What was it like?

67
Allison & Jeff
1) How long have they known each other?
2) When did their romantic relationship actually start?
3) What was the occasion?
4) Where did they go?
5) How did their meeting end?

Elias & Ellie

1) Where did they meet?
2) How old were they?
3) How did their romantic relationship actually start?
4) Where did they first kiss?
5) What did they think of the party?

c. After you watch

1. Which of the three couples had the most romantic meeting to your mind? Why?
2. Choose one of the scenarios below and tell a partner how:
 your mom and dad met
 you met your best friend
 you first met a foreigner
 you met a celebrity
 you first went on a date
 you got your first pet

WHY DO WE BECOME INVESTED IN CELEBRITY RELATIONSHIPS?

I. Before you watch

Discuss the questions with a partner.

1) Which celebrities are in the news currently?
2) What is the gossip about them?
3) How do they spend their days?
4) Who do they date?
5) Why are so many people obsessed with celebrities?

II. When you watch

1. Watch the video Why we become invested in celebrity relationships. Why are people so curious
about celebrities’ love lives?

2. Watch the video again and fill in the gaps with the words and collocations you hear.

1) The fantasy of seeing couples that are famous, […], provides a model for which a lot of
people __________.

68
 2) Some experts say an __________-__________ fan can develop a __________
__________with a celebrity.
3) Some audiences totally __________every last thing that they see and read in the press and
the media, and they __________ __________it wholeheartedly.
4) There is a famous photograph of Elizabeth Taylor and Richard Burton on a yacht off the
coast of Italy, and they are having an __________affair.
5) Some [celebrities] use massive platforms to put everything on display while others drop
clues more __________.
6) And while __________ followings exist, not every fan is as invested as the next.
7) There’s no way that the __________ __________of Jennifer Lopez and Ben Affleck isn’t
going to garner all of our eyeballs.
8) Knowing which celebrity qualities to __________ is key.

3. Match the words from exercise 2 with the definitions below:

a) to want to achieve something or to be successful, especially in your career

b) to believe or accept something, especially something that is unlikely to be true or
reasonable
c) to start to do something that a lot of other people are doing, or to believe something that a
lot of other people believe
d) extreme admiration for someone or something
e) in a way that is careful not to cause embarrassment or attract too much attention, especially
by keeping something secret
f) involving a married person and another person who is not their marriage partner
g) someone or something that is attractive or enjoyable to look at, but has no other valuable
qualities
h) to behave or work in the same way as something else
i) one-sided relationship, where one person extends emotional energy, interest and time, and
the other party, the persona, is completely unaware of the other's existence
j) giving a lot of time and effort to something and care about it very much

III. After you watch

Discuss the questions with a partner.

1) Do you ever mimic any celebrities’ behavior or look? What kind of?
2) What do you understand by the term ‘the cult of celebrity’?
3) Have you ever heard about any celebrity caught having an extramarital affair?
4) Have you ever been ultra-invested in celebrities’ love lives? Which ones?
5) Do you immediately buy into catchy headlines?
6) Who or what serves as an eye candy to you?
7) If you were a celebrity, would you be public in terms of love affairs or would you behave
discreetly?
8) What is something you aspire for?
9) Do you think parasocial relationship is harmful? Can it be healthy?

69
RELATIONSHIPS AT CLASS: TEACHER-STUDENT INTERACTION

I. Before you listen

a. Discuss the questions with a partner.

1) Why is it important for teachers to build relationships with students?

2) Why is it important for students to build relationships with teachers?
3) How formal should students and teachers be when interacting with each other? (How do
you think students and teachers should address and communicate with each other? Why?)
4) Do you think exhibiting a sense of humor at class is okay (both for teachers and students)?
5) When you were at school, did you have a teacher that you could call a friend? Do you have
such a teacher now?

b. Study the vocabulary you might not be familiar with, then proceed with the next task.

relate to sb - to understand someone and be able to have a friendly relationship with them
engaged in sth - involved in something
advance sth - to suggest an idea or theory
misconstrue - to form a false understanding of the meaning or intention of something that someone
does or says
harassment - behavior towards a person that causes mental or emotional suffering, which includes
repeated unwanted contacts without a reasonable purpose, insults, threats, touching, or offensive
language
offensive - causing someone to be upset or to have hurt feelings
remain aloof from sth/sb – to stay unfriendly or unwilling to take part in things

When you listen

a. You will hear a Canadian professor answer the questions above. Listen to the interview. Were
your ideas the same or different?

b. Listen again and answer the questions.

1) What are the two reasons the speaker provides for the first question?
2) What reason does the speaker provide for the second question?
3) Why does a teacher have to be careful when addressing students?
4) According to the speaker, how do university students in Canada usually address teachers?
Do you think it’s appropriate to do so in Russia?
5) What kind of jokes should be avoided at class? What do you think is okay to joke about?
6) What was the speaker’s French teacher like?

After you listen

Do you agree with the speaker’s point of view? Why / Why not?

70
Project Work
Choose one of the following tasks to perform:

1. List TOP 5 Movies/Books about relationships everyone should watch/read.

2. Make a presentation about famous friendship/great love/good parent-child relationships (real
cases).
3. Organize/participate in Buddy Program (event) for international students.
4. Make a video “Great ways/places to socialize at uni”.
5. Interview students, parents, friends, professors about common problems in relationships.
Interpret the results and present the infographics.

Controversial topics for debates/essays/speech (see Appendix (V) for basic debate structure):
 What do you think is more important: money or happiness?
 Is social media connecting us or making us more isolated?
 Should arguments/conflicts in a couple be avoided or encouraged?
 Does divorce harm children?
 Is cyberbullying as bad as real life bullying?
 We should treat children as adults.
 Can parents instill motivation and ambition in their children?
 Females are better managers than males.
 Exes can just be friends.
 Men should make the first step in a relationship.
 Relationships in a group are dictated by its leader.

Revision
Adjective – Adverb

I. Put the words in brackets in a correct form.

1. Some of the passengers were (bad) wounded.
2. My friend came pretty (close) to winning that last race.
3. (Near) you come up, (good) you see the picture.
4. Of all the staff members she works (efficient).
5. I (hard) caught sight of my teacher before she had gone. I (near) missed her.
6. I was so tired that I fell asleep (short) after the lecture.
7. This dress fits you (twice good) the old one.
8. After a difficult day I went to bed (late). And slept (bad).
9. He isn’t (half clever) I thought.
10. He is (intelligent) all the students.

II. Translate from Russian into English.

1. Если вы считаете, что из двух решений это самое лучшее, я поддержу вас.
2. Чем больше ты будешь заниматься этим спортом – тем больше ты будешь подвергать
свою жизнь опасности.

71
3. Когда я увидел ее слезы, я тотчас же прекратил ругать ее.
4. Я принял его предложение, потому что мне предложили в три раза больше денег.
5. Мы расстаемся, поскольку эта ссора была последней каплей.
6. Никогда она еще не встречала более жестокого человека. Да и внешность у него была
самая неприятная.
7. Оратор отказался изучить проблему дальше и глубже.
8. Ты можешь разговаривать со мной более дружелюбным тоном?
9. Я вижу, что ты чувствуешь себя ужасно. – Да, с утра болит голова.
10. Он бегает в три раза быстрее меня. Он самый быстрый.

Noun – Adjective – Adverb

III. Choose the correct item.

1. The rich is / are complaining about high taxes.
2. The damage was / damages were serious. But I am sure he will pay all the damage /
damages.
3. Measles / Measle have / has serious complications.
4. Where is / are our scales. I want to weigh my luggage.
5. Mark hit the ball hard / hardly. He could hard / hardly find it in the grass.
6. My parent politic is / politics are different from mine.
7. Concerning my application, I have no farther / further news.
8. The roofs / rooves of the building were covered with snow.
9. This is well-/good-known truth.
10. Music sounds sweet / sweetly.
11. Twenty kilo is / kilos are two heavy for me to lift.
12. My congratulation / congratulations on your victory.
13. My friends are happy / happily married.
14. She called me five time / times yesterday.
15. Sheep / sheeps roam freely / free over the hills.

IV. Translate from Russian into English.

1. Чем больше я узнавала правды, тем страшнее мне становилось.
2. Твои духи пахнут великолепно. Где ты их купила?
3. Какова Ваша заработная плата? - Я полагаю, невежливо спрашивать о ней.
4. Посмотри, моя любимая ваза разбилась на две половинки.
5. Пожалуйста, не веди машину так быстро.
6. Когда учитель предложил мне две темы - я выбрал самую интересную.
7. Эти братья тесно связаны друг с другом.
8. Если моя зарплата увеличится в два раза, я останусь в Вашей компании дольше.
9. Не переживай, подобные явления наблюдаются регулярно.
10. Как ни странно, русские редко думают о себе, чаще – о других.
11. Я пришла на пять минут позже обычного, поэтому была справедливо наказана.
12. Дорога в два раза длиннее. Давай поедем дальше и найдем ближайший отель.
13. Ты выглядишь очень устало. Почему бы тебе не отдохнуть?
14. Что говорит нам статистика о самой здоровой нации мира?

72
Workshop 2 TED
Building Relationships One Brick at a Time by Lindsay Adams

Lindsay Adams is an engaging and inspiring conference speaker,

regularly delivering keynote addresses within Australia, Asia, the
United States and Europe. Lindsay has served his industry body,
the National Speakers Association of Australia as State and
National President. He has also served as the International
President of the Global Speakers Federation, the governing body
of the eleven professional speaking associations around the
world.

I. Watch the video Building Relationships One Brick at a Time by Lindsay Adams and
answer the questions:
1. What metaphor does the author use to talk about people’s relationships?
2. What is the relationship model that can be applied to get into relations with people quickly?
3. What are the three phases of relationship building according to the speaker?
4. What are clever questions?
5. What is the 80/20 rule?
6. What is the role of EST questions? How do they help?

II. Put the given stages in the right order relying on the relationship building method of
Lindsay Adams.

B. Asking open-
A. Applying the ended questions C. Focusing on
80/20 rule EST questions

D. Thinking about
the way you can E. Finding
serve the person common ground

Explain the order you have suggested. How far do you agree with the author’s idea about
relationship building? Do you find this relationship building model effective? Why?
III. Discuss with your partner.
Relationship building attracts attention of many lecturers today. There are different marathons and
tons of books that promise to teach you how to build relations. But is it possible to create a blueprint
for establishing close and trustworthy relations? What result do people expect to get when they
enroll in such a course or buy such a book?

73
 Unit 3. Healthy lifestyle
“The body heals with play, the mind heals with laughter,
and the spirit heals with joy.”
– Buddhist proverb
Lead-in

I. Discuss the quotes. Do you agree or disagree with the opinions? Give reasons for your
ideas. Which quote do you like the most?

“Natural forces within us are the true healers of disease.”

– Hippocrates

“The greatest remedy for anger is delay.”

– Lucius Annaeus Seneca

“It takes more than just a good-looking body. You've got to have the heart
and soul to go with it.”
– Epictetus

“Use your health, even to the point of wearing it out. That is what it is for.
Spend all you have before you die; do not outlive yourself.”
– George Bernard Shaw

74
 “Health consists with temperance alone.”
– Alexander Pope

“Leave all the afternoon for exercise and recreation, which are as necessary
as reading. I will rather say more necessary because health is worth more
than learning.”
– Thomas Jefferson

II. There are mainly six different types of health: physical health, mental health, emotional
health, social health, environmental health, and spiritual health.
a. Choose any type and give your explanation.

b. Give your own reasons why it is important to be/stay healthy.

c. What do you do regularly to maintain your health? Write as many activities as you can
during 2 minutes. Exchange your notes with your partner and discuss who cares more.
d. Do you know these kinds of sports? Match these unusual sports and countries where they
are popular.

75
1. Caber toss A. Brazil
2. Finger wrestling B. Scotland
3. Capoeira C. Hawaii
4. Herling D. Germany
5. Dog surfing E. Ireland
III. Questions for discussion/debates:
1. Are there any sports you can’t stand to watch on TV? Why?
2. How much interest do you take in the issue of health? Do you read health-related articles and
posts?
3. Do you think that vaccinations are useful or dangerous?
4. Will online fitness classes become more popular in the future?
5. What do you think about crazy sport fans? Do you dress up to support your team?
6. Which is the sportiest country in the world? Why?
7. Do you support the stereotype that people who are good at sport are not intelligent?
8. Do you think playing sports helps people work better as a team at work?
9. Why are regular check-ups so important?
10. Do women pay more attention to their health than men?

IV. Work in pairs. Find out your partner’s healthy habits. Ask questions with Do you ….?

drink green tea stay active outside the gym lift weights
snack intelligently get a good night’s sleep eat good carbs every day
eat healthy fat cook at home make and drink healthy smoothies
chew your food at least five times before swallowing
have dental exam twice a year listen to your hunger cues
shut off electronics at least an hour before bed cut down on sugar
visualize and think happy thoughts read nutrition labels
take a break from your computer screen do basic morning exercises
practice meditation and pranayama (breathing) control salt intake

V. Do you agree with the list of the best doctors for our health? Why? Could you add more?

The best 6 doctors:

Sunshine
Water
Rest
Air
Exercise
Diet

76
VI. Work in pairs. Discuss the given questions (preferably within 2 min.). Add other factors
to those provided in the diagrams.

a. Look at the diagram. Talk to each other about why people choose these work areas.

What is the appeal of

nurse each of these jobs? fitness instructor

psychologist surgeon shaman

Decide together which job is the most rewarding and why (1 min).
b. Look at the diagram. Talk to each other about how these activities might raise people’s
health competence.

How might these

watching TV activities help people starting medical
medical talk shows to learn about their school
health?

having medical reading medical

surfing the net
check-ups journals

Decide together which way of learning about your health is the most advantageous and why
(1 min).
c. Look at the diagram. Talk to each other about how these ideas might improve health.

How might these

using electronic
taking a holiday things improve
someone’s health? devices less

maintaining work-
visiting a doctor keeping to a diet
life balance

Decide together which idea might be the most beneficial for your health and why (1 min).

77
VII. Discuss the questions in small groups.
Have you ever been on a diet? What is the best way to diet? Do you think dieting can be dangerous?
What kind of diet would you recommend to your friend? Do you think being slim equals beautiful?
Do you think there is more pressure now for people to look slimmer? Is obesity a great problem in
where you live?

Reading 1
I. Read the article and explain the words and word combinations in bold.

Controversial "Weight-Loss Device" That Locks Jaws Shut

Sparks Outrage Online

Researchers hoping to combat "the global obesity epidemic" are facing backlash after their
solution to the problem—a magnetic device that stops people from opening their mouths wider
than two millimeters—was hailed as deeply problematic by social media critics.

On Monday, the University of Otago in Dunedin, New Zealand issued a press release about the
device. According to the release, the researchers worked with a U.K. team to develop the new
weight-loss tool. As they reported, the "DentalSlim Diet Control," is "an intra-oral device fitted by
a dental professional to the upper and lower back teeth" that "uses magnetic devices with unique
custom-manufactured locking bolts." They added that "it allows the wearer to open their mouths
only about 2mm, restricting them to a liquid diet, but it allows free speech and doesn't restrict
breathing."

The researchers said that in their trial of the DentalSlim Diet Control, the results of which were
published in The British Dental Journal, participants "lost an average of 6.36kg [14.02 lbs] in two
weeks and were motivated to continue with their weight loss journey."

"The main barrier for people for successful weight loss is compliance and this helps them establish
new habits, allowing them to comply with a low-calorie diet for a period of time. It really kick-
starts the process," said Prof. Paul Brunton, the project's lead researcher. "It is a non-invasive,
reversible, economical and attractive alternative to surgical procedures."
On social media, however, many haven't taken too kindly to the suggestion that people should be
locking their jaws shut for a period of time in order to jump-start weight loss. Some, for example,
compared the tool to a "medieval torture device," while others are saying the "dystopian" and
"comically evil" method is a prime example of "fatphobia" at work.

"What year is it? Are you gonna recommend tapeworms next?" read one sarcastic response.

"They literally want to wire people's mouths shut to avoid gaining weight and people are still
questioning if fatphobia exists?" a Twitter user added.

Several others said that in addition to being fatphobic, they felt the device didn't adequately address
the complex socio-economic factors present in the so-called "obesity epidemic."

"We COULD start by not fat-shaming and generally educating people about having a healthy
relationship with food," read one tweet.

78
"There is no global obesity epidemic. Obesity is an arbitrary designation dependent on the BMI,
which is not applicable to most of the global population for many reasons," another Twitter user
added. "The reality is more people die from hunger than 'obesity' even in the UK. Where is the
funding towards that?"

While researchers working on the study claimed their innovations are new, many on social media
pointed out that wiring people's jaws shut for weight loss was a common practice in the 1980s that
came with serious risks.

The University of Otago, however, appears to have responded to the controversy in a series of
follow-up tweets, clarifying that "the device is not intended as a quick or long-term weight-loss
tool; rather it is aimed to assist people who need to undergo surgery and who cannot have the
surgery until they have lost weight."

They added: "After two or three weeks they can have the magnets disengaged and the device
removed. They could then have a period with a less restricted diet and then go back into treatment.
This would allow for a phased approach to weight loss supported by advice from a dietician."

Newsweek attempted to contact Brunton at the University of Otago for further comment but did
not hear back in time for publication.

II. Identify Passive Voice forms in the text. What Tenses are used? What is the writer’s
purpose of using the Passive Voice in the article?

III. Complete the table.

Verb Noun Adjective Adverb

combat -
restrict -
compliance
- obese -
arbitrary
- adequately
- controversy
reversible -
- comically

IV. Discuss the following questions.

Do you think the device described in the article is a good idea to lose weight? Why or why not?
What efficient ways to lose weight would you suggest?
How would you define a “healthy relationship with food”?
Should people consult a dietitian to lead a healthy lifestyle?

V. Write a summary of the article «Controversial "Weight-Loss Device" That Locks Jaws
Shut Sparks Outrage Online». (See Appendix (IV) for a summary writing strategy)

79
Vocabulary Focus
I. Study the words and word combinations (p. 185) and divide them into groups. How many
groups have you got? Discuss the result of your work with a partner. Add your own words
into each category.

II. Complete each sentence with a word from the list.

a. dairy foods, fruits, grains, herbs, meats, nuts, poultry, seafoods, shellfish, vegetables

1. Crab, squid, prawns and salmon are __________.

2. Chicken, duck, goose and turkey are __________.
3. Rosemary, thyme, parsley and basil are __________.
4. Milk, butter, cheese and yoghurt are __________.
5. Beef, pork, lamb, mutton and veal are __________.
6. Wheat, barley, rye, oats and rice are __________.
7. Clams, mussels, oysters and scallops are __________.

8. Potatoes, carrots, spinach and broccoli are __________.

9. Apples, oranges, bananas and papayas are __________.
10. Cashews, pecans and pistachios are __________.

b. designed equipment healthy jogging muscles music series sprinting

strength working out

1. Aerobic exercise like __________, cycling and swimming laps is slow, steady and takes a long
time.
2. Anaerobic exercise like boxing, __________ and lifting weights expends a lot of energy in a
short time.
3. Flexibility exercises like yoga postures and stretches done before a race are designed to stretch
__________.
4. Fitness training is any regular exercise routine like
__________ at the gym or doing a fitness trail routine.
5. Weight training involves lifting heavy weights to
increase physical __________ and build muscle mass.
6. Circuit training involves repeating a __________ of
exercises to develop fitness, flexibility and strength.
7. Aerobics is an exercise routine performed to
__________ and usually led by an aerobics instructor.

80
8. Gymnastics is a sport in which exercises are performed on__________ like horizontal bars and
vaulting horses.
9. Pilates is an exercise system performed on equipment__________ by the system's inventor,
Joseph Pilates.
10. Yoga is an Indian system of physical and mental exercises intended to create a__________
body and mind.
III. Answer the following questions about healthy lifestyles and eating habits. Compare your
answers with a partner (if possible, from a different culture). Are there many differences
between your answers?

1. Do you think you have a healthy lifestyle?

a. Is it possible to have a healthy lifestyle in modern world?
b. Why do many people try to have a healthy lifestyle?
c. What is the main purpose of it?
2. What is healthy food?
a. Do you pay much attention to what you eat?
b. Do you think it is more important for you to eat healthy or tasty food?
3. Do you try to eat your breakfast, lunch and dinner at a certain time every day?
4. Do you have a snack every time you are hungry or do you wait for lunch or dinner? What is
better for health?
5. Do you agree with the saying: "Eat your breakfast, share your lunch with a friend and give
your dinner to your enemy"? Why do people say so?
a. What is healthy about not eating after 6 p.m? Do you try to follow this rule? Are you a
success?
b. Is obesity a great problem in where you live? What are the most efficient ways to lose
weight?
6. Do you think diets are useful or not?
a. Have you ever tried to go on a diet?
b. What kind of diet was it?
c. Did it work?
7. Is physical activity (jogging, going to a gym, swimming pool) an important part of a healthy
lifestyle?
8. Can you tell a physically inactive person from someone who takes care of his\her physical
condition? What are the main differences?
9. What is your attitude to smoking?
a. What is the influence of smoking on health?
b. What about passive smoking?
10. Is it hard to give up smoking?
a. Do you know someone who gave up smoking?
b. What is the best way to give up smoking?
11. What is a healthy dose of alcohol?
a. How much beer, wine or hard liquor you can drink daily without any damage to your
health?
b. What is the damage of alcohol abuse to health?
12. How many hours of sleep do you need daily? If you don't sleep enough, how do you feel and
look?

81
13. Do you try to go to bed and get up at certain hours every day? What is good about it?
14. Do you often find yourself under stress?
15. What are the areas of your life where stress situations take place more often?
a. Study?
b. Family?
c. Relationships with friends?
16. How do you usually cope with stress?
17. Is there any connection between the person's style of life and the duration of his life?
18. What would you prefer, to eat everything you like, drink a lot, smoke, have no physical
exercise and die at the age of 60 or lead a healthy life and live until 100?

IV. What are the missing words? The first letter is already there. There is one space for each
other letter in the word.

1. Exercise is a key factor in staying h_ _ _ _ _ _.

2. Australians don’t eat enough fruit or v_ _ _ _ _ _ _ _ _, and too many of them are o_ _ _ _ _ _
_ _ _.
3. Some p_ _ _ _ _ _ _ a_ _ _ _ _ _ _ is better than none, and adults who do any amount of
exercises gain some health benefits.
4. Being p_ _ _ _ _ _ _ _ _ f_ _ protects against diseases such as cardiovascular disease, some
cancers, and diabetes.
5. Having a w_ _ _-b_ _ _ _ _ _ _ d_ _ _ can make you feel better.
6. L_ _ _ e_ _ _ _ _ _ _ _ _ across the world is growing, but the number of those extra years in
which we’re healthy is not rising at the same rate.
7. H_ _ _ _ d_ _ _ _ _ _ is the leading cause of death in the world.
8. A person who lives a s_ _ _ _ _ _ _ _ lifestyle may colloquially be known as a "c_ _ _ _ p_ _
_ _ _".
9. C_ _ _ _ _ _ i_ _ _ _ _ _ _ _ have disease-specific symptoms, but may also bring invisible
symptoms like pain, fatigue and mood disorders.
10. The yoghurt bacteria turn the milk into the most n_ _ _ _ _ _ _ _ _ summer food.
11. The individual must be of s_ _ _ _ m_ _ _ and be able to make a rational, easily understood
decision.
12. Unfortunately, there was no meat, no chicken, just v_ _ _ _ _ _ _ _ _ ingredients like tomatoes
and coconut and mango.
13. Mary has revealed that she once asked a doctor to give her a gastric band to help her l_ _ _
w_ _ _ _ _.
14. The researchers have found that women suffer four times as much psychological s_ _ _ _ _
from their work commute than do men.
15. The more you exercise the sooner you b_ _ _ o_ _ c_ _ _ _ _ _ _.

V. Fill in the blanks with words from the box. There are THREE words you will not need.

affects attacks chemicals cholesterol diet disease doses effects energy gentle
healthy heart mood physical pressure protect reduce reward weight

82
 Scientists around the world agree that the key to staying _________ and keeping fit is to eat
less and do _________ exercise such as walking or cycling. However, people who exercise too
intensively often _________ themselves by spending the rest of the day in front of the TV set. At
the same time, they have to eat more to give them _________ for the next workout. To avoid
gaining _________, researchers suggest that going for a longer walk or riding a bike for a few
hours may actually be better than high-energy exercise.

A low-fat _________ may be good for your waistline, but research suggests it may have
negative psychological _________. Medical experts have found out that volunteers who followed
a strict twenty-five percent fat diet reported feelings of depressions and bad _________.

Many of us already know that drinking coffee raises your blood _________ but according to
the latest studies, it too, can make you bad-tempered. Mice that were given regular _________ of
caffeine by researchers turned out to be more aggressive than others. On the other hand, chemicals
found in tea can _________ the risk of heart _________ and have a positive effect on _________
levels and high blood pressure.

If you’re a chocolate fan, there’s good news for you! Recent studies have revealed that
_________ found in chocolate can not only put you in a good mood but also _________ you from
a variety of minor illnesses including colds, coughs, depressions and even help reduce the risk of
_________ disease.

VI. Translate into Russian.

1. Among adults younger than 60, the least active group – people who reported eight or more
hours of sedentary leisure time a day and low physical activity – had a seven times higher
risk of stroke than the most active group.
2. The phrase 'healthy lifestyle' is an abbreviated definition of what it looks like to live a vibrant,
active life with a healthy body and healthy mind.
3. Not only can a nutritious diet help with weight management, but it can also improve your
health and quality of life as you get older.
4. Good health is not just the absence of disease or illness, it is a state of complete physical,
mental and social well-being.
5. If joints and muscles are to be kept in good, working order they need regular exercise. If
you stop walking, they'll stop working.
6. Exercise helps you maintain a healthy attitude to problems and mental pressures.
7. Physical fitness is not the sole basis of being healthy; being healthy means being mentally
and emotionally fit.
8. In order to have a sound mental and emotional state, you must surround yourself with
encouraging friends and people that will provide you with constructive criticism every once in
a while to help you improve.
9. Make it a habit to always look at the brighter side of life.
10. Regular exercise can have a positive impact on both your emotional and physical health.
11. Although we cannot prevent all diseases, many serious illnesses can be prevented by
adopting certain types of behavior and avoiding others.

83
12. However, a healthy lifestyle is not only concerned with the avoidance of illness and death. It
is also about improving aspects of social, mental and physical well-being in order to enjoy
more aspects of life for longer.
13. It’s not realistic to think that someone would go from couch potato to marathon runner
overnight. But taking the stairs is a practical and attainable first step toward improving one’s
health.
14. Most of us know what sort of food we should eat to optimise our health and help avoid
lifestyle diseases like obesity and heart disease. But we don’t stick to our ideal diets.
15. Food producers and retailers spend a lot of money trying to influence our food choice toward
more expensive and processed food, the sort we’re overeating.
16. The advantage of wearable fitness technology is that it can provide a way for personalised
data to shape how much extra physical activity (including exercise) a person needs to do and
when.
17. The figure (“10,000 steps a day”) actually originates from Japanese walking clubs and a
marketing slogan for pedometers more than 40 years ago.
18. Step counts have been shown to provide a reliable measure of daily activity in healthy adults.
19. Emerging new technologies within IT such as the internet and virtual communication
networks, lead our world to a major challenge that threatens the physical and mental health
of individuals.
20. Leisure pass time is a sub factor of life style. Neglecting leisure can bring negative
consequences.
21. Study is the exercise of soul. Placing study as a factor in lifestyle may lead to more physical
and mental health.
22. Health problems tend to cluster from childhood to adulthood and then around the end of life.
23. Making people aware it takes two hours of walking to burn off a can of cola could encourage
them to make healthier choices.
24. Individuals who have a better health-related lifestyle gain a higher sense of life purpose.
25. The national health promotion program in the twenty-first century Japan (HJ21) correlates
life purpose with disease prevention, facilitating the adoption of healthy lifestyles.

VII. Translate into English.

1. Физические упражнения укрепляют кости, сердце и легкие, тонизируют мышцы,
повышают жизненный тонус, снимают депрессию и помогают лучше спать.
2. По данным ВОЗ, 60% факторов, влияющих на здоровье и качество жизни человека,
связаны с его образом жизни.
3. Диета является важнейшим фактором образа жизни и оказывает прямое и
положительное влияние на здоровье.
4. Регулярные физические нагрузки, наряду со здоровым питанием, улучшают
здоровье.
5. Образ жизни оказывает значительное влияние на физическое и психическое здоровье
человека.
6. Некоторые исследования подчеркивают связь активного образа жизни со счастьем.
7. Сбалансированная диета означает употребление в пищу ровно столько калорий,
сколько вы тратите в течение дня.
8. Поддержание здоровой массы тела имеет решающее значение для общего состояния
здоровья и защищает от многих заболеваний.

84
9. Здоровый образ жизни снижает риск серьезных заболеваний и увеличивает
продолжительность жизни.
10. Когда нездоровая пища приводит к увеличению веса, некоторые люди переходят на
популярные диеты, чтобы быстро похудеть.
11. Исследования показали, что каждый ваш шаг помогает контролировать вес и
улучшать общее состояние здоровья.
12. Сохраняя позитивный настрой и мотивацию, вы сможете вести здоровый образ
жизни.
13. Частые диеты могут фактически снизить метаболизм и, таким образом, заставить ваше
тело делать запасы, когда вы едите.
14. Его психическое здоровье было таким же плохим, как и его физическое здоровье.
15. Люди, ведущие сидячий образ жизни, храпят больше, чем те, кто в хорошей
физической форме.
16. Он гордится своими кулинарными способностями, но, к сожалению, придерживается
нездоровой диеты.
17. Традиционная медицина оказалась в значительной степени неэффективной в лечении
многих хронических заболеваний.
18. Из-за нашего напряженного и малоподвижного образа жизни растет пристрастие к
закускам и фаст-фуду с высоким содержанием трансжиров.
19. Даже если вы неизлечимый бездельник, нет оправдания тому, чтобы не делать
физические упражнения регулярно.
20. Новый продукт, который представляет собой напиток, богатый минералами и
кислотами, помогает выводить токсины из организма и поддерживать здоровье.

Listening and Watching Comprehension & Speaking

I. a. Watch the video What is healthy eating and answer the following questions:
- Who are nutritionists? What is their job?
- How are healthy habits built?
- What does focusing on nutritious foods mean?
- What are the examples of wholesome quality
food?
- What do our food and beverage choices
mirror?

b. In what context does Megan Holdaway use

the following words: to be bombarded with, to contradict, a pattern, to be tailored?
c. After watching the video, discuss with your partner whether your previous ideas about
healthy eating were similar.

II. a. Before you watch the video about balanced diet, place food in the necessary food group
(some products may fall into several categories). Explain your choice and say whether this
product is a part of your diet.

85
 minerals

vitamins

fibre

carbohydrates

proteins

fats

b. Watch the video Balanced diet and answer the following questions:
- What are the essential food groups?
- Name every food group and explain its role for our organism.
- What diet do we call a balanced one?
- What are some of your eating habits? Are they healthy or unhealthy? Why?

III. a. Watch the video The best foods for every decade of your life and answer the questions:
1. Where does healthy eating start according to
the video?
2. What are must-have foods for every decade of
your life? Why?
3. What are 4 healthy eating tips the author of the
video shares with us?

b. Using the information about different food products choose any product and advertise it,
make your groupmate/ a person in his 30s/ 40s/ 50s… buy it.

86
 IV. a. Watch the video Determinants of Health – A practical approach! and answer the
questions:
- Why is health variable?
- What are the determinants of health?
- What are the two groups of health determinants according to the WHO?
- What do intermediary determinants include?

b. Watch the video «Social determinants of health» to have a better understanding of what
barriers to good health are.
c. Make a list of such barriers with your partner and discuss it with the groupmates.

d. Study the graphic and discuss with your partner the way every determinant may influence
an individual’s health.

V. Watch the video This is why eating healthy is hard and answer the following questions:
1. How does the author create a humorous effect?
2. Do you find the video funny? Why? Why not?
3. Study the comments below, choose one and agree or disagree with the idea.

c. How far into the future

a. And this is why I don't give a crap should we go to before
e. Part of the trouble is that some of the we get the right
about whatever "healthy trends". Eat
popular media pick up tenuous study advice???
moderately, prefer vegetables,
results from journals, and then greatly
remember to drink water and
oversimplify/overstate the findings.
exercise. That's good enough for me.
The actual scientists rarely make the
I'll have a goddamn hamburger or a
sweeping claims because they are
bag of chips if I want. I just
aware of the limitations of their studies. d. Everything in
remember moderation in that as well.
moderation. Including
moderation. - Oscar
Wilde
b. "When I read about the
evils of drinking, I gave
up reading". Henny
Youngman

87
Reading 2.
I. Pre-reading questions:

1. Have you ever thought that the design of the environments in which we live influences our
health and well-being?
2. Does the design and infrastructure of your hometown encourage local people to adopt a healthy
behavior?

II. Read the text «Learning from zoos – how our environment can influence our health» and
pay attention to the word combinations given in bold. Do you know their meaning? Discuss
them with your groupmates.

Learning from zoos – how our environment can influence our health

We are told that we are a nation of couch potatoes, lacking the will and the strength to turn
around the obesity tanker. We all need a little help in our quest for a healthier life and design can
play a crucial part. If we designed our towns, cities, homes and workplaces more like animal
experts design zoos, we could be one step nearer to reaching our fitness goals – as long as we can
have some fun along the way.
It is reported that British people will be the fattest in Europe by 2025 and that if we want
to reverse this we should have a healthier lifestyle by exercising more and eating less. But we are
often made to feel guilty for not sticking to these healthy lifestyle plans. I would suggest that before
we start blaming people for adopting sedentary lifestyles, we should be taking a step back to look
at the design of the environments, towns and cities in which we live.
The link between the design of the built and natural environment and its role in our health
and well-being has been well explored. Now new research, led by Lancaster University, on “design
for health” suggests that the environment, including buildings, cities, urban spaces and transport
infrastructure, is closely linked to the lifestyles we adopt.
What is abundantly clear is that, as we shape our environment, it is also shaping us. Our
psychological, physiological and physical status as well as our interactions with other people and
with the natural environment are all affected. A key challenge that governments and policy makers
worldwide are facing is how our built environment and infrastructure should be shaped to support
healthier behaviors to prevent disease.
First, we should stop focusing on methods that tell people what to (or not to) do and which
attempt to change their behavior simply through media campaigns and punitive measures, such
as tax schemes. While seeking to minimize the barriers that prevent healthy behaviors, we should
make sure that the design of new environments is taken into account.
Looking to zoos
A good model would be to look at how zoos are designed. Before a zoo is built, it is
common practice for zoologists, biologists, animal psychologists, nutritionists, architects,
designers and landscape architects to work closely together to create an environment that optimizes
the living conditions for the animals.

88
 Important environmental elements, such as vegetation, habitat, lighting, materials and each
animal’s requirements are taken into account. The ultimate aim is to design an environment that
fully supports the animals’ physical, psychological and social well-being. Ironically, we do not
seem to make the same demands when a town, neighborhood or workplace environment for
humans is planned and designed.
Another opportunity that has recently emerged is the healthy new town NHS initiative.
The aim is to radically rethink how we live and take an ambitious look at improving health through
the built environment. Ten demonstrator towns will be built across England with community health
and well-being as their main focus. Clinicians, designers and technology experts will reimagine
how healthcare can be delivered in these places. Although this is a step in the right direction, what
it is currently missing is the more holistic approach we have seen in the design of the zoos.
A crucial element in designing these towns so they are places that people would want to
live in, is to include community members in their creation. This strategy would help design-in
health-promoting behaviors, such as access to healthy food outlets or green spaces in which people
can walk and exercise.
Embracing playfulness
Playful design – the mapping of playful experiences from games and toys to other non-
game contexts – can play an important role here in inviting and encouraging people towards
healthier alternatives. For example, the piano stairs project in Stockholm, which converts the
metro stairs into a giant functioning piano keyboard – much like the piano made famous in the
Tom Hanks movie Big (1988) – demonstrates great promise. It encourages commuters to opt for
the intriguing new stairway instead of the escalators to enjoy making musical movements as they
go up and down.
A project in The Netherlands, meanwhile, illustrates how everyday street furniture, such as
lampposts, benches and bollards, can be inexpensively converted into impromptu exercise devices,
inviting people to engage in casual activity and socialize with their neighbors. We could therefore
envisage several other contexts where playfulness can transform mundane everyday activities into
fun ones that encourage people into a more active and social lifestyle.
We could convert building walls into activity walls to encourage stretching of arms and
legs through touch; redesign public squares and walkways into interactive dance floors that invite
movement and guide you through a city; and transform workplace spaces and public places into
“playgrounds” that boost movement and productivity and decrease lethargy.
So, there you have it. If we want to be a nation of lean, mean and healthy citizens we need
to learn from zoos and the animals that live in them. And we need to embrace playfulness and
enjoy the place where we live. That way, we can tackle life with a hop, skip and a jump.
(By Emmanuel Tsekleves; https://theconversation.com/learning-from-zoos-how-our-environment-can-influence-our-
health-77063)

III. Answer the questions about the text:

1. How can design help humanity in the quest for a healthier life according to the author?
2. What should people do to have a healthier lifestyle?
3. Can it be said that transport infrastructure is closely linked to the lifestyle we adopt?
4. What is a key challenge the governments and policy makers worldwide are facing?
5. What important environmental elements are taken into account when building a zoo?

89
6. What is the new town NHS initiative about? How has the holistic approach seen in the design
of the zoos helped?
7. What has made commuters stop using the escalators in Stockholm?
8. What is the initiative implemented in the Netherlands?

IV. Do the following statements agree with the claims of the author of the article? (Write
true or false)
1. English people are a nation of couch potatoes.
2. People are never made to feel guilty for adopting sedentary lifestyles.
3. There is no correlation between the design of the built and natural environment and our health
and well-being.
4. It is impossible to change someone’s unhealthy behaviour only through media campaigns and
punitive measures.
5. Zoos are considered a good model for designing any environment for humans.
6. NHS is doing nothing to improve health through the built environment across England.
7. A playful design can really encourage people into a more active and social lifestyle.

Grammar Focus (p. 203)

Passive Voice
I. Put the verbs in brackets in the correct passive form.
1. No decision (make) about my future appointment until all the suitable candidates (interview).
2. Two days ago he (examine) by the doctor. He (knock) off his motorbike and (take) to hospital.
No injuries (find).
3. Why ….. children under the age of 7 (not allow) in this swimming pool?
4. At this moment my friend (interview) for a new job. I hope, his skills and wide experience
(take) into consideration.
5. I think it will be better if this job (do) by my colleagues.
6. All the jewels (steal) by the thieves during the night.
7. I drove up to the shop just as it (close), but the owner was kind enough to let me in.
8. The sportsman (give) instructions before the match.
9. Our luggage (examine) at the customs now. Any luggage going abroad usually (check) here.
10. He is such a nice guy. Why ….. he so often (laugh at)?
11. I am happy as I just (allow) to stay here for an extra day.
12. This room looks different. It (paint) since I was last here.
13. She read an interesting article while dinner (prepare).
14. I (ask) a lot of questions about my private life.
15. The police arrested Pete yesterday for stealing flowers. Peter claimed that the evidence (plant)
on him.
16. Florence (consider) one of the most beautiful cities of the world.
17. The seatbelts (fasten) by the passengers on board the plane before it took off.
18. He is a man whose name will go down in history. He never (forget).
19. I don’t want to hear another word. I never so (insult) in my whole life.
20. Don’t worry. All the documents (sign) by tomorrow.

90
II. Put the verbs in brackets in the correct active or passive form.
1. By Monday they (consider) the issue for over a month with no sign of result yet.
2. The glass (break) while the children (play) in the street.
3. It’s incredible to think that these clothes (wear) by Princess Diana.
4. When Ann left the room everyone (follow). Ann (consider) a skillful hostess. Her every party
always (manage) well and all her guests (care) for since she (start) throwing parties.
5. It just (announce) that a new office block now (not build) because of the current economic
situation. More investors (need).
6. …. the discussion (make) about the venue of the conference? – Not yet, no decision (make)
until all suggestions (consider) thoroughly.
7. If sanctions (impose) some companies may (go) out of business.
8. The expenses (cut down) substantially over the past six months.
9. Stop repeating my name. I (call) Liz all my life.
10. Why …. you (not drive) your car today? – My car (service) today.
11. It (report) that there (be) an explosion – bad news!
12. If the products (deliver) by the end of this week, the stores (be) able to put them on sale before
the start of the holiday.
13. …. it (demonstrate) to you how to operate this gadget? – I (know) it already.
14. At that time the hole on the road still (repair). It (crash) by a heavy lorry a week before. The
work (perform) carefully.
15. If we don’t hurry all the tickets (sell) by the time we (get) there.
16. When the policeman stopped our car, it (drive) by my younger brother who didn’t have a
driving license. He (fine).
17. Tourism now (believe) to be one of the world’s biggest industries, which (develop) at a fast
pace for the last 20 years.
18. Nick (not utter) a word, knowing that whatever he said (meet) by the same silence. That (not
be) the first time such a tactic (use) by him.
19. She (stay) in hospital lately. Her symptoms (diagnose) as flue, but she (test) for suspected
pneumonia as well.
20. My card (withhold) by the ATM last night. If it (not discharge) over the weekend, it (return)
to me on Monday. Make sure you (enter) the correct number next time.

III. Translate from Russian into English.

1. Ник очень внимательный и тактичный человек. Мне не раз было доказано, что он
протянет руку помощи, как только его попросят.
2. В нашем университете значительная часть времени отводится самостоятельной работе.
Таким образом принимается во внимание индивидуальность каждого студента.
3. Почему Анна так расстроена? – У нее украли кошелек, когда она ходила по магазинам.
4. Едва ему отремонтировали машину, как она сломалась. Ты думаешь, он ее продаст,
когда ее починят? – Думаю, да.
5. Скажи, а отчет для комиссии закончен? – Да, к обеду тебе его уже распечатают.
6. Студентам продемонстрировали, как работает искусственное сердце.
7. Ребенку объяснили, что определенная сумма, которая будет откладываться каждый
месяц, поможет ему накопить на новый телефон к концу года.
8. Ему много раз повторяли, что самолет считается самым безопасным видом транспорта,
но он продолжает ездить только на поездах.

91
9. Что вам диктовали, когда я вошла в класс? – Нам объяснили новое правило и диктовали
к нему примеры.
10. На занятии студентам объявили, что их проекты будут рассмотрены в конце месяца.
11. Контрольные работы уже проверили, результаты вполне удовлетворительны.
12. Новая школа уже построена? – Нет, она еще строится. – А когда ее построят? – Ее
построят к октябрю.
13. Вас оштрафуют, если вы перейдете улицу на красный свет.
14. Не могу поверить, что ты продала эту книгу. Тебе же объяснили, что она бесценна.
15. Его нигде не видели в течение всей недели, он болен?
16. В этот момент обсуждался очень важный вопрос, и все внимательно слушали. Он
обсуждался уже более двух часов.
17. Я знала, что дети вернутся домой довольно поздно. Их пригласили в театр.
18. Перевод такой хороший, что в нем нельзя найти никаких недостатков.
19. Маленькие дети любят, когда им читают.
20. На вашу подругу можно положиться. Она всегда была надежным человеком.

Causative form. Have/get something done

IV. Rewrite sentences using the causative form like in the example.
1. The doctor examined her injury. … She had her injury examined.
2. Our kitchen hasn’t been painted for 3 years. …
3. The dentist will be filling Jane’s tooth tomorrow….
4. When was Ann’s purse stolen? …
5. Can you deliver my car to the airport? …
6. The children who live next door always clean our car. …
7. You can’t wash this silk dress by hand, it can only be dry-cleaned. …
8. Why don’t you have some professional to manage your money matters? …
9. Would you like some good film to raise your spirits? …
10. When will the mechanic examine our car and repair it? …
11. A famous artist is going to paint her portrait. …
12. Are they treating your arm? …
13. Did the police tow Adam’s car away? …
14. Someone broke into Jim’s flat yesterday. …
15. Someone has stolen all our money. So, we need help. …
16. The dentist pulled out all her teeth. …

V. Fill in the gaps with the correct form of the verbs in brackets.
1. My friend Jennifer … her photo … only last week. (take)
2. Why don’t you … your arm …? It’s bleeding. (bandage)
3. Look at your hair! When are you going to … it …? (do)
4. While I was … my hair … the police took my car away. (cut)
5. My wife … her shopping … by the time I came back home. (deliver)
6. Our bedroom is in a mess. So we … it … next week. (redecorate)
7. When you … your eyes … last? (test). – I … never … them …. (test)
8. … she … the household …? (run) – Yes, she also … her shopping …. (do)
9. Richard … his roof … when the accident happened. (repair)
10. I can’t afford to buy a new watch so I think I … my old one …. (mend)

92
11. We need to … the pressure on the tires …. (check)
12. I wonder why they … air conditioner …. (not / install)
13. She … her children … now. (look after)
14. He … already … his suit …. (iron)
15. I am astonished. How did you manage … your old house … at a profit? (sell)

VI. Translate from Russian into English.

1. Когда вы встретились, он мыл свою машину, поэтому пришлось подождать.
2. На этой неделе я уже вылечил все свои зубы.
3. Когда вы делали ремонт в своей квартире? – Почти десять лет назад, но она снова
требует ремонта.
4. Едва он отремонтировал машину, как она сломалась.
5. Отнеси свои вещи в чистку, чтобы их почистили.
6. Как часто ты стрижешься? – Раз в месяц.
7. Завтра вечеринка, а я еще не сшила новое платье.
8. Перед каждой длительной поездкой он тщательно проверяет свою машину.
9. Я хочу сделать маникюр и прическу, так как сегодня иду в театр.
10. Если ты не удалишь зуб в ближайшее время, ты будешь сильно страдать.
11. Вам бы лучше укоротить ваше платье. В нем вы выглядите старомодно.
12. Пока осматривали мою собаку, я сбегал за лекарством.
13. Не забудьте сделать новую фотографию, прежде чем подадите документы на новый
паспорт.
14. В конечном итоге мою машину обслужили в первоклассном автосервисе.
15. Мои друзья строят дом уже целый год.

Effective Writing

Healthy Habits Require Change

© Can Stock Photo / dark light

Self-care week: your path to a healthier lifestyle

Try to build a new healthy habit during a week. Our habits determine how well we
live our life. Become your best self. Discover new ways to live an inspiring life through natural
beauty, nutrition and diet, an active lifestyle, and better relationships. Describe your experience
using the steps below.
These steps may sound easy (and they are!), but the key to breaking out of the familiar is
to make a new routine easy on yourself. And, when this healthy habit becomes the norm, the less
stressed, the happier you will become.

93
1. Choose a new healthy habit. (see examples in ex. IV p. 76). Know what you want. Why do you
need it?
2. Make a plan/program. Start with a small change and take baby steps. Break a bigger goal down
into a specific action one.
3. Do it every day. Pick a trigger or anchor for your new practice. Buddy up.
4. Monitor your progress. Keep a health diary/journal (record your thought and experiences).
Believe that you can change.
5. Celebrate the wins. Find the pleasure in it.
6. Lower your expectations and lessen mental arguing with yourself.
7. Reflect on your results. What is my progress? What/who helped me? What stood in the way?

Video / Listening Comprehension

HABITS THAT CHANGE OUR LIFE
I. Before you watch

Have you ever promised yourself to get your life together? How many attempts did you take? Did
you succeed? Do you have any habits that changed your life? If you eventually failed, why do you
think that happened? Discuss in small groups.

II. When you watch

You are going to watch a video This One Habit Will TRULY Change Your Life. As you watch,
answer the questions below.

1) What resolutions did Tom write out?

2) Why did Tom decide not to go to the gym one day?
3) When did he start to break his New Year’s resolutions?
4) According to the speaker, why do most people give up their new positive habits?
5) Why do people lose the sense of commitment?
6) What advice does the speaker give to those who want to improve their lifestyle?
7) What metaphor does the speaker use to illustrate what creating good habits is like?

III. After you watch

1. Can you give Tom any advice on how to build commitment? Brainstorm ideas in small groups.

2. Work with a partner. Ask your partner about a habit he or she would like to develop. Then think
for a while and suggest a couple of tips on how to better approach this. Be specific and suggest
concrete steps to take.
E.g.: your partner wants to learn a foreign language. You can suggest using time sufficiently and
listening to podcasts when on a bus or in a car or using a special app for language learners and
so on.
When you have developed guidelines for your partner, present them to each other.

94
 10 TIPS TO STAY HEALTHY WHILE TAKING ONLINE CLASSES

I. Before you listen

A lot of students and teachers have been forced to have online classes because of the COVID-19
pandemic. No doubt that is a tremendous lifestyle change. Apart from that, online education is
getting more and more popular because of its convenience. However, extended screen time can
have harmful physiological and biological effects.

Discuss the questions with a partner.

1) Have you ever taken online classes?

2) How much time do you spend in front of the computer screen?
3) Do you ever experience an eye strain or a headache during online classes?
4) How do you cope with that?

II. When you listen

You are going to listen to a short lecture on how to stay healthy at online classes. Listen and write
down the 10 tips you hear. Were your ideas the same? Which tips didn’t you know about?

III. After you listen

Discuss the questions in small groups.

1) Have you ever applied any of the tips mentioned in the lecture? Do you think they work?
2) Can you suggest any other tips to improve your physical and mental health while having
prolonged learning sessions (both online and offline)? Brainstorm ideas in pairs.

MEDICAID, EXPLAINED: WHY IT'S WORSE TO BE SICK IN SOME

STATES THAN OTHERS

I. Before you watch

Discuss the questions with a partner.

1) What do you know about the US medical system?

2) Do you think it is better or worse than the Russian one? Why?
3) Why do many people have to travel to different countries and cities to receive treatment?

II. When you watch

1. You are going to watch a video Medicaid, explained: why it's worse to be sick in some states
than others. Watch for the main idea and answer the questions below.

1) What problems does Matthew have to face?

2) What is Medicaid?

95
2. Watch again and answer the questions below.

1) What is American healthcare system compared to?

2) What is the proportion of Americans who get their health care paid for by Medicaid?
3) What’s the difference between American and European health care systems?
4) How did Medicaid start?
5) How does Medicaid differ from state to state?
6) What institutions pay for citizens’ Medicaid?
7) What is a block grant?
8) The speaker says ‘Where you live could mean the difference between life and death’. What
does it mean?

III. After you watch

The World Health Organization’s 2021 global report ranked these as 10 most advanced countries
in medicine with best healthcare in the world:

1. France
2. Italy
3. San Marino
4. Andorra
5. Malta
6. Singapore
7. Spain
8. Oman
9. Austria
10. Japan

Choose one of these countries, search for more information and find out why it is considered one
of the most advanced. Make a short report.

Project Work
Choose one of the following tasks to perform:

1. Make a video of a 10-minute full body workout + commentaries (yoga, Pilates, stretching,
fitness, dancing, weight lifting).
2. Make a presentation / video with an appeal to the FEFU administration to improve the campus
sports facilities.
3. Organize a workshop “5 easy ways to promote well-being of a student”.
4. Choose a topic which interests you. Do research and present the key takeaways.
- Food which leads to anxiety and depression.
- Risks of technology addiction.
- Hormones which affect our mood and behavior.
- What is computer vision syndrome?
- Side effects of using earphones.
5. Podcasting “My best “investment” in my health (wearable devices, beauty and health tools,
tech wellness)”.

96
Workshop 3 TED
Why students should have mental health days by Hailey Hardcastle

School can be rife with stress, anxiety, panic attacks

and even burnout — but there's often no formal
policy for students who need to prioritize their well-
being. Hailey Hardcastle explains why schools
should offer mental health days and allow students
time to practice emotional hygiene without stigma.
Follow along to learn how she and a team of fellow
teens transformed their advocacy into law.

I. Before you watch

What is mental health? Why is it important for students? Have you ever had a mental health crisis?
How did you overcome it?

II. When you watch

Watch the video Why students should have mental health days and answer the following questions:
1. Why is it important to talk about mental health?
2. Why did Hailey Hardcastle decide to start this mental health campaign?
3. What has been done to help students overcome the mental health crisis?

III. After you watch

1. Study the pros and cons of introducing Mental Health Days in schools and universities. Are
Mental Health Days a good idea?

Pros:
 Allow students to prioritize their mental state and well-being
 Give students a break to gather themselves
 Might increase a student’s performance in school
 Decrease stress!!!
Cons:
 Might be taken advantage of or used as an excuse
 Missing work
 Having to catch up after returning
 May not be as effective as expected

97
 Unit 4. Media literacy
“Literacy is a bridge from misery to hope.”
– Kofi Anan

Lead-in
I. Discuss the quotes. Do you agree or disagree with the opinions? Give reasons for your
ideas. Which quote do you like the most?

“Most people treat the news media like the exercise bike they have in their
basement. They're glad it's there but they never use it.”
– Drew Curtis

“Journalism is the first rough draft of history”

– Philip L. Graham

“The internet could be a very positive step towards education, organization

and participation in a meaningful society.”
– Noam Chomsky

“The pen had been mightier than the sword but then the tongue took over.”
– Amit Abraham

98
 “Bad news isn't wine. It doesn't improve with age.”
– Colin Powell

‘The internet has been a boon and a curse for teenagers.”

– J. K. Rowling

II. The Internet is the basic need of today’s technological world. Name the main benefits of
the Internet for students.

III. Whom do you respect more in IT world? Why? Do you know any interesting facts of
their life stories?

1. 2.

3. 4. 5.

99
IV. There are so many new digital terms which might confuse you. Discuss with your
partner the meanings of these words:
SMM Chatbot Big Data Copywriter Factchecking
Hype Influencer/ mindsetter/ opinion leader Content Viral
Clickbait Hashtag Cross-media Crowdsourcing Fake

V. Use an adjective with the noun news and give your relevant example.

VI. Study the following Information Pyramid. Explain each level of this model. Do you
agree with this concept? Offer yours.

VII. There 5 main groups of media literacy skills. Match two columns. What skills do you
need to develop or improve?
1) Access A. Locate, obtain and identify needed information
2) Evaluate B. Interpret and understand the components that make up a media
(reflect) message.
3) Create C. Share content, interact with each other.

4) Act D. Make judgments about the truth, accuracy and relevance of

media messages.
5) Analyze E. Use appropriate technologies to construct and design media
messages.

100
VIII. Answer the following questions:
1.Which social media sites/platforms do you commonly use? Why is it convenient for you?
2.What is the best news source for you?
3.What is better – to read or to watch news?
4. Do you know what is the difference between hard news and soft news?
5. Why do different people interpret the same message differently? Name the factor(s).
6. Is the news censored in your country? What is your opinion about media censorship?
7. What was the latest piece of good news you heard?
8. What areas of the world are you most interested in?
9. Do you consume or produce content?
10. Do you want to start blogging or create your YT channel? Do you know the trending topics
for a content plan?

IX. Work in mini-groups (3-4 students):

a. Make up a problematic story using as many words as possible.

b. Formulate and write down your own rules of Netiquette which are principal for you in
online communication.

X. Work in pairs. Discuss the given questions (preferably within 2 min.). Add other factors
to those provided in the diagrams.
a. Look at the diagram. Talk to each other about how possessing media literacy skills might
be useful for these purposes?

How much can

identifying reliable media literacy skills
sources of spotting fake news
be useful for these
information purposes?

doing better at understanding creating social

studies advertisement media content

101
b. Look at the diagram. Talk to each other about how reliable information in these sources
is?

How much can a

person trust the
books Internet
information obtained
from these sources?

social networks TV programs newspapers and

magazines

c. Look at the diagram. Talk to each other about difficulties and benefits for people doing
these media jobs?

What difficulties and

journalist benefits might these PR specialist
media jobs imply?

graphic designer editor correspondent

XI. Discuss the questions in small groups.

1) What is AI (artificial intelligence)?
2) What are the good things about artificial intelligence?
3) What are the dangers of AI?
4) How likely is that artificial intelligence will be able to replace humans one day?
5) Will artificial intelligence ever be cleverer than humans?
6) How can AI help in journalism?
7) Could automated journalism force journalists to lose their jobs?

Reading 1
I. You are going to read an article by Jonathan Holmes about the way artificial intelligence
influences journalism. Complete the table given below with advantages and drawbacks of
implementing AI in this field.

AI is already making inroads into journalism but could it win a Pulitzer?

From football reports to clickbait, programs are changing the way the news is created. Could
robots win a Pulitzer prize?

102
 Look closely at what many journalists write about artificial intelligence – from AlphaGo’s
triumph at the ancient Chinese board game Go to Microsoft’s accidentally racist Twitter bot –
and you might detect some smugness. Research by Oxford University has predicted that journalism
is among the jobs least likely to be replaced by a machine in the near future. And yet, as Columbia
University prepares to celebrate 100 years of the Pulitzer prize, intelligent robots will publish
financial reports, sports commentaries, clickbait and myriad other articles formerly the preserve
of trained journalists.
“A machine will win a Pulitzer one day,” predicts Kris Hammond from Narrative Science,
a company that specialises in “natural language generation”. “We can tell the stories hidden in
data.”
Recent advances mean that AI can now write readable, flowing copy, and churn out
repetitive articles faster than the most caffeinated hack.
“With automation, we now follow and produce quarterly earnings reports for 4,000
companies,” says Justin Myers from Associated Press, the world’s first and thus far only
automation editor. “Previously we covered 400.”
He insists that having robots handle the drudge work frees up journalists for higher-minded
pursuits. “You can take a step back and tell me instead what you noticed, what was interesting,
something personal.”
The wire service plans to launch football recaps later this year, joining the likes of Yahoo
who report on Fantasy Football leagues using the same tech. Powering the coverage is Wordsmith,
a program able to churn out thousands of reports almost instantly. Elsewhere the software has been
applied to everything from obituaries to Game of Thrones: “It’s the year 299,” begins one report,
“and we catch up with our dastardly group along the rippling waters of the Riverlands.”
Automated Insights, the company behind it, “wrote” 1.5bn articles last year. With only 50
employees, it claims to be the largest producer of content in the world.
Wordsmith consults the data and makes the same decisions every journalist faces when
filing copy, such as when has a team suffered a “thrashing” and not just a “loss”? In fact,
Wordsmith is so good at instant punditry it’s moving into the hyperbolic world of politics. “One
outlet wants us to report on polls as they come in, to give it a persona and see if people think it is
a person or not,” says founder Robbie Allen.
Thomson Reuters also publishes machine-written articles, using its own in-house
technology. One experimental next-gen engine was so impressive that, “in a blind taste test, the
machines actually came out as more readable than the humans”, according to Reg Chua, who
oversees innovation at the company.
Automated journalism isn’t just about volume, but also targeting. “If one of our customers
is a paper in a small to medium-sized city, and they want reports on a major employer in their
town, we now have something for them,” says Myers. Chua goes further: “For 150 or more years,
news has focused on stories of the most interest to the most people. But now a financial report
could include a paragraph telling you how your own portfolio is doing: ‘the market is up, but you
are down, and if you hadn’t sold your IBM stocks last week you would be so much higher right
now’.”
A different strain of hypertargetting can be seen in ultraspecific “clickbait” articles like “27
secrets only a chiropractor will know”, or “The 10 most Jeff moments in every Jeff’s life”. “You
could replace the name Jeff with any name procedurally and it would still work,” says Lars Eidnes,
a 29-year-old developer from Norway. “Clickbait is pretty formulaic.”
Eidnes’ Click-o-Tron website analysed 2m articles from the likes of BuzzFeed, Gawker
and the Huffington Post, and now “guesses” new clickbait articles into existence. It’s a silly joke
prone to gibberish, but the best examples have a nightmarish logic. “New President Is Hours Away
From Royal Pregnancy”, says one headline. “Kim Kardashian’s Child is a Bear”, claims another.
“I wanted to destroy clickbait,” Eidnes laughs.

103
 Researchers are also trying to find ways to use AI to find stories that humans couldn’t.
“Most natural language systems simply describe an event. But most journalism is not descriptive,
it’s event-driven,” says David Caswell, a fellow at the Donald W Reynolds Journalism Institute at
the University of Missouri. “Things happen to people in different locations, and the core narrative
structure is the cause and effect between those events.” To put it in old journalistic terms: who,
what, where and when?
In Caswell’s system, Structured Stories, the “story” is not a story at all, but a network of
information that can be assembled and read as copy, infographics or any other format, almost like
musical notes. Any bank of information – from court reports to the weather – could eventually be
plugged into a database of this kind. The potential for such systems is enormous.
“It’s complete speculation,” he says, “but if no one had detected the break-in at the
Watergate Hotel, and in the election the committee to re-elect the president had used information
they’d gleaned, an algorithm could look at the series of events and say ‘these people had secret
knowledge somehow’.”
But what about Hammond’s prediction that a robot would someday win a Pulitzer? Myers
“absolutely believes” a machine will win, “because it already did”. Bill Dedman won a Pulitzer
for his investigation into racist mortgage lending – a computer-assisted story - way back in 1988.
Chua calls robo-Woodward and auto-Bernstein “a stretch” but does see potential. “I think
it may well be that in the future a machine will win not so much for its written text, but by covering
an important topic with five high quality articles and also 500,000 versions for different people.”
Imagine an article telling someone how local council cuts will affect their family,
specifically, or how they personally are affected by a war happening in a different country. “I think
the results might show up in the next couple of years,” Caswell agrees. “It’s something that could
not be done by a human writer.”
(By Jonathan Holmes; https://www.theguardian.com/media/2016/apr/03/artificla-intelligence-robot-reporter-pulitzer-
prize)
Application of AI to Journalism

Advantages Disadvantages
1. 1.
2. 2.
3…. 3…

II. Scan the text and say what types of journalism articles are mentioned in it. What other
types of journalism articles do you know?

III. Find the words and word combinations in the text for the following definitions.
1. articles, photographs, etc. on the internet that are intended to attract attention and encourage
people to click on links to particular websites;
2. the condition of being too pleased or satisfied with sth;
3. an activity that only one person or a particular type of person does or is responsible for;
4. to produce large amounts of something quickly, usually something of low quality;
5. a journalist whose work is low in quality or does not have much imagination;
6. hard work at boring and unpleasant tasks which is not respected by other people;
7. evil and cruel;
8. a dominating defeat of an opponent;
9. an activity of giving your opinion about a subject because you know a lot about it;
10. the particular type of character that a person seems to have, which is often different from the
real or private character that person has;
11. a person who treats diseases by pressing a person's joints, especially those in the back;

104
12. containing or consisting of fixed and repeated groups of words or ideas;
13. spoken or written words that have no meaning;
14. a picture or diagram or a group of pictures or diagrams showing or explaining information;
15. to be suitable for or become involved with something;
16. an act of entering a building illegally and by force;
17. to collect information in small amounts and often with difficulty.

IV. Explain or find more information for the proper names given in the text in bold.
Pulitzer prize
Chinese board game Go
The Riverlands (the Game of Thrones)
Thomson Reuters
BuzzFeed
Gawker
Huffington Post (HuffPost)
Watergate Hotel (Scandal)

V. Discuss the questions in small groups.

1) Do you read newspapers or magazines?
2) Do you prefer to read print newspapers or online editions? Why?
3) Do you trust the information you get from the news?
4) What are the most trustworthy sources of information in your country?
5) Do you think newspapers will disappear in the future? Why?
6) Do you personally believe that keeping up with current events is important?
7) What criteria do you think newspapers use to decide on what news to present: what is really
important or what sells well?
8) In what ways has new technology affected how news is produced and brought to audience?
9) What is the most significant national and international story at the moment?
10) Do you happen to know anybody who has ever been on the news? Have you? What was the
story?

Vocabulary Focus
I. Study the words and word combinations (p. 188) and divide them into groups. How many
groups have you got? Discuss the result of your work with a partner. Add your own words
into each category.

II. Match two parts of the sentences and explain their meanings.
1 You can’t expect toddlers to use critical A since one gains at the expense of another.
thinking,
2 That right to freedom of expression B word of mouth from previous students
includes freedom to impart information and workmates.
3 I believe it is in the public interest C and ideas without interference by public
authority.
4 Much of this information is picked up D that these facts are made known.
by
5 This creates a fundamental conflict of E as their brains are still developing and they
interest between social groups don’t know how to accurately assess
situations yet.

105
III. Fill in the following sentences with the given word combinations.
press release, wire services, social media, mainstream media, prime time
1. While watching movie previews online has
been old-hat for more than a decade, the rise
of _____ has changed how information gets
exposed to fans.
2. The government does not own or substantially
regulate newspapers, radio or television stations,
or news _____.
3. The virtual explosion of community
newspapers and networking newsletters is
another example of alternatives to _____.
4. The Department of the Environment immediately issued a furious _____ accusing the Chron of
distorting the facts.
5. They ran a series of television advertisements, which they placed in _____ they purchased early
in the campaign.
IV. Explain the following words and find them in the Word Search Puzzle.

ACCOUNTABILITY , ACCURACY, AUTHORSHIP, BACKGROUND, BIAS,

COMMERCIAL, COMMUNICATION, CREDIBILITY, EVIDENCE, FALLACY,
JUDGMENT, NEWSPAPER, OBJECTIVITY, PERIODICAL, STEREOTYPE, TABLOID

106
V. This is your Criss Cross Word Puzzle!

ACROSS
3. A person who buys
things or uses services
6. A writer for
newspapers and
magazines
8. Someone who
contracts to receive
and pay for a service or
a certain number of
issues of a publication

9. A writer or artist
who sells services to
different employers
without a long-term
contract with any of
them
10. An expert or critic
in a particular field
who often presents
their views to the
media
11. A television
reporter who
coordinates a
broadcast to which
several correspondents
contribute
12. A journalist who is employed part-time by a newspaper or news service in order to report on a
particular area; a technical term in journalism.
13. A person who moderates an Internet message board or chat room
15. A person who is authorized to read publications or correspondence or to watch theatrical
performances and suppress in whole or in part anything considered obscene or politically
unacceptable
16. The presenter of a television or radio programme
17. A person who keeps and updates a blog

DOWN
1. A particular person, group, or belief is someone who supports or admires this person, group,
or belief
2. The people who watch or listen to a television or radio programme
4. An individual in the media who control the flow of information and spread of ideas

107
5. A journalist employed to provide news stories for newspapers or broadcast media
7. A firm or a person engaged in publishing periodicals, books or music in the publishing business
14. A person who reports, especially one employed to report news or conduct interviews for the
press or broadcasting media
VI. Match the verbs and nouns below to make as many collocations as possible. Make up
your own sentences with them.
to recognize
to consume
to get
to produce
to turn to
to navigate news
to witness (social) media
to access online content
to analyze and evaluate information
to deal with misinformation
to engage with an online search
to perform
to spread
to depend
to influence
to trust

VII. Explain the following word combinations in English. Give their Russian equivalents.
News-saturated society, to discern fact from fiction, a media company, media ability,
unsubstantiated rumour, deceitful propaganda, a media-literate citizenry, proliferation of social
media, the 24-hour news cycle, fake news providers, news outlets, news apps, a disinformation
campaign.
VIII. Translate into Russian.
1. At the heart of news literacy is the ability to recognize news and journalism, and to critically
analyze and evaluate information.
2. Young people’s increasing dependence on social media for news demands increasing levels
of news literacy, leading to a rise in media literacy programs that aim to support youth’s
abilities to critically and mindfully navigate news.
3. In today’s news-saturated society, the ability to deal with all this information in a critical
and mindful manner may be more crucial than ever.
4. Media literacy is about more than having a set of technical skills and knowledge about media.
It is also about the ability to critically engage with media: to discern fact from fiction, decide
which digital technologies and platforms to use and which to avoid, and to analyze the power
and influence media and technology companies have.
5. Lower levels of media ability will result in fewer opportunities to participate in society
socially and economically.
6. While most people felt confident in their ability to perform a basic online search, far fewer
were confident they could verify if information is true or not. And even fewer were confident
they could create or edit media such as videos and photos.

108
7. Misinformation has become one of the great challenges of our time. We have witnessed
misinformation influence elections, threaten public health and safety and hamper democratic
processes.
8. The spread of misinformation – in the form of unsubstantiated rumour and intentionally
deceitful propaganda – is nothing new. Even in antiquity, Antony and Cleopatra were cast as
villains through fake news shared by Octavian.
9. However, the global proliferation of social media, the 24-hour news cycle and consumers’
ravenous desire for news – immediately and in bite-size chunks – means that today,
misinformation is more abundant and accessible than ever.
10. Fake news has been particularly associated with high-profile events like the 2016 Brexit
referendum, the 2016 US presidential election, and the pandemic. It has shaken trust in
institutions, governments and even the COVID vaccine.
11. Fake news providers seek to capture a user’s attention with wild claims in the hope they’ll
click on it and go to the source website or share it. The provider can then raise revenue through
advertising on their website.
12. Even the most well-intentioned news consumers can find today’s avalanche of political
information difficult to navigate. With so much news available, many people consume media
in an automatic, unconscious state – similar to knowing you drove home but not being able to
recall the trip.
13. Like most people, you probably get a fair amount of your news from apps, sites and social
media such as Twitter, Facebook, Reddit, Apple News and Google. You should change that.
These are technology companies – not news outlets. Their goal is to maximize the time you
spend on their sites and apps, generating advertising revenue.
14. Regularly visit trusted news apps and news websites directly. These organizations actually
produce news, usually in the spirit of serving the public interest.
15. Untrustworthy news and political campaigns often use statistics to make bogus claims –
rightfully assuming most readers won’t take the time to fact-check them.
16. News media are often accused of catering to people’s political biases, favoring either liberal
or conservative points of view. But disinformation campaigns exploit less obvious cognitive
biases as well.
17. Research has found that intentionally fake news stories are more likely to use short,
nontechnical and redundant language than accurate journalistic stories.
18. Also beware of the human tendency to believe what’s in front of your eyes. Video content is
perceived as more trustworthy – even though deepfake videos can be very deceiving. Think
critically about how you determine something is accurate. Seeing – and hearing – should not
necessarily be believing.
19. Treat video content with just as much skepticism as news text and memes, verifying any facts
with news from a trusted source.
20. Big businesses and powerful disinformation campaigns heavily influence the information
you see, creating personal and convincing false narratives. It’s not your fault for getting duped,
but being conscious of these processes can put you back in control.
21. Policies and laws to police media content have become increasingly ineffective. As a
February Telegraph article mentions: “Two important partners in Facebook’s flagship anti-
fake news project have pulled out, with staff at one saying it has become ‘impossible’ to
manage the workload.”

109
22. Policing Facebook, and arguably all digital content, may be a losing battle. But discussing
and prioritizing the urgency of creating a media-literate citizenry — and implementing the
essential education — might stand a chance.
23. There has been concern for decades about how the media frames the world for us.
24. In the 21st century, a story can arrive in myriad forms — a news article can appear in a hard
copy newspaper, on a laptop or a phone — but stories are always a product of what cultural
theorists call framing.
25. Despite the issues with trust, news media is a critical part of keeping up to date and informed
for most people – particularly young people.
26. More of us are consuming news online, and increasingly we’re turning to social media for
news.
27. There are also growing fears about where artificial intelligence on our social networks will
take us next. Our verification skills are being constantly tested by new video and audio
trickery.
28. Given the complexity of misinformation and low levels of public trust, we need to equip
people of all ages to navigate the news.
29. As social media is central to how people access news, transparency from platforms and
newsrooms is an important way to build trust (or in Facebook’s case, attempt to claw it back).
30. News, or media, literacy — how to critically understand, analyze and evaluate online
content, images and stories — is not new. But it has taken on urgency in the last few years as
accusations of fake news and the reality of disinformation permeate the internet and people
— especially young ones — spend hours and hours a day looking at screens.
31. Research has shown that an inability to judge content leads to two equally unfortunate
outcomes: People believe everything that suits their preconceived notions, or they cynically
disbelieve everything.
32. Ideally, users would resist the impulse to click on the first results that appear in say, a Google
search, until they have scanned the full list for credibility and then click selectively.
33. Of course, fact-check organizations are emerging as a useful source of data about particular
claims or facts. They often operate outside of a traditional news organization, and try to
discern the truthfulness of a post or an article.
34. Fact-checking has blossomed as an industry to the point that now almost 200 organizations
exist, according to a Duke University study. Companies like Google and Facebook also
contract with some of them to determine the legitimacy of a piece of information.
35. In the sea of news media and information that is constantly popping up on every cell phone,
laptop and television, it can be challenging to get accurate news. Finding the right news can
feel like a never-ending battle.
36. As social media and technology companies face criticism for not doing enough to stem the
flow of misleading information on their platforms, a sizable portion of Americans continue
to turn to these sites for news.
37. When it comes to where Americans regularly get news on social media, Facebook outpaces
all other social media sites.
38. Social media feeds are full of information and opinions shared by ordinary people, advertisers,
as well as posts from activist groups, politicians, and news media that a user follows (or the
platform recommends).
39. Those who trust the news less are more likely to seek out alternative sources and less likely
to say they pay attention to mainstream news outlets.

110
40. Though the key motivation for users of social networks is fun and entertainment, serious
news topics such as mental health, climate change, and COVID-19 have been widely discussed
in the last year.

IX. Translate into English.

1. Оценка информации побуждает вас критически относиться к надежности,
достоверности, точности, точке зрения или предвзятости источников информации.
2. Даже подрастающему поколению, разбирающемуся в цифровых технологиях, трудно
отличить факты от вымысла.
3. Стало ясно, что фейковые новости влияют на то, как подростки относятся друг к другу
и на их понимание окружающего мира, и, таким образом, могут иметь серьезные
негативные последствия для общества в будущем.
4. Politico является партнером нескольких новостных агентств, которые сообщают и
распространяют его видео, печатные и аудио материалы.
5. Многие люди в сегодняшнем политическом климате задаются вопросом, могут ли они
доверять средствам массовой информации.
6. Согласно исследованию, большинство взрослых узнают новости из социальных сетей.
Из этого большинства 57% считают, что информация, которую они получают в
социальных сетях, неверна.
7. Многие думают, что времена объективности в репортажах и средствах массовой
информации давно прошли.
8. Фальшивые новости — явление не новое, но благодаря социальным сетям и растущему
количеству разговоров о них в традиционных СМИ они стали серьезной проблемой.
9. Определите заслуживающие доверия и известные источники новостей, а затем
вместе просмотрите новости, чтобы решить, является ли информация реальной или
фальшивой.
10. Информационная и медиа грамотность позволяет людям демонстрировать и делать
обоснованные суждения в качестве пользователей информации и медиа, а также
становиться умелыми создателями и производителями информации и медиа сообщений.
11. Многие люди, кажется, заинтересованы только в подтверждении собственных
предубеждений, но, чтобы быть действительно хорошо информированными,
необходимо получать информацию из различных источников. Затем вы должны
сравнить их, чтобы определить, какие из них заслуживают доверия.
12. Остановить распространение фейковых новостей должны не только платформы,
используемые для их распространения. Те, кто потребляет новости, также должны
найти способы определить правдивость того, что они читают.
13. На большинстве сайтов есть много информации о новостном агентстве, компании,
которая им управляет, о членах руководства, а также информация о целях и этических
нормах организации.
14. Проверка источников информации становится очень важной, особенно в тех случаях,
когда всплывает что-то важное.
15. Существуют некоторые очевидные различия между основными социальными сетями
с точки зрения мотивации пользователей новостей в социальных сетях.
16. Молодежь получает информацию о протестах, действиях полиции и приказах
оставаться дома из своих социальных сетей, но эта тенденция не безобидна.

111
17. Для многих молодых людей использование Instagram для получения последних
новостей стало столь же обыденным, как чтение ежедневной газеты для прежних
поколений.
18. Использование социальных сетей в качестве источника новостей осложняется тем,
что любой может выступить в роли репортера, что вызывает опасения по поводу
проверки фактов.
19. Недавний опрос показывает, что только 41% американцев доверяют традиционным
СМИ в том, что они сообщают новости «полностью, точно и честно».
20. Трудно в полной мере осознать преимущества социальных сетей, потому что там так
много вредоносного контента.

Listening and Watching Comprehension & Speaking

I. a. Before your start watching a series of videos from News Literacy Course, read the
following information and answer the questions after the text.

News Literacy is designed to help students develop

critical thinking skills in order to judge the reliability and
credibility of information, whether it comes via print,
television or the Internet. This is a particularly important
skill in the Digital Age, as everyone struggles to deal
with information overload and the difficulty in
determining the authenticity of reports.

The Digital Age poses four information literacy challenges for civil society:

1. The overwhelming amount of information that floods over us each day makes it difficult
to sort out reliable from fabricated information.

2. New technologies to create and widely share information make it possible to spread
misinformation that looks like it’s from an authoritative source.

3. The conflict between speed and accuracy has escalated. We all want information as quickly
as possible, but accelerating the distribution of information in the Digital Era has also
increased the chances that the information will be wrong.

4. The Internet and Social Media make it much easier to select only the information that
supports our preexisting beliefs, reinforcing rather than challenging them.

These challenges have created the demand for a new kind of literacy—a literacy that empowers
news consumers to determine whether information is reliable and then act on it. A healthy civil
society can exist only if the public is well-informed. If people can be easily led to believe rumors
or gossip, the consequences can be dangerous.

112
 The Gutenberg printing press launched a
communications revolution that altered power
relationships around the world. But Gutenberg’s
revolution and subsequent communications advances
like radio and television still largely left the power to
publish in the hands of corporations, interest groups,
governments and wealthy individuals.

This latest communications revolution has transformed society anew, for it has made it possible
for everyone with access to a computer or a smartphone to publish information. It is a positive
development that the public is now able to share their knowledge with others, but as Uncle Ben
told Peter Parker in Spider-man, “With great power, comes great responsibility.” A significant
goal of the News Literacy course is to persuade students that they have a role to play in the quality
of information on the Internet and Social Media by building critical thinking skills:

 Recognize the difference between journalism and other kinds of information and between
journalists and other information purveyors;
 In the context of journalism, recognize the difference between news and opinion;
 In the context of news stories, analyze the difference between assertion and verification
and between evidence and inference;
 Evaluate and deconstruct news reports across all news media platforms, based on the
quality of evidence presented and the reliability of sources;
 Distinguish between news media bias and audience bias.
https://www.centerfornewsliteracy.org/what-is-news-literacy/

Comprehension questions:

1. Why is it vital to develop news literacy today?

2. What are the four information literacy challenges?
3. How does the author of the article understand the meaning of “healthy civil society”?
4. After reading the article comment on the following statement “With great power, comes
great responsibility”.

b. Watch the News Literacy lessons (1-6) and complete the assignments below:

Lessons 1-2.

Before you watch the video lessons study the words in the story and find their Russian equivalents:

bayonet – n. knife at the end of a rifle

atrocity – n. a cruel and terrible act

divert – v. to change direction, or move one's

attention

113
legitimate – adj. lawful, valid

accountable – adj. taking responsibility for

forgery – n. something that is created to falsely look

real

impartiality – n. without any interest, seeing both sides

equally

Comprehension questions:

1. How have the world leaders tried to stop

information? Provide the examples from
the video and mention several examples of
your own.
2. Why is it important for us to be able to
recognize reliable information?
3. What is legitimate journalism? What
are its characteristics?
4. How do journalists collect information
to provide the most accurate version of
events?
5. What is fairness? What is balance? And
how do we determine that?
6. Provide one example of accountability.

Lessons 3-4.

Before you watch the video lessons study the words in the story and find their Russian
equivalents:

grab hold of – n. to quickly take and hold (someone or

something) with your hand or arms

emerge – v. to become known or apparent

seek out – v. to look for and find someone or

something
perpetuate – v. to cause (something that should be
stopped, such as a mistaken idea or a bad
situation) to continue

114
 equivalency – n. a level of that is considered to be on
the same level
ethnic – adj. of or relating to races or large
groups of people who have the same
customs, religion, origin, etc.
cop out – v. to avoid doing something that you
should do or that you have promised to
do because you are frightened, shy, or
you think it is too difficult

Comprehension questions:

1. How do we define that something is true?

2. Comment on the statement “truth is a journey that evolves over time”.
3. How does a balanced report look like?
4. How do we define fairness?

Lessons 5-6.

Home Assignment: Watch the videos at home and fill in the table with the words from the
story, their definitions, and Russian equivalents:

A new word Definition (what dictionary did you use?) Russian equivalent

After watching the video lessons 5 and 6 make up at least 3 comprehension questions:

1. _________________________________________________________________________

2. _________________________________________________________________________

3. _________________________________________________________________________

During a classroom discussion share your list of new words and exchange comprehension
questions with other students.

115
II. a. Watch the video Zuckerberg’s Metaverse (2021) vs Gates’ Internet (1995) and
conduct small research to know more about Metaverse. Fill in the table with the relevant
information:

Things to compare The Internet Metaverse

The founder
(his background)

The idea of – digital convergence – a deep feeling of presence

– –

– –

– –

New opportunities – –

– –

– –

– –

A successor of the original PC era ?

b. After discussing the results of your research with the group answer the following
questions.

1. Is Metaverse a reality or simply a

dream that will never come true?
2. What hurdles can the founder’s team
have on their way to the dream?
3. Can new opportunities of Metaverse
bring new issues of concern? What
problems can the humanity face?
4. What new jobs may appear in the job
market if Metaverse starts performing its
functions?
5. If Metaverse becomes popular what will happen to the Internet we are familiar with?

116
Reading 2
I. Pre-reading questions:

1. What YouTube content is in demand with children and teenagers?

2. Is YouTube safe for children?
3. What are the dangers of YouTube?
4. What are some of the most annoying things about YouTube?

II. Read the text about the importance of making YouTube safer for children.
The text has 7 paragraphs labelled A-G. Which paragraph contains the following
information?

1) the problem of the inappropriate content still exists;

2) disappointing news for parents;
3) measures to make the content safer;
4) punishments for broadcasters;
5) parents can’t always control the content their children watch;
6) a controversial step by Google;
7) users can influence the quality of YouTube videos.

Can you keep your kids safe watching YouTube?

A. In recent weeks parents have been shaken by media reports about upsetting, offensive or crassly
commercial videos that children using YouTube and YouTube Kids could be exposed to just by
following links from content they are familiar with. Some examples include Peppa Pig eating her
father or being tortured at the dentist.

B. While most of the time that kids spend watching screens is still conventional TV, a recent report
from Common Sense Media shows children’s use of phones and tablets in the United States has
exploded in the last few years. Because the screens are smaller and kids may be wearing
headphones it is harder for parents to be aware of what their kids may be watching, and they may
not fully appreciate the difference in the level of child protection provided by broadcast TV and
YouTube.

YouTube regulates itself

C. Children’s broadcasters source their programs from a limited pool of providers and are expected
to carefully approve every program they air — if they show inappropriate material they can be
fined or even lose their license to broadcast.

D. YouTube largely regulates itself. Since 400 hours of video is uploaded to the service every
minute, it relies heavily on uploaders to label their work appropriately. YouTube also uses
computer programs to try to identify and classify problematic content, and complaints by users
themselves. This last idea — of user complaints — depends on parents to be vigilant or to teach
children to make these complaints themselves. But there is no prominent complaint option in
YouTube’s interface. The option to report harmful content is hidden in a sub-menu with a flag as
a rather subtle visual cue.

117
E. YouTube’s global head of family and learning content, Malik Ducard, maintains that “less than
.005 per cent of the millions of videos viewed on YouTube Kids in the past 30 days had
inappropriate content.” But this low number may largely reflect under-reporting of problems. It
also does not take into account the sizeable number of children using “regular” YouTube (as
opposed to YouTube Kids). When kids across Europe were asked in 2010 about what bothers them
most online, one in six said video-sharing sites — a higher proportion than social media or websites
in general. And this was before the recent increases in children’s use of YouTube.

Changes are needed to guidelines

F. Google (which owns YouTube) has responded to this criticism with a five point plan. They have
promised “tougher and faster application of community guidelines” and say they plan to raise the
number of people monitoring content to 10,000 which is a 25 per cent increase. This is a step in
the right direction. However, we don’t know enough about the scale of the problem to know
whether this will be adequate. Also, at least one of the “answers” offered in their recent
announcement seems a retrograde step. They have repeated their promise, which they announced
in June: They will be removing ads from any content “depicting family entertainment characters
engaged in violent, offensive or otherwise inappropriate behaviour, even if done for comedic or
satirical purposes.”

G. There is a place for satirical content aimed at adults - if it can be identified in order to remove
ads from it why not just segregate it away from childrens’ content instead? This move by Google
seems more an attempt to appease nervous advertisers than a child protection measure.
Governments have tended to allow giants like YouTube and Facebook to regulate themselves, but
if they don’t do a better job of it, they may need some outside pressure to do the right thing.
(By David R Brake; https://theconversation.com/can-you-keep-your-kids-safe-watching-youtube-88124)

III. Match the following adjectives with their definitions. Use them in your own sentences to
discuss the issues raised in this article.
1) offensive a) not suitable or proper in the circumstances
2) commercial b) directed or moving backward
3) inappropriate c) easily alarmed; tending to be anxious
4) problematic d) causing someone to feel deeply hurt, upset, or angry
5) vigilant e) keeping careful watch for possible danger or difficulties
6) prominent f) making or intended to make a profit
7) retrograde g) constituting or presenting a difficulty
8) nervous h) very noticeable or important

IV. Do the following statements agree with the claims of the author of the article? (Write
true, false or not given)
1) There is no offensive content in YouTube Kids videos.
2) Modern devices let children watch any videos even inappropriate for their age.
3) Irresponsible broadcasters can lose their licenses.
4) YouTube uses a team of hackers to identify problematic content.
5) Users can complain if they see harmful content.
6) The statistics from YouTube’s officials reflect the real situation with inappropriate content.
7) Google has already taken some measures to make video content for kids safer.

118
8) Governments are going to regulate some giants like YouTube and Facebook.

V. In pairs or small groups, offer some practical suggestions, which may help parents
navigate YouTube. Use the link (below the text) to read the second part of the article.
Compare your suggestions with the ones given in the article.

Grammar Focus (p. 204)

Sequence of Tenses
I. Read the sentences and give the reasons as to why the rules of the Sequence of Tenses
are not observed here. Translate the sentences, paying attention to the active
vocabulary units.
1. He says the news is extremely biased.
2. He spoke in such a confident manner of a journalist who knows his work from A to Z.
3. To avoid the psychological damage, the information war could do, he stopped following news
and sought pleasure in the simple and natural things that life offers to everyone.
4. Nothing dejects a TV pundit more than the reality check that nobody cares what he thinks.
5. Lionel told us that in Switzerland he had a permit for the gun and that in his country it is illegal
to own a gun without a permit.
6. The publisher folded his arms and leaned back. «I told you I release only transparent and
verified stories».
7. I will say that we have agreed to pay them royalties on their dictionaries.
8. I don’t think that I shall ever believe one of the sides if there is a pure conflict of interests and
manipulation from both.
9. I hope you know what you’re doing. – I’m a stringer, and this is my first press release.
II. Put the verbs in brackets in the correct form.
1. The children informed us that the next day they (to take) the train that (to leave) at six.
2. He told me he (to see) the boy that Sue (to date) lately.
3. Mary told me that she (to study) all day and needed a break, so she (to come) swimming with
me, if I (not to mind).
4. I wondered why my TV set, which (not to be) very old suddenly (to stop) working. I thought
I (to use) it too long.
5. He asked me if I (to know) that the Sun (to rise) in the East.
6. We wanted to know how long the President (to be) in the office.
7. We had no idea what Sam (to work on) at that time. We wondered if his work (to be) of
practical value.
8. We weren’t sure if we (to be) to find a place where we (can) have a decent meal.
9. I told the child that leaves usually (to fall) in autumn, so we (to pick up) them and (to make)
a beautiful picture from them the next month.
10. I explained to the teacher why I (not to do) my task but she didn’t believe me.
11. Tina said that she (to have) her first book published when she (to be) twelve. She added that
she (to write) four more books since then.
12. I learnt that it (to take) him a while to get to know the city well, but at the moment he (to
know) it inside out.

119
13. I found my friend working in the office and wondered what she (to do) there so late.
14. I didn’t know whether Liz (to make) it to the beginning of the performance. I knew for sure
she (to be) sorry if she (to miss) it.
15. The teacher was sure she (to have) no idea what (to go) on in their minds.
III. Correct the mistakes, if any.
1. We didn’t know where our journalist go every evening.
2. She said that her daughter will be a news agency specialist.
3. Mum wanted to know if I got the information from a verified source the day before.

4. It was prime time and there was nobody in the studio. We realized everybody has left.

5. The mother told Tom that he went to bed.

6. My friend asked me who is the anchorman in the show.
7. I was told that young people rarely use critical thinking.
8. Jack asked his coworker if the story is a form of manipulation or a sort of propaganda.

9. She was glad she made no mistakes in the press release.

10. She hoped that the host will not ask her questions about the documentary.
11. He didn’t tell anybody what he is thinking about the case. He didn’t want to distort facts.

12. The boss asked me when would I act in the public interest and show objectivity in my articles.

13. The pupil asked the teacher if metal conducted electricity. ____________________________
14. Maria wanted to know where did I read the fake news.
IV. Put the verbs in brackets in the correct form
Some friends of mine decided to go on holiday to Scotland. They were sure I (agree) to join
them, but I (already book) a shopping trip to Italy. I told them that I (be) to Scotland before. They
said they (be grateful) if I (give) them any ideas as to weather and clothing matters. I said I (think)
they (need) warm clothes, raincoats and umbrellas, as I doubted whether they (enjoy) any sunny
days, as I (not witness) any when I (be) there. I (not see) my friends again until they (come back)
from their holiday.
They (be) all sun-tanned, and they boasted that they (have) very hot weather. They said they
(take) my advice about warm clothes, but all those things (be) of no use, as they (enjoy) a week’s
worth of sunny weather in Scotland. They said that some Scotsmen (tell) them that it (be) the
hottest summer ever!
V. Translate from Russian into English
1. Экскурсовод поинтересовался, кто из нас хочет осмотреть собор, и пообещал, что
экскурсия будет интересной.
2. Он был страшно удивлен, когда учитель сказал, что ему 60 лет.
3. Мой друг сказал, что не может простить меня, потому что я унизил его.
4. Анна призналась, что не может научиться водить машину.
5. Соседка пригрозила, что вызовет полицию, если мы не прекратим шуметь.
6. Мои друзья спросили меня, почему я не присоединился к ним, когда они пошли в клуб.
7. Ирина позвонила художнику и спросила, закончил ли он ее портрет.
8. Доктор поинтересовался, сколько воды я выпиваю за день.

120
9. Анна пообещала, что не уйдет с работы, пока не выполнит это задание.
10. Борис пожаловался, что в последнее время плохо спит.
11. Дети заверили маму, что они уже покормили собаку и погуляли с ней.
12. Художник сказал, что работает над картиной уже два года, но пока еще не закончил ее.
13. Мне сказали, что дорогу возле нашего загородного дома еще ремонтируют.
14. Я спросила, почему поменяли расписание. Мне объяснили, что преподаватель заболел
и его лекции были отменены.
15. Журналист поинтересовался, почему жителей не предупредили об опасности.
VI. Translate the sentences from Russian into English.
1. Никто и не подозревал, что информация, предоставленная прессе, была подвергнута
тщательной цензуре.
2. Я был уверен, что он жалеет, что поверил всему сказанному в рекламе.
3. Я подумал, что он устал, и спросил его, что он делал все это время.
4. Она говорила, что не может понять, почему издательство изменило решение и не станет
публикавать статью.
5. Он еще не знал, что будет делать со всеми этими слухами.
6. Он сказал, что они обсудят этот вопрос, как только будет завершен опрос и им
предоставят данные для честного и беспристрастного анализа.
7. Я думал, что вы позвоните мне, как только прочитаете эту новость в социальных сетях.
8. Я сказал, что опубликую эту заметку только после того, как ведущие новостные
агентства поднимут эту тему.
9. Он сказал, что не бросит попыток, пока не достигнет желаемого результата.
10. Я боялся, что он устроит скандал, если я не назову все сказанное дезинформацией и
ложью.

Direct and Indirect Speech. Indirect Statements

VII. Change the following sentences into Indirect Speech.
1. The student told the professor, “I believe my essay will get the highest score.”
2. Anna said to me, “There is a growing conflict of interest between her position as a politician
and her business activities.”
3. Anna looked at me piercingly and said, “I didn’t give a running commentary on what was
happening in the street.”
4. Anna said to her mom, “Emily’s parents budget $50 for her entertainment each month.”
5. He said, “Homeless people are stereotyped as alcoholics or addicts.”
6. He said, “I haven’t read a lot about media literacy.”
7. Anna said, “The film had good word-of-mouth publicity.”
8. The manager explained, “Our target audience is men aged between 18 and 35.”
9. My friend told me, “Although the speech was long on rhetoric and platitudinous generalities,
it lacked specifics.”
10. I said to my sister, “We have grown up in one family, we have same values.”

Indirect Command and Request

VIII. Change the following sentences into Indirect Speech.
1. The old man said to the toddler, “Don’t play with your ball here! It’s not save to play in the
street with a ball.”

121
2. My boss said to the new employee, “Take these letters to the post office, please.”
3. The professor said to the students, “Divide into groups and choose a topic for your scientific
research.”
4. The film director said to the actors, “Learn your roles by heart!”
5. I said to my friend, “Be the moderator of the discussion on IR issues.”
6. Mary’s mother said to her, “Don’t choose IR major unless you want to become a diplomat.”
7. The professor said to the students, “Follow the link attached in the channel of our group.”
8. The doctor said to the sick man, “Don’t read the news and don’t go back to work for a
fortnight.”
9. Anna opened her eyes and said to the doctor, “Tell me the date, please.”
10. Peter’s granny said to him, “Don’t publish the news unless you are sure it is objective and
unbiased.”

Indirect Questions. Indirect General Questions

IX. Change the following sentences into Indirect Speech.
1. The manager asked his employee, “Is the shop ready for prime-time trade?”
2. The professor asked us, “Is critical thinking ability the main strength of an educated person?”
3. The financial expert asked the TV host, “Are banks getting too aggressive on consumer
lending?”
4. Phillip wanted to know, “Is this magazine censored by the government?”
5. My friend asked me, “Are you going to perform in front of this big audience?”
6. He asked his secretary, “Has the postman been yet?”
7. My mother asked me, “Do you want to be an interpreter or a diplomat?”
8. The journalist asked us, “Have you seen the CBS correspondent?”
9. The host wondered, “Will you stay in the wilderness for two weeks?”
10. My boss inquired, “Will you be able to meet the deadline?”

Indirect Questions. Indirect Special Questions

X. Change the following sentences into Indirect Speech.
1. Anna asked us, “Why does he write with more attention to style than to content?”
2. The man asked the journalist, “Why aren’t the statistics very meaningful when taken out of
context?”
3. The student asked, “When should the debate be set in an international context?”
4. I asked the journalist, “When did they accuse the newspaper columnist of defamation of
character?”
5. The woman asked the policeman, “Why was the story distorted by the press?”
6. We asked, “What evidence for these claims do you have?”
7. I asked the manager of the production department, “When will the new product be launched?”
8. The students asked the professor, “What library has a large collection of scholarly
periodicals?”
9. Anna told us a story she read somewhere, and I asked her, “Where did you read this most
moronically mendacious story about celebrities?”
10. The user wanted to know, “When will the system work be transparent to the user?”
XI. Translate the sentences from Russian into English.
1. Они спросили меня, когда будут опубликованы эти данные.

122
2. Он спросил, какие статьи обычно публикуют в этом издании.
3. Мы спросили его, кто из журналистов владеет иностранными языками.
4. Журналисты спросили писателя, над какой книгой он работает.
5. Она спросила меня, где именно проходила эта презентация вчера.
6. Они спросили всех ребят, понравилось ли им в летнем лагере.
7. Я спросила у нее, где она собрала весь практический материал своего исследования.
8. Я спросила у него, какие еще научные книги он прочитал, чтобы написать эту
невероятную статью.
9. Родители спросили нас, что мы собираемся делать после окончания университета.
10. Мы спросили преподавателя, как мы сдали экзамены.
XII. Convert the sentences into Indirect Speech
1. “The taxi is waiting,” said the porter.
2. “I will be all right in a minute,” said Ann.
3. “I asked the professor some questions on grammar,” said Nelly.
4. “If I tell you my real name, you will laugh,” she said.
5. “I posted your letter yesterday,” said Pete to me.
6. “I saw Jack at the university today,” said Mary.
7. “I haven’t seen my mother this morning,” she said.
8. “Tomorrow I will do it myself,” said mother.
9. “You must copy this text and mark all the grammar mistakes in it,” said the teacher.
10. “It was difficult for me to persuade her to come here,” he said.

Effective Writing
How to Write a News Report
I. Study a brief guide for writing a news article.
Know ABCs. News reports should be Accurate, Brief and Clear.
1) Choose a recent, newsworthy event or topic
First, you must decide what to write about. You can pick a topic that revolves around your
personal interest.
2) Plan your news article by asking yourself 5 questions.
- Who was involved?
- What happened?
- Where did it happen?
- Why did it happen?
- How did it happen?
3) Research for your news article
Even if you end up with a topic close to your heart, you should begin with research. Find
witnesses of the event and people with backgrounds in the topic and strong opinions, and carefully
write down or record their responses for accuracy. Let the interviewees know that you will be
quoting them.

123
4) Know your audience
In order to write a great news article, you need to know exactly who you are writing for. Your
audience will dictate the voice and tone of your article and help you to know what you should
include. Ask yourself the “5 W's” again, but this time in relation to your audience.
5) Mind the main parts of a news article
Before you write your first draft, you should be aware of the parts that make up a news story:
Headline or title
The headline of your article should be catchy and to the point.
Byline
The byline is the name of the writer—your name, in this case.
Lead
The lead is the first sentence or paragraph, written to provide a preview of the entire article.
It summarizes the story and includes many of the basic facts. The lead will help readers decide if
they want to read the rest of the news article or if they are satisfied knowing these details.
The story
Once you’ve set the stage with a good lead, follow up with a well-written story that contains
facts from your research and quotes from people you’ve interviewed. The article should not contain
your opinions. Detail any events in chronological order. Use the active voice—not passive voice—
when possible, and write in clear, short, direct sentences.
In a news article, you should use the inverted pyramid format—putting the most critical
information in the early paragraphs and following with supporting information. This ensures that
the reader sees the important details first. Hopefully they'll be intrigued enough to continue to the
end.
The ending
Your conclusion can be your last bit of information, a summary, or a carefully chosen quote
to leave the reader with a strong sense of your story.
6) Check the facts and proofread before publishing.
Even if you’re writing a news article for the assignment, your article isn’t complete until
you’ve checked all the facts. Having incorrect facts will immediately discredit your article.

https://www.thoughtco.com/how-to-write-a-news-article-1857250
https://www.wikihow.com/Write-a-News-Article

II. You are a real reporter, and you have to cover any event/news which has happened on
the campus. Write a news report in about 200 words.
Your news report should:
 name the date and the place;
 describe the event;
 signify the importance of the event.
Make sure that all your descriptions match the picture above.

124
Video / Listening Comprehension

TYPES OF MEDIA: ADVANTAGES AND DISADVANTAGES

I. Before you listen
1. What types of media do you know? Which ones do you prefer? Why? Discuss with a partner.
2. With a partner, brainstorm advantages and disadvantages of different media. Make a list.
II. When you listen
1. You will hear a woman speak about advantages and disadvantages of different kinds of media.
Can you guess which media she is talking about?
a. Listen and number the media in the order you hear them.
b. What are the advantages and disadvantages of each medium in the audio?
Newspaper
Radio
Social networks
Internet
TV

2. Listen again and fill in the gaps with the words and expressions you hear.
1. Using multiple sources on the Internet helps users to get the right opinion, which makes
them more ________ of what is going on.
2. To reduce the risk of ________, one should refer to verified websites.
3. If newsmakers ________ from the truth, viewers might well criticize them online.
4. Internet is an extremely convenient medium. Yet it might be quite ________ as no one
reviews its content.
5. Newspaper is a reliable information provider, and as such allows readers to take on multiple
________ to important issues.
6. Printed newspaper, however, might have an adverse effect of the environment. So, readers
opt for more environmentally friendly ways of ________ content.
7. Sound is the only sensory channel for the radio to ________ ________ to the audience.

3. Fill in the table with the words and expressions from the previous exercise. Mind the
prepositions used with the words.
Word or expression Definition
1) (v) to start doing something different from what is expected or
agreed
2) (n) a statement, detail, or measurement that is not correct
3) (v) to take food or drink into the body or perceive information
4) (n) a part of a situation, especially when it influences the way you
think about the situation
5) (adj) noticing that something exists or is happening and realizing
that it is important

125
 6) (v) to make someone understand what you are trying to say
7) (adj) not definitely true or accurate

III. After you listen

Discuss the questions with a partner. Make sure you use the underlined expressions in your talk.
1. Do you stay conscious of the latest news and important issues? What do you think people
should be conscious of?
2. Have you ever come across inaccuracies in online content? Why is it important for viewers
to have access to reliable sources of information? How can you identify an unreliable
source?
3. Have you ever deviated from the truth deliberately when telling something? Why did you
have to deviate?
4. Is there anything that has added a new dimension to your life?
5. Which type of media seems more convenient to you in terms of ingesting content?
6. Have you ever had to get through to people who didn’t share your opinion?

WHY PEOPLE FALL FOR MISINFORMATION

I. Before you watch

Have you ever fallen victim to
misinformation? What happened?
Discuss with a partner.

II. When you watch

Watch the video Why People Fall for Misinformation and answer the questions:
1) Where do misconceptions come from?
2) What is a game of telephone?
3) Why did David Hänig’s original taste map turned out to be wrong?
4) Which factor most contributed to this misconception?
5) What is the difference between disinformation and misinformation?

III. After you watch

Study the chart ‘Common Mythconceptions’. How many of them did you have? Discuss with a
partner.

126
 CAN YOU TELL REAL NEWS FROM FAKE NEWS?
I. Before you watch
Discuss the questions with a partner:
How would you define fake news?
Have you heard any news lately that turned out to be fake? What was that? Did you believe it?

127
II. When you watch
You’re going to watch the video Can You Tell
Real News From Fake News? depicting people
trying to tell fake news from real news. As you
watch, try to guess yourself.

III. After you watch

In a small group, think about consequences fake news might lead to. How severe can they be?
Can you recall any fake news that resulted in a bad outcome? Discuss with your peers.

ADVERTISING LITERACY
I. Before you watch
Discuss the questions with a partner.
1) Is advertising a good or bad thing?
2) What factors are essential in making a good advertisement?
3) What adverts have you seen or heard that you particularly liked?
4) Do you think you are ad-resistant?

II. When you watch

You’re going to watch the video How Commercials Get Us To Buy Crap We Don't Need where
an advertising expert introduces four
persuasive techniques. As you watch,
answer the questions:
1) What does each of the techniques
appeal to?
2) What is advertised in each
example?
3) Who is the target audience each of
the commercials aimed at?

III. After you watch

1. Did you like any of the commercials the speaker presented? What exactly did you like about it?
Share your opinion with the class.
2. Search the Internet for the commercial you particularly like and share it with the class. Try to
define any persuasuve techniques mentioned in the video above.

128
Project Work
Choose one of the following tasks to perform:
1. Make a useful video content (tutorial/how to, unpacking (product review), live streaming, vlog,
tour) ≈ 7 min
2. Give the lecture/workshop/guide about digital detox and digital decluttering.
3. Make a humorous event teaser video (preview for incoming events on the campus)
4. Do research about false facts in history (any country).
5. Create a comic strip (using speech bubbles).
6. Your own topic for the authors ‘project.

Topics for debates/ discussion/ argumentative essays:

1. Is social media censorship necessary?
2. Male and female stereotypes are enforced through social media.
3. Has social media improved human communication?
4. Press unfairly represents other countries.
5. Newspapers are a dead or dying media form.
6. The media’s reporting of violent crime and events, like that of school shootings, is directly
contributing to further violent crimes.
7. Social media is the narcissist’s playground.
8. Social networking technology is slowly killing real activism and replacing it with
“slacktivism”.
9. Infobesity is the enemy of good decisions.
10. The news changes the way we think and behave.

Workshop 4 TED
What is the Internet of Things? And why should you care? by Benson Hougland

There’s a new buzz phrase in tech circles these days: The

Internet of Things. And it’s promising to be bigger than the
Internet and the World Wide Web ever was. But what is it? And
how will it impact our everyday lives? Will it help me? Should I
be worried? Benson Hougland has a passion for technology of
all kinds that drives a deep desire to make his work and the world
around him better.

I. Watch the video What is the Internet of Things? And why should you care by Benson
Hougland and answer the questions:
1. Who is a geek according to the speaker? What is the dictionary meaning of the word?
2. What comparison does the speaker use to describe the Internet?
3. How big is the Internet of Things?
4. What benefits can people get from the Internet of Things?
5. Are there any blind spots/pitfalls/challenges in the Internet of Things?
6. Benson said that he is an Integrator rather than a User of the IoT. What did he mean?

129
II. Study the pictures and answer the questions (if necessary, watch the video again).

a. What similarities and differences can you

name between the Internet of People and the
Internet of Things?

b. How is this image connected with the Internet

of Things?

c. What does this picture show?

d. Read Mark Weiser’s quote. How far do you

agree with these words? What does Benson say
about the statement? Are there real examples to
prove it?

III. The Internet of People has changed our lives greatly. In what way will the world change
with the Internet of Things? Divide into teams (3-4 students) and try to describe the New
World that will appear with the development of IoT.

130
 Unit 5. Inspiring people
“It may be that you are not yourself luminous, but that you are a conductor of light. Some people
without possessing genius have a remarkable power of stimulating it.”
– Sir Arthur Conan Doyle

Lead-in
I. Discuss the quotes. Do you agree or disagree with the opinions? Give reasons for your
ideas. Which quote do you like the most?

“The whole problem with the world is that fools and fanatics are always so
certain of themselves, and wiser people so full of doubts.”
– Bertrand Russell

“Take a method and try it. If it fails, admit it frankly, and try another. But by
all means, try something.”
– Franklin D. Roosevelt

“All we can know is that we know nothing. And that's the height of human
wisdom.”
– Leo Tolstoy, War and Peace

“For, after all, you do grow up, you do outgrow your ideals, which turn to
dust and ashes, which are shattered into fragments; and if you have no other
life, you just have to build one up out of these fragments.”
– Fyodor Dostoevsky, White Nights

131
 “And now here is my secret, a very simple secret: It is only with the heart
that one can see rightly; what is essential is invisible to the eye.”
– Antoine de Saint-Exupéry, The Little Prince

“If you treat an individual as he is, he will remain how he is. But if you treat
him as if he were what he ought to be and could be, he will become what he
ought to be and could be.”
– Johann Wolfgang von Goethe

II. Inspiration seems brilliant, creative and unique, but it’s tricky to understand. What inspires one
person may not inspire the next. Complete and develop the phrase “I am mainly inspired by…”
Offer your own answers.
a) Quotes c) Nature e) Kindness
b) Speeches d) Art f) Achievements

III. Remember and list your role models. Choose anybody and describe what inspires you most
of all? Who has inspired you to change your life in a significant way to become healthier, happier
or more fulfilled?

Circle of my inspiring people

My family members My friends

Famous people

Ordinary people
University /school teachers

132
IV. Choose the picture which you like most of all. Who inspires you? What inspires you? Why
does it inspire you?
A B C

D E F

V. Work in pairs. Discuss the given questions (preferably within 2 min.). Add other factors
to those provided in the diagrams.
a) Look at the diagram. Talk to each other about the importance of having a person to look
up to.

Is it important for
young people to Patterns of
A role model have a person to behavior
look up to?

A challenge Goal setting Personal

development

133
b) Look at the diagram. Talk to each other about good and bad role models.

Who is a good role Someone who has

A popstar/singer model? a sense of purpose

Someone who
A famous scientist Someone who
makes you feel
or politician interacts well with
good about being
others
You

c) Look at the diagram. Talk to each other about the source of inspiration.

Where does
Dreams inspiration come Places
from?

Music People Arts

VI. Do you know difference between inspiration and motivation? Many people might think
that these two disciplines are more or less the same thing, but they are entirely different concepts.
Give your own answers.

134
VII. a. Work in pairs. Study the comparison chart. Student A explains the psychological
concept Motivation and student B explains the influencing process Inspiration.
Basis for comparison Motivation Inspiration
Meaning Motivation refers to a process of Inspiration is defined as an act of
stimulating someone to act in a influencing people mentally and
definite way to achieve a goal. emotionally to do something
creative.
Force Driving force Pulling force
Sense of Resistance Excitement and effortlessness
Life Short-lived Everlasting
Feel Compel Propel
Source External Internal
Impulse to take action Deliberate Spontaneous
Reason Self-imposed or societal Natural calling, which comes
expectations, obligations and from deep inside us.
peer pressure that pushes us to do
something.
https://keydifferences.com/difference-between-motivation-and-inspiration.html

b. Read the following statements and complete with Motivation or Inspiration.

1. Once … is ignited in your heart, it becomes easier to maintain your stamina for longer.
2. Begin by looking at … as the vision that helps you build your ….
3. … may be short-lived, but you can learn how to keep it going by making a big deal out of
reaching your goals.
4. … can easily turn into daydreaming.
5. … gives you the energy to accomplish the goals. It’s a force that helps you overcome obstacles
and push yourself further.
6. … generally happens when you experience something that makes you want to change your
outlook in life or behavior.
7. … is usually a byproduct of …. Often, it involves changing habits, attitudes, or beliefs.

VIII. a. Answer the following question:

– Do you like reading/seeing/hearing and sharing positive quotes?
– Do you believe in them?
– Do they make you feel better? Do you remember your favorite one? (in English or in Russian)
– When do they have a huge impact on you?

b. Read the following quotes and choose any which leads you to a positive state of mind. Why
it is special for you?
1) Do more of what makes you happy.
2) Follow your dreams, they know the way.
3) See good in all things.
4) Dreams don’t work unless you work.
5) Your future is created by what you do today, not tomorrow.
6) Be the type of the person you want to meet.
7) Your life doesn’t get better by chance. It gets better by change.
8) Have an appetite for risk.
9) You are stronger than you know.
10) I don’t need easy. I just need possible.

135
c. Create your own original inspiring quote for the motivation wall:
- at school / in the university
- at hospital / clinic
- in the gym / swimming pool
- in the library
- on your desktop
- on the fridge
- in the office
- in the airport
- t-shirt / hoodie

IX. Pair work Compare the models and discuss with your partner: What model is right?
1. 2.

https://kierantie.com/a/action-before-motivation

Reading 1
I. Pre-reading tasks. a. Have you ever been interested in space exploration? Can you
remember the names of any cosmonauts or space engineers?
b. Do you agree or disagree with the following statements? Explain why.
 For many decades, space attracted the attention of everyone, young and old: children wanted
to become cosmonauts; adults proudly hinted that they were "working for space."
 Today people are already accustomed to both launches and spacewalks.
 The atmosphere of romance and the feat of conquering the universe no longer touches the
people of the 21st century so much.
 Today’s children and teenagers simply do not know that space explorers are not characters
from fantastic blockbusters, but real people.

II. Read the article.

Sergei Korolev: the rocket genius behind Yuri Gagarin
In 1961, Yuri Gagarin became the first man in space. But the unsung hero of the Soviet Union's
triumph was a brilliant scientist Sergei Korolev,
On 12 April 1961, a peasant farmer's son with a winsome smile crammed himself into a capsule
eight feet in diameter and was blasted into space on top of a rocket 20 storeys high. One hundred
and eight minutes later, after making a single orbit of our world, the young pilot parachuted back
to Earth. In doing so, Yuri Gagarin became the first human being to journey into space.
The flight of Vostok 1 was a defining moment of the 20th century and opened up the prospect of
interplanetary travel for our species. It also made Gagarin an international star while his mission

136
was hailed as clear proof of the superiority of communist technology. The 27-year-old cosmonaut
became a figurehead for the Soviet Union and toured the world. He lunched with the Queen; was
kissed by Gina Lollobrigida; and holidayed with the privileged in Crimea.
Gagarin also received more than a million letters from fans across the world, an astonishing
outpouring of global admiration – for he was not obvious star material. He was short and slightly
built. Yet Gagarin possessed a smile "that lit up the darkness of the cold war", as one writer put it,
and had a natural grace that made him the best ambassador that the USSR ever had.
To many Russians, Gagarin occupies the same emotional territory as John F Kennedy or Princess
Diana. The trio even share the intense attention of conspiracy theorists with alien abduction, a CIA
plot and suicide all being blamed for Gagarin's death in 1968.
In fact, Gagarin's flight was anything but a collective affair. In the years that have followed the
USSR's disintegration, it has become clear that his mission was a highly individualistic business
with one man dominating proceedings: Sergei Korolev, the chief designer – a shadowy figure who
was only revealed to have masterminded the USSR's rocket wizardry after his death in 1966. The
remarkable story of his genius, his survival in the Gulags; his transformation into one of the most
powerful men in the Soviet Union – and his interaction with his favourite cosmonaut, his "little
eagle" Yuri Gagarin, is the real story behind that flight on 12 April 1961. Gagarin became the face
of Soviet space supremacy, while Korolev was its brains. The pair made a potent team and their
success brought fame to one and immense power to the other. Neither lived long to enjoy those
rewards, however.
Like Gagarin, Korolev was besotted with flying and aeronautics and studied in Moscow under
Andrei Tupolev, the distinguished Soviet aircraft designer. Tupolev described his young student
"as a man with unlimited devotion to his job and his ideas".
Korolev qualified as a pilot and began designing gliders to which he added rocket engines. In 1933,
he successfully launched the first liquid-fuelled rocket in the USSR. He prospered for he was hard-
working and loyal to the Soviet system. It was not enough. On 27 June 1938, four secret service
agents broke into his apartment and arrested him as a spy. Korolev was forced to admit to crimes
of treason and sabotage and was sentenced to 10 years' hard labour at the Kolyma gold mine, the
most notorious of all Gulag prison camps. Korolev never found out why he had been picked out.
After five months, Korolev was released from Kolyma – probably because Tupolev intervened on
his behalf – and he spent the next five years in jail in Moscow working, officially, on aircraft and
rocket design with other imprisoned engineers. Then, in 1945, he was made a colonel in the Red
Army and sent to Germany. It was a remarkable change in his fortunes and it occurred for a simple
reason: the Russians had captured Nazi stores of V2 rocket components and wanted to use them
to develop their own missile system. Korolev's credentials were ideal.
The V2's guidance systems, turbo-pumps and engines were of startling sophistication, Korolev
realised. However, the rocket's designer, Werner von Braun, and his team had defected to the
Americans, with several complete V2s. This gave the US a huge advantage in the race to develop
missiles from the Nazis' technology. But Korolev was a gifted engineer and designer – and an
obsessive worker. "I can never forget, on going home, if there is something wrong with a
technique," he told a colleague. He slept for only a few hours a night, lived frugally and on 21
August 1957 launched the Soviet R-7 rocket, the world's first intercontinental ballistic missile, on

137
a 4,000-mile journey from Baikonur cosmodrome to the Kamchatka peninsula. He had beaten the
USA by 15 months.
"His ability to inspire large teams, as well as individuals, is proverbial," says Harford in Korolev:
How One Man Masterminded the Soviet Drive to Beat America to the Moon. "He had a roaring
temper, was prone to shout and use expletives, but was quick to forgive and forget. His consuming
passion was work, work, work for space exploration and for the defence of his country.
Von Braun may have built the V2 and later the Saturn V rocket that took Armstrong and Aldrin to
the moon, but his achievements were dwarfed by those of Korolev. The chief designer – he was
never named in state communiqués because of official disapproval of "the cult of personalities" –
developed the first intercontinental missile and then launched the world's first satellite, Sputnik 1.
He also put into space the first dog, the first two-man crew, the first woman, the first three-man
crew; directed the first walk in space; created the first Soviet spy satellite and communication
satellite; built mighty launch vehicles and flew spacecraft towards the moon, Venus and Mars –
and all on a shoestring budget.
However, it was the launch of the first man into space that truly marked out Korolev – and Gagarin
– for greatness.
(By Robin McKie; https://www.theguardian.com/science/2011/mar/13/yuri-gagarin-first-space-korolev)

III. Answer the questions. Write YG (Yuri Gagarin), SK (Sergei Korolev) or B (both).
Who …?
1) made the first flight into space
2) qualified as a pilot
3) travelled all over the world and met important people
4) was besotted with flying and aeronautics
5) studied in Moscow under Andrei Tupolev
6) remained in the shadows until his death
7) spent some period of time in prison
8) was the face of Soviet space supremacy
9) was the brains of Soviet space supremacy
10) got more than a million letters from fans across the world
11) had the gift of inspiring people
12) developed and launched the first intercontinental ballistic missile
13) had a roaring temper
14) had the most unforgettable smile
15) made the greatest contribution to the development of the Soviet space program

IV. Can you remember what these numbers refer to? Write sentences about each number.
Then read the text again and check your answers.
1) 1933 4) 15 months
2) 1938 5) 27-year-old
3) 1957 6) 1966

V. Answer the questions.

1) Why is the flight of Vostok 1 considered a defining moment of the 20th century?

138
2) Why did Gagarin arouse the admiration of people all over the world?
3) Did Gagarin have lunch with the American president or with the British queen?
4) Why did Gagarin become the face of Soviet space supremacy?
5) What did the Soviet Union demonstrate when it launched Vostok-1 into space?
6) Whom did Sergei Korolev call his favorite cosmonaut?
7) Why was Korolev sent to Germany in 1945?
8) Why did the US have a huge advantage in the race to develop missiles from the Nazis'
technology?
9) What allowed Sergei Korolev to get ahead of the Americans?
10) What space achievements are associated with the name of Sergei Korolev?

VI. Match the highlighted words with their definitions.

1) worthy of attention; striking;
2) having exceptional talent or natural ability;
3) not celebrated or praised;
4) extremely surprising or impressive; amazing;
5) famous or well known, typically for some bad quality or deed;
6) having great power, influence, or effect;
7) giving or showing firm and constant support or allegiance to a person or institution;
8) attractive or appealing in appearance or character;
9) completely filling one's mind and attention; absorbing;
10) successful, authoritative, and commanding great respect.

VII. Complete the sentences with the highlighted words from the text.
1) He thanked __________ heroes – all volunteers worldwide – for contributing their time,
talent, knowledge, and energy to the promotion of a better world.
2) They are ____________ for their achievements in genetic research.
3) This actor changed his name in order to avoid confusion with the __________ criminal.
4) I was surprised to see a very handsome person with a __________ look in his eyes.
5) Korolev showed ___________ resilience in the prison camp.
6) The congressional representative showed an ____________ lack of concern for others.
7) He is very __________ and will never betray his friend.
8) His love becomes ____________, but the intensity of his passion drives Jane crazy.
9) He decided to donate the money to set up a special school for ___________ children.
10) Anger can be a ________ fuel, but it does cloud the mind.

VIII. Comment on the following lines from the text. Explain the words given in bold.
1) …crammed himself into a capsule.
2) It also made Gagarin an international star…
3) … cosmonaut became a figurehead for the Soviet Union…
4) … was anything but a collective affair.
5) … was besotted with flying and aeronautics …
6) … with unlimited devotion to his job…
7) He prospered for he was hard-working …
8) It was a remarkable change in his fortunes …
9) He had a roaring temper…
10) … and all on a shoestring budget.

139
IX. Match words from A with words from B to make collocations from the article. Give their
Russian equivalents and use them in your sentences about Y. Gagarin and S. Korolev.
A B
to occupy the darkness
to light up frugally
to bring the wizardry
to enjoy fame
to live satellites
to mastermind achievements
to launch a territory
to dwarf rewards

X. Express the same in English using the words from exercises VI-IX.
1) У первого космонавта Земли была удивительно обаятельная улыбка – добрая,
открытая и немного детская.
2) Благодаря таланту и трудолюбию Королеву удалось затмить достижения американцев
и первым запустить космический спутник.
3) Королев собрал мощнейший коллектив, принесший славу и величие советской
космонавтике.
4) Несмотря на скромный бюджет, исследование дало отличные результаты.
5) Его безграничная преданность компании основана на глубоком уважении к коллегам.
6) Даже будучи главным конструктором, Королев жил скромно.
7) Запуск космического корабля «Восток-1» был организован самым выдающимся
советским конструктором.
8) Всепоглощающей страстью Королева были полеты и воздухоплавание.
9) Он всегда был трудолюбив и предан своему делу.
10) Гагарин стал олицетворением мужества и подвига советского народа.

Vocabulary Focus
I. Study the topical vocabulary (p. 191), put the suitable words in the sentences and give their
Russian equivalents.

achiever ambassador celebrity defender exemplar genius high flyer idol

influencer mentor motivator paragon role model visionary worshipper
1. Sports stars are __________ for thousands of youngsters.
2. He has made some good films and he is a good __________ for the industry.
3. He was an __________ of dedication, a hero who never lost his humanness.
4. He was younger than McCready by a decade, a __________ with a good degree and private
wealth.
5. Jackie Robinson came from a humble background, but he was always a high __________.
6. Steve can solve anything - the man's a __________.
7. We don't expect our candidate to be a __________ of virtue.

140
8. The fans of the actress craned necks to catch a glimpse of their __________.
9. Look, you've received a greeting card from a __________!
10. She started working as a __________ for LUX soap and SKII in 2014.
11. If you are a __________, you are headline news.
12. He was a __________ and fund raiser for civil rights organizations.
13. Every student has a __________ to provide personal support and guidance.
14. He was a __________ possessed of a powerful and discerning mind.
15. He gained a reputation as being a staunch __________ of civil rights.

II. This is your Criss Cross Word Puzzle! Words can go across or down. Letters are shared
when the words intersect.

ACROSS
4. an idea or thought that continually preoccupies or intrudes on a person's mind
10. an intense desire or enthusiasm for something
12. a series of actions advancing a principle or tending toward a particular end
13. a natural ability or talent
14. the quality of being worthy of honour or respect
17. lack of fear
19. the process of being mentally stimulated to do or feel something, especially to do something
creative
20. binding yourself (intellectually or emotionally) to a course of action
21. the quality that you show when you have decided to do something and you will not let
anything stop you.
22. the quality of having a modest or low view of one's importance
23. a system of religious veneration (=great respect) and devotion directed towards a particular
figure or object.

DOWN
1. feelings of ardent (=passionate) love
2. the ability to use your experience and knowledge in order to make sensible decisions or

141
judgements
3. a principle or a standard of behavior; one’s judgment of what is important in life
5. expert skill or knowledge in a particular field
6. persistence in doing something despite difficulty or delay in achieving success
7. the quality of being dedicated to a cause, activity, etc.
8. a combination of skill and high standards
9. the property of being genuine or valid, not being a fake or forgery
11. careful and persistent work or effort
15. the quality of being encouraging or promising of a successful outcome
16. the quality of being honest and having strong moral principles
18. the power delighting, attracting, or fascinating others

III. Note the following information and do the exercises.

* ‘self-’ is used to form words which indicate that you do something to yourself or by yourself.
a. Match the words and their definitions. Think about Russian equivalents to the given
words.
1 self-control A pride and confidence in oneself; a feeling that one is behaving
with honour and dignity
2 self-fulfillment B allowing yourself to believe something about yourself that is
not true, because the truth is more unpleasant
3 self-condemnation C freedom from doubt; belief in yourself and your abilities
4 self-expression D an admission that you have failed to do or be something you
know you should do or be
5 self-awareness E the ability to not show your feelings or not do the things that
your feelings make you want to do
6 self-respect F the fulfilment of one's hopes and ambitions
7 self-deception G feelings of excessive interest in and admiration for yourself
8 self-love H the expression of your personality, feelings, or opinions, for
example through an artistic activity such as drawing or dancing
9 self-analysis I conscious knowledge of one's own character, feelings, motives,
and desires
10 self-confidence J a deep examination of your own beliefs and motives

b. Put the following words in the sentences and think about their Russian equivalents.

self-starter self-centered self-conscious self-willed self-appointed

self-critical self-sufficient self-made self-educated self-important
1. People who are __________ have acquired knowledge or a skill by themselves, rather than
being taught it by someone else such as a teacher at school.
2. Someone who is __________ is only concerned with their own wants and needs and never
thinks about other people.

142
3. Someone who is __________ is determined to do the things that they want to do and will not
take advice from other people.
4. Someone who is __________ is easily embarrassed and nervous because they feel that
everyone is looking at them and judging them.
5. If somebody is __________, he is able to produce or make everything that it needs.
6. “__________” is used to describe people who have become successful and rich through their
own efforts, especially if they started life without money, education, or high social status.
7. A __________ leader or ruler has taken the position of leader or ruler without anyone else
asking them or choosing them to have it.
8. If you say that someone is __________, you disapprove of them because they behave as if
they are more important than they really are.
9. A __________ is a professional who takes initiative, can work without supervision and begin
projects independently.
10. __________ individuals are always scrutinizing themselves and their performance in most
areas of their life.

IV. Solve the double puzzle! Guess the adjectives from the vocabulary list and get a smart
quotation from a famous person. Do you agree with the idea?

143
V. Match two halves of the sentences and translate the sentences into Russian.
1 He was considered "conscientious A some wonderfully offbeat plays.

2 You don't need to have a rich or B to get a decent return on their investment.
privileged background
3 The proverbial straw had broken C she won't be unhappy for long.

4 Her son is resourceful enough D Byatt fits both categories.

5 She dedicated herself to being E the proverbial camel's back.

6 In Seattle, the gifted actress developed F and more tenacious than the other three.

7 She's a resilient girl - G a dutiful mother and housewife.

8 As a reporter, David was tougher H to mix well with all kinds of people.

9 As a distinguished critic and writer, I and devoted to his work".

10 It might be the best way for long- J to make a difference in life.

suffering shareholders

VI. Choose the correct word and explain the difference between the words which are often
confused.
1. An inspirational / inspiring teacher can stimulate students to succeed.
The issue is otherwise filled with breathtaking photography and inspiring / inspirational
stories.
2. She was so caring / careful and would help anyone.
Visitors are warned to be careful / caring on the streets at night.
3. Thrones were potent / potential symbols of authority.
We are aware of the potent / potential problems and have taken every precaution.
4. The debates were long, fierce, and often patient / passionate.
She was passionate / patient to her aunt's infirmities.
5. This part of the city has become quite respected / respectable in the last ten years.
She is a very respected / respectable member of the international community.
6. I am not very confident / confidential about tonight's game.
He was dismissed for sending confidential / confident report to the newspaper.

VII. Translate into Russian. Pay attention to the bolded words.

1. Throughout history, there have always been people who have made a significant contribution
to mankind.
2. From music to the arts and technology, these people have made their marks and will always
be a source of inspiration.

144
3. Their struggles, their motivations and their sheer will to succeed, the sacrifices that they have
made to make a difference.
4. Their accomplishments and contributions will forever change the course of human history.
5. Despite his physical challenges, Nick decided to talk about his experience to people and
share the inspirational stories of his success around the world.
6. There are so many people and things that inspire me in life. I could list off a dozen different
people who have had a profound impact on my life, but if I had to pick just one it would be
my grandfather.
7. My mother’s resilience and sheer determination to keep living her life as long as she can is
what gives me inspiration.
8. And my mother’s strength, love and desire to not give up is the reason why I don't give up
either, as I am doing the best I can to turn my life around.
9. I am inspired by people who enjoy leaving their comfort zone, and do not mind venturing
into the unknown.
10. Daily life inspires me, and the walks I have around town. Yesterday I met a great woman, we
spoke and she taught me many important lessons for life with her wisdom...
11. What's more inspiring about him is the fact that nothing stopped him to pursue his dream.
12. God. Dad. Mom. Everyone else, they are inspirations to me. Helping me realizing their values
and ethics. Addressing good qualities, bad qualities.
13. All my life, I have been inspired by great writers with meaningful things to say.
14. One person who inspires me is my best friend, Monk. He always pushes me forward towards
my goals, no matter how big or small they are. He never settles for anything less than what
she wants her life to be.
15. My parents and my love for humanity are a great source of inspiration for me in life. My
desire to work for the welfare of others inspire me.
16. Children are the ones who inspire me. They teach me so much. They are innocent to anything
that is bad. They make me want to do good. They are teachable which makes me want to learn.
17. They teach me to love and to take correction, and to learn to accept others and not judge.
18. They make me want to be a better person. They have so much to give, and they are so accepting
of others.
19. At times, we all have felt somewhat uninspired and demotivated. It might be the stress of our
daily jobs or else a depressing event that happened to us recently. Sometimes the simple thing
to do is to simply try to relax and seek inspiration from other people whom we might look
up to.
20. You cannot be inspired by someone who doesn’t care about others. Inspiring people enjoy
helping each other reach their goals.
21. Successful people have passion and drive. They put a plan in place and follow it through all
the way, which is one of the most obvious ways we get inspired by such people.
22. Successful people know better than to be negative with others. They realise that negativity
does not help any situation and that positive words can make a big impact.
23. Successful people try to support the people around them as well as others.
24. Successful people stand by their convictions regardless of the situation. This is one of the
that inspires people the most.
25. Admitting defeat and flaws is a big step for a person to take and results in gaining people’s
respect and admiration most of the time.
26. Inspirational people actually listen to others. They are not self-centered and self-consumed.
This is not an easy task for everyone to achieve.

145
27. Inspirational people do not settle for “average” or for mediocracy. They have far stretched
goals and they actually believe that they can achieve them. Believing in a big goal is not easy
for most.
28. Inspirational people try not to say negative things and try to stay positive with others.
Providing constructive criticism (when asked for) is a trait that people can admire!
29. One of the most admirable qualities a person can have lies in his treatment of others,
regardless of race, gender, culture, education, background and other traits.
30. Inspirational people believe in their ideas and in themselves. They are confident about
themselves as well as their life goals, something that make them very desirable as well!
31. How a person acts in the face of insult or defeat can tell you a lot about him. People respect
and admire those who remain calm and composed in the face of negativity.
32. Inspirational people are not afraid nor are they reluctant to ask for help, this requires modesty
but at the same time confidence and respect for other’s opinions.
33. Admirable people don’t say something and then go ahead and do something else. A way to
earn people’s trust is to keep your promises and deliver what people expect of you. Not
letting people down is a very admirable trait to have.
34. Positive and wise words from successful people who have gone through repetitive ups and
downs before reaching their success can restore our positivity, motivation and balance in
life.
35. There have been several people throughout history whose stories of success in adversity or
unique thinking have made a lasting global and historical impact. Being inspired by others
can help us grow and realize what is possible within ourselves.
36. Research shows that when we think back on leaders who took time to build emotional
resonance with us, our brains show increased positive emotion and social connection.
37. He is one of the most popular and famous leaders, whose daring actions, self-assured
manner, limitless power, and strong charisma have made him a rock star of international
politics.
38. He’s landed on Time’s cover nearly a dozen times, and for years he has dominated the
headlines of the most influential publications.
39. His colossal personality has served as an inspiration to songwriters, movie makers, fashion
designers, beverage producers, and etc.
40. His whole life was paved with extraordinary hardships, yet he became a symbol of his epoch.
VIII. Translate into English.
1) Он всегда такой заносчивый и самовлюблённый...
2) Это действительно вдохновляет – видеть, как эти люди полностью преобразились.
3) Ты выглядишь таким самоуверенным, но при этом очень напряженным.
4) Мне он показался человеком чутким и заботливым.
5) Ты самый находчивый, оптимистичный, удивительный человек, которого я когда-либо
встречал.
6) Кинг был прекрасным оратором и вдохновляющим лидером.
7) К тому же, мистер Чейс – весьма серьёзный... уважаемый человек.
8) Талантливых людей по праву можно называть выдающимися, вне зависимости от
того, в какой области они талантливы.
9) Появился шанс на то, что Мэнди наконец-то сможет стать самодостаточной.
10) Если мы не полностью преданы делу, мы не сможем полностью воплотить в жизнь свои
мечты.

146
11) История выдающихся людей вплотную связана с историей человечества.
12) У команды есть много преданных поклонников.
13) Выдающиеся личности есть в науке, в спорте, в искусстве. Кто-то из них открывал
новые земли, кто-то стал знаменитым благодаря своим научным открытиям.
14) Часто при проведении социологических опросов людей спрашивают – кого из своих
современников они считают выдающейся личностью.
15) Выдающиеся люди жили в разное время, имели разное образование, но объединяет их
всех стремление следовать за своей мечтой и обязательно делать её реальностью.
16) Ключом к успеху в современной экономике являются хорошо образованные и
мотивированные работники.
17) Мы наблюдали за её превращением из застенчивой школьницы в уверенную в себе
бизнес-леди.
18) Чрезвычайно важное значение имеет поддержка со стороны уважаемых и
авторитетных лиц.
19) Боб был чрезвычайно амбициозен и одержим идеей стать богатым.
20) Он не замечал ничего, что происходило в его семье, так как был сосредоточен только
на самом себе.

Listening and Watching Comprehension & Speaking

I. Watch the video Be a Mr. Jensen.

a. Read the sentences and fill in the gaps
with the words you will hear:
1. He has a lot of memories from when he was
a child. One that's always _________ to
him was when he was about 10 years old.
2. He didn't _________ with English, Math or
Science. He struggled _________.
3. The students in the class would look at him and they'd say, "Hey, _________".
4. Mr. Jensen looked at him and yelled. And he asked to stay after class. And the boy thought to
himself, this is it. _________.
5. Mr. Jensen looked him _________, he said now I need you to know something, that you
_________, but I do have just one question that I have to ask you.
6. And at that moment, Mr. Jensen _________ and opened the top drawer of his desk. And he
reached in and then he _________ my very first pair of drumsticks.
7. From that moment on, I've never _________ those sticks _________. I've toured, recorded, and
played drums all over the world.
8. Mr. Jensen saw something in me that I didn't even _________.
9. That there's a difference from being the best _________ the world and being the best _________
the world.

b. Answer the following questions:

- What is the speaker’s name?
- What did the speaker struggle at school with?
- What was he bullied for by his classmates?

147
 - What was he sent to the principal’s office for? What was the piece of advice given to the
boy?
- What question did Mr. Jensen ask his student?
- How far do you agree with the speaker’s words: “Just one single moment can change the
whole person’s life”?
- What is the difference between two statements “the best in the world” and “the best for the
world”?

II. Watch the video Mr. Indifferent and retell the story using the words from task (I. a.)
Discuss the main ideas of the story and answer the given questions:

- How do you understand the meaning of

the word «indifference»?
- What made Mr. Indifferent change his
way of thinking?
- How has his behavior changed? (before
and after)
- Why is the video considered to be
inspirational?

III. a. Before you watch the video about Helen Keller, a deafblind author and activist, answer
the following questions: What are some common disabilities? How are disabilities viewed in your
country? Why do you think people with disabilities have experienced discrimination and abuse,
both in the past and still today?

b. Look through the list of the words. Do you know all of them? Make up sentences with
every word/ word combination from the list.
word/ word meaning example
combination
courage the ability to control your fear in a dangerous or They showed great
difficult situation courage when they found
out about their baby's
disability.
overwhelming difficult to fight against Against persistent threats
and overwhelming odds,
odds the probability (= how likely it is) that a Israel has not only
particular thing will or will not happen survived but thrived.
attitude a feeling or opinion about sth or someone, or a …
way of behaving that is caused by this
handicapped not able to use part of your body or your mind in …
the way that most people do because it has been
damaged or does not work in the usual way. This
word is now considered offensive by many
people, who prefer to say someone has a
disability or is disabled
blind unable to see …
deaf unable to hear, either completely or partly …

148
 sight the ability to see …
hearing the ability to hear …
stricken with suffering severely from the effects of something …
unpleasant
fingerspelling the representation of the letters of a writing …
system, and sometimes numeral systems, using
only the hands. These manual alphabets (also
known as finger alphabets or hand alphabets)
have often been used in deaf education and have
subsequently been adopted as a distinct part of a
number of sign languages.
to manually sign to use sign language (= language used by people …
who cannot hear or talk)
to advocate for to publicly support or suggest an idea, …
development, or way of doing something
disability an illness, injury, or condition that makes it …
difficult for someone to do some things that
other people do, and that is usually permanent or
lasts for a long time
to champion to support, defend, or fight for a person, belief, …
right, or principle enthusiastically
perception a belief or opinion, often held by many people …
and based on how things seem
vision loss losing your ability to see well without some sort …
of vision correction
to leverage to use something that you already have in order …
to achieve something new or better

c. In the video you will hear several names and words that may be new to you. Look for the
meaning of these words in the dictionary and try to remember several facts about the people.
Braille
cum laude
Alexander Graham Bell
Lyndon B. Johnson
Women’s suffrage

d. Watch the video Helen Keller - Deafblind Author & Activist and answer the questions:
1) What will Helen Keller be remembered for?
2) What happened to Helen at the age of 19
months?
3) What is known about Helen’s family?
4) Who is Helen’s brilliant teacher?
5) How did she teach Helen fingerspelling?
6) How did Helen Keller manage to advocate
for political and social issues?
7) How many countries did Helen visit?
8) How long did Helen lobby on behalf of the American Federation for the blind?
9) How was the Helen’s life story brought to the masses in the late 50s and early 60s?

149
e. Match the scenes from the video with the sentences related to them.
1 a. Rehabilitation centers and schools for
the blind were established because of
her visits.

2 b. By age 10 Helen Keller had mastered

Braille as well as the manual
alphabet, she also learned to use the
typewriter.

3 c. Anne let the cold water flow through

Helen’s one hand while she
fingerspelled W-A-T-E-R on the
other hand.

4 d. Helen Adams Keller was born with

full sight and hearing on June 27th
1880 in Tuscumbia, Alabama.

5 e. She contacted the Perkins School for

the blind and managed to get help in
the form of Ann Sullivan Macy, the
now very famous teacher of Helen
Keller.

6 f. Yet at 19 months she was stricken

with what at that time was called
brain fever and was left both blind
and deaf.

7 g. By age 24 she had graduated from

Radcliff College.

150
f. Using all the words from task (b.), retell Helen Keller’s story. Would you call Helen Keller
and Anne Sullivan inspiring people? Why?

IV. Watch the Best Inspirational Short Stories with a Motivating Moral and answer the
questions:

a. Three Feet From Gold

- Where does the story originate from?
- Retell the story briefly.
- Why did people give up on following their dreams?
- What is the moral of this story?
- Think about similar real-life situations and share
your own story with the group.

b. Rocks, Pebbles, and Sand

- What intelligent decision can the story help us make?
- What things did the professor need for the
experiment?
- Retell the story briefly.
- What is the metaphorical meaning of rocks, pebbles
and sand in the story?
- What is the moral of the story? Do you plan your time
effectively?

c. The Elephant Rope

- Why is this story frequently mentioned in the
personal development books?
- Retell the story briefly.
- What does the author mean saying that the
elephants experience the learned helplessness?
- What is the moral of the story?
- Do you agree with the statement of Henry Ford
«Whether you think you can, or you think you can’t – you are right.»?
- What ropes are currently holding you back?
- What can you do today to change these beliefs and take action on an important goal in your
life?

d. It’s Never Too Late

- Why can we call this story a motivational one?
- What is known about Colonel Sanders life before he became famous?
- How many times has Colonel Sanders failed before he
got «Yes» from one restaurant’s owner?
- Retell the story briefly.
- What’s the moral of this story?
- What challenges are you currently experiencing in your
life?
- What is one small step you can take today to overcome
this challenge?

151
e. There Was Once a Boy…
- Why does the author call this story an inspiring one?
- What did one man decide to do to help his son
appreciate everything he had been given in life?
- What did the boy mean when he said «This
family is so lucky!»?
- What is the moral of the story?
- What are your values and priorities?

Reading 2
I. Pre-reading task.
a. You are going to read an article about a great and inspiring person Vitaly Churkin, one
of the most brilliant diplomats, who represented Russia for many years, protected his
country’s citizens, repaired relationships between nations, and created lasting bonds that
helped shape foreign policy.
Have you ever heard this name? What do you know about him? Have you heard him speak at the
United Nations?
b. What do you think makes a successful diplomat or politician? Choose the five things in
the box you think are most important. Are there any you think are unimportant?

good judgment high integrity leadership skills

foreign language skills managing delicate situations
handling people being kind and generous
being sensitive and empathetic communication skills
analytical temperament knowledge of history luck
cross-cultural awareness family

II. Read the article and find the sentences which show that Vitaly Churkin
1) possessed the qualities necessary to be a successful diplomat;
2) had work experience not related to a diplomatic career;
3) got a good education;
4) had an excellent command of English;
5) could intelligibly explain the position of the leadership of his country;
6) was highly respected by his counterparts.

Diplomatic maestro and deeply caring man

Vitaly Churkin was the longest serving Russian ambassador to the United Nations, a
tenacious, committed and often witty defender of his country’s interests with a career that ranged
from nuclear disarmament to the Balkan wars. He served as Russia's Permanent Representative to
the United Nations from 2006 until his death in 2017. Churkin epitomised the peak of

152
professionalism in his country’s diplomatic service, mastering the detailed dossiers of every
conflict and crisis around the world while explaining Russia’s stance with clarity, firmness and
dignity.
He hated the moralising tone of his US, British and French counterparts on the UN security
council who, he felt, were not only hypocritical but were playing to the global gallery and aiming
to score rhetorical points instead of looking for compromises that could lead to the resolution of
differences.
Born in Moscow, Churkin showed considerable acting talent as a child. He starred as an 11-
year-old in a film about Lenin and in two other films over the next three years. After he left school
he attended the prestigious Moscow State Institute for International Relations, the main training
ground for prospective high flyers in the Soviet foreign service.
On graduation in 1974 he spent the next five years negotiating with the Americans as a
diplomat in the Soviet team at the Strategic Arms Limitation Treaty (Salt) talks, a post that required
him to master a huge amount of technical detail on nuclear weapons. After three years in Moscow
as a third secretary on the US desk in the foreign ministry, he was posted to Washington in 1982.
There he made history in 1986 by becoming the first Soviet official to testify before a
Congressional committee. The Soviet ambassador, Anatoly Dobrynin, chose his junior colleague
to parry questions on the Chernobyl nuclear power station disaster because of his almost flawless
English and his diplomatic charm – as well as his technical expertise.
He returned to Moscow in 1987 to work in the international department of the Soviet
Communist party’s central committee and in 1990 was appointed to lead the foreign ministry’s
information department. Here he first began to shine as a user of dry wit in verbal combat with
westerners, treating foreign journalists with nuanced explanations of the twists and turns of
Gorbachev’s foreign policy.
During the Bosnian war, Churkin served as Moscow’s representative to the sputtering talks
process from 1992 to 1994. Between 1994 and 1998 he served as Russia’s liaison with NATO
when the first moves – opposed by many former US and British ambassadors to Moscow – were
made to expand NATO to the Russian border.
From 1998 he spent five years in Ottawa as Russian ambassador to Canada, followed by
three years as a roving ambassador dealing with Arctic negotiations with Europe and the US.
In 2006 he attained what is considered the top post in the Russian foreign ministry (apart
from foreign minister), the highly stressful role of representing his country at the UN. He
performed it with dignity and diligence until dying of a cardiac arrest at his desk. He had a history
of heart problems and also suffered from leukaemia, which he did not reveal to his colleagues.
News of Churkin’s sudden death sent a shock through the diplomatic community, where he
was widely seen as a deft diplomat, skilled at using the rules and protocols of the United Nations
to his country’s advantage, including Russia’s veto in the Security Council.
Ms. Power, who sparred with him regularly in the Council chambers, said on Twitter that
she was “devastated” by the news of Churkin’s death. “Diplomatic maestro & deeply caring man
who did all he could to bridge US-RUS differences,” she wrote.

153
 The two were friendly enough that she once took him to see the musical “Hamilton.” Churkin
recalled that her husband, the legal scholar Cass Sunstein, had sat next to him in the theater and
schooled him on the United States Constitution.
A previous American ambassador to the United Nations, Susan E. Rice, called Churkin
“highly effective and very funny.”
After more than a decade at the UN, Vitaly Churkin sometimes jokingly referred to himself
as the “permanent Russian representative,” the formal title for each member nation’s top envoy to
the United Nations.
https://www.theguardian.com/world/2017/feb/21/vitaly-churkin-obituary
https://www.nytimes.com/2017/02/20/world/europe/churkin-russia-ambassador-un-death.html

III. Answer the questions.

1) How long did Vitaly Churkin serve as Russia's Permanent Representative to the United
Nations?
2) What did he do in the early years of his diplomatic career? What new knowledge did he have
to acquire?
3) How did Churkin go down in history in 1986?
4) What kind of negotiations did Churkin take part in?
5) Why did Western diplomats respect and admire Churkin despite the obvious differences
between them?

IV. Match the highlighted words with their definitions.

1) perfect or without mistakes;
2) loyal and willing to give your time and energy to something that you believe in;
3) a way of thinking about something, especially expressed in a publicly stated opinion;
4) the quality of being clear and easy to understand;
5) holding tightly onto something, or keeping an opinion in a determined way;
6) expected or expecting to be something particular in the future;
7) careful and persistent work or effort;
8) behaving in a way that suggests one has higher standards or more noble beliefs than is the case;
9) characterized by subtle shades of meaning or expression;
10) the state or quality of being worthy of honor or respect.

V. Complete the sentences with the highlighted words from the text.
1) He strongly believes that the government remains __________ to peace.
2) He was told that his performance was technically __________, but no one ever called it perfect.
3) He owes his life to the __________ and professionalism of local doctors.
4) This journey is intended for experienced and __________ people.
5) She may have a __________ buyer for her beautiful house.
6) The journalist praised his speech for its __________ and humour.
7) This work has always given me a sense of __________ and self-worth.
8) He says that he can’t stand to breathe the air of the __________ western politics.
9) He strongly supports the __________ of the government.
10) She thinks the explanation may be a little more __________ than that.

154
VI. Comment on the following lines from the text. Explain the words given in bold.
1) … epitomised the peak of professionalism in his country’s diplomatic service …
2) … mastering the detailed dossiers of every conflict and crisis …
3) … hated the moralising tone of his counterparts …
4) … were playing to the global gallery …
5) … the main training ground for prospective high flyers …
6) … to testify before a Congressional committee.
7) … to shine as a user of dry wit in verbal combat …
8) … nuanced explanations of the twists and turns …
9) … was widely seen as a deft diplomat …
10) … who sparred with him regularly …
11) … to bridge US-RUS differences …
12) … schooled him on the United States Constitution …

VII. Express the same in English using the words from exercises IV-VI.
1) Безупречное знание английского языка позволило Чуркину успешно парировать
вопросы в Конгрессе США.
2) Он всегда твердо и достойно отстаивал позицию своей страны.
3) Он нередко указывал на лицемерные заявления своих западных коллег, которые не
стремились преодолеть разногласия.
4) Он был известен как искусный дипломат и опытный переговорщик.
5) Нравоучительный тон одной из сторон никогда не может привести к успешным
переговорам.
6) Коллеги искренне уважали его за трудолюбие и преданность делу.
7) Чуркин был стойким и преданным защитником интересов своей страны.
8) Его объяснения были немного более тонкими, чем я мог ожидать.
9) Его дипломатическая карьера олицетворяла собой вершину профессионализма.
10) Он окончил лучший университет для перспективных высокопоставленных
сотрудников дипломатической службы.

Grammar Focus (p. 208)

Modal Verbs
I. Open the brackets using the appropriate form of the infinitive.
1. “It’s so awful that I can’t (to give) you anything in return.”
2. “I’ve got the most wonderful news for you,” she said. “Jane is going to be married.”
“Nonsense! Can it (to be) true?”
3. You couldn’t (to come) more fortunately: we want you to meet a friend of ours.
4. What can he (to do) all this time? He went out an hour ago.
5. Padraic knew where he was, because he could (to hear) the steady clocking of an axe from the
direction of the woodheap.
6. The blaze could (to see) now far away.
7. Could they still (to play) billiards?
8. He cannot (to think) of this himself.

155
9. She couldn’t (to cook) since lunchtime.
10. I tried to lift the window, but it was jammed. It couldn’t (to open) for years.

II. Translate the following sentences into English.

1. Не может быть, чтобы он забыл о вашем дне рождении.
2. Она не умеет говорить ни по-немецки, ни по-французски.
3. Не могли бы вы помочь мне перевести этот текст?
4. Неужели ты не можешь найти такси? Не может быть, чтобы ты очень старался.
5. Сейчас нельзя переходить улицу. Разве вы не видите красный свет?
6. Как ты можешь быть таким самоуверенным? Неужели ты думаешь, что можешь
получить главную роль в фильме?
7. Неужели она не отправила письмо?
8. Неужели он пишет доклад уже неделю?
9. Мы могли бы обсудить наши планы на лето на следующей неделе.
10. Неужели ему не удалось заказать номер в гостинице?
11. Эту книгу можно купить в любом магазине.
12. Не может быть, чтобы он все еще работал, уже полночь.
13. Я мог и не узнать его: ведь мы не виделись много лет.
14. Не могли бы вы объяснить правило еще раз?
15. Я мог бы одолжить вам свой учебник до субботы.

III. Open the brackets using the appropriate form of the infinitive.
1. Arthur may (to run away) from home and (to go) to South America.
2. However badly he may (to behave) in the past, he is still your brother.
3. Then you have no idea why anyone might (to send) this letter?
4. Mr. Ackroyd himself might (to admit) the stranger.
5. He may (not to sleep) since 9 o’clock.
6. He was of the opinion that the rivalry of the two ladies might (to breed) a quarrel between
them.
7. She may (to know) Henry since her university days.
8. “You might (to spare) me that scene,” she said.
9. They may (to wait) for you downstairs.
10. “If you want to know where Eliza is, she is upstairs.” “But I think you might (to tell) us this
half an hour ago.”

IV. Translate the following sentence into English.

1. Возможно, Майкл не понял, что она обиделась.
2. Может быть, он не уедет завтра.
3. Возможно, он уже пообедал и ждет вас.
4. Может быть, он уже ждет вас давно.
5. Возможно, она давно уже все поняла.
6. Возможно, они остановились в гостинице и позвонят нам, как только освободятся.
7. Возможно, он не подготовился к экзамену, так как был болен.
8. Может быть, она печатает на машинке и не слышит звонка.
9. Может быть, Анна свободна завтра вечером, тогда пригласи ее к нам в гости.
10. Тише! Возможно, дети еще спят.

156
11. Он мог бы довезти вас на машине: ведь это не далеко.
12. Утром у него очень болел зуб, и он, возможно, пошел к зубному врачу.
13. Может быть, он довезет нас до станции на машине.
14. Может быть, он не сдержит своего обещания: он человек легкомысленный.
15. Возможно, они не знают вашего номера телефона: ведь он изменился в прошлом году.

V. Translate the following sentences into English. Use the modal verbs «can» and «may».
1. Неужели идет дождь? А я не взяла с собой зонтик.
2. Может быть, он не будет на тебя сердиться за то, что ты не выполнила обещание. Он
ведь добрый!
3. Не может быть, чтобы Джон сделал так много ошибок в диктанте: он пишет грамотно.
4. Возможно, он не достал билета на самолет. Может быть, он приедет завтра поездом.
5. Не может быть, чтобы им понравился такой примитивный фильм.
6. Неужели она все еще готовит обед?
7. Неужели они отказались от вашего предложения?
8. Возможно, они проведут все лето в горах.
9. Неужели они не подождали вас? Мы этого от них не ожидали
10. Вы могли бы посмотреть новые слова в словаре. У вас было много времени.

VI. Open the brackets using the appropriate form of the infinitive.
1. Mary must (to put on) her new dress: I don’t see it in the wardrobe.
2. They must (to discuss) something important when I came.
3. He must (to leave) the town; I haven’t seen him of late.
4. I have heard you are staying in this hotel and I said to myself: I must (to look) him up.
5. Henry was so gloomy that I thought he must (to fail) his exam.
6. Judging by his paleness he must (to work) too hard now.
7. He must (to live) next door to us for more than a decade, but we only have a nodding
acquaintance with him.
8. I am sure you must (to know) why he did it. Tell me, I want to know all.
9. Sally must (to talk) on the telephone with a friend. Go on in. She’ll be pleased to see you.
10. They must (to have) a holiday for a week now.

VII. Translate the following sentences into English.

1. Нужно ли нам сдавать сочинение сегодня? – Нет, не нужно. Вы можете сдать его завтра.
2. Мне нужно подстричься и купить что-нибудь на ужин.
3. Он, должно быть, не слышал, как в дверь позвонили.
4. Вы, вероятно, спали, когда это произошло.
5. Она, должно быть, задремала и не видела, как он вошел в дом.
6. Очевидно, Генри готовится к вступительным экзаменам в университет.
7. Мальчики, должно быть, играют в футбол с утра.
8. Сегодня я должен идти к зубному врачу: мне нужно запломбировать зуб.
9. Очевидно, они вас ждут у входа.
10. Он, должно быть, засомневался в правдивости ее слов, так как начал задавать ей
вопросы.
11. Она, вероятно, не увидела его в толпе и поэтому не ответила на его приветствие.
12. Он, должно быть, не доволен результатами эксперимента.

157
13. Несчастный случай, вероятно, произошел около девяти часов вечера.
14. Наверное, вас неправильно поняли.
15. Это выражение, должно быть, ей незнакомо. Дайте ей словарь.

VIII. Translate the following sentences into English using the modal verbs «can», «may»,
«must» where necessary.
1. Говорите громче! Ничего не слышно.
2. Какая изумительная ночь! Мы не могли бы погулять немного?
3. Это ваша лучшая работа. Вам нужно обязательно послать ее на выставку.
4. Ему, должно быть, было 19 лет, когда он ушел из дому.
5. Вы не смогли бы позвонить мне в следующую среду?
6. Думаю, что я, вероятно, проспал часов семь или восемь.
7. Он мог бы догадаться, что мы не бросим его в беде.
8. Он, по-видимому, догадался, что его присутствие здесь нежелательно.
9. Она, наверное, помогала им.
10. Он, возможно, послал бы письмо авиапочтой, но Анна его отговорила.
11. Разве ты не понимаешь, что я даю тебе деньги, чтобы ты что-нибудь купил на них?
12. Вы, вероятно, недооцениваете важности этого сообщения.
13. Он, возможно, забыл бы о своем обещании прийти, но визитная карточка напомнила
ему об этом.
14. Не может быть, чтобы она ушла.
15. Неужели вы слышали, как я вслух читала это письмо?

IX. Open the brackets using the appropriate form of the infinitive.
1. You ought (to put) it out of your mind. It has nothing to do with you.
2. Even if you disliked her at first sight, you should (to be) polite.
3. You should (to buy) the evening newspapers at the station; they don’t sell them here.
4. He should (to get) back by now. Whatever can have happened to him?
5. The doctor told him that he ought (to have) long walks and (to go) to bed early.
6. I don’t know what he is doing now. I think he should (to sleep) as it is already eleven o’clock.
7. Go to his office; he ought (to be) here since morning.
8. You should (to read) for your examinations now instead of playing football.
9. You should not (to try) to influence him; let him do as he chooses.
10. She ought not (to show) her surprise. It embarrassed them dreadfully.

X. Translate the following sentences into English

1. Вам следовало выйти на предыдущей остановке. Теперь вам нужно вернуться обратно.
2. Не нужно обращать внимание на то, что она говорит – просто она устала и поэтому в
плохом настроении.
3. Спросите об этом Нору. Она должна знать.
4. Вы выглядите неважно. Вам не следовало работать над докладом допоздна.
5. Зря вы отказались от предложения поехать туда летом. Я знаю, что это было бы вам
интересно.
6. Вам надо было постараться успеть на двенадцатичасовой поезд. Следующий поезд
только через три часа.
7. Зря я не пошел с вами на выставку в пятницу. Теперь там всегда много народу.

158
8. Как вы думаете, следует ли нам поехать на вокзал или лучше ждать его здесь?
9. Вам не следовало выходить на улицу в такую холодную погоду, вы еще не вполне
здоровы.
10. Вам надо было позавтракать, времени еще много.
11. Думаю, что ему следует согласиться на этот план. Это самый лучший выход из
положения.
12. Мне не надо было с ним спорить, но я не знал, что он такой обидчивый.
13. «Тебе следовало сначала сделать уроки, а потом идти играть в футбол», - сказала мать
мальчику.
14. Зря вы так беспокоились. Я был уверен, что все кончится хорошо.
15. Ей следовало взять себя в руки и все объяснить.

XI. Translate the following sentences into English.

1. Им пришлось уйти с концерта, так как они боялись опоздать на последнюю электричку.
2. Мы должны были встретиться у входа в кинотеатр, но она почему-то не пришла.
3. Вам придется подождать немного. Декан сейчас занят.
4. В соответствии с планом вы должны писать курсовую работу на четвертом курсе.
5. Мне не пришлось ей ничего объяснять. Она уже все знала.
6. Строительство дома должно быть закончено к сентябрю.
7. Вы должны встретить туристов в аэропорту и отвезти их в гостиницу.
8. Мне не приходится тратить много времени на гостиницу в институт. Я живу рядом.
9. Им было суждено встретиться лишь через двадцать дней.
10. Его можно видеть каждый вечер на стадионе: он регулярно играет в теннис и волейбол.
11. Нам не пришлось стоять в очереди за билетами: мы заказали их по телефону.
12. Сейчас туристы отдыхают, а в пять часов они должны ехать на экскурсию.
13. Завтра мне придется поехать к зубному врачу. Я не могу больше этого откладывать.
14. Вы должны сообщить нам о вашем решении не позднее двадцатого.
15. Сейчас мне приходится ложиться спать поздно, так как я должен подготовить доклад к
пятнице.

XII. Fill in the blanks with the modal verbs «shall» or «will» («would»).
1. I tried to persuade him to return to the village as it was dangerous to remain in the jungle after
nightfall, but he … not listen to what I said.
2. Every night whether it was early or late he … go into his mother’s bedroom and tell her about
the interesting things that had happened to him during the day.
3. “What … we do?” she asked. “The door … not open. It is evidently locked. Where … we
spend the night?”
4. “Boys … be boys,” the old lady said with a sigh.
5. The tea is hot and strong. Or … you prefer to have a cup of coffee?
6. “… you wait in the library, sir? Sir Reginald will be down in a few minutes,” said the secretary,
a young man of about twenty-five whose face was half-hidden behind huge horn-rimmed
spectacles.
7. Whenever an emergency arises Dr. Ross … take charge and things … settle satisfactory.
8. “… you mind my smoking here?” The new passenger asked. But nobody … answer his polite
question.

159
9. “You … not behave like this in the presence of my guests,” his father said angrily. “You …
stay in your room and you … not come out until all of them have left.”
10. We should be so grateful to you if you … find us a taxi.

XIII. Translate the following sentences into English.

1. «Вы ответите за это», - сказал он с угрозой в голосе.
2. Открыть окно? Здесь очень душно.
3. Вы пойдете и скажете ей всю правду.
4. Она часами сидела на берегу и смотрела, как волны набегали на берег.
5. Что нам делать? Куда нам идти? Ведь уже очень поздно.
6. Если вы придете к нам на вечер, мы будем очень рады видеть вас.
7. Дверь никак не открывается, должно быть, замок не в порядке.
8. Мы все пытаемся ей помочь, но она никого не слушает.
9. Вы сделаете то, о чем я вас прошу?
10. Мы ждали уже больше часа, но гроза никак не прекращалась.
11. По вечерам он рассказывал нам интересные истории о путешествиях и пиратах.
12. Ты знал, что мне не нравится, когда ты ходишь к этим людям, и все же ты ходил туда.
13. Пойдем в кино? Мне хочется посмотреть новую комедию.
14. «Ты знаешь, что я против того, чтобы ты приходил домой поздно, и все же ты
приходишь не раньше двенадцати часов», - сказала мать сыну.

XIV. Fill in the blanks using modal verbs «need», «to have to», «should» or «dare».
1. You… not clean the apartment. I’ll do it myself.
2. The boy… not go to bed so late; he feels sleepy in the morning.
3. I… not ask him about it. He may get offended.
4. You… not have taken warm coat with you. I’m sure it’ll be warm.
5. How… you talk with me like that! I’m twice as old as you.
6. They… have come earlier. Now that won’t understand what the play is about.
7. We… not stay with Aunt Ada. We managed to get a room in the hotel.
8. … I send him a postcard or is it better to write a letter?
9. He… have prepared for the test more thoroughly. His grades wouldn’t be so poor then.
10. He… not appear here. He knows I am angry with him.

XV. Translate the following sentences into English using modal verbs «need», «to have to»,
«should», «dare».
1. Нам не нужно было стоять в очереди за билетами перед сеансом: мы купили билеты
заранее.
2. Не нужно мыть окна сейчас, давай сделаем это вместе завтра.
3. Недалеко от нашего дома построили станцию метро, и теперь нам не приходится ездить
на работу на автобусе.
4. Текст был настолько легким, что нам не нужно было пользоваться словарем.
5. Напрасно вы купили так много хлеба, у нас есть хлеб.
6. Не надо было напоминать ей об этом случае: она очень расстроилась, и вечер был
испорчен.
7. Ему не пришлось ничего рассказывать себе, все его хорошо знали.

160
8. Вам не надо было брать с собой так много теплых вещей, в это время года здесь всегда
тепло.
9. Вам надо было давно обратиться к врачу, вы плохо выглядите.
10. Напрасно вы взяли зонтик, я уверен, что дождя не будет.
11. Вчера мне не нужно было делать упражнения письменно: нам задали только устные
упражнения.
12. Ей надо было позвонить домой, ее мать будет волноваться, что ее так долго нет.
13. Вам незачем было объяснять студентам это правило, они его знают.
14. Незачем было задавать им так много вопросов, и так все ясно.
15. Не надо было бранить мальчика, он не был виноват.

XVI. Read the following story choosing the modal verb that fits, explain your choice.
The Story of Helen Keller, The Girl Who Could Not See, Hear or Speak

I’d like you to know the story of Helen Keller,

who can/could/was able to neither see nor hear from the time she was a
baby. Yet the brilliant girl could/was able to/might overcome all those
handicaps, to graduate from a college with honors and become a useful
citizen.
I must/can/have to say there was nothing wrong with Helen
Keller when she was born. Her father and mother were very proud of
their pretty baby, who tried to say “pa-pa” and “ma-ma”.
For nineteen months Helen grew bigger and stronger.
She might/was able to/managed to walk when she was a year old;
she could/was able to/might say a few words.
But one day the child fell ill. She must have been/must be/had to be very ill. For days she
was laid up with a high fever and soon the parents learned that their darling would never able to/be
able to/manage to see and hear.
The little child was now doomed to a life of silence and darkness. She could not hear what
was said to her and did not know how to talk, she couldn’t/was unable to/didn’t have to play with
other children.
When Helen was 6 years old her parents took her to Baltimore and then to Washington to
famous doctors to find out if they could do something to make her hear and see again, but the
doctors could/should/might do nothing. The child was hopelessly deaf. Dr. Bell said the
Kellers must/should/had to address the Perkins Institution for the blind in Boston and ask if
they were able to/could/might send someone to help the child.
It was a wonderful day for Helen Keller when Ann Sullivan arrived in March 1887 to take
charge of the child who was able to/could/might neither hear nor speak. Helen was nearly seven,
Ann Sullivan was past twenty.
Ann Sullivan found a way to make herself understood. She gave the child a doll and taking
Helen Keller’s hand she slowly spelled out "d-o-l". The child learnt for the first time that
things must/could/need to have names.
When Miss Sullivan later spelled into the little girl’s hand the word “w-a-t-e-r” and then
let the water from the pumps run over her hand, a new light seemed to brighten the face of the
child. During the next 3 months, she learned 300 words and might/could/managed to
even put some of them into sentences.

161
 Miss Sullivan loved her pupil who was so quick to learn. She lived with Helen, played with
her and worked with her every hour of the day. By means of the hand language, Helen and her
teacher managed to/were able to/had to talk to each other.
Helen learned to read books that were printed for the blind with raised letters. She also
learned to use the typewriter to write what she wanted to say.
When Helen was 10, she was determined that she would learn to speak.
At first, she learned only the sounds of the letters of the alphabet, but soon she was able
to/could/managed to say words and sentences.
In the story of her life Helen Keller writes, “I shall never forget the surprise and delight I
felt when I uttered my first connected sentence: “It is warm.”
At first, she had much difficulty with her speech, but Ann Sullivan understood what Helen
was trying to say. Helen practised speaking day after day until at last she developed a clear voice.
Later she had to/should/was able to speak before large crowds which came to hear her
whenever she lectured.
At the age of 20 Helen Keller passed all the difficult entrance examinations to Radcliffe
College. Helen did extremely well in her classes and was able to/could/might keep up with the
other students. Helen wrote “The Story of My Life” while she was in college. In her writings and
lectures Helen did everything she could/was able to/might to help and encourage others who were
blind.

Helen Adams Keller (June 27, 1880 – June 1, 1968) was an American author, political activist,
and lecturer. She was the first deafblind person to earn a Bachelor of Arts degree
Modal Verbs (semanticscuarenta.blogspot.com)

XVII. Fill in the blanks with the modal verbs can, may, must, should, have to, be able to.
SPOKEN ENGLISH AND BROKEN ENGLISH
(after George Bernard Shaw)

If you are learning English because you intend to travel in England and wish to be understood
there, you (1) ________ not try to speak English perfectly because, if you do, no one (2) ________
to understand you.
Though there is no such thing as perfectly correct English, there is presentable English which
we call "Good English", but in London nine hundred and ninety-nine out of every thousand people
not only speak bad English but speak even that very badly. You (3) ________ say that even if they
(4) ________ not speak English well themselves at least (5) ________ understand it when it is well
spoken. They (6) ________ when the speaker is English; but when the speaker is a foreigner the
better he (7) ________ speak the harder it is to understand him.. Therefore the first thing you (8)
________ to do is to speak with a strong foreign accent. You (9) ________ speak broken English
that is English without any grammar. Then every English person will think that you (10) ________
be a foreigner, and try to understand you and be ready to help.
He will not expect you to be polite and to use correct grammatical phrases. He will be
interested in you because you are a foreigner. If you say, “(11) ________ you have the goodness,
sir, to direct me to the railway station at Charing Cross", pronouncing all the vowels and
consonants beautifully, nobody (12) ________ to understand you and will think you to be a beggar.
But if you shout, "Please! Charing Cross! Which way?", you will have no difficulty. Half a dozen
people will give you directions at once.

162
Suman89 (sumanchakrabartty.blogspot.com)

Answer the questions on the text:

1) Have you ever travelled abroad?
2) Have you ever talked to a foreigner?
3) Was it difficult to make yourself understood?
4) Can you give an example of spoken Russian and broken Russian?

XVIII. Work in small groups. Make a list of ten rules for your English class using different
modal verbs. Explain why we need these rules or guidelines.

Effective Writing
Speechwriting
Speech writing is the art of conveying a message to the audience through words. Speech writing
isn't much different than essay writing. You need to understand your speech’s purpose, the required
length or the time limit, and do the audience analysis.
There are many types of speeches, and they are combined into different categories. However, there
are three basic categories of speech writing:

I. Watch the video How to write a perfect speech. What are the main tips to write the speech
that will be remembered?

163
 How to write a speech?
Generally, the steps to write a speech are similar to writing an essay or presentation. However, you
need to keep in mind the audience, who you are specifically writing it to. The speech is considered
best if it is written to engage the audience and hold their attention from the start to the end.
Therefore, your speech must have something that can grab the audience's attention.
1. Introduction
The start of the speech varies in different types of speeches, and it depends on the reason for which
the speech is about. For example, the informative speeches contain an introductory section that not
only introduces the topic to the audience but also piques their interest. It is a good idea to introduce
yourself and the purpose of your speech at the start. Once you convey your speech’s basic idea to
the audience, you can provide additional information. Start the speech with a strong hook that not
only compels the audience but also encourages them to listen to every single word you say.
Establish your speech’s context and provide your main thesis that depicts the bigger idea of your
speech.
2. The Body
There are no specific rules to follow when it comes to writing the body of a speech. But, there are
some things that you should keep in mind while writing the body section. The body paragraphs
should follow a chronological order for the timeline events and present one piece of information
at a time. This section should present the supporting elements in a simple way.
3. Conclusion
It is very important to end a speech that makes a good impression and leave the audience with
some takeaways. Restate the main points of the speech and leave something for the audience to
think about. Provide a call to action with a strong closing statement to help the audience
remember the big ideas. After writing your speech, it is important for you to practice. Read your
speech aloud and check whether it sounds like a book reading or a real person talking. Practice
your speech in front of the mirror or read your speech to a friend to make sure your speech sounds
like a real person talking.
https://www.myperfectwords.com/blog/speech-writing

II. Complete the action plan with the proper step from the box.
1) Prepare
1. __________________________________
2. __________________________________
3. __________________________________
4. __________________________________
2) Introduction
5. __________________________________
6. __________________________________
7. __________________________________
3) The Body
8. __________________________________
9. __________________________________
10. _________________________________
4) Conclusion
11. _________________________________
12. _________________________________

164
 Closing statement or call to action/ Choose the topic/ Refine the thesis statement/ Provide your
main idea along with the supporting statements/ Define the purpose of the speech/ State something
that can establish credibility/ Know your audience and pay attention to their needs/ Introduction
to body transition/ Summarize the speech and its main points/ Think about a statement that can
grab the attention of audience/ Organize the information/ Examples and additional information

III. Write a commencement (graduation) speech for any celebrity who will be invited to deliver
a speech at FEFU (240-250 words).

- Thank the audience

- Start with something funny
- Develop a theme based on a quote
- Tell a story from the celebrity’s experience related to the quote
- End with an inspirational call to action

Video / Listening Comprehension

THE GENIUS OF FYODOR DOSTOEVSKY
I. Before you listen
a. Discuss the questions as a class:
Have you ever read Dostoevsky? Do you like his books? Why/why not?
b. You are going to listen to an excerpt about Dostoevsky’s biography and legacy. These are some
words and expressions you might not be familiar with. Match them with the definitions given
below.
1) prophetic a) to witness something in the process of being made
2) to encapsulate (facts or b) to urge someone or something to move quickly into
ideas) some place or thing
3) profundity c) upper class landowners
4) landed gentry d) to give the impression of being true or sincere
5) to hurry (sb or sth) into e) to exist in or belong to someone or something
6) nobility f) to represent the most important aspects of sth in a
very small space or in a single object or event
7) to reside in g) describing something that will happen in the future
8) to know sth in the making h) the highest level that something reaches, before
starting to come down again
9) high water mark (of) i) the quality of being very wise and serious
10) to ring true j) people in the highest social class who usually have
titles

II. When you listen

a. Listen for the first time. Why is Dostoyevsky still so influential?

165
b. Listen again and answer the questions:
1) Why is Dostoyevsky regarded as a prophet?
2) What are his most famous works? Why are they?
3) At what respect was he different from other Russian writers mentioned?
4) What makes his writing powerful? What historic events are reflected in his writing?
5) Why is ‘Crime and Punishment’ called ‘a high-water mark of world literature’?
6) Why was this novel innovative for its time?

III. After you listen

These are some pieces of Dostoyevsky’s wisdom. Choose three of them and discuss with a partner.
Do you agree with them? Why/why not?
Life lessons from Dostoyevsky
1. Being poor is not a vice, but begging is.
2. If it doesn’t affect us, we overlook it.
3. The social environment shapes the human being.
4. Ingenuity is people’s most important asset.
5. Individuality makes us human.
6. We must strive to be smarter.
7. Nothing just falls from the sky.
8. Flattery is easier than sincerity.

WHY SHOULD YOU READ “CRIME AND PUNISHMENT”? (TEDed)

What drives someone to kill in cold blood? What goes through the murderer’s mind? And what
kind of a society breeds such people? Over 150 years ago Fyodor Mikhailovich Dostoyevsky took
these questions up in what would become one of the best-known works of Russian literature:
“Crime and Punishment.”

I. Watch the video and answer the questions:

1. What is Raskolnikov’s occupation?

a. Military officer
b. Law student
c. Schoolteacher
2. In what city does the novel take place?
a. Saint Petersburg
b. Moscow
c. Vienna
3. Whom does Raskolnikov kill?
a. A policeman
b. A pawnbroker
c. His father
4. Which of the following is NOT a character in the book?
a. Marmeladov
b. Svidrigailov

166
 c. Bezukhov
5. Why was Dostoevsky arrested?
a. Discussing banned texts
b. Plotting to overthrow the tsar
c. Spying for the British Crown
6. Why did Raskolnikov believe his murder was justified?
7. What were the contemporary philosophies that Dostoevsky was responding to?
8. How did Dostoevsky’s exile affect his social and political views?

J.K. ROWLING TALKS HARRY POTTER AND MORE

I. Before you watch

a. These are some quotes from the Harry Potter series. Can you guess who they belong to? Do you
remember the context? Do you agree or disagree with the ideas they convey? Discuss with a
partner.

1) “Happiness can be found, even in the darkest of times, if one only remembers to turn on
the light.”
2) “If you want to know what a man’s like, take a good look at how he treats his inferiors, not
his equals.”
3) “I mean, it's sort of exciting, isn't it, breaking the rules?”
4) "Things we lose have a way of coming back to us in the end, if not always in the way we
expect."
5) "It is the quality of one’s convictions that determines success, not the number of followers."

b. You are going to watch an interview with J. K. Rowling. What do you know about her? Do you
think she is inspiring? Why?

II. When you watch

Watch the interview and answer the questions:

1) Why does the interviewer assume J.K. hasn’t been on the media lately?
2) What kind of activity is she focused on currently?
3) What made her engage in this activity?
4) What does the name ‘Lumos’ stand for?
5) What misconceptions do people have about children living in institutions? Why are so
many of them put in there?
6) What is the interviewer’s inference about J.K. moving on to writing for adults rather than
kids based on?
7) According to J.K., what should be done to eliminate orphanages?

III. After you watch

Would you like another Harry Potter novel to be written? If yes, what would you like it to be more
about? If no, why? Share ideas with a partner.

167
Project Work
I. Answer the following questions:

1. Have you ever watched TED talks? Why? Why not?

2. What is your favorite topic?
3. Why are some TED talks really great? What makes a successful TED talk? What
makes a motivational speaker?
4. What inspires personally you while watching TED talks?
5. What happens after you feel inspired?
6. Are you able to inspire and motivate people around you? By your various
achievements, attitude and life values? What is your greatest strength?
7. Have you ever considered doing a TED talk? What would it be about?

II. Choose one of the following tasks to perform (for conference FEFU talks “Students Inspire”)
1. Make a creative presentation “Who inspires me”.
2. You are a life coach. Prepare a talk where you share valuable experience.
3. Do research “Common qualities of inspirational leaders”.
4. Choose a very inspirational FEFU professor and conduct a portrait video interview in
any language (subtitles/voice-over).
5. Make a review of top 3 must-watch TED talks for students.
6. Your own project.

Revision
Modal Verbs
I. Translate the following sentences into English using modal verbs.
1. Он, должно быть, порезался, когда брился.
2. Но я думаю, вы могли бы сказать нам это полчаса тому назад.
3. Она, наверное, пришла рано, чтобы занять такое место.
4. Я могу заставить Анну работать, и я намерена это сделать.
5. Вы можете взять ту шляпу, если она вам нравится.
6. Неужели она действительно так серьезно больна?
7. Она, очевидно, где-то его встречала.
8. Вам не следовало ехать на машине со сломанными тормозами.
9. Это как раз то, чего следует избегать.
10. Надо ли нам сказать ей что-нибудь?
11. Я уверена, что вам незачем нервничать. И вы знаете, что я буду с вами.
12. Отец никак не соглашается на ее замужество.
13. Вам придется получить специальное разрешение на яхту.
14. Опять и опять она говорила себе, что не должна его винить.
15. Мне сказать маме, что ты придешь к обеду?

II. Translate the following sentences into English using modal verbs.
1. Как вы смеете приходить сюда и пытаться шантажировать меня?

168
2. Мне придется спросить их, как зовут этого молодого человека.
3. Вы можете вспомнить какую-нибудь серьезную ошибку, которую вы совершили в
молодости, Джейн?
4. «Я не думаю, что смогу взяться за ваше дело. Я очень занят.» «О, но вы должны, вам
просто придется.»
5. Как ты смеешь показывать мне свой характер?
6. После болезни ей пришлось наверстывать потерянное время.
7. У меня много времени. Мне не надо идти домой.
8. Вам не следовало быть таким опрометчивым.
9. Боюсь, что все это придется отложить.
10. Я должен говорить, а вы должны слушать. Вы будете слушать.
11. Разрешите мне посадить вас в такси. Транспорт наверняка перестал ходить
12. Он сказал, что человек двадцать, должно быть, следовало за ним.
13. Я умоляю вас привезти его сюда. Может, мы сможем спасти его.
14. Она, может быть, пренебрегала лечением
15. Снег идет там, по-видимому, с самого утра.

Workshop 5 TED
Your elusive creative genius by Elizabeth Gilbert
Elizabeth M. Gilbert is an American author, essayist, short story writer,
biographer, novelist and memoirist. She is best known for her 2006
memoir, Eat, Pray, Love, which as of December 2010 has spent 199 weeks
on the New York Times Best Seller list, and was also made into a film by
the same name in 2010.
In her speech Elizabeth Gilbert muses on the impossible things we expect
from artists and geniuses -- and shares the radical idea that, instead of
the rare person "being" a genius, all of us "have" a genius. It's a funny,
personal and surprisingly moving talk.

I. Watch Part 1 of the video Your elusive creative genius by Elizabeth Gilbert (up to 09:30)
and answer the questions:
1. What question is Elizabeth Gilbert asked pretty often today?
2. Why does the speaker consider this question weird?
3. What questions did Elizabeth hear over 20 years ago when she was at the beginning of her
career?
4. How do you understand Norman Mailer’s words "Every one of my books has killed me a
little more"?
5. Do you agree with Elizabeth’s idea that creativity and suffering are somehow inherently
linked and that artistry, in the end, will always ultimately lead to anguish?
6. What kind of search has led Elizabeth to ancient Greece and ancient Rome?
7. How does the author understand the difference between two phrases «being a genius» and
«having a genius»?
8. What kind of pressure has been killing off artists for the last 500 years according to the
speaker? Why does Elizabeth care?

169
II. a. Watch Part 2 of the video Your elusive creative genius (09:59 – 11:32) and fill in the
gaps in the given script.
b. Explain the meaning of every missed word (find synonyms or paraphrase them).
I had this _____________ recently where I met the _____________ American poet Ruth
Stone, who's now in her 90s, but she's been a poet her entire life and she told me that when she
was growing up in rural Virginia, she would be out working in the fields, and she said she would
feel and hear a poem coming at her from over the landscape. And she said it was like __
___________ _______ ___ _____. And it would come __________ _____ at her over the
landscape. And she felt it coming, because it would shake the earth under her feet. She knew that
she had only one thing to do at that point, and that was to, in her words, "run like hell." And she
would ____ _____ ______ to the house and she would be getting _______ ___ this poem, and the
whole deal was that she had to get to a piece of paper and a pencil fast enough so that when it
thundered through her, she could ________ it and _______ it on the page. And other times she
wouldn't be fast enough, so she'd be running and running, and she wouldn't get to the house and
the poem would _______ __________ her and she would miss it and she said it would continue
on across the landscape, looking, as she put it "for another poet." And then there were these times
-- this is the piece I never forgot -- she said that there were moments where she would almost miss
it, right? So, she's running to the house and she's looking for the paper and the poem passes through
her, and she grabs a pencil just as it's going through her, and then she said, it was like she would
reach out with her other hand, and she would catch it. She would _______the poem by its _____,
and she would pull it backwards into her body as she was transcribing on the page. And in these
instances, the poem would come up on the page ________ and ________ but backwards, from the
last word to the first.
c. Think about the words in italics, why have people started laughing after them? How do
you understand these words?
III. а. Before watching Part 3 of the video, look through the list of words and word
combinations and match them with their definitions.
Word/ word combination Definition

(1) uncanny a. completely unreasonable; ridiculous

(2) opportune (moment) b. strange or mysterious, often in a way that is slightly

(3) a pit of despair
(4) reconciliation
(5) to psych sb. out
(6) to barrel
(7) to brush up against
frightening
c. extreme unhappiness caused by physical or mental
suffering
d. a situation in which two people or groups of people
become friendly again after they have argued
e. to cause someone to worry or feel anxiety because of
being thought about too often
f. to behave in a very confident or forceful way in order
to make a competitor, especially in a sports event, feel
less confident
g. to make someone feel slightly frightened or worried
about their ability to achieve something

170
 (8) to haunt h. to travel or move very fast

(9) transcendent i. happening at a time that is likely to produce success

or is convenient
(10) a footnote j. an event, subject, or detail that is not important

(11) anguish k. a feeling of utter dread and that there is absolutely

nothing that can be done to improve the situation.
(12) to daunt l. to touch someone or something lightly in passing

(13) cockeyed m. greater, better, more important, or going past or

above all others

b. Read and translate the selected sentences from Part 3, paying attention to the words given
in bold.
1) That is not at all what my creative process is – I am not the pipeline! I am a mule, and
the way that I have to work is I have to get up at the same time every day and sweat and
labor and barrel through it really awkwardly.
2) You know, even I have had work or ideas come through me from a source that I honestly
cannot identify. And what is that thing? And how are we to relate to it in a way that will
not make us lose our minds, but, in fact, might actually keep us sane?
3) Tom was pretty much the embodiment of the tormented contemporary modern artist,
trying to control and manage and dominate this sort of uncontrollable creative impulses
that were totally internalized.
4) He's speeding along, and all of a sudden, he hears this little fragment of melody, that
comes into his head as inspiration often comes, elusive and tantalizing, and he wants
it, it's gorgeous, and he longs for it, but he has no way to get it.
5) And all of a sudden, he would no longer appear to be merely human. He would be lit from
within, and lit from below and all lit up on fire with divinity.
6) This is how I've started to think, and this is certainly how I've been thinking in the last few
months as I've been working on the book that will soon be published, as the dangerously,
frighteningly over-anticipated follow up to my freakish success.

c. Watch Part 3 of the video Your elusive creative genius (11:44 – to the end) and answer the
questions:
1) How does Elizabeth describe her creative process?
2) What has Tom Waits told in his interview about uncontrollable creative impulses? How did
it help Elizabeth Gilbert?
3) What curious historical footnote does Elizabeth share at the end of her speech?
4) What is one of the most painful reconciliations to make in a creative life according to the
speaker?

171
IV. a. Here you can see several comments about the TED talk “Your elusive creative genius”
by Elizabeth Gilbert published in different blogs. Read the comments and discuss them with
your partner. What comment do you agree with?

That’s a really good piece thank you.

What it doesn’t take into account though is how much

This is so perfect! The War of Art
made me realize half the battle is
showing up. I show up every day now.
Sometimes I write crap, but I write
something. I’ve noticed that a lot of
times, what feels like drudgery and
garbage isn’t half bad when I read it
later. I’ve also realized readers can’t
tell the difference between what I
wrote when the muse was singing in
my ear and what I wrote alone in utter
despair. They aren’t in my skin or in
my head. All they have are the words
on the page. Sometimes they actually
think the scenes I struggled to get on
the page are excellent. Readers have no
concept of the writer’s struggle. They
react to the finished product. That’s it.
Chances are if you’re showing up,
someone will connect with what you’re
writing, even when the muse is being
coy.
Sionnah
https://stevenpressfield.com/2020/10/e
lizabeth-gilberts-ted-talk/
writing is a very selfish act. You want your story to be
read ideally by millions of people because you think that
you and your thoughts are worth it and that other people
will find that, too. So, in my book a little suffering is
absolutely in order,
Secondly, I would recommend that Mrs Gilbert read one
of the very few things brought to us by antiquity that is
worth mentioning, the philosophy of the Stoics. Basically
what they say is that suffering is the norm not the
exception and that it is best done in silence.
Mike Esser
https://stevenpressfield.com/2020/10/elizabeth-gilberts-
ted-talk/
Actually, this TED talk is one of the worst ones I have ever
watched. She makes no points, offers no advice, and spend the
whole time talking about how she will never live up to Eat Pray
Love, but how that’s ok, because reasons, stupid reasons, and I
hope I can save you the time of watching this utterly pointless
TED talk. Dear OP: Have you nothing better to write about?
https://wordcounter.net/blog/2016/04/18/101485_elizabeth-
gilbert-ted-talk.html#comments/4496

b. Write your own comment, either positive or negative, and explain your position.

172
 Appendix
I. a. Here are the quotations of famous people. Render them into English.
1) Если хотите рассмешить Бога, расскажите ему о своих планах. (Вуди Ален)
2) О сколько нам открытий чудных
Готовят просвещенья дух,
И опыт, сын ошибок трудных,
И гений, парадоксов друг,
И случай, бог-изобретатель… (А. Пушкин)
3) Змея, которая не может сменить кожу, гибнет. То же и с умами, которые мешают
менять мнения: они перестают быть умами. (Фридрих Ницше)
4) Никогда не позволяйте морали удерживать вас от правильных поступков (Айзек
Азимов)
5) Ум имеет дело только со своими собственными проекциями. Он не имеет никакого
отношения к тому, что вне его. (Джидду Кришнамурти)
6) Человек – это социальное животное, ориентированное на достижение целей. Его
жизнь имеет смысл только тогда, когда текущие цели достигаются, а взамен них
ставятся новые. (Аристотель)
7) Если ваша единственная цель состоит в том, чтобы стать богатым, вы никогда не
достигнете ее. (Джон Дэвисон Рокфеллер).
8) Дайте мне шесть часов на то, чтобы срубить дерево, и я потрачу первые четыре,
затачивая топор. (Авраам Линкольн)
9) Великие дела нужно совершать, а не обдумывать их бесконечно. (Юлий Цезарь)
10) Большинство не видит проблему во всем ее многообразии, поэтому их решения
весьма прямолинейны. (Стив Джобс)
11) Кирпич ни с того ни с сего никому и никогда на голову не свалится. (Михаил
Булгаков)
12) Вы не обязаны быть великим, чтобы начать, но обязаны начать, чтобы стать великим.
(Джо Сабах)
13) Сделать открытие – значит увидеть то, что видят все, и при этом подумать о том, о
чем не подумал никто. (Альберт Аксент-Георгий)
14) Землеустроители прорывают каналы, лучники метают стрелы, плотники пригоняют
деревянные детали, мудрый человек формирует себя. (Дхаммапада).
15) Идеал – это палка, которая дает вам возможность бить себя и издеваться над собой и
окружающими. (Фредерик Перлз)
16) Думать легко, действовать трудно, а превратить мысль в действие – самая трудная
вещь на свете. (Иоганн Вольфганг Гете).
17) Мы находимся в виртуальном мире, где единственное табу – реальная жизнь. (Дженет
Уинтерсон)
18) У меня, должно быть, громадный запас ума: чтобы им пораскинуть, иногда нужна
целая неделя. (Марк Твен)

b. Here are the quotations of famous people. Render them into Russian.
1) “If you think education is expensive, try ignorance.” Andy McIntyre
2) “The difference between school and life? In school, you're taught a lesson and then given a
test. In life, you're given a test that teaches you a lesson.” Tom Bodett

173
3) “Live as if you were to die tomorrow. Learn as if you were to live forever.” Mahatma Gandhi
4) “Minds are like parachutes, they only function when they are open.” James Dewar
5) “Teachers open the door, but you must enter by yourself.” Chinese proverb
6) “Teachers open the door, but you must enter by yourself.” – Chinese proverb
7) “The highest result of education is tolerance.” – Hellen Keller
8) “The whole purpose of education is to turn mirrors into windows.” – Sydney J. Harris

II. WHAT KIND OF STUDENT ARE YOU? Score:

If you have mostly As, you are an exceptional student. You are mature and you have a superb
attitude towards your studies. You definitely grasp the importance of a good education.
If you have mostly Bs, you are an average student, but you are capable of much more and it
isn’t too late to improve and become an excellent student. You just need to make a few changes to
your habits.
If you have mostly Cs, you really need to adjust your outlook. You waste your time and you
are at risk of graduating the university without any qualifications. Think about your behaviour and
consider making some changes before it’s too late.

https://learnenglishteens.britishcouncil.org/skills/listening/upper-intermediate-b2-listening/what-kind-student-are-
you

III. Project work evaluation.

Group Work Evaluation

Content Knowledge Collaboration & Teamwork

 What new content did you learn while  How did your work and actions
working on this project? contribute to your team’s success?
 Did you know more or less than you  What was the hardest part of about
expected? working in a team?
 What surprised you?  What was the best part of your project?
 What else would you like to know about  How do you feel about what you’ve
the topic? done?
 Were you independent in your work?

Technology
 What new technical skills did you learn?
 What else do you want to learn how to do?

Self-Assessment Checklist Strongly Agree Disagree

Agree
I completed the work that was assigned to me in
time.
I contributed ideas to my group. I was an active
member.
I supported my group members when they needed
help.

174
 Self-Assessment Checklist Strongly Agree Disagree
Agree
I was a problem-solver.
I was flexible and willing to learn from the others.
I followed all steps of the project plan.
I am proud of the final result.
I feel ready for a new project.

IV. Summary Writing Strategy

Summary or Precis is a compression of an article or other work. It explains the main point, logical
support, and structure of the original work but in greatly condensed form. Summary is objective,
unlike a critical analysis, which evaluates the argument and use of evidence within an article. Thus,
it does not include personal reaction to a text.

Steps in Composing a Summary

Step 1: Read the text for its main points.

Step 2: Reread carefully and make a descriptive outline.
Step 3: Write out the text's thesis or main point.
Step 4: Identify the text's major divisions or chunks. Each division develops one of the stages
needed to make the whole main point.
Step 5: Try summarizing each part in one or two sentences.
Step 6: Now combine your summaries of the parts into a coherent whole, creating a condensed
version of the text's main ideas in your own words. - (John C. Bean, Virginia Chappell, and Alice
M. Gillam, Reading Rhetorically. Pearson Education, 2004)

The Structure of the Summary

Introduction (one paragraph)
This part introduces the text to be summarized: gives the title of the source; provides the name of
the author of the source; introduces the topic.
Body paragraphs
Each body paragraph should explain a separate section of the text and provide the evidence (though
in greatly condensed form) that the writer has used to support this section. If used, quotations
should be brief, should be correctly introduced or incorporated, and should be correctly attributed.
Conclusion
The conclusion should restate the main idea of the text and reiterate the main support. Remember
to avoid any personal statements about the text.

A Checklist for Evaluating Summaries

"Good summaries must be fair, balanced, accurate, and complete. This checklist of questions will
help you evaluate drafts of a summary:

 Is the summary economical and precise?

175
  Is the summary neutral in its representation of the original author's ideas, omitting the
writer's own opinions?
 Does the summary reflect the proportionate coverage given various points in the original
text?
 Are the original author's ideas expressed in the summary writer's own words?
 Does the summary use attributive tags (such as 'Weston argues') to remind readers whose
ideas are being presented?
 Does the summary quote sparingly (usually only key ideas or phrases that cannot be said
precisely except in the original author's own words)?
 Will the summary stand alone as a unified and coherent piece of writing?
 Is the original source cited so that readers can locate it?" -John C. Bean

https://www.thoughtco.com/summary-composition-1692160

Linking expressions for summarizing

To introduce the leading theme of the original paper:

- The article under the headline « » published in « » (date)
deals with/is devoted to/is about…

To draw the reader’s attention to points of the contents:

- The author emphasizes the idea of…
- The author takes a critical view of…/points out that…
- The author states/stresses/argues/indicates/claims/alleges) that…
- The article covers the wide range of problems…
- In the author’s opinion…
- Attention is drawn to the fact that…
- The study treats the question of…
- Especially revealing is the author’s analysis of…
- Of special interest is his argument that…
- The paper elaborates…

To form a conclusion to which the reader’s attention is drawn:

- That author comes to the conclusion that…
- That author concludes by saying that…

V. Basic debate structure (for individuals/teams)

Speech 1: first affirmative speaker introduces the topic and states the affirmative team’s first
argument
Speech 2: first negative speaker states their first argument.
Speech 3: second affirmative speaker states their second argument.
Speech 4: second negative speaker states their second argument.
Give a 5-7 minute break for each team to prepare their rebuttal speech.
Speech 5: negative team states two rebuttals for the affirmative team’s two arguments and
summarizes their own two reasons.
Speech 6: affirmative team states two rebuttals for the negative team’s two arguments and
summarizes their own two reasons.

176
 Glossary
Unit 1. University life
academia collective term for the scientific and cultural community
engaged in higher education and research
academic achievement academic outcomes that indicate the extent to which a student
has achieved their learning goals
academic degree qualification awarded to the student upon successful
completion of a course of study at a college or university
academic failure nonsuccessful attempt at academic achievement (missed
assignments, unfulfilled program requirements, etc.)
academic probation period given to the student to prove that they have made
academic progress if their grades are below the standard set
by the school or university
academician member of an academy; an educator who works at a college
or university
academy institution of higher learning, research, or honorary
membership
assessment process of documenting, usually in measurable terms,
knowledge and skills
assignment work given to a student as part of their studies
attend classes / lectures go to classes/lectures
award a degree grant the qualification, which has been approved by the Board
of the university
bachelor’s degree (BA / BSc) undergraduate course which usually lasts 3-4 years
certificate lower level qualification often offered at colleges rather than
universities
class period of time during which a group of students is taught
together
coach person who teaches and directs the student via
encouragement and advice
colleague person who is member of one's class or profession
college transfer process through which students can move between higher
education institutions
complete missing/ missed report academic failures
assignments
credit the acknowledgement of a student's completion of a course or
activity that counts towards a degree or diploma as maintained
in a school's records
course unit of instruction in one subject, lasting one academic term
coursework/term paper written or practical work done by a student during a course of
study, usually assessed in order to count towards a final mark
or grade
curriculum program that universities aim to teach students
degree holder person who has been awarded an academic degree

177
defend thesis/dissertation
diploma
discipline
dissertation/thesis
distance learning
do/complete coursework
doctorate (PhD)
dropout
earn/hold a degree
e-learning
elective course
enroll on a course
examination/examining
board
expel
face-to-face classes
fall behind with studies
finals/examination period
give a lecture on (some topic)
give feedback
grade
graduate
graduation ceremony
graduate from a university
higher education
internship
keep up with studies
learning disability
lecture in (a subject)
major in (a subject)
master’s degree (MA/MSc)
mature student
present the results of the research work to a panel of
professors so they can assess and grade it
certificate awarded by an educational establishment to show
that the student has successfully completed a course of study
subject that students study at a university
lengthy written project prepared at the end of an academic
program
way of studying where tuition is carried out over the Internet
or by post
do project work or assignment as part of the course
university course and the highest degree from a university
someone who quits school before graduation
get a degree
computer and communications technology facilitated to
enhance learning
course that the student can select from among alternatives
put the name down for a course
organization that sets examinations, is responsible for
marking them, and distributes results
force someone to leave a school, organization, or country
as opposed to distance learning, the traditional way of
studying in a classroom with colleagues and a teacher
progress less quickly than others
period at the end of the semester when students write their
final tests for their courses
give a talk about some specific topic
offer a helpful response to someone's work or idea
mark indicating the quality of a student's performance
person who has received a degree from a college or university
event where a successful student receives their academic
degree
complete a degree course
education, usually in a college or university, that is followed
after high school or secondary school
period of time during which someone works for a company or
organization in order to get experience of a particular type of
work
not fall behind
socio-biological conditions that affect a person’s
communicative capacities and potential to learn
teach (a subject) or to talk about (a subject)
choose a study subject as the main subject at university
period of study which often follows the completion of a
bachelor’s degree or is undertaken by someone regarded as
capable of a higher-level academic course
student who is older than average and who has usually
returned to education after a period at work
178
meet a deadline finish a job or task in the time allowed or agreed
minor degree university or college student’s secondary declared academic
discipline or field of study for their undergraduate degree
non-vocational course course which is not related to a job but to a general subject
instead
outstanding/unfulfilled academic failure
program requirements
peer review evaluation of a student work by one or more classmates in a
mutual exchange
perform/conduct/do/carry investigate
out research
plagiarism misrepresenting another person’s ideas as your original by
adding them into the work without proper citation or consent
postgraduate (student) student who has already received one degree and
is studying at a university for a more advanced degree
play truant stay away from classes without permission
post-graduate school school for students continuing their studies after obtaining
their degree
professor title given to college and university level educators who
generally hold a postgraduate degree
project piece of work which involves several parts, e.g. reading,
research, writing a report, preparing a presentation, etc.
qualification official record showing that you have completed a formal
course
read (a subject) study (a subject)
required course course that is mandatory for all students to complete to be
eligible for graduation from a program
research advisor expert professional to guide the student along the way in the
research activities and help train them to become an
independent scholar
residence hall / dormitory college or university building containing living quarters for
students
rubric (academic) set of standards and criteria used to assess performance by a
student on a project, paper, or essay
scientist person who is studying or has expert knowledge of one or
more of the natural or physical sciences
scholar specialist in a particular branch of study, especially the
humanities
scholarship grant or payment made to support a student's education,
awarded on the basis of academic or other achievement
seminar class at a college or university in which a group of students
discuss a subject with a teacher
sit an exam take an exam
state/board final graduating examinations at educational institutions
examinations
subject specialist teacher who has a great deal of knowledge about the subject
they teach

179
submit a paper to give a document (proposal, piece of writing, etc.) to
someone so that it can be considered or approved
summer internship a period of work experience offered by an organization for a
limited period of time especially during summer designed to
give students the experience and skills they need to approach
professional career with confidence
syllabus document with an outline and summary of topics to be
covered in a course
take a year out/gap year spend a year working or travelling before starting university
take notes in a lecture record information during the lecture
term/semester one of two or more parts of an academic year during which
students attend classes or lectures
transcript of records list of the course units taken, the exams you have passed and
the credits gained
tuition/tuition fees the money paid for a course of study
tutorial one-on-one session that students book with their lecturers and
personal tutors
undergraduate someone currently doing their first degree
vacations holidays between the terms of studies
vocational course course which teaches the skills for a specific job
webinar seminar conducted over the internet
work one’s way through have a paid job whilst studying to support oneself financially
university

Unit 2. Many shades of relations

I. Nouns and word combinations:
acquaintance person one knows slightly, but who is not a close friend
affair relationship between two people, one or both of whom are
married to someone else
BFF best friends forever
blood relative one related by blood or origin; especially on sharing an
ancestor with another
boyfriend person's regular male companion with whom they have a
romantic relationship
buddy (mainly AmE) friend
casual acquaintance someone you don’t know very well
childhood friend friend from when you were very young
circle of friends all the friends in your group
classmate someone in your class at school
colleague person who is member of one's class or profession; an
associate that one works with
companion friend who is frequently in the company of another
coworker associate that one works with; colleague
crush brief but intense interest and love for someone
date social or romantic appointment or engagement

180
distant relative one who you are not closely related to; great-aunts, cousins,
and second cousins are examples of distant relatives
Dutch treat when each person pays for their own activities and food on a
date
fair-weather friend friend who’s never around when you need help
fiancé man who is engaged to be married
fiancée woman who is engaged to be married
flatmate (BrE) / someone you share a flat or house with
roommate (AmE)
fling short, intense relationship with someone
frenemy someone who’s a friend and an enemy at the same time
fun good company (about a person)
girlfriend girl or young woman with whom a man is romantically
involved
good friend someone in your “inner circle” of friends
husband married man; a woman's partner in marriage
laugh someone who is funny
lover partner in a romantic relationship when the couple is not
married to each other
matchmaker someone who likes to introduce people to each other who
they think might be romantically interested in each other
mutual friend someone that two people know
nemesis long-standing rival
pal (Br slang) friend
partner person you are in a romantic relationship with
penpal / epal someone you know from corresponding / writing
platonic relationship relationships or feelings of affection do not involve sex
rival person or thing competing with another for the same
objective or for superiority in the same field of activity
romance feelings of love
reunion coming together again
separation state in which a husband and wife remain married but live
apart
significant other person with whom someone has an established romantic
relationship
soul mate someone you’re very close to because you share the same
opinions and beliefs
stalker someone who pays too much attention to someone who is
not interested in them and makes that person feel
uncomfortable or unsafe
sweetheart person that you have romantic feelings for
trusted friend someone you can trust
unrequited love if you have romantic feelings for someone but they do not
have romantic feelings for you, your love for them is
unrequited
wife married woman, a man's partner in marriage
workmate person with whom one works

181
II. Adjectives and word combinations:
angry feeling or showing anger
annoyed slightly angry; irritated
appalled very shocked
apprehensive slightly worried
ashamed embarrassed or guilty because of somebody's actions,
characteristics, or associations
at the end of your tether completely fed up
bewildered very confused
caring feeling and exhibiting concern and empathy for others
charming pleasing or delighting
cheated when you don’t get something that you think you deserve
clever learning things quickly
confident sure of your abilities
confused unable to think clearly; bewildered
considerate showing concern for the rights and feelings of others
cross quite angry
cute nice looking
delighted very happy
depressed very sad
disappointed sad or displeased because someone or something has failed to
fulfil one's hopes or expectations
down in the dumps sad and fed up
easy-going relaxed
easy to get on with there are no problems with somebody
ecstatic extremely happy
embarrassed slightly ashamed
emotional showing their feelings very openly
envious when you want something that someone else has
excited excessively affected by emotion
frightened made afraid
funny humorous, sometimes even strange
furious very angry
gorgeous very, very good looking
happy enjoying or showing or marked by joy or pleasure
hot physically attractive
horrified very shocked
intrigued being so interested in something you have to find out more
irritated annoyed
jaded tired and having no interest
jealous envious
keen having or showing great excitement and interest or strong or
impatient wish to do something
loyal giving or showing firm and constant support to a person or
institution
lucky having, bringing, or resulting from good luck

182
lazy unwilling to work or use energy, characterized by lack of effort
or activity
maternal feeling like a mother
negative when you can only see the disadvantages
nonplussed so surprised and confused that one is unsure how to react
over the moon delighted
overwhelmed so much emotion that you don’t know what to say or do
positive seeing the good side of something or being very sure
relaxed free from tension and anxiety
reluctant not willing to do something
sad showing sorrow or unhappiness
scared frightened
seething extremely angry, but hiding it
smart intelligent, knowing a lot of things
stressed being worried or anxious about something so you can’t
tense not relaxed
terrible exceptionally bad or displeasing
terrified very scared
terrific fantastic
thoughtful showing careful consideration or attention
unhappy sad
upset angry or unhappy
victimized deliberately treated unfairly
wonderful great

III. Verbs and word combinations:

adore love
ask someone out ask them if they want to go out on a date with you
be attracted to have romantic feelings for somebody
be compatible means that it is easy for you to get along with a person and
that you enjoy spending time with each other
be engaged to means that you have agreed to marry them but have not yet
married them
be friends with be in current friendship
be no friend of not like someone / something
be on the rocks be having an unpleasant time in a romantic relationship
because you are not getting along
be really close to someone be good friends with
break up/split up end the relationship
can’t stand hate
catch a movie go to a movie theater together to watch a movie
chat up have a casual conversation with someone in order to get to
know them better
date go somewhere with someone you are attracted to in order to
spend time together
divorce get a divorce; formally terminate a marriage
eat out/go for a meal eat a meal in a restaurant together

183
fall for begin to have romantic feelings for somebody
fall in love begin to feel loving feelings for that person
fall out not agree with them about something and to have bad feelings
for each other as a result of it
fall in love with realize that you love the person
flirt with talk and act a certain way in order to make clear to them that
you are attracted to them
gang up on go against one, many fight one
get along have smooth relations
get on well with have a good relationship with
get together spend time with someone doing an activity or eating a meal
get to know spend time with somebody in order to learn about them
go back years know someone for a long time
go for a coffee/ a drink go to a bar and spend time together
go out with (BrE)/date date with someone that you are romantically interested in
(AmE)
grab a bite to eat eat a quick and casual meal together
hang out spend time with someone, either in a public place or at home
have a crush on be strongly attracted to somebody and start loving them
have a fight not agree with somebody about something and to have an
argument over it
have a fling have a short, intense relationship with someone
have a good time with have fun with
have a lot in common have a lot of the same interests and hobbies as another person
and so you find it easy to talk to them
have an on-off relationship it is where you’re sometimes friendly, and sometimes not
have friends in high places know important / influential people
hit it off with become close/to make friends with
idolize love unquestioningly and uncritically or to excess
let down disappoint
like a lot / really like more than “like”
like being with / enjoy being like to spend time with
with
lose touch with not see somebody very often
make friends start a friendship
make up forgive someone after an argument so that you both feel better
and are no longer angry at each other
play hard to get act as if you are not interested in someone so that they will try
harder to get you to be interested in them
pop the question ask someone to marry you
propose ask someone to marry
set people up tell two people that they should date each other
strike up a friendship with make friends with someone
tie the knot get married

184
Unit 3. Healthy lifestyle
addiction state of being unable of living without something
adopt a certain type of act in accordance with an attitude, plan, policy course, etc.
behavior
balanced diet diet consisting of a variety of different types of food and providing
adequate amounts of the nutrients necessary for good health
be on a diet/ stick to a limit food intake to some particular things and not change to
diet anything else
be physically active take exercise
be physically fit be in good condition, be healthy
blood pressure pressure of the circulating blood against the walls of the blood
vessels; sometimes measured for a quick evaluation of a person's
health
body image subjective picture of one’s own physical appearance established both
by self-observation and by noting the reactions of others
Body Mass Index weight of a person in kilograms divided by the square of the height
(BMI) in meters; a high BMI (25.0 or more) can be an indicator of elevated
body fat
body positivity assertion that all people deserve to have a positive body image,
regardless of how society and popular culture view ideal shape, size,
and appearance
burn off calories use up energy or get rid of fat from your body by doing physical
activity
cholesterol substance in the blood that can cause heart problems
crash diet way of losing body weight quickly by eating very little
chronic fatigue illness that is thought to be caused by a virus, and which affects
syndrome people for a long period of time; its symptoms include tiredness
and aching muscles
chronic illness long-term disease
convenience food food which is cooked in its packaging, usually in a microwave
couch potato person who takes little or no exercise and watches a lot of television
cut down on sugar/fat reduce eating products with sugar/fat
daily value percentage of a nutrient in a food serving; it serves as a guide to a
balanced diet
detoxify the body remove impurities and poisons
diabetes disease characterized by high glucose levels in the blood
diet sum of food consumed by a person
dietary supplement preparation intended to supplement the diet and provide nutrients,
such as vitamins, minerals, fibre, fatty acids, or amino acids, that may
not be consumed in sufficient quantities in a person’s diet
disease impairment of health or a condition of abnormal functioning
disease prevention procedure through which individuals, particularly those with risk
factors for a disease, are treated in order to prevent a disease from
occurring

185
do stretching exercises make your body or your arms and legs straight so that they are as long
as possible, in order to exercise the joints after you have been in the
same place or position for a long time
emotional fitness being resilient, positive and focused
emotional health mental balance
emotional state mood
energy balance balance of calories consumed through eating and drinking compared
to calories burned through physical activity and other activities by
the body
exercise activity of exerting muscles to keep fit
fitness condition of being healthy and fit due to physical activities
fitness gadget device which enables a person to monitor their activity, heart rate,
water intake, sleep quality, and nutrition
flexibility property of being easily bent or shaped
food choice drivers processes by which people consider, select, prepare, distribute, and
consume foods and beverages
give up smoking/ junk stop smoking, eating unhealthy food
food
GMO genetically modified organism
go to the gym/ exercise attend the place where you have physical activity
class
good hygiene properly caring for your body by keeping it clean and healthy while
allowing you to look and feel your best
health state of complete physical, mental, and social well-being and not
merely the absence of disease or infirmity
health benefit positive effect on a person's health gained from food, treatment, or an
activity
health problem state in which you are unable to function normally and without pain
health promotion public policy that addresses health determinants such as income,
housing, food security, employment, and quality working conditions
health risk chance or likelihood that something will harm or otherwise affect
your health
healthcare social insurance for the ill and injured
healthy free from disease
healthy body body that is maintained by good nutrition, regular exercise, avoiding
harmful habits, making informed and responsible decisions about
health, and seeking medical assistance when necessary
healthy diet & lifestyle encouraging people to move towards a diet and active lifestyle, this
is in line with the national guidelines
healthy food food that is believed to be good because it does
not contain artificial chemicals or much sugar or fat
healthy mind balanced mental and emotional state which allows a person to be
productive during their day
healthy sleeping regular sleeping habits
pattern
heart disease disease which affects the heart
home-cooked meals food made and eaten at home

186
leisure time time when one is not working or occupied; free time
life expectancy average period that a person may expect to live
lifestyle the way in which a person lives
lifestyle diseases disease that potentially can be prevented by changes
in diet, environment
lifestyle-related risk factor associated with an increased likelihood of a person developing
a health disorder or condition
lose weight become lighter
low physical activity little physical exercise
malnutrition condition of ill health caused by an improper or inadequate diet
mental fitness keeping the brain and emotional health energized and functional
mental pressure mental stress
mental state state of mind of a person (perception, pain experience, belief, desire,
intention, emotion and memory)
mental well-being thoughts and feelings and how a person copes with the ups and downs
of everyday life
metabolism full range of biochemical processes that occur within a living
organism
Non-GMO non-genetically modified organism, a completely organic product,
with all the qualities and benefits of a natural product
nutritional content food or biochemical substance used by the body that must be supplied
in adequate amounts from foods consumed
nutritional deficiency inadequate supply of essential nutrients (such as vitamins and
minerals) in the diet resulting in malnutrition or disease
nutritious having substances that a person or animal needs to be healthy and
grow properly: promoting good health and growth
obesity / overweight weight that is higher than what is considered a healthy weight for a
given height
overeating eating too much
pedometer instrument usually in watch form that records the distance a person
covers on foot by responding to the body motion at each step
personal care products products that consumers rely on to live better, healthier lives (from
moisturisers, lipsticks and fragrances to sunscreens, soaps and anti-
cavity toothpastes)
physical activity any bodily movement produced by skeletal muscles that require
energy expenditure
physical fitness ability of the body systems to work together efficiently to allow a
person to be healthy and perform activities of daily living
physical health overall physical condition of a living organism at a given time
physical well-being ability to maintain a healthy quality of life that allows us to get the
most out of the daily activities without undue physical stress
prevent a disease minimise the incidence or effects of disease
processed food any food that has been altered in some way during preparation (e.g.
freezing, canning)
pull a muscle injure a muscle by stretching it too far so that it is very painful
put on weight become heavier

187
quality of life standard of health, comfort, and happiness experienced by an
individual or group
risk factor something that increases the chance of developing a disease
sedentary lifestyle lifestyle where people sit for long periods and are generally inactive
shape form of an object or its outline
snack small amount of food between meals
social well-being ability of the people to be free from want of basic needs and to coexist
peacefully in communities with opportunities for advancement
sound mind state of mind of a person which is sufficient to reason and reach a
judgment upon ordinary subjects
strain stress or overwork, physical or mental
stress feeling of being overwhelmed or unable to cope with mental or
emotional pressure
stroke sudden disabling attack or loss of consciousness caused by an
interruption in the flow of blood to the brain
vegan foods foods based entirely on products of plant origin (they exclude
completely any animal products in their preparation, either directly
or indirectly, including any animal proteins, eggs, dairy products and
honey
vegetarian person who does not eat meat or fish, and sometimes other animal
products, especially for moral, religious, or health reasons
wearable fitness category of electronic devices that can be worn as accessories,
technology embedded in clothing, implanted in the user's body, or even tattooed
on the skin
well-balanced diet diet which gives the body the nutrients it needs to function correctly

Unit 4. Media literacy

accuracy freedom from mistake or error (correctness); conformity to truth or to a
standard or model (precision)
accountability an obligation or willingness to accept responsibility or to account for
one’s actions
advertising the action of calling something to the attention of the public especially
by paid announcements
analysis a detailed examination of anything complex in order to understand its
nature or to determine its essential features
anchorman a broadcaster (as on a news program) who introduces reports by other
broadcasters and usually reads the news
audience a group of listeners or spectators; a reading, viewing, or listening public
authorship an explicit way of assigning responsibility and giving credit of
intellectual work
background information essential to understanding of a problem or situation
balance stability produced by even distribution of contrasting, opposing, or
interacting elements
bias especially a personal and sometimes unreasoned judgment (prejudice);
an instance of such prejudice
blog an online journal where people post about their experiences

188
censor to examine in order to suppress or delete anything considered
objectionable
commercial a commercially sponsored ad on radio or television
commentary an expression of opinion
communication a process by which information is exchanged between individuals
through a common system of symbols, signs, or behavior
conflict of interest a conflict between the private interests and the official responsibilities
of a person in a position of trust
consumer any person who experiences or interacts with a media message
content the principal substance (as written matter, illustrations, or music) offered
by a World Wide Web site
context the parts of a discourse that surround a word or passage and can throw
light on its meaning
correspondent one who contributes news or commentary to a publication (such as a
newspaper) or a radio or television network often from a distant place
credibility the quality or power of inspiring belief
critical thinking the mental process of actively and skillfully conceptualizing, applying,
analyzing, synthesizing, and evaluation information to reach an answer
or conclusion
defamation the act of communicating false statements about a person that injure the
reputation of that person
disinformation false information deliberately and often covertly spread in order to
influence public opinion or obscure the truth
distort to alter to give a false or unnatural picture or account; to twist out of a
natural, normal, or original shape or condition
documentary a film, radio or television program, etc based on or re-creating an actual
event, era, life story, etc., that purports to be factually accurate and
contains no fictional information
edit to prepare for publication or public presentation
entertainment something affording pleasure, diversion or amusement
evaluate to determine the significance, worth, or condition of usually by careful
appraisal and study
evidence something that furnishes proof
facts something that has actual existence; a piece of information presented as
having objective reality
fake not true, real, or genuine
fallacy an idea which many people believe to be true, but which is in fact false
because it is based on incorrect information or reasoning
freedom of established public access to government information
information
freedom of the the right of newspapers, magazines, etc., to report news without being
press controlled by the government
freedom of the right to express one’s opinions freely
speech/expression
freelance a person who pursues a profession without a long-term commitment to
any one employer

189
gatekeepers those within the news media who control the flow of information and
spread of ideas
host the presenter of a television or radio programme
interpret to explain the meaning of (something)
journalist a person engaged in journalism
judgment the process of forming an opinion or evaluation by discerning and
comparing
mainstream media media that disseminate messages to the general public via the largest
distribution channels
manipulation exerting shrewd or devious influence for one's own advantage
mass media a medium of communication (as newspapers, radio, or television) that is
designed to reach the mass of the people
media literacy awareness of media and its influences
moderator one who presides over an assembly, meeting, or discussion
news agency an organization that supplies news to subscribing newspapers,
periodicals, and newscasters
newspaper a paper that is printed and distributed usually daily or weekly and that
contains news, articles of opinion, features, and advertising
objectivity expressing or dealing with facts or conditions as perceived without
distortion by personal feelings, prejudices, or interpretations
opinion a view, judgement or appraisal formed in the mind about a particular
matter
periodical a periodical publication
press release an official statement that gives information to newspapers, magazines,
television news programs, and radio stations
prime time that part of a radio or television schedule expected to attract the largest
audience
propaganda ideas, facts, or allegations spread deliberately to further one’s cause or
to damage an opposing cause (the misinformation)
public interest the general welfare and rights of the public that are to be recognized,
protected, and advanced
publisher one that publishes something (a person or corporation whose business is
publishing)
pundit a person who gives opinions in an authoritative manner usually through
the mass media
reporter a person employed by a newspaper, magazine, or television company to
gather and report news
rhetoric the art or technique of persuasion through the use of spoken and written
language
rumor a talk or opinion widely disseminated, a statement or report current
without known authority for its truth
social media forms of electronic communication (such as websites for social
networking and microblogging) through which users create online
communities to share information, ideas, personal messages, and other
content
stereotype a rigid conclusion

190
stringer a reporter who works for a publication or news agency on a part-time
basis
survey to examine as to condition, situation, or value
tabloid a newspaper that is about half the page size of an ordinary newspaper
and that contains news in condensed form and much photographic
matter
target audience the person or group that a media message is meant to reach
transparent easy to notice or understand; honest and open; not secretive
values beliefs of a person or social grouping which they have an emotional
investment (either for or against something)
verify to establish the truth, accuracy, or reality of
wire service a news agency that sends out syndicated news copy to subscribers by
wire or by satellite transmission
word of mouth informal way in which media products become known by audiences

Unit 5. Inspiring people

achievement the action of accomplishing something; something that is achieved
successfully
achiever a person with a record of successes
altruistic showing unselfish concern for the welfare of others
ambassador a representative or promoter of a specified activity; an accredited
diplomat sent by a state as its permanent representative in a foreign
country;
authenticity the property of being genuine or valid, not being a fake or forgery
besotted feeling strong, obsessive or foolish love
bold fearless and daring
brave possessing or displaying courage
brilliant having unusual and impressive intelligence
caring feeling and exhibiting concern and empathy for others
celebrity a widely known person
charm the power or quality of delighting, attracting, or fascinating others
confident feeling or showing certainty about something
consistent acting in the same way over time, especially so as to be fair or accurate
commitment the state or quality of being dedicated to a cause, activity, etc.
committed bound to a certain course or policy; dedicated; in a long-term emotional
relationship
compassionate feeling or showing sympathy and concern for others
conscientious wishing to do one's work or duty well and thoroughly
cult of personality intense devotion to a particular person
dedication the quality of being committed to a task or purpose; binding yourself
(intellectually or emotionally) to a course of action
defender a person who defends someone or something
determination the quality of being determined to do or achieve something; firmness of
purpose
devotion love, loyalty, or enthusiasm for a person or activity

191
dignified showing a composed or serious manner that is worthy of respect
dignity the quality of being worthy of honour or respect
diligence careful and persistent work or effort
distinguished very successful, authoritative, and commanding great respect
drive determination and ambition to achieve something
dutiful motivated by duty rather than desire or enthusiasm
eminent famous and respected within a particular sphere
empathetic having the ability to share another person's feelings or emotions as if
they were their own
epitomize be a perfect example of something
exemplar a person serving as a typical example or appropriate model
expertise expert skill or knowledge in a particular field
far-sightedness seeing ahead; knowing in advance; foreseeing
fearlessness lack of fear
forgiving ready and willing to forgive
genius exceptional intellectual or creative power or other natural ability;
organization
gifted having exceptional talent or natural ability
hard-working tending to work with energy and commitment; diligent
hero / heroine a person who is admired for their courage, outstanding achievements, or
noble qualities
high flyer a person of great ability and ambition
honest morally correct; truthful and sincere
humble having or showing a modest or low estimate of one's importance
humility the quality of having a modest or low view of one's importance
hypocritical showing feelings or virtues one does not have
idol someone who is adored blindly and excessively
indefatigable someone who never gets tired of doing something
influencer a person who has a large following on one or more social media platform
that works to generate interest in contemporary social issues and/or
advertise consumer products
inspirational showing creative or spiritual inspiration
inspiring having the effect of inspiring someone
integrity the quality of being honest and having strong moral principles
long-suffering having or showing patience in spite of troubles, especially those caused
by other people
loyal showing firm and constant support to a person or institution
make a difference have a significant effect (or no effect) on a person or situation
mentor an experienced person in a company or educational institution who
trains and counsels new employees or students
motivator a person who promotes interest in or enthusiasm for something;
something that provides a reason or stimulus to do something;
notorious famous or well known, typically for some bad quality or deed
obsession an idea or thought that continually preoccupies or intrudes on a person's
mind
paragon a person or thing viewed as a model of excellence
passion an intense desire or enthusiasm for something

192
passionate having, showing, or caused by strong feelings or beliefs
patient able to accept or tolerate delays, problems, or suffering without
becoming annoyed or anxious
positivity the quality of being encouraging or promising of a successful
potent having great influence
powerful having control and influence over people and events
prestigious inspiring respect and admiration; having high status
professionalism a combination of skill and high standards
prospective likely to happen at a future date
prosper flourish physically; grow strong and healthy
prosperous in fortunate circumstances financially; very lively and profitable
proverbial well known, especially so as to be stereotypical
perseverance persistence in doing something despite difficulty or delay in achieving
success
role model someone others look to as a good example, who is worthy of imitation
remarkable worthy of attention; striking
resourceful capable of thinking of ways to do things; having the ability to act
effectively; clever
respectable regarded by society to be good, proper, or correct
respectful feeling or showing respect
resilient recovering readily from adversity, depression, or the like
self-concept an idea of the self constructed from the beliefs one holds about oneself
and the responses of others
self-esteem confidence in one's own worth or abilities; self-respect
selfless showing unselfish concern for the welfare of others
tenacious stubbornly persisting, refusing to give up
tolerant showing respect for the rights, opinions or practices of others
trustworthy able to be relied on as honest or truthful
untiring characterized by hard work and perseverance
values principles or standards of behavior; one’s judgments of what is
important in life
visionary a person with unusual powers of foresight
wisdom the ability to use your experience and knowledge in order to make
sensible decisions or judgements
witty showing quick and inventive verbal humour; amusing in a clever way
worshipper someone who admires too much to recognize faults

193
 Grammar Section
Unit 1. Active Voice
I. PRESENT TENSES

Present Perfect
Present Continuous
Present Simple Present Perfect Continuous
(stative verbs NOT used)
(stative verbs NOT used)

Permanent actions or Developing or Recently completed Actions started in the

states changing situations actions focusing on the past and continuing up
His parents live in a Our summers are getting result in the present: to the present with the
provincial town. hotter and hotter I have just cut the grass. time expressing of
He lives in a big city. Today computers are (The action is complete. duration
Instructions, recipes, becoming much smaller. You can see the grass We have been speaking
experiments cut - evidence in the on this issue for two
First you chop the meat, present) stative verbs hours already.
then you fry it. NOT used (Мы обсуждаем…)

Permanent truths or Temporary situations Complete past actions A recently completed

laws of nature, She is staying with some connected to the action which was in
scientific facts friends of hers at the present progress, but is no
The earth goes round the moment. He has bought a house. longer going on at the
Sun Mary is ill, so I am (He owns a house.) present moment
Exclamatory sentences doing her work. I still haven’t done the Why are you hiding the
Here comes the bride! He is spending the week work. (still is used in book which you have
with his mother. Present Perfect only in been reading?
negative sentences) (… которую ты
stative verbs NOT used читал?)

Repeated/ habitual Actions happening at News, changed, Action of certain

states or actions the time of speaking personal experiments, duration having visible
The Browns always She can’t answer the new events result in the present
spend their summer phone now. She is taking It is the best sports show Your hair is wet. (visible
holiday in Italy. (Here a bath. I have ever seen. result) Have you been
always means ‘every I have lost weight swimming? - …Ты что,
year’) recently. плавал?

Plots, narrative, Frequently repeated Stative verbs be, have, To express emotions
reviews, summaries, actions expressing like, know, wish, want (annoyance, anger,
sport commentaries annoyance or criticism with for, since, how criticism, surprise) or
Julia Roberts acts with time expressions long, always to show give an explanation
brilliantly in her new always, constantly, duration Somebody has been
film. continually I have always wanted to using my computer! -
Paul passes the ball and Maya is always losing have such a car. Опять кто-то
Ronald scores the goal. things! - Вечно она все They have been friends работал на моем
теряет. for 10 years since they компьютере!
met at their friends.

194
 Present Perfect
Present Continuous
Present Simple Present Perfect Continuous
(stative verbs NOT used)
(stative verbs NOT used)

Timetables, Fixed arrangements in Emphasis on number Present Perfect

programmes (future the near future with
actions) verbs of motion + time
The Royal Train arrives expressions (future
at 6.15 pm. action)
Steve is coming to
dinner tonight.
He has seen three films
this week.
She has had five cups of
coffee since she woke
up.
Continuous is normally
used with for, since or
how long to emphasize
duration
She has been sleeping
since yesterday.

Time expressions usually used with present forms

Often, usually, always, Now, still, at present, at the Just, already, so far, once, For, how long, lately,
sometimes, seldom, rarely, moment, nowadays, today, yet (negations and recently, for ages, for the
never, every day/ week/ tonight, always, these days, questions), ever, never, last/ past few days/ years,
month/ year, in the for the time, being, etc. always, before, recently, in (=for) ten days/months,
morning/ afternoon/ this week/month/year, since (last week), since
evening, at night, on since (from a starting point then, since sb did, etc.
Mondays, etc. in the past), for (over a
period of time)

II. PAST TENSES

Past Perfect
Past Simple Past Continuous Past Perfect
Continuous

Past actions which Past actions in Complete past action Actions continuing
happened one progress at a definite which had visible over a period of time
immediately after the moment in the past results in the past up to a specific time in
other (succession of She was still working at They were happy. They the past
complete actions) eight o’clock yesterday. had done well in their We had been speaking
He got into the car, This time last week we exams. on this issue for two
started the engine and were having a party. hours before we came to
drove off. an agreement

Complete action or Background Past action which Past action of certain

event which happened description to events in
at a stated past time a story/narration
with a stated time One spring afternoon,
reference Pat was walking down a
I passed my exam two country lane. The birds
days ago. were singing and the sun
She phoned before the was shining.
boss came.
Recently they decided to Plans in the past
move to another flat. We were meeting at 8
o’clock and I was already
late.
happened before
another past action or
before a stated past
time
By his second year at
university he had made
lots of friends.
She had fallen asleep
before/when they came.
duration which had
visible result in the
past
His hair was wet. He
had been swimming.
To express annoyance,
anger, criticism, etc.
about a past action
When I came I saw that
somebody had been
using my computer!

195
 Past Perfect
Past Simple Past Continuous Past Perfect
Continuous

Complete past actions Past action in progress The Past Perfect is the Complete action which
NOT connected to the interrupted by another past equivalent of was in progress, but
present with indirect complete past action Present Perfect was no longer going on
time reference She was leaving when There was no meat left; at some past moment
O’Henry wrote short the telephone rang. we had eaten it all. He put aside the book
stories. (O’Henry is (Present Perfect: There’s which he had been
dead - he won’t write no meat left; we have reading.
any more) eaten it all.)

Repeated/habitual past Two or more Mind the difference!

states or actions simultaneous past By the time sb did sth, sb had done / had been
We went to the cinema actions of certain doing sth
five times last month. duration By the time sb had done / had been doing sth
Past habits or states While she was washing She had finished her work by the time they came.
When we were children, up, her children were The telephone rang at 5 a.m. She had been sleeping
we played a lot together. drying the dishes. for six hours by that time.

Complete past action To introduce polite
of certain duration inquiries or requests
NOT connected to the I was wondering if you
present could help me.
We wrote the test for I was thinking - would
two hours yesterday. you mind changing
seats?
Since and when are usually used with the Past
Simple in the sequence of tenses
She said she had done a lot of work since she woke
up / when he woke up.
She had been sleeping for ten hours already since
she came from work. We all were worried.

Time expressions usually used with past forms

Two days/weeks ago; Still, while, when, as, the By, just, already, when, yet For, since, how long, by
How long (ago)…? For, moment that, all (negations and general (Monday, last year) by the
then, last week, when, morning/evening/day/night questions), once, before, time sb did
yesterday, in 2017, just , from… till/to, just as/just after, ever, never, how
now, the other day, then, etc. long, for, since
recently (=not long ago)

III. FUTURE TENSES

Future Simple Be going to Future Continuous Future Perfect

Decision taken at the Planned actions or Actions in progress at a Actions finished before
moment of speaking intentions stated future time a stated future time
(on-the-spot decision) Now that he’s passed his This time next week I We‘ll have taken all our
I’m thirsty. I will have a exams he is going to will be taking part in a exams by next month.
cup of tea. train to be a doctor TV show. Stative verbs not used!
Stative verbs not used!

196
 Future Simple Be going to Future Continuous Future Perfect

Actions or predictions Actions intended to be Actions which are the Note: not … until/till
which may (not) performed in the near result of a routine, are used with Future
happen in the future future plans or a fixed Perfect in negative
They will probably come I am going to treat him arrangement sentences
to Moscow next year. to a tasty meal on I’ll be swimming on He won’t have
The winter will be here Sunday. Friday. (I swim every completed the task until
soon. Friday. It’s part of my Tuesday.
routine.)

Predictions, hopes, Evidence that When we ask politely Duration of an action

fears, threats, offers, something will about people’s plans to up to a certain time in
promises, warnings, definitely happen in see if they can do sth the future
requests, comments the near future, for us or because we By next year he will
etc. with expect, hope, because we see or know want to offer to do sth have been living in
believe, perhaps, I’m it for them Spain for twenty years.
sure, I’m afraid, The clouds are dark. It is Will you be driving to
probably, think going to rain. town today? Can you
I promise, I won’t tell It’s so hot here. I’m give me a lift?
anybody about it. going to faint.

Things we are not yet Things we are sure Present Simple (with Present Continuous
sure about or we about or have decided future meaning) (with future meaning)
haven’t decided to do to do in the near future
yet They are going to visit Timetables, Fixed arrangements in
Perhaps we’ll go to the us on Saturday. programmes the near future
wedding. The lecture begins at She’s eating out tonight.
8.30.

We can use the Future Simple, Future Continuous or Future Perfect to make a prediction about the
present or past, that is to say what we believe may be happening or have happened.
There is somebody at the door. – That’ll be the postman. - Наверное, это почтальон.
Don’t call her now – she’ll be sleeping. - Она, наверное, сейчас спит.
It’s seven o’clock. Dad will have left the office by now. - Папа, вероятно, уже ушел с работы.

Questions with Shall + I/we + do for suggestions, Questions with Will + you/he/she/they + do for a
offers, asking for advice polite request, asking for help
Shall we have a dinner? Will you help me? - Помоги мне, пожалуйста.
What shall I wear?

Time expressions usually used with

Future Simple & Continuous Future Perfect Future Perfect Continuous

Tomorrow, tonight, next
week/month/year etc, in two/three
days, the day after tomorrow, soon,
in a week, month, one of these days
(= «на днях» in the future)
Before, by, by then, by the time, in a By … for
year, in two years ’time By that time I will have been
Note: working for a month there.
Before sb does, sb will have done
By the time sb does, sb will have done
By that time sb will have done

197
Unit 2. Adjectives, Adverbs, Nouns

COMPARATIVE AND SUPERLATIVE – ADJECTIVES

Regular forms

Positive Comparative Superlative

One syllable Short Shorter The shortest

+ er/est Simple Simpler => than The simplest => of/in
Big Bigger The biggest

Two syllables ending in Funny Funnier The funniest

-ly, -y, -w + er/est Narrow Narrower => than The narrowest => of/in
-er, -le, -o + er/est Friendly Friendlier The friendliest

Two and more syllables Modern More modern The most modern
More/ the most + adj. Popular More popular => than The most popular => of/in
Important More important The most important

Preposition «in» usually refers to places, groups etc.

She is the smallest of all the pupils both in our group and in our town.

Certain adjectives: Clever, common, cruel, friendly, gentle, narrow, pleasant, polite, shallow,
+ er/est OR simple, stupid, quiet
More/ the most + Clever - cleverer - the cleverest ALSO - more clever - the most clever

Irregular forms

Bad Worse The worst Mind the difference!

Good Better The best a) further/farther = longer (in distance)
Far Farther / The farthest / My house is further/farther away than yours.
Further The furthest further = more; additional
Old Older / The oldest / I need further information from you.
b) be/get + older/the oldest + (than)
Elder The eldest
elder/the eldest + brother/ sister/ son/ daughter/ child, etc.
Late Later The latest/ c) the latest = most recent, new:
The last the latest news, book, fashion
the last = final: It was the last train, no more trains till 5 a.m.

d) even, much, far, a great deal, a lot/ a bit/ a little + comparative degree:
The weather is even less beautiful today. It is much worse than last year.
Could you be a little more attentive? It is a bit windier today than yesterday.
e) by far + superlative degree: He is by far the cleverest.
f) most + adjective of positive degree = very: He was a most attentive and loving father.
g) any + comparative (used in negatives and questions): Can you give any wiser advice, please?
i) than/as + me/him/her/them/us BUT! I/you/they/we do, he/she does
You are older than me/I am. I eat less cheese than Jane does. You spent as much money as we did.

198
 TYPES OF COMPARISONS

As + positive degree + as Mary is as beautiful as Jane.

Not so/as + positive degree + as The service is not so good as it used to be.
(Not) such a(n) + positive degree + as It’s not such a long way as we thought.
Comparative degree + than usual He was half an hour later than usual.

Twice/three times etc. as + positive degree + as She earns three times as much as me.
(В два/три раза (больше, дороже, …), чем) This coat is twice as expensive as that one.

Half as + positive degree + as Janet has half as much money as Judy.

(В половину (меньше, дешевле, …), чем) This car is half as cheap.
Half + noun (the size, the age, the weight, etc. of) All his friends are half his age.
The sitting room is half the size of the living room.

The same… as Tom’s got the same number of suits as Ted.

Less… than I have less free time than you.

You are doing this work less willingly than I am.

The + comparative…, the + comparative
(Чем …., тем ….)
Note: If the whole situation refers to the future, the first
part of the comparison usually takes Present Simple,
while the second part takes Future Simple.
The older he gets, the more polite he becomes.
The higher we climb, the better the view will be. –
Чем выше мы заберемся, тем лучше будет вид.

Like + noun (for similarities) If you want to win, you must run like the wind.
Feel, look, smell, sound + like + noun You look like my brother. It smells like garlic.

COMPARATIVE AND SUPERLATIVE – ADVERBS

Irregular forms

Positive Comparative Superlative

Adverbs which have the same form as their Fast Faster The fastest
adjectives add -(i)er/ -(i)est Early Earlier The earliest
Two syllable adverbs and adverbs with -ly Often More often The most often
take more/ the most Patiently More patiently The most patiently

Irregular forms

Badly Worse The worst a) farther/further (a great distance):

Well Better The best Don’t go any farther/further.
Much More The most further (in addition):
Many More The most I don’t want to discuss the matter further.
b) some adjectives ending in -ly (cowardly, deadly, elderly,
Little Less The least
fatherly, friendly, lively, lonely, lovely, motherly, silly,
Far Farther / The farthest / ugly etc.) form their adverbs with in a(n) … way/manner
Further The furthest He spoke to me in a friendly (friendlier) way.
c) any, a bit, a little + comparative (in negatives and
questions):

199
 Can you think any quicker, please?

Less/ the least + adjective or adverb in a positive form: In recent years he has appeared in public less
often. Tickets were less expensive than I had expected. He is my least favorite writer.

Note: After verbs appear, be, become, get, feel, look, seem, smell, sound, stay, taste, remain we use adjectives
(not adverbs): It tastes awful. You look nice. It is getting cold. I feel bad.
BUT! I tasted the hot soup carefully. She looked at me angrily.

ADJECTIVES AND ADVERBS WHICH HAVE THE SAME FORM

Best, better, big, cheap*, clean*, clear*, close*, cold, daily, dead, dear*, deep*, direct, dirty, early,
easy*, extra, far, fast, fine*, free, further, hard, high, hourly, inside, kindly, last, late, long, loud*,
low, monthly, past, quick*, quiet*, right, slow*, straight, sure, thin*, thick, tight, weekly, wide*,
wrong, etc.
You were our last hope. He came in last. I am a free man. You can take this book free.
Adverbs with an asterisk (*) can be found with -ly ending without a difference in meaning, but then they
are more formal.
Walk slow! (Informal) ALSO Walk slowly! (Formal)
Take it easy. Don’t pay attention to his words. (Informal)
ALSO They climbed the mountain easily. (Formal)

Adverbs with two forms and differences in meaning

Close (to) = not far from sb or sth
Susan came close to the door.
Closely = very attentively, to great degree
The detective watched him closely.
Deep = far down or in
We were traveling deep into the countryside.
Deeply = greatly
She was deeply hurt.
Direct = by a straight route
Austrian Airlines is flying direct to Innsbruck.
Directly = immediately, as soon as
She fell asleep directly she got into bed.
Easy (informal) = in a relaxed or casual manner
Easy come, easy go. Take it easy.
Easily = without difficulty; without doubt
English is easily the basic business language.
Free = without payment or cost.
Children are admitted to the museum free.
Freely = willingly, openly, honestly
You may speak freely. I will freely go with you.
Full = straight, directly, very
She turned her head and looked full into his face.
Fully = completely or entirely
I fully understand your fears.
Hard = with a great deal of effort and force
They work hard at school. It was raining hard.
Hardly = with great difficulty; to a small degree
He could hardly walk. I have hardly any money.
High = to/at a high level
The sculpture stood about five feet high.
Highly = very much; to a high level or standard
He is highly spoken of by his colleagues.
Late = not early
She arrived late.
It happened late in 1998.
Lately = recently
We haven’t been on friendly terms lately.
Near = close, nearby
The time of their arrival was coming near.
She took a step nearer.
Nearly = almost, not completely
David was nearly asleep.
You are not nearly as clever as you think you are.
Short = suddenly; less than needed
Seeing her tears, he stopped short.
We’re running short of coffee again.
Shortly = soon, briefly
Further information will be shortly announced.
“Do you like football?” “I do not,” she said
shortly.
Wide = to full extend, completely (open, awake)
His eyes opened wide.
She was wide awake. The door was wide open.
Widely = over a large area, by a lot of people
She has travelled widely.
Her books were widely read.

200
 NOUNS – PLURAL FORM

-s to a noun Apple – apples, book - books, path - paths, mother -

mothers

-es to nouns ending in
-s, -ss, -x, -z, -sh, -ch, -tch, -o
Bus - buses, glass - glasses, box - boxes, brush -
brushes, match - matches, potato - potatoes
But: piano - pianos, photo - photos, cuckoo -
cuckoos, video - videos, zoo - zoos, radio - radios,
studio -studios

-s to nouns ending in -ay/oy Boy - boys, play - plays

-ies to nouns ending in -ty,-by,-dy Party - parties, baby - babies, body - bodies

-ives to some nouns ending in -f/-fe Wife - wives, scarf - scarves, leaf - leaves
But: chiefs, roofs, safes, (hand)kerchiefs, beliefs

Irregular nouns Man - men, woman – women, child - children, tooth

- teeth, goose - geese, mouse - mice, foot - feet, ox -
oxen, medium - media

In some nouns the plural form does not differ from Deer, sheep, swine, fish, trout, aircraft, salmon,
the singular dozen, score / means, species, series
But: dozens of students, scores of people

Compound nouns Hanger-on - hangers-on, runaway - runaways

UNCOUNTABLE NOUNS

Uncountable nouns are those that can’t be counted. They have neither a singular form nor a plural form.
Some, any, no, much, little can be used with them. Uncountable nouns take a singular verb and are NOT
used with a/an, one, 1, 2, 3 etc.

NOTE 1
With expressions of duration, distance or money meaning «a whole amount» we use a singular verb:
Two months was too short to have a holiday on that fabulous island.

NOTE 2
Certain nouns can be used both in the singular and plural with a different meaning.
Has she always had short hair? - There is a hair on your shoulder.
We have 200 people at the meeting now. - Do you know the native peoples of the Far East?
She managed to be taken on by Dior House without experience. - Working for Dior House was a
wonderful experience.

NOTE 3
Word combinations for a singular meaning of the uncountables:
A piece of paper/ cake/ information/ advice/ furniture | an item/ piece of news/ clothing
A bit/ piece of chalk | a lump of sugar/ coal | a sheet of paper | a slice/ loaf of bread, etc.

201
 UNCOUNTABLE NOUNS

NOTE 4
The nouns gate, watch, clock, sledge are countable nouns. They have both the singular and the plural
forms in English.
Mind the way we use these words in Russian:
The gate was open. - All the gates are closed.
Ворота открыты. - Все ворота закрыты.
My watch is fast. - All your watches are fast.
Мои часы спешат. - Все твои часы спешат.

Categories of uncountable nouns

Mass nouns (fluids, solids, Subjects of study: Languages:
gases, particles): History, maths, physics, Spanish, Japanese, Italian,
blood, butter, air, fruit, etc. economics, chemistry, etc. French, etc.

Sport: Diseases: Natural phenomena:

Baseball, billiards, football, Flu, measles, mumps, Fog, snow, sunlight, shade, rain,
cricket, cycling, athletics, etc. pneumonia, etc. etc.

Abstract nouns: Other:

Truth, happiness, time, beauty, love, knowledge, Advice, applause, evidence, hair, news, traffic,
behavior, business, education, luck, information, trouble, weather, luggage, furniture, jewelry,
progress, work, money, gossip, etc. rubbish, baggage, etc.

Group nouns:
Audience, class, committee, company, council, crowd, family, jury, press, public, staff, team, group,
delegation, etc.
Group nouns take either a singular or a plural verb depending on whether we see a group as a whole or
as individuals: The council has postponed a decision on the new road. The committee usually raise their
hands to vote.

Plural nouns:
Groceries, arms, remains, goods, customs, thanks, regards, police, cattle, stairs, wages, clothes, trousers,
jeans, pyjamas, shorts, pants, scissors, spectacles, binoculars, scissors, etc.
Plural uncountable nouns always take a plural verb: The police are looking for the suspects. His clothes
are lying all over the floor.

202
Unit 3. Passive Voice
TO BE + DONE

Active voice Passive voice

Present Simple give(s) am/are/is given Lectures are given every day.
Past Simple gave was/were given A lecture was given yesterday.
Future Simple will give will be given A lecture will be given tomorrow.

Present Continuous am/are/is giving am/are/is being given A lecture is being given now.
Past Continuous was/were giving was/were being given A lecture was being given at 5
Future Continuous will be giving ====== (no forms) yesterday.

Present Perfect have/has given have/has been given A lecture has been given already.
Past Perfect had given had been given A lecture had been given by the
Future Perfect will have given will have been given time you came.
A lecture will have been given by
the time you come.

Present Infinitive give be given A job should be given to him.

Perfect Infinitive have given have been given A job should have been given to
Gerund giving being given him.
I love being given a job.

• The Present, Past and Future Perfect Continuous tenses are not normally used in the passive.
• Get is used in colloquial English instead of be to express something happening by accident.
The child will get hurt if he falls from the height.
• By + agent is used to say who or what did the action.
Over thirty million hamburgers are eaten by the British every year.
• With + instrument/material is used to say what agent is used
(be crammed/ crowded/ filed/ flavoured/ packed etc. + with)
The roast beef was flavoured with wine.
• Verbs which take two objects (give, offer, tell, promise etc.) form their passive in two ways; it is more
usual to start the sentence with the person object, not the thing object.
They gave Mary the job. => Mary was given the job. (More usual than: The job was given to Mary.)
• Verbs that are followed by a preposition (look for/ talk to/ send for etc.) take the preposition immediately
after them when turned into passive.
The book is much spoken about.
The doctor has been sent for. The clown is laughed at.
• In passive questions with who, whom or which ‘by’ is not omitted.
Who was Romeo and Julie» written by?

203
 CAUSATIVE FORM. HAVE/GET SOMETHING DONE

We use have + object + done to say that we arrange for someone to do something for us.
He had his car repaired. (He asked the mechanic to repair this car. He didn’t do it himself - the mechanic
did it.)

Present Simple He has his dog looked after every time he goes on holiday.
Present Continuous He is having his dog looked after now.
Past Simple She had her dog looked after last week.
Past Continuous He was having his dog looked after from five to seven yesterday.

Future Simple He will have his dog looked after when he goes on holiday.
Future Continuous He will be having his dog looked after from five to seven tomorrow.

Present Perfect He has had his dog looked after lately.

Present Perfect Continuous He has been having his dog looked after for the last two weeks.

Past Perfect He had had his dog looked after until he returned from his business trip.
Past Perfect Continuous He had been having his dog looked after for a week by yesterday.

Infinitive She can have her dog looked after while she is away.
Gerund She likes having her dog looked after.

• The verb have, when used in the causative, forms its negations and questions with do/does (Present
Simple) and did (Past Simple). She doesn’t have her hair cut.
• Get can be used instead of have in the causative. Did you have/get your hair cut?
• Have sth done can be used instead of the passive to express accidents or misfortunes. She had her bag
stolen last night. (= Her bag was stolen last night.)

• Mind the possible ways of translating this pattern into Russian.

I will have my hair cut tomorrow. - Завтра я подстригусь/пойду стричься.
She is having her children looked after now. - За ее детьми сейчас присматривают.
He has had his suit ironed. - Ему уже погладили костюм.
He had his arm broken in a fight. - В драке ему сломали руку.

Unit 4. Sequence of Tenses

SEQUENCE OF TENSES

In subordinate clauses the tenses are used relatively, i.e. the tense form shows if the actions of subor-
dinate and principal clauses are simultaneous, preceding or following. The choice of the tense in the
subordinate clause depends on the tense form in the principal clause. This structurally dependent use
of tenses in clauses is called the rules of the sequence of tenses.
This relative use of tenses is observed in object clauses. The following rules generally apply when the
principal clause is in the past tense:

204
RULE 1. If the action of the object clause is simultaneous with the principal clause, Past Simple or
Past Continuous is used in the object clause no matter which past form is in the principal clause
(Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous, or Future-in-the-Past).
I thought you were joking.
He had not realized how nervous she was.
He would never know what she was thinking.
RULE 2. If the action of the object clause precedes that of the principal clause, Past Perfect or Past
Perfect Continuous is used in the object clause.
The people knew where she had been, what she had been doing.
He was telling them what he had been concealing.
RULE 3. If the action of the object clause follows that of the principal clause, Future-in-the-Past is
used.
He thought of how wet they were going to get in the rain.
She knew that George would be waiting for her.

SIMULTANEOUS ACTION PRIOR ACTION FUTURE ACTION

- he lived in Vladivostok. - he had already come to - he would enter IR

- they were waiting for their
I knew (that) turn.
He said (that) - he had been working for
that company since 1999.
- he had known them for
three years.
Vladivostok. department at FEFU.
- it had been raining as - he would be driving
mom came with her coat home at 7 p.m.
wet.
- he would have
- he had been out of town written the essay by the
for two days. deadline.

Sequence of tenses in object clauses is sometimes violated:

1) In present-time contexts after a past principal clause when the idea is made to present (a), past (b)
or future (c) time. This is used in dialogues, newspaper and radio reports.
(a) I told Lewis that we are worried about him.
(b) I think you said you came in a taxi.
(c) I came to tell you that I'll vote against you.
2) When dealing with facts of general truth. In this case Present Simple is used in the object clause.
You made me understand what love really is.
They were young and did not know what it is to be in society.
3) With modal verbs having one form: must, should, ought and need.
I wrote that I must see him.
I knew that from now on he should do no more work.
Two people advised me that I ought to see a doctor.
Sequence of tenses is strictly observed in:
a) subject and predicative clauses:
Why they had voted against him was a mystery. (subj.)

205
 My fear was that he would forget what he was supposed to do. (predicative)
b) appositive clauses:
The author had doubts that readers of the paper would support the candidate.
c) clauses of purpose (mainly with can and may):
I wanted to move to London so that I could begin a new life.
He exclaimed loudly and clearly, so that all might hear.
Here are the main changes in the tenses according to the rule of the Sequence of Tenses:

Present Simple (I make) Past Simple (I made)

Present Continuous (I am making)
Present Perfect (I have made)
Past Simple (I made)
Past Continuous (I was making)
Past Perfect (I had made)
Past Continuous (I was making)
Past Perfect (I had made)
Past Pefect (or stays the same) (I made/ I had made)
Past Perfect Continuous (I had been making)
does not change

INDIRECT SPEECH

Indirect Speech is formed according to the Rule of the Sequence of Tenses. The verbs most commonly
used to introduce reported speech are: to say, to tell, to add, to notice, to repeat, to confess, to remark, to
guess, to explain, to inform, to remind, to mention, etc.

Study the sentences in Direct and Indirect Speech and notice the changes in personal and possessive
pronouns:
The professor told Anna, “You should help your team and complete this assignment by Friday.”
The professor told Anna that she should help her team and complete that assignment by Friday.

DIRECT SPEECH INDIRECT SPEECH

The professor said to the students, «You should be The professor told the students that they should be
more attentive when dealing with chemicals.» more attentive when dealing with chemicals.
Anna explained, “I know what to start with.” Anna explained that she knew what to start with.
(Present Simple) (Past Simple)
The professor told Anna, “You didn’t write your The professor told Anna that she hadn’t written her
essay on time.” (Past Simple) essay on time. (Past Perfect)
“I will miss our class tomorrow,” Anna remarked. Anna remarked that she would miss their class the
(Future Simple) next day.» (Future-in-the-Past)
The director informed us, “There has been made a The director informed us that there had been made
decision to stop using MS Teams in our work.” a decision to stop using MS Teams in our work.
(Present Perfect Passive) (Past Perfect Passive)

206
 INDIRECT COMMAND AND REQUEST

We report the imperative with a suitable verb + to-Infinitive.The reporting verb matches the function of
the imperative (asking, ordering, advising, etc.) The verbs most commonly used to introduce indirect
orders and requests are: to tell, to command, to order, to advise, to insist, to offer, to remind, to forbid, to
demand, etc. Requests are usually introduced by the verb to ask (to beg, to urge, etc.)
DIRECT SPEECH INDIRECT SPEECH

The mother said to her son, “Wake up! It’s time to The mother told her son to wake up as it was time to
go to school.” go to school.
The professor said to me, “Remember to hand in The professor reminded me to hand in my test-
your test paper.” paper.
I said to my daughter, “Pass me the salt, please.” I asked my daughter to pass me the salt.
Granny said to her grandchildren, “Don’t ever Granny warned the grandchildren not to enter the
enter the attic.” attic.

INDIRECT GENERAL QUESTIONS

To report a question, we should:

1) change the word order: the inversion in the direct question changes to statement word order.
2) if necessary, change the tense according to the Rule of Sequence of Tenses.
3) use if/whether after the verbs ask, wonder, inquire, want to know, etc.
DIRECT SPEECH INDIRECT SPEECH

Anna’s mother: “Are you hungry?” Anna’s mother asked her if she was hungry.
Fionna: “Do you like the documentary?” Fionna wondered if I liked the documentary.
The professor: “Have you prepared for the test?” The professor wanted to know if I had prepared for
the test.
My collegue: “Will you believe this mainstream My collegue inquired if I would believe that
media?” mainstream media.

INDIRECT SPECIAL QUESTIONS

An indirect special question is introduced by the same adverb or pronoun that introduces the direct question
(word order and tense changes remain the same).
DIRECT SPEECH INDIRECT SPEECH

The professor: “Why haven’t you presented the
results of your study?”
Anna: “Where does your mother work?”
The neighbour: “Why is the child crying?”
Anna: “Who did you meet in the store?”
The professor inquired why the student had not
presented the results of his study.
Anna wondered where my mother worked.
The neighbour asked why the child was crying.
Anna wanted to know who I had met in the store.

207
Unit 5. Modal verbs

MODAL VERBS: CAN

I. CAN and its equivalents - basic meanings

Present Past Future

can + do can could —

1. Mental or physical ability Luke can speak Italian. Can you ride a bicycle?
General ability in the past I could swim when I was three.
You can get there by bus. (circumstantial ability)

2. Permission You can go to the disco tonight.

3. Request Can I have a Coke, please?

4. Prohibition (negative) Guests can’t use the pool after 10 p.m. - нельзя

Present Past Future

be able to + do am/ are/ is able to was/ were able to will be able to

1. General ability (used to supply the missing
forms of ‘can’)
2. Ability to do sth in a particular situations =
manage to do (especially in the past)
Despite his handicap he is able to drive a car.
I’m afraid I won’t be able to come tomorrow.
George hasn’t been able to walk since the accident.
His car broke down but he was able to fix it.

‘Couldn’t’ is also used when we want to express that we did not manage to do something in the past.
We tried hard but we weren’t able to / couldn’t get tickets for the show. - …не сумели достать…

II. CAN - strong doubt or astonishment

Present Past

can/ can’t + can/ can’t + have done/

do/ be doing/ be done have been doing/ have been done
1. To express astonishment about the statement Can he like it? - Разве/ Неужели ему это
(questions) нравится?
Can she be working now?
Can they have been looking for her all this time?

2. To express strong doubt about the statement She can’t have been there! - Не может быть,
(negatives) чтобы она там была!
He can’t be working now. – Он не может сейчас
работать.

208
 MODAL VERBS: MAY / MIGHT

I. MAY / MIGHT - basic meanings

Present Past Future

may + do may might —

1. Asking for/ giving permission (formal) May I come in, please? - Можно мне/ Могу я
войти?
John asked me if he might use my telephone.

2. Prohibition (negative) You may not smoke here. – Нельзя/ не смей/ не

разрешается
3. Possibility or possible happenings in the future We may/ might go to Spain in June, we’re not sure
yet. - Может быть/ возможно, поедем…

4. Annoyance/ reproach (only might) You might be more thankful! - Ты мог бы быть
более признательным.
You might have called me. - Мог бы и позвонить
мне.

May as well/ might as well + do/ have done (used There’s nothing else to do. We may as well watch
to say that you should do sth because there is TV. - Пожалуй, мы посмотрим…
nothing better to do) I didn’t understand a word he said. He might as well
have spoken Chinese. - С таким же успехом он
мог говорить по-китайски.

II. MAY / MIGHT - logical assumption

Present Past

may/ might (not) + may/ might (not) + have done/

do/ be doing/ be done have been doing/ have been done
1. Speaker’s uncertainty and doubt about a present He may/ might be in his office now. - Возможно, он
or past action сейчас на работе. (Но я совсем не уверен)
She may still be working. - Может быть, она еще
работает. (40% вероятность)
He may/might not have noticed you at the station. -
Возможно, он тебя не заметил.
I might have been told that, but I’m not sure. -
Может быть, мне говорили об этом.

209
 MODAL VERBS: MUST

I. MUST and its equivalents - basic meanings

Present Past Future

must + do must — —

1. Strong necessity/ obligation/ duty (speaker’s I must get up earlier in the morning. - должен
decision to do sth)
2. Urgent request/ emphatic advice You must see this film! - обязательно посмотри
3. Obligation; command (written orders and Passengers must cross the line by the footbridge. -
instructions) должны
4. Prohibition (negative) You mustn’t tell anyone. It’s a secret. - нельзя
Present Past Future

have to + do has/ have to had to will have to

has got/ have got to
1. Necessity or obligation arising out of
circumstances or coming from outside the
speaker or when others decide for the speaker
what it is necessary to do (external authority)
2. Absence of necessity or obligation (negative)
Pupils have to wear school uniform here. – должны,
обязаны, приходится
There were no buses so we had to walk. – пришлось,
были вынуждены
You’ll have to get up earlier when you start work. –
придется, будешь вынужден
I don’t have to / haven’t got to type this report today.
– не нужно, можно не
She didn’t have to work on Sunday. – не пришлось,
было не нужно

NOTE! I have to write reports every week.

have to is used for habitual and single actions I have to / have got to write the report at the
have got to is used for single actions only moment.

Present Past Future

was/ were to +
be to + do am/ is/ are to + do —
do/ have done
1. An agreement or arrangement, instructions, They are to go to Spain in May. - должны
part of a plan This medicine is to be taken after meals.
We were to meet at 7. - должны были,
договорились
We were to have met at 7. - должны были, но не
встретились
2. A strict order or prohibition You are to go to bed right now. - сейчас же иди
You are not to eat any more sweets. - не смей
3. Something thought as unavoidable What is to become of her? - Что будет с ней?/(Что
ей) предстоит, суждено (произойти)

210
II. MUST - logical assumption

Present Past

must + have done/ have been doing/

must + do/ be doing/ be done
have been done
1. These forms refer to the speaker’s certainty She must be at home now. - Должно быть/
about a present or past action. The forms Наверное, она дома.
express probability or supposition which is You must have put the money in your pocket. -
close to assurance, almost conviction. Наверняка, ты положил деньги в карман.
They must have been waiting for you long yesterday.
- Должно быть, они вас долго ждали вчера.
This river must have been polluted for many years. -
Эту реку, очевидно, загрязняют уже много лет.
Note 1: Must is not used with ‘not’ in this meaning but we can express certainty about a negative
statement in the following ways:
He must have made no mistake. - Должно быть, он не сделал ошибки.
There must be no one at home now. – Дома, должно быть, никого нет.
He must have failed to talk her into it. – Он, вероятно, так и не сумел уговорить ее.
She must dislike him. – Я абсолютно уверена, она его не любит.
Evidently, she didn’t know his address. – Очевидно, она не знала его адреса.

Note 2: Must is not used in sentences referring to the future in this meaning.
Probably, evidently, be likely/ unlikely, sure/ certain, expect, supposedly, etc. are used to express the
future suppositions.
She will probably come tomorrow. – Она, вероятно, придет завтра.
They are unlikely to take an exam. – Они, очевидно, не будут сдавать экзамен.
He is sure to find out everything later. – Должно быть, он все позже разузнает.

MODAL VERBS: NEEDN’T

Present Past

needn’t + do needn’t + have done

1. Present form: absence of necessity in the present You needn’t take so many clothes on a two-day
or future trip. - не нужно делать / можно не делать

2. Past form: something has been done, but it was I needn’t have cooked dinner. – не нужно было (а
unnecessary сделал) / незачем, можно было не делать /
зря/напрасно сделал

• Don’t have to/ don’t need to do/ needn’t do are the ways to express the absence of necessity in the
present or future:
I don’t have to/ needn’t/ don’t need to get up early tomorrow - it’s my day off. – Мне не нужно
вставать завтра рано, у меня выходной.

211
• Didn’t need to/ didn’t have to are the ways to express the absence of necessity in the past (we may not
know if the action happened or not):
She didn’t have to/ didn’t need to go out last night. – Ей не нужно было/ не пришлось выходить из
дома вчера.

MODAL VERBS: SHOULD / OUGHT TO

Present Past

should /ought to + should /ought to + have done/

do/ be doing/ be done have been doing/ have been done
1. Moral obligation You should/ ought to respect your neighbours. - должен
2. Advice/ recommendation You should/ ought to be more careful. - тебе следует, надо
You should/ ought to be studying for your exams now.

3. Disapproval You shouldn’t treat me like this. - не надо, не должен.

4. Criticism of the past action We should have taken a taxi. – надо было/ следовало/ зря не
(сделал)
5. Reproach of the past action You ought to have registered before the term started. –
следовало/ надо было/ должен был

6. Regret of the past action You shouldn’t have driven that red light. - не надо было
7. A set expression Why should sb do sth? - чего ради/ с какой стати/ зачем
Why should I stay here? Why should he have gone there?

8. Possibility Should you need any help, call me at the office. - если вдруг

MODAL VERBS: WILL, WOULD

will + do

1. Willingness (not) to do sth The baby won’t eat anything. – никак не хочет
2. What generally happens Accidents will happen. – случаются
3. Possibility This car will hold five people. – может вместить
4. Belief That will be Tim coming home now. – наверное, идет
5. Giving orders Each pupil will carry a tie at school. – должен носить
6. Annoying habit She will keep asking silly questions. – все время задает
7. Offering sth Won’t you join us for lunch? – хочешь пойти

would + do

1. Past purpose (after so that) We fastened the belt so that we wouldn’t fall out.
2. Refuse to do/ sth does not happen The door wouldn’t open. – никак не открывалась
3. I would think/ imagine/ say Will it cost a lot? - I would imagine. – наверняка

212