Англійська

Getting on
in English
GETTING ON IN ENGLISH
Getting on in English
Спілкуємося англійською мовою
Lviv State Polytechnic University Coventry University
Department School of International
of Foreign Languages Studies & Law
Edited by Patrick Comess and Nina Haiduk
Recommended by Ministry of Education of Ukraine

as a practical course of English for students
Lviv-1 9 9 8
Державний Університет Університет Ковентрі
«Львівська Політехніка» Факультет Міжнародних
Кафедра іноземних мов Студій і Права
Спілкуємося
англійською мовою
За редакцією Патріка Корнеса і Ніни Гайдук
Рекомендовано Міністерством освіти України

як навчальний посібник для студентів
вищих навчальних закладів, учнів старших класів
загальноосвітніх шкіл та гімназій
Львів - 1998
ББК81.2 Англ я73
CIS
Спілкуємося англійською мовою/За ред. П.Корнеса і Н.Гайдук. -

Львів: СП «БаК», 1998. - 276 с.
ISBN 966-7065-15-4
Навчальний посібник складається з шести частин: “Життя у сім Т ,
“Повсякденне життя”, “Студентське життя сьогодні”, “Україна5',
“Англомовні країни”, “Подорожування”. Мета книги - сприяти роз
витку навичок спілкування англійською мовою.
Посібник призначений для студентів вищих навчальних закладів,
учнів старших класів загальноосвітніх шкіл та гімназій.
Getting on in English/Edited by P.Comess and N.Haiduk. - Lviv: JV

«ВаК», 1998. - 276 p.
ISBN 966-7065-15-4
The textbook consists of six Units: “Family Life”, “Everyday Life”,
“Student Life Today”, “Ukraine”, “English-Speaking Countries”, ‘Travel
ling”. It is intended that the book will help students to improve their ability
to communicate in English.
Навчальний посібник укладено в результаті співпраці між викладачами кафедри

іноземних мов Державного університету «Львівська політехніка» та Факультету
Міжнародних Студій і Права Університету Ковентрі при підтримці Європейсько
го Союзу за Спільним Європейським Проектом “Темпус-Тасіс” № T-JEP-
10090-95 (1995-1998).
The textbook has been produced jointly by academic staff of the Department of
Foreign Languages, Lviv State Polytechnic University, and of the School of Inter
national Studies and Law, Coventry University, with the assistance of European Union
funding under Tempus-Tacis Joint European Project No. T-JEP-10090-95 (1995-
1998).
ISBN 966-7065-15-4 © П .Корнес, Н.Гайдук, 1998

Спілкуємося англійською мовою
Частина 1: Життя у сім’ї
Частина 2: Повсякденне життя
Частина 3: Студентське життя сьогодні
Частина 4: Україна
Частина 5: Англомовні країни
Частина 6: Подорожування
Unit 1: Family Life
Unit 2: Everyday Life
Unit 3: Student Life Today
Unit 4: Ukraine
Unit 5: English-Speaking Countries
Unit 6: Travelling
Навчальній посібник “Спілкуємося англійською мовою” з відповідними
аудіозаписами, зробленими носіями англійської мови, створено для допомоги
вищим навчальним закладам України з метою формування основних умінь та
навичок спілкування англійською мовою, як це визначено новою навчальною
програмою з іноземних мов, впровадженою Державним університетом «Львівсь
ка політехніка» у 1992 році, і передбачено Спільним Європейським Проектом з
удосконалення та модернізації викладання англійської та німецької мов в універ
ситетах України (1995-1998), а також Препроектом (1994-1995), яким було закла
дено методологічні засади подальшої роботи.
Посібник “Спілкуємося англійською мовою” створено при підтримці
Європейського Союзу за Спільним Європейським Проектом “Темпус-Тасіс”
№ T-JEP-10090-95
Основний координатор проекту д-р Лотар Вольф, Західносаксонська вища шко

ла, Цвікау, Німеччина.
Учасники проекту:
• Державний університет «Львівська політехніка», Львів, Україна - координа
тор д-р Юрій Рашкевич,
• Університет Ковентрі, Ковентрі, Англія - координатор Патрік Корнес,
директор Центру інформаційних технологій вивчення мов,
• Західносаксонська вища школа, Цвікау, Німеччина - координатор д-р Лотар
Вольф,
• Спеціалізована вища школа Брауншвайг/Вольфенбюттель, Німеччина -
координатор проф., д-р Дітріх Меркель.
За редакцією Патріка Корнеса і Ніни Гайдук
Консультанти: Девід Джонс і Інеса Байбакова

Автори. Надія Андрейчук, Інеса Байбакова, Любов Балацька, Тетяна Бондаренко,
Людмила Бордюк, Софія Василик, Надія Водарська, Ніна Гайдук, Оксана
Гілета, Роман Гнатів, Наталія Головко, Валентина Голтвян, Анджела Девідсон,
Девід Джонс, Леся Іпьницька, Зеновія Казимира, Ірина Ключковська, Світлана
Кравець, Патрік Корнес, Сюзан Мандаріні, Наталія Морська, Джон Нател,
Галина Олексів, Марія Павленко, Лариса Підлісецька, Пітер Плейдон, Ольга
Савенко, Мирон Федоришин, Катерина Хомин, Ольга Шерстньова, Богдан
Шуневич, Ольга Ярема.
Автори висловлюють глибоку вдячність керівництву

вищеназваних університетів за всебічну підтримку Проекту.
Getting on in English, with the associated audio recordings made by native
speakers of English, has been designed to help universities in Ukraine to achieve new
objectives in the acquisition of integrated communicative skills in English, as defined
in the revised curriculum introduced by Lviv State Polytechnic University in 1992 and
incorporated in the objectives of the Joint European Project for the Development and
Modernisation of the Teaching of English and German in universities of Ukraine
(1995-1998), as well as those of the preceding Pre-JEP (1994-1995) which prepared
the methodological groundwork.
Getting on in English has been produced with the support of the European Union
under Tempus-Tacis Joint European Project No. T-JEP-10090-95.
Project Co-ordinator Dr. Lothar Wolf, Westsachsische Hochschule Zwickau, Germany
The Partners in the Project:

• Lviv State Polytechnic University, Lviv, Ukraine - Co-ordinatof Dr. Yuriy
Rashkevych,
• Coventry University, Coventry, England - Co-ordinator Patrick Comess, Director
of Centre for Information Technology in Lenguage Learning,
• Westsachsische Hochschule Zwickau, Germany - Co-ordinator Dr. Lothar Wolf,
• Fachhochschule Braunschweig/Wolfenbuttel, Germany - Co-ordinator Prof.
Dietrich Merkel.
Edited by Patrick Comess and Nina Haiduk
Consultants: David Jones and Inessa Baibakova
Authors: Nadya Andreichuk, Inessa Baibakova, Lubov Balatska, Tetyana Bondarenko,

Lyudmyla Bordyuk, Patrick Comess, Angela Davidson, Myron Fedoryshyn, Nina
Haiduk, Oksana Hileta, Roman Hnativ, Natalia Holovko, Valentyna Holtvyan,
Lesia flnytska, David Jones, Zenovia Kazymyra, Iryna Kluchkovska, Kateryna
Khomyn, Svitlana Kravets, Susan Mandarini, Natalia Morska, John Nuttall,
Halyna Oleksiv, Maria Pavlenko, Larysa Pidlisetska, Peter Playdon, Olha
Saveiiko, Olha Sherstnyova, Bohdan Shunevych, Sofia Vasylyk, Nadya Vodarska,
Olha Yarema.
The authors express their deep gratitude to the officials o f both

Universities fo r their support o f the Project.
INTRODUCTION
Getting on in English is designed to develop the communication

skills in English which Ukrainian university students require for
academic purposes and in order to enhance their career prospects. The
course is designed to enable students to dynamically develop the basic
language skills of listening, speaking, reading and writing by using
the language to acquire information and communicate it to others, to
express their own opinions and needs and discuss those of others, in a
range of realistic situations.
Command of vocabulary and grammar should be effectively
consolidated through this interactive practice.
The textbook consists of six Units, each based on a particular
situational theme (Family Life; Everyday Life; Student Life Today;
Ukraine; English-Speaking Countries and Travelling). The Units all
follow the same structure, containing five closely related activity
sections, each focusing on a particular range of skills. A key to the
exercises is included at the end of each Unit.
Section I: Aural Comprehension

Exercises, based on short recordings by native speakers of English,
test students’ comprehension of selected specific details and also
test their ability to summarise the general meaning of the passages.
Section II: Use of Vocabulary and Applied Grammar

This Section is designed to form a bridge between aural
comprehension and productive speaking skills and to promote
accuracy. Key words and phrases relevant to the given topic are
defined and illustrated by examples of their usage. The exercises
provide practice in the appropriate use of selected vocabulary and
grammar structures.
Section III: Developing Speaking Skills

The activities in this Section are based on authentic dialogues,
recorded by native speakers. The exercises are designed to assist
students to learn to express their own needs and ideas and to react
to those of others, and to promote fluency.
Section IV: Reading and Writing
In this Section, short texts are provided as a basis for the
development of reading and writing skills. Related exercises
provide an opportunity to explore the use of the language
introduced in the Unit.
Section V: Extended Reading

This Section contains longer texts, giving students an opportunity
to practise extended comprehension skills, immersing themselves a
little deeper in authentic language, broadening their vocabulary in
context, and acquiring a feel for the structure of English at text
rather than at sentence level.
Each Unit provides students with the essential knowledge of

vocabulary, grammar and the associated communication skills to
enable them to use English effectively, albeit on a basic level, within
the scope of the given context.
C ontents
UNIT 1: Family Life 17.

Introduction to the Topic 18
Section I Aural Comprehension 19
Text 1. Mark Thomas and his family 19
Text 2. Yuriy Shevchuk 21
Text 3. Maria 21
Text 4. Mrs, Lambert 23
Exercises
Section II Use of Vocabulary and Applied Grammar 24
Key words and phrases, with definitionsand examples of usage 24
Exercises
Selected grammar topics 29
Personal pronouns
Possessive pronouns
Possessive adjectives
Present simple, past simple and future simple tenses
Word order in a statement
Exercises
Section III Developing Speaking Skills 38
Dialogues, with glossaries and exercises
Section IV Reading and Writing 44
Text 1. An English house 44
Text 2. Nick’s family 46
Exercises
Section V Extended Reading 48
Text 1. Earlsdon’s famous five 48
Text 2. Talking to my father 49
Text 3. Nineties women 51
Exercises
Appendix Key to Exercises 53
UNIT 2: Everyday Life 57
Text 1. Brian and Catherine 59
Text 2. Nestor 61
Text 3. Anna and her family 62
Text 4. The weather forecast 62
Exercises
Key words and phrases, with definitions and examples of usage 64
Exercises
The indefinite pronouns some, any, no
The indefinite pronouns many, much, few, little
Present, past and future continuous tenses
Degrees of comparison of adjectives and adverbs
Exercises
Brief dialogues and texts, with glossaries and exercises
Text 1. Peter’s working day 86
Text 2. The seasons of the year 88
Text 3. “Untitled” 91
Exercises
Text. A day in the life of Paul Gardiner, academic bookseller 93
UNIT 3: Student Life Today 99

Text 1. Studying in Lviv 101
Text 2. Studying at Coventry University 102
Exercises
Exercises
Perfect tenses
Modal verbs
Exercises
Warming up 114
Dialogues, with glossaries and exercises 114
On the train 114
During the break 116
At the International Office of Coventry University 117
You are different now 118
So have I 119
That’s what friends are for 120
Text 1. Studying at Lviv Polytechnic University 123
Text 2. Studying in Coventry 126
Exercises
Text 1. Lviv State Polytechnic University:past and present 130
Text 2. 150 years of education tradition 140
UNIT 4: Ukraine 153

The Interview 155
Part 1 155
Part 2 155
Part 3 157
Part 4 158
Exercises
Exercises
Selected grammar topic. 167
Passive voice
Exercises
Warming up 172
Further dialogues and texts, with exercises 173
Text 1. Ukraine 179
Text 2. Kyiv 181
Text 3. Preserve the City of the Lion 181
Exercises
Text 1. Taras Shevchenko 185
Text 2. Lesia Ukrainka 185
Text 3. History of Ukraine 186
Text 4. Ukrainian political figures 188
UNIT 5: English-Speaking Countries 195

Text 1. Great Britain 197
Text 2. The United States of America 198
Text 3. Coventry 200
Exercises
Exercises
Direct and indirect speech
Exercises
Section ID Developing Speaking Skills 213
Warming up 213
1. The Edinburgh Festival 213
2. Scotland 214
3. New York 216
4. Washington, D.C. 217
5. The Pacific coast 218
6. Australia 219
Exercises
Section TV Reading and Writing 222
Text 1. History of Great Britain 222
Text 2. The land of the Eskimo 226
Text 3. A Dialogue 229
Exercises
Text 1. Britain - a personal view 230
Text 2. America Revisited 231
UNIT 6: Travelling 239
Text 1. Travelling 241
Text 2. The best way to broaden your mind? 241
Text 3. The British Travel Centre 242
Text 4. At a hotel 242
Exercises
Exercises
Selected grammar topic 249
Verbs: -ing forms and infinitives
Exercises
Warming up 253
At the customs
Asking the way
Changing money
Making a telephone call
Travelling by train
At the booking office
In the Underground
At a travel agency in London
Checking in
Boarding the plane
Text. The best way to travel 261
Exercises
Text 1. Florence 266
Text 2. The Great Canadian Travel Company Ltd. 267
UNIT 1
FAMILY LIFE
Unit 1
Introduction
to the Topic Family Life
Discuss the following questions in groups. Give reasons fo r your views:
1. What does “family” mean to you?

2. Do you think you will get married?
3. Do you like living with your parents? (be honest)
4. Is marriage out of date?
5. How many children would you like to have?
6. Would you like to live in a house or a flat?
7. What is the best age to get married?
8. Would you like to marry someone from another country?
18
Family Life
Section! AURAL
COMPREHENSION
Text 1. MARK THOMAS AND HIS FAMILY
Exercise 1. Oral Summary

Choose one o f the following topics, then listen to the text entitled Mark Thomas and
his family and give an oral summary o f the information it contains on that topic:
A. Mark’s appearance.
B. Heather’s occupation.
C. What the children like to do.
D. What Mark’s family do in their spare time.
Exercise 2. Comprehension Test

Listen to the text again and write down answers to the following questions:
1. What company does Mark work for?

2. What kind of job does Mark have?
3. How tall is Mark?
4. Where does Heather work?
5. Why did Heather decide to take a part-time job?
6. What is Edward’s favourite pastime?
7. What does Eleanor like most of all?
8. Which football team does Robert support?
9. What does young Mark enjoy doing most?
10. Where did the family go when they were on holiday in France?
Exercise 3. Multiple Choice Comprehension Test

Listen to the text and then select the most accurate statement in each o f the fo l
lowing cases:
1) a. Mark Thomas works for a local building company.

b. Mark Thomas is satisfied with his job at “Severn Trent Water”.
c. Mark Thomas has a part-time job with the water company.
2) a. Heather is thirty-six years old.

b. Heather is in her mid-forties.
c. Heather is younger than Mark.
19
Unit 1
3) a. Robert plays football because all the family like it.

b. Robert plays football for Manchester United.
c. Robert plays football because he likes to win.
4) a. Heather is always busy because she takes dancing lessons.

b. Heather is always busy because she takes her children to their lessons and to
football practice.
c. Heather is busy because she waits for her children while they are at their
lessons.
Exercise 4. Cloze Test

Fill in the blanks with a suitable word or phrase, according to the information you
hear in the recording:
1. Mark Thomas works for the local... company.

2. He has a ...job.
3. Mark is o f ... height.
4. Mark’s wife Heather is an ... woman.
5. She is of the same ... as Mark.
6. Heather decided to take a part-time job in order to ... the children.
7. Reading is Edward’s ... pastime.
8. Eleanor is a pleasant... girl.
9. Mark is named ... his father.
10. Mark and Heather are ... parents.
11. Heather does practically all the ....
12. She is always ... .
13. She has to ... them ... when the lessons are over.
14. They like to spend their leisure time ....
15. They visited Disneyland and ... it very much.
Exercise 5. Written Summary

Write a summary o f the text Mark Thomas and his family.
20
Family Life
Text 2. YURIY SHEVCHUK

Listen to the recording o f the text entitled Yuriy Shevchuk and fill in the blanks
with one or more words:
Yuriy Shevchuk is fifty-nine and lives in Lviv. He is ... height and well-built, with
greyish hair. He is a doctor and ... at the hospital. Sometimes he has to work at night,
too. His ... like him and so do the staff.
He is married, with ... children. His wife Olha is ... than him but she looks younger.
She is not very tall, with brown eyes and ... dark hair. She is retired now and besides ...
the house, she enjoys knitting and embroidery.
Their son Andriy is thirty-four. He is a tall, broad-shouldered man with dark hair.
He is ... and lives in Donetsk with his wife Nina and their daughter Iryna, who is ... .
As Donetsk is quite ... Lviv, Olha only sees her granddaughter two or three times
But they are sure to come and visit on ... of January, because it is Yuriy’s sixtieth
birthday.
Yuriy and Olha also have a daughter ... Natalia, who is 25 and still lives at home.
She ... Lviv State Polytechnic University last year, where she was a student in the ...
Department. She now works for a ... in Lviv. She is very with big brown eyes and ...
wavy hair. She is engaged to Roman and they are going to ... next summer. The whole
family is ... to this special event.
Text 3. MARIA

Choose one o f the following topics, then listen to the text entitled Maria and give an
oral summary o f the information it contains on that topic:
A. Maria’s studies at the University.

B. Maria’s family.
C. Maria’s expectations.

Listen to the text again and write down answers to the following questions:
1. What does Maria hope to do when she completes her studies?

2. Where do Maria’s relatives live?
3. What does Maria’s mother have to do to earn enough money?
4. What do the girls look like?
5. What do the sisters usually do when they are together?
21
Unit 1

Listen to the text and then select the most accurate statement in each o f the fo l
lowing cases:
1) a. Maria is studying to be a builder.

b. Maria is studying to work as a manager in the building industry.
2) a. Maria lives in a flat of her own.

b. Maria lives in a student hostel in Sambir.
c. Maria now lives in Lviv.
3) a. Nadya looks like her mother.

b. Nadya doesn’t look like Maria.
c. Nadya looks like Maria.
4) a. When Maria comes home, she reads with her sister.

b. When their mother comes home, the girls discuss what they have read.
c. When Maria comes home, they all sing folk songs.

1. Maria is studying ... at Lviv State Polytechnic University.

2. She would ... a manager.
3. Maria is an ... student.
4. She is always ... for her practicals.
5. She ... a lot of time in the library.
6. Maria attends ... classes in English.
7. She doesn’t live with her family ....
8. Her ... have a flat of their own.
9. Maria’s father died three years ago, so her mother is now a ....
10. The family is ... of money at present.
11. Maria’s mother has to teach extra classes at the local technical college to ....
12. Maria and Nadya are ... .
13. There are ... books by both Ukrainianand foreign writers in their home.
14. Maria is ... to become a manager.
15. One of Maria’s ... is to travel around the world.

Listen to the text and write a summary o f its content.
22
Family Life
Text 4. MRS. LAMBERT

Listen to the recording o f the text entitled Mrs. Lambert and fill in the blanks with
one or more words:
Mrs. Lambert lived in a small town in the ... of England. She didn’t work, as she
was ... years old. Her ... had just died, so now she was ..., but she was a ... woman who
had m any....
She also had three children, two ... and a son. Her elder daughter ..., who was
twenty-five, lived ... . Kate was very ... her mother, petite and lively. She had married
... and already had two children aged three and five. She ..., as the children ... all her
time. Her husband ... was a doctor who worked at the ... hospital. Although they were
very ..., Kate and Matthew ... their life together as a family and often ... the children to
their grandmother’s.
Mrs. Lambert’s younger daughter Sonya was studying ... in Australia. She was the
... type and at eighteen had ... to go and live in Sydney with her boyfriend' She wrote
home ... and her parents were pleased to hear that she was ... and planning to become a
dance teacher.
The ... of Mrs Lambert’s children was Robin, aged thirty-two, who lived in Canada.
He and his wife Jenny had ... there five years ago and now had two children. Robin
and Jenny were both university .... They loved the ... open spaces of the Canadian
prairie and in their spare time often w en t... in the mountains. They were lucky, as they
were often able to come back to England for conferences, which ... that the children
were able to visit their grandmother.
23
Unit 1
Section li USE OF VOCABULARY

AND APPLIED GRAMMAR
Key Words and Phrases
Vocabulary Definition Example

alike having a similar appear The two girls are very much alike.
ance
ambition desire to achieve smg., His ambition is to become an ambassa
goal in life dor.
apply for to request Recently he applied for a scholarship at
the University of Sheffield.
attractive good looking (of a woman) Heather is an attractive woman of the
same age as Mark.
come true to actually happen He is smart and hard working and his
dreams may very well come true.
contribute to to be of value for Studies abroad would greatly contribute
to the success of his future career.
cottage a small house, usually in a John had a comfortable cottage in the
rural location countryside.
department a division in an organisa She was a student in the Chemistry De
tion partment.
detached a house not attached to any Detached houses are more expensive to
house other buy.
divorced somebody whose marriage Bill and Rebecca are divorced now.
has been legally ended
do well to be successful, achieve Both children are doing very well at
good results school.
double glaz windows with two layers In winter houses in Britain used to be
ing of glass, to provide heat rather cold, since many did not have
and sound insulation double glazing and tended to be
draughty.
draughty poorly insulated against In winter houses in Britain used to be
currents of air from outside rather cold, since many did not have
double glazing and tended to be
draughty.
earn (much, to be paid for work done What does Maria’s mother have to do to
little) earn enough money?
enjoy to like doing smg. She enjoys knitting and embroidery.
enthusiastic strongly in favour of... My brother is enthusiastic about this idea.
24
Family Life
extra additional, more than usual Maria’s mother has to teach extra classes
at the local technical college to make
ends meet.
fond of to like very much Jill is fond of riding.
full-time/part- a job occupying the full Mark Thomas has a full-time job with
time job normal working week/pan the local water company.
of the normal working Heather decided to take a part-time job in
week order to help to support the family.
get married to marry somebody Would you like to get married one day?
Would you like to marry someone from
another country?
good at able to do something well The children are good at languages.
handsome good-looking (of a man) Mark is very handsome. j
hard-working someone who willingly He is smart and hard-working and his
works hard dreams may very well come true.
indifferent uninterested, unenthusi- He seemed rather indifferent about the
astic result of the match.
keen enthusiastic He is a keen player.
keen on enthusiastic about, to enjoy My brother is keen on drawing.
doing smg.
leave school to finish school; no longer This year she is leaving school.
to attend school
look forward to anticipate with pleasure Maria is looking forward to getting a
to well-paid job.
look like to have a similar appear The two girls look like their father.
ance
look older/ to appear to be His hair is grey but he doesn’t look a day
younger older/younger than... older than thirty-six.
than... His wife Olha is two years older than
him but she looks younger.
married s.o. who has a husband/ Is your sister single or married?
wife
mother a language learnt from Their mother tongue is Ukrainian.
tongue childhood
named after to be given the same name The youngest boy in the family is Mark,
as s.o. who is named after his father.
not far from near to We live not far from our parents, so we
often visit them.
outdoors in the open air They like to spend their leisure time out
doors.
pretty attractive (of a woman) She is quite pretty with long dark hair
and blue eyes.
25
Unit 1
provide for to look after s.o. The parents were keen to provide well
s.o. for their children.
resemble to look like The son resembles his father.
responsible to be obliged to do smg. Most people are responsible for the up
for keep of their homes themselves.
save (money, to conserve, avoid losing In order to save energy they sometimes
time, energy, have secondary glazing installed, which
etc) makes the rooms draught-proof.
semi a house attached to another Semi-detached houses are very common
detached on one side in England.
house
short of having insufficient money The family is a bit short of money at pre
money/time etc. sent.
etc.
single unmarried Is your sister single or married?
slender slim and graceful The swan has a long, slender neck.
slim of slight build (not fat) If you are slim enough, you can edge
your way from the sink to the refrigerator
and from the fridge to the cooker.
speak to speak very well, without They can also speak Russian fluently.
(a foreign hesitation
language)
fluently
studying to studying with the aim of Maria is studying to be a manager.
be becoming...
support 1) to provide what s.o. She decided to take a part-time job in
needs order to help to support their children.
2) to have a favourite foot Which football team does Robert sup
ball team port?
upkeep maintenance, looking after Most people are responsible for the up
keep of their homes themselves.
Exercise 1.
Complete the words to match the definitions given:
1. experience with joy and pleasure e __ o _
2. good-looking (of a man) _ a _____ m _
3. slender _ 1 ____
4. a house not attached to any other house _ e __ c ____
5. additional e __ r _
6. in the open air _ U ______ 0 _ s
7. having a husband or wife __ r ___e _
8, provide for s _ p __ r _
26
Family Life
Exercise 2.
Match the following phrases with their definitions:
1. to be fond of a)
2. to provide for b)
3. to look younger c)
4. to do well d)
5. to be looking forward to e)
6. to be named after f) to achieve good results
1. a full-time job g)
8. to be enthusiastic about h)
Exrecise 3a.
Match each word or phrase in Section A with one o f a similar meaning in Section B :
A В
1. extra a) to love/like very much
2. to be fond of b) to lack
3. to be looking forward to c) additional
4. to be short of d) to take pleasure in
5. to look like e) to anticipate keenly
6. to support f) to resemble
7. not far from g) to provide for
8. to be happily married h) near to
9. keen i) to love one’s husband/wife
10. to enjoy j) enthusiastic
Exercise 3b.
Match each word or phrase in Section A with one o f an opposite meaning in Sec
tion B:
A В
1. full-time a) indoors
2. keen b) part-time
3. handsome c) single
4. outdoors d) indifferent
5. far from e) unattractive
6. to spend f) near to
7. married g) to save
8. to love h) to hate
27
Unit 1
Exercise 4,
Complete the sentences with words selected from the list below:
1) Mary works as a shop assistant but she is not satisfied with her ... .
2) My son le f t... three years ago.
3) Nancy decided to g e t... as soon as possible.
4) My brother is enthusiastic about ... .
5) This young man doesn’t ... much.
6) To have sufficient money to live on my father teaches ...classes.
7) Jill is fond of riding, so she spends a lot of time ... .
8) We live not far from our ..., so we often visit them.
9) His dream is to work for a building ... .
10) Nick is an excellent student and he spends a lot of time in the ....
married; earn; job; grandparents; school; library; football; company; outdoors; extra
Exercise 5.
Complete the following sentences, expressing your own ideas:
1, I would like to buy a cottage ....
2. She looks much younger ....
3. Nora and Helen are very much ....
4. Jane can’t afford to buy a detached house, so she will buy
5. My cousin lives not far from ... .
6. Nick’s dream is to g e t... .
7. He spent seven years studying to be ... .
8. Steve is enthusiastic about....
9. She is glad to have ....
10. I am looking forward to ... .
11. My mother teaches extra classes in ... .
Exercise 6.
Insert appropriate prepositions:
a) Jane is ... the same age as Linda.
b) She is doing very w e ll... school.
c) Every mother is fond ... her children.
d) Is he really happy ... his present job?
e) My brother is keen ... drawing.
f) To be sh o rt... money is rather unpleasant.
g) We are looking forward ... our holidays in Spain.
h) It is inconvenient to live so far ... the University.
i) We use this room ... reading and writing.
j) Maria is always ready ... her practical classes,
k) She has a fla t... her own.
1) To be a good athlete, you should do a lo t... training.
28
Family Life
Grammar
Study the word patterns given and note the spelling:
a) study - studies family ~ families

marry - marries city - cities
b) enjoy - enjoys holiday - holidays

buy - buys key - keys
c) make - making write - writing

g ive-giving dance - dancing
Personal Pronouns & Possessive Adjectives/Pronouns
Subject Object Poss. Adj. (with noun) Poss. Pron. (without a noun)
I me my mine
he him his his
she her her hers
it it its its
we us our ours
you you your yours
they them their theirs
Exercise 7.
Fill in the blanks with appropriate personal pronouns:
Pattern: I like her, but she doesn’t like me.
1. She likes him, b u t... doesn’t like ... .

2. We like them, b u t... do not like ... .
3. They like her, b u t... does not like ....
4. You like me, b u t... don’t like ... .
5. He likes us, b u t... don’t like ....
29
Unit 1
Exercise 8.
Fill in the blanks with appropriate possessive adjectives:
P attern: I love my family.
1. Nick visits ... friends.

2. Ann walks with ... dog.
3. Helen and Arthur help ... mother.
4. We clean ... flat.
5. You like ... garden.
Exercise 9.
Fill in the blanks with appropriate possessive pronouns:
, P attern : This is my book. This book is mine.
1. Give me my pencil, please. This is n o t....

2. Jill often visits Sue. She is a friend o f ....
3. We like your house. Our house is not so comfortable as ....
4. They apologized, but it was my fault, n o t....
5. Richard has got a big collection of books at home. My collection is not
so big as ... .
Exercise 10.
Use the appropriate possessive adjectives/pronouns:
1. I saw (her, hers) son at the theatre yesterday.

2. Who does that textbook belong to? It is (my, mine).
3. I have left my dictionary at home. Can you lend me (your, yours)?
4. (Their, theirs) answers were very good.
5. (Your, yours) flat is much better than (our, ours).
6. Whose books are those? Are they (my, mine) or (your, yours)?
30
Family Life
Verbs: Present Simple Tense
Positive Form
to be to have other verbs

I am/’m have/’ve go live
he/she/it is/’s has/’s goes lives
we/you/they are/’re have/’ve . .g o . _ live
Negative Form
to be
I am not/‘m not
he/she/it is not/isn’t
we/you/they are not/aren’t
to have
I have not/haven’t have not got/haven’t got do not have/don’t have
he/she/it has not/hasn’t has not got/hasn’t got does not have/doesn’t have
we/you/they have not/haven’t have not got/haven’t got do not have/don’t have
other verbs
I do not go/don’t go
he/she/it does not go/doesn’t go
we/you/they do not go/don’t go
I do not live/don’t live

he/she/it does not live/doesn’t live
we/you/they do not live/don’t live
Exercise 11.
Read the following sentences. Form two or three questions from each of them:
P attern : Mark works for the local water company, -
Does Mark work for the local water company ?

Who worksfor the local water company?
Where does Mark work?
31
Unit 1
1. Heather works as a computer operator.
2. She decided to take a part-time job in order to help to support their children.
3. Edward studies French and German.
4. Eleanor likes dancing and ballet.
5. Mark and Heather spend all their spare time with their children.
Exercise 12.
Match the answers with the questions:
1. How old is Robert? a) Edward does.

2. Is Mark Thomas happy with his job? b) There are four of them.
3. Who likes playing football very much? c) She is fond of ballet.
4. How many children are there in the family? d) She is a computer operator.
5. What is Heather’s occupation? e) Of course he is.
6. What does Eleanor like? f) He is nine.
Exercise 13.
Make up questions to match the answers given below:
1. Edward? He’s still at school.

2. Of course. He likes to talk to people.
3. Oh yes, Eleanor is a girl of many talents.
4. She always takes the children there in the car.
5. Of course they are.
6. They like spending their spare time together.
7. No, Heather does practically all of it.
Exercise 14.
Working in pairs, ask your partners questions about:
a) their family
b) their house or flat
32
Family Life
Verbs: Past Simple Tense
Positive Form

I was had went lived
he/she/it was had went lived
we/you/they were had went lived
Negative Form
to be
I was not/wasn’t
he/she/it was not/wasn’t
we/you/they were not/weren’t
to have
I had not/hadn’t did not have/didn’t have
he/she/it had not/hadn’t did not have/didn’t have
we/you/they had not/hadn’t did not have/didn’t have
other verbs
I did not go/didn’t go
he/she/it did not go/didn’t go
we/you/they did not go/didn’t go
I did not live/didn’t live

he/she/it did not live/didn’t live
we/you/they did not live/didn’t live
Exercise 15.
Read the following sentences. Form one question from each sentence, trying to use
a variety o f question words.
P attern 1 : Anne wasin London last year.

Was Anne in London last year?
or:Who was in London last year?

Where was Anne last year?
When was Anne in London?
33
Unit 1
Pattern 2: John had a comfortable cottagein the countryside,

Did John have a comfortable cottage in the countryside?
or: Who had a comfortable cottage in the countryside?

What did John have in the countryside?
What kind of cottage did John have in the countryside?
Where did John have a comfortable cottage?
Pattern 3: Sue"left home ten minutes ago.

Did Sue leave home ten minutes ago?
or: Who left home ten minutes ago?

When did Sue leave home?
1. Arthur read an interesting article yesterday.

2. Jane worked in New York when she was 18.
3. Nigel began to be interested in healthy eating 5 years ago.
4. All my friends were downstairs in the canteen.
5. He looked very tired after his lectures.
6. Carla wrote her report about the experiment in half an hour.
1. Tom was at work on Monday.
8. We spent our holidays in Italy last year.
9. Ann did a lot of work on her research last month.
10. My father knew a lot of funny stories.
Exercise 16.
Discuss the following topics in pairs:
a) a member of your family

b) what you did at the weekend
c) what you remember about your childhood
34
Family Life
Verbs: Future Simple Tense
Positive Form

I will/’ll be will/’ll have will/’ll go will/’ll live
he/she/it will/’ll be will/’ll have will/’ll go will/’ll live
we/you/they will/’ll be will/’ll have will/’ll go will/’ll live
Negative Form

I will not/won’t be will not/won’t have will not/won’t go will not/won’t live
he/she/it will not/won’t be will not/won’t have will not/won’t go will not/won’t live
we/you/they will not/wonrt be will not/won’t have will not/won’t go will not/won’t live
Note: The use of shall instead of will is now quite rare, except to form questions, when
shall is required in the first person singular and plural.
Exercise 17.
Study these example sentences, then compose sentences o f your own, using the Fu
ture Simple Tense:
a) 1 .1 don’t think he’ll make a good scientist.

2. You’ll pass your exams successfully.
3. He’ll probably be late for the concert.
b) .4. This bag is very heavy. I’ll carry it for you.

5. They won’t come with me.
6. I’ll tell her the truth at last.
c) 7. Shall I read this sentence again?

8. Shall we go to the cinema?
Note: We often use Vm going to or Present Continuous Tense forms to talk about the
future. For example, we say that something is going to happen. This is usual
when we talk about plans, decisions and intentions.
e.g. I’m going to spend Christmas in Coventry.

I’m spending Christmas in Coventry.
35
Unit 1
When are you going to have your car repaired?

When are you having your car repaired?
I’m going to play tennis on Friday.

I’m playing tennis on Friday.
Exercise 18.
Enter the appropriate verb forms in the blanks. Use the verbs shown in the table.
write meet buy see play

be get go waste have
1. Tom ... up early every morning.

2. Shakespeare ... “Romeo and Juliet”.
3. I ... a holiday a month ago.
4. Ted and Mary ... always late for dinner.
5. Frank ... a new car for his wife.
6. We didn’t ... him in the garden.
7. They firs t... in April.
8. 8.He usually ... to Spain in summer.
9. J ill... a lot of time waiting for her friend to come.
10. He ... tennis very well.
Exercise 19.
Change the following statements into questions beginning with the question words
given:
1. I’ll go to the Institute in the morning. (Where? When?)

2. My friend usually wakes up at 6. (Who? When?)
3. They got to work by bus. (How?)
4. We had three lessons a day. (How many? Who?)
5. Margaret always has dinner at home at three o’clock. (Who? What? When?)
Exercise 20.
Use an appropriate form o f the phrase “there+to be”:
1. ... a kitchen and a bathroom in our flat.

2. In the dining-room ... a big window with brown curtains.
3. In Mr. Wilde’s bedroom ... two beds and a dressing-table.
4. ... a lot of furniture in their flat.
5. ... some magazines and a telephone on this little table.
36
Family Life
6. In the left hand comer ... a piano.

7. ... some flowers in the vase.
8. ... some nice water-colours on the walls of his room.
9. Near the w all... a sofa, a bookcase and a coffee table.
10. ... two windows in the sitting-room.
Word Order in a Statement
Modifier Subject Verb Direct Object Prepositional Modifier of Modifier

When? Who? Object Place of Time
What?
Where? What? To whom ? Where? When?
I bought the book in the shop yesterday
She gave her notes to him
Last week we visited our friends in Leeds
At eight she goes to work
In Lviv many study at universities
young and colleges
people
I talk to him every day
She visits her mother each week
We saw a bookshop there
Exercise 21.
Rearrange the following jumbled words to form sentences:
a) arrived/Jeari/last/Spain/in/week
b) Annie/Robert/phone/minute/in/will/a
c) to/last/David/parents/wrote/night/his
d) mother/not/his/today/well/is/very
e) the/will/Browns/a/have/year/holiday/this
0 В oris/a/gave/Nadya/ring/wedding
g) yesterday/restaurant/we/to/Indian/decided/go/an
h) lot/people/of/bus/get/work/to/a/by
i) summer/she/in/visited/France/friend/her/last
j) her/moming/to/Natalia/in/children/drives/the/school
37
Unit 1
Section III DEVELOPING

SPEAKING SKILLS
Exercise 1. Conversation
Read and listen to the dialogues, then use them as a model fo r talking about your
self and your family. Work in pairs:
Dialogue 1
P: Hello, I’m Peter. What’s your name?

M: My name’s Michael.
P: What do your friends call you?
M: They call me Mike.
P: Your family are here in Lviv, aren’t they?
M: No, my parents live in Kyiv and I was bom there.
P: How many of you are there in your family?
M: We aren’t a very big family: just my parents, my sister and me.
P: Is your sister single or married?
M: She’s married, but she still uses her maiden name.
P: What does she do?
M: She’s a teacher. My brother-in-law is a teacher too. They work at the same school.
P: Have they got any children?
M: Yes, one son, my nephew John. He looks just like me.
P: How old is he?
M: He’s fifteen and we’re great friends. We often play chess together.
Dialogue 2
A: You say you have an elder sister. What’s her name?

В: Katherine - Kate for short. She was called after our granny. Father wanted to call
her after his mother.
A: Really? Isn’t that funny? We both have sisters and both of them are called Katherine.
В: Well, Kate is quite a popular name in England, like Katya is in Ukraine.
Dialogue 3
A: Is yours a large family, Mrs. Hall?

B: Yes, quite large. I have a husband and three children. My mother lives with us as well.
A: Are your children grown up yet?
B: Oh, yes, the elder son, Paul, works in a factory. Our daughter Nancy is studying at
a secretarial college, and the younger son, Alan, is finishing school this year.
38
Family Life
Dialogue 4
A: Is yours a big family, Mr. Norton?

N: Not very. To be precise, “very small”. I live alone.
A: You aren ’t married, then ?
N: No, actually I’m a bachelor.
A: I hope you don’t mind my asking, but would you like to get married one day?
N: That’s all right, Mr. Melnyk... Well, you never can tell.
Dialogue 5
P: How old are you, Tony?

T: I’m twenty-eight.
P: Oh really? You look much younger.
T\ Thank you. You’re actually the first person to tell me that. Everybody says I look
older.
Work in pairs. Complete the following short dialogues. Use the words and express
ions given in the right-hand column to answer the questions
M odel:, My family consists of my,parents/grandparents, younger/elder

brother and myself. My parents Дує m TemopiL Sometimes I go
there for the weekend,
- What about your family? grandparents, younger/elder brother/sister, •

cousins;
- Where do they live? far from/near Lviv
- How often do you see them? once a week/month, at weekends
- My father (mother) is ... 37,40, old, not very young, middle-aged
- He (she) is a ... builder, lawyer, doctor, shop assistant, geologist,
journalist, businessman, farmer, teacher,
librarian
- He (she) works ... in an office, at the hospital, on a farm, for a
building company, at a school, at the library, in
a department store
- How old is your father (mother)?
- What’s his/her job?
- Where does he/she work?
39
Unit 1
Model: My grandparents live dose toms'. They are both retired, but they’re
still full of energy "' "
- Are your grandparents retired? still work, look after the house,
- Do they live with you? take care of the younger children
Model: My hobby is pop-music. I play the guitar.
- Do you play any instrument? piano, violin, bandore, accordion;

- What kind of music do you like? classical, folk music, jazz;
- What’s your hobby ? collecting postcards (old coins, badges,
books, records), reading, knitting,
embroidery, athletics, games.
Exercise 3. Role-play in pairs

The situation is as follows. You are a Ukrainian businessman in an English-
speaking country and you need a secretary. A young lady has applied fo r the job
and now you are interviewing her. You ask all sorts o f questions, as you want to
know as much as possible about your future employee.
Exercise 4.
Give definitions o f the following words:
grandmother, uncle, aunt, sister-in-law, mother-in-law, niece, nephew, cousin.
Pattern: grandfather - My grandfather is my m other's or my father’s father.
Exercise 5.
Respond to the statement you hear:
A: My friend Mr. Lavriv was bom in 1978. B: ...

A: My father was bom on the 18th of May 1950. В :...
A: My younger brother was bom three years ago. B : ...
40
Family Life
В. Pattern: A: Jane Mitchell is studying at a Loudon secretarial college.

B: The family hopes she will make a good typist.
A: Mandy got good marks in her English tests. В : ... (English teacher).
A: Dan did well in his mathematics exam. B: ... (mathematician).
A: Peter is studying at Lviv Polytechnic University.B : ... (engineer).
Exercise 6.
Practise the following substitution dialogues in pairs:
- What relation are you to Patrick Brooks/Ann Hill?

- He/she is my cousin.
(brother-in law, mother-in-law, stepmother, aunt, niece, nephew),
II
- What relation is Philip to Nancy?

- They are cousins.
(husband and wife, uncle and niece, brother and sister, just friends, bride and
bridegroom, newly weds)
III
- Is his/hers a large or a small family?

- He is a bachelor.
(unmarried, a widower/widow, single, divorced, an orphan, childless)
Exercise 7.
Read and listen to the following dialogues:
1.
Mr. Martel: Do you know my sister,Mr. Brown? Let me introduceher to you.
Sister. Pleased to meet you.
Mr. Brown: How do you do.
Mr. Martel. Miss Martel is from London. She is studying philosophy at London
University.
41
Unit 1
2.
Mr. Peters'. Excuse me, are you Mr. Russell Brandon?
Mr. Brandon: Yes, I am.
Mr. Peters'. May I introduce myself? I’m a member of the organising committee. My
name’s Jack Peters.
Mr. Brandon: Nice to meet you.
3.
Steve: Hello, John. I’m so glad you’ve come. How are you?
John: Very well, thank you. How are you?
Steve: Very well too, thank you. You’ve met Mr. Black, haven’t you? He’s
staying with us for the weekend.
John: Oh, yes, we know one another quite well.
4.
Prof. Jones: Hello, Mr. Brown. Glad to see you back.
Mr. Brown: Professor Jones, may I introduce my father?
Prof. Jones: How do you do, Mr. Brown.
Father: How do you do, Professor Jones. I’m very glad to meet you. I’ve heard
a great deal about you from my son.
Exercise 8.
In groups, introduce:
- your friend to your parents,

- your husband or wife to an old friend of yours,
- me to your sister,
- yourself to the teacher or professor.
Exercise 9.
Read and listen to the following dialogue and describe Betsy’s appearance:
A: Will you help me, my dear?

N: With pleasure.
A: You see, my cousin Betsy is coming today, but I can’t meet her at the station as I
have a meeting after class.
N: But how can I recognise her?
A: It’s quite easy. She’s just like her mother.
N: That’s nice, but unfortunately I don’t know her mother.
A: Oh, really? That’s a pity. What shall I do then?
N: Well, try to describe her. What does she look like?
42
Family Life
A: She’s sixteen, but I think she looks older, as she is rather tall for
her age.
N : Hair?
A: Fair and plaited. She has a high forehead, large grey eyes, dark
pencilled eyebrows and a straight nose.
N: I’m afraid that isn’t enough. There’ll be at least a dozen girls like
that at the station.
A: You think so? - Oh, yes. She’s got a mole on her left cheek.
N: That will definitely help me. Go to your meeting and don’t
worry. I’ll meet your cousin and see her home.
Exercise 10.
Describe a fellow-student or a friend, using the new words and expressions given
below:
1. He/she is (rather) attractive, plain, good-looking, tall, short, thin, stout, near
sighted, long-sighted, slim, has long legs, is broad-shouldered, dark-eyed, dark-
skinned.
2. His/her hair is fair, dark, auburn, grey, curly, straight, short, long, thin, thick,
wavy.
3. He/she parts his/ her hair in the middle, on the right/left, wears his/her hair
combed back, done in a knot, in plaits.
4. He/she has an oval/round/square-shaped face.
5. His/her eyes are dark, blue, hazel, grey, brown, greenish, light, close-set, deep-set.
6. His/her nose is straight, flat, (quite) small/large.
Exercise 11.
Work in pairs. Find out about your friend's family and then give a five minute talk
about them
Exercise 12.
Give a short presentation about how your family spend their spare time.
43
Unit 1
Section IV READING
AND WRITING
Text 1. AN ENGLISH HOUSE
Exercise 1.
Read the following text and divide it into logical sections, suggesting a sub-heading
fo r each.
A typical English house has two floors and no cellar. The front door opens into a
narrow hall, often no more than a wide passage. Off this hall there are two medium
sized rooms; one is the dining room, the other may be called the living room, the sit
ting room or the lounge. The kitchen is generally at the back of the house, and the back
door opens onto the garden or the passage which runs down the side of the house. Up
stairs there are three bedrooms, a bathroom, and a toilet. There is a small garden at the
front of the house and often a larger one at the back. For most people, the garden is a
place for relaxation. Usually there is a garage at the side.
In winter houses in Britain used to be
rather cold, since many did not have double
glazing and tended to be draughty. The fire
did not warm the whole room. The bed
rooms were often not heated at all. But,
gradually, more people are putting in cen
tral heating and are using more electric
fires. In order to save energy they some
times have secondary glazing installed,
which makes the rooms draught-proof.
Only one family in a hundred has live-in
help, and often this help is a girl who
comes from abroad for six months to a year to learn English (an au pair). Much of the
housewife’s drudgery has been reduced by the availability of easily cleaned plastic
surfaces in the house, and convenience foods (processed foods prepared by the manu
facturer), non-iron fabrics, babies’ disposable nappies, and labour-saving machines.
Most people are responsible for the upkeep of their homes themselves. Do-it-
yourself (DIY) is for some people a hobby, for others a necessity. The chief reason for
this is the high cost of labour for services such as decorating and household repairs.
44
Family Life
Glossary
double glazing - подвійні вікна

to be draughty - протяг
to save - заощаджувати, економити
drudgery - тяжка нудна робота
non-iron fabrics - тканини, які не потребують прасування
disposable nappies - одноразові пеленки
responsible for the upkeep - відповідальний за утримання у доброму стані
household repairs - ремонт житла
Exercise 2.
Practise reading the text aloud.
Exercise 3.
Refer to the list o f key words and expressions above and examine the examples of
their use in the text.
Exercise 4.
Re-arrange the jumbled sentences to form a coherent text:
a) Many English houses do not have double glazing.

b) A few women have a live-in help, an au pair girl, who comesfrom abroad for
six months to a year to learn English.
c) The front door of a typical English house opens into a hallway.
d) There is a back door which opens onto the garden or the passage running along
the side of the house.
e) An English house usually has two floors and no cellar.
f) More and more people are putting central heating in to replace electric and gas
fires.
g) There is a small garden at the front and a larger one at the backof the house
where most people like to spend their spare time.
h) The bedrooms are usually upstairs.
i) Downstairs there are usually two medium-sized living rooms and a kitchen,
j) Many people do repairs on the house themselves.
k) Most British houses have three bedrooms, but sometimes four, five or
(occasionally) even more.
Exercise 5.
Write a summary o f the text in approximately 200 words.
45
Unit 1
Exercise 6.
Fill in each blank with one suitable word:
We live in a very small flat on the fourth ... of a modem block. We had a lot of
problems ... moving in. For instance it was impossible to get the ... wardrobe into it.
We had to be satisfied with ... strict minimum of furniture. Fortunately enough the hall
was already ... with a number of cupboards in which we manage to ... quite a lot of
things.
In the living-room,... you can call it that, there is scarcely enough room ... a table,
four chairs and a single armchair. No ... of having a settee in front of the TV .... The
bedroom is almost entirely taken up by the twin .... We have put a few curios on the
shelf above ... radiator and on the top of the chest of drawers. ... the kitchen, every
thing is easily accessible. ... you are slim enough, you can edge your way from ... sink
to the refrigerator and from the fridge to the ... cooker.
Of course, this is a temporary arrangement. But we were ... to find this flat at a time
when the housing ... is so acute. Of course we don’t own it: we ... it for £105 a week,
heating and a l l ... expenses included, which after all is fair enough.
Text 2. NICK’S FAMILY
Exercise 7.
Practise reading the following text aloud:
On quiet Saturday evenings Nick likes his family to gather in the living room. He is
48, a married man with two children and they are a happy family. Nick’s wife Natalia
is three years younger than him. Nick teaches English at Lviv Polytechnic University
and Natalia has a part-time job at a secondary school, teaching history. Their mother-
tongue is Ukrainian. They can also speak fluent Russian and a little Polish. Sometimes
Nick speaks English to his children, who enjoy having small secrets from their mum,
as she speaks only German. The children are good at languages. Bohdan, who is 22, is
a student of the Faculty of International Relations at Ivan Franko University. His am
bition is to becomean ambassador. He is smart and hard-working and his dreams may
very well come true. Recently he applied for a scholarship at the University of Shef
field. Studies abroad would greatly contribute
to the success of his future career.
His sister Zoriana, who is 17, thinks Bohdan
is too serious. This year she is leaving school
and is thinking of an artistic career as a fashion
designer. She is quite pretty with long dark hair
and blue eyes. She used to dream of becoming
a top model, but growing older she has changed
her mind and now she wants to study at the Art
Academy. She always makes birthday presents
46
Family Life
for her family herself and, in general, it’s their family tradition to exchange hand-made
birthday presents, as well as to celebrate birthdays in their country cottage not far from
Lviv. Hiking is something they all enjoy together. Sometimes they invite their friends
to stay with them in their cottage.
At weekends the chidren enjoy going to parties, concerts or discos but their parents
are happiest when they all get together in their living room.
Glossary
be good at smg. - бути здібним до
change one’s mind - змінити думку
scholarship - стипендія
Exercise 8.
Divide the text into logical parts and suggest a subtitle fo r each o f them.
Exercise 9.
Refer to the list o f key words and expressions above and examine the examples of
their use in the text.
Exercise 10.
Rearrange the following jumbled sentences to form a coherent text:
a) It has an oak table against one wall, an oak sideboard against another, and chairs
to match - all clearly bought as a set.
b) Steve takes a great pride in it, as do most people in England who have their own
garden.
c) Steve Barnes is a mechanic repairing bicycles.
d) Just a double bed and a child’s bed in the parents’ room and one large bed in the
second room where the other two children sleep.
e) The two bedrooms are upstairs.
f) Two modem armchairs stand on either side of the open fireplace.
g) He lives with his family, his wife and three children,in Birmingham.
h) Then comes the-living-room, which is rather large.
i) The family owns an old house, which stands a little way back from the road and
has a small garden.
j) The well-planned kitchen is also on the ground floor.
k) On entering the house, one can see the tiny hall and the neat front room which is
small and rather overcrowded with furniture.
1) Nothing very special about them.
Exercise 11.
Exercise 12.
Give an oral summary o f the text.
41
_________________________Unit 1
Section V Extended
Reading
Text 1. EARLSDON’S FAMOUS FIVE
The birth of Beverley Rogers on 30th May this year now makes her the fifth gen
eration of a local family and carries on the line of eldest daughters producing female
offspring. Members of all five generations live in Earlsdon and the female line of de
scendants were all bom in Coventry.
As Vera Forsyth of Stanley Road celebrated her 87th birthday on 13th June she was
also celebrating becoming a great-great grandmother. She has lived on and off in
Earlsdon since the 1950s, leaving the area in 1968 when she and her husband Ben
moved to Scotland, then returning 5 years ago. Her daughter Mabel Adams of Osborne
Road subsequently became a grandmother.
Mabel was bom in Coventry and has lived in Earlsdon since she married in 1959.
Her daughter Ellen Hoskins of Broomfield Road became a grandmother and not only
has she always lived in Earlsdon but she was also bom at the Friars Craig Nursing
Home which used to be in Earlsdon Avenue. Her daughter Nicola Rogers of Osborne
Road was bom in Coventry and apart from periods working abroad has also lived in
Earlsdon all her life. The birth of her daughter Beverley Rogers completes the family
line of eldest daughters producing female offspring through five generations, all still
living.
To add a further surprise to this family story, Catherine Davies (Nicola’s aunt and
Ellen’s sister) also had a baby girl, Sara, on the same day, bom like Beverley in Wals-
grave Hospital. This event made Mabel and Bernard Adams both grandparents (again)
and great-grandparents on the same day. The odds against this happening are many
millions to one and Bernard now regrets not having had a bet on it!
Exercise 1.
Answer the following questions:
1. What is famous about the family described in the article?

2. How old is the great-great grandmother?
3. What are the names of the youngest girls in the family?
4. Where do all five generations of the family live?
48
Family Life
Text 2. TALKING TO MY FATHER
Knowing that I was coming, he had left the door unlocked, so I was able tolwalk in
and go straight through the house into the garden where I knew I would find him on
such a fine, early October morning. He was standing on the lawn with his back to me
looking up at the sky. Being rather deaf, he hadn’t heard me coming. I was impressed,
as usual, by his extraordinarily upright figure. For a man of nearly 87 he was in excel
lent health.
“Hello! Admiring your jungle? ”
He turned and laughed, and then shook his head.
“It’s such a mess - but what can I do? I suppose I ought to move to a smaller house.”
“Nonsense! You’d hate it. Anyway, I like jungles.”
We walked down the garden together.
“Look at the chestnut tree. All the leaves will be falling soon. Then I’ll have to rake
them up.”
“Do you remember?” I said. “It was that conker that Claire planted just after we
came here. Just look how it’s grown! But then it was a long time ago - 1955!”
“ 1955. Coming here - to Stratford-upon-Avon - that was a good move, especially
for you.”
“That’s when my theatre craze started. And it was a good move for you, too,” I re
minded him.
“Yes. All those job interviews I went to - and all of them failures - until 1955. All
because of the war.”
My father had been a pacifist during the war. At Cambridge, where he studied his
tory, he had spent most of his time rowing and developing his political convictions
which were mainly centred on a dislike of the Conservative government and an abso
lute commitment to non-aggression. He had spent some months in Germany in the ‘30s
and had gone rowing with some young German men. He often wonders what became
of them. My father doesn’t like to make himself conspicuous and it must have been
hard for him to bear the hatred and contempt of most people at that time and to face
hostile interview panels w*ho would not employ him because he had no war record.
He had been librarian of the Stratford-upon-Avon Public Library, a job greatly infe
rior to his abilities but one which in many ways suited his retiring nature.
“I remember going down to the library with you on a Friday evening,” I said. “I
loved it then. It was before the improvements to the building. It was wonderfully dark
and dusty with great, tall bookshelves and books with dark cloth covers.”
I have always enjoyed things that are old and faded and gently decaying, like the
garden in autumn. On those evenings in the library in the late fifties I asked my father
what I should read. He suggested Dickens’ “David Copperfield”. I took it off the shelf
and settled down to read it. The first paragraph was difficult and I nearly put it back.
Then I decided to ignore the problem and went on to the second paragraph. From that
point the magic began to work and has never stopped.
49
Unit 1
We walked up to the top of the garden where a huge and ancient pear tree stood, its
branches arching to the ground.
“It still produces so much!” he said. “Your mother used to invite all her friends to
take them away in baskets and buckets!”
My mother died of a rare and very swift disease four years ago. She never grew old,
which maybfe was a blessing. My father received nearly a hundred letters of condo
lence from her friends, none of whom ever come to visit him now.
“You know,” he said, proudly. “I have boxes and boxes of stewed pears in my
freezer which should last the winter!”
For a man who never cooked anything while his wife was alive, he has now found
that he can stew fruit and make soup for himself. He copes quite well on his own,
having someone who comes once a week to clean the house and another woman who
irons his shirts.
I looked at the fence at the bottom of the garden and the houses beyond.
“Do you remember the fields that were there when we first came?” I asked him.
“Yes. And that huge elm in the middle of the field just behind here.”
“We used to play there when they’d cut the com. I remember taking Jess there one
day to teach her the story of “Twelfth Night” because we were all going to the theatre
to see it that evening. I made her climb the tree and sit on a branch while I told her. I
was afraid she’d be bored and run away.”
He laughed. “What a bully you were!” he said.
We walked back towards the house as the clouds were beginning to gather.
“I’ve been thinking, you know, about the car,” he said, sighing. “Last year, you re
member, I drove down to the Forest of Dean. I stayed in a lovely guest house and
walked for miles in the forest. But I don’t think I could do it again. I really must start
thinking about giving up the car. It will be very hard but I ought to do it.”
“Yes, it will be hard. But don’t worry - I’ll take you somewhere next spring. We’ll
make some plans.” I tried to get him to think of other things instead of the diminishing
horizons of old age. “But tell me - how’s the writing going?”
In the last few years he has been writing short essays on the development of his
ideas about politics, history, and music. He’s struggling to write now about his beliefs.
Having no religious faith he is bravely trying to define his deeper purposes. Occasion
ally in these essays he makes brief references to my mother and us, his three daugh
ters. But like many Englishmen he prefers to be silent about the things that are clearly
most important to him.
“Ah yes, I thought - perhaps something on philosophy next. I need to talk to Mat-
te o ” Matteo is my son who is a philosophy student. “I want him to advise me on
books. I know very little about contemporary philosophical ideas. It might be good to
get into that. You know, I tried going to an evening class last week. The subject was
Darwin and the debate about science and religion. But nobody else turned up. I can’t
imagine why.”
We had reached the house. While my father went in, I turned to look back at the
garden and to remember the day in 1955 when we arrived and I saw it for the first
50
Family Life
time, so much bigger than the old garden, such a perfect place to play, to sit out under
the trees with a book, to have tea under the pear tree and later to watch my son crawl
ing on the lawn as a baby, to hold family reunions, to see the crocuses coming out even
on the day my mother died and to walk in now with my father, remembering and cele
brating.
Text 3. NINETIES WOMEN
Jill gave a sigh of relief as she waved to the child at the window and then turned
away. Other mothers she knew were tormented by guilt when they left their children at
school or play group for the first time. “When I got home after leaving her there,” one
of them had said to her, “and saw her toys scattered on the floor and her unmade bed, I
felt utterly criminal!”
Jill didn’t feel guilty at all. She hadn’t felt so free since she left university several
years ago now. She and Brian had met in their first year at London University and
everything had fallen quite naturally into place. It had been natural to join the univer
sity drama society, to take a student production to the Edinburgh Festival, to hitchhike
round Scotland when the show was over and to move in together at the beginning of
the next academic year. When they had got their degrees Brian had done an Arts Ad
ministration course and Jill had found a small part in a West End production. After
that Brian’s career had flourished while Jill’s had been stillborn, as is the way of these
things in the precarious world of the theatre. It had seemed a good time to have children
and two little girls had arrived in rapid succession.
“But now,” said Jill to her friend, Kay, as they sat in Kay’s kitchen on the first,
bright day of Jill’s new life, “things are going to change. What now?”
“The theatre again?” Kay saw Jill’s frown and tried again. “Teaching? Managing
Director of Marks and Spencer? Check-out girl in Sainsbury’s? Prime Minister? What
is a highly intelligent young mother of two not capable of, especially when she is am
bitious, imaginative and has the potential to spend a very large salary?”
Jill glowed as she felt her horizons expand.
“Yes, now I’ve ofteji thought I’d rather like to go into politics. My acting experi
ence could be very useful.”
“Do they allow breast-feeding in the House of Commons?” asked Kay. “You did
say you’d like two more children.”
“I could bring in a bill during the first session.”
“Your children would be drawing their pensions before it got through. What about
teaching?”
“Must I?” Jill looked agonised.
“Oh, no. It would be dreadful, wouldn’t it? Just think - all those kids leaving
school every year and you never leaving at all! Like being in purgatory - never daring
to hope that you’d be let out.”
The horror of it silenced them for a moment until they managed to put it behind them.
51
Unit 1
“Becoming Brian’s secretary at the theatre?” suggested Kay.

“Oh, no. That would reverse our relationship in an entirely unacceptable way. That
wouldn’t do at all.” Jill finished her doughnut and licked the sugar from her cheeks
with long, pleasurable swipes of her tongue.
“Going into business on your own? A book shop? A coffee shop? Both?”
“I’ve often thought of that,” Jill mused. “But then I’d need someone who knew
about coffee and about coffee machines and someone who understood financial things
and what books sell and how to sell them and ...”
“You?”
“Me? Oh, no, I know nothing about anything except how to glide onto the stage as
Lady Macbeth, sleepwalking and washing the blood from my hands, or sighing fare
well to my cherry orchard as Madame Ranevskaya.”
Kay frowned and sank into silence.
“Please, Kay,” said Jill, earnestly. “I really need your help.”
“Well, can I suggest to you some totally unfeminist option quite unacceptable to
young women in the nineties?”
“Oh, do!” begged Jill.
“Well, you could always have three more babies, buy lottery tickets twice a week,
encourage your husband’s career by inviting fascinating actors and writers to dinner,
going to the gym three times a week to improve very beautifully the tone of your muscles
and coming to see me and have coffee and letting me buy you not only doughnuts but
caramel squares and scones and tea cakes and ...”
“... and butterfly cakes and chocolate eclairs?”
“Of course! And then we could set up a women’s group where we could discuss
contemporary issues such as the shocking lack of women in high positions and how
this regrettable situation should be put right.”
“Wonderful idea! Our daughters would thank us for it, I’m sure. When shall we
start?”
52
Family Life
Appendix KEY
TO EXERCISES
Section I, Exercises 1-5
Aural Comprehension Text 1:
M ARK THOMAS AND H IS F A M ILY
Mark Thomas is thirty-six. He lives in Coventry and works for the local water
company “Severn Trent Water”. He has a full-time job and is happy with it. Mark is
very handsome. His hair is grey but he doesn’t look a day older than thirty-six. He is of
average height, 5 feet 9 inches, slim and broad-shouldered. Mark is a quiet-spoken
man but he likes to talk to people.
Mark’s wife Heather is an attractive woman of the same age as Mark. She is a tall
woman with long dark hair and hazel eyes. She works in an office as a computer
operator. There are four children in the family, so Heather decided to take a part-time
job in order to help to support them.
The eldest of the children is Edward. He is thirteen years old. He is very, intelligent
and he is doing very well at school. He studies French and German there. He reads a
lot. Reading is his favourite pastime.
The daughter Eleanor is doing very well at school, too. She likes dancing and bal
let. She is always dancing. She likes reading as well. She is a pleasant eleven-year-old
girl.
Then comes Robert, who is nine. Robert is mad about football. He is a keen player
who likes to win at games and he is a member of the school football team. He is a
Manchester United supporter.
The youngest boy in’the family is Mark, who is named after his father. He is very
quiet and shy, but he is very creative. He is always writing, and he makes up his own
stories.
Mark and Heather are happily married. They are devoted parents and they spend all
their spare time with their children. Heather does practically all the housework. She is
always busy, because she has to drive her children to their dancing and swimming les
sons and football practice and come back again to pick them up afterwards.
They like to spend their leisure time outdoors, bowling and swimming and going
shopping. Last summer, when they had their holiday in France, they visited Disney
land and enjoyed it very much.
53
Unit 1
Section I, Exercise 6
YURIY SHEVCHUK
Yuriy Shevchuk is fifty-nine and lives in Lviv. He is of average height and well-
built, with greyish hair. He is a doctor and works full-time at the hospital. Sometimes
he has to work at night, too. His patients like him and so do the staff.
He is married, with two grown-up children. His wife Olha is two years older than
him but she looks younger. She is not very tall, with brown eyes and short dark hair.
She is retired now and besides looking after the house, she enjoys knitting and em
broidery.
Their son Andriy is thirty-four. He is a tall, broad-shouldered man with dark hair.
He is m arried and lives in Donetsk with his wife Nina and their daughter Iryna, who
is five years old. As Donetsk is quite far from Lviv, Olha only sees her granddaugh
ter two or three times a year. But they are sure to come and visit on the first of Janu
ary, because it is Yuriy’s sixtieth birthday. -
Yury and Olha also have a daughter called Natalia, who is 25 and still lives at
home. She graduated from Lviv State Polytechnic University last year, where she
was a student in the Chemical Engineering Department. She now works for a private
company in Lviv. She is very attractive, with big brown eyes and dark wavy hair.
She is engaged to Roman and they are going to get m arried next summer. The whole
family is looking forw ard to this special event.
M ARIA
Maria Dolenko is nineteen. She would like to be a professional manager. She is

studying management at Lviv State Polytechnic University. She is now in her second
year and hopes to become a manager in a building company. Maria is an excellent stu
dent. She is always well prepared for her practicals and seminars. She spends a lot of
time in the library reading specialised literature and preparing materials for her course-
work. Maria is good at English and attends advanced classes in this subject. She pro
mises to be a good professional manager.
Maria doesn’t live with her family at the moment; she lives in a student hostel. Her
relatives live not far from Lviv, in the town of Sambir. They have a flat of their own in
a block of flats. Maria’s mother Svitlana is a maths teacher in a secondary school. She
is forty-two. Maria’s father died three years ago, so her mother is now a widow. The
54
Family Life
family is a bit short of money at present, so Maria’s mother has to teach extra classes
at the local technical college to make ends meet.
Maria has a small sister Nadia, who is only ten. The two girls are very much alike.
They look like their father. They have his wavy fair hair and blue eyes and they are
both slim. They like music, especially Ukrainian folk songs. When Maria comes home
to see her family, they all like to sing together.
There are a lot of books by both Ukrainian and foreign writers in their home. Maria’s
father, who was a Ukrainian language teacher, used to collect them for his daughters.
Maria and Nadya do a lot of reading. They like to discuss what they have read.
Maria and her family are very close. Maria is looking forward to getting a well-paid
job, so she can help her sister to get a good education. One of her dreams is to travel
around the world.
Exercise 10.
1. Maria is studying m anagem ent at Lviv State Polytechnic University.

2. She would like to be a manager.
3. Maria is an excellent student.
4. She is always well prepared for her practicals.
5. She spends a lot of time in the library.
6. Maria attends advanced classes in English.
7. She doesn’t live with her family at the moment.
8. Her relatives have a flat of their own.
9. Maria’s father died three years ago, so her mother is now a widow.
10. The family is a bit short of money at present.
11. Maria’s mother has to teach at the local technical college to make ends meet.
12. Maria and Nadia are very much alike.
13. There are a lot of books by both Ukrainian and foreign writers in their home.
14. Maria is looking forw ard to becoming a manager.
15. One of Maria’s dream s is to travel around the world.
A ural Comprehension Text 4:
M R S. LAM BERT
Mrs. Lambert lived in a small town in the south-west of England. She didn’t work,
as she was sixty years old. Her husband had just died, so now she was alone, but she
was a kindly woman who had many friends.
She also had three children, two daughters and a son. Her elder daughter Kate,
who was twenty-five, lived not fa r away, Kate was very like her mother, petite and
55
Unit 1
lively. She had married young and already had two children aged three and five. She
didn’t work, as the children took up all her time. Her husband M atthew was a doctor
who worked at the local hospital, Although they were very busy, Kate and Matthew
enjoyed their life together as a family and often took the children to their grand
mother’s,
Mrs. Lambert’s younger daughter Sonya was studying dance in Australia. She was
the adventurous type and at eighteen had left home to go and live in Sydney with her
boyfriend. She wrote home regularly and her parents were pleased to hear that she
was doing well and planning to become a dance teacher.
The eldest of Mrs Lambert’s children was Robin, aged thirty-two, who lived in
Canada. He and his wife Jenny had moved there five years ago and now had two
children. Robin and Jenny were both university lecturers. They loved the vast open
spaces of the Canadian prairie and in their spare time often went hiking in the moun
tains. They were lucky, as they were often able to come back to England for confer
ences, which m eant that the children were able to visit their grandmother.
Section IV, Exercise 6
We live in a very small flat on the fourth floor of a modern block. We had a lot of
problems moving in. For instance it was impossible to get the double wardrobe into it.
We had to be satisfied with the strict minimum of furniture. Fortunately enough the
hall was already fitted with a number of cupboards in which we manage to store quite
a lot of things.
In the living-room, if you can call it that, there is scarcely enough room for a table,
four chairs and a single armchair. No chance of having a settee in front of the TV
either. The bedroom is almost entirely taken up by the twin beds. We have put a few
curios on the shelf above the radiator and on the top of the chest of drawers. In the
kitchen, everything is easily accessible. If you are slim enough, you can edge your
way from the sink to the refrigerator and from the fridge to the cooker.
Of course, this is a temporary arrangement. But we were lucky to find this flat at a
time when the housing shortage is so acute. Of course we don’t own it: we rent it for
£105 a week, heating and all other expenses included, which after all is fair enough.
56
UNIT 2
EVERYDAY LIFE
Unit 2
Introduction
to the Topic Everyday Life
Read the following proverbs. Comment on their meaning and try to find
corresponding proverbs in Ukrainian:
• Early to bed, early to rise makes a man healthy, wealthy and wise.
• The early bird catches the worm.
What can you say about the working day of:
a) a school teacher;
b) a coal miner;
c) a businessman;
d) a shop assistant;
e) an airline pilot;
f) a scientist;
g) an actor;
h) an office worker;
i) a bus driver;
j) a doctor.
Who has to get up early?

Who has to travel a lot?
Whose occupation or trade may be dangerous?
Who is responsible for other people’s lives?
58
Everyday Life
Section 1 AURAL
COMPREHENSION
Text 1. BRIAN AND CATHERINE

Listen to the two people talking about their daily routine, find out what they do,
then say which o f the speakers each statement below refers to, by placing a tick in
the appropriate box:
Catherine Brian Nobody
gets up by six □ □ □
prepares breakfast for the family □ □ □
has a run in the morning □ □
lives not far from work □ □ □
takes the dog for a walk □ □ □
wakes the children up in the morning □ □ □
goes out for dinner □ □ □
always tries to keep in touch with friends □ □ □
likes watching the news in the evening □ □ □

Listen to the recording and decide whether the following statements are TRUE or
FALSE:
True False
Brian has to make an early start. □ □
Cath likes to take a cold shower in the morning. □ □
It’s Brian who usually goes to work by bus. □ □
Cath is usually up by 6.30 a.m. □ □
Brian doesn’t like speaking on the telephone but he has to. □ □
Brian is always back from his work by 6 p.m. □ □ '
When Cath’s children are at school she is busy with her

housework. □ □
Brian and Cath like watching TV in the evening. □ □
59
Unit 2

Listen to the recording, then complete the following sentences by selecting the most
appropriate statement in each case:
1. Every day Brian goes out for ...
a) a three-mile run or a cycle ride.
b) a four-mile run or a bit of jogging.
c) a four-mile run or a bit of cycling.
2. Brian usually gets to work just before ...
a) 8 a.m.
b) 8.30 a.m.
c) 9.30 a.m.
3. When Brian starts work he usually ...
a) likes to have a cup of coffee to begin with.
b) checks through his diary first.
c) looks through the morning newspapers.
4. For Catherine...
a) looking after her family is enjoyable.
b) staying at home is boring.
c) every day of the week is the same.
5. In the morning Catherine tells her children ...
a) to go to the bathroom straight away.
b) to hurry up so they won’t be late.
c) to sleep a bit longer.
6. It usually takes Cath ...
a) a long time to cook the dinner.
b) nearly an hour to get the breakfast ready.
c) only a short time to do the cooking.

A. 1. When does Brian usually wake up on weekdays?
2. What does he do in the morning before he goes to work?
3. What does he do at work?
4. Where does he have his dinner?
5. What does Brian like to do in the evening?
B. 1. What does Cath say about her life in general?
2. How does her day usually begin?
3. How long does she take off for lunch?
4. Does Cath like cooking?
5. Catherine enjoys spending evenings with her family, doesn’t she?
60
Everyday Life
Exercise 5. Group Work

Write down 5 questions similar to those in the previous exercise and discuss the
answers with your partner.
Exercise 6. Conversation Practice

Talk about the things you usually do every day.
T ex t 2. N E S T O R

Listen to the recording o f the text and fill in the blanks with one or more missing
words:
Nestor is a hardworking and ... businessman, thirty years old and already head of a
joint venture. He ... to Oksana, a former colleague, but she is not working at the mo
ment as they have a little girl who is only ... . Nestor has a very full working day. He
gets up ... and spends an hour in the gym as it is very important to him to keep ... .H e
is training to run a marathon at the moment. Afterwards he has a shower, and
dresses for work. He has breakfast at eight o’clock and then begins ... drive to work.
He spends a lot of time in ... supervising the work of his staff and asking them if they
have .... The rest of his day consists of
appointments, ..., telephone calls, diffi
cult negotiations and sometimes a
working .... He is trying to sign a deal
at the moment with .... This is taking up
a lot of his time as there are quite a lot
of ... to solve, but he is hoping to bring
it to a ... conclusion soon. At midday his
secretary usually brings him ... and at
two o’clock he has lunch in a nearby
restaurant.
At about ... o’clock he arrives home
for dinner, prepared by Oksana who is
.... During dinner she tries to talk to him about some of the events ... but he finds it
difficult to listen as he cannot think about anything but .... After dinner he reads the
newspapers or watches some ... on television to help himrelax.Usually he does not
bring ... home but sometimes he has to. Oksana is not happy ...andcomplains that he
has no time for his family. He also has ... a lot. Sometimes he is away for three or four
days at a time, but he always tries to buy ... for his wife and daughter. One day, he tells
Oksana, they will have lots of ... and will be able to do anything they want, but she is
not so sure!
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Unit 2
Text 3. ANNA AND HER FAMILY

Listen to the recording o f the text entitled Anna and her Family and fill in the
blanks with one or more missing words:
Anna is nearly .... She is married with two children and

works so she is always busy. Every morning she ... early
and gets up ... . She makes breakfast, then wakes ... up.
They never want to get up so she has to tell them .... While
they are having their breakfast they ... about their day
ahead. Her husband usually leaves the house first to get ...
on time. When she is walking to school ... she often meets
friends taking their children to school too. They don’t have
... to chat, however, and just exchange a few words. Then
she catches ... to the library where she works all day. On
her way ... she buys some bread and meat and a few vegeta
bles. This evening ... are having dinner with them as they usually do once or twice ....
They like spending a lot of time with their grandchildren and always bring them some
sweets o r ... .

Discuss in groups:
1. What do you think British people mostly talk about if they want to start a con
versation with strangers?
2. Do you think British people often complain about the weather? Why?/Why not?
3. Do you think the weather somehow influences people’s lives? If so, in what way?
Text 4. THE WEATHER FORECAST

Listen to the recording o f the weather forecast, try to find out what season is de
scribed, what the temperatures are and describe the weather conditions in different
parts o f the country. Tick the appropriate box.
Region chilly cloudy and dry, bright dry with fog and cloudy with
windy and sunny sunny spells drizzle
South of England
North of England
Scotland
North Sea Coast
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Everyday Life

Listen to the recording o f the weather forecast and fill in the missing words in the
blanks:
1. Last week there were some fine ... days.

2. In the past few days you may have noticed overnight... with ... and ... in many
places.
3. Our long-range forecast shows that the weather will be very ... a n d ........at times.
4. Next week’s outlook is that southern parts of England will be ... with ... in places.
5. Temperatures are going to b e ........
6. Light east winds could make North Sea coasts fe e l.........
1. The weather in Scotland is going to be dry with sunny ... after early... clears.
8. Winds will be generally ... but they’ll bring more ... into the west.
Exercise 12. Composition

Make up a weather forecast fo r tomorrow, using words and phrases from the re
cording.

Compare the weather conditions described in the recording with those in your lo
cal area. Discuss them in pairs.
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Unit 2
Section II USE OF VOCABULARY

AND APPLIED GRAMMAR

alarm clock a clock that can be set to As soon as he feels sleepy he brushes his
ring at a particular time, teeth, goes to the bedroom, sets his alarm
especially to wake some clock for seven and goes to bed.
body from sleep.
canteen a dining room in a factory, At two o’clock he has a bite to eat at the
office, school etc. university’s canteen.
take care of to look after I’m very happy with my life as I like
taking care of my family very much.
have a chat to have a friendly, informal I always try to have a little chat with my
conversation friends.
chilly rather cold Light east to north easterly winds could
make North Sea coasts feel rather chilly.
to cook to prepare a hot meal I go to the kitchen to cook breakfast for
my family.
a cook somebody who cooks food My husband says I’m a good cook.
course a dish, part of a meal Children can be persuaded to sit at the
table for two courses while their parents
and other adults can sit chatting, drinking
coffee all afternoon.
deal with to do, to arrange I start my working day by dealing with
the post and answering the phone.
delicious tasty Here are a couple of recipes for a simple
but delicious meal.
dress to put clothes on Peter goes back to the bedroom to dress.
drizzle light rain Southern parts of England and Wales
will be cloudy with drizzle in places.
food what people eat We found out it’s becoming more and
more popular to eat take-away food in
stead of cooking.
forecast a prediction of future You’re listening to Weather Action’s
events, based on some kind seven day forecast.
of knowledge
frost frozen moisture (dew) on the In many places there was also frost over
ground and other surfaces night.
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Everyday Life
to get through to complete something I hate the telephone but I can’t get
through the day without spending at least
three hours talking on the thing.
to get up to rise from bed after Peter gets up at seven o’clock'.
sleeping
to have a bite to eat a little At two o’clock he has a bite to eat.
to eat
keep in touch to remain in contact with I always try to find some time to keep in
with somebody touch with my friends.
leave (for) to go away in order to go I have my breakfast and leave for work.
to some place
keep up with to know the latest events Before going to bed I like watching the
news on TV to keep up with events or
putting on a good movie.
to look to read through, to check I start my working day by looking through
through the list of the day’s appointments.
make one’s to tidy the bedclothes He opens the window, makes his bed and
bed does his morning exercises.
meal food prepared/served for It usually doesn’t take me much time to
somebody to eat cook meals.
recipe a set of instructions for Both recipes serve four people.
preparing food, including a
list of ingredients
season spring, summer, autumn or In the depth of winter we have the habit
winter of fantasising about seasons past.
shave to remove facial hair etc. Peter shaves and brushes his teeth.
with a razor/shaver
set in (e.g. of weather) to begin Although winter begins officially on De
and seem likely to continue cember 21st, it is usually January before
really cold weather sets in.
take a shower to wash under running I like to take a cold shower.
water
sleet a mixture of rain and snow In many places there was also frost over
night, with sleet and snow in parts of
northern Britain.
slipper a light soft shoe worn in He puts on his slippers and goes to the
doors bathroom.
slippery difficult to hold, stand on It was too cold and slippery and I stayed
or move on because it is in all day.
smooth, wet, polished, etc.
snowdrift a deep pile of snow blown Snowploughs have to be brought out when
together by the wind snowdrifts have made roads impassable.
65
Unit 2
spell a short period of time It will include wintry spells with more
sleet and snow.
supply a stock or store of things Birds may migrate but the best thing that
(provided or available) animals can do is to hibernate or, if not,
build up winter supplies as squirrels do.
thaw the melting of ice and After a few weeks the temperature rises
snow and the thaw sets in.
towel a piece of cloth or paper He rubs himself hard with a towel and
for drying oneself or wip soon he feels quite warm.
ing things dry
wake up to interrupt sleep I go to the bathroom to wash and then try
to wake my children up.
waste (time, to use wrongly, use too I’m not a person who likes wasting time.
money, etc.) much of
weather atmospheric conditions, Can you tell us what the weather will be
e.g. wind, rain, snow etc. like during the next few days?
Exercise 1.
Match the following words and phrases with their definitions:
1. to take a shower a)
2. chat b) a prediction of probable future conditions
3. to waste c)
4. forecast d)
5. spell e) to examine the contents of
6, to cook f) to use carelessly, so that something is lost
1. meal g)
». to deal
8. aeal witn
with h) nj a snort penoa от time
to look
9. to look through
through i)i) to have a wash standing under running water
Exercise 2.
1. to depart/part from someone _e a __
2. a meal eaten around midday _u_c_
3. Saturday and Sunday _ e __ e___
4. very light rain d __ z ___e
5. rather cold _ h _ 1__
6. to dislike intensely _ a __
7. attention or protection c_ r_
8. a daily record of events d_a__
9. feeling or showing pleasure h — P_
10. to rise (out of bed) g -- -P
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Everyday Life
Exercise 3.
Complete the following conversations, using an appropriate form o f a word or
phrase having similar meaning from the list below:
1. - It’s rather chilly today, isn’t it?

- Yes, it’s quite ... .
2. - When did you start doing your homework?

- 1 ... only half an hour ago.
3. - 1 hate getting up early.

- Don’t you know the proverb “Early to bed and early ... makes a man healthy,
wealthy and wise”?
4. - 1 must leave now.

- Oh, please, don’t ...!
5. - He used to waste money when he was young.

- But he’s n o t... now.
to begin to go cold to spend too much to rise
Exercise 4.
Complete the following sentences using an appropriate form o f a word or phrase
having an opposite meaning from the list below:
1. The train to London is leaving in five minutes. It w ill... in London at 10.40.

2. I’m getting up at 5 tomorrow, that’s why I have to.... early.
3. Today is rather chilly, but the weather forecast says it will be ... on Sunday.
4. Robert hates gardening, but his parents ... it very much.
5. Why has he started laughing? Please tell him to ... it immediately!
to stop warm to like to arrive to go to bed
Exercise 5.
Complete the following sentences, selecting words and phrases from the list below
and making any necessary changes:
to take care of to take a shower to leave

to have a chat to wake up forecast
spell to waste
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Unit 2
1. Jane enjoys spending time with her friends, and most of all she likes ... with
them.
2. Jill tries to be very active. She is always busy doing something and she doesn’t
lik e ... time.
3. It is generally known that in many families mothers ... the children while fathers
are busy at work.
4. Though we had a cold and rainy autumn last year, there were some sunny ... and
people enjoyed them.
5. William doesn’t like to take a bath in the morning, he prefers ....
6. Have you heard the weather... for tomorrow?
7. The telephone rang just as he was ... for work.
8. On Sundays I don’t have ... very early.
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Everyday Life
Grammar
The Indefinite Pronouns some, any, no
some e.g. I read some books last month.

any Have you got any brothers?
no (not any) I have no (haven’t any) relatives abroad.
№ Note: Some may be used in interrogative sentences when offering or asking for
something:
e.g. Would you like some coffee?
Any may be used in affirmative sentences with the meaning “no matter who or
which, every”.
e.g. You can take any book you like.
Derivatives:
somebody (someone) - a person; some person unknown or unspecified

something - some thing unknown or unspecified
anybody (anyone), anything - in questions and negatives
nobody (no one) - not anybody (not anyone)
nothing - not anything
Exercise 6.
Fill in the gaps with some, any, no or their derivatives:
1. ... students in our group can speak English fluently.

2. He must feel lonely. He has ... friends here.
3. Can I have ... more tea, please?
4. ... left this umbrella in the laboratory yesterday.
5. ... must have been here in our absence. The door has been left open.
6. This table is so big! There is absolutely ... space for it in the room.
7. I’d like to ask you ... questions.
8. I called out, b u t... answered.
9. Is there ... in the room? - No. There is ... there.
10. Have you bought... fruit? - I’ve bought apples and bananas. Please take ....
11. ... knocked on the door but when I opened it I couldn’t see ....
12. You are my best friend and I’ll do ... for you.
13. May I offer you ... more salad?
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Unit 2
Exercise 7.
Make the following sentences:
a) interrogative;
b) negative.
1. Jim made some mistakes in his essay.

2. Ann bought some new toys for her children.
3. I’d like some ice-cream.
4. She heard a noise outside.
5. There is something in this box.
6. Somebody is calling.
7. There is some work to be done.
8. She has something important to tell me.
9. Mr. Brown received some letters last week.
10. Someone told him about it.
The Indefinite Pronouns many, much, few , little
Many/few (of countable nouns): books, friends, mistakes, relatives;

Much/little (of non-countable nouns): snow, water, coal, iron, cotton, time, money.
Щ In spoken English, the expressions a lot o f lots of, plenty of are commonly
found, rather than much and many in affirmative sentences. Much and many
are used with some adverbs, such as very, too, so, rather.
Note: a few, a little = some.
Exercise 8.
Answer affirmatively or negatively, using many, much, a lot of, few, or little:
Model: Have you got many friends? - Yes, I’ve got a lot of friends.
-N o , I’ve got few friends.
1. Do many of your friends study Japanese?

2. Do you spend much time in the open air?
3. Were there many people at the meeting?
4. Have you read many English books?
5. Were many buildings damaged by the storm?
6. Haven’t you done grammar exercises before?
7. Do you have much to do?
8. Does this kind of work need much effort?
70
Everyday Life
The Present Continuous Tense
am/is/are + Present Participle

Exercise 9.
Write sentences based on the following model, using the phrases below:
Where is Adam? - He is reading. He often reads in the evening.
1) water the flowers; 9) drink coffee;

2) recite a poem; 10) play his guitar;
3) wash the dishes; 11) help his mother with the housework;
4) play football; 12) ride a bicycle;
5) eat fruit; 13) pick mushrooms in the forest;
6) talk on the telephone; 14) visit a friend;
7) tidy the room; 15) go fishing;
8) watch TV; 16) make tea.
Exercise 10.
Group Work. Students form groups o f 4-6. Students take turns to mime different ac
tivities and the others have to guess what they are doing by asking questions such as
“Are you drawing?”, “I think you’re writing, aren’t you?” etc.
The Past Continuous Tense
was/were 4 Present Participle
Exercise 11.
Compose sentences o f your own with the verbs in the Past Continuous Tense using
the expressions given below:
Model: I was writing a letter yesterday afternoon.

He was watching TV when I came,
1) to write a letter; 7) to listen to music;

2) to read the Forsyte Saga; 8) to phone a friend;
3) to clear the table; 9) to shave;
4) to make the bed; 10) to sing;
5) to play chess; П) to do your homework;
6) to have breakfast; 12) to play the piano.
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Unit 2
The Future Continuous Tense
shall/will be + Present Participle

shall/will be = ’11be
■«r- The use of shall instead of will is now quite rare, exept to form questions, when
shall is required in the first person singular and plural.
Exercise 12.
Replace the infinitive verbs in the brackets with appropriate Present, Past or Fu
ture Continuous Tense forms:
1. Olaf (to repair) his typewriter when the telephone rang.

2. The students (to paint) beautiful pictures this summer.
3. I (to die) of thirst. Would you bring me a cup of tea?'
4. Tomorrow morning at nine o’clock I (to wait) for you at the laboratory.
5. What you (to do) tomorrow at six?
6. He (to work) when his wife returns.
7. I’m afraid it (to rain) all day tomorrow.
8. Kate (to walk) home when they met her.
9. The students (to work) at the studio at the moment.
10. The girls (to arrange) flowers when their father arrived.
11. What will you (to do) at this time tomorrow?
12. Tom (to leave) for Paris when I saw him last.
Exercise 13.
Fill in the blanks with appropriate forms o f the verbs from the list below:
1. Jane came into the kitchen while her mother ... to the milkman.
2. He ... at the seaside now.
3. Lucy always smiles when she is in trouble, and she ... now.
4. When I first met her she ... at the University.
5. We ... the whole night - it’s no wonder that we are sleepy now.
6. I ... tonight. I’ve got my plane ticket.
7. We ... to London tomorrow at 2 p.m.
8. I ... a test at this time tomorrow.
9. Just as I ... the door the telephone rang.
10. She .... at the moment.
dance; work; take; talk; smile; open; live; leave; study; fly;
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Everyday Life
Exercise 14.
Make up logical sentences from the following words:
1. land/was/it/the/was/boat/evening/the/approaching/and
2. lying/bed/in/a/was/Sharp/man/Mr./when/room/entered/his/once
3. her/tears/running/word/she/a/were/and/down/could/cheeks/not/utter
4. jungle/group/were/a/of/working/very/Africa/in/the/heart/of/the/geologists/in
5. birds/the/was/leaf/and/sun/trees/just/shining/were/were/singing/into/bursting/the
6. last/they/front/their/of/Monday/were/evening/sitting/house/in
Degrees of Comparison of Adjectives and Adverbs
a) young - younger - youngest

lovely - lovelier - loveliest
fast - faster - fastest
b) pleasant - more pleasant - most pleasant

expensive - more expensive - most expensive
quickly - more quickly - most quickly
c) good/well - better - best

bad/badly - worse - worst
much - more - most
little - less - least
Exercise 15.
Use the appropriate degree o f the adjectives and adverbs:
1. We went very (fast) but the wolves were even (fast).

2. They got (near) and (near) and it was quite clear what was going to happen.
3. Dick is (tall) than both Tom and Adam.
4. My new job is (bad) than the one I had before.
5. I like summer (well) of all because it is the (warm) season.
6. This book on contemporary art is (good) than the one you gave me last time.
7. Alex got (good) marks in his writing class this term.
8. Kyiv is (large) than Lviv but (small) than London.
9. Pompeii is (small) than might be expected.
10. Birmingham is the (large) city in England after London.
73
Unit 2
Exercise 16.
Work in pairs: Ask your partner questions, using adjectives in the Superlative De
gree.
Model: Which is the largest port in Great Britain?

The largest port in Great Britain is London.
a) short month; b) cold place; c) strong team; d) deep lake; e) great Scottish poet; etc.
Exercise 17.
Supply prepositions where necessary:
1. When the last exam was over she was so tired that she couldn’t sleep ... night.
2. The note became clearer only after he looked ... it once more.
3. She liked to stay ... home ... the evening ... an interesting book,
4. Can I invite you ... the cafe ... a cup of tea?
5. “When will you be back home?” - “I’ll be back ... dinner,... about eight
o’clock”.
6. They left their children ... the baby-sitter and w ent... the cinema.
7. It was ... four o’clock and time to go back home.
8. The weather is a safe topic ... conversation.
9. As I was walking ... home it was long ... midnight and my chances ... getting a
warm meal were n e x t... none.
10. He was ... such difficulty that he turned ... help ... a complete stranger.
Exercise 18.
Make up a logical text from the following sentences:
A. In despair Ann phoned her parents.

B. “Just a minute”, he said quickly. “I’ll get your mother.”
C. One evening she had great difficulty getting Betsy to sleep.
D. She said, “Can I speak to mother?”
E. While she was a student Ann had to earn extra money.
F. “Why don’t you ever speak to me, Ann?” asked her father.
G. Her father answered the phone.
H. “All right”, she replied, “Betsy’s been crying for over an hour and I don’t know
what to do”.
I. She was babysitting, and the child she was looking after was just under a year
old.
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Everyday Life

SPEAKING SKILLS
Exercise 1. A Telephone Conversation

Read and listen to the telephone conversation between the two friends about their
plans fo r the weekend. Make notes about the activities mentioned. Discuss in pairs
what the speakers wanted to do and whether they managed to do it. Give an expla
nation.
Br. Hello, Susan, this is Brian. How are you?

S: Fine, thanks, Brian. And you?
Br. Not too bad, I suppose. Listen, are you free on Friday evening? I’ve got two tick
ets for the London Symphony Orchestra concert at the Barbican Arts Centre.
Would you like to come with me?
S: Oh, Brian. I’d like to but... I’m so sorry I can’t. I promised my sister I’d go and
visit her on Friday after work.
Br. What a pity! Look, perhaps we could meet on Saturday morning. Why don’t we
go somewhere in the country and have lunch together in a small restaurant or pub?
S: Well, let me see... I’m afraid I’ll be away till Saturday afternoon. And, besides,
I’m having lunch with Caroline. Sorry about that.
Br. OK, I see .... Things don’t seem to get easier. But, are you doing anything in the
evening? What about going out for dinner? I’ll give you a ring at about 7.
5: That would be lovely!...
Exercise 2.
Think o f possible ways to continue the dialogue in Exercise 1. Discuss them with
your partner. Prepare to practise the extended dialogue in class.
The following expressions may be helpful:
What/How about ...-ing ...? I’m not sure. I’d love to.
I suggest that we ... It depends. Fine, see you then.
Why n o t...?
Exercise 3.
Write down approximately ten sentences about activities you like or don't like do
ing every day or during the weekends, using the following expressions:
I like/love What I like best is ...;

... is great/very good/fun/fantastic; I hate/dislike
I enjoy What I don’t like about... is
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Unit 2
Exercise 4.
Discuss the sentences y o u ’ve written in groups and make a short list o f the most
popular and the least popular everyday activities. Report back to the class.
Exercise 5.
In pairs, ask each other questions about your everyday activities. Give answers,
making at least three o f them untrue. Let your partner suggest which answers were
untrue. Ask your partner to give reasons to justify his/her opinion. Explain which
are the right answers.
Who wakes you up in the morning?

Do you take a bath or a shower in the morning?
What do you usually have for breakfast?
When do you leave home to go to the University?
Is the place where you live close to the University?
When do your classes usually begin?
Where do you go for a snack?
When does your last class finish?
How long does it take you to prepare for a class?
Do you often go to the cinema in the evening?
How do you usually spend your free time?
Exercise 6.
Talk about how you spent last weekend or your plans fo r a future weekend.
Exercise 7.
Read and listen to the following dialogues, then practise them with your partner:
1) A: Hello, Jack! How are you?

В : Hello! I’m fine, thanks. Nice to see you again.
A: You too. Lovely day, isn’t it?
В: Yes, quite warm and not windy.
A: But they say it’s going to get worse. I’m afraid we’ll have a
few rainy days soon.
2) A: Here you are at last!

B: I’m so sorry I’m late.
A: That’s all right. Isn’t it a lovely morning?
В: I suppose it is. The weather’s improving. It’s getting warmer.
A: Much warmer than yesterday.
В: I believe we’ll have a fine few days after all.
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Everyday Life
3) A: What awful weather we’re having!

B: It certainly is. This heavy snow makes it difficult to get around.
A: How long will this terrible weather last?
B: I’ve read the weather forecast for today. It says that the
rest of the day will be bright and sunny.
A: Great!
4) A: Isn’t it a lovely day?

B: Yes, it’s just like summer.
A: Do you like summer?
B: Of course I do. I love the sunshine and the warm summer evenings.
Exercise 8,
Reply to these comments:
Isn’t it a miserable day? ...

What lovely weather we’re having today! ...
I’m afraid it looks like rain, doesn’t it? ...
It hasn’t snowed like this for a long time! ...
What a nasty day it is! ...
Exercise 9.
In pairs, discuss the answers to the questions:
1) What are the names of the months of the year?

2) How long does each of the seasons last?
3) What is the rainiest season?
4) How do people protect themselves from the rain?
5) What is the weather like in winter?
6) Does it often rain in summer?
7) Is it cpld and windy today?
8) What season do you like best?
Exercise 10.
Interview each other about the season around the time o f your birthdays, (e.g. Is
the weather usually warm on your birthday?)
Exercise 11.
Think o f a story or situation illustrating the time o f year when it is your birthday.
Present the story in class so that the others can guess when you were born.
11
Unit 2
Exercise 12.
Learn this poem by heart:
The flowery Spring leads sunny Summer,

And yellow Autumn presses near.
Then in his turn comes gloomy Winter,
Till smiling Spring again appear.
(by Robert Burns)
Exercise 13.
Read the following text and discuss the answers to the questions in groups:
A Weather forecast
Two men were travelling in a very wild part of

America. They didn’t see any houses but only tents
where Indians lived. One day they met an old Indian
who was sitting near his tent. He was smoking. The
Indian was a hunter and knew everything about the
forest and the animals living in it and many other
things. He could speak English rather well.
“Can you tell us what the weather will be like
during the next few days?” one of the travellers
asked him.
“Oh, yes”, he answered. “Rain is coming, and wind. Then there will be snow for
one or two days but then the sunshine will come again and the weather will be fine.”
“These old Indians know more about the world than we do, with all our knowledge
of physics, maths and other sciences”, said one of the men.
“Tell me”, he asked, “how do you know all that?”
The Indian answered, “I heard it on the radio.”
1) Describe the place where the two men were travelling.

2) Who did they meet there and what did they think of the man?
3) What did the travellers and the Indian talk about?
4) Do you believe the weather forecasts? Give your reasons.
5) What means of weather forecasting do you know?
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Everyday Life
Exercise 14.
Listen to the dialogue: (Dan and Peter are cousins. Peter has come on a visit to
Britain from Chicago. I t’s raining at the moment. They’re sitting in a small cafe).
Each time the tape is stopped try to make predictions as to what they will talk
about next. Use the expressions: I t h i n k . I expect...; P r o b a b l y . I believe....
A dialogue about the weather
Dan: You know, Peter, I don’t like it when the weather is too hot or too cold.
That’s why I like the English weather.
Peter: You mean you like it because it’s very changeable and unpredictable, don’t
you?
Dan: That’s right.
Peter, Well, at least if it varies a lot, it can’t be boring.
Dan: You’re quite right. I think it’s just perfect when you have some fine sunny days
and you can then enjoy a bit of rain.
Peter: So what’s your favourite season then? You don’t like winter, do you?
Dan: Oh yes, I love it. But, you know, there are some days when I can’t go out. It’s
too cold and the icy roads are dangerous, so I stay in all day. I sit in front of the
fireplace with a book or watch TV when there is something interesting on. And
I’m lucky if those cold days come on Saturdays and Sundays.
Peter: Do you enjoy your winter weekends, then?
Dan: Yes I do. Though I hate cold weather, I can’t say I don’t enjoy occasionally
spending a few days in peace and quiet. What do you think?
Peter: Yes, I sometimes feel like that too. But let’s get back to the question about
your favourite season.
Dan: Oh yes. Well, I’d say May is normally my favourite month of the year, simply
because it isn’t too hot or too cold. I think it’s just perfect. And besides, sum
mer is just around the comer...
Exercise 15.
Speaking practice:
• Give your own descriptions of all the seasons.

• Which season do you like best and why?
• Make up your own weather forecasts for various seasons.
Exercise 16.
Express the following official times in a conversational style:
a) 3.10p.m.; b) 11.45p.m.; c) 5.35a.m.;

d) 11.50 a.m.; e) 7.08 a.m.; f) 10.45 a.m.
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Unit 2
Exercise 17.
Read and practise the following dialogues in pairs:
1) A: Excuse me, could you tell me the right time?

В : I’m sorry. I’m afraid I can’t tell you exactly. My watch has stopped.
2) A: Could you tell me the time, please?

B: Certainly, it’s ten minutes to five.
A: Oh, I’m afraid I’m late. I hope Jane is still waiting for me.
3) A: Excuse me, what time is it by your watch?

B: It’s about seven.
A: Oh, my watch is fast. It says a quarter past seven. By the way, the
play begins at 7.30, doesn’t it?
B: That’s right. All evening performances begin at 7.30.
A: Good, I still have some time before it starts.
4) A : Will 10 o’clock next Monday be all right for you, Mr Jones?

B: I’m afraid I can’t make it at 10 o’clock next Monday. I’ve got an
other appointment at that time.
A: What time would suit you then?
B: Three o’clock would suit me perfectly.
A: Good. See you on Monday at three o’clock.
5) Л: Why are you late for the lesson again, Nick?

B: I’m sorry, I overslept.
A : Oh, so you sleep at home as well, then?
Exercise 18.
Work in pairs: Ask your partner what he/she was doing at these times:
1 p.m. yesterday
5 p.m. yesterday
9 p.m. yesterday
3 a.m. today
8 a.m. today
Exercise 19.
Work in pairs: Make notes fo r next week in your diary. Discuss with your partner
what you will both be doing at certain times next week. (e.g. I'll be working in the
library from 4 till 6 o'clock in the afternoon on Monday.)
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Everyday Life
Exercise 20.
Use your diary to prepare a discussion with a friend o f yours who wants to make
an arrangement to meet you. You ca nt manage it next week - work in pairs, trying
to find a time when you are both free.
Practise ways o f making suggestions:
What/How about...?
Why don’t w e ...?
Shall we s a y ...?
Could it b e ...?
Would you mind ...?
Exercise 21.
Read these proverbs and comment on their meaning:
A stitch in time saves nine.
More haste less speed.
He who hesitates is lost.
Better late than never.
Exercise 22.
Discuss the answers to the following questions in groups:
What customs do English people have regarding meal times?
What traditional English meals do you know?
Are “snacks” and “take-aways” popular in your country?
Exercise 23.
Read the following questions, choose the most suitable answer to each o f them and
give reasons fo r your choice:
1. What does the traditional English breakfast consist of?
a) a yoghurt and fresh fruit with black coffee or tea;
b) bacon, eggs and sausages with tomatoes or beans preceded by cereal or fruit
and followed by toast;
c) sandwiches and a cup of tea with lemon.
2. Do all English people eat breakfasts like this every day?
a) Many people do so because it is the first meal of the day;
b) Many people eat it only at weekends and prefer a smaller meal to start the day.
3. What do many people frequently eat between breakfast and dinner?
a) snacks and lunch;
b) nothing;
c) snacks.
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Unit 2
4. Are the British conservative about foreign foods?

a) Yes, they are. They prefer traditional English dishes;
b) No, they are not. They like going to restaurants serving food from many
countries, especially Italian, Indian, Chinese and Turkish dishes.
Exercise 24.
Listen to the TV interview about the peculiarities o f English meals and compare
your answers from the previous exercise with the statements in the dialogue. Dis
cuss it in class.
Mr Smith: Now, Mr Johnson...1 know the Health Authority you are working for
has recently done a sort of statistical survey on the question of the
popularity and variety of British food.
Mr Johnson: Yes, that’s quite right. We questioned people about the popularity of the
sorts of meals and snacks they eat regularly.
Mr S: May I ask you some questions on the results? I think it would be inter
esting to find out what the most popular choices are.
Mr J\ Yes, of course. Well, as you know, many people coming to Britain from
abroad are told about the traditional English breakfast, which is quite a
large meal consisting of bacon, eggs and many other things. So we
wanted to know if it was still popular with British families.
Mr S: Hm... I don’t suppose it is. Quite a big meal to eat every morning, isn’t
it?
Mr J : Yes. It turns out that it’s mainly served in hotels and guest houses, but
British people eat it only at weekends or on special occasions.
Mr S: And it isn’t even usually as big as it’s supposed to be, is it?
Mr J : That’s true. Many people prefer not to eat large meals at all, but to have
snacks between meals.
Mr S: So what are the most popular snacks?
Mr J : Oh, there’s a great variety, such as crisps, chocolate, sweets and bis
cuits. By the way, we noticed that in general the number of meals eaten
per day is growing.
Mr S: Isn’t that because of the availability of quick and inexpensive meals
outside the home?
Mr J : Er... Probably. We found that it’s becoming more and more popular to
eat take-away food instead of cooking at home.
Mr S: Fish and chips is really delicious.
Mr J : Yes. And another thing - we found that foreign food has become par
ticularly popular recently. Many people enjoy eating Indian, Italian,
Chinese or Turkish meals.
Mr S\ Yes, you’re absolutely right. I like these dishes myself and so do all my
family.
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Everyday Life
Exercise 25.
You’ve just returned from your visit to Britain. You are asked a lot o f questions and
certainly some o f them are about British traditions and food. Explain what you ’ve
discovered.
Exercise 26.
When you were in Britain you made a lot o f friends. One o f them has just arrived in
Ukraine and is staying with your family. While you are having dinner together he
says he is very interested in the food people eat in your country. Describe some
typical Ukrainian dishes.
Exercise 27.
Discuss the following questions:
Do people enjoy going to restaurants and cafes? Why?

Is it expensive to go to a restaurant?
In what way do you think restaurants in Britain differ from those in your country?
Exercise 28.
Read and listen to the following dialogue and practise acting it out in pairs:
Dinner at the restaurant
Michael: I’d like to sit over there.

Waiter: I’m sorry, sir. I’m afraid that table’s reserved. Here’s a nice place by the
window.
M: Oh yes, that’ll be fine. Thank you.
W: Here’s the menu. Are you ready to order?
M\ I’m not sure. What’s the “Fisherman’s
Pie” like?
W: It’s squid, haddock, salmon and mussels
with a cheddar cheese crust.
M: I’ll have that, please. And a salad...
W: What kind of salad would you like?
M: Green salad.
W: Would you like to order a dessert?
M: Yes, please. Apple pie and custard.
W: Thank you, sir.
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Unit 2
Exercise 30.
Working in groups, fill in interview cards. Report on the results in class, dealing
with the following questions:
1. Breakfast. Find out what the people in your group usually have for breakfast:
Name food? drink?

Lisa cornflakes milk
2. Drinks. Find out which drinks the people in your group like and dislike:
Name likes? dislikes?

Tina milk orange juice
tea water
3. Eating out. Find out whether the other people in your group ever eat out, and if
so where they go:
Name eats out? where?

Lisa yes, sometimes McDonald’s
4. Favourite meals. Find out the favourite meals (main course and dessert) of the
other people in your group:
Name favourite main favourite dessert?

course?
Chris pizza ice cream
5. Food hates. Find out which meals or kinds of food the other people in your
group dislike:
Name food hates?

Freddie chocolate, spinach
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Everyday Life
6. Cooking. Find out which meals or drinks the other people in your group can
prepare themselves:
Name can prepare/make?

Peter tea, porridge, sand
wiches, omelettes
7. Weight-watching. Find out if the other people in your group think they are too
fat, just right or too thin. Do you think you are:
Name too fat? just right? too thin?

Bob +
Exercise 31.
Discuss in groups and present in class possible continuations o f the story begin
ning with the words: “I was going to celebrate my birthday. So I decided to have a
party at home. One thing / worried a lot about was “the menu"...
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Unit 2
Section IV READING
AND WRITING
Preparatory Exercise.
Working in pairs, talk about any events that might be part o f a student's day, in
cluding going to the bank,, leisure activities etc.
Text 1. PETER’S WORKING DAY
Peter’s working day is rather tight. He wakes up at seven o’clock. He opens the
window, makes his bed and does his morning exercises. He likes to take a cold shower
every morning, so he puts on his slippers and goes to the bathroom. He rubs himself
hard with a towel and soon he feels quite warm. Then Peter shaves, brushes his teeth,
washes his face and goes back to the bedroom to dress and comb his hair. In half an
hour he is ready for breakfast. As a rule he does not prepare breakfast, his mother does
it for him, but if she leaves home early he prepares it himself. For breakfast Peter usu
ally has eggs, sausage or cheese sandwiches and a cup of coffee or tea. During break
fast he listens, to the news or music on the radio.
At eight o’clock Peter leaves for the uni
versity. His university is far from his home, so
he goes there by bus or by tram. His classes
begin at half past eight. As a rule, Peter has
three or four classes a day. At two o’clock he
has a bite to eat at the university canteen.
Peter never gets home before five or six.
He usually stays at the University to study in
the lab or in the library. When he gets home he
has his dinner. He usually has a little rest and then at seven he sits down to do his
homework. Ittakes him acouple ofhours to get it done. In the evening after supper
Peter likes to sit down in the chair with a good book or watch TV. Sometimes he goes
to the cinema or visits his friends or they come to visit him. He has a lot of friends and
they often spend time together, especially on Sundays.
As soon as he feels sleepy he brushes his teeth, goes to the bedroom, sets his alarm
clock for seven and goes to bed. Although Peter is a hard-working student he never has
time to do all he wants to do.
Exercise 1.
Look through the text and point out what Peter is doing at:
a) 7 a.m.; b) 7.30 a.m.; c) 8 a.m.; d)
e) 2 p.m.; f) 6 p.m.; g) 7 p.m.
Everyday Life
Exercise 2.
Read the text and decide what kind o f person Peter is:
a) Is he a well-organized person or a rather lazy one?
b) Is Peter doing the right things to ensure that he will do well in his studies? ,.
What advice can you give him?
Exercise 3.
Answer the questions on the text:
1. What does Peter do in the morning?
2. What does he usually have for breakfast?
3. How does he get to the university?
4. How many classes a day does he have?
5. Does Peter usually go home as soon as his classes are over?
6. What does Peter do when he gets home?
7. How long does it take Peter to do his homework?
8. What does Peter like to do in the evening?
9. When does he usually go to bed?
Exercise 4.
Exercise 5.
Rearrange the jumbled sentences to compose a text about Andrew's working day.
Add some detail to some o f the points.
a) At his office he has a lot of things to do: he deals with the documents and the
correspondence, participates in various discussions and does a lot of other things.
b) He likes fried bacon and eggs, toast and coffee for breakfast.
c) As a lot of people come to the City in the morning, sometimes he has problems
with parking.
d) He comes home at about 10 p.m., has his “nightcap” - a drink with a snack -
and goes to bed. -
e) At 12 o’clock he has an hour’s break for lunch.
f) He often meets his friends there and they play darts, dominoes, billiards or dis
cuss something.
g) After his evening meal he has a walk to the nearest pub for a “quick one”.
h) Andrew’s day begins when he sits down to breakfast with his morning newspaper.
i) After breakfast he leaves for his office,
j) Then he comes back to work again.
k) He lives a long way away, so he goes there by car.
1) When he gets home he likes to work in the garden for a couple of hours before
dinner.
m) Andrew’s working day is over at 5 p.m.
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Unit 2
Exercise 6.
Write a letter to your penfriend describing a day in your life as a student.
Text 2. THE SEASONS OF THE YEAR
In the depths of winter we have the habit of fantasising about seasons past, haunted
by memories of old springtime love affairs, of summer adventures on foreign shores
and solitary strolls through autumnal woods. Perhaps we linger
most nostalgically over the season just passed, remembering how
we greedily gorged on raspberries and blackberries and exclaimed
at the fiery colours of the last leaves of half naked trees as they
stood out brilliantly against the dark green conifers.
With the approach of winter, nights become chilly. We wake up
to see frost on the lawn and edging the leaves of shrubs. Snow is
unlikely at this time of year, but if you live near mountains you
may have a dramatic view of snow-capped peaks while the valleys
are still green.
Although winter begins officially on December 21st, it is usu
ally January before really cold weather sets in. When it comes there are compensations
for the discomforts and restrictions. The beauty of the winter landscape deep in snow
is overwhelming or heart-stopping or gives pause for thought or makes you wild with
the desire to get out and paint it or play in it, according to your na
ture. Children go wild with joy, build snowmen, throw snowballs, go
tobogganing, make slides on the treacherous ice of lakes and ponds,
to their parents’ terror, while adults plan skiing holidays or become
nostalgic about winters past.
We suddenly become aware of animals, too, particularly hares,
foxes and deer, as we see their tracks in the snow, hunger having
driven them into urban areas. This brings us to the other, brutal
side to winter. It is, of course, a very tough time for animals. Birds
may migrate but the best thing that animals can do is to hibernate
or, if not, build up winter supplies as squirrels do. Those not
equipped with these skills have to survive as best they can - if they have managed to
survive the autumn hunting season. Transport becomes a prob
lem, too. Train schedules are interrupted by snow on the line and
snowploughs have to be brought out when snowdrifts have made
roads impassable. There is also the possibility of damage to win
ter vegetables or fruit trees, which gives gardeners something to
worry about.
But long severe winters are rare in Western Europe. After a
few weeks the temperature rises and the thaw sets in, often re
sulting in swollen mountain streams and flooding in the valleys.
Eventually this water finds its way to the sea, and the earth pre-
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Everyday Life
pares itself for another cycle. In other countries in different cli- *

matic zones, there is only a few degrees’ difference between * -X
winter and summer. This may have many advantages, but a varied
climate such as ours powerfully marks what is actually happening
to our living world, failing strength, the going to ground of all
signs of life, the beginning of activity in what seems dead, the
extraordinary burgeoning of abundant life and the profligate and
profuse generation of fruits and living creatures before energy
dwindles back to its roots. Not that things always happen so
smoothly. Summer holidays are not always enjoyed in torrid heat
and you may pick roses on Christmas day. Nature likes to be unpredictable at times,
but, as far as the ebb and flow of life is concerned, she always keeps her word.
Glossary
shore - land at the edge of a body of water

solitary - single, lone
stroll - leisurely walk
linger - to stay, delay one’s departure
shrub - a bush
toboggan - a long narrow sledge
treacherous - dangerous
aware - knowing or realizing, conscious
tough - very difficult
hibernate - to spend the winter in a state resembling sleep
schedule - timetable
snowplough - a device for removing snow from roads and railways
snowdrift - a smooth heap of snow blown together by the wind
damage - injury or harm
thaw - the melting of snow or ice by rising temperatures
overwhelming. - too powerful to resist
flood - to fill or cover with water
burgeon - to begin to grow or develop rapidly
abundant - more than enough, numerous
profligate - using money, resources, etc. in a wasteful way
dwindle - to become gradually less or smaller
haunt - to return repeatedly to somebody’s mind
gorge - to eat greedily
conifer - a cone-bearing tree or shrub, e.g. pine, fir, etc.
torrid - very hot and dry
ebb and flow - refers to the tides, but also used metaphorically of a
regular rise and fall, coming and going
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Unit 2
Exercise 7.
Discuss the following points and questions with a partner. Try to use your own
words where possible.
Paragraph 1:
a) Why is memory important in this section?
b) Find a contrast that gives pleasure to the eyes.
Paragraph 3:
a) What are the ‘compensations’ of winter mentioned in the text?
b) Can you think of any others?
c) What do you think the ‘discomforts’ and ‘restrictions’ might be?
d) What looks safe but may not be?
Paragraph 4:
a) Three negative points about winter.
b) Find the two verbs which give contrasting ideas about how different animals es
cape from the cold.
Paragraph 5:
a) A process which begins when the temperature begins to rise.
b) Why does the writer like our climate? Do you agree?
c) Find, in the last two sentences, a general statement and two examples of it.
Exercise 8.
Point out compound nouns formed from the word snow.
Exercise 9.
Read the text. Divide it into logical sections, suggesting an alternative title for the
text and a subtitle fo r each section.
Exercise 10.
Complete the following sentences, adding ideas o f your own:
a) In winter people have the habit of fantasising abo u t...

b) Snow is unlikely at the beginning of winter, b u t...
c) Although winter begins officially on December 21,...
d) Birds can migrate but the best thing that animals can do is ...
e) Transport becomes a problem because ...
f) After a few weeks the temperature rises and ...
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Everyday Life
Text 3. “UNTITLED”
Preparatory exercise.
Some people in Britain feel that family eating habits are changing for the worse.
What do you think these changes might be? What about Ukraine? Are there any
changes in family eating habits there?
Once upon a time, not so long ago, families used to sit together round a table for
their meals. But times change. With the advent of ready-prepared convenience food,
children and teenagers can heat up a meal in the microwave in a matter of minutes,
without any assistance from their parents. They can then eat it happily, with a tray on
their lap, while watching their favourite soap opera on television. With pressures of
modern life this scenario is repeated daily up and down the country. However, at
weekends people do have more time. Sunday lunch is still an occasion for families and
friends to spend more time together. Children can be persuaded to sit at the table for
two courses while their parents and other adults can sit chatting, drinking coffee all
afternoon. Here are a couple of recipes for a simple but delicious meal which even the
most inexperienced cooks could tackle. Both recipes serve four people. Bon appetit!
Chicken Supreme with Herb Sauce
Ingredients: 4 part-boned chicken breasts

125 gr. pot of Boursin with chives
300 ml double cream
3 tbsp chopped mixed herbs
salt and pepper
Method: Put the chicken breasts, skin side down, into a non-stick frying pan.
Cook for about 20-25 minutes, turning occasionally. Mix together the
remaining ingredients and pour over the chicken. Simmer gently for 10
minutes.or until the sauce is thick and the chicken cooked through.
Serve with rice and a green salad or potatoes or vegetables.
Tiramisu
Ingredients’. 100 gr Amaretti biscuits

6 tbsp Amaretto or sherry
6 tbsp strong black coffee
400 gr pot of fresh custard
250 gr pot of mascarpone
300 ml double cream (lightly whipped)
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Unit 2
Method: Put the lightly crushed biscuits into four glasses. Sprinkle with liqueur
and coffee. Mix the custard and mascarpone together well and spoon
over the biscuits. Top with the cream, then cover with clingfilm and
chill in the refrigerator for at least half an hour.
To decorate: When ready to serve, remove the clingfilm and sift a layer of cocoa
powder over the top.
Exercise 11,
Read the text “Untitled” above, look through the selection o f possible titles given
below and choose the most appropriate one fo r the text:
a) Something to chew on
b) Keep Sundays special
c) A brighter future for young people
d) The family’s Sunday recipe
e) Big savings
Exercise 12,
Decide what problem the author o f the article set out to solve.
Exercise 13.
Find out:
a) which ingredient can be found in both recipes;

b) how long it will take to cook the dishes;
c) how much money you will have to spend to buy ingredients for cooking
the dishes described.
Exercise 14,
You are one o f the participants o f the TV programme “Ready, steady, cook”. You
have decided to show how to cook “Chicken with herb sauce” and “Tiramisu des
sert". Describe the methods.
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Everyday Life
Section V Extended
Reading
Text. A DAY IN THE LIFE OF PAUL GARDINER,

ACADEMIC BOOKSELLER
People think of bookshops as quiet, sleepy places where they can browse in peace
away from all the noise and bustle out'there in the streets. Of course, that’s how we
want them to feel, but if only they knew what goes on behind the scenes!
I leave home early, leaving my wife to deal
with the children’s getting up, breakfasting and
getting to school routine. Sometimes I feel guilty
about this but I try to make up for it in other
ways. I arrive at the shop, which is located on
the campus of a very successful and thriving
Midlands university, at 8.15, Being the boss, I
like to be in early to make sure that the overnight
electronic ordering machine has been doing its
job as well as dealing with post and any enquir
ies which can then be handed over to my staff
when they come in. I also like to check the win
dow displays and see if they need renewing or freshening up in some way, especially if
it’s Thursday which is new publications day. This is something that I really enjoy as I
know I’ve got a good eye. It’s important for me to have things looking bright and en
ticing.
Of course most of my work is behind the scenes, ensuring that the unpacking of
new stock is up-to-date, that customers’ special orders have been allocated and that
they’ve been advised by e-mail. I also see publishers’ reps and order new books.
Although I enjoy these things - the organisational aspect of the job, that is, feeling
that I’ve got my hands on the ropes - 1 also like to make contact with customers, espe
cially students. When I see these youngsters, many of them away from home for the
first time, looking lost and anxious and bewildered by the huge piles of new textbooks
which they’re queuing up to buy, I remember how I felt when I was a student and I try
to be helpful and reassuring. I know this is really the job of the staff but I think it’s
good for me to be aware of what our main customers feel about the service we’re of
fering. And, of course, because I have to talk to a lot of the academic heads of depart
ments and have a pretty good idea of the content of many of the courses, I’m able to
offer advice.
I have a good staff, on the whole, who are sensitive to students’ needs, and I think
they find me fairly approachable. It’s true, though, that I’m quite tough with them, too.
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Unit 2
I expect high standards and I think that’s reasonable. They’re not going to have much
of a career if they don’t develop good habits of work. That sounds a bit puritanical,
perhaps. I’ve been accused of being a perfectionist and sometimes I have to make an
effort to take things a bit less seriously.
By lunch time the print-out of the previous day’s sales is available and checked to
see if any new stock is needed. To help with this process we have a normal stock con
trol machine for the automatic transmission of fresh orders to the shop. All this
equipment, of course, has to be checked throughout the day to make sure it’s all in
working order.
I usually have lunch in one of the many cafes on the campus. I know so many peo
ple here now that someone nearly always joins me and we spend our time, inevitably,
gossiping about university politics. If I’m lucky I meet up with a great friend of mine
who lectures in economics, and then we talk about jazz or the latest films showing at
the university film theatre - much healthier subjects!
Back at work in the afternoon I try to find some quiet time to look through lectur
ers’ reading lists and also take a walk around the shop to check displays, flowers, the
tidiness of the shelves, the general appearance of things. Too often, of course, there
are minor crises - a head of department phones to complain that we’ve under-ordered
on textbooks for his course, a member of staff is taken ill, the computer breaks down -
or some other interruption may occur, such as the arrival of a delegation of school stu
dents coming to look round the university.
I do try not to let my work responsibilities interfere with family life. There are
times where I leave early so that I can be sure to be ready for a parents’ evening or a
play at the children’s school. When I was younger I thought I could do everything.
Now I know that I need to empty my head of work at the end of the day and not rush
from work to the cinema, for example, without some quiet time at home to put aside
my own concerns and find out what my family have been experiencing during their
day. I enjoy cooking in the evening sometimes, too, particularly Thai food, and on
summer evenings I like to walk in the country lanes and fields around the village
where we live, the perfect end to a working day.
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Everyday Life
Appendix KEY
TO EXERCISES
Section I. E xercises 1-6

B R IA N AND CATHERINE
(A) B R IA N
Hello! I’m Brian. I’m 35 and most of all I enjoy the weekends and holidays - gen
erally having a good time. I really like to make the most of my spare time, because I
don’t usually have much rest during the week. Every day I have to make an early start,
so I’m up most mornings by 6 and go out for a four-mile run or a cycle ride first thing.
After this I like to take a cold shower, then I have my breakfast and leave for work. My
office is about half an hour’s drive from my house and I usually get to work just before
8.30. I start my working day by looking through the list of the day’s appointments in
my diary, then dealing with the post and answering the phone. My secretary always
helps me a lot with this. I hate the telephone but well, you know, I can’t get through
the day without spending at least three hours talking on the thing. 1 usually have lunch
and dinner out meeting my clients. I would say I’m not a person who likes wasting
time. I like to have all my work sorted out, which means I can’t get home before 9 or
10 in the evening. Imagine how tired I am when I get back! As I work so hard I do
sleep well, but before going to bed I like watching the news on TV to keep up with
events, or putting on a good film.
(B) CATHERINE
Hi! My name’s Catherine (or Cath for short). I’m married and I have two daughters
aged 8 and 10. Well, hm... you know I’m very happy with my life as I really enjoy
taking care of my family. I know some people say the days are all the same if you
aren’t out at work, but I can’t agree with that, I enjoy my life as it is. Usually I get up
at 6.30, except for weekends, when all of us have a chance to sleep in a bit. I go to the
bathroom to wash and then try to wake my children up. It isn’t easy - they are so
sleepy in the morning, and I have to tell them to hurry up if they don’t want to be late
for school. Then I go to the kitchen to cook breakfast for my family. My husband says
I’m a good cook - it doesn’t usually take me long to cook meals. When breakfast is
over at about 8 I take the children to school and after that I come back home. All day ■
I’m busy working about the house, but I take at least half an hour’s break for lunch. I
always try to find some time to keep in touch with my friends and to have a chat with
them. In the evening, when the whole family is at home, we enjoy watching TV to
gether.
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Unit 2
Section I. Exercise 7
NESTOR
Nestor is a hardworking and ambitious businessman, thirty years old and already
head of a joint venture. He is married to Oksana, a former colleague, but she is not
working at the moment as they have a little girl who is only a year old. Nestor has a
very full working day. He gets up at six o’clock and spends an hour in the gym as it is
very important to him to keep in good shape. He is training to run a marathon at the
moment. Afterwards he has a shower, shaves and dresses for work. He has breakfast at
eight o’clock and then begins the fifteen minute drive to work. He spends a lot of
time in his office, supervising the work of his staff and asking them if they have any
problems. The rest of his day consists of appointments, meetings, telephone calls,
difficult negotiations and sometimes a working lunch. He is trying to sign a deal at the
moment with an American company. This is taking up a lot of his time as there are
quite a lot of problems to solve, but he is hoping to bring it to a successful conclu
sion soon. At midday his secretary usually brings him a cup of coffee and at two
o’clock he has lunch in a nearby restaurant.
At about seven o’clock he arrives home for dinner, prepared by Oksana who is an
excellent cook. During dinner she tries to talk to him about some of the events of her
day, but he finds it difficult to listen as he cannot think about anything but his work.
After dinner he reads the newspapers or watches some sports programmes on televi
sion to help him relax. Usually he does not bring any work home but sometimes he
has to. Oksana is not happy about this and complains that he has no time for his fam
ily. He also has to travel a lot. Sometimes he is away for three or four days at a time,
but he always tries to buy some presents for his wife and daughter. One day, he tells
Oksana, they will have lots of time and money and will be able to do anything they
want, but she is not so sure!
ANNA AND H ER F AM ILY
Anna is nearly 35. She is married with two children and works part-time, so she is
always busy. Every morning she wakes up early and gets up straight away. She
makes breakfast, then wakes her children up. They never want to get up, so she has to
tell them to hurry up. While they are having their breakfast they talk about their day
ahead. Her husband usually leaves the house first to get to work on time. When she is
walking to school with her children, she often meets friends who are taking their
96
Everyday Life
children to school too. They don’t have much time to chat, however, and just ex
change a few words. Then she catches a tram to the library where she works all day.
On her way home she buys some bread and meat and a few vegetables. This evening
her parents are having dinner with them as they usually do once or twice a week.
They like spending a lot of time with their grandchildren and always bring them some
sweets or chocolates.
Section I. Exercises 10-13

THE WEATHER FORECAST
You’re listening to Weather Action’s seven day forecast. Though there were some
fine sunny days last week in many places there was also frost overnight with sleet and
snow in parts of northern Britain. Our long-range forecast for this month is that it will
be very windy and quite cold at times and it will include wintry spells with more sleet
and snow.
As far as next week’s outlook is concerned, southern parts of England and Wales
will be cloudy with drizzle in places while the north should be dry, bright and sunny.
Temperatures will be above average but light east to north-easterly winds could make
North Sea coasts feel rather chilly. Scotland and Northern Ireland will have dry condi
tions and some sunny spells after early fog clears. Winds will be generally light. How
ever, fresh southerly winds will bring more cloud into the west later.
Exercise 11.
1. Last week there were some fine sunny days.

2. In the past few days you may have noticed overnight frost with sleet and snow
in many places.
3. Our long-range forecast shows that the weather will be very windy and quite
cold at times.
4. Next week’s outlook is that southern parts of England will be cloudy with driz
zle in places.
5. Temperatures are going to be above average.
6. Light east winds could make North Sea coasts feel rather chilly.
7. The weather in Scotland is going to be dry with sunny spells after early fog
clears.
8. Winds will be generally light but they’ll bring more cloud into the west.
97
UNIT З
STUDENT LIFE TODAY

Unit З
Introduction
to the Topic Student Life Today
This Unit is based on the topic of student life in Ukraine and in Britain. A
number of Lviv students have attended Coventry University in England with
the assistance of European Union funding, and the texts deal with aspects of
university life in both Lviv and in Coventry. It is intended that this Unit will
help Ukrainian students to improve their ability to discuss in English certain
important features of student life in their own university and to communicate
their views on differences and similarities experienced by them or by their fel
low students at a British university, thus enhancing a wide range of communi
cative skills while dealing with topics of direct relevance to their own lives and
careers.
Discuss the following aspects o f the topic in groups:
a) How do you like being a student?

b) Is university life very different from school?
c) Tell a foreigner about your university.
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Student Life Today
Section і I AURAL
COMPREHENSION
Text 1. STUDYING IN LVIV
Exercise 1. O ral Summary

Choose one o f the following topics, then listen to the recording of the text Studying
in Lviv and give an oral summary o f the information it contains on that topic:
A. Study opportunities in Lviv

B. The range of degree courses on offer at Lviv Polytechnic University
C. The organisation of courses of study

Listen to the recording o f the text Studying in Lviv and then answer the following
questions in writing:
1. Describe the wide range of opportunities for study in the institutions of higher
education in Lviv.
2. Which is the oldest university in Lviv
and when was it founded?
3. In which century was the precursor of
Lviv Polytechnic University estab
lished?
4. How many years do Bachelor’s degree
courses take in Lviv?
5. How long is the period of study re
quired after the award of a Bachelor’s
degree to obtain a postgraduate degree?
6. Are all graduates admitted to postgraduate study?
7. What are the benefits of the new modular system said to be?
8. When do students take their examinations?

Listen to the recording o f the text Studying in Lviv and then select the statement
which is the most accurate in each case:
1) a. In Lviv students can gain qualifications in all fields of human activity.

b. In Lviv students can gain qualifications only in some fields of human activity.
c. In Lviv students can gain qualifications in almost any field of human activity.
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Unit 3
2) a. The Ivan Franko State University offers courses in 52 branches of techno
logy, law and humanities.
b. Lviv State Polytechnic University offers courses in 52 branches of technology.
c. Lviv State Polytechnic University offers a broad range of courses in natural
and social sciences.
3) a. Students study for five years to gain a Bachelor’s degree.

b. After obtaining a bachelor’s degree some students continue their studies for a
further year to obtain a Master’s degree.
c. Students follow a six-year course to obtain a Master’s degree.
Exercise 4. W ritten Sum m ary

Listen to the recording o f the text Studying in Lviv and write a summary o f its
content in approximately 40 words.
Text 2. STUDYING AT COVENTRY UNIVERSITY
Exercise 5. O ral Sum m ary

Choose one of the following topics, then listen to the recording of the text Studying in
Coventry and give an oral summary of the information it contains on that topic:
A. Coventry as a centre of international education.

B. The past and present of Coventry University.
C. The learning environment.

Listen again to the recording o f the text Studying in Coventry and then answer the
following questions:
1. Where is the city of
Coventry situated?
2. What is the population of
the city today?
3. What kind of industry is
Coventry best known for?
4. When was the precursor of
Coventry University
founded?
5. What Schools are there at
Coventry University?
6. What facilities for students
do the Schools provide?
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Student Life Today

Listen again to the recording o f the text Studying in Coventry and then select the
statement which is the most accurate in each case:
1) a. Coventry is the largest industrial centre in Britain.

b. Coventry is the only British centre of engineering excellence.
c. Coventry is one of the major centres for automotive design and manufacture
in Britain.
2) a. Coventry University’s academic buildings are situated in different parts of

the city.
b. Coventry University has a wide range of facilities for study, leisure and
recreation, mainly concentrated on a single-city centre campus.
c, Coventry University campus is on the outskirts of Coventry.
3) a. Coventry University is the newest British institution of higher education.

b. Coventry University is known to have a long education tradition.
c. Coventry University traces its roots back as far as 1992.

Listen to the recording Studying in Coventry and write a summary o f the text in
approximately 40 words.
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Unit 3

AND APPLIED GRAMMAR
Vocabulary Definition Examples

accommoda a room or building to oc The University arranges suitable living
tion cupy or live in accommodation for students in privately
owned or University owned halls of resi
dence or houses.
admit to give (be given) a place Ukrainian students need to possess a
(be admitted) in a university etc. certificate of secondary education and
they have to sit an entrance examination
and achieve high marks in order to be
admitted.
assess to determine Competence in English language is tested
in order to assess the needs of interna
tional students.
attend to be present at Come on, Pete, you can’t expect to at
tend the lecture and get a cup of coffee,
can you?
available provided for people to use A full medical service is available.
branch an area Lviv State Polytechnic University offers
(of knowledge) courses in 52 branches of technology.
campus an area containing build The University buildings are concen
(pi. cam ings of a university, col trated on a single campus.
puses) lege or school
catering the supply of meals and The location of the University in Stepan
services refreshments Bandera Street has the advantage of close
proximity to the main railway and bus
stations, the retail food market, catering
services and shops.
course a complete series of classes There are many courses to choose from
etc. on a subject in Lviv.
defend to act, speak or write in Doctoral dissertations are defended be
support of somebody, fore specialised Academic Committees.
something
degree an academic title or quali 86% of the University’s academic staff
fication hold a higher degree.
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Student Life Today
enter a uni to become a student at a On entering Lviv Polytechnic University,

versity university students follow a four year course lead
ing to the award of a bachelor’s degree.
entrance ex exams which have to be Ukrainian students need to p6ssess a
ams passed to gain entry certificate of secondary education and
admitted.
equipment tools, machinery etc. There are numerous spacious lecture
needed for a particular theatres, laboratories, study rooms with Up
purpose to date equipment, a computer centre, de
sign studios etc.
facility the equipment and condi All the Schools are well served with
(pi. facilities) tions needed to do some teaching rooms, computing facilities and
thing. laboratories.
found to establish an organisa The Ivan Franko State University was
tion, institution etc. founded in 1661.
graduate someone who has success Careers Guidance provides educational
fully completed a univer and careers information for students and
sity (less commonly, a helps graduates to find suitable career
school) course opportunities after they leave the Univer
sity.
grasp understanding, competence Sufficient grasp of the language is
needed to cope with the academic de
mands of the course.
hall of resi a hostel provided by the Many students live in a students’ village
dence university consisting of 15 halls of residence,
within walking distance of the University
campus.
highly rated having a good reputation The University has a proud record of
achievement in teaching and research
and in cultural, artistic and sporting ac
tivities and it is highly rated by our
young people.
launderette an establishment where Priory Hall is the main hall of residence
coin-operated washing ma on campus, containing 547 single bed
chines are provided for rooms in three blocks with a refectory,
washing and drying laundry TV lounges and its own launderette.
lecture thea a lecture room with seats in There are numerous spacious lecture
tre rows rising one behind an theatres, laboratories study rooms with up
other to date equipment, a computer centre, de
sign studios etc.
105
Unit З
lounge a room for waiting or re Priory Hall is the main hall of residence
laxing in on campus, containing 547 single bed
rooms in three blocks with a refectory,
TV lounges and its own launderette.
numerous very many There are numerous spacious lecture
theatres, laboratories and study rooms.
offer to present or provide with The University and the city have much to
offer students from across the world.
on hand provided for people to use There are plenty of eating places on
hand.
Postgraduate studies continued beyond The tuition fees for non EU-students at
first degree level Coventry University are £6,900 per an
num for postgraduate courses.
provide to supply, make available Physical education is provided for stu
dents of all years.
recreation spare-time, leisure activity There are also University sports and rec
reation centres on the Black Sea coast,
where students can spend their summer
vacations.
refectory a dining room, often in an Priory Hall is the main hall of residence
educational institution on campus, containing 547 single study
rooms, a refectory etc.
research a systematic investigation Coventry University aims to provide
in a field of knowledge educational opportunities through high
quality teaching and research.
sit an exam to take an exam Ukrainian students need to possess a
certificate of secondary education and
admitted.
specialise to concentrate on a par It is a university which specialises in the
(in some ticular subject, field etc. major branches of technology, including
thing) electrical power engineering
staff employees (in a university, The University’s Computing Services are
teaching, administrative there to assist all students and staff in the
and other personnel) pursuit of learning and research.
subject area field of study The University Library offers a modem
service to users from all subject areas.
syllabus a detailed description of The curricula and syllabuses have been
the content of a course of thoroughly revised and modernised, fol
studies lowing the example of the world’s lead
ing technological universities.
106
Student Life Today
technical involving the application In Lviv students can gain qualifications

of technology in almost any field of human activity,
including technical subjects, medicine,
humanities, economics, art etc.
technology the scientific study and use It is a university which specialisms' in the
of applied sciences, e.g. major branches of technology, including
engineering electrical power engineering.
train to teach a skill The purpose of the Department for Army
Officer Training is to train career officers
and reservists in 27 military subjects.
tuition teaching, instruction It is important to bear in mind that all
tuition and examinations are carried out
in English.
Exercise 1.
Identify the following words by writing the relevant numbers against the respective
definitions:
1. accommodation A. a particular sphere of studies

2. attend B. any form of play, amusement etc. for the refreshment of
body or mind
3. campus C. the means to do something
4. degree D, the grounds and buildings of a university, college or
school
5. facilities E. lodging or living space, e.g. in a hotel
6. graduate F. teaching, instruction
7. recreation G. systematic investigation in a field of knowledge
8. research H. a person who has completed a course of study at a
university or college and has received a degree or diploma
9. subject area I. recognition of academic achievement
10. tuition J. to be present
11. cater K. provide or supply food
Exercise 2.
1. a summary or outline of a course of study s _ I ___

2. a dining hall, especially in a college or university r___ t
3. a commercial establishment in which automatic washing
machines are installed for the use of individual customers 1____d _
107
Unit 3
4. join a course/register a student for a course n r ___

5. estimate the value/importance of s __ s
6. support or justify by argument/point of view d _f
7. a series of classes on a subject c __ r
8. understanding g __ s_
9. present for consideration _ f __ r
10. supply, make available d
Exercise З. Vocabulary development
a) Form nouns naming the subjects studied by the following experts:
biologist, scientist, mathematician, physicist, philosopher, linguist
b) Form adjectives related to the following nouns:
illiteracy, science, education, qualification, experience,

progress, ignorance, diligence, ability, competition, industry
c) Form nouns derived from the stem o f the following verbs + the suffix -tion or -sion:
e.g. to include - inclusion
to produce, to consider, to determine, to apply, to satisfy, to continue
d) Form nouns derived from the stem o f the following verbs + the suffix -er or -or:
e.g. to teach - teacher
to lead, to rule, to operate, to clean, to generate, to mix, to time, to freeze
Exercise 4.
Write original sentences to illustrate the use o f the following key vocabulary»:
lecture theatre cater for

postgraduate found (v.)
staff gain a degree
available entrance exams
lounge demand (n.)
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Student Life Today
Exercise 5.
Complete the following sentences, selecting words from the list given below:
1. The University occupies a large ....

2. On entering Lviv Polytechnic University, students follow a four year ... leading
to the award of a bachelor’s ....
3. During a semester students ... lectures.
4. At the end of the semester they ... examinations.
5. A modular system provides greater variety in the ... .
6. The University and the city have much to ... students from across the world.
7. There are excellent... here.
8. The University offers ... in many different... in its various Schools.
9. Students don’t have to ... time travelling between lectures.
10. The University buildings are concentrated on a single campus, and everything is
... there.
a) subjects g) offer
b) course h) attend
c) courses i) waste
d) campus j) syllabus
e) facilities k) take
f) degree 1) on hand
Exercise 6.
Complete the following sentences:
1. ... to Lviv Polytechnic University is highly competitive.

2. A cultural festival called the “Polytechnic Spring” is held ....
3. ... is chaired by the Rector of the University.
4. First degree ... normally last three or four years.
5. The students all live in ....
6. There are ... University sports societies which are open to all students.
7. A lot of students ... in the amateur dramatics and music societies.
8. The Lanchester Library has an excellent... to assist students in their work.
9. It is important to ... that all tuition and examinations at Coventry University are
carried out in English.
10. In Lviv, “multi-level” academic programmes have been introduced on the model
of the world’s leading ... universities.
109
Unit З
Exercise 7.
Insert appropriate prepositions in the following text:
University degree courses generally last three or four years, though ... medicine,
dentistry and veterinary science five ... six years are required. The degree ... Bachelor
is awarded ... completion ... such a course, depending ... satisfactory examination re
sults. Further study and research is required ... the modern Universities ... the degree ...
Master and Doctor of Philosophy. Actual degree titles vary according ... the practice of
each university.
Admission ... the universities is ... examination and selection. Women are admitted
... equal terms ... men. Oxford and Cambridge are the oldest University cities ... Eng
land. Oxford is the city ... which Margaret Thatcher was an undergraduate (one ... 22
“Oxford” Prime Ministers), ... which President Clinton was a Rhodes Scholar and ...
which W.H.Auden le f t... a third class degree ... English, later returning ... Professor...
Poetry.
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Student Life Today
Grammar
Perfect Tenses
Consider the following statements:
1. Previously, Maria’s English wasn’t very good, but now it’s much better.
She has improved her English.
have/has improved is in the present perfect tense
2. When Peter arrived at the railway station, Sophie wasn’t there. She had
left for London.
had left is in the past perfect tense
3. Chris always leaves for the University at 8 a.m., so he won’t be at home at

9 o’clock. He will have gone by that time.
will have gone is in the future perfect tense
Exercise 8.
Identify which tenses are used in the following sentences:
1. I have been away for two months.

2. We have heard that there are many institutions of higher education in Lviv.
3. Coventry University has been a major centre for international education for
many years.
4. By 1918, Lviv Polytechnic College had conferred 64 doctorates.
5. Radical reforms have taken place at Lviv State Polytechnic University in recent
years.
6. Some higher education institutions have introduced a modular system.
7. By 1944, dozens of professors had perished and others had emigrated to Poland.
8. John will have left by the time his friends get there.
Exercise 9.
Use the following verb forms in sentences o f your own:
has attended, have defended, have entered, have offered

will have done, will have provided
had assessed, had graduated, had come
111
Unit 3
Exercise 10.
Enter the correct form o f the verb given in brackets:
1. The University ... a wide range of courses (to offer).

2. Students need a comfortable environment in which they can ... the company of
their friends (to enjoy).
3. Since 1996 the Students’ Union ... two prime sites in the City (to occupy).
4. In 1996 there ... nearly 15,000 students at Coventry University (to be).
5. Ivan Franko ... and later ... lectures at the Ivan Franko University (to study, to
deliver).
6. C hris... a science course now (to do).
7. Things ... since I was at university (to change).
8. I hope next year I ... Lviv Polytechnic University (to go to).
9. Before going to the University I ... a lot about it from my friends (to hear).
Modal Verbs
can/could ijbe able to)
can/could+infinitive is used either to denote ability to do something,
e.g. He can speak French.

My grandfather could not come to the party.
Steve was not able to lift the heavy box on his own.
o r to request permission to do something or to request something
e.g. Can we use these books?

Can you make me a cup of tea, please?
Can I see you on Friday?
may/might
may is used to ask permission to do something
e.g. May I borrow books from the University library?

May we come in?
may/might is used to denote possibility
e.g. It mav/might rain tomorrow.

They might have got wet yesterday, if it had rained heavily.
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Student Life Today
must/have to, had to, will have to
must/ have t o ... is used to denote obligation, advice or recommendation

must can be used in the present tense only; for past and future have to is required
e.g. You must give a presentation this week.

You must look before you cross the road.
He had to go to the doctor yesterday.
Exercise 11.
Explain what the modal verbs denote in the following sentences:
1. Coventry University can trace its roots back as far as 1843.

2. In Lviv students can gain qualifications in almost any field of human activity.
3. Ukrainian students have to achieve high marks at entrance examinations in order
to be admitted to the University.
4. Students and staff can enjoy the benefits of regular exercise.
5. If they show sufficient ability, graduates may be admitted to postgraduate study.
6. I had to work hard to get my bachelor’s degree in engineering.
7. My neighbours had an all night party and I couldn’t sleep.
8. I can’t believe that you were that hopeless.
9. The doctor says you must drink lots of water.
10. You can say that again!
Exercise 12.
Rearrange the following jumbled words and phrases to form sentences:
1. in Ukraine/is/Lviv State Polytechnic University/of higher technological educa

tion/one of the largest and oldest institutions
2. in engineering/І/ had to work/to get/hard/my bachelor’s degree
3. a master’s course/in six years/is completed/at Lviv Polytechnic University
4. in a foreign language/advanced students/may/their diploma projects/defend
5. from the whole of Ukraine/students/the diversity/at Lviv Polytechnic University/
attracts/of learning opportunities
6. being close to/you can/the benefits of/means/the central location of the cam
pus/the main bus and railway stations/enjoy/shops/ banks
7. the forerunner/the Lviv Technical Academy/of Lviv State University/was
8. from all subject areas/the University/a friendly/offer/to us-
ers/helpful/Libraries/and modem service
9. in Europe/the first institution of its kind/the Technical Academy of Vienna/in
1815/ founded/was
113
Unit З

SPEAKING SKILLS
Warming-up
Exercise 1. Self-directed interviews
Write down 5-10 questions that you would like to ask (or to be asked) about your
University or Coventry University, or student life at either o f these universities.
Then choose a partner and ask each other questions introduced with the following
phrases:
Could you tell me ...?
Do you know ...?
Do you happen to know ...?
Is it true th a t...?
I’ve heard th a t... Is it really true?
I’d like to know i f ....
Could you explain why/how/where/what...?
What is your opinion abo u t...?
What do you think ab o u t... ?
Do you agree with ... ?
I wonder if you take part in ... .
Dialogue 1. ON THE TRAIN

A young man: Hello!
A woman: Hello! It’s so nice to be on my way back home. I’ve been away for two
months.
Young man: Are you from Lviv?
Woman: Yes, I am.
Young man: Perhaps you can advise me. I’ve heard that there are many institutions of
higher education in Lviv.
Woman: Yes, that’s right. Actually there are twelve of them, and they offer
courses in most subjects. What are you interested in, in particular?
There are so many courses to choose from in Lviv.
Young man: Actually, I’m not quite sure. You see, my parents both work at an elec
tric power station and it seems to be very interesting to work as an elec
trical engineer. At the same time I’m keen on learning foreign lan
guages. I went to a specialised English secondary school and now I’d
like to take German as well.
Woman: In that case, you could go to the Ivan Franko University. There’s a faculty
of foreign languages there and they have a long tradition of training teach-
114
Student Life Today
ers of foreign languages. The university itself is one of the oldest univer
sities in Ukraine. It was founded in 1664. Ivan Franko studied and later
delivered lectures there, and that’s why the university was named after him.
Young man: I wouldn’t like to be an English teacher, but I’d like to be able to speak
foreign languages fluently and to be able to communicate easily 'in them.
Woman: Well, in that case you could apply to Lviv Polytechnic University. It is a
university which specialises in the major branches of technology, in
cluding electrical power engineering. At the same time you would have
a splendid opportunity to study foreign languages there.
Young man: Actually, I like the idea of going to Lviv Polytechnic University. I’ve
heard a lot about this university from my friends.
Woman: It would be a good choice. Lviv State Polytechnic University is one of
the largest and oldest institutions of higher technological education in
Ukraine. It was founded back in 1844. The University enjoys an excel
lent reputation abroad as well as in Ukraine.
Young man: Do you happen to know where I can get information on how to apply to
this university?
Woman: Yes, you can enquire at the Admissions Office. It’s in the main building
of the University at 12, S. Bandera Street.
Young man: How can I get there from the main railway station?
Woman: It’s actually very close. It takes about 5 to 10 minutes to get there. You
need to take tram no. 1 and get off at the third stop.The Main Building
of the University is directly opposite the tram stop.
Young man: Thank you very much for your advice.
Woman: Don’t mention it. Good luck!
Young man: Good bye!
Woman: Good bye!
Glossary
actually ■насправді
apply (to a university) - подавати документи для вступу в університет
at the same time в той же час
choice - вибір
Do you happen to know...? - Чи ви випадково не знаете..?
Don’t mention it - Немає за що
easily - легко
enquire - питати
get off - виходити
Good luck! - Нехай вам щастить!
I’d like - Я б хотів
I’m keen on learning - Я дуже хочу вивчати
I’ve been away - Мене не було
in particular - зокрема
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Unit З
Dialogue 2. DURING THE BREAK
A lecturer from England is observing a class in English at Lviv Polytechnic

University. During the break, the Ukrainian students ask her about her home
town and the university where she works.
Student A: Could you tell us something about the city you come from?
Lecturer: Yes, of course. I live and work in Coventry, which is in the geographical
centre of England, known as the Midlands.
Student B: Is it far from London?
Lecturer: Oh, no. London is only about 90 miles away. Birmingham, the second larg
est city in Britain, is just 20 miles away, and Stratford-on-Avon, with its
Shakespeare Theatre, is also nearby.
Student C: Is Coventry a large city?
Lecturer. It has a population of around 300,000. It’s a historic city, like Lviv. The
written records date back to the 11th century, but it is generally thought
that there was some kind of settlement there many years before that.
Student B: What is your city famous for?
Lecturer: Well, when Coventry is mentioned, most people think of the legend of
Lady Godiva.
Student A: That sounds interesting. Can you tell us about it?
Lecturer: According to the legend, Lady Godiva rode naked on horseback through
the streets of the city as a protest against the plans of her husband, Earl
Leofric, to increase taxes. To spare her blushes, the good citizens of Cov
entry turned away as she passed - all except “Peeping Tom”, whose pun
ishment for spying on the good lady was to be struck blind.
Student A: What an interesting tale!
Student B: Where is the University situated?
Lecturer: It’s right opposite the famous Coventry Cathedral, which was bombed in
the Second World War. Only the ruins remain, but a new cathedral has
been built next to it. The University campus, adjacent to the Cathedral, is
in the city centre, close to the main shopping area. There are cinemas and a
sports centre with a swimming pool here too. By the way, I’ve brought
some information brochures about the city and the University, so you can
find out more, if you’re interested.
Student C: Thank you very much. We’d like to have a look at them.
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Student Life Today
Glossary
by the way - між іншим
naked - оголена
peep - підглядати
punishment - покарання
spy (on) - стежити
to be struck blind - бути осліпленим
to ride - їхати верхи
to spare somebody’s blushes - аби не знітити
Dialogue 3. AT THE INTERNATIONAL OFFICE OF

COVENTRY UNIVERSITY
Visitor: Would you be so kind as to give me some information about your ori
entation course. I’m actually enquiring on behalf of a friend of mine
who would like to take it.
Administrative
Assistant: Well, this course takes place each year in the second half of Septem
ber. It is designed to help people to adjust to living and studying in a
new cultural environment.
Visitor: Yes, you see my friend is afraid his English won’t be good enough to
study here.
Assistant: I see, but our course is in fact intended to help international students to
use their English in an academic environment. This is the first compo
nent of our programme. The second one is the social aspect of the
course - helping people to find their way around the area and to meet
other new students.
Visitor. And what’s the fee for the course?
Assistant: The fee will be notified after your friend accepts the offer of a place at
the University. Then he would have to send a course application form
to the International Office.
Visitor: And what about the medical service here? Is any medical examination
needed before you can start your course?
Assistant: Oh, no. You don’t need any medical. If you wish to register with a
doctor at the University medical service, you are welcome to do so.
But if your course lasts for less than six months, you are not eligible
for free medical treatment, so you’ll need medical insurance.
Visitor: Thank you very much.
Assistant: If you want to find out more about the facilities for international stu
dents at our university, please take a copy of the “International Stu
dent’s Guide”.
Visitor: Thank you very much for your advice. Good bye.
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Unit З
Glossary
adjust - пристосуватися
eligible - мати право
fees (pi.) - платня
find out - довідатися
medical - медичний огляд
medical insurance - медичне страхування
notify - повідомляти
treatment - лікування
Dialogue 4. YOU ARE DIFFERENT NOW
Marina: Ah, so there you are! Why are you here all by yourself?
Michael: Well, sometimes it gets a bit noisy in the halls.
Marina: I know exactly what you mean. So you’ve come here to get some peace and
quiet?
Michael: Yes, and simply to enjoy the evening and watch the stars. You know that
I’m basically a quiet person.
Marina: But you give everyone the impression of being a self-confident chap.
Michael: Do I? That was the problem I had at school and university. You see, I’m not
especially gifted. I had to work hard to get my bachelor’s degree in engi
neering. I was hopeless at school and I used to study until the early hours of
the morning to finish my homework. I always got good results and the other
kids thought I was a genius.
Marina: I can’t believe that you were that hopeless, Michael.
Michael: But it’s true. I wanted to be the best so as to impress the other kids, but it
just made me more unpopular.
Marina: But that’s in the past. Things have changed. You’re different now.
Glossary
all by yourself - сам

chap - хлопець (розм.)
gifted - обдарований
kid - дитина (розм.)
quiet (n) - тиша
quiet (adj.) -спокійний
self-confident - самовпевнений
so here you are - ось де ти є
that hopeless - настільки безнадійний
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Student Life Today
D ialogues. SO HAVE I
Nick is studying at the Ivan Franko State University and Maria and Chri$t.in,e.
are students at Lviv Polytechnic University. The girls are in Ivan Franko Park,
just across the road from the University.
Maria: Is anyone sitting here?

Christine: No, make yourself comfortable. I’m going in a minute, anyway. I’m just
waiting for a friend.
Maria: Well, in that case I’ll sit here and eat my sandwiches. It’s such a fantastic
day. It’s a pity to sit inside, in the lecture theatre.
Christine: Are you studying at the Ivan Franko University?
Maria: No, actually I’m studying at Lviv Polytechnic University.
Christine: Are you? So am I. What are you studying?
Maria: Management. What about you?
Christine: I’m studying electric power engineering.
Maria: I bet that’s a difficult subject. Do you enjoy it?
Christine: Yes, I do. It’s hard work, but I meet lots of interesting people. In fact, I
met my boy friend there.
Maria: So did I,... and so did most of the girls in my faculty. Is your boy friend a
student?
Christine: Yes, but he’s studying at the Ivan Franko University. I met him when he
was visiting a friend.
Maria: So did 1.1 mean... I met my boy friend when he came to see someone at
the University. Isn’t that funny? Actually, I haven’t known my boy friend
long.
Christine: Neither have I. Just a few days.
Maria: Well, what a coincidence! Is he from the Faculty of Foreign Languages?
Christine: No, he’s from the Faculty of International Relations.
Maria: Really! So is mine!
Christine: Oh, what’s his name?
Maria: Nick.
Christine: You’re kidding! What does he look like?
Maria: See for yourself. Here he comes.
Nick: Hi there, Maria!
Maria: Hello, Nick.
Nick: Christine! What are you doing here?
Christine: I’m glad to see you, Nick. I’ve got a few questions to ask you.
Maria: And so have I.
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Unit З
Glossary
What a coincidence! - Який збіг обставин!

Goodness! - О, Боже!
I bet - присягаюся
It’s a pity - як шкода
to mean - мати на увазі
You’re kidding! - Т и жартуєш
Dialogue 6. THAT’S WHAT FRIENDS ARE FOR

Three students meet in the coffee bar after a lecture.
Peter. Thank goodness that’s over. If Professor Smith’s lectures get any more boring
it’ll do my head in!
David: You can say that again! I’m going to get a coffee from the machine. Do you
want one?
Peter. Y es-thanks!
David: Money...?
Peter: (pretending to look in his pockets). I don’t seem to have any. Stand me one and
I’ll pay you back later.
David: I seem to have heard that somewhere before... Don’t forget there’s interest to
come on all this!
(He goes to fetch the coffee. Enter Ted)
Peter: What’s happened to you? You look like death warmed up.
Ted: Thanks. I must say I feel a bit like something the cat’s brought in. My neigh
bours had an all-night party - right next door - and I couldn’t sleep. The worst
part was that I wasn’t even invited!
Peter: At least you missed the lecture - that was a real bore.
Ted: I need a coffee. Have you got any change?
Peter: Sorry, I don’t have enough for myself.
(They see David approaching with the coffees)
Ted: Ah, here’s Dave with two coffees. Just what the doctor ordered! (takes one)
Peter: (indignantly) Don ’t mind m e!!!
Ted: Come on Pete, you can’t expect to attend the lecture and get a cup of coffee,
can you?
Peter: What’s come over you all of a sudden? - 1 thought you were on the way out!
Ted: I feel much better! It must be your coffee - it’s really good - 1 can recommend
it! Ah, that’s Jill over there, I’d better go and see her about tonight. See you!
Thanks for the coffee!
Both: (ironically) It’s our pleasure.
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Student Life Today
Glossary
It’ll do my head in - Це зведе мене з розуму

You can say that again! - Я погоджуюся
Stand me... - Заплати за мене...
You look like death warmed up - Ти жахливо виглядаєш
I feel a bit like something the cat’s - Я кепсько себе почуваю
brought in
Don’t mind me! - He звертай на мене уваги!
What’s come over you? - Що на тебе найшло?
all of a sudden - раптом
Exercise 2,
Discuss the following, giving your arguments fo r or against:
1. You believe that a little learning is a dangerous thing. Your friend disagrees,
saying that even half educated is better than uneducated. He also adds that
nowadays, with all the scientific progress that has been made, you can’t expect a
person to know much more than a little about everything.
2. You believe that students should rent a place of their own. Living at home with
your parents makes you soft and leaves you unprepared for the difficulties of
life in the real world. Your friend argues that students living at home have more
time for their studies.
3. Your friend is against examinations. He argues that they only make students
nervous. You believe that while the exam system may not be perfect, it’s the
best, surest and quickest way to test a person’s knowledge.
You can use the following phrases to express:

strong agreement weak or reluctant strong disagreement weak or hesitant
agreement disagreement
There’s no denying I tend to agree Nonsense! I don’t really think so
it I suppose so Far from it I’m not certain about
I totally agree Yes, in a way It’s out of the ques that
Exactly! I agree to some ex tion Well, I wonder if
That’s true tent Of course not that’s really true...
I quite agree Maybe that’s true, On the contrary,
but... it’s...
To a certain extent It’s nothing of the
that’s true, but... kind
I hardly think so
It’s most unlikely
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Unit 3
Exercise З.
Give a five-minute talk on one o f the following topics:
a) the history of your university;

b) your favourite subject;
c) academic facilities at Lviv Polytechnic University;
d) extra-curricular activities (sport, social and cultural events).
Your talk should consist o f 3 sections:

1. Introduction: attracting listeners’ attention, welcoming the audience, introducing
yourself.
2. Giving information and opinions: listing advantages and disadvantages, pros and
cons, positive and negative points, acknowledging different points of view, as
serting an opinion supported by evidence/ examples.
3. Conclusion: summing up, offering to answer questions, thanking people for lis
tening.
Exercise 4.
Prepare a short presentation about:
1. Lviv State Polytechnic University.

2. Coventry University.
3. Students’ life today.
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Student Life Today
Section IV READING
AND WRITING
Text 1. STUDYING AT LVIV POLYTECHNIC UNIVERSITY
The campus of Lviv State Polytechnic University is situated not

far from the city centre. There are 27 teaching buildings, some old
and some modem.
The location .of the University in Stepan Bandera Street has the
advantage of close proximity to the main railway and bus stations,
the retail food market, catering services and shops.
As the majority of the University buildings are concentrated on a
single campus, all departments are within about five minutes’ walk of one another.
When you feel like taking a break, or wish to meet friends or relax after a day’s work,
everything is on hand here - cafes, the Students’ Club and social events are found on
the campus too.
The history of Lviv Polytechnic University began in the year 1844, with the foun
dation of its forerunner the Lviv Technical Academy, one of the oldest colleges of
technology in Europe and the first in the Ukrainian lands.
Julian Zakharevych, the architect who was commissioned to design what is today
the main building of the University, also became rector when these new premises were
opened at the beginning of the academic year in 1877. On the facade of this building,
which is of elegant classical design, a Latin inscription reads “Litteris et Artibus” (To
Literature and the Arts). At this time, the new name of Polytechnic College was
adopted. In 1920 it became Lviv Polytechnic and then in 1939 Lviv Polytechnic Insti
tute.
On August 24th 1991, Ukraine was proclaimed an independent democratic state. In
1993 the Institute was designated as a University, with the title of Lviv State Polytech
nic University. Our University is one of the leading advanced teaching and research
centres in Ukraine. Its research activity is based on a long academic tradition. Agree
ments on co-operation in the fields of research and the introduction of new technolo
gies have been reached with a number of universities in the USA, Canada, Britain,
Germany, France, Austria and other countries.
The University is governed by an Academic Board which is chaired by the Rector
and which includes student representatives.
There are 19 faculties, offering courses in 52 subject areas, the principal of which
are the following:
Applied mathematics,
Architecture,
Automation and integrated computer technology,
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Unit З
Chemical technology,
Civil engineering and building,
Computer science,
Computer systems, automation and control engineering,
Computer technology,
Economics,
Electrical engineering,
Electrical mechanics,
Electronic devices,
Electronics,
Environmental engineering,
Food technology,
Geodesy, cartography and land management,
Laser technology and opto-electronics,
Management,
Mechanical engineering,
Metrology and measurement,
Military specialisms,
Power engineering,
Radio engineering,
Telecommunications,
Transport engineering,
Welding.
A modular system of academic programmes has been introduced, following the ex
ample of the world’s leading technological universities. In addition to engineering de
grees in various specialisms, these programmes lead to the degrees of Bachelor and
Master. It takes four years to complete a course leading to the degree of Bachelor, five
years to gain the degree of Engineer and six years to gain the Master’s.
There are opportunities to study modem languages. The Department of Foreign
Languages, which belongs to the Institute of Humanities Education, offers courses in
English, French, German, Spanish and Japanese. Advanced students may defend their
diploma projects in a foreign language.
The University provides the requisite teaching, research and recreation facilities for
its daytime and distance learning students, postgraduates, lecturers and other staff.
There are numerous spacious lecture theatres, laboratories, study rooms with up to
date equipment, a computer centre, design studios etc.
The academic library is one of the largest university libraries in Ukraine. Its two
buildings are on adjacent sites at the heart of the University campus. The library now
contains over two million titles and it provides 1,600 study places. Many University
students, including those from abroad, live in a students’ village consisting of 15 halls
of residence, within walking distance from the campus. A club, a medical centre, a
hospital and other services are available there.
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Student Life Today
Many students participate in amateur cultural groups. The “Prosvita” cultural asso
ciation is very active in promoting Ukrainian culture. There are nine amateur groups,
including a symphony orchestra, a choir, a dance group, a staff male voice choir, and
music and song groups. A cultural festival called the “Polytechnic Spring” is held, an
nually.
The University’s sporting achievements are well known. Physical education is pro
vided for students of all years. There are two physical education buildings with nine
specialised sports halls, a swimming pool, skiing facilities, a summer sports ground
etc. There are also University sports and recreation centres on the Black Sea coast,
where students can spend their summer vacations. A recreation centre in the Car
pathian mountains caters for summer recreation, winter sports, skiing and tourism.
The University has a proud record of achievement in teaching and research and in
cultural, artistic and sporting activities and it is highly rated by our young people.
Admission to the University is highly competitive. Ukrainian students need to pos
sess a certificate of secondary education and they have to sit an entrance examination
and achieve high marks in order to be admitted. The students come from all over
Ukraine and there are also international students from many parts of the world.
A survey by the Canadian Association of Engineers has rated Lviv Polytechnic
University among the 20 most authoritative universities of its kind in the world. We
pride ourselves in being at the forefront of educational innovation in Ukraine.
Exercise 1. Practice with the text Studying at Lviv Polytechnic University

Listen to the recording o f the text, then practise reading it aloud. Read the text. Di
vide it into logical sections and provide each section with a suitable sub-heading.
Exercise 2.
Complete the following texts, adding ideas o f your own:
1. The University provides the requisite teaching, research and recreation facilities
for its daytime and distance learning students, postgraduates, lecturers and other
staff. There are numerous spacious lecture theatres, laboratories, study rooms
with up to date equipment, a computer centre, design studios ...
2. It takes four years to complete a course leading to the degree of Bachelor, five
years to gain the degree of Engineer and six years to gain the Master’s. Each
year of study consists of two semesters, during which students...
Exercise 3.
Re-arrange the following jumbled sentences to form a coherent text:
1. In 1877 it was renamed the Polytechnic College with the status of a higher
technical education institution.
125
Unit З
2. After the proclamation of an independent democratic Ukrainian state, the

Institute was designated as a University.
3. The history of Lviv Polytechnic University began in 1844, with the foundation
of the Lviv Technical Academy.
4. The University now occupies 27 buildings containing teaching and laboratory
facilities.
5. There is also a technology park, a geodesy research site and an astronomical
observatory.
6. The Polytechnic College was renamed the Lviv Polytechnic in 1920 and later
Lviv Polytechnic Institute.
7. The library now contains over two million titles and it provides 1,600 study
places.
8. A club, a medical centre, a hospital and other services are available there.
9. The Academy was one of the oldest colleges of technology in Europe and the
first in the Ukrainian lands.
10. In addition it has one of the largest university libraries in Ukraine.
11. Many students live in a students’ village consisting of 15 halls of residence,
within walking distance from the University campus.
Text 2. STUDYING IN COVENTRY
The Campus
Coventry University’s modern campus is conveniently situated in Coventry city

centre. This location has the advantages of easy access to the main railway and bus
stations as well as to the main shopping centres, banks, restaurants and pubs.
The History of the University
Coventry University’s long tradition as a provider of higher educa

tion is well known. The University can trace its roots back to Coventry
College of Design, founded in 1843. In 1970, Coventry College of Art
and Design was merged with Lanchester College of Technology and
Rugby College of Engineering Technology to form Lanchester Poly
technic, named after the famous local engineer and inventor Frederick Lanchester.
After the Rugby faculties were gradually transferred to Coventry in the 1970s and
1980s, the name was changed to Coventry Lanchester Polytechnic. When the institu
tion was designated a university in 1992, the title Coventry University was adopted.
A National Institution with International Perspectives
Coventry University aims to provide educational opportunities through high quality

teaching and research. There are eight Schools in the University: the School of Art and
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Student Life Today
Design, the School of the Built Environment, Coventry

Business School, the School of Engineering, The School
of Health and Social Sciences, the School of Interna
tional Studies and Law, the School of Natural and Envi
ronmental Sciences and the School of Mathematical and
Information Sciences.
The University offers more than 180 courses, taught
by an academic staff of over 600. The diversity of
learning opportunities attracts a good mix of students of
all ages and nationalities.
There are over 1,500 international students from 90
different countries at Coventry University. It is impor
tant to bear in mind that all tuition and examinations are carried out in English. Suffi
cient grasp of the language is needed to cope with the academic demands of the
course. Competence in English language is tested in order to assess the needs of inter
national students in this respect, and special courses in English as a foreign language
(EFL) are provided, including the intensive pre-sessional courses during the summer.
University Support Services
The University Library, the Computing Services and the Careers and Guidance
Service are here to help students at every stage of their courses.
The University Library offers a modem service to users from all subject areas. It is
situated at the centre of the University campus and houses an extensive collection of
nearly 300,000 books in two buildings - the Art and Design section of the Library is in
the School of Art and Design. The library services include electronic information
sources, photocopying facilities, the interlibrary loan service etc.
Every enrolled student is provided with a range of computer-based services. The
University’s Computing Services are there to assist all students and staff in the pursuit
of learning and research.
Careers Guidance provides educational and careers information for students and
helps graduates to find suitable career opportunities after they leave the University.
Student Services manage the campus Catering Service and Accommodation Office
as well as sports facilities, a medical service, chaplaincy, counselling service, disabili
ties office and support for the performing arts.
The University arranges suitable living accommodation for students in privately-
owned or University-owned halls of residence or houses. In some cases meals are pro
vided, while in others students cook for themselves.
Priory Hall is the main hall of residence on campus, containing 547 single bed
rooms in three blocks with a refectory, TV lounges and its own launderette.
Students and staff can enjoy the benefits of regular exercise. Coventry University
has a variety of sports facilities on campus as well as the playing fields five miles from
the city centre.
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Unit 3
A full medical service is available. The surgery is located in Priory Hall, where ap
pointments can be made to see the doctor or nurse.
The campus chaplains are fully involved in the life of the campus and serve the
community in any way they can.
Counsellors try to help students who have personal difficulties.
The University welcomes students with disabilities. It recognises that education is a
right for all who can benefit from it. All parts of the campus are suitable for wheel
chair access and there is an increasing number of specialist facilities available for dis
abled people.
The campus offers an enormous range of arts activities. There is always something
of interest happening on campus organised by staff or by the Students’ Union. The
University has a chamber orchestra and a concert band. Anyone who enjoys singing
can join the University choir and there is also a chamber choir for more advanced
singers.
Study Opportunities
Each course consists of a specified list of modules from which most of the given
programme of studies must be chosen. However, one or two “free-choice” modules are
allowed, and these may be selected from any area of study.
Most degree courses are completed in three years, but some take four years to com
plete. For example, in the case of Modem Languages, students spend the first two
years at Coventry University, the third year in the country or countries of their main
language studies, and the final year back at Coventry University.
The Associate Student Scheme is an ideal way to sample higher education. This
scheme offers the opportunity to study on virtually any full-time or part-time course,
taking one or two subjects at a time. Examinations are optional.
The В .A. General Degree offers the most flexible option for those students who do
not wish to specialise in any particular subject area but prefer to choose from a wide
range of modules in different subject areas.
In the words of the Vice-Chancellor of the University, Dr. Michael Goldstein,
“Coventry University is certainly an exciting and rewarding place to be”
Exercise 1. Practice with the text Studying in Coventry

Listen to the recording o f the text, then practise reading it aloud.
Read the text. Divide the section on University Support Services into logical sec
tions and provide each section with a suitable sub-heading.
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Student Life Today
Exercise 2.
1. Coventry University offers more than 180 courses, taught by an academic staff
of over 600. The diversity of learning opportunities attracts a good mix of
students of all ages and nationalities.
2. There are over 1,500 international students from 90 different countries at
Coventry University. It is important to bear in mind that all tuition and
examinations are carried out in English...
3. Coventry University and the city have much to offer students from across the
world. There are excellent facilities here and of course you will be warmly
welcomed. Every enrolled student is provided with a range of Student Support
Services, such as: Accommodation and Catering Services, medical service,
chaplaincy service, disabilities office and support for the performing arts. Each
of the above-mentioned services provides the following:
Exercise 3.
1. Such an identity was recognised as a fitting reminder of the way in which the
City of Coventry rebuilt itself after the Second World War and as a symbol with
which the Polytechnic was proud to be associated.
2. Fabled to be the only one of its kind, it lived for five or six centuries, after
which it burned itself to death on a funeral pyre of aromatic twigs ignited by the
sun and fanned by its own wings.
3. It rose from the ashes with renewed youth to live through another cycle.
4. In 1987 Coventry Polytechnic took the phoenix as its symbol.
5. It is a symbol with which Coventry University is proud to be associated and to
have adopted as its own.
6. The Phoenix was a mythical bird with splendid plumage, reputed to have lived
in the Arabian desert.
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Unit З
Section V Extended
Reading
Text 1. LVIV STATE POLYTECHNIC UNIVERSITY:

PAST AND PRESENT
The Academy Brings Technical Education to Lviv
In 1994 Lviv State Polytechnic University celebrated the 150th anniversary of its
foundation. The first polytechnic school in Europe was established in Paris in 1794,
and the second one in Prague. The Technical Academy of Vienna, founded in 1815,
was the first institution of its kind in Europe. Soon afterwards, the Lviv Technical
Academy opened its doors, on 4th November 1844; this makes it one of the oldest
technical colleges in Europe and the first in the Ukrainian lands. It was the forerunner
of Lviv State Polytechnic University. The Academy occupied Darovsky House, on the
comer of Armenian Street and Theatre Street.
In the autumn of 1848 the Academy was destroyed by fire. The building was re
stored, but as the industrial revolution gathered pace throughout Europe in the second
half of the 19th century the technical education needed by the province of Galicia
could not be provided for adequately here; new premises were needed to satisfy this
demand. The architect Julian Octavian Zakharevich was commissioned to design the
new buildings.
Work began on the construction of a teaching block and a chemical laboratory in
the “New World” district near Sapeha Street (now Stepan Bandera Street) in 1874 and
it took three years to complete. The external appearance of the main building remains
unchanged to this day.
In 1877 the new academic year began in the new premises under the new Rector,
Julian Zakharevich, who was awarded the Order of the Iron Crown (3rd Degree). At
this time the Academy was renamed the Polytechnic College with the status of a
higher technical education institution and it was admitted as a member of the commu
nity of academic colleges of the Austro-Hungarian Empire. Thus from the mid nine
teenth century the precursor of our University made an important contribution to
European technical education, enhancing the quality of specialist training.
Students from Russia, Germany, Romania, France, Turkey and other countries were
educated at the College.
The good reputation of the Lviv Polytechnic College spread throughout Europe,
thanks especially to the high calibre of its teaching and research staff. In 1901 the
College was granted a charter to award the higher degree of Doctor of Technology and
by 1918 it had conferred 64 doctorates. The College was empowered to confer honor
ary doctorates for outstanding academic achievements. For example, in 1912 Marie
Sklodowska-Curie was thus honoured.
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Student Life Today
In 1920 the Polytechnic College was renamed the Lviv Polytechnic.

In the 1930s the Polytechnic comprised seven faculties - the Faculties of Archi
tecture, Chemistry, Mechanical Engineering, Land and Marine Transport Engineering,
Agriculture and Forestry and General Technology. >
From Polytechnic Institute to University
In August 1939 the fate of Western Ukraine was sealed at the hands of the leaders
of two totalitarian states, Stalin and Hitler. As a result of the division of the region into
two spheres of interest, Lviv was incorporated into the Soviet Union in September of
the same year. In October 1939, teaching began again in the Polytechnic, now renamed
Lviv Polytechnic Institute. The invasion of the Soviet Union by Germany in June 1941
interrupted the teaching and research activity at the Institute. Shortly before the out
break of German-Soviet hostilities, NKVD agents deported many leading academics
from Lviv, and subsequently murdered them. In July, the Nazis shot dozens of scholars
on the Vuletsky Hills, including Polytechnic professors S.Pilyat, V.Stozek, V.Kru-
kowski, K.Weigel and others. The occupying forces stole or destroyed valuable exhib
its in the faculty museums, laboratory equipment and library holdings. The buildings
of the Institute were also damaged. In 1944, after the Nazis had been driven from Lviv,
Lviv Polytechnic was re-opened. The academic staff had to be reconstituted, as dozens
of professors had perished and others had emigrated to Poland. There was not a single
academically qualified Ukrainian among the teaching staff. Eminent staff from institu
tions of higher education elsewhere in Ukraine and in Russia expressed the wish to
work at Lviv Polytechnic. The departments re-opened and in 1944 the Polytechnic had
438 students. The numbers admitted grew year by year, as in the 1950s industry began
to expand rapidly in Lviv and other cities in Western Ukraine, creating a demand for
highly qualified engineers.
The Institute was reorganised and the range of subjects offered changed. The former
Faculty of Agriculture and Forestry became two independent institutes - the Agricultural
Institute and the Institute of Forestry. With the aim of redesigning the academic pro
grammes in order to educate the experts required by the industrial regions, the Institute
opened affiliated colleges in Drohobych, Temopil, Ivano-Frankivsk and Lutsk. These
colleges later became independent institutions of higher technical education.
The buildings and technological infrastructure of the Institute grew. During the
twenty years following the end of the war, five teaching and laboratory blocks and
thirteen students’ residences were built, as well as a students’ village containing a
sports centre, three centres for recreation and sport, a refectory and other services.
Staff and students of the Faculties of Civil Engineering and Architecture made a major
contribution to the expansion of the Institute. Benefiting from the experience of their
predecessors, especially that of the architect Julian Zakharevych, they were able to
establish their own planning and construction bureau. They designed the teaching and
laboratory blocks, the students’ residences and a block of flats for academic staff, to an
improved technical specification and of an aesthetically more pleasing appearance.
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Unit З
Since 1989 a rapid process of democratisation has been taking place in Western
Ukrainian society, especially in Lviv. The Polytechnic Institute was no exception.
Here, as in other higher education institutions, strikes by students led to the reform of
academic programmes, with the abolition of their ideological basis and the disband
ment of the controlling communist organisations.
On July 16th 1990, The Ukrainian Supreme Council declared the sovereignty of
Ukraine and on August 24th 1991 proclaimed Ukraine an independent democratic
state.
Radical reforms have taken place in the Institute. A new constitution has been rati
fied and a new Rector, Professor Jury Rudavsky, has been democratically elected.
In June 1993, following the recommendations of a multi-disciplinary accreditation
commission of the Ukrainian Ministry of Education and a resolution by the Cabinet,
Lviv Polytechnic Institute acquired the status of a university, with the title of Lviv
State Polytechnic University. This gave it independence and the authority to determine
the content of its academic programmes, its organisation and admissions procedures
and to introduce new courses, including humanities subjects. The University can cre
ate new colleges and research institutes of various types and can independently plan
and develop applied and pure research, confer academic degrees and titles and other
awards.
Integration of Academic Programmes
The University has introduced a system of multi-level training and education. New
educational concepts are being applied in the fields of humanities and general educa
tion. The academic programmes incorporate an integrated system of access courses at
technical college and secondary education level as well as a higher education system.
It is now possible for students to follow co-ordinated access programmes in the techni
cal college sector leading to continuation studies in the University at degree level. A
modular assessment system has been introduced. The curricula and syllabuses have
been thoroughly revised and modernised, following the example of the world’s leading
technological universities. New technologies have been introduced into the teaching
process, with the installation of modem computers and information networks.
Today, Lviv State Polytechnic University is a modem teaching and research insti
tution, a centre for engineering education and a leading cultural centre for Western
Ukraine. After fifty years of existence under the closed Soviet ideological regime, it is
able once again to become an integral member of the European and world-wide aca
demic community.
The University occupies 27 buildings containing teaching and laboratory accom
modation and there is also a technology park. In addition, it owns a geodesy research
site near Berezhany in Temopil Region and an astronomical observatory at Shatsk in
the Volhynia Region. There are 15 halls of residence, including halls for married stu
dents and their families and for postgraduate students, as well as the “Prosvita” cul
tural centre, a students’ medical centre, pharmacy, sanatorium and clinic, and a sports
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Student Life Today
complex. There are two gymnasia (in Lviv and Sokal). There are also University sports
and recreation centres near Alushta and near Odessa on the Black Sea coast and a rec
reation centre in the Carpathian mountains for winter sports, skiing and tourism.
There are 19 faculties in the University (the Faculties of Control Engineering, Ar
chitecture, Geodesy, Electrical Power Engineering, Electrical Mechanics, Electrical
Engineering and Physics, Civil Engineering, Engineering Economics, Computer Tech
nology and Information Technology, Mechanical Engineering, Mechanics, Radio En
gineering, Heating Engineering, Technology of Organic Materials, Chemical Techno
logy, and Applied Mathematics; the Faculty of Evening Studies, The Distance Learning
Faculty and the Faculty of Access Studies). There is also an Institute of Humanities
Education, and an Interdisciplinary Institute for Professional Development and Re-
Training consisting of three departments - the Departments of Management and En
terprise, Information Technology and Computer Technology, and Architecture.
There are 77 academic departments, with 35 affiliated units in industry and other
organisations and in the Ukrainian Academy of Sciences, and a Department for Army
Officer Training.
The Department for Army Officer Training was established in the University, in
accordance with a resolution of the Cabinet, on the basis of the former Higher Mili
tary-Political Academy and the military departments of other institutions of higher
education in Lviv. Its purpose is to train career officers and reservists in 27 military
specialisms, employing the technical facilities and staff of the academic departments
of higher educational institutions in Lviv as well as experts from the military. The in
tegration of military and civilian education facilitates specialised training of military
experts, especially in military geodesy, military topography, automobile engineering,
mobile troop operations, military translation, military orchestra conducting, physical
training and sports management etc.
The University offers the necessary teaching, research and recreation facilities for
its students, postgraduates, lecturers and other employees. In 1994, the Jubilee year, it
had 9,862 daytime students, 1,181 evening students and 2,639 distance learning stu
dents.
Higher technical education is provided also for international students from 43
countries, especially Bulgaria, Poland, India, Bangladesh, Morocco, Syria and Lebanon.
There are also international postgraduate students.
The University offers courses in 52 subject areas. For the benefit of young people
from Ukraine and from other countries who are considering their choice of future
career and are thinking of joining the large friendly community of students at our Uni
versity, the main subject areas are shown below:
Applied mathematics,
Architecture,
Automation and integrated computer technology,
Chemical technology,
Civil engineering and building,
Computer science,
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Unit З
Computer systems, automation and control engineering,

Computer technology,
Economics,
Electrical engineering,
Electrical mechanics,
Electronic devices,
Electronics,
Environmental engineering,
Food technology,
Geodesy, cartography and land management,
Laser technology and opto-electronics,
Management,
Mechanical engineering,
Metrology and measurement,
Military specialisms,
Power engineering,
Radio engineering,
Telecommunications,
Transport engineering,
Welding.
86% of the University’s academic staff providing general and specialised education
are senior lecturers, professors or hold a higher degree. Multi-level academic pro
grammes have been introduced, on the model of the world’s leading technological uni
versities. In addition to the engineering degree in various specialisms, these pro
grammes lead to the degrees of Bachelor and Master.
A flexible programme of training for university lecturers and researchers is also
available. Highly qualified specialists are educated at the University through Masters’
and PhD programmes. Doctoral dissertations are defended before specialised academic
committees.
Research Schools
Traditionally, pure research in our university is carried out in the fields of physics,
electronics, mechanics, chemistry and chemical technology, mathematical sciences,
instrument-making, geodesy and construction. The University has made considerable
achievements in these fields in the past, especially in construction. The Lviv school of
mathematics has also established a high reputation for its research.
In the 1950s and subsequent years, the University’s research took new directions,
including telecommunications engineering, radio physics, instrument-making, elec
tronics and semiconductors. The research schools are known abroad as well as in
Ukraine. The work of their former students has contributed much to further enrich the
research schools they founded, and continues to do so. Firm evidence of this is the fact
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Student Life Today
that over the last several decades nearly twenty scholars have won national and other
Ukrainian prizes for their work. Among them are Professors B.Shvetsky,
I.Vyshenchuk, M.Nikolaev, V.Perkhach, V.Prokhorenko and B.Stadnyk. The research
achievements of our scholars have further been marked by the election to full member
ship of the academies of various branches of science and the conferment of the title of
Academician on Professors Y.Rudavsky, S.Voronov, S.Gotry, V.Yavorsky, E.Mokry,
R.Bazylevych, V.Koval, V.Prokhorenko, V.Perkhach, B.Stadnyk, Y.Petrovych,
R.Akopyan, V.Shevchuk, V.Chaban, V.Dudykevych, V.Antonyshyn and V.Pohribny.
Today the following research schools are actively developing in the University:
Instrument making. Scholars are developing the theoretical principles and the con
struction principles of precision instruments, equipment for the analysis of vibro-
acoustic fields of complex structures; multi-functional computerised data measurement
systems for process monitoring and diagnostics and specialised computing equipment.
In terms of their quality, the devices designed by members of this school are competi
tive with products of well-known firms in other countries. Permanent contacts are
maintained with companies in Canada, Bulgaria and Poland.
Semiconductor sensors. The theoretical and experimental basis of this school was
established many years ago under the leadership of Professor O.Andrievsky.'The work
is presently being continued by a new generation of researchers - V.Voronin,
Y.Budzhak and others - who have created semiconductor thread crystal sensors for
mechanical, thermal and magnetic measurement. These are miniature highly sensitive
rapid sensors. They can perform simultaneous measurement of several physical dimen
sions, including medical applications.
Members of this school are responsible for over 270 inventions.
Materials with special physical and mechanical properties fo r construction appli
cations. The scientific basis for these materials was derived by Professor M.Shulha.
His successors, notably Professor V.Prokhorenko, have succeeded in creating new
types of construction materials which are now widely used in instrument making and
for atomic energy applications. The research findings are published in Ukrainian and
international specialist journals.
New chemical compounds. Significant achievements have been made in this im
portant field by Professors T.Yurzhenko and D.Tolopko, Their research has in fact
established the basis for new research schools. In the school led by Professor
S.Voronov, the successors of T.Yurzhenko have created new peroxide compounds
which form the basis for deriving materials with special physical and chemical pro
perties. They are heat-conductive and energy-conductive, but are resistant to radiation,
and can be applied in bio-technology and medicine.
The development of new methods of synthesis and new technology for monomer
production by catalytic transformation of hydrocarbons is led by Professors E.Mokry
and Y.Yatchyshyn, together with other researchers, in the school established by Pro
fessor D.Tolopko. Research continues here into new monomers, polymers and pollu
tion-free technologies, which are important for the achievement of ecologically pure
manufacturing processes.
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Unit З
Reinforced concrete construction design. Many industrial and other buildings based
on designs by members of this school, F.Klimenko, B.Hnidets and others, have been
erected in Ukraine and abroad. One of the founders of the school was Professor
A.Kuryllo. The designers developed a theoretical basis for the creation of original re
inforced concrete structures, especially with external reinforcement permitting savings
in reinforcing steel, for the reconstruction of road bridges and the construction of
multi-storey buildings with increased strength.
Astronomical and geodetic measurement and aerospace survey. The work of this
school began many decades ago. Professors M.Myhal, A.Ostrovsky and
G.Meshcheryakov researched into efficient methods and means of enhancing the accu
racy and quality of astronomical and geodetic measurements. The school has long
standing and continuous contacts with scholars in Hungary, the Czech Republic, Slo
vakia, Germany and Poland.
History o f Ukrainian statehood and armed forces. The University has established a
school under the leadership of Professor N.Deshchynskyj for research into the history
of Ukrainian statehood and the Ukrainian armed forces. This work is part of the Tem-
pus programme funded by the European Union.
The University’s research facilities include 101 laboratories, 12 specialised labo
ratories, a construction research institute for vibro-acoustic measurement, a special
design office for electro-mechanical systems, a radio engineering research unit and a
department of semiconductor microelectronic sensors. There are over 100 researchers
at post-doctoral level, more than 1,000 at doctoral level and 150 at masters’ level.
There are 320 engineers and some 150 technical staff and laboratory assistants support
the research activities. Nearly 700 students carry out research each year. The origina
lity and high quality of the research findings are confirmed by numerous reviews and
by the international patents obtained for our inventions.
The research group led by Professors V.Perkhach and R.Bazylevych is making an
important contribution to the social and cultural revival in Ukraine, especially their
preparatory work on the creation of specialised technical terminology in Ukrainian, on
the establishment of national standards and the conversion of computers to Ukrainian.
The University’s research policy is based on the experience of the schools over
many years, taking into account the needs of the national economy as well as those of
the neighbouring countries with which Ukraine is developing mutually beneficial eco
nomic and scientific links.
The University helps to foster international economic relations. Contracts have
been signed with a number of foreign companies for the export of products of its re
search activity. Agreements on scientific and technical co-operation have been reached
with higher education institutions in the USA, Canada, Germany, Great Britain,
France, Austria, Poland, Slovakia, Bulgaria and other countries. This co-operation in
volves staff exchanges between Ukraine and the above-mentioned countries and also
the provision of courses for students in Ukraine and the partner countries. The staff
exchanges contribute in no small way to the enhancement of our University’s interna
tional reputation and the standing of Ukrainian research in general The participation
136
Student Life Today
by our researchers in international conferences, symposia and seminars also promotes

the writing of text books and articles and the dissemination of the outcomes of the
University’s important research projects. It facilitates the incorporation into our work
of western scientific thinking, new technologies and modem teaching and research
methodology.
The University is now a centre for international academic conferences and sympo
sia, attended by experts from USA, France, Canada, Switzerland, Germany, Poland
and other countries.
Hie Mortui Vivunt et Muti Loquuntur
The university library was founded simultaneously with the Technical Academy,
but its book stock was lost in the fire of 1848. In the 1920s -1930s it became the larg
est technical library in Poland, counting over 78,000 volumes, creating an urgent need
for separate accommodation. New premises were designed by T.Obminsky, a profes
sor of the Polytechnic, and built between the years 1929-1934 at no. 1 Professors’
Street. The inscription on its facade reads: Hie morti vivunt et muti loquuntur (“Here
the dead come to life and the mute speak to us”).
Over the period of nearly one hundred years since the designation of the Polytech
nic, the library has built up a collection of 90 thousand volumes. During the German
occupation parts of the collection were destroyed or stolen. Fortunately, the unique
publications dating from the 16th to 18th centuries survived. These include “Works of
Verona philosophers and physicians” published in Basel in 1535, Euclid’s “Elements
of geometry” (Basel edition of 1546), the works of the architect Vitruvius (1548),
Guido Ubaldo’s “Mechanics”, Venice, 1581, the works of Isaac Newton published in
London during his lifetime (1687 and 1726), etc.
After the war, the library’s book collection was rapidly expanded and by 1970 it
had been increased 15 fold. The numbers of readers rose to 25 thousand. In 1970, a
second library building was erected, with bookstacks on seven tiers and four large
reading rooms. The architect was P. Mar’ev, a lecturer at the University.
The library now contains over two million titles. The main collection consists of
scientific literature (approximately 1,100,000 volumes) and textbooks (approximately
700,000 volumes). Additionally, readers have at their disposal over 150,000 reference
works and dictionaries.
There are ten reading rooms, providing nearly 1,600 places for readers.
The scientific and technical library of the Lviv State Polytechnic University is one
of the largest university libraries in Ukraine.
Physical Education and Sport

Students have at their disposal two physical education buildings with nine spe
cialised sports halls, a swimming pool, skiing facilities, a summer sports ground and
a rifle range. There are also three sports centres attached to the halls of residence
and further facilities at the three coastal sports and recreation centres.
137
Unit З
Physical education is organised for students of all years, taking into account the
demands of their timetable. They have opportunities to improve their skills in 36 dif
ferent forms of sport.
The Physical Education Department and the Sports Club organise large-scale sports
and keep-fit activities at the halls of residence and in the recreation and sports centres.
Annual sports and athletics competitions between the faculties are held in 26 different
events, between the halls in 12 events and at the recreation and sports centres in 15
events.
The sporting achievements of the University are well known. The following have
taken part in the Olympic Games: Apolinaria Plekhanova, lecturer in the Physical
Education Department (fencing), Yuriy Dmitriev, student of the Faculty of the Faculty
of Telecommunications Engineering (cycling) and Oleksiy Demyanyuk, student of the
Automotive Engineering Faculty (athletics). Eugene Mokry, a former student of the
Faculty of Chemical Technology and now a Professor in the Faculty and an Academi
cian, has been a medallist at the World Festival in Moscow and has on many occasions
won first prize in weight-lifting at the Ukrainian national games. Anatoliy Sekyra, a
student of the Mechanical Engineering Faculty, won the silver medal for canoeing at
an international competition in Bulgaria. The University’s men’s volleyball, men’s
basketball, fencing, women’s handball, tennis, football, ice hockey, biathlon, skiing
and orienteering teams have many times been prizewinners in Ukrainian national stu
dent competitions.
Bringing out Artistic Talent
The “Prosvita” cultural association is very active in promoting Ukrainian culture,
organising leisure pursuits and developing artistic talent in students and other mem
bers of the University. There are nine amateur groups, including a symphony orches
tra, a choir, a dance group, a staff male voice choir and a music and song group.
The longest-standing group is the symphony orchestra. During the 45 years of its
existence it has won many prizes and diplomas, including first prize at Ukrainian na
tional festivals.
The music and song group is the newest of the amateur groups, founded only a
few years ago, but it has already excelled in its performances at international folk fes
tivals at W^gorzewo in Poland, where it has twice been a prizewinner.
The performances of the amateur cultural groups are very popular with students.
Their concert tours in Greece, USA, Germany, Poland, Austria, Italy and Slovakia
have met with great success.
Some 3,500 students participate in the amateur cultural groups. Each spring, when
they have the opportunity to demonstrate their talent in the “Students’ Spring Con
certs”, the numbers of participants rise to 4,000.
Conclusion
Our university, one of the oldest higher educational institutions in Ukraine, is
highly rated by young people. It has created its own special teaching, research, cul
138
Student Life Today
tural, artistic and sporting traditions. A survey by the Canadian Association of Engi
neers has rated Lviv State Polytechnic University among the 20 most authoritative
universities of its kind in the world.
150 years separate the original Technical Academy from the present-day Lvjv State
Polytechnic University. During this historical span of time, social and political sys
tems and affiliations have come and gone and revolutions and wars have raged around
our university. It is a matter for celebration that we are able to mark the century and a
half of its existence as the oldest technological university in Ukraine against the back
drop of the most important event in our recent history, the gaining of Ukrainian inde
pendence. In the light of its long history, the University now faces the test of its ma
turity as an institution of European and world standing.
[Source: © Станіслав Паливода, Державний університет “Львівська політехніка”, 1994, Translation
© Patrick Corness, 1996]
Exercise 1.
Write a report on one o f the following topics as fully as possible, using only the
material from the text Lviv State Polytechnic University: past and present:"
Topic 1. The history of Lviv State Polytechnic University.

Topic 2. Research schools of the University.
Topic 3. The Library and other student support services.
Exercise 2.
Write an essay on one o f the following topics:
Topic 1. Pm a student at Lviv Polytechnic University (speaking from ex

perience).
Topic 2. Sport for all.
Topic 3. Bringing out artistic talent.
Exercise 3.
Give a short talk on one o f the following topics:
Topic 1. I’m a student of Lviv Polytechnic University (speaking from

experience).
Topic 2. Sport for all.
Topic 3. Bringing out artistic talent.
139
Unit 3
Text 2. 150 YEARS OF EDUCATION TRADITION
In 1994 Coventry University celebrated the 150th anniversary of its foundation. It

can trace its roots back as far as 184З, when Coventry School of Design was opened.
It was in 1970 that the amalgamation of the
Lanchester College of Technology, Coventry College of
Art and the Rugby College of Engineering Technology
gave birth to a new breed of higher education institution
- the Lanchester Polytechnic. “Lanchester” after the
Midlands automotive industry pioneer, Dr. Frederick
Lanchester and “Polytechnic” meaning skilled in many
sciences and arts.
Further changes came about in 1987, when the name
was changed to Coventry Polytechnic. That same year,
the institution adopted a new corporate identity, taking as
its symbol the phoenix. Such an identity was recognised
as a fitting reminder of the way in which the City of
Coventry rebuilt itself after the Second World War and a
symbol with which the Polytechnic was proud to be associated.
In 1992 Coventry Polytechnic adopted the title Coventry University.
Under its new designation, the University received the power to award its own de
grees. The University has always tried to reflect both the concern for furthering
knowledge and the need to meet the demands of the workplace. Its degree programmes
have reflected the city’s emphasis on engineering and design and many of its students
and staff work closely with local industry. Coventry is Britain’s centre for engineering
excellence: Rolls-Royce, Peugeot-Talbot and Jaguar all have bases here.
Central Location
Coventry city has a thriving, multicultural population - over 300,000 people live
here. It is easily reached by air, rail and road. London is just a 75~minute train journey
away and Leeds, Manchester and Sheffield can all be reached, within two hours by
road and Birmingham Airport, just 18 miles away, is a gateway to the rest of the
•world.
- Coventry University’s modem, purpose-built campus covers 25 acres of ground in
the centre of Coventry. The campus’s location at the hub of the city has the advantages
of easy access to the main railway and bus stations as well as to the main shopping
centres, banks, restaurants and pubs. Right opposite the University is Coventry’s
j world-famous cathedral, where ancient ruins and modem architecture dwell in har-
■mony and where the University’s annual awards ceremonies are held.
For many years now, Coventry University has been a major centre for international
education. Its reputation matches that of Coventry itself - a city which has dedicated
140
Student Life Today
itself to enhancing international co-operation and peace. As a result, both the Univer
sity and city have an enormous amount to offer students from across the world - ex
cellent facilities, a range of cultural organisations, a commitment to equal opportuni
ties and, of course, a very big welcome.
A National Institution with Internationa] Perspectives
Founded upon moral values and the principles of equality, justice and academic
freedom, Coventry University aims to provide educational opportunities to the maxi
mum sustainable extent, through high quality teaching and research.
There are eight Schools in the University:
The School o f Art and Design offers five distinct areas of study - fine art, graphic
design, communication studies, technical communication and vehicle or product de
sign;
The School o f the Built Environment has modules on building, construction and
civil engineering, as well as planning, covering regional and environmental issues and
leisure management;
Coventry Business School offers a selection of subjects in the areas of economics,
business law, business studies and management studies, including personnel manage
ment and employment relations;
The School o f Engineering: There is a wide variety of degrees here. The courses
include new developments such as computer-aided design, robotics, flexible manu
facturing systems, finite element analysis, microelectronics and computer control.
The School o f Health and Social Sciences offers sociology, psychology and social
policy as well as modules in occupational therapy and physiotherapy, physiology and
nursing.
The School o f International Studies and Law: History, politics, international rela
tions, German, French, Italian, Russian and Spanish, as well as various aspects of the
law are offered here.
The School o f Natural and Environmental Sciences offers a wide range of modules
at different levels. There are modules in geography, biology, microbiology, polymer
science or mathematical modelling;
The School o f Mathematical and Information Sciences: Here there are courses in
maths, statistics, computing, operational research and dynamic systems, either as pure
subjects or in combination with other subject areas.
The University offers more than 180 courses, with more becoming available each
year in response to the changing needs of industry and society. They are taught by an
academic staff of over 600. The diversity of learning opportunities attracts a good mix
of students of all ages and nationalities. There are over 1,500 international students
from 90 different countries at Coventry University. It is important to bear in mind that
all tuition and examinations are carried .out in English. Sufficient grasp of the language
is needed to cope with the academic demands of the course. Competence in English
language is tested in order to assess the needs of international students in this respect,
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Unit З
and special courses in English as a foreign language (EFL) are provided, including the
intensive pre-sessional courses during the summer. The University’s courses have al
ways been designed with the needs of international students in mind - study pro
grammes tailored to meet different interests, relevance and self-reliance. The Univer
sity offers the best in international education. The emphasis here is placed on provid
ing support to international students to meet both their specific and general needs. This
is co-ordinated through the International Office. The International Office aims to pro
vide help and support to every international student. It serves the special needs of stu
dents from abroad and provides information and advice on a variety of subjects such
as immigration, tuition fees, health, housing, employment, work permits and financial
and personal matters.
Tuition Fees
Under British law, students from countries which are not members of the European
Union are charged tuition fees at a higher rate than EU students. The tuition fees for
non-EU students, payable in advance, are £5,900 per annum for undergraduate courses
and £6,900 per annum for postgraduate courses.
The Students’ Union
The Students’ Union is a democratic organisation run by and for students with the
assistance of professional staff. The Union building is located in the heart of the Uni
versity campus, opposite the Coventry Cathedral. Recently the Students’ Union has
acquired a new multi-purpose entertainment building. The Union runs over 80 clubs
and societies, which cover most sports, and general areas of interest. Its facilities in
clude cafes, a travel agency and a shop which offers an ever-widening range of goods.
However, sports and entertainment are not the only concerns of the Students’ Un
ion. The Students’ Union Advice Centre (SUAC) is an excellent independent and free
service. It has a staff of friendly assistants and advisers to give advice and support on
any matter, be it financial, legal, personal, academic or concerning accommodation or
loans.
Another important service is Women’s Priority Transport (WPT) - a free bus
which takes students to their homes (within the city boundaries), run every evening,
primarily for women.
The Union offers employment to almost 200 members in areas such as catering,
bars, stewarding, crew, door staff and WPT drivers.
Along with all these services the Union represents the interests of students within
the University as well as being their voice both locally and nationally.
University Support Services

Improvements are constantly being carried out at the University to ensure that the
working environment is as pleasant and as welcoming as possible. All the Schools are
142
Student Life Today
well served by teaching rooms and laboratories. The University Library, the Comput
ing Services and the Careers and Guidance Service are here to help students at every
stage of their courses.
The Lanchester Library offers a modem service to users from all subjept areas and
comprises the Main Library and the Art and Design Library They are a short walk
apart in the heart of the University campus. The study environment in both is good,
with over 1,100 reader seats and a range of computer workstations. The stocks of both
libraries are extensive, up to date and relevant, with more than 350,000 volumes and
about 2,500 periodicals.
Other equally important services include:
- fast, high-quality photocopier facilities,
- electronic information sources,
- a highly-regarded audio-visual collection,
- an interlibrary loan service,
- special collections, including patents, abridgements, standards, company infor
mation and a European Documentation Collection.
In addition to the full range of services available to all library users, specific sup
port is offered for researchers and for postgraduate students.
The Computing Services Department aims to provide a range of computer-based
services which will assist all students and staff in the pursuit of learning and research.
Every enrolled student at Coventry University is entitled to use the general facili
ties provided. Students are able to register themselves for most services after they re
ceive their student card.
The Department supports computing across the campus, around which there are
many terminal rooms and PC laboratories. Experienced computer operators and infor
mation sheets are at hand to help in using the computers.
Careers Guidance provides educational and careers information. Each of the ca
reers advisers is closely concerned with particular subject areas and they work with
relevant employers and academic staff to make sure students get the right guidance. If
students decide that the course they have chosen is not the right one for them, the
Guidance Services can help with problems like this as well. Careers Guidance helps
graduates to find career opportunities after they leave the University.
Student Services manage the campus Catering Service and the 2,500 beds and asso
ciated facilities in the halls of residence and houses. They also manage the Accommo
dation Office, sports facilities, medical service, chaplaincy, counselling service, dis
abilities office, nursery and support for the performing arts.
The University owns over 40 self-catering houses in residential areas throughout
the city, Caradoc Hall, a self-catering hall of residence, Priory Hall, a catered hall of
residence and Singer Hall, new 624-bed self-catering complex close to the university
campus. Many of the rooms can be specially adapted for students with disabilities.
Caradoc Hall is a tower block in a residential area of Coventry, three miles from
the campus. There are places for 188 students in one-bedroom or two-bedroom flats.
The flats include a kitchenette and bathroom /toilet.
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Unit 3
Priory Hall is on campus in the city centre. It has 547 single bedrooms in three
blocks with a refectory, TV lounges and its own launderette.
The Accommodation Office also offers professional assistance in housing students
in self-catering accommodation in privately-owned houses.
There is a variety of University sports societies which are open to all students. The
University owns four squash courts located within the Coventry Sports Centre adja
cent to the campus; three of the courts are exclusively for the use of students and staff.
The University’s extensive sports fields are at Westwood Heath (about three miles
away) and cater for rugby, soccer, hockey, golf etc. The University Sports Centre also
caters for a wide range of sporting and recreational interests, having its own five-a
side pitch and facilities for martial arts, weight training and many other indoor sports.
The University has made arrangements for a full medical practitioners’ surgery to
be available daily. To use the service it is necessary to register with the Practice. The
surgery is situated in Priory Hall, where appointments can be made to see the doctor or
nurse who operate two surgeries daily. A full service is available, including a Well
Person’s Clinic, travel advice and inoculation, pre-employment and work placement
medicals.
The Chaplaincy is open to all students, irrespective of religious affiliations. It is a
place of quiet and is welcoming and open. Hospitality is always on offer. Students can
chat, read and share faith and enquiry into faith. The campus chaplains are fully in
volved in the life of the campus to serve the pastoral needs of all. They are also par
ticularly concerned with international students, helping them to feel at home and find
social contacts. The chaplains have offices and a lounge in Priory Hall and can be
contacted there. They seek to serve the whole community in any way they can.
The Counsellors are here to listen and to share anxieties and difficulties for both
staff and students. They try to help people to look more closely at their feelings and
behaviour and to feel comfortable enough to share these difficult parts of their lives.
Making sense of what is happening can be the first step towards seeing things from
new perspectives and this can lead to the opening up of new possibilities and enthusi
asms. This can only be achieved where the Counsellor and the individual work in part
nership and share the task of exploring difficulties together. The Counsellors are not
part of the formal academic and administrative structure of the campus and offer a
completely confidential service.
The University’s well-equipped Nursery provides qualified child care for the un
der-fives throughout the day and is open 48 weeks of the year. It offers 35 places for
students’ children, and has its own outdoor play area and catering service, demand for
places is high. The Nursery is run by qualified staff who aim to have a multinational
approach and encourage parents to let them know of any special festivals for all to be
able to share in the celebrations.
The campus offers an enormous range of arts activities. There is always something
of interest happening on campus organised by staff or by the Students’ Union. In the
Art and Design block, the Lanchester Library regularly shows work by professional
artists and organises events, lectures and workshops at which all are welcome. Music
144
Student Life Today
at Coventry University is an important facility available to all students. There are

plenty of opportunities for practical music-making: the chamber orchestra is mainly
for string players at the University, though it also includes several musicians from the
local community. The concert band is for woodwind and brass players. Its repertoire is
modem and varied and caters for all tastes and standards. The University choir is for
anyone who enjoys singing. No previous experience is necessary. A chamber choir
exists for more advanced singers who are also fairly good sight-readers.
Study Opportunities
The University courses are designed to offer students the possibility of developing
skills and understanding across a range of disciplines, with flexibility and freedom of
choice. Many opportunities exist for students who wish to broaden their programme to
include the study of more than one subject. Each course consists of a specified list of
modules from which most of the given programme of studies must be chosen. How
ever, one or two “free-choice” modules are allowed, and these may be selected from
any area of study.
Most courses involve students in learning and finding out for themselves in addi
tion to formal lectures and laboratory or studio work. Many programmes offer the op
portunity for students and staff to meet and discuss topics in seminar groups. Increas
ing use is being made of computers, videos and other technological aids to help stu
dents to study effectively.
In order to progress from one stage of a course to the next, a student is required to
maintain regular attendance and obtain satisfactory assessment results. If a student
fails to fulfil these conditions, he may be required to withdraw from the course or to
repeat the academic studies for that stage. In the case of sandwich courses, reports on
the students’ progress during professional training will be supplied to the academic
staff of the University. These reports, together with the students’ record throughout the
course, will be taken into account in the final assessment. Each module has a separate
assessment and when completed successfully it is credited towards a student’s degree.
Assessments are held at regular intervals throughout the course, to help staff and
students to monitor progress. All results are considered by an assessment board at the
end of each course stage to determine progress. For later stages, external examiners are
also involved in the assessments. Students will be given a record of their marks for
each module at the end of each course stage.
During the first year it is possible to study two or three subjects, any two of which
might then be followed in later years. At the end of the first year, students may apply
to transfer to any other course for which their first year programme provides the ne
cessary background. Most degree courses are completed in three years, but some take
four years to complete. For example, in the case of Modem Languages, students spend
the first two years at Coventry University, the third year in the country or countries of
their main language studies, and the final year back at Coventry University.
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Unit З
The Associate Student Scheme is an ideal way to sample higher education. This
scheme offers the opportunity to study on virtually any full-time or part-time course,
taking one or two subjects at a time. Examinations are optional.
The В .A. General Degree offers the most flexible option for those students who do
not wish to specialise in any particular subject area but prefer to choose from a wide
range of modules in different subject areas.
Postgraduate and Research Opportunities

Coventry University has a long tradition of providing postgraduate and research
opportunities and has been widely recognised for the high quality of its provision. It
offers an extensive range of opportunities for postgraduates to further their educational
experience and professional training through full-time and part-time research and
taught courses. The high quality of the postgraduate experience at Coventry is under
pinned by the University’s commitment to developing its already long-established and
highly rated research activity. This strategically focused research is spread throughout
all the Schools of the University and in many cases is of an interdisciplinary nature,
cutting across the traditional subject boundaries. The university’s postgraduate courses
and research programmes are designed to provide the highest quality up-to-date train
ing and experience. They are of the highest national and international standard.
Postgraduate study can be undertaken for a variety of awards, ranging from a Post
graduate Certificate or Postgraduate Diploma to a full Master’s Degree (M.A.;
M.B.A.; MSc). In most cases, students on a Master’s programme can also decide to
take a Postgraduate Certificate or Diploma without carrying on to the full Master’s
qualification. Most programmes can be followed either full-time or part-time. Under
taking a programme of research at the University is aimed at leading to a Master of
Philosophy (MPhil.) or Doctor of Philosophy (PhD) degree. International students
form a significant part of the University’s research student population.
The Educational Development Unit

The Academic Board of the University established the Educational Development
Unit in September 1994, to be the focus for the development of the University’s Con
tinuing and Community Education programmes. The Educational Development Unit,
in particular, aims to:
• act as a centre for innovations in teaching and learning and as a seedbed for new
educational developments;
• support staff in the University and its partner colleges in their continuing pro
fessional development;
• develop the links between the University and the wider community;
• co-ordinate the franchise and validation work of the University in Britain and
overseas;
• seek to establish a reputation for the University in educational development in
Britain and abroad.
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Student Life Today
Research Matters
Coventry University is a young institution making its mark in the world of research
and consultancy. An increase in successful grant applications over the recent period
demonstrates that Coventry University is highly rated in the field of research and con
sultancy.
The Centre for Quaternary Science, in the School of Natural and Environmental
Sciences, has played a key role in three major EU contracts over the past year. All the
awards involved trans-European teams of researchers and focused on the impact of
storms along continental coasts in the context of sea level rises and on coastal evolu
tion. Venice is one such area suffering from storm surge impact.
Further investigations into wave power in the School of Engineering have been made
possible thanks to a major research contract awarded by the Science and Engineering
Research Council. This grant will fund research and will help to determine whether wave
energy is to become the next major power source in Europe. The award built on the suc
cess of the University’s long-established Wave Energy Group, whose work on renewable
energy has confirmed it as a leader in the field, both in Britain and internationally.
Seldom does a day pass without distressing television pictures of poverty, illness
and deprivation in parts of Africa. Two researchers from the School of Natural and
Environmental Sciences, both members of the cross-University Centre for African
Studies, have the satisfaction of knowing that some of their work will go towards im
proving that situation. With a grant from the Economic and Social Research Council,
they have been studying the impacts of environmental deterioration and increasing
rates of HIV/AIDS infection in Africa. Efforts have been concentrated on rural Zam
bia, alongside work by the Zambian government, international children’s charities and
the University of Zambia.
Expertise within the School of International Studies and Law was recognised with
the announcement of a grant under the European Union’s Tempus-Tacis1 and Tempus
Phare2 programme. Working with universities in Russia, Ukraine and Bulgaria, in
cluding Lviv State Polytechnic University, the School is playing a leading role in de
veloping modem language teaching in these countries and draws heavily on its exper
tise in computer-assisted language learning. The School has established a leading na
tional and international role in the application of new technologies for language
learning and pursues applied research in this field through its Centre for Information
Technology in Language Learning.
Coventry Business School has also achieved success under the Tacis programme.
As part of a consortium, this School will make a major contribution to a project enti
tled “Training for Entrepreneurs” in Belarus.
It is estimated that millions of people are affected by arthritis in Britain, over one
million of whom are under 45 years of age. They account for eight million visits to the
GP every year. The School of Health and Social Sciences was awarded a three-year
1Technical Assistance to the CIS countries (former Soviet Union)

2 Assistance to Central and Eastern Europe
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Unit З
grant by Arthritis Care to study four programmes of self-help initiatives aimed at as
sisting people to increase control over their arthritis and to enhance their quality of
life. This programme is thought to be the biggest ever initiative aimed at helping ar
thritis sufferers. This grant was followed closely by a second, awarded by the Arthritis
and Rheumatism Council, the aim of which is to evaluate the effectiveness of patient
education literature.
The cross-disciplinary Centre for Local Economic Development (CLED), estab
lished as a research centre of excellence, has continued to make important contribu
tions to the region’s local economic development. Working on behalf of the National
Rural Enterprise Centre, CLED was involved in the European project “Services and
Applications for Rural Business Activities”.
Although the bulk of job losses from military industries occurred in the South-East
and South-West, Coventry suffered its fair share of problems. The effect on the local
ecoriomy prompted researchers in the School of Health and Social Sciences to take a
wider view. Working closely with the University’s Centre for Local Economic Devel
opment, and a local research and campaigning organisation called Coventry Alternative
Employment Research, a national survey was conducted. The University’s work on de
militarisation has continued to take it further afield, to Russia and Ukraine. With the aid
of two Foreign Office grants, the University was able to extend its work in Ukraine, of
fering business retraining courses for Ukrainian nuclear missile base operators.
The Centre for Integrated Design draws on expertise available within both the School
of Art and Design and the School of Engineering. The grants to the Centre awarded by
the Engineering and Physical Sciences Research Council will enable researchers to study
ways of improving the quality, speed and efficiency of product design.
The Governors’ Energy Technology Support Unit was so impressed by a novel self
tuning controller developed by researchers working in the cross-University Control Theory
and Application Centre that it sponsored a one-day information forum for potential users.
Coventry University took the first step to become a focus for Punjabi studies after a
first international conference was held at the University in June 1994. The conference
was organised by the Business School and attracted speakers and participants from all
over the world, as well as from Britain. In the course of the conference a major inter
national journal of Punjabi studies was launched, to be distributed by a major pub
lishing company.
Space constraints mean only a snapshot can be provided of some of the work in
which University researchers are involved, but the message is clear. Coventry Univer
sity is taking a balanced approach to teaching and research. It sees these two aspects of
its work as being complementary to each other and regards a research environment as
essential to the enhancement of teaching quality in higher education.
“Coventry University is certainly an exciting and rewarding place to be” - Michael
Goldstein, Vice-Chancellor.
[Sources: Coventry University, Full-Time Courses, Entry 1997; guide to professional, postgraduate and research op
portunities, entry 1996/97; International students’ handbook; Research and consultancy, 1993; Annual Review, 1994;
Undergraduate modular courses, 1996; BA Honours degree in International Studies and Business.]
148
Student Life Today
Exercise 4.
Write a report dealing as fully as possible with the following topics, using only
material from the text 150 Years of Education Tradition:
1. A national institution with international perspectives.

2. The Schools and the courses they offer.
3. Postgraduate and research opportunities. •
Exercise 5.
Write an essay on one o f the following topics:
1. The roots of Coventry University.

2. Flexibility and choice at Coventry University.
3. Educational and research partnership.
Exercise 6.
Give a short talk on one o f the following topics:
1. Coventry City and Coventry University campus.

2. Student support facilities at Coventry University.
3. The Students’ Union.
Exercise 7.
Discuss in groups o f three or four students the following typical questions students
should be prepared to answer about universities in Lviv and in particular about
their own university:
1. Where are Lviv State Polytechnic University and the Ivan Franko University
situated?
2. When were these universities founded?
3. How did they get their names?
4. What is the difference in the range of subjects offered at the two universities?
5. What are the other 10 institutions of higher education in Lviv - what are they
called and what is the reason for their separate identities?
6. How many students are there at Lviv State Polytechnic University?
7. What are the most popular subjects?
8. Are there many foreign students at your university?
9. Where do they come from and what do they study in Lviv?
10. Where do foreign students live while studying in Lviv?
11. Do many students come to study in Lviv from other parts of Ukraine?
12. Do many students who live in Lviv go to other Ukrainian universities or to uni
versities abroad for their higher education?
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Unit 3
13. What qualifications are needed to enter Lviv State Polytechnic University?
14. How long does a course of study last?
15. How many hours, on average, do you spend attending classes and how many
hours engaged in private study?
16. What qualifications do students obtain on completing their studies?
17. What is the difference between the bachelor’s, “specialist” and master’s de
grees?
18. How do you obtain the degree of “Candidate of Sciences”?
19. Where do students usually live while studying at the university?
20. How are the costs of spending four years studying at university financed?
21. What societies and associations are there for students to pursue recreational or
leisure interests while at the university?
22. Do the students have a representative body and how are its officers elected?
23. What do students do during the vacations?
24. What are the employment prospects for Lviv graduates in various disciplines?
25. What are the most popular career aspirations of Lviv students?
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Student Life Today
Appendix KEY
TO EXERCISES
Text 1. STUDYING IN LVIV
Lviv is a city of students. It has 12 institutions of higher education, as well as many

colleges and secondary schools. In Lviv, students can gain qualifications in almost any
field of human activity, including technical subjects, medicine, humanities, economics,
art etc.
The institutions of higher education in Lviv with the greatest numbers of students
are the Ivan Franko State University and Lviv State Polytechnic University.
The Ivan Franko State University is one of the oldest universities in Ukraine. It was
founded in 1661 and offers a broad range of courses in natural sciences, social sci
ences, law and humanities, Lviv State Polytechnic University, founded in 1844, offers
courses in 52 branches of technology and occupies a large campus. The two universi
ties enjoy a high reputation at home and abroad as teaching and research institutes.
On entering Lviv Polytechnic University, students follow a four-year course lead
ing to the award of a bachelor’s degree. Those who continue their studies for a further
year gain a specialist degree. After that, some students continue their study and re
search for a further year and obtain a master’s degree.
The ablest graduates may be admitted to postgraduate study, to work on their dis
sertation for the degree of Candidate of Science.
Each year of study consists of two semesters, during which students attend lectures,
engage in various laboratory practicals and prepare their course presentations. At the
end of the semester they submit coursework and take examinations. Some higher edu
cation institutions have introduced a modular system, which provides greater variety in
the syllabus and a more effective means of assessing performance in practical tests.
Text 2. STUDYING AT COVENTRY UNIVERSITY
If you decide to take your degree at Coventry University, a centre of international

education, you’ll find yourself in the city of Coventry, which is situated in the Mid
lands region of England. London is just a 75-minute train journey away. The city has a
multicultural population of over 300,000. It is known as one of Britain’s major centres
of engineering excellence. Rolls-Royce, Peugeot-Talbot and Jaguar are all based here.
The University and the city have much to offer students from across the world. There
are excellent facilities here and of course you will be warmly welcomed.
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Unit З
Coventry University has a long tradition as a seat of learning. It can trace its roots
back as far as 1843, when Coventry College of Arts was founded. The University of
fers courses in many different subjects in its Schools of Engineering, Business, Art
and Design, Health and Social Sciences, Natural and Environmental Sciences, Inter
national Studies and Law, the Built Environment and Mathematical and Information
Sciences.
All the Schools are well served with teaching rooms, computing facilities and labo
ratories. The book collections of its two libraries are extensive. The University is con
tained on a single city-centre campus, so you won’t have to waste time travelling be
tween lectures. This also means that there are plenty of eating places on hand. The Ac
commodation Office gives assistance in housing students in privately-owned houses as
well as in University residences.
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UNIT 4
UKRAINE
Unit 4
Introduction
to the Topic Ukraine
There are still people abroad who know very little about Ukraine. Introduce your
country to a foreigner, trying to make him/her aware what kind of country
Ukraine is. Feel free to choose any of the following aspects:
• geographical location • size

• climate • economy
• political system • recent history
• customs and traditions • people
• national temperament • art/culture
• food • style of life
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Ukraine
Section I AURAL
COMPREHENSION
The Interview, Part I

The recording is part o f an interview with two English lecturers. Listen to the pas
sage and give answers to the following questions:
A. What was the purpose of the English lecturers’ visit to Ukraine?

B. What do Angela and Peter appreciate most about Ukrainian people?
C. What differences did they notice between Ukrainians and British people?

Listen to the first part o f the interview again and fill in the blanks:
Peter: Well, people say that English people are very ... . But I think that ... are
more genuinely polite than English people. English people are polite be
cause they are expected to be polite, It’s a social custom, er..., they are,
you know, always saying \ . . \ and ‘please’, and and apologising,
whereas ....
Angela: But they don’t really mean it when they say it. Yes, it’s just a ... .
P: They don’t really mean it. I don’t think so, it’s just a habit. I felt that, you
know, Ukrainians are more genuinely ... and ... to talk to you.
Interviewer: As far as we can judge from our own ..., British people are also very ...
and ... in different ways.
A: I am glad that you feel that. You’ve had a ... experience here.
The Interview, Part 2
Exercise 3. O ral Summary

Choose one o f the following topics, then listen to the next extract from the inter
view and give an oral summary o f the information it contains on that topic:
a) Cultural events in Ukraine and Britain.

b) Ukrainian customs and traditions.
c) The weather in Lviv and in Britain.
d) Architecture in Lviv and in Coventry.
1.55
Unit 4

Listen to the extract once more and tick the correct statements in the appropriate
boxes:
Angela Peter
□ □ went to the Opera three times.
□ □ went to the ballet once.
□ □ went to a classical concert.
□ □ went to an art exhibition.
□ □ bought a candlestick at a craftwork market.
□ □ bought an embroidered blouse.
□ □ was in Lviv in the summer.
□ □ was in Lviv in the winter.
□ □ thinks that the architecture of Lviv is different
from that of Coventry.
□ □ went to an open-air museum.
Exercise 5. Multiple-choice comprehension test

Select those statements which reflect the opinions expressed in the interview:
A. a) Going to the opera or ballet is more expensive in Britain than in Ukraine.

b) Going to the opera or ballet is cheaper in Britain than in Ukraine.
c) Going to the opera or ballet costs the same in Ukraine and in Britain.
B. a) Ballet and classical music are more popular in Ukraine than in Britain.
b) Ballet and classical music are less popular in Ukraine than in Britain.
c) Ballet and classical music are equally popular in Ukraine and in Britain.
C. During Angela’s visit to Lviv the weather was mostly:

a) bright and sunny
b) rainy and stormy
c) extremely hot
D. According to Peter, the British weather in winter tends to be:

a) cold and sunny
b) snowy and windy
c) cold and grey
E. Both Angela and Peter think the architecture of Lviv and Coventry is:
a) quite similar
b) quite different
c) absolutely identical
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Ukraine
Exercise 6. Oral summary '

Choose one o f the following topics, then listen to the next extract from the inter
view and give an oral summary o f the information it contains on that topic:
A. Ukrainian youth
B. Studying foreign languages

Select the most appropriate statement in each case:
A. a) The English lecturers had a few contacts with young people.

b) They were lecturing to the students of Lviv Polytechnic.
c) They had an opportunity to meet Ukrainian young people very often.
B. a) Ukrainian students start university at an older age than British students.

b) British and Ukrainian young people start university at the same age.
c) Ukrainian university students are younger than British university students.
C. a) Ukrainian students are more committed to their education.

b) Both Ukrainian and British students are equally committed to their educa
tion.
c) British students are more serious about their studies.
D. a) During the English lecturers’ visit to Ukraine they were asked no questions
about Britain.
b) Ukrainian students were very interested to learn about Britain and asked
many questions.
c) Ukrainian students showed no interest in learning anything about Britain.
E. a) Ukrainian children start dealing with sophisticated subjects at an earlier age.

b) Both Ukrainian and British children start learning algebra at the same age.
c) British children start dealing with sophisticated subjects at an earlier age than
Ukrainian children.
F. a) British children don’t start learning another language until they are about 11.
b) Both Ukrainian and British children start learning another language when
they are 5.
c) Ukrainian children start learning another language at school at the age of 11,
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Unit 4

Listen to the passage from The Interview, Part 3, once more and fill in the blanks:
Angela: Well, that’s a very, very big ... . Many ... have been written on this subject.
But I think to follow your ..., try to do things, th a t...... , but include English,
maybe ... TV programmes, films, ... books, newspaper articles, magazines, ...
to music, even, or to songs, maybe in English. So, just try to make it an ...
experience.
Peter. And, of course, if you can, try to ... to an English-speaking country, not nec
essarily ... . Er... because, I think, every ... teacher will tell this, that the best
way to learn a language is to learn it in a context of having to use it every
day, and using it for practical ... with concrete results. You soak up so much
of a language simply by being in the ... . It’s an invaluable experience really
f o r ... any language.

Listen to the last part o f the interview, make notes and summarise the information
it contains.

Discuss what you heard in the interview, Did anything surprise you?

Listen to the whole o f the interview, then write a summary o f any part of it you are
particularly interested in and express your own views on the subject.
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Ukraine

AND APPLIED GRAMMAR
Vocabulary Definition Examples of Usage

abroad (adv.) in or to a foreign country Some goods produced in Ukraine are
or countries exported abroad.
ancient very old Kyiv is one of the most ancient cities in
Eastern Europe.
appear to come into view or exis The first Cossack settlements appeared in
tence the second half of the 15th century.
area a section, part or region of I’d like to travel to other parts, the Car
the world, a country, a city pathian mountains or further south to the
etc. Black Sea, and the Crimea area as well.
art expression of ideas and I went to a concert, classical concert
feelings through paintings, which was in a church,... and art gallery,
literature, music etc. the opening of an art gallery, exhibition...
boundary a line that marks a limit; a In the late 18th century Lviv became part
dividing line of the Austrian Empire and it expanded
beyond the boundaries of its fortification
walls.
capital the town or city in which Kyiv is the capital of Ukraine.
the government of a coun
try or area is found.
century a period of 100 years Kyi van Rus was formed in the 9th century.
change something different It was always sunny, which was a big
change from Britain at that time.
coal a black or brown fossil fuel Coal is mined in Donbass and some other
areas of Ukraine.
coin metal money The Ukrainian national currency is is
sued in the form of banknotes and coins.
conditions circumstances, especially Ukraine has favourable conditions for the
(pl) those that affect the way development of its economy.
people live, work etc.
custom a generally accepted way And what did you get to know about
of behaving or doing things Ukrainian customs and traditions?
declare to announce formally or In 1991 the Ukrainian language was offi
officially cially declared to be the state language.
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Unit 4
develop to grow larger, fuller, more Many new industries are developing in
organized, advance to a our country.
higher state
divide to separate into smaller Ukraine’s territory is divided into 24 re
parts gions.
do to learn or study smg. An eight-year-old boy, the son of one of
your department members is doing alge
bra ... .
enemy a military opponent The Cossack army had to constantly fight
against numerous enemies who were at
tacking the country.
environment the natural or social condi The pollution of the environment in
tions in which people live Ukraine is caused by harmful production
technologies, outdated filtering systems,
irrational utilization of natural resources
and, of course, the after-effects of the
Chomobyl accident.
fight (fought) to struggle against For four years the Ukrainian people were
heroically fighting against the Nazi in
vaders.
government a group of people ruling a The Ukrainian government should pay
country or state more attention to the development of the
national economy.
grain seed or cereal plants such Our country produces grain, industrial
as wheat and rice crops, fruit and vegetables.
independent free from the control of Ukraine became independent in August
others 1991.
invaluable extremely useful You soak up so much of a language sim
ply by being in the country. It’s an in
valuable experience, really, for learning
any language.
lead (le d ) to direct or control sb/smg. The Cossack army led by Petro Sahai-
dachny defeated Turkish troops near
Khotyn in 1621.
mention to speak or write about The term “Ukraine” was first mentioned
smg. briefly in 12th century manuscripts.
mountain a very high hill The highest peak of the Carpathian
mountains is Mount Hoverla.
the north, the four cardinal points of Belarus is situated to the north of
south, east, the compass Ukraine.
west In the south, Ukraine is bordered by the
Black Sea.
160
Ukraine
The most important coal-mining area is

situated in the east of Ukraine.
In the west, Ukraine has borders with
Poland, Slovakia, Hungary, Mqldova and
Romania.
plain a large area of flat land The territory of Ukraine is mainly occu
pied by plains.
polite showing good manners They all seem to be very polite, very
friendly and hospitable.
population the people inhabiting a About 65% of the population of Ukraine ,
country, region etc. live in towns and cities.
power political control; rule In Ukraine the legislative power is in the
hands of the Supreme Council
(Verkhovna Rada).
produce to manufacture, create Ukrainian enterprises produce buses, TV
sets, railway rolling stock and many
other goods.
protection keeping safe from injury, Wouldn’t it be better to focus your at
defending tention on methods of environmental
protection?
proud pleased or satisfied with We are proud of the unique architectural
oneself or one’s achieve monuments of Lviv.
ments, or another’s
achievements or qualities
settlement a place where a group of But some manuscripts indicate the 5th
people have come to live century as the date of the foundation of
and make their homes, Kyiv, the central settlement of the Poly-
usually «where few or no any tribes.
people lived before
soil the upper layer of earth in As a result of the Chomobyl catastrophe,
which plants, trees etc. much fertile soil was contaminated with
grow radio-nuclides.
square a) four-sided open area The reunification of all Ukrainian lands
was proclaimed in Sophia Square in
Kyiv.
b) measurement of the ex Lviv occupies an area of about І 20
tent of a two-dimensional square kilometres.
surface
total whole, complete, entire The total area of Ukraine equals 603.7
thousand square km.
unite to join, make or become In the 9th century, Slav tribes united to
one form a powerful state - Kyi van Rus.
g 362-8
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Unit 4
update to make smg. more modern We were giving seminars and workshops
to the staff, to update their contemporary
English usage.
Exercise 1.
Match thefollowng words with their definitions:
A) abroad 1) the people inhabiting a country, region etc.

B) century 2) join, make or become one
C) boundary 3) the natural or social conditions in which people live
D) unite 4) act as a leader, direct
E) capital 5) a period of 100 years
F) art 6) separate into smaller parts
G) population 7) speak or write about smg. briefly
H) government 8) to make smg. different
I) environment 9) whole, complete, entire
J) develop 10) free from the control of others
K) mention 11) in or to a foreign country
L) independent 12) come into view (or existence )
M) lead 13) a line that marks a limit
N) total 14) the town or city in which the government of a country
or area is found
0 ) settlement 15) grow larger or fuller, advance to a higher state
P) change 16) expression of ideas and feelings through painting, lite
rature, music etc.
Q) appear 17) a group of people ruling a country
R) divide 18) a place where a group of people have come to live and
make their homes
Exercise 2.
struggle against
political control, rule __ w _ r
four-sided open area enclosed by buildings _ q u -----
a very high hill m o __ ta ___
seed or cereal such as wheat or rice ____in
black or brown fossil fuel ___ 1
very old a n ____nt
a military opponent — e_y
announce, make known clearly or formally d _ c ____e
the upper layer of earth __ il
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Ukraine
Exercise 3.
Arrange the following words in groups o f two or three
a) synonyms:
ancient, to update, whole, to join, territory, refined, complete, to produce, to create,
control, to separate, rule, polite, invaluable, to lead, area, to manufacture, old, power,
total, well-mannered, useful, to modernise, aged, to renovate, to direct, entire, to di
vide, to unite.
b) antonyms:
the east, contemporary, friend, to disappear, to unite, change, ancient, dependent,
mountains, partial, the south, to appear, enemy, defence, the west, total, at home, at
tack, stability, the north, independent, abroad, to divide, plain.
Exercise 4.
Complete each sentence with the correct form o f the given word, using the proper
suffixes (-er, -or, -ist, -ship, -ment, -ure, -ation, -ic, -istic, -al):
1. settle
a) A lot o f ... arrived in the southern regions of the country in the 1480s.
b) Cossack ... were mostly located in the Zaporizhian region.
2. lead
a) Bohdan Khmelnytsky is considered to have been the most outstanding Cossack....
b) In 1621 the Cossack army under the ... of Petro Sahaidachny defeated Turkish
troops near Khotyn.
3. architect
a) Lviv churches are built in various ... styles.
b) Lviv is famous for its beautiful....
4. economy
a) Ukraine has all the necessary conditions for successful... development.
5. occupy
a) A great number of plants and factories were ruined in Ukraine during the Nazi...
6. art
a) We are proud of our famous w riters,... and scientists.
b) The ancient icons painted on wood are of g reat... value.
7. govern
a) Many measures have been taken by our ... to liquidate the aftermath of the
Chomobyl catastrophe.
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Unit 4
Exercise 5.
Read the following words and give Ukrainian equivalents:
geographical position, European continent, territory, continental climate, manu

script, leader, economy, economic potential, industry, culture, monument, min
eral resources, national, literature, ideas of humanism, political system, history,
architecture.
Exercise 6.
Complete the sentences,selecting words and phrases from the list given:
population, institutions, century, fought, mentioned, art, arts, coal, independ

ence, enemies, square, abroad, mountains, in the west, ancient, partitioned, de
veloped, capital, borders, plain, grain.
1. The revival of historical traditions in Ukraine started at the beginning of the XX

2. The term “Ukraine” was first... in the chronicles of the ancient Slavs in the XII
century.
3. The Ukrainian ... Kyiv is one of the largest and oldest cities of Europe.
4. Kyiv has a ... of more than 2 million people.
5. Ukraine ... on the Russian Federation, Belarus, Moldova, Poland, Slovakia, Hun
gary and Romania.
6. Ukrainian writers are well-known ....
7. The territory of Ukraine is 603,700 ... kilometres.
8. Millions of Ukrainian people ... against the Nazis during World War П.
9. Ukraine has given the world many brilliant names in literature, science and the ....
10. Ukraine has rich deposits of iron ore, other metallic ores, ... and other natural re
sources.
11. As a sovereign state, Ukraine has its own territory and government, national and
local political... (the Supreme Council and local Councils), a national emblem,
state flag and anthem.
12. 95% of the Ukrainian territory is ... and the rest of it is mountainous.
13. August 24th is a national holiday in Ukraine - ... Day.
14. During its complicated history Ukraine was ... several times by other states.
15. Cossack units ... into a regular Ukrainian army in the most difficult period of the
country’s history, when the Ukrainian lands were being ravaged by different
countries.
16. Ukraine has an ... history. It has its own culture and ....
17. Ukraine borders on Poland ....
18. Ukraine produces as much ... as Canada-
19. The Cossacks fought against the ... of Ukraine.
20. The Carpathian ... are situated not far from Lviv.
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Ukraine
Exercise 7.
Complete the following sentences with a further word or phrase:
1. Ukrainian scientists make a great contribution ....

2. Ukraine has an ancient....
3. Ukraine is an ... state.
4. The Ukrainian capital Kyiv is one of the largest and ....
5. Ukraine is situated ... of the European continent.
6. The Ukrainian currency,..., was introduced in September 1996.
7. In the sixteenth century the first Ukrainian university ....
8. Taras Shevchenko (1814-1861) is ... .
9. Ukrainian opera singers are warmly received in ... .
10. The Ukrainian Students’ League is very ....
11. The ... of Ukraine was adopted by the Supreme Council in June 1996.
12. On January 22nd 1919 the Ukrainian National Republic ... with the Western
Ukrainian National Republic and the Trident became the Emblem of the ... state.
13. “Ukraine is Still Alive” has become ... .
14. Ukraine is one of the largest of the ... states in Europe with a ... of 52-million
people.
15. A special state programme for the ... of the Ukrainian language and other lan
guages ....
Exercise 8.
Insert appropriate prepositions:
1. The geographical position ... Ukraine is favourable ... the development... its re
lations ... other countries of Europe, as well as the re s t... the world.
2. The Cossack army consisted ... Cossacks ... the Sich and other places.
3. Members of the “Plast” youth organization spend their holidays... summer
camps, learning more ... ecological issues.
4. Many Ukrainian scientists graduated ... Kyiv-Mohyla Acadamy.
5. Ukrainians are proud ... their national traditions.
6. Ukrainian culture is famous ... its rich and ancient traditions.
7. A great contribution ... world historical studies was made ... such prominent
Ukrainian historians as Mykhailo Hrushevsky, Mykhailo Drahomanov and Ivan
Krypyakevych.
8. The first ten volumes ... M.Hrushevsky’s “History of Ukraine-Rus” appeared ...
p rin t... 1898.
9. As a stage director ... the Taras Shevchenko Ukrainian Drama Theatre ...
Kharkiv, Les Kurbas staged many successful theatrical productions based ...
plays ... Ukrainian and foreign playwrights.
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Unit 4
10. In accordance ... a decision by UNESCO, the centenary of the birth of Les Kur-
bas was marked in 1987.
11. Lina Kostenko’s book ... verse “On the Banks of the Eternal River” was fol
lowed ... a historical n o v el... verse, “Marusya Churai”, which can be called an
encyclopedia ... Ukraine’s cultural life in the 17th century.
12. Easter is a major holiday ... Western and Eastern Europe. It is usually celebrated
... a Sunday.
13. People in many villages ... our region are fond ... painting eggs.
14. As a rule, the Ukrainian house (the “hata”) was made ... wood.
15. The intensive development... industry results ... air pollution.
16. The Ukrainian nation lost a great number ... its sons and daughters ... certain
tragic periods ... its history.
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Ukraine
Grammar
Passive Voice
A group of Ukrainian students was invited to attend classes at Coventry

University.
Was invited is passive. Compare active and passive in the following sentences:
Coventry University invited a group of Ukrainian students to attend
classes, (active)
A group of Ukrainian students was invited by Coventry University to at
tend classes, (passive)
The passive is: amlislare/befwas/have beenfis being e tc + Past Participle

(done, invited, visited etc.)
Distinguish carefully the correct pronunciation o f the past participles o f the fo l

lowing regular verbs:
[d] [id] [t]

ratified reflected developed
agreed founded watched
admired promoted cooked
returned included discussed
enjoyed invited noticed
received elected published
changed created washed
travelled visited introduced
seemed expected produced
Exercise 1.
Enter the past participles o f the following verbs:
be lead
begin learn
bring make
build mean
bum meet
buy overcome
choose РаУ..
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Unit 4
deal put
do read
eat say
feel see
find sell
forget send
get J sing
give speak
go spend
have take
hear teach
hold tell
keep think
know write
Exercise 2.
Complete the sentences in Sections A-C below, using an appropriate form of one of
the verbs given fo r the relevant Section.
Section A
produce, head, border, found, administer, ratify, reflect
e.g. The national traditions of the Ukrainian people ... in Ukrainian applied
arts.
The national traditions of the Ukrainian people are reflected in Ukrainian
applied arts.
1. The Cabinet of Ministers of Ukraine ... by the Prime Minister.

2. Justice in Ukraine ... by the Constitutional Court and the courts of general juris
diction.
3. The first higher educational establishment in Ukraine - Kyiv Mohyla Academy
- ... in 1631 by Metropolitan Petro Mohyla.
4. In 1995 33.5 m tons of w heat... by Ukraine.
5. In November 1994 the Treaty on the Non-Proliferation of Nuclear Weapons ...
by the Supreme Council.
6. Ukraine ... in the west by Poland, Slovakia, Hungary, Romania and Moldova.
Section В
use, introduce, acquire, offer, visit, update, build
e.g. A new church in Lviv.

A new church has been built in Lviv.
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Ukraine
1. The University laboratory ... by a group of foreign researchers.

2. English ... for many years now as an international language.
3. A system of multi-level training and education ... by the University.
4. Many laboratories at Lviv Polytechnic University ... recently.
5. The status of sovereign state ... by our country.
6. A wide range of new courses ... by Lviv State Polytechnic University.
Section C
receive, use, introduce, discuss, manufacture, develop
e.g. A new syllabus ... by our department.

A new syllabus is being developed by our department.
1. Advanced methods of teaching ... by the lecturers at Lviv Polytechnic.

2. Mini-tractors ... now ... by the former Kharkiv tank factory.
3. A lot of books ... by our University from abroad.
4. At the moment, the computer ... by our lab assistant.
5. The election campaign ... widely in the Ukrainian mass media at present.
Exercise 3.
Rewrite the following sentences by changing the active forms to passive:
e.g. Over 350 m people speak English.

English is spoken by over 350 rii. peop>le.
1. At the end of each semester students take

examinations in several subjects.
2. Folk stories provided names for some
streets in Lviv.
3. In June 1996 the Supreme Council
adopted the Constitution of Ukraine.
4. Lecturers from foreign countries often
visit our University.
5. The choice and variety of Ukrainian em
broidery will surprise foreign tourists.
6. The Prosvita cultural association pro
motes Ukrainian culture.
7. The Ukrainian government granted all
pupils the opportunity of tuition in
Ukrainian.
8. You can find attractive and unusual sou
venirs in Ukrainian gift shops.
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Unit 4
Exercise 4.
Complete each sentence in the right-hand column so that it means the same as the
sentence on the left:
e.g. During the Christmas celebrations Ukrainian people sing many

Christmas carols.
Many Christmas carols are sung by Ukrainian people during the
Christmas celebrations.
1. We prepare special food for Special food ...

Christmas Supper.
2. Ukrainian people have given The Easter egg ...
the Easter egg a special name.
3. On Easter Sunday adults give Children ...
children pysankas.
4. Foreign businesses are estab Contacts with Ukrainian producers
lishing contacts with Ukrainian
producers.
5. The Department of Foreign English lecturers ...
Languages will invite English
lecturers to Lviv this summer.
6. The people of Ukraine elect The President of Ukraine ...
the President of the country for
a period of five years.
7. The Constitution of Ukraine The power of the State ...
divides the power of the State
between the legislative, the ex
ecutive and the judicial
branches.
8. Foreign economists are com The present state of the economy
menting widely on the present in Ukraine ...
state of the economy in
Ukraine.
9. Ukrainian government should The development of higher educa
pay more attention to the de tion ...
velopment of higher education.
10, The Constitution guarantees to The right to private property ...
the citizens of Ukraine the
right to private property.
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Ukraine
Exercise 5.
Use the appropriate passive forms o f the verbs given in brackets:
1. Christianity (to introduce) in Kyivan Rus in 988.
2. All lands of the Eastern Slavs (to consolidate) into one powerful state by^Prince
Volodymyr.
3. Many masterpieces (to create) by Ukrainian writers.
4. The ideas of freedom and fraternity (to promote) by T.Shevchenko.
5. Mount Hoverla (to cover) with snow all the year round.
6. John (to give) a souvenir by his Ukrainian friend.
7. On November 9, 1995 Ukraine (to admit) to the Council of Europe.
8. The course of Ukrainian history (to change) since the proclamation of the Act of
Independence.
9. In our University, modular tests (to hold) to assess students’ knowledge.
10. The reporter (to give) twenty minutes for his report tomorrow.
11. The equipment (to send for) already.
12. The members of the Cabinet (to appoint) by the President.
13. Some changes in the life of the country (to notice) recently by visitors.
14. A further foreign language (to teach) to students of the Economics and Manage
ment Faculty next term.
Exercise 6.
Use the following forms in sentences o f your own:
are produced, is being tested, will be introduced, has been declared, have been
proved, are concentrated, was proclaimed, is named, are taught, will be learnt,
are being discussed, is known, were reunited, has been heard.
Exercise 7.
According to the Constitution of Ukraine:
1. is guaranteed/to/private property /the right
2. is divided/the legislative/power/the judicial branches/between/of the state/and/
the executive
3. protection/of the national minorities/the use/of the languages/and/is guaranteed
4. by the state/of ownership rights/all forms/are guaranteed
5. and/as its state symbols/the anthem/are established/flag/of Ukraine/coat of arms
6. are elected/a four-year term/the members/for/of the Supreme Council/of Ukraine
7. Ukraine/five years/is directly elected/the President/of/for/of/a period
8. legal/have/citizens/assistance/all/the right/to
9. is/the Prime Minister/headed/Ministers/the/of/Cabinet/by
10. Republic/is/the Autonomous/of/an/Crimea/part/of Ukraine/integral
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Unit 4

SPEAKING SKILLS
Warming up
Exercise 1. Self-directed interviews

Write down 5-10 questions that you would like to be asked about our country. Then
choose a partner, exchange question sheets and interview one another. Begin some
o f your questions with the following phrases:
Could you tell me...
Do you happen to know...
Is it true that...
I know that...
Is it really the case that...?
I’d like to know if...
Would you explain why (how, where, what...)?
N;B. Remember that the word order in ail indirect question is the same as in an
•>ffirm ^ye;:;s:tatement,+ ••
E.g. Could уdu tell me how many people live in Ukraine ?
Choose two questions about Ukraine that you think might interest a foreigner.
Make your questions simple and be ready to ask them quickly.
One o f the students plays the role o f a Ukrainian on a visit to Britain. He/she is
ready to answer all your questions. Fire away!
Exercise 2.
Work in pairs. Read the dialogue and then replace the underlined words by others
suggested below, making any necessary changes to them.
A: Have you ever been to Lviv before?
B: Yes, I have. It’s the third time I’ve been here on a visit.
A: Have you seen anything interesting here?
B: Oh yes, I have. I was especially impressed by theDominicanCathedral.
A: What would you like to see this time?
B: I’d like to see some places connected withthe prominent opera singer Solomiva
Krushelnvtska. And what else do you suggest I should visit?
A: I’d recommend you to visit the open-air museum of folk architecture
‘Shevchenkivskv Hai’.
B: Thank you, I’ll certainly go there.
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Ukraine
1) they, Kyiv, the fifth time, St. Andrew’s Church, the famous writer Bulhakov,
the Kyiv-Pechersk Lavra Monastery
2) she, London, the fourth time, the British Museum, the famous architect
Christoper Wren, Buckingham Palace i. ,
3) he, Washington, the second time, the Capitol, President Roosevelt, the Lincoln
Memorial
FURTHER DIALOGUES
Exercise 3.
Read and listen to the following dialogue between two people after their visit to an
exhibition o f Ukrainian applied arts. Practise the dialogue with another student.
Billy: You know, John, I’m amazed at the things we’ve just seen. How creative
Ukrainian people are!
John: Yes, I quite agree. Those beautiful icons, the embroidered clothes and the ex
quisite wooden and ceramic objects! They seem to be particularly characteristic
of Ukrainian folk art.
Billy: And to think that they weren’t made by professionals!
John: Hm..., yes. Though the objects look different they all have something in com
mon.
Billy. Exactly. And that ‘something’, I think, is the national Ukrainian spirit the people
are so proud of.
John: Actually, they say that the roots of the modem folk art of any country are in its
history and national traditions. Do you think that’s true?
Billy: Yes, I do. In my opinion, such exhibitions are really inspiring and worth seeing.
Exercise 4.
Express your opinion on the issues mentioned in the above dialogue. Start, fo r ex
ample, with:
In my opinion; I think; To my mind; Personally, I think; As I see it...
Exercise 5.
Work in groups. Look through the following texts about some Ukrainian traditions.
Compose short dialogues based on the texts. Practise the dialogues.
Text A
Pysanka is the Ukrainian name for an Easter egg. The word is derived from the
Ukrainian verb pysaty meaning ‘to write’. Decorative writing on pysankas is a tradi
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Unit 4
tional art that dates back to pre-Christian times and

in Ukraine the preparation of the Easter eggs begins
long before Easter. Specific techniques and materi
als for decorating the eggs and special ornaments
and colours are peculiar to different regions of
Ukraine. On Easter Sunday pysankas are given to
children, friends and relatives as symbols of love
and peace. Foreign tourists never fail to take
pysankas home as a souvenir of our country.
What are the characteristic techniques, colours, materials and ornaments for deco
rating Easter eggs in the region you come from?
Text В
In Ukraine, Christmas wouldn’t be Christmas without kutia. This is a special dish

made of wheat and poppy seed. We can put many tasty things in it such as nuts, raisins
and honey. It is delicious. When the first star appears in the sky, the whole family
gathers round the table for Christmas supper. They pray, eat special dishes (kutia be
ing the first) and sing carols. Next morning people go to church, have Christmas
breakfast and watch children and grown-ups performing verteps. People enjoy these
Christmas performances.
Exercise 6.
Discuss the following questions in groups:
1. How is kutia cooked in your family?

2. What other traditions are associated with Christmas in Ukraine?
3. What is your favourite holiday? Why?
4. Have you ever participated in a vertepl Did you like it?
5. Are the traditions of celebrating Christmas changing with the times?
6. Do you know any particular ways of celebrating Christmas in different regions
of Ukraine?
Exercise 7.
Before you listen to the dialogue In the Library think over the following and discuss
your ideas in groups:
Now that Ukrainian has been officially declared the state language it is important to
remember its history. What do you know about any of the most interesting stages in its
history and development? What outstanding Ukrainian writers and poets lived and
worked in Lviv?
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Ukraine
Now read and listen to the dialogue. Practise it in pairs.
IN THE LIBRARY
A: Hi, Nick. Haven’t seen you for ages! Busy revising for an exam?
N: No, I have a presentation tomorrow.
A: What’s your topic?
N: The history of the Ukrainian language.
A: That’s really interesting! They say all languages develop like living beings.
N: Of course. A language constantly changes and we can see this in literature. If you
compare, say, the language of a modem writer with that of Hryhoriy Skovoroda
and Ivan Kotliarevsky you’ll see a striking difference.
A: Yes. The Ukrainian language kept developing even in those grim years of our
history when it was officially banned.
N: Exactly, but a lot of writers bom in Ukraine, for example, Hohol, Bulhakov and
Zoshchenko, had to write their literary works in Russian.
A: But not all of them! The writers and poets whose works I am considering in my
course work wrote in Ukrainian!
N: And what’s the topic of your coursework?
A: It’s about poets and writers who lived and worked in Lviv, Among them are Ivan
Franko, Vasyl Stefanyk and Iryna Vilde.
N: Well, I see our interests are very similar. Let’s meet some day and discuss things.
A: Great. I’d love that. Keep in touch.
Exercise 8.
Prepare a short presentation about a writer (or any other famous person) whose
life and activity are connected with your native town or village.
Exercise 9.
Read the dialogue between two post-graduates discussing the problem of environ
mental pollution in Ukraine. Before you listen to the recording, say what issues and
problems you think they are likely to mention. Start, fo r example, with:
I think; I believe; I expect; Probably; Most likely...
Now listen to the dialogue. Make notes and discuss them in groups. Your notes
should not include excessive detail. Read your notes to another student. Use what
you have noted down to summarise the speaker's main points. Have you included
the same information? If there were parts o f the talk you could not follow, ask the
other student to explain them, to you.
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Unit 4
ENVIRONMENTAL POLLUTION
M : Hello, Andry. Nice to meet you.
A: Hi, Mykola. Good to see you.
M: You know, I’m really busy these days. I’m supposed to write an article about en
vironmental pollution in Ukraine for our university newspaper. I think you are the
best person to help me. You are bound to have some good ideas, aren’t you?
A\ Certainly, I’ll do my best to help you. You should mention Chomobyl as the main
source of environmental pollution in Ukraine. Unfortunately, it was the Chomo
byl catastrophe that brought Ukraine to the attention of the world.
M: But I’ve read about a number of accidents at nuclear power plants in other coun
tries, including the USA, Canada, Germany and Britain, long before 1986.
A: That’s true, but the radioactive leak wasn’t as disastrous as in Chomobyl in any
of those cases. Just think of the amount of fertile soil that was contaminated and
the number of people that were subjected to massive doses of radiation!
M : Of course, I’ll pay a good deal of attention to the Chomobyl catastrophe in my
article, but Chomobyl isn’t our only ecological disaster. Consider the activities of
the chemical plants which are practically uncontrolled. There are also many
manufacturing plants which employ harmful technologies and out-dated smoke-
filtering systems.
A: I see you are ready to write a whole book on the subject! Wouldn’t it be better to
focus your attention on methods of environmental protection? Practical sugges
tions will be of greater interest to future experts than a long catalogue of prob
lems. You could also suggest running a competition for the most ecologically
sound production technology.
M : That’s a good idea.
Exercise 10.
Do you agree, disagree or partially agree with the statements below concerning
problems o f environmental pollution? Give your reasons.
Suggestions for useful phrases:
When you agree When you disagree When you only partially agree
I totally agree Of course not To a certain extent
I quite agree On the contrary I am not certain
I tend to agree I don’t really think so Yes, in a way
I suppose so Nothing of the kind I agree to some extent
Quite so Nonsense Maybe that’s true, but...
There’s no denying it Far from it
That’s true It is out of the question
No doubt I hardly think so
Precisely so It is most unlikely
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Ukraine
1. Abroad the word Ukraine is often associated with Chomobyl.

2. Our chemical enterprises are not properly controlled.
3. All the soil in Ukraine is contaminated with radioactive substances.
4. Thousands of people were subjected to massive doses of radiation following the
Chornobyl catastrophe.
5. Special training in environmental protection is vital for engineers in any field.
6. The people of any country should influence their government’s environmental
decisions.
7. There are many alternatives to nuclear power stations in Ukraine.
8. Atomic power stations should be closed down.
9. Electricity might become more expensive if atomic power stations were closed
down.
10. Fuels like coal are bad for the environment.
11. We can do without chemical fertilisers and pesticides which pollute the water
supply.
12. Sewage should not be discharged into seas and rivers.
13. Acid rain is an inevitable consequence of human industrial activity.
14. People should be responsible for every environmental decision they make.
15. Nuclear energy, should it get out of control, could have a disastrous effect on
people and wild-life.
Exercise 11.
Topics fo r Further Discussion:
1. What advice would you give to an English-speaking person visiting your coun
try for the first time?
2. An English-speaking friend is coming to dinner at your house. You want to pre
pare a meal which is typical of your country. What would you give him/her?
3. Give a brief outline of the history of your mother tongue: Where did it origi
nate? Is it based on another language or other languages? How has it changed
over the centuries?
Are there many dialects in your mother tongue?
If so, can you give the class a few examples of regional dialects or
words? Can people from one part of your country understand people
from other regions?
What dialect do you have the most difficulty in understanding?
Do you change your dialect in different social situations?
Do the various dialects have different social prestige?
What do speakers of your mother tongue feel about borrowing words
from other languages?
Do they see borrowing as a good or bad thing?
What ‘foreign’ words are in common use?
177
Unit 4
4. Is military service compulsory in your country for m,en and for women?
How long does it last?
Have you done military service?
Do you think women should do the same kind of military service as
men? Why? Why not?
Exercise 12.
Give a 5-minute talk about a town or city in your country. Your talk should consist
o f 3 sections:
1. Introduction: getting attention, welcoming, introducing yourself.
2. Giving information: listing some interesting characteristics of the town.
tening.
Exercise 13.
Speak about Ukraine, using the following words and expressions (if you need more
information refer to Text I in the Reading Section):
1. THE GEOGRAPHICAL POSITION OF UKRAINE

to be situated, to border on, to occupy, in the north (south, west, east), the sea.
2. OTHER GEOGRAPHICAL DATA
territory, plain, mountains, rivers, population, to constitute, city dwellers, re
gions, capital.
3. THE HISTORY OF UKRAINE
to mention, to appear, ancient manuscripts, century, settlement, leader, to fight,
enemy troops, reunification, proclamation of independence, to adopt, to take an
important step, Sophia Square.
4. THE ECONOMY OF UKRAINE
economic potential, agriculture (farming), light and heavy industry, metal
working industry, coal and fuel industry, to produce.
5. UKRAINIAN CULTURE.
art, masterpiece, treasure house, world culture, to play an outstanding role, fa
mous, to be proud of, to be dear to, generation, a monument (to), to be named
after.
Exercise 14.
How do you understand the proverb ‘Rome was not built in a day \ Can you think
of a Ukrainian equivalent for it? Is it relevant when you are discussing the situation
in Ukraine today?
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Section IV READING
AND WRITING
Text 1. UKRAINE
Exercise 1.
Read the following text, divide it into logical parts and suggest a subtitle for each
o f them:
Ukraine is situated in the east of the European continent. It is bordered by the Black
Sea and the Sea of Azov, The total area of Ukraine is 603,700 square kilometres. The
country is known for its mild climate and attractive scenery, with numerous lakes, riv
ers, thick forests, vast plains, the forested Carpathian Mountains in the west and the
Crimean Mountains in the south.
Ukraine is rich in mineral resources such as iron ore, manganese ore and coal. Ag
riculture is also extremely important. Grain, industrial crops (maize, sunflower and
sugar beet), potatoes, fruit and vegetables are produced. Conditions for the develop
ment of the economy are favourable. There are numerous enterprises in the fields of
engineering, metal working, chemical engineering, coal mining, fuel production, light,
heavy and food industries. Diesel locomotives, sea-going ships, aircraft, buses, televi
sion sets, microscopes, computers and many other commodities are produced in
Ukraine to meet the country’s domestic demand as well as for export.
The population of Ukraine is about 52 million, some 65% of whom live in the cities.
The country is divided into 24 regions. The Autonomous Republic of Crimea is an
inseparable, integral part of Ukraine. The capital city is Kyiv. There are several cities
with a population of over a million, including Kharkiv and Dnipropetrovsk. The term
‘Ukraine’ was first mentioned in 12th century manuscripts, but the first state on the
territory of modem Ukraine was established by the Scythians in the region to the north
of the Black Sea. The Scythian state was formed in the 7th century BC and lasted for
more than four centurie's. In the 9th century Slavonic tribes inhabiting this territory
united to form the powerful state of Kyivan Rus. But in the 13th century Kyivan Rus
split up into several principalities which were soon conquered by the Mongolian
Golden Horde, Since then many invaders have sought to subjugate the Ukrainian
people. For several centuries Ukraine was divided into an Eastern and a Western part.
Nevertheless, the Ukrainian people managed to survive and reunite. One of the most
famous states established on the territory of Ukraine was the Cossack Republic of
Zaporizhian Sich. For two centuries its leaders, called hetmans, led the Cossacks into
battle against numerous invading armies. The Cossack Republic was abolished by the
Russian empress Catherine II in 1775.
After centuries of subjugation, the independent Ukrainian state was proclaimed on
January 22, 1918. Exactly one year later the reunification of Western and Eastern
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Unit 4
Ukraine was proclaimed in St. Sophia Square in Kyiv. In 1922 Ukraine became a con
stituent republic of the Soviet Union. Nowadays our generation is witnessing the crea
tion and the development of a sovereign Ukrainian State. The first step has been taken:
the Supreme Council (Verkhovna Rada) of Ukraine passed the Act of Proclamation of
Independence of Ukraine on August 24, 1991. The Constitution of Ukraine was
adopted by the Supreme Council in June 1996. The Ukrainian currency, the hryvnya,
was introduced in September 1996,
Ukraine is a country with a rich culture. Masterpieces of Ukrainian literature and
art are a contribution to the treasure-house of world culture. Many famous writers
promote the universal ideals of humanism, brotherhood and freedom. Ukrainians are
particularly proud of such famous writers, artists and scientists as Taras Shevchenko,
Lesia Ukrainka, Ivan Franko, Mykhailo Hrushevsky, Mykola Lysenko, Oleksa Nova-
kivsky, Arkhyp Lyulka, Ivan Puluy and many others. Our country is a member of the
United Nations and its representatives are active in the work of UNESCO (United Na
tions Educational, Scientific and Cultural Organisation) and other international organi
sations.
Exercise 2.
Referring to the text entitled Ukraine, refute the following incorrect statements:
1. Ukraine is situated in the north of the European continent.

2. This country is known for its foggy climate.
3. The territory of Ukraine is rather small.
4. Ukraine is rich in oil and gold.
5. The population of Ukraine is 42 million.
6. The reunification of Eastern and Western Ukraine was proclaimed in Lviv in
1919.
7. The Sterling is the state currency of Ukraine.
8. The Constitution of Ukraine was proclaimed in June 1997.
9. Ukraine has recently joined the United Nations Organisation.
Exercise 3.
Give a short oral summary o f the text.
Exercise 4.
Look at the map o f Ukraine and answer the following questions about the geographi
cal position o f Ukraine:
1. Where is Ukraine situated?

2. What countries is it bordered by?
3. What seas is Ukraine bordered by?
4. Are there any mountains on the territory of Ukraine? Where are they found?
5. On what river does Kyiv stand?
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Ukraine
Exercise 5.
Rearrange the following jumbled sentences to form a coherent text:
1. The state symbols of Ukraine are its flag, coat-of-arms and anthem.
2. Blue represents the sky and yellow represents wheat.
3. The archaeological finds of tridents in Ukraine go back to the first century A.D.
4. Every state has its own national flag and coat-of-arms.
5. The classic design of the Ukrainian trident (tryzub) is found on the gold and sil
ver coins of Volodymyr the Great (979-1015), Grand Prince of Kyiv.
6. Blue and yellow are the colours of the Ukrainian national flag.
7. After the renaissance of independent Ukraine on January 22, 1918 the trident
was adopted as a national emblem.
8. The colours of the national flag were established by law in the independent
Ukrainian National Republic on March 22nd, 1918.
Text 2. KYIV
Exercise 6.
Find the passages in the text below fo r which the following sentences could serve
as titles. Arrange them according to the order in which they occur in the text.
1. The historical monuments of Kyiv.

2. The role of Kyiv in the formation and development of the Ukrainian nation.
3. The history of the city.
4. Famous people whose life and work are connected with Kyiv.
There are few cities in the world which are so important that entire states have been
named after them. Kyiv, the capital of Ancient Kyivan Rus and of present-day
Ukraine, is one of them. Some manuscripts point to the 5th century as the probable
date of the foundation of Kyiv, the main settlement of the Polyany tribes, but the exact
date is unknown. From the 9th to the 13th cen
tury Kyiv remained the most prosperous city in
the south-east of Europe. However, internecine
wars and the Mongol-Tatar invasion wiped the
once powerful Kyivan Rus off the map.
Kyiv was razed to the ground by the Mongol
Golden Horde in 1240, which is why the archi
tectural relics of this epoch are not numerous.
Among them are St Sophia’s Cathedral and St
Kyryl’s Church.The best-known of Kyiv’s his
torical monuments is the monastery known as
the Kyiv-Pechersk Lavra. For centuries pilgrims
have visited this place, where relics of some 150
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Unit 4
monks and historical figures, canonised by the church, are preserved in the Antoniy
and Feodosiy Caves. The monastery has always been a prominent educational and
cultural centre. Here in 1631 the first higher education establishment in Ukraine was
founded by the Metropolitan Petro Mohyla. The Lavra also contains a number of mu
seums exhibiting items of decorative folk art, ancient books and other historical
treasures.
Many eminent personalities lived and worked in Kyiv. Among them were the phi
losopher and poet Hryhoriy Skovoroda (a graduate of Kyiv-Mohyla Academy), the
historians and politicians Mykola Kostomarov, Mykhailo Drahomanov, Mykhailo
Hrushevsky, the poet and artist Taras Shevchenko and the writer Mykhailo Bulhakov.
Kyiv played an outstanding role in the formation and development of the Ukrainian
nation, taking an active part in the revolutionary liberation movement. It was here that
after centuries of subjugation the independent Ukrainian state was proclaimed on
January 22nd, 1918. A year later the reunification of all Ukrainian lands was an
nounced in St. Sophia Square. But this period of independence was very short and tur
bulent. It was followed by more than 70 years of Soviet domination, when Kharkiv was
made the capital of Ukraine as a punishment for the rebellious city of Kyiv (till 1934).
Not until 1991 did Kyiv witness the beginning of the revival of a truly independent
Ukrainian state.
Exercise 6.
Suggest Ukrainian equivalents fo r the following words and phrases from the text:
named after, was founded, manuscripts, indicate, settlement, remain, prosper

ous, wipe off, razed to the ground, numerous, is occupied, is surrounded, pil
grims, relics, decorative folk art, an independent state, witness, revival, libera
tion movements, was proclaimed, the Ukrainian nation.
Exercise 7.
Say whether the following statements are true or false. I f a statement isfalse, give
a correct alternative:
a) The powerful state which existed in the 9th - 13th centuries on the territory of
the present - day Ukraine was named after its capital city.
b) Kyiv was the main settlement of the Pecheneg tribes.
c) Nowadays there are no architectural relics of the Kyivan Rus period in Kyiv.
d) The Antoniy and Feodosiy Caves were the burial places of monks and out
standing people of the past.
e) The first university in Ukraine was the University of Lviv, founded in 1661.
f) Mykola Kostomarov never lived in Kyiv.
g) The famous writer Mykhailo Bulhakov was a native of Kyiv.
h) The Ukrainian lands were reunited in 1939.
i) Kharkiv has never been the capital of Ukraine.
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Text 3. PRESERVE THE CITY OF THE LION
Exercise 8.
Consider the title o f Text 3 and suggest what the text is about.
Exercise 9.
Match each o f the following periods o f history with a relevant passage from the
text Preserve the City of the Lion, describing the formation o f the architectural
character o f Lviv:
6th—11th centuries, 13th century, 14th century, 16th—17th centuries, 18th cen
tury, 19th century
For many reasons, a number of precious monuments in Lviv could

be lost for good. Great significance is therefore attached to UNESCO’s
intention to include the city’s historic centre in its World Heritage List
and to render financial assistance to the city in order to preserve and
restore its historical and architectural heritage.
Lviv is the only city in Ukraine which has preserved the medieval
structure of its layout as well as characteristic features of the buildings
and landscape. Its architectural monuments, which are connected with
the history of the city’s foundation and development, represent practi
cally all building styles, from ancient to modern. These monuments create the unique
architectural backdrop of the city, which was founded at the beginning of the 13th
century on the site of settlements dating back to the 6th—11th centuries.
Archaeological monuments of the 11th—16th centuries, fragments of fortifications
from the 12th-13th centuries (High Castle) as well as monuments of religious archi
tecture have been preserved in the part of the city which dates from Kyivan Rus. Like
other towns of Kyivan Rus, Lviv was planned in a linear fashion, which can be seen in
buildings along the ancient trade route. The name of the Old Market enables us to de
termine the location of -the ancient market square.
The 14th century marked the next stage in the history of Lviv’s development, with
events such as the invasion of Polish feudal lords (1349) and the granting to Lviv of the
Magdeburg Law (1356). A new fortified centre was built in the southern part of the
ancient city with a right-angled system of planning which was characteristic of me
dieval cities. To this day Lviv has preserved its original structure. In the 16th—17th
centuries the local building traditions were combined with elements of European ar
chitecture, forming a unique architectural ensemble in Lviv. This found its expression
in the masterpieces of the Baroque and Renaissance periods, in particular in the Church
of the Assumption, St. George’s Cathedral and the Dominican Roman Catholic Church.
In the late 18th century Lviv became a part of the Austrian Empire and it expanded
beyond the boundaries of its fortification walls. Its suburbs were built in keeping with
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Unit 4
the radial principle. At the beginning of the 19th century the

city developed along its roads and after 1860 the railway and
the horse-driven and electric trams became a major factor in
its development, accelerating construction in new districts of
the city. Residential areas of villas and cottages appeared.
Modem systems of water supply and sewage were con
structed in the 19th century, the streets were paved and
street lighting was introduced. Boulevards, squares and
parks were created. In this period, many grand architectural
buildings were erected.
Today Lviv possesses many historical and cultural monu
ments. It is vital to preserve the historical and architectural
heritage of Lviv, which is on a par with the leading cities of Europe and the world.
[Adapted from: The Bulletin, National Commission of Ukraine for UNESCO, Issue N o .l, 1996, p. 12]
Exercise 10.
Find in the text the places where the following expressions are used and translate
the whole o f the relevant sentence into Ukrainian:
for good (= for ever)
to date back to (= to exist since)
in keeping with (= according to; on the basis of)
to be on a par with (= to be of equal importance, quality)
Exercise 11. Cloze test

Fill in the spaces, entering only ONE suitable word in each space:
PHYSICAL FEATURES OF THE GEOGRAPHY OF UKRAINE
The Republic of Ukraine is situated in Eastern Europe. ... is bordered by Poland and
Slovakia to the west ... by Hungary, Romania and Moldova to the south-west. In ...
western part of the country the northern border is ... Belarus,while in eastern Ukraine
the northern and eastern ... are with the Russian Federation. To the south lie ... Black
Sea and the Sea of Azov. Ukraine covers ... area of 603,700 square kilometres and is
the largest... entirely within Europe. Its territory includes the Autonomous Republic ...
Crimea, which occupies a peninsula in the South ... the country, almost entirely sur
rounded by the Sea of ... to the east and the Black Sea to the ..., west and north-west.
The relief consists of a steppe ..., bordered by uplands to the west and south-west, and
... the Crimean mountains in the south, on the Crimean .... The main rivers are the
Dnipro, which drains the ... regions of the country and flows into the Black ..., and the
Dnister, which flows through Western Ukraine ... Moldova before also entering the
Black Sea near Odessa. ... the south, to the south-west of Odessa, Ukraine ... a short
border on the Danube delta.
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Ukraine
Section V Extended
Reading
Text 1. TARAS SHEVCHENKO
Exercise 1.
Read the text and write a short essay on one o f the following topics:
a) Serfdom;
b) My favourite poem by Taras Shevchenko;
c) Taras Shevchenko, the symbol of the Ukrainian people’s struggle for freedom.
On 9th March 1814 in the village of Moryntsi (some 200 km from Kyiv) a son
called Taras was born into the serf family of Hryhoriy and Kateryna Shevchenko. At
the age of 11, Taras was orphaned, and two years later he became a landlord’s per
sonal servant. The boy’s thirst for art showed early, and in 1829, when the landlord
moved to Vilnius, Taras was sent to learn painting from a professional artist. In 1831
Shevchenko followed his landlord to St .Petersburg, and was apprenticed to Vasyliy
Shiryaev, a master painter. What happened next might be called a miracle. The famous
artist Karl Briullov painted a portrait of the poet Vasyliy Zhukovsky and suggested
raffling it in a lottery. With the money raised, Shevchenko was bought out of serfdom
at the price of 2,500 roubles. 22nd April 1838 was the day when Taras gained his free
dom and the opportunity to study at the Academy of Arts. Two years later he pub
lished his first book of poetry, Kobzar. That was followed by the poems Haydamaky,
A Dream, The Caucasus and many others. After graduating from the Academy,
Shevchenko moved to Kyiv, where he joined the secret anti-serfdom St. Kyryl and
Methodius Brotherhood. In April 1847 he was arrested and exiled to Central Asia,
where he served as a private soldier for 8 years. The poet’s health was ruined by the
exile, and he died on 10th March 1861, the year when serfdom was abolished. In ac
cordance with his will, Shevchenko’s body was brought to Ukraine and buried on
Chernecha Hill not far from Kaniv. The poet lives on in the hearts of the Ukrainian
people, who share his faith in a happy future for mankind, in a world without masters
or slaves.
Text 2. LESIA UKRAINKA
Exercise 2.
Read the text and write a short essay on one o f the following topics:
a) We live only once;
b) Female writers in Ukrainian and world literature;
c) Lesia Ukrainka’s literary legacy.
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Unit 4
Larysa Kosach (the real name of Lesia Ukrainka) was bom on 25th February 1871
in Novograd-Volynsky. Her mother was a Ukrainian author who wrote under the pen-
name of Olena Pchilka. Larysa’s father Petro Kosach was a lawyer and a highly edu
cated person of progressive views. The Kosach family maintained close relations with
many writers, scientists, actors and musicians. Larysa’s favourite poet was Taras
Shevchenko, and she dedicated several poems to him, among them The Legend and
On the Anniversary.
Lesia Ukrainka wrote her first known poem Hope at the age of 9. In January 1881
the girl fell ill. Later it became clear that she was afflicted with bone tuberculosis. For
thirty years the disease was advancing and brought on an untimely death of the poet
ess. Nevertheless, those years were marked by prolific creativity. Lesia gained a com
mendable knowledge of German, French, English, Italian, Polish, Bulgarian, Greek
and Latin, which helped her to translate literary works from these languages. In addi
tion, she was interested in sociology and especially in history. In 1893 Lesia Ukrainka
published her first collection of poetry On the Wings o f a Song, which was followed
by the poems Robert Bruce and An Ancient Tale. From 1895 till 1901 Ukrainka was
actively engaged in writing political essays and literary critiques.
Lesia Ukrainka’s dramatic legacy includes over 20 monumental dramas in verse,
dramatic poems and short dramas. Among them are In the Catacombs, Cassandra and,
of course, the famous Forest Song, written in 1911. The latter was an outstanding
contribution to national and world literature.
Text 3. HISTORY OF UKRAINE
Exercise 3.
Study the text and answer these questions:
How many different states have existed on the territory of present-day Ukraine?
What are their names?
Ukrainian history from the earliest times to the present day can be divided into five
main periods: Kyivan Rus, the Grand Duchy of Poland-Lithuania, the Cossack era,
Ukraine under imperial rule and 20th century Ukraine.
The term Ukraine was first mentioned in 12th century manuscripts as a geographi
cal term for the southern lands of the state of Ancient Rus, which in the 9th—11th cen
turies covered a large territory from the Carpathian Mountains to the Volga River and
from the Black Sea to the Baltic Sea. In the process of the development of the Ukrain
ian nation, the name Ukraine gradually began to be associated with the territories in
south-western Rus - the Kyiv, Chemihiv, Volyn, Podillya, Galicia, Transcarpathia,
Bukovyna and Zaporizhia regions.
The prosperity of Kyivan Rus reached its peak in the reign of Prince Volodymyr
the Great (980-1015) and his son Yaroslav the Wise (1019-1054). Prince Volodymyr
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Ukraine
consolidated all the lands of the Eastern Slavs, strengthened the state and in the year
988 introduced Christianity. Yaroslav the Wise continued the work of his famous fa
ther. He did much for the cultural development of the country and he concluded trea
ties with a number of European countries. These treaties were reinforced by the mar
riages of his daughters. Princess Anna became Queen of France, Princess Elizabeth
Queen of Norway and Princess Anastasia Queen of Hungary.
The last effective rulers of Kyivan Rus were Volodymyr Monomakh (1113-1125)
and his son Mstyslav (1125-1132). Between the 14th and the 16th centuries, Lithua
nia, and later Poland, expanded their rule in the Ukrainian lands.
A new chapter in the history of Ukraine opened with the emergence of a new stra
tum - that of the Cossacks. The word Cossack originally referred to the free independ
ent men who lived on the unsettled periphery of the country. Cossack settlements first
appeared in the 1480s. The Zaporizhian Sich was located far beyond the reach of gov
ernment authorities. Any Christian male was free to come to this island fortress and to
join the Cossack brotherhood. He was also free to leave at will.
Historians generally agree that prior to Bohdan Khmelnytsky, Petro Konashevych-
Sahaidachny was the most outstanding Cossack leader. He mobilised and led the large
Cossack army that fought in continuous wars against the enemies of Ukraine. He won
the battle near Khotyn (1621) that arrested the advance of Turkish troops and saved
Europe from a Turkish invasion.
Ukraine experienced hard times in the 18th and 19th centuries. Its territory was di
vided between the Russian and Austro-Hungarian Empires. Those were the harsh
times of tsarist subjugation, and the prohibition of using the Ukrainian language in any
sphere of human activity. The economy of the country was based on serfdom until it
was abolished in 1848 in Austria-Hungary and in 1861 in the Russian Empire. But the
Ukrainian people never ceased to struggle for independence even under such cruel cir
cumstances. One of the most positive achievements was the organisation of the Broth
erhood of St. Kyryl and Methodius by M.Kostomarov, M.Hulak and T.Shevchenko.
Ukraine took an active part in the struggle against the despotism of tsarist autoc
racy, serfdom and political disfranchisement. And at last, after centuries of slavery, the
Ukrainian National Republic was proclaimed in 1918, But the political and economic
situation made the existence of the young independent state impossible. For more than
seventy years Ukraine formed a constituent part of the Soviet Union. Our country went
through the grim years of the genocidal famine of 1932-33, Stalinist repressions and
World War П, when the plague of fascism swept over the whole of Europe. Yet again
Ukraine arose from ashes and ruins.
A new chapter began for our country when in the referendum of 1st December
1991 the citizens of Ukraine ratified the Act of the Declaration of the Independence of
Ukraine of 24th August 1991.
[From: Orest Subtelny, Ukraine: a history. University of Toronto Press, 1988]
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Unit 4
Text 4. UKRAINIAN POLITICAL FIGURES

Exercise 4.
Study the text and answer the questions:
What are the names of the political figures mentioned in the text? Who were they?
The lives of Ukrainian political figures give a vivid picture of the heroic past of the
Ukrainian people. The institution of hetmanship was introduced in Ukraine in the 16th
century. The hetmans were the military leaders of the Cossack army until the liberation war
of 1648-1654. In the course of this war Ukrainian statehood was revived. In accordance
with the Treaty of Zboriv, signed in 1649 by hetman Bohdan Khmelnytsky and the Polish
king, the Cossacks were given their own territory: the Kyiv, Chemihiv and Podillia regions.
Subsequently, the Ukrainian hetmans were not only commanders-in-chief of the Ukrainian
army, but they were also in charge of administrative, financial and diplomatic affairs.
Ukrainian hetmans varied in their character and outlook, but shared the same fate,
many of them dying in foreign lands. For example, Baida Vyshnevetsky was tortured
to death in Istanbul and Ivan Sulyma in Warsaw. Mykhailo Doroshenko was killed
during a military campaign in the Crimea. The grave of Bohdan Khmelnytsky was de
stroyed by the Polish gentry. Demyan Mnohohrishny, the first Ukrainian political exile
to Siberia, died there. The legendary hetman Pavlo Polubotok was tortured to death in
Petropavlovsk Fortress in St. Petersburg.
The most outstanding political figure in Ukraine in the 20th century was Mykhailo
Hrushevsky. He was bom in September 1866 in the town of Khelm (now the territory of
Poland), but three years later the family moved to the Caucasus, where Mykhailo spent
17 years of his life. In 1886 he was admitted to the department of history and philology
of Kyiv St. Volodymyr University. His diploma paper was awarded the gold medal. In
1894 Hrushevsky headed the Department of World History at Lviv University. In Lviv
he made friends with Ivan Franko and became the head of the Shevchenko Scientific
Society. In 1898 the first volume of his major work The History o f Ukraine-Rus was
published. The tenth and final volume of this work was completed 36 years later.
When World War I broke out, the Hrushevsky family were in the Carpathians. On re
turning to Kyiv, Hrushevsky was arrested, imprisoned and later deported to Russia. After
the February revolution of 1917, Hrushevsky headed the Central Council of Ukraine and
was elected its president. But after the establishment of the Hetmanshchyna regime with
Pavlo Skoropadsky as hetman, Hrushevsky went underground, and then emigrated, first to
Prague and later to Vienna. In the early 1920s he was invited by the Soviet government to
return home, and was elected a Member of the USSR Academy of Sciences. During the last
ten years of his life Hrushevsky was working on the history of Ukraine and Ukrainian lite
rature. He died under mysterious circumstances in Kislovodsk in 1934.
The names of many Ukrainian political figures were disgraced and forgotten for
many years. Today, they can at last be acknowledged once again, and the details of
their biographies can now throw additional light on the history of Ukraine.
[Source: News from Ukraine, various issues, 199!/1992]
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Appendix KEY
TO EXERCISES
/: Angela, what was the purpose of your visit to Ukraine?

A: Er..., my visit to Ukraine? Well, I think the main purpose was teacher develop
ment really, to help the English teachers, and to help them with their knowledge
of English.
/: And what about you, Peter?
P: Well, I was part of the same project, although I went a year later and we... were
giving sort of seminar workshops to the staff at the Polytechnic on three subjects
er... trying to update their contemporary English... usage. Secondly, teacher...,
sorry, teaching methodology, teaching techniques and thirdly, British culture, just
general information about... about modem Britain.
/: Let me ask you such a question. What are Ukrainians like? Have you noticed
anything in common in all of them?
A: Well, they all seemed to be very polite, very friendly and hospitable... And com
plete strangers were very helpful to us in the street... and... especially when they
found that we were from England, they seemed quite interested in... trying to
communicate, although our Ukrainian was not very good really and... yes, every
one was very kind and friendly.
/: And what do you think, Peter?
P: I think the same. Yes, I had very good experiences .witheverybody,everybody
that I met. I think I agree with Angela.
/: So, are Ukrainians similar to British people?
A: We... maybe, feel that they’re a bit more reserved, more formal, more polite, er...
b u t... er...
P: Well, people say that English people are very polite. But I think that Ukrainians
are more genuinely polite than English people. English people are polite because
they are expected to be... it’s a social custom, er... they are, you know, always
saying ‘thank you’ and ‘please’ and ‘sorry’ and apologising, whereas...
A: But they don’t really mean it when they say it.Yes, it’s just a habit.
P: They don’t really mean it. I don’t think so, it’s just a habit. I felt that, you know,
Ukrainians are more genuinely interested and... pleased to talk to you.
/: As far as we can judge from our own experience, British people are also very kind
and helpful... in different ways.
A: I’m glad that you feel that. You’ve had a good experience here.
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Unit 4
P: Well, people say that English people are very polite. But I think that Ukrainians
are more genuinely polite than English people. English people are polite because
they are expected to be polite. It’s a social custom er..., they are, you know, al
ways saying ‘thank you’, and ‘please’, and ‘sorry ’, and apologising, whereas....
Л: But they don’t really mean it when they say it. Yes, it’s just a habit.
P: They don’t really mean it. I don’t think so, it’s just a habit. I felt that, you know,
Ukrainians are more genuinely interested and pleased to talk to you.
/: As far as we can judge from our own experience, British people are also very
kind and helpful in different ways.
Л: I am glad that you feel that. You’ve had a good experience here.

/: If you had an opportunity to be present at any cultural event, what are your im
pressions?
A: I went to the Opera three times in a two-week stay in Lviv. I had never been to the
opera before in my life. In Britain it’s... it’s not a very everyday thing to do. It
costs a lot of money first of all, so it’s not really very common. It’s something
I’ve always wanted to do and I was very pleased and I enjoyed the performances
and the building itself was very impressive, I found. How about you, Peter?
P: Well, I went to the ballet at the same place, in the Opera House. I went to a con
cert, classical concert which was in a church, I think and... something else which
I’ve forgotten... an art gallery, the opening of an art gallery, exhibition... which is,
you know, it’s in a very modem style... gallery, like... just as you... you would see
in the west really... er... and I think that was pretty much the same as what you
would experience in Britain, but I think the concert and... and the ballet are not
very different, but I think more people are interested in ballet and classical music
in Ukraine than... than in England. As Angela says, in England it is very expen
sive, it’s... [an] upper-middle class or upper class pursuit... ordinary people don’t
really get involved in that kind of cultural activity. So, it was a big change really.
I’ve never been to that sort of thing before.
/: And what did you get to know about Ukrainian customs and traditions?
A: Well, we found a nice market where there’s some nice craftworks on sale... and
carved wooden things, pottery and of course the beautiful embroidery.
P: I bought a candlestick.
A: I bought a candlestick. I bought an embroidered blouse for my daughter and lots
of little wooden things and pottery things, and amber... amber bracelet... it was
very nice. So, yes, some very nice traditions.
/: Perhaps you’ve learnt some words and idioms in Ukrainian.
190
Ukraine
A: Very few. I learnt how to say ‘Dobryi den’ and ‘Do pobachennia’. That’s about all.
/: And you, Peter?
P: I learnt basic things, just enabling me to say ‘hello’, ‘good bye’ and ‘thank you5.
‘Thank you’ most of all, I think, was the most important one... but I think tthe first
thing I learnt was 4e same’. I am not sure it is pronounced correctly but it’s spelt
the same in English and in Ukrainian: the same - te same. It is even more bizarre
because ‘the same’ in Ukrainian means the same as ‘the same’ in English. It’s a
very strange coincidence indeed.
A: And easy to remember.
/: So, we were told that English people start any conversation with a remark about
the weather. So, what about the weather in Ukraine and in Britain? Is it the same?
A: I went to Ukraine in the summer. Er... so I had one experience of the weather. And I
was expecting it to be a lot warmer than Britain. But I think I just picked a bad two
weeks and it was quite rainy and stormy but there were some nice bright sunny pe
riods inbetween. I remember going for a picnic in the park and sitting outside. But
we did get caught in quite a few downpours as well. Peter, you went in the winter.
P: I went in January. I was expecting it to be really,really cold. But itwasn’t too
bad, it was subzero, you know, minus two or minus threeand there was snow on
the ground. So, it was quite slushy, as we would say. Er... but it was always
sunny, which was a big change from Britain at the time, because Britain tends to
be cold and grey, whereas Ukraine is cold and sunny. So, er... and it snowed at
least once while I was there, but that’s nice, you know, Lviv looks really nice in
the snow.
/: Well, have you spotted any similarity in the architecture of Lviv and Coventry?
A: Er... no, I found them two quite different cities, er... er... Coventry is very modem...
it’s been rebuilt since the war, so none of the beautiful old buildings that you have
in Lviv. Maybe the modem tower blocks are similar anywhere in the world, really.
/: Peter, would you like to add anything?
P: I think, no, I agree with Angela on that point.
/: Is there a particular place in Lviv that you like most? Would you like to return
there some day?
P: Well, I’m not sure: Again, my pronunciation’s not very good, but Shevchen-
kivskyi Hai, what we would call an open-air museum and a park as well... really.
We went there. It was fantastic... I mean in the snow... really nice, and I’d love to
go back in the summer and spend some more time there..
A : Yes.
P: ... looking at the old buildings.
A : I visited it in the summer, and it was lovely strolling around in the warm weather.
And that’s where we had our picnic... in fact, there. And the wooden houses ...
I’ve earmarked one, so, in a few years’ time I shall retire to one of those lovely
wooden houses, I hope, in the park.
/: I think you will be always welcome.
A: Oh, thank you.
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Unit 4
/: While in Lviv you had an opportunity to meet students of Lviv Polytechnic. What
do you think about Ukrainian young people, their educational level and knowl
edge?
P: I had quite limited contact, I think. We had contact with some university students
who, in general, are younger than British university students because they go
when they are seventeen. I think they are more committed to their education, they
are more serious about their studying, er... the classes that we observed the stu
dents were... we observed some English language classes... I think, the students
were really quite good. They are very interested to learn about Britain, you know,
we were asked all sorts of questions which we couldn’t really answer, you know,
all of them fully. And we did have some contact with younger children, children
of members of the University when we found out about the kind of education they
get. I think they are dealing with more sophisticated subjects at an earlier age, for
example, an eight-year-old boy, the son of one of your department members is
doing algebra and you certainly wouldn’t start doing algebra in a British school
until you were maybe 11, And his English was also excellent, you know. And,
obviously, children don’t start learning another language in Britain until they are
about 11. So, you know, in many ways, I think, the primary education is possibly
better in some ways than in Britain. But I think the style of education is totally
different.
/: Thank you. Well..., and the last question, perhaps. Being teachers of English
would you kindly give some good advice to our students as to how to learn a for
eign language, English in particular, most effectively.
A: Well, that’s a very, very big question. Many books have been written on this
subject. But I think to,., to follow your interest, try to do things that you like, but
include English, maybe watching TV programmes, films, reading books, newspa
per articles, magazines, listening to music, even, or to songs, maybe in English.
So, just try to make it an enjoyable experience.
P: And, of course, if you can, you should try to travel to an English-speaking coun
try, not necessarily Britain. Er... because I think every language teacher will tell
you this, that the best way to learn a language... is to learn it in a context of hav
ing to use it every day, and using it for practical purposes er... with concrete re
sults. You soak up so much of a language simply by being in the country, it’s an
invaluable experience, really, for learning any language.
A: Yes, they have to, really.
192
Ukraine
Angela: Well, that’s a very, very big question. Many books have been written on this
subject. But I think to follow your interest, try to do things that you like, but
include English, maybe watching TV programmes, films, reading books,
newspaper articles, magazines, listening to music, even, or to songs, maybe
in English. So, just try to make it an enjoyable experience.
Peter. And, of course, if you can, try to travel to an English-speaking country, not
necessarily Britain. Er... because, I think, every language teacher will tell
you this, that the best way to learn a language is to learn it in a context of
having to use it every day, and using it for practical purposes with concrete
results. You soak up so much of a language simply by being in the country.
It’s an invaluable experience really for learning any language.
/: Well, if there is anything you would like to say more about Ukraine, the country
you’ve just visited?
P: Hopefully, I’ll be able to return, maybe this year,or maybe next year. I’m defi
nitely looking forward to going back again. I would certainly like to go in the
summer time. I think Lviv probably looks totally different in the summer, al
though it looks very nice in the winter. I would certainly like to travel to the Car
pathians and... and see more of the country.
A: Yes, I would like to return. And my daughter has a penfriend now in Lviv, so she
is eager to come as well, and also I’d like to travel to other parts, the Carpathian
mountains or further south to the Black Sea, and the Crimea area as well.
/: Well, thank you for your kind attention.
P: Thank you.
A: You’re welcome.
[See The Interview, Parts 1-4, above]
Section IV. Exercise 11
The Republic of Ukraine is situated in Eastern Europe. It is bordered by Poland

and Slovakia to the west and by Hungary, Romania and Moldova to the south-west. In
q 362-8
193
Unit 4
the western part of the country the northern border is with Belarus, while in eastern
Ukraine the northern and eastern borders are with the Russian Federation, To the
south lie the Black Sea and the Sea of Azov. Ukraine covers an area of 603,700
square kilometres and is the largest country entirely within Europe. Its territory in
cludes the Autonomous Republic of Crimea, which occupies a peninsula in the South
of the country, almost entirely surrounded by the Sea of Azov to the east and the Black
Sea to the south, west and north-west. The relief consists of a steppe lowland, bor
dered by uplands to the west and south-west, and by the Crimean mountains in the
south, on the Crimean peninsula. The main rivers are the Dnipro, which drains the
central regions of the country and flows into the Black Sea, and the Dnister, which
flows through Western Ukraine and Moldova before also entering the Black Sea near
Odessa. In the south, to the south-west of Odessa, Ukraine has a short border on the
Danube delta.
194
UNIT 5
ENGLISH-SPEAKING
COUNTRIES
Unit 5
Introduction
to the Topic English-Speaking Countries
Discuss in groups questions such as:
• What English-speaking countries do you know?

• Have you ever been to an English-speaking country?
• What do you know about Britain or any other English-speaking countries?
• Have you noticed any differences in the English spoken in different parts
of the world?
The Tower o f London The Washington Monument
Д і ї ¥тМ^-<івІ * ІШІії£5^ і
St. P aul’s Cathedral The U. S. Capitol
Nelson’s Column in Trafalgar Square The White House
196
English-Speaking Countries
Section I AURAL
COMPREHENSION
Text 1. GREAT BRITAIN

Choose one o f the following topics, then listen to the recording o f the text entitled
Great Britain and give an oral summary o f the information it contains on that
topic:
1. The geographical location of Great Britain
2. The British climate
3. The administrative division of the British Isles
4. The British political system
5. Characteristics of industry in Britain

Listen to the recording again and answer the following questions:
1. What is the official title of the state consisting of Great

Britain plus Northern Ireland?
2. Which are the three countries which make up Great
Britain?
3. What are the most important industries in Britain?
4. Describe the structure of the British Parliament.

Listen to the recording o f the text Great Britain, then tick
those statements below which are correct:
1) The United Kingdom of Great Britain and Northern Ireland is in the

British Isles. □
2) Britain comprises three administrative regions. □
3) Great Britain is bordered by the Pacific Ocean. □
4) There are four major rivers in Britain, namely the Severn, the Thames,
the Wye and the Tyne. □
5) Edinburgh is the capital of Northern Ireland. □
6) London’s history begins about the year 43 A.D. □
7) The UK is a constitutional monarchy. □
8) The British Parliament is the oldest in the world. □
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Unit 5

1) Great Britain ... by the Atlantic Ocean.

2) Great Britain ... from Europe by the North Sea and
the English Channel.
3) The British Isles are known to have ... climate.
4) Wales is a ... surrounded on three sides by the sea.
5) The British Isle s... Great Britain and Ireland, the
Isle of Man and the Channel Islands.
6) The mainland of England can be ... into Northern
England, the Midlands, South-East England and South-West England.
7) Scotland ... an area of 78,800 square kilometres and has ... of 5.2 million.
8) On the coast, the main occupations are ship-building and ....
9) London’s history begins about the year 43 A.D., when it was ... the Romans as a
military station.
10) In the 17th century, the plague and the Great Fire of London alm ost... the city.
But it soon ....
11) The political party which wins ... in the House of Commons in popular elections
forms the government.
12) Any M.P. may ... a Bill.
Text 2. THE UNITED STATES OF AMERICA
Exercise 5. Oral summary

The USA and give an oral summary o f the information it contains on that topic:
1. The geography of the USA

2. The U.S. Government
3. The U.S. President
4. The capital of the USA
5. The U.S. flag

1) Where is the United States of America situated?

2) What countries does the USA border on?
3) What oceans border the USA?
4) What is the extent of the territory occupied by the USA?
198
5) What is the total population of the United States?

6) When was the USA founded?
7) When was the American Constitution adopted?
8) What chambers is the U.S. Congress composed of?
9) What do you know about the U.S. Congress?
10) When is the U.S. presidential election held?
11) What is the official residence of the U.S. President?
12) What is the capital of the United States?
13) Who is the capital named after?
14) When was the U.S. flag adopted?
Exercise 7. Multiple Choice Comprehension Test.

Listen to the recording and then select the most accurate statement in each o f the
following cases:
I. a) the USA is a parliamentary republic;

b) the USA is a constitutional monarchy;
c) the USA is a federal republic.
П. a) the executive branch makes new laws;

b) the executive branch ensures that laws are carried out;
c) the executive branch ensures that the laws and actions of government con
form to the Constitution.
Ш. a) the presidential election is held every year;

b) the presidential election is held every leap year;
c) the presidental election is held every third year in November.
IV. a) the White House is the President’s residence;

b) the White House is the seat of the Congress;
c) the White House is the seat of the Senate.
V. a) the US President is the head of the judicial branch;

b) the US President heads the executive branch;
c) the US President is the head of the legislative branch.
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Unit 5

Fill in the blanks with a suitable word or phrase according to the information you
1. ... borders the USA to the north.

2. The longest rivers in the USA are ....
3. The Constitution of the USA was adopted on ....
4. ... is the seat of the US Congress.
5. The US capital was named after ... who selected the place for it.
6. The US Government comprises three ....
7. ... heads the judicial branch.
8. The President must be a U.S. citizen bom in the United States and at least... old.
9. Washington, the capital of the USA, was planned by ....
10. ... is the President’s residence.
11. The District of Columbia was named in honour o f ....
12. Washington has been the capital of the USA since ....
13. The popular name o f ... is the Stars and Stripes.
14. The US Congress consists o f ... and the ....

Write a summary o f the text entitled The United States of America in approxi
mately 40 words.
Text 3. COVENTRY

Coventry and give an oral summary o f the information it contains on that topic:
1. Ukrainians in Coventry
2. Coventry industries, past and present
3. Lady Godiva’s city

1. Why has the name of Coventry become familiar to many students and staff of
Lviv State Polytechnic University?
2. Name some important architectural features of Coventry.
3. Where is Coventry situated?
4. What was the first recorded event in Coventry’s history?
5. Why is Coventry called the city of Lady Godiva?
6. What was the city famous for in the Middle Ages?
200
7. What new industry came into being in Cov

entry at the end of the 19th century?
8. How did the motor-car industry affect the
development of the city?
9. Where can you get a concentrated glimpse
of the city’s history?
10. What kind of exhibits are displayed in the
Herbert Art Gallery and Museum?

Listen to the recording once more, then tick the correct statements and mark the
incorrect ones with a cross:
1. Ukrainian students have been visiting Coventry recently.

2. Ukrainians have lived in Coventry since it was first founded.
3. There are several medieval church buildings in Coventry.
4. St.Michael’s spire is the highest in England.
5. Coventry is an important sea port.
6. Coventry is located far from the sea coast.
7. Daniel Defoe met Lady Godiva in Coventry.
8. Many people associate Coventry with the legend about Lady Godiva.
9. Beautiful ribbons used to be made in Coventry in the past.
10. The British motor-car industry began in Coventry over a century ago.

Fill in the blanks with a suitable word or phrase according to the information you
1. By the 14th ... Coventry was the fourth largest town in England.
2. In the Middle Ages the city was ... for its cloth industry.
3. Later on the ribbon-weaving industry ..., having become the city’s major ... by
the middle of the 19th century.
4. As old industries declined, the city rapidly abandoned them and ... the growing
ones.
5. And it was in Coventry that the first British commercial motor-car was ... in 1896.
6. The tale of the Lady of Godiva, who ... naked through the High Street of the city
to ... her beloved city of Coventry exemption from ..., is held for so ... a truth,
that they will not have it questioned upon any ... whatever, and the picture of the
poor ... that peeped out of the window to ... her, is still kept up, looking out of a
garret in the High Street of the city.

Write a summary o f the text entitled Coventry in about 100 words.
201
Unit 5
Section It USE OF VOCABULARY

AND APPLIED GRAMMAR
Key words and phrases
Vocabulary Definition Examples

accept to agree or approve of smg. If the Lords accept the Bill it will be
placed before the Queen for the royal
assent.
area surface measurement Scotland occupies an area of 78,800 sq.
km.
article item, object, thing Ukrainian Easter carvings and other arti
cles are displayed at the Herbert Art
Gallery.
assent agreement, approval If the Lords accept the Bill it will be
placed before the Queen for the royal
assent.
branch a specialised part of an The Government of the USAcomprises
organisation three co-ordinated branches.
citizen a person belonging to a The President must be a U.S. citizen,
country by birth or having bom in the United States and resident in
acquired such status the country for 14 years.
coast the land at or near to where There are many other small islands off
it meets the sea the coast of Great Britain.
consist of to be made up of The British Parliament consists of two
chambers - the House of Commons and
the House of Lords.
court a place where trials or Scotland has her own land and law
other law cases are heard courts, her own banks and banknotes.
demand to require, need The automobile industry led to the de
velopment of many other related indus
tries, which demanded more labour.
develop to expand, improve Later on the ribbon weaving industry
developed, having become the city’s
major occupation by the middle of the
19th century.
discover to find Thirty years later they discovered gold
there.
elect to choose by voting The US President is elected by electors
from each state.
202
event a happening, usually smg. The Festival is a unique event in the ar
important tistic life of Scotland.
familiar well known The name of this English city has re
cently become quite familiar to students
and staff of Lviv State Polytechnic Uni
versity.
force to make somebody do Hundreds of Ukrainian refugees were
smg., leaving no alterna forced to flee their country during and
tive choice immediately after the Second World War.
industry manufacture or production In the Middle Ages the city was famous
of goods for its textile industry.
labour physical or mental work The automobile industry led to the de
tries, which demanded more labour.
lake a large area of water sur Loch Lomond is the largest lake in
rounded by land Scotland.
middle half way point Later oy the ribbon weaving industry
developed, having become the city’s
major occupation by the middle of the
19th century.
native associated with the place One part of the native population was
of one’s birth adopting Roman methods of building
roads and houses.
occupation taking or holding by force, The Celts resisted the occupation
esp. of a defeated country fiercely.
offer to provide, give The museum’s exhibits offer a compre
hensive record of Coventry’s ancient and
recent history.
office official position The US President holds office for 4
years.
peninsula an area of land almost sur Wales is a peninsula.
rounded by water and con
nected to the mainland
recently a short time ago The name of this English city has re
cently become familiar to students and
staff of Lviv State Polytechnic Univer
sity.
related connected or associated The automobile industry led to the de
tries.
represent to show an example of Opera, ballet and music of all kinds -
they are all represented at the Festival.
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Unit 5
responsible having a duty or obligation Who is responsible to Parliament for

Scottish domestic affairs?
scenery something attractive to Northern England is a mountainous re
look at gion with beautiful scenery and pure
lakes.
severe serious Coventry, like a phoenix, has risen from
the devastation caused by the severe air
raids of the Second World War.
staff employees The name of this English city has re
cently become quite familiar to students
and staff of Lviv State Polytechnic Uni
versity.
state a country considered as an The Greeks had already invented the
organized political com mechanisms of suppression called “state”
munity controlled by one and government.
government
state a part of a federal state The USA is a federal republic of fifty
which has a certain auto states.
nomy
tax money paid by citizens to Lady Godiva rode naked through the
the government High Street of the city to purchase her
beloved city of Coventry exemption from
taxes.
Exercise 1.
Match the following words with their definitions:
1. to consist of a) approval
2. staff b) surface measurement
3. recorded c) inhabitants
4. government d) large area of water surrounded by land
5. population e) land adjacent to the sea
6. area f) to separate
7. assent g) town or city where the government is carried on
8. lake h) physical or mental work
9. mountain i) employees
10. coast j) choose by voting
11. to divide k) mass of very high land rising to a peak
12. famous 1) well known
13. capital m) to be made up of
14. labour n) legislature and executive
15. elect o) written, documented
204
Exercise 2.
a) agree with or approve of smg. a_c

b) a part of an organisation b __ 1
c) a person belonging to a country by birth or having c __
acquired such status
d) to be made up (of) c __
e) written, documented r_ c ,
f) to find, find out d
g) a happening, usually smg. important e __
h) a short time ago r ___
i) connected or associated with smg./s.o. r _ 1_
j) having a certain duty or obligation r
Exercise 3.
a) Match each word in section A with one o f a similar meaning in section B:
A В
a) major 1) territory
b) to comprise 2) to be busy
c) famous 3) to take
d) to populate 4) department
e) to accept 5) chief
f) branch 6) to include
g) brief 7) to constitute
h) area 8) prominent
i) to be engaged 9) to inhabit
j) to make up 10) short
b) Match each word in section A with one o f an opposite meaning in section B:
A В
a) native 1) modern
b) definite 2) mild
c) to divide 3) to ruin
d) to construct 4) to refuse
e) to accept 5) unknown
f) ancient 6) plain
g) familiar 7) to finish
h) mountain 8) to unite
i) severe 9) foreign
j) to begin 10) uncertain
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Unit 5
Exercise 4.
Compose sentences o f your own, using the following words:
demand, sight, labour, coast, accept, staff, offer, office, occupation, represent,
state, tax, native, severe, industry, familiar, area, education, middle.
Exercise 5.
Complete the following sentences with words selected from the list below:
1) If you asked Ukrainian visitors to mention some characteristic features of the

city, they would most probably highlight three main ....
2) Of the four ... which make up the United Kingdom of Great Britain and North
ern Ireland, England is the largest.
3) On the the population is engaged in ship-building and fishing.
4) Since the beginning of the XIV century it has continued to ... in importance as a
centre of commerce.
5) The mainland of England can be ... physically into four main parts.
6) Wales is a ... almost surrounded by the sea.
7) The name of this English city has recently become quite ... to students.
8) The British Parliam ent... of two Houses.
9) Northern Ireland has a ... of 1.5 million.
10) The museum’s exhibits ... a comprehensive record of Coventry’s ... and recent
history.
11) The automobile ... led to the development of many other related ....
12) These industries demanded more ....
labour; industries; ancient; consists; peninsula; coast; offer; population;

familiar; divided; countries; points; increase; industry
206
Grammar
Direct and Indirect Speech
To tell somebody what somebody else has said, you normally use indirect speech. In
general, the present tense form in direct speech changes to the corresponding past
tense form in indirect speech, and the past tense form in direct speech changes to the
past perfect form in indirect speech, e.g.
am; is/are was/were was/were had been

do/does did did had done
can could could had been able to
have/has had had had had
will would would would
Consider these examples:
The lecturer: “P m going to speak on British history”.
To tell somebody else what the lecturer said, you can express it in indirect speech, us
ing the corresponding past tense form:
The lecturer said that he was going to speak on British history.
Compare:
Direct Speech Indirect Speech
Boris: “Alaska is the biggest state in the Boris said that Alaska was the
USA.” biggest state in the USA.
The teacher. “Pm going to give an exercise in The teacher said he was going to
indirect speech.” give an exercise in indirect
speech.
A student: “Under the Tudors, England con- A student said that under the Tu-
siderably expanded its overseas dors England had considerably
possessions.” expanded its overseas posses
sions.
Mary: “I can’t come to Coventry for a Mary said she couldn’t come to
holiday.” Coventry for a holiday.
My cousin: “I’ll phone you on Monday.” My cousin said she’d phone me
on Monday.
Щ Note that you can leave out the conjunction that.
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Unit 5
Exercise 6.
Complete the indirect speech with the appropriate tense forms:
Pattern: "I want to change my job” ~;

- t Tony said that he wanted to change Jhis job.
a)
“My cousin speaks two foreign lan Betty said that her cousin ... two foreign
guages.” languages.
“Peter has gone to Bath.” Peter’s sister said that he ... to Bath.
“Nobody understands me.” He said nobody ... him.
“I’ve received a letter from my English My brother said he ... a letter from his
friend.” English friend.
“We are enjoying our journey to Scotland Their letter said that they ... their journey
immensely.” to Scotland immensely.
“I’ve broken my watch.” Nina said that she ... her watch.
b)
“I’m waiting at the station”. Nick rang to say he ... at the station.
“The history of Oxford can be traced back The student told us the history of Oxford
over a thousand years”. ... back over a thousand years.
“She hasn’t bought any milk”. I noticed that she ... any milk.
“The train to Leeds is approaching plat The announcement said the train from
form three”. Leeds ... platform 3.
“Nobody will know about this incident”. John thought nobody ... about this inci
dent.
“You’ve made a few mistakes in your Her teacher remarked that she ... a few
translation.” mistakes in her translation.
Questions in Indirect Speech
Щ р Remember that the word order in an indirect question is the same as in an af
firmative statement.
Consider the following examples of questions expressed in direct and indirect speech
respectively:
Direct Speech: >, Qare said, ^What time is it?”,

Indirect Speech, Glare asked what the time was.
208
Exercise 7.
Express the following questions in indirect speech, introduced by the phrase I
asked:
P atten i: “When does the history ofXondon begin?”

—* I aslced when the history of London began.
1. Who is the Prime Minister of Great Britain?

2. How can I get to the National Gallery?
3. Where are you going on holiday this year?
4. What is Manchester famous for?
5. How long does it take to get to Stratford?
6. When was the Statue of Liberty presented to the USA?
7. How do they know my name?
8. What does the word ‘Australia’ mean?
Exercise 8,
Turn the following questions into indirect ones, beginning with the phrase I won
dered if/whether. Note that yes/no questions are introduced with i f (or whether):
P attern : т ^
Direct speech: < The student asked, “Is theJDnipro longer than the Thames?”
Indirect speech: The student wondered if/whether the Dnipro was longer
, than the Thames?' , < ‘ ”
1. Can you explain this rule?

2. Have you listened to the news on the BBC?
3. Does Scotland include any islands?
4. Have you got any spare time?
5. Is Washington situated in the District of Columbia?
6. Does London resemble any other English cities?
7. Is Loch Lomond the largest lake in Scotland?
8. Is Cardiff the capital of Wales?
In indirect speech sentences expressing promises, orders, advice, requests and

suggestions, the infinitive may be used, e.g.
. Direct speech/ . v * л Indirect speech

‘T il w rite soon,” he said. ! H e promised to w rite soon:
“Don’t be late”, Ann said., Ann told us not to be late.
209
Unit 5
Exercise 9.
Rewrite the following sentences, using indirect speech:
Pattern: “Don’t buy. too much bread”

—►She asked me not to buy too much bread.
Direct speech Indirect speech

“I won’t be late”. She promised ...
“Find Sheffield on the map, Michael”. The teacher asked M ichael...
“Don’t make so much noise, Peter”. Mother told P ete r...
“You ought to stay in bed for two days” My friend advised me ...
“Don’t stay in the garden any longer”. Grandmother asked the children .
“I’ll learn the poem”. His granddaughter promised ...
“Don’t stay out late”. My sister advised me ...
“I’ll cook the Sunday dinner”. She offered ...
Exercise 10.
Read the following short interviews, then fill in the gaps in the summary o f the
shoppers *opinions, using indirect speech:
Interviews
Journalist: Do you like shopping in Coventry?

First shopper: Yes, because there are no cars in the Precinct, so it’s safe for my
children.
Journalist: Thank you, good bye.
Journalist (to a
second shopper): Do you like shopping in Coventry?
Second shopper: No, I don’t, because no cars are allowed in the Precinct. I have to
park my car and then walk a long way.
Journalist: Thank you, good bye.
Journalist (to a
third shopper): How often do you come shopping here?
Third shopper: Every Saturday. I work during the week, so it’s the best day for me.
Journalist: Thank you very much, good bye.
Summary
A journalist asked the first two shoppers........... shopping in Coventry. The first
one said yes, because there ... no cars in the Precinct and s o ........... for her children.
The second one said no, because h e ........... his car and then walk a long way. The
journalist asked the third shopper how often s h e ...... there. She sa id ........every Satur
day. She ... during the week, so i t ... the best day for her.
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Exercise 11.
Enter an appropriate form o f each verb given in brackets:
1. In 407 the Romans (leave) Britain.

2. London (be) the capital of England since the 11th century.
3. By the beginning of the 17th century, the Bank of England (operate) for 6 years.
4. The British Museum (found) in 1759.
5. The Speaker (elect) by the House of Commons today.
6. She answered that M.P.s often (bring) forward various Bills, but most of them
(reject) after the first reading.
7. He told me that the Bill (pass) by the House of Lords last week.
8. The Prime Minister said that the general election (hold) the following year.
9. They were sure that the Conservative candidate (win) the election.
10. The Bill (sign) by the Queen yet.
11. In 1940 Coventry (ruin) by enemy bombing.
12. The parliamentary building (construct) by the middle of the 19th century.
13. British scientists (contribute) significantly to our knowledge of physics.
14. London (stand) on the Thames.
15. Next week the Bill (place) before the Queen for signature.
16. England (comprise) 45 counties.
17. Many industrial enterprises (concentrate) in the English Midlands.
18. The electronics industry (develop) rapidly for several decades.
19. John asked us whether we (go) to Scotland for our summer vacation.
20. The Gaelic language (speak) in the Highlands of Scotland.
21. Many different types of goods (produce) by companies based in Birmingham.
Exercise 12.
Turn the following sentences into a) negative statements; b) questions:
1. They have elected many new MPs.

2. The Government has accepted the Trade Union’s proposal to discuss the issue.
3. That restaurant has specialised in Italian dishes for many years.
4. Big Ben has appeared as the symbol of London at many international events.
5. They have constructed a new bridge this year.
6. The boys have discovered many interesting things since they came to the camp.
1. The Government has raised the Value Added Tax this year.
8. The city government has established an educational centre to train social workers.
9. The Parliament has passed a new immigration law this year.
10. They have demonstarted a genuine desire to come to an agreement.
Exercise 13.
Turn the sentences in Exercise 12 into the Passive Voice.
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Unit 5
Exercise 14.
Use the following grammar forms in sentences o f your own:
have been done, has been elected, have achieved, have lived, has worked out,
have not changed, has not told, have been locked, have seen, have not shown,
has been discussed, have been built, has not been repaired, has not been built.
Exercise 15.
1. Europe/Glasgow/founded/educational/1450/the/one/was/University/in/estab-
lishments/higher/in/oldest/of
2. century/Edinburgh/capital/Scotland/became/in/of/the/15th/the
3. Welsh/and/in/centuries/became/the/Christians/6th/5th/the
4. motor-car/a century/began/in/the/ago/British/Coventry/industry
5. Britain/more/visit/than/tourists/million/every/eleven/year
6. workers/full/the/hungry/cafes/of/are/pubs/and
7. signed/the/already/has/Queen/B ill/the
8. year/general/this/has/election/held/a/been
9. reading/the/passed/second/has/Bill/the
10. written/yet/essay/I/my/haven’t
11. Oliver/Fred/Henry/Twist/if/asked/read/he/had
12. was/in/England/of/the/established/Bank/1694
13. houses/bumed/in/15,000/of/about/London/Fire/1666/Great/the/down/in
14. Bill/a/forward/each/bring/MP/may
15. Coventry/students/have/Ukrainian/recently/visited/University/many
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Section HI DEVELOPING
SPEAKING SKILLS
Warming up
Write down 5-10 questions that you would like to ask, or to be asked about Britain,
USA, Canada or Australia. Then choose a partner, exchange question sheets and in
terview one another. Begin some o f your questions with the following phrases:
Could you tell me...

Do you know...?
Do you happen to know...?
Is it true that...?
I know that...
I’d like to know if...
Could you explain why/how/where/what...?
Work in pairs
Exercise 1.
Read the dialogue and then change it, replacing the underlined words with others
chosen from the list below:
Dialogue 1. THE EDINBURGH FESTIVAL
A: I think Edinburgh should be the next place we visit.

B: Why?
A: You haven’t forgotten the Edinburgh International Festival, have you? We
shouldn’t miss that.
В: No, of course not...
A: It takes place every year, in August and September.
B: Good, let’s go to Edinburgh. I’m sure we’ll eniov the Festival.
A: We’re bound to. It’s a unique cultural event in Scotland. The Festival embraces
almost all the arts. Opera, ballet, music of all kinds, painting, folkdancing, films
and drama are all represented.
Words: certain, like, be held, include
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Unit 5
Dialogue 2. SCOTLAND
Exercise 2.
Read and listen to the following dialogues. Choose one o f them and practise it with
another student.
I
A: Scotland is a country in the north of Great Britain, isn’t it?
В : Yes, it is.
A: Have you heard of any other names for this country?
В : No, I’m afraid I haven’t.
A: Well, the Romans called it Caledonia. You know that the Romans undertook nu
merous military campaigns against the tribes of Caledonia between the 1st and
3rd centuries, but the region was never subjugated.
B: This name isn’t often used, is it?
A: Yes, it’s quite often mentioned in literature.
B: So, what is the size of the territory of Scotland?
A: It’s 78,800 sq. km,
В : And what’s the population of Scotland?
A: Five million.
B: Does Scotland include any islands?
A: Yes. It includes the Hebrides, Orkneys and Shetlands.
B: In the west and north it’s bordered by the Atlantic Ocean, in the east by the North
Sea, and in the south by England and the Irish Sea.
II
A: Which are the highest mountains in Scotland?
B: The Grampians.
A: What are Scotland’s main rivers?
B: The Tweed, Clyde, Tay and Spey.
A: There are many lakes in the Scottish mountains, aren’t there?
B: Yes. But the Scottish word for “lake” is “loch”.
A: The largest loch in Scotland is Loch Lomond, isn’t it?
B\ That’s right, but the best-known one is probably Loch Ness, because of the legend
of the Loch Ness monster, said to be living in the loch.
III
В : What are the main industries in Scotland?
A: Mostly fishing, shipbuilding and whisky distilling.
B\ I believe Scotland is important for commerce, and possesses valuable iron and
coal mines.
A: Yes, but the mining industry is now in decline.
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IV
В: What about Scottish agriculture?
Л: About a quarter of the total area of Scotland is under cultivation or in permanent
pasture.
В : What is the principal Scottish crop?
A: It’s oats, with more than half of the total cultivated areadevoted to it.
B: Sheep rearing has always been an important activity in the Highlands, hasn’t it?
A: Yes. But it has been declining recently.
B: Do you know what “crofting” means?
A: “Crofting” is a form of agriculture practised here. A crofter owns a plot of land,
called a croft, but it’s really only enough to grow potatoes and keep, say, one cow
and three sheep.
B: Farming is difficult, because up there the winters are very long and the summers
are wet.
V
A: Who is responsible to the British Parliament for Scottish domestic affairs?
B: The Secretary of State for Scotland.
A : Is the Secretary of State for Scotland a Cabinet Minister?
B: Yes, of course.
A\ Could you explain what the “Cabinet” is?
B: The Cabinet is the “inner circle” of the British government, a group of about 20
ministers who are the heads of the most important government departments
(ministries). They meet, usually once a week, at 10, Downing Street, the official
residence of the Prime Minister.
VI
A: Scotland has her own legal system and her own banks and banknotes.
B: Scotland’s name originated in the 11th century.
A: When did Scotland lose her independence?
В : In 1587, with the execution of Mary, Queen of Scots.
A: Do you know what the national emblem of Scotland is?
B: No, I’m afraid I don’t,
Л: It’s the thistle.
Glossary
Caledonia - Каледонія, римська назва Шотландії

subjugate - підкорити
loch - «лох» - озеро в Шотландії
commerce - торгівля
decline - занепадати
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Unit 5
pasture - пасовисько
crop - врожайна рослина
oats - овес
devote to - відводити (площу під рослину)
croft - невеличка ферма
crofter - дрібний фермер
responsible - відповідальний
thistle - будяк, чортополох
Exercise 3.
Listen to the following dialogue. Act it out with another student:
Dialogue 3. NEW YORK
Roman: Hello, Alice. Are you doing anything special at the moment?
Alice: Hi, Roman. No, nothing in particular. Why?
Roman: I’ve heard you are a New Yorker and I’d like to have a chat with you about
your native city.
Alice: Sure, I’m proud of my city and I could talk about it for hours. Actually, in
New York you can observe the life of the whole nation.
Roman: What do you mean?
Alice: New York is a city of contrasts. It’s a place where many American million-
naires have their residences, and at the same time a great number of its in
habitants live in poverty.
Roman: I suppose that’s because many new immigrants to America settle here. They
have been arriving there for centuries. How old is New York, actually?
Alice: Well, New York isn’t as old as Lviv, of course. It was founded by Dutch
colonists in 1626 and named New Amsterdam. Then 40 years later the colony
was captured by the British navy and renamed New York.
Roman: What can you tell me about the famous Statue of Liberty?
Alice: It was presented to the USA by France in 1886 to commemorate the 100th
anniversary of American independence. It’s made of bronze and stands 152 ft
high. Unfortunately, it’s exposed to atmospheric pollution and acid rain, and
needs constant maintenance.
Roman: I’ve read that it took something like $30 million to repair the Lady of the
Harbour in preparation for her centenary. Can the city afford such a heavy
expense?
Alice: I think that, although New York is the country’s largest city, its busiest sea
port and the centre of commerce, finance and the arts, the repairs wouldn’t
have been possible without the financial assistance that was received from all
over the country.
216
Roman: Of course, everybody knows that the financial centre of America is in Wall
Street.
Alice: Roman, you know so much about my home town that the only thing that re
mains is for you to actually visit it.
Roman: That’s right, Alice. I hope to do so soon.
Glossary
poverty - ЗЛИДНІ
to commemorate - ознаменовувати
acid rain - кислотний дощ
to afford - дозволити собі (придбати щось)
expense - витрати
Exercise 4.
Express your opinion about the issues mentioned in the above dialogue. Start with:
In my opinion ...
I think ...
To my mind, ...
Personally, I thin k ...
As I see i t , ...
Exercise 5.
Read the dialogue entitled Washington, D.C. Before you listen to the dialogue con
sider the following:
a) The capital of a country;
b) The capital of Ukraine;
c) The capital of the USA.
Then listen to the dialogue and discuss what new information you have learned
about the capital o f the USA.
Dialogue 4. WASHINGTON, D. C.
Martha: James, have you got any spare time now? I have to write an essay about the
capital of the USA, but I’m afraid I won’t manage it without your help.
James: I’ll be glad to help you, Martha. After all, you helped me to find the most
interesting information about Kyiv.
Martha: That was a pleasure. Kyiv is one of the most ancient cities in Eastern Europe
and the cradle of our culture. So what can you tell me about Washington?
James: It’s one of the few capitals in the world that were created to house a nation’s
government. The location for it was chosen by the first American president,
George Washington.
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Unit 5
Martha: In which state is it situated?

James: It doesn’t belong to any state. It occupies the District of Columbia, which is
referred to as federal territory. By the way, the name of the US capital is ac
companied by the abbreviation “D.C. ”, to distinguish it from the state of
Washington in the north-west of the United States.
Martha: Does your capital resemble other American cities?
James'. By no means. First of all, it is a city without skyscrapers. The Capitol is its
tallest building. Also, there are no industrial plants or factories there.
Martha: How do the city’s inhabitants earn their living?
James: I’ve read that about three-quarters of the adult population work, directly or
indirectly, for the government. Some of them are politicians or officials em
ployed by government institutions. Others supply goods or render services to
such people.
Martha: I suppose the remaining quarter are involved in tourism.
James: You are probably right, as there are always many sightseers eager to see the
White House, the Capitol or monuments to the most prominent U.S. presidents.
Martha: Thanks very much, James. What would I have done without you?
James'. Think nothing of it, Martha. I’ll be glad to help you with any other problems.
Martha: That’s very nice of you.
Glossary
cradle - колиска
skyscraper - хмарочос
the Capitol - Капітолій
to supply - забезпечувати необхідним
to render services - обслуговувати
Exercise 6.
Read and listen to the following dialogues, make notes and discuss them in groups:
Dialogue 5. THE PACIFIC COAST
Boris, who is from Ukraine, is on holiday in the USA. He has struck up a conversation
with a young American in a bar in New York. They have just introduced themselves to
each other.
Boris: Where do you come from, Roger?

Roger: I’m from Juneau, I was bom and raised there. It’s the capital of Alaska, you
know.
Boris: Isn’t that the biggest state in the USA, with rich oil resources and other min
eral deposits. They say the US Secretary of State bought it from the Tsar of
Russia for $7 million sometime in the 19th century, and that at the time most
Americans thought he was crazy!
218
Roger. Yes, they did. They called it “Seward’s Icebox”, after this Secretary of State,
who’d spent all that money on a vast barren territory! And then, of course,
thirty years later gold was discovered there, so old Seward had the last laugh.
Boris: I bet he died laughing! By the way, have you read any Jack London? I think
his stories are great. Some of them are set in the time of the gold rush. Not
that he found any gold there, but he had some amazing experiences.
Roger. Did you know he came from San Francisco?
Boris: Did he really? Funny, I always associate him with wild, deserted places. Pretty
sophisticated place, isn’t it, San Francisco?
Roger. Fantastic! I spent four years there as a student. I did economics at the Uni
versity of California.
Boris: Lucky you! All that blue sky, and the Hollywood movie scene!
Roger. Mind you, California’s a pretty down-to-earth place, too. It’s one of the ma
jor centres of America’s electronics, aircraft and oil refining industries.
Boris: Sounds as if it has everything. I bet you wanted to stay on there, didn’t you?
Roger: Not on your life! I went back to Alaska. As the saying goes, east, west,
home’s best!
Glossary
to raise- виховувати
down to earth - практичний
Dialogue 6, AUSTRALIA
Olha and Paul are students studying at a university in England. They have just won a
holiday in Australia, so Paul has been reading up about the country.
Olha: Paul, have you any idea what the word “Australia” means? It sounds Latin to me.
Paul: That’s because it is Latin. It means southern. Scholars used to call it Terra
Australia Incognita (the unknown southern land). This name was used until
the Dutch arrived a couple of hundred years ago. They went to lots of different
places along the coast and some of the islands, too.
Olha: Why didn’t they settle there?
Paul: It just seemed too arid. You couldn’t grow anything - or so they thought. Im
migration didn’t get going on a large scale till the end of the 18th century.
Olha: It was a sort of British Siberia, wasn’t it? Where they deported lots of their
convicts.
Paul: Yes, some of them were a pretty rough lot - like Ned Kelly. Have you heard
of him? He was an armed robber, a pretty ruthless character, a real legend in
his own lifetime. He gave the aborigines a hard time, to put it mildly! But they
weren’t all like him. There were quite a few pretty hard working people
among the European settlers. It’s incredible to think of them hacking away at
219
Unit 5
all that barren land and turning it into a land of plenty. Before long they were
exporting to the old world - things like wheat and wool. And then, of course,
don’t forget all Australia’s mineral resources.They had everything they needed
for industrial development. It was all there, waiting to be dug up.
Olha: And now Australia’s waiting for us! It’s supposed to be a great place for tour
ism, isn’t it? I can’t wait to see the desert! - and then ail those eucalyptus for
ests with their wonderful blue leaves! - and kangaroos and those gorgeous ko
ala bears!
Paul: Australians love all of that. They’re crazy about wildlife and love picnicking
in the bush, I hope we manage to meet some of them and get to know them.
They take having a good time very seriously. That’s why they fought hard for
a shorter working week and won!
Olha: They’ve obviously got their priorities right! And they’re great drinkers, too,
aren’t they? Was it an Australian who said, “Work is the curse of the drinking
classes”?
Paul: No, that was Oscar Wilde!
Glossary
Vocabulary Definition Ukrainian

arid dry and infertile дуже сухий (про клімат)
deport to banish, send out of the coun висилати
try
convict a convicted criminal засуджений, в’язень
ruthless having no principles, cruel жорстокий
aborigine a native inhabitant (especially o f абориген, корінний мешканець
Australia) Австралії
to hack away to dig enthusiastically and con «вгризатися», «врубатися»
tinuously
barren infertile безплідний, неродючий
gorgeous very beautiful чудовий
to be crazy about to be extremely keen on дуже захоплюватися (чимось)
Exercise 7.
The following statements relate to topics you've already studied. Give your reasons
for agreeing, disagreeing, or partially agreeing.
1. Edinburgh is the capital of Scotland.
2. The national emblem of Scotland is a red rose.
3. Glasgow is the largest city in Scotland.
4. New York is a microcosm of the life of the whole American nation.
5. New York is America’s largest city and so it could afford$30 million to repair
the Statue of Liberty.
220
6. All newly arrived immigrants settle down in New-York.

7. The capital of the USA is situated in the state of Washington.
8. The location of the U.S. capital was chosen by the first American President.
9. The capital of the USA resembles other American cities.
10. Alaska possesses much oil and other mineral resources.
11. Alaska was nicknamed “Seward’s Icebox” at the beginning of the 19th century.
12. The writer Jack London was bom in Alaska.
13. The name “Australia” means “eastern” in Latin.
Some useful ways to express agreement:
Agreement: Partial agreement:

That’s right. I suppose so, b u t...
That’s correct. Well, yes, in a way, b u t...
Of course. I agree to some extent, but
I quite agree ... To a certain extent...
I totally agree... I’m not certain ...
There’s no denying i t ... That’s true, b u t...
I tend to agree ...
There’s no doubt...
Some useful ways to express disagreement:
Moderate or polite Strong disagreement Strong, discourteous

disagreement disagreement
I can’t agree with that. I hardly think so ... Nonsense!
I don’t believe that’s true. It is out of the question. Nothing of the kind!
I have to disagree. Far from it. O f course not!
I don’t really think so. That’s most unlikely ...
I’m not so sure about that.
On the contrary ...
Exercise 8.
Give a 5-minute talk about one o f the following:
a) The U.K. c) Canada. e) Other English-speaking countries.
b) The U.S.A. d) Australia.
Your talk should consist o f three sections:
1. Introduction: introducing yourself, welcoming the audience, getting their attention.
2. Giving information.
tening.
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Unit 5
Section IV READING
AND WRITING
Exercise 1.
Read the text that follows, divide it into logical parts and suggest a subtitle for
each o f them.
Text 1. HISTORY OF GREAT BRITAIN
The most famous evidence left by the first inhabitants of the British Isles is the
stone circle named Stonehenge. Nobody knows exactly when, how or why it was
erected, but when Celtic tribes (Piets, Scots and Britons) first invaded the British Isles
after 700 ВC, Stonehenge was already there along with the poorly armed Iberians, who
were either slain by militant Celts or driven into the mountains.
The civilized neighbours also displayed a keen interest in this part of Europe. The
ancient Greeks called the British Isles “the Tin Islands”, as they used to come here for
tin. The Romans called Britain “Albion” (after the white cliffs of Dover), and liked it
so much that they decided to occupy it for good. The Celts resisted the occupation
fiercely, and the Romans had to build Hadrian’s Wall to guard their newly-seized
province. It was then that the first towns sprang up in Britain. One part of the native
population was adopting Roman methods of building roads and houses, draining
swamps and cultivating corn, while the other part was wearing Roman togas, speaking
Latin and ruling the country in the name of the Roman Emperor.
Roman rule ended quite abruptly, when the Roman legions were recalled from
Britain in 407 to defend the central provinces of their Empire from barbarian attacks.
The legions never returned, but new invaders lost no time in coming. These were the
Angles, Saxons and Jutes, who brought with them their traditions and established
seven kingdoms in the South of Britain, with
,*} Piets and Scots following suit and forming
their own kingdom in the North. The separate
Anglo-Saxon kingdoms were easy prey for
the next wave of invaders, the Vikings. That
is why in the 9th century they united under
the reign of King Alfred the Great.
The last successful invasion of England
took place in 1066, when a large army under
William, the Duke of Normandy, defeated the
Anglo-Saxons at the Battle of Hastings. The
Normans strengthened the royal power in
England and turned most peasants into serfs.
222
Some native lords swore loyalty to the new king and started learning French. Despite
this, most of the highest offices were occupied by Normans. The oppressed Anglo-
Saxons fought against their cruel rulers, either secretly (like the legendary Robin Hood
of Sherwood Forest) or openly like the participants of the Peasant Uprising of 1381,
which put an end to serfdom.
Then followed turbulent times in the history of the country: the series of wars
against the kings of France, known as the Hundred Years War (1337-1453), was fol
lowed by the Wars of the Roses (1455-1485) between the supporters of the House of
York and those of the House of Lancaster. The victorious Henry Tudor, a Lancastrian,
was the first king of the Tudor dynasty. Under Tudor rule (especially that of Elizabeth
I) England laid the foundations of its maritime and commercial greatness, and consid
erably expanded its overseas possessions. The Stuarts, who succeeded them on the
throne, united the crowns of England and Scotland, but they had continual conflicts
with Parliament and were intolerant of Protestantism. This resulted in the mass migra
tion of Puritans to America, the outbreak of civil war, the execution of Charles I, and
the proclamation of the Commonwealth, with Oliver Cromwell as Lord Protector, in
1649. Eleven years later the monarchy was restored, but Parliament has remained the
supreme power in the state since the adoption of the Bill of Rights in 1689.
This opened the way to the development of democracy and capitalism. Great scien
tific discoveries and inventions stimulated the Industrial Revolution. By the end of the
19th century, Great Britain had become the leading capitalist state in the world, its
colonial possessions covering more than 30 million square kilometres in all five conti
nents. Britain’s triumphant development was disturbed in 1914 by World War I. Then
followed the world-wide economic crisis of 1929 and World War П in 1939. After the
Second World War, the British Empire disintegrated, and the British Commonwealth
of Nations was created instead, as a free union of independent states. Britain has lost
its position as the world’s super-power, but it is still one of the most influential indus
trially developed countries in the world.
Exercise 2.
Each o f the following, expressions could serve as a title fo r one o f the paragraphs.
Put them in their correct order, as they occur in the text:
1. United we stand, divided we fall.

2. The White Rose and the Red Rose.
3. The Celts are coming!
4. The sun never sets on the British Empire.
5. The Romans do their best to feel at home in Albion.
6. The English study French to survive.
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Unit 5
Exercise 3.
Correct the following false statements, using information from the text:
1. Stonehenge was erected by the Romans.

2. The ancient Greeks used to come to the British Isles for cotton and tea.
3. The Romans left Britain in 1066.
4. The Normans spoke German.
5. The Tudors succeeded the Stuarts on the throne.
6. In the 17th century many British Puritans emigrated to Spain.
Exercise 4.
Find in the text the English equivalents o f the following Ukrainian words and
phrases:
1. Ніхто не знає, коли точно він був споруджений.

2. Вони, бувало, приїжджали сюди по олово.
3. Римське правління закінчилось досить раптово.
4. Деякі лорди поклялися на вірність новому королю.
5. Повстання... що поклало кінець кріпацтву.
6. Великі наукові відкриття та винаходи.
7. Належати до числа найвпливовіших країн.
Exercise 5.
Say whether the following statements are true or false. I f a statement is false, cor
rect it using information from the text:
1. There were no towns in Britain before the Roman invasion.

2. The Romans had to leave Britain because they were defeated by the Anglo-
Saxons.
3. The British peasants didn’t resist serfdom.
4. The crowns of England and Scotland were united under the rule of the Tudors.
5. Britain became a republic in 1649.
Exercise 6.
Write down all the international words you can find in the text.
Exercise 7.
the whole o f the relevant sentence into Ukrainian:
1. to be driven into the mountains
2. to display an interest in...
224
3. to follow suit
4. to be easy prey for...
5. to swear loyalty to...
6. to put an end to...
7. to lay the foundations of..
8. to be intolerant of...
9. to lose one’s position
Exercise 8.
Exercise 9.
Write an essay o f approximately 300 words on the history o f Great Britain.
Exercise 10.
A. In 597 the Roman Pope sent about forty monks to Britain, and the conversion of
the British to Christianity began.
B. After Queen Mary’s death, her younger step-sister Queen Elizabeth headed the
Anglican Church, but at the same time she remained tolerant of Roman Catholi
cism, this policy being the best example for future monarchs.
C. The Pope refused, and Henry VIII, having broken off contacts between England
and Rome, established the Church of England.
D. Since the restoration of the monarchy, British monarchs have been tolerant of
any religion.
E. Until the end of the 6th century, the inhabitants of the British Isles were pagans,
as they believed in many gods representing nature.
F. Roman Catholicism was restored as the official religion during the short reign of
Henry’s elder daughter, Queen Mary.
G. In 1525 King Henry VIII asked the Pope for permission to divorce his queen
Catherine of Aragon.
H. Furthermore, the rebellious King Henry ordered the Bible to be translated into
English, and this stimulated the spread of Protestantism in England.
I. Until the 16th century, British kings were Roman Catholics and they main
tained friendly relations with Rome.
J. Unfortunately, some of Elizabeth’s successors didn’t follow her example, and
treated Protestants very cruelly, which led to the outbreak of a civil war in Eng
land, the execution of King Charles I, and the proclamation of a republic.
K. This queen encouraged the persecution of Protestants and so she was nicknamed
“Bloody Mary” . -
1 0 362-8
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Unit 5
Exercise 11.
Read the following text and divide it into logical parts, suggesting a subtitle fo r
each o f them, selected from this list:
1. An empty, treeless, icy land stretching all the way from Alaska to Greenland.
2. The land of the Eskimo, or Inuit.
3. Then the white hunters came.
4. Now things have changed.
Text 2. THE LAND OF THE ESKIMO

Few places are more windswept or bitterly cold than the Canadian Arctic, an
empty, treeless, icy land stretching all the way from Alaska to Greenland. From Sep
tember until June, everything lies buried beneath snow and ice. This Arctic land is
called the tundra. It is the land of the Eskimo, or Inuit, as they prefer to be called. In
their own language, ‘Inuit’ means ‘the people’, whereas ‘Eskimo’ is an Indian word
meaning ‘eaters of the raw flesh’. They slept in tents made of caribou skins. They were
a peaceful people who lived their lives cheerfully. Then the white hunters came and
shot caribou and polar bears and musk oxen and wolves and the government had no
control over them. Other white men came in search of minerals beneath the tundra and
found oil and natural gas. The arrival of the white men with their guns and machinery
changed the lives of the Inuit.
But now things have changed once more. The Inuit have started hunting again -
with guns and snowmobiles. The hunters still live in tents, but they keep a store of
canned food in case they cannot get enough to eat from their hunting. The government
has built towns for them, like Inuvik, where they can get training for many kinds of
jobs, and where their children can go to school. Their health is looked after.
Some years ago, oil and natural gas was found beneath the sea not far from the
Mackenzie River. The search for oil and gas in these frozen regions is a dangerous
adventure. The oilmen have only one link with civilisation, the aeroplane, and their
lives depend on the skill of the pilots. There have been some bad accidents.
Between the Queen Elizabeth Islands and the North Pole there is no land, only
snow and ice which never melts in summer or winter.
Glossary
Vocabulary Definition
stretch to extend; to spread over an area
bury to cover with soil, snow, rocks, etc.
tent shelter supported by poles and ropes fixed to the ground
musk ox мускусний бик (вівцебик)
search (v) to look for
in search of looking for
226
Exercise 12.
Discuss the following topics:
1. The Canadian Arctic - an icy land stretching all the way from Alaska to' Greenland.
2. Who are the Inuit?
3. The life of the Inuit today.
Exercise 13.
1. What is the name for the land which lies between the last trees and the Arctic
Ocean?
2. Why do the Eskimos prefer to be called the ‘Inuit’?
3. How did the Inuit traditionally live?
4. What do the Inuit do in the towns the government has built for them?
5. What difficulties face those searching for oil and gas in these frozen regions?
Exercise 14.
Correct the following false statements, using information from the text:
1. From September to June it’s very hot.

2. They slept in big modem houses.
3. To this day, nothing has changed.
Exercise 15.
Find in the text the English equivalents o f the following Ukrainian words and
phrases:
1. прийшли у пошуках 4. у випадку
2. простягатися 5. набувати навиків
3. починати 6. слідкувати за здоров’ям
Exercise 16.
Say whether the following statements are true or false .If a statement is false, cor
rect it using information from the text:
a) In their own language, ‘Inuit’ means ‘the people’, whereas ‘Eskimo’ is an Indian
word, meaning ‘eaters of mutton’.
b) They slept in two-storeyed houses.
c) White men came in search of minerals beneath the tundra and found oil and
natural gas.
d) The government has built towns for them, where they can get training for many
kinds of jobs.
e) Some years ago the oilmen found oil and also gold.
f) The oilmen have only one link with civilization, the aeroplane.
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Unit 5
Exercise 17.
Copy down all the international words in the text.
Exercise 18.
Find the places where the following expressions are used in the text and translate
into Ukrainian the complete sentence in each case:
1. who lived cheerfully

2. men came in search of...
3. they keep a store of canned food
4. they get enough to eat
5. they get training in...
6. health is looked after...
7. their lives depend on the skill of...
Exercise 19.
Exercise 20.
Write an essay in approximately 200 words on the Canadian Arctic.
Exercise 21.
A. The arrival of the white men with their guns and machinery changed the lives of
the Inuit.
B. The Arctic land is called the tundra.
C. Then the white hunters came and shot caribou, polar bears, musk oxen and
wolves.
D. It is the land of the Eskimo, or Inuit, as they prefer to be called.
E. But now things have changed once more.
F. They were a peaceful people who lived their lives cheerfully.
G. The government has built towns for them, like Inuvik, where they can get train
ing for many kinds of jobs, and where their children can go to school.
Exercise 22.
1. It’s about as far north as you can go. You can only get there by plane. We don’t
see the sun for most of the year. It’s an awful place. The temperature sometimes
stays at 60 below zero....
2. Severe fog is common, and polar bears are a danger here too. But there’s plenty
of gas up there. The problem is getting it back to civilization. But the company
reckon they can do it by pipeline... .
228
Text 3. A DIALOGUE
P : Oh, Suzie, glad to see you again in Toronto. Why did you leave the US?
S\ Because I have a boyfriend here, but chiefly because Detroit, where we used to
live, is such an awful city.
P: You mean there’s no violence in Toronto?
S: Very little. You can walk anywhere, night or day, or ride theSubway. There are
no poor neighbourhoods in Toronto.
P: But don’t you find Canada dull after America?
S: It was rather dull, just after the war, but it isn’t now, not since many new Euro
pean immigrants have settled here.
P: Still, don’t you find Toronto rather provincial?
S: Provincial? You’re joking. It has a population of three million,you know. Canada
is an exciting place to be in these days, because it’s building up a culture of its
own. Lots of Canadians are very keen on music and the theatre.
P: By the way, do you agree when Canadians say that they have two races, two lan
guages, two systems of religious belief, two sets of laws, two systems of everything?
S: Well, it’s actually true.
P: What would happen if Quebec declared itself independent?
S: That’s what a lot of French Canadians want, but I don’t think it’ll ever happen.
P: Why do they want to secede from Canada?
S: Because Quebec is much more French than Canadian. The way of life of Anglo
phone (English-speaking) Canadians is American, with some British mixed in.
P: French and British Canadians get on all right, don’t they?
S: Well, Montreal is a bit of a problem. It’s Francophone and the second biggest city
in Canada. There are a lot of Anglophone businesses there, and they usually em
ploy Anglophone workers. But more and more Anglophones are moving to On
tario, where mostly English is spoken.
P: To my mind Canada is a good example of the way peoples of different ways of
life and different languages can live side by side under one government. There are
many Ukrainians, Indians, Pakistanis and Chinese and also black people from the
US among the immigrants who are pouring into Canada now. All Canadian chil
dren learn both French and English at school.
Glossary
Vocabulary Definition
violence aggressive behaviour causing injury or damage
neighbourhood (In N. America) part of a city (residential)
dull boring
exciting arousing great interest or enthusiasm
pour in to come in large numbers
[Source: Richard Musman. Background to English Speaking Countries. Macmillan, London and Basingstoke, 1987.]
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Unit 5
Section V Extended
Reading
Text 1. BRITAIN - A PERSONAL VIEW
A hundred years ago I would have found it quite easy to say what Britain was. It
was a self-confident nation and had many reasons for being so. It governed a consider
able and far-flung empire which supplied it with cheap goods, had a history of military
success, most notably at that time in the Boer War in southern Africa, a highly devel
oped industrial base, though by then it was losing the competition to the United States
and Germany, and a rigidly structured class society in which everyone knew his or her
place and all men but no women were entitled to vote. It was, of course, about to expe
rience the first brutal war of a particularly brutal century.
I was bom in 1944, at the end of World War П. A good time to be bom, you might
say. The time of the foundation of the National Health Service, the 1944 Education
Act which greatly improved the state education system leading on to the expansion of
the universities in the 1960s and times of near full employment. These were less defer
ential, more democratic times that encouraged self-expression and led to interesting
developments in the arts.
Then something changed; something went wrong. It was as though a huge bore
dom descended on the country and no one could be bothered to make anything work,
with the result that a government was elected which promised to wake everybody up
and beat them into shape. Too indifferent to care, people allowed this government not
only to correct the mistakes of the recent past but to introduce a new morality - or
rather, an old one - which made it acceptable to castigate the poor and less able and
encouraged the cunning and the successful to feather their nests at the expense of the
rest. Self-interest reigned. And although the government
and the mood of the country has changed now, the
changes are fairly insignificant. I’m neither more nor less
competent to explain how this was allowed to happen
than anyone else - and perhaps the hesitancy with which
I put myself forward to write about it is a symptom of the
lack of confidence, the diffidence and the confusion that
many people feel in this country at the moment.
Some people choose to blame the present state of af
fairs on the disappearance of deference, the explosion of
energy and self-expression of the 60s, that great time of
questioning, criticism and satire. My feeling is that
probably that explosion didn’t go far enough. I have the
feeling, too, that our uncertainty comes from the fact that
230
we did not share the European experience of the

mid-century. While I’m naturally glad that we
didn’t suffer invasion and occupation in two world
wars, finally the country worries itself into a living
death from which, we must hope, it will rise in re
vulsion and call at last on all its hidden and ignored
imaginative resources.
Text 2. AMERICA REVISITED
I had been to New York twenty years ago and I remembered it as a place where,
when you looked out of the tenth storey window of a large apartment block at two
o’clock in the morning, you felt so overwhelmed at the sight of a city which never
stopped roaring and partying and buying and selling and burning off its superfluous
energy that you wanted to throw yourself out and end it all. It hadn’t changed much
when I visited it last June, 1997, though I was more aware, this time, of a sense of
lightness and pleasure and charm.
We were staying in Greenwich Village with some old friends of mine. Suze is an
artist and her husband, Enzo, works at the UN in the film production department. They
live in a large and leafy loft - that is, a section of an old industrial building converted
into flats - and in one direction you look up Broadway and in another towards the old
brownstone houses of Washington Square. The loft was dark and cluttered and full of
pictures and strange sculptures, but there were tall windows on two sides below which
all the life of the Village rattled on. We had a lot of news and memories to exchange,
mainly of Italy where we had first met in another life. After a generous plate of pasta
we went out into the streets and wandered for hours, stopping at pubs or to browse
around bookshops which never seemed to close. I remembered then how Americans
always smile and say hello in that amazingly frank and almost intimate way if they
pass you in a doorway. I felt - absurdly ~ that New York had realised that / had ar
rived and was warmly making me welcome.
During the next week we did a lot of wandering and, whenever we could, chatting
to people we met. New Yorkers always want to know where you come from and are
very proud to tell you that their father is Turkish and their mother Italian but they are
New Yorkers. We talked to a young Middle Eastern waiter who wanted us to guess
where he came from. Eventually he had to tell us that he was from Iran. He was
working in the restaurant and going to college at the same time. We could see that he
had accepted the American Dream as reality and was full of delight at the endless pos
sibilities that he believed were spread before him. And no doubt he was right. New
Yorkers are actually New Yorkers before they even arrive because they are simply the
sort of people - to be found in all countries - who have a huge belief in themselves
and give every experience a warm but cunning embrace, amused at what use they will
be able to make of it.
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Unit 5
Of course, we did our best to see everything and often became so exhausted that we
irritated and annoyed each other and sometimes wished we had never gone there. But
then there were other wonderful times like the boat trip we took round Manhattan,
chugging slowly up the west side and then turning round the northern tip. There was
one moment when the buildings of New York completely disappeared behind a vast
forest of trees and I knew how Henry Hudson must have felt all those centuries ago
when he sailed up here and saw nothing on either side of him but dark, secretive,
wooded shores in whose darkest places, perhaps, the members of strange tribes stood
silently watching his approach.
After a week we left our hosts and took a train to Washington. Not such a charac
terful city as New York, Washington has plenty for tourists - galleries, museums, the
Lincoln Memorial and the Vietnam Wall among much else. However, by this time we
were tired of cities and decided to hire a car and drive down into Virginia, the state
named after Queen Elizabeth I, the Virgin Queen. We saw some of the Civil War sites
and drove up into the Blue Ridge mountains, but most magical of all was when we
drove down into the green valley below the mountains and through some of the richest,
greenest countryside I have ever seen until we came to what was perhaps the jewel of
the whole holiday, Monticello, the Palladian villa built by Thomas Jefferson, third
President of America. This magnificent place is set on a hillside in a fine garden, in
cluding a well-stocked vegetable garden of which Jefferson was particularly proud and
where he built a gazebo to write in and survey several hundreds of square miles of
Virginian forest. The interior of the house was described to us by the guide as a re
flection of the owner and architect himself, a man fascinated by the geography of his
country, deeply interested in science and philosophy and education, an astute lawyer, a
skilled architect, a maker of small and practical devices, a man who prided himself,
not on having been for a time president of his country but on his creation of the Uni
versity of Virginia and his achievement in writing the Declaration of Independence.
Politics he wearily described as no more than ‘the constant losing of friends’.
The United States is such a huge experience that it will be different for everyone. I
didn’t see its darker side, though I had a sense of it at times in some distant view or
some beggar with a haunted face sitting on a pavement in the rich Washington suburb
of Georgetown. But, in spite of this, I feel grateful for the enormous vitality of New
York, the huge, fertile landscape of Virginia and that sense of something still wild and
primitive that lurked about the dark shores of New York and the Potomac River in
Washington.
232
Appendix KEY
TO EXERCISES
GREAT B R ITA IN
The official name of the state is The United Kingdom of Great Britain and North
ern Ireland. It is designated as a parliamentary monarchy. The total land area is
244,000 sq. km or 94,500 square miles and the population is 57,400,000. The capital
city is London. English is the official language, but there are many minority languages,
notably those spoken by the various Asian communities in many British cities; Gaelic
is spoken in the Highlands of Scotland, parts of Ireland and the Isle of Man. Welsh is
the first official language in Western Wales.
The British Isles, which lie off the north-west coast of Europe, consist principally
of the islands of Great Britain and Ireland, the Isle of Man, and the Channel Islands.
There are also many other small islands off the coast of Great Britain. The four main
administrative components of the United Kingdom are England, Wales, Scotland and
Northern Ireland. The Isle of Man and the Channel Islands have a certain administra
tive autonomy.
Great Britain is bordered by the Atlantic Ocean to the north, north-west and south
west. It is separated from Europe by the North Sea and the English Channel. In the
west, Great Britain is separated from Ireland by the Irish Sea.
Lying in temperate latitudes and surrounded by water, the British Isles have a mild,
temperate, cool and humid climate, though in the highlands of Scotland it is much
more severe. The chief rivers of Great Britain are the Severn, the Thames, the Wye
and the Tyne in England, and the Tay, the Clyde, and the Tweed in Scotland. The
largest cities in Britain are London, Birmingham, Glasgow, Liverpool, Manchester,
Sheffield, Bristol, Leeds and Edinburgh.
Of the four countries which make up the United Kingdom of Great Britain and
Northern Ireland England is the largest. It occupies an area of 131.8 thousand sq. kms
and has a population of 45.9 m. The mainland of England can physically be divided
into Northern England, the Midlands, South-East England and South-West England.
Wales is a peninsula with a territory of 20,800 sq. km. and a population of about 3
m. It is a thinly populated region. The capital of Wales is Cardiff.
Scotland occupies an area of 78.8 thousand sq. kms. and has a population of 5.2
m. people. Its territory can be divided into the industrialised Central Lowlands, the
cradle of the Scottish nation, the Southern Uplands, famous for their attractive scenery
233
Unit 5
and health resorts, and the Highlands with an unspoiled natural environment and
strong historical traditions. The capital of Scotland is Edinburgh.
Northern Ireland occupies the north-east section of the island of Ireland. The territory
of Northern Ireland is 5,462 sq.miles and it has a population of 1.5 m. It has a typical
maritime, oceanic climate and is an agrarian-industrial region. On the coast, the chief
occupations are ship-building and fishing. The capital of Northern Ireland is Belfast.
London’s history begins about the year 43 A.D., when it was founded by the Ro
mans as a military base. In the late 11th century London became the capital of Eng
land. Ever since the beginning of the 14th century, the reign of King Edward Ш, it has
continued to increase in importance as a centre of commerce. In the 17th century the
plague and the Great Fire of London almost ruined the city. However, it soon recov
ered and continued to expand and prosper.
The U.K. is defined as a constitutional monarchy. The British Parliament is the
oldest in the world and is known as the “mother of parliaments”. It came into being in
the late 13th century and consists of two chambers - the House of Commons, consist
ing of 635 elected Members of Parliament (MPs), and the House of Lords, a mainly
hereditary upper house. The political party which gains a majority of members in the
House of Commons in popular elections forms the government. In recent history, the
government has been in the hands of one of the two major parties, Labour or Conser
vative. The party in government introduces proposals for new legislation (known as
“bills”) to Parliament. If, after three “readings”, i.e. debates, a bill is approved by a
majority of MPs, it then goes before the House of Lords. If the Lords accept the bill it
is placed before the Queen for the formal signature of approval and becomes an Act of
Parliament (it becomes law). Otherwise, the bill returns to the Commons for further
debate. However, if it is passed a second time by the House of Commons, the House of
Lords may not veto it and the bill becomes law. Any MP may introduce a bill, includ
ing members of the opposition parties.
The Industrial Revolution began in Britain. The traditional industries of coal-mining,
metal working textile manufacture and engineering, which were concentrated in the
Midlands and Northern England are now in decline. Even the more modem branches of
industry such as electronics face strong competition from abroad and service industries
are gaining in importance in what is known as the “post-industrial society”. Great Britain
has made major contributions to science, art, literature and culture.
[Based on Elizabeth Laird, Faces of Britain, Longman, 1986.]

1) Great Britain is bordered by the Atlantic Ocean.
2) Great Britain is separated from Europe by the North Sea and the English Channel.
3) The British Isles are known to have a mild/cool/humid/temperate climate.
4) Wales is a peninsula surrounded on three sides by the sea.
234
5) The British Isles consist of Great Britain and Ireland, the Isle of Man and the
Channel Islands.
6) The mainland of England can be divided into Northern England, the Midlands,
South-East England and South-West England. *
7) Scotland occupies an area of 78,800 square kilometres and has a population of
5.2 million.
8) On the coast, the main occupations are ship-building and fishing
9) London’s history begins about the year 43 A.D., when it was founded by the
Romans as a military station.
10) In the 17th century, the plague and the Great Fire of London almost ruined the
city. But it soon recovered.
11) The political party which wins a m ajority in the House of Commons in popular
elections forms the government.
12) Any M.P. may introduce a Bill.
THE UNITED STATES OF AM ERICA
The United States is located in the central part of the North American continent
between two great oceans - the Atlantic to the east and the Pacific to the west. It is
bordered by Canada to the north and Mexico to the south. Two of the world’s largest
rivers are found in the USA, namely the Mississippi and the Missouri. The United
States occupies an area of 9,363,200 sq.km. and has a population of 265,284,000. The
USA is a federal republic consisting of 50 states.
The United States was formed on July 4th, 1776. It was on that day that the Conti
nental Congress adopted the Declaration of Independence written by Thomas Jeffer
son. The form of government in the USA is based on the Constitution of 17th Septem
ber, 1789. It comprises’ three coordinated branches, the legislative branch, which
makes new laws, the executive, which ensures that laws are carried out, and the judici
ary, which ensures that the laws and the actions of the other branches conform to the
Constitution. The US Congress is composed of the Senate and the House of Repre
sentatives. The seat of the Congress is the Capitol.
The executive power is vested in the president, the legislative power is headed by
the Congress and the Supreme Court heads the judiciary. In the USA there are two
main political parties - the Democratic Party and the Republican Party.
The US President is chosen by electors from each state and holds office for 4 years.
Nowadays the President may be elected for two terms only. The President must be a
U.S. citizen by birth, resident in the country for 14 years, and at least 35 years old. The
presidential election is held every fourth year (leap year) on the first Tuesday in No
235
Unit 5
vember. The official residence of the US President is the White House, where he
works in the Oval Office.
Washington, the capital of the USA, is situated in the District of Columbia, named
after Columbus, the discoverer of America. The city is named in honour of the first
President George Washington, who selected the location for the capital. The city was
planned by the French engineer Pierre L’Enfant. Washington has been the capital of the
USA since 1800.
The popular name of the United States flag is the Stars and Stripes (it consists of 13
alternate red and white stripes and 50 white stars on a blue background).
[Based on: С.Е. Eckersley, Essential English for foreign students, Book 4, Foreign Languages Press,
Sofia, 1965. (Statistics updated from Whitaker’s Almanack, Stationery Office, London, 1998.)]
1. Canada borders the USA to the north.
2. The longest rivers in the USA are the Mississippi and the Missouri.
3. The Constitution of the USA was adopted on 17th September, 1789.
4. The Capitol is the seat of the US Congress.
5. The US capital was named after George Washington, who selected the place for it.
6. The US Government comprises three branches.
7. The Suprem e C ourt heads the judicial branch.
8. The President must be a U.S. citizen bom in the United States and at least 35
years old.
9. Washington, the capital of the USA, was planned by Pierre L ’Enfant.
10. The W hite House is the President’s residence.
11. The District of Columbia was named in honour of Columbus.
12. Washington has been the capital of the USA since 1800.
13. The popular name of the United States flag is the Stars and Stripes. •
14. The US Congress consists of the Senate and the House of Representatives.
COVENTRY
The name of this English city has recently become quite familiar to students and
staff of Lviv State Polytechnic University. Many LSPU students have come here dur
ing the past few years to study at Coventry University for a term. LSPU teachers of
English have visited Coventry University to undertake advanced training for a period
of several weeks on the basis of Staff Mobility funding under a Tempus-Tacis Joint
European Project.
236
If you asked Ukrainian visitors to mention some characteristic features of the city,
they would most probably highlight three main points. First of all they would tell you
that Coventry is the city of Lady Godiva, centred on three medieval spires,
St.Michael’s spire (293ft, 90m) exceeded in height only by those of Salisbury, .and
Norwich Cathedrals. Then, for a century Coventry has been known as the city that
pioneered the British motor-car industry. Finally, there is plenty of justification to call
Coventry a phoenix-city that has risen from the devastation caused by the severe air
raids of the Second World War.
Coventry is situated in the English Midlands, the only major British region without
a sea-coast. It has been called “Britain’s most accessible city” because of its location
in the middle of the country, near to motorways, on Britain’s busiest railway line and
close to two international airports.
The first recorded event in Coventry’s history was the foundation of the Benedic
tine Priory of St.Mary in 1043 by Leofric, the Saxon Earl of Mercia and his wife
Godiva. The spirit of Lady Godiva is present everywhere, not only in the city centre as
a bronze statue of a lady riding naked on horseback. The statue symbolises a legend
which is one of the first things many people learn about Coventry and which hardly
any visitor has failed to notice. The following is Daniel Defoe’s account of the legend
in his “Tour through the Whole Island of Great Britain” (1724-6): “The tale of the
Lady of Godiva, who rode naked through the High Street of the city to purchase her
beloved city of Coventry exemption from taxes, is held for so certain a truth, that they
will not have it questioned upon any account whatever; and the picture of the poor
fellow that peeped out of the window to see her, is still kept up, looking out of garret
in the High Street of the city. But Mr.Cambden says positively nobody looked at her at
all”.
By the 14th century Coventry was the fourth largest town in England. In the Mid
dle Ages the city was famous for its cloth industry. Later on the ribbon-weaving in
dustry developed, becoming the city’s major occupation by the middle of the 19th
century. As old industries declined, the city rapidly abandoned them and adopted the
growing ones. And it was in Coventry that the first British commercial motor-car was
produced in 1896.
The automobile industry led to the development of many other related industries,
which demanded more labour, and so the population of Coventry has grown from
about 70,000 inhabitants in 1901 to about 300,000 at present. The city has also be
come an important educational centre, with its two universities.
If you want to know about the city’s past and present in detail, probably the best
way to start is to visit the Herbert Art Gallery and Museum housed in a new building
in the city centre next to the Coventry University campus. The Museum’s exhibits of
fer a comprehensive record of Coventry’s ancient and recent history. Here you can
find evidence of the fact that you are not the first Ukrainian to come to Coventry.
Among the exhibits representing numerous ethnic groups that have come to live in
Coventry, Ukrainian Easter carvings and other articles are displayed. These objects
have been donated to the Museum as a token of gratitude to the people of Coventry for
237
Unit 5
giving refuge to hundreds of the thousands of Ukrainian refugees who were forced to
flee their country during and immediately after the Second World War.
Modem Ukrainian newcomers to Coventry reflect the new realities that have
changed Europe as it is getting ready to enter the 21st century.
[References: Coventry City Council (various information brochures); Daniel Defoe, A tour through the
whole island of Great Britain; Henry Rees, The British Isles: a regional geography, 2nd. ed., Harrap, 1972;
Kenneth Richardson, Twentieth century Coventry, Macmillan, 1972; Whitaker’s Almanack, The Station
ery Office, 1998.]
1. By the 14th century Coventry was the fourth largest town in England.
2. In the Middle Ages the city was famous for its cloth industry.
3. Later on the ribbon-weaving industry developed, becoming the city’s major oc
cupation by the middle of the 19th century.
4. As old industries declined, the city rapidly abandoned them and adopted the
growing ones.
5. And it was in Coventry that the first British commercial motor-car was produced
in 1896.
6. The tale of the Lady of Godiva, who rode naked through the High Street of the
city to purchase her beloved city of Coventry exemption from taxes , is held for
so ceratin a truth, that they will not have it questioned upon any account what
ever, and the picture of the poor fellow that peeped out of the window to see her,
is still kept up, looking out of a garret in the High Street of the city.
238
UNIT 6
TRAVELLING
Unit 6
Introduction
to the Topic Travelling
Travelling means new continents and countries, different customs and traditions, unusual life
styles, fresh impressions and meeting new people. Interview a few people o f different
ages and different backgrounds. Ask them what countries they have visited and what
they can tell you about their travels.
Make a list o f different types o f transport in order o f your preference and describe
their good and bad points, using words o f opposite meanings given below:
slow/fast dangerous/safe
cheap/expensive noisy/quiet
comfortable/uncomfortable tiring/relaxing
crowded/empty
Compare your list with that o f a partner/other students. How many o f these types of
transport have you used yourself?
240
Travelling
Section! AURAL
COMPREHENSION
Text 1. TRAVELLING
Exercise 1, Comprehension Test
Listen to the text entitled Travelling and share your ideas about this topic.
Text 2. THE BEST WAY TO BROADEN YOUR MIND?
Exercise 2. Oral summary

Choose one o f the following topics, then listen to the recording of the text The best
way to broaden your mind? and give an oral summary o f the information it con-
tains on that topic.
A. The only means of getting from one place to another in the old days.
B. Modem means of transport.
C. Why travel?

Listen to the recording o f the text The best way to broaden your mind? and then an-
swer the following questions in writing:
1. Is travelling central to our lives?
2. What were the only means of getting from one place to another in the old days?
3. What means of transport are available to us now?
4. Do they provide any opportunities for things to go wrong?
5. What does travelling involve?

Listen again to the recording o f the teJtrThe best way to broaden your mind? and
then select the statement which is the most accurate in each case.
1. a) Travelling involves just boredom and frustration.
b) Travelling is always romantic and adventurous.
c) Travelling is central to our lives.
2. a) Ships are inexpensive but uncomfortable.
b) Ships may be the fastest mode of transport.
c) Ships are fine if you need a leisurely cruise.
3. a) Bicycles inflict on us complicated journeys to the airport.
b) Bicycles save money and keep you healthy.
c) Bicycles are convenient but polluting.
lU 10 362“8 241
Unit 6
4. a) Aeroplanes inflict on us complicated journeys to the airport.

b) Aeroplanes are too slow for the pace of modem life.
c) Aeroplanes are inexpensive but uncomfortable.
5. a) After our year’s work we need to rest our eyes on unfamiliar horizons.
b) After our year’s work we can always afford expensive holidays in far-flung
places.
c) After our year’s work we are unable to imagine what may be beyond our
familiar territory.
Exercise 5. Written summary

Listen to the recording o f the text and write a summary o f its content in approxi
mately 40 words.
Text 3. THE BRITISH TRAVEL CENTRE

Listen to the text about the British Travel Centre and give answers to the questions
which follow:
1. Where does Mr. MacGregor work?
2. Where is the British Travel Centre situated?
3. What kinds of services are provided by the British Travel Centre?
4. Where can one buy maps and travel guides?
5. Is the Travel Centre open on Sundays?

Listen to the recording again and confirm whether all o f the following statements
are accurate:
1. Mr. MacGregor works in London.
2. The British Travel Centre is in the West End.
3. The British Travel Centre offers the most comprehensivetravel information and
booking service.
4. All kinds of travel can be booked at the BritishTravel Centre.
5. The British Travel Centre is open every day.
Text 4. AT A HOTEL

Listen to the dialogue entitled At a Hotel and then fill in the following blanks:
1. I would like a ... room. 4. ... are you going to stay?
2. Have you ... a room? 5 .... your key, sir-
3. We are very ... at present.
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Travelling
Section li USE OF VOCABULARY

AND APPLIED GRAMMAR
Key words and phrases

advantage a condition or circum Air travel has obvious advantages in the
stance that puts one in a case of long distance journeys.
favourable position com
pared with other situations
arrive to reach a place, esp. at the When Conan Doyle arrived in Boston he
(in/at/from) end of a journey was at once recognized by the cabman.
bill a list of things that must be A traveller had only ten minutes to pay
paid for his bill.
board to get on (a train, a ship, Passengers for Lviv should board the
etc.) plane now.
book to arrange smg. in advance; If you are travelling overnight you can
to reserve book a couchette or a berth in a sleeper.
booking- an office for the sale of When you go on a day trip and book your
office tickets ticket at the booking office, it may be
cheaper to buy a return ticket than a
single one.
cab (hist., a taxi People travelled in carts, cabs or coaches
now mainly drawn by horses.
U.S.)
call to telephone I’d better call him later.
cash money in coins or notes When going abroad you shouldn’t carry
lots of cash.
change to convert (one currency to I’d like to change some money, please.
another)
check in to register to join a flight Some disadvantages of air travel are the
difficulty of getting to the airport, long
waits to check in ,...
coach a long-distance bus The British Travel Centre books coach,
rail, air and car travel.
compartment an enclosed section of a Peter finds his compartment and puts his
railway carriage luggage on the rack.
convenient suiting someone’s needs or Ships are also convenient for short sea
plans, easy, suitable crossings when you want to take your car
with you.
243
Unit 6
cruise a voyage by sea or river, For some people the slow pace of large
esp. as a holiday ships makes them particularly attractive
and popular for certain kinds of holidays,
such as cruises.
currency the money in use in a par What currency have you got? - I’ve got
ticular country US dollars.
customs a place where travellers’ Some disadvantages of air travel are
luggage may be searched the embarrassment of going through
on arrival in, or departure customs, of watching an officer turning
from, a country over your personal belongings ... .
delayed late Your flight is delayed. It will leave at
15.45.
departure leaving You will need to study the timetable
carefully so that you do not miss the de
parture time.
driving travelling by car Many British people take holidays in
Spain and choose to take their car on
the ferry for some part of the journey in
order to save them a lot of driving.
entrance way in Often there are special rails for you to
lock your bike to at the entrance to
workplaces, universities, schools and
shops.
exit way out Gate 8 is to the left of the exit.
ferry a boat that carries people Car ferries still operate between Britain
and goods backwards and and the Continent in spite of the Channel
forwards across a stretch of Tunnel.
water.
flight a journey by air; a sched Flight number 02703 to Lviv departs in
uled airline journey 30 minutes.
guide(-book) a booklet containing in An excellent travel bookshop contains
formation for travellers and hundreds of different maps and travel
tourists guides.
journey a trip of some distance We still continue to use a car for the
shortest trip to the local supermarket as
well as for long trans-European journeys.
luggage the bags and suitcases For longer journeys the car is slow, un
(baggage) containing personal pos comfortable and tiring, but it permits you
sessions etc. with which a to carry more luggage and to travel when
person travels you wish.
miss to fail to catch, reach, see Be quick. I wouldn’t like to miss the
smg. train.
244
Travelling
order to book, buy On long-distance trains there is generally

a dining-car where you can order meals.
railway sta a stopping-place for rail I’ll meet you at the railway station and
tion way trains; the building, give you a lift to the University', i .
offices, etc. connected with
it.
sightseeing going round to see places The British Travel Centre books coach,
rail, and car travel and reserves guided
sightseeing tours.
single/double a room for one/two people Good evening. I would like a single
room room, please.
take off to depart by air Some disadvantages of air travel are ...
the sudden fear that can overtake you the
moment you board the plane, rising to
panic when it takes off.
ticket a printed card or document Buses are usually cheap and frequent and
giving the holder the right you can buy a season ticket.
to travel by train, bus etc.
timetable a table showing the times You will need to study the timetable
(U.S. sched at which buses/trains etc. carefully so that you don’t miss the de
ule) arrive and leave parture time.
tour a journey during which The British Travel Centre books coach,
several places are visited; a rail, air and car travel, reserves guided
short trip to or round a sightseeing tours.
place
transfer to change from one train, If there are no direct trains you will have
bus, etc. to another to transfer, which may make your jour
ney rather complicated.
trip a journey to a place and When going on a day trip and booking
back again your ticket at the booking office, it can
be cheaper to buy a return than a single.
travel to go from place to place; You may often be able to travel directly
to undertake a journey to your destination... For local travel
there are buses.
voyage a long journey by boat or Sea voyages were much the most com
ship (or in space) mon form of long-distance travel in pre-
aviation days.
Exercise 1.
Look through the list o f key words above and write out the seven words denoting
the idea o f moving from one place to another with different purposes.
j, 362-8
245
Unit 6
Exercise 2.
Match the following words with their definitions:
1. to depart a) a place to live

2. journey b) a long-distance bus
3. exit c) a trip of some distance
4. tip d) a long journey by boat or ship
5. trip e) excursion, journey to visit a place
6. to travel f) a small sum of money given as thanks for
a service performed
7. voyage g) to go away; leave
8. single ticket h) way out
9. return ticket i) an office for the sale of tickets
10. to take off j) to go from place to place, make a journey
11. to leave for k) to telephone
12. accommodation 1) to depart by air
13. booking-office m) a ticket for a journey to a place
14. to call n) to go away to
15. coacho) a ticket giving a traveller the right to
travel somewhere and back again
Exercise 3.
1. going around to see places of interest s ____t s _______

2. the money in use in a particular country c у
3. late d _ l ____ d
4. a trip of some distance j - _ r- e_
5. to change from one train, bus etc. to another t __ n ____ r
M
6. an office for the sale of tickets

G
o
i
i
1
1
1
1
1
7. a serious situation, needing prompt action e r у

8. a booklet containing information for tourists g ------ e
9. to get on a ship or plane b _ a __
Exercise 4.
Arrange the following words in pairs with similar meaning:
1. free 7. buffet-car 13. terminal

2. to change 8. cab 14. booked
3. luggage 9. in advance 15. baggage
4. railway station 10. taxi 16. to transfer
5. reserved 11. dining-car 17. vacant
6. to go by plane 12. to travel by air 18. beforehand
246
Travelling
Exercise 5.
Arrange the following words in pairs with opposite meanings:
1. return ticket 8, to miss a train 15. tiring

2. expensive 9. safe 16. crowded
3. quiet 10. exit 17. to take off
4. to land 11. arrival 18. noisy
5. empty 12. entrance 19.cheap
6. departure 13. dangerous 20. single ticket
7. relaxing 14. to catch a train
Exercise 6.
Give derivatives o f the following words:
" e.g. wei'glit - overweight—underweight
travel arrive enter guide change depart book comfort serve
Exercise 7.
Complete the following sentences, selecting words and phrases from the list given
below:
1. There will be a ... of fifteen minutes.

2. I would like a ... tour because it isn’t expensive.
3. You will come back exhausted if you do a lot o f ... on your holiday.
4. All big cities of the world are terribly ... in the peak tourist period.
5. Few people can afford ... travel.
6. While still on board the plane all the passengers are given arrival cards to ....
7. On many ... trains to London there is a dining-car where you can buy lunch, din
ner or coffee.
8. British Airways announce ... of their flight BA 987.
9. How many of these kinds of transport have you ...?
10. It’s better to plan your holiday trip ....
11. The sea has been quite calm since the beginning o f ....
12. Do you prefer a lower or an upper ... on the ship (train)?
13. I’m sure we’ll arrive ... and have a good landing tomorrow.
in advance; on time; overcrowded; long distance; fast; berth; delay; travelled by;
coach; the voyage; the departure; sightseeing; fill in
247
Unit 6
Exercise 8.
Complete the following sentences using your own ideas:
1. Could you tell me where ...?

2. Most people don’t enjoy eating when ....
3. An immigration officer is ....
4. Would you mind ...?
5. How much money ...?
6. I don’t feel like ....
7. Please tell me which bus I have to ...?
8. Peter finds his compartment and takes his ....
9. What platform does the train ...?
10. You shouldn’t pack too many clothes ....
11. Although travellers complain about airline food, most of them e a t....
12. Coach tours are less expensive ....
13. You can’t really enjoy sightseeing if you’re “onthe go” til l ....
14. Who helps travellers to carry ...?
15. Has your plane ever run into ....
Exercise 9.
Insert suitable prepositions'.
Getting about in London
You will needamap ...London streets, such as the London A-Z, and a map ... the Un
derground. Alsoremember that most public transport stops ... midnight.
Going ... bus. London has many double-decker
buses, which are quite cheap and quite fast. But
you will need a map ... the bus routes. You can
also go ... a tour ... the city ... double-decker bus.
Going ... Underground. You can g e t... most
places in London ... Underground very quickly,
even ... Heathrow Airport. But the Underground
trains are always very crowded ... the rush hour
when everybody is travelling ... o r ... work.
Going ...foot. It is safe and easy to walk ... most
... the West End and you can g e t... most places ...
interest... foot. You should also go ... a walk ...
some ... the London parks, such as Hyde Park,
Regent’s Park, or St James’s Park.
248
Travelling
Grammar
Verbs: -ing forms and infinitives
to travel
travelling
when travelling
having travelled
Consider these examples:
I enjoy travelling,
Do you like going to Alaska in winter?
They suggested hitchhiking in France in August.
№ After the verbs enjoy, mind, suggest we use -ing.
Here are some more verbs and verb phrases that are followed by -ing:
like, dislike, hate, stait, begin, stop, finish, go on, think of,
dream of, feel like, be fond of, can’t help
Exercise 10.
Complete the following sentences with one o f these verbs:
laugh change miss visit book fly make plans pack travel hitch-hike
1. Anna hates .... It makes her airsick.

2. These anecdotes about foreign tourists are so funny. I can’t stop ....
3. Many people dream o f ... around the world.
4. I hate ... by train or plane.
5. My neighbours are thinking o f ... their son in South America in June.
6. Young people are fond o f .... They think it’s very cheap and good fun.
7. I don’t mind ... in London if there is no through train to Coventry.
8. Most people like ... for their summer holidays.
9. At last they started ... their suitcases.
Remember that -ing may be preceded by a preposition: in, at, for, about, of,
after, before, by, instead of.
249
Unit 6
Exercise 11.
Fill in the blanks with the prepositions given below:
in without instead of for of
1. Usually I need a lot of time ... packing my things.
2. He left the h o tel... paying his bill!
3. I’m interested ... getting more information about a tour in Spain.
4. What are the advantages ... travelling by car?
5. They decided to go to Australia by ship ... going by plane.
Note that -ing is used after the phrases: it’s /it isn’t w orth it’s no use ...,
it’s no good ....
P attern. It’s worth spending у our money on a tour round Paris!
Exercise 12.
Express your own opinion and give a piece o f advice to a tourist, completing the
sentences given below:
P attern. It’s no use planning a holiday if you have no money.
1. It’s worth ....

2. It’s no good ....
3. It isn’t worth ....
W We also use -ing when one action occurs simultaneously with another action:
P attern. When travelling by car you can stop whenever and wherever you want.
1. When flying to America ....

2. While staying in H aw aii....
3. When driving ....
Exercise 13.
Complete the sentences using the verbs given below:
1. When ... you have to fill in some forms.
2. When ... you have to pay your bill.
3. When ... by train passengers usually read detective stories and newspapers.
4. She looked through a lot of travel booklets ... a tour.
5. When ... a letter don’t forget to stick a stamp on the envelope.
travel send check in check out choose
250
Travelling
u^V Note that when one action happens before another action we use having (done)
for the first action.
Compare these sentences:
He collected his luggage and then he went to find a taxi.

Having collected his luggage he went to find a taxi.
Exercise 14.
Fill in the blanks using a proper form o f the verbs given below:
1. When ... tickets he asked for a timetable.

2. ... in London Anna visited her old friends.
3. ... a map and a travel guide we went sightseeing.
4. ... some money we went shopping.
5. When ... a trip you can ring up a travel agency and ask for details.
plan book arrive change buy
Remember that we use to + verb (e.g. to travel) to say why somebody does
something (the purpose of an action).
Pattern. Г m going to my room to pack the suitcase.

People travel to broaden their minds.
Exercise 15.
Complete the sentences in column A with suitable information from column B. Then
compare your results with those o f a partner:
A В
1. Ring up a travel agent in advance a) you’d better book your accommo
dation and travel tickets in advance
2. To change some currency b) to have his hair cut
3. John went to the hairdresser’s c) to avoid missing my flight
4. I always come to the airport in good d) you’ll have to go to the bank
time
5. If you want to have an enjoyable e) to get the necessary information
holiday
251
Unit 6
Exercise 16.
1. passport/officer/my/an/checked/immigration
2. bill/he/left/the/paying/hotel/without/the
3. grandmother/because/hates/is/my/fly ing/air-sick/she
4. their/finished/they/suitcases/packing
5. forget/a/letter/stamp/sending/don ’t/stick/to/envelope/before/the/on/a
6. shopping/we/having/money/changed/some/went
7. people/fond/travelling/most/are/of
8. his/story/is/so/I/funny/laughing/can’t/stop
9. declare/to/any thing/got/you/have?
10.from/arrived/you/have/where?
Exercise 17.
With your partner, describe a holiday, real or imaginary, using the following
phrases:
1. asking the way; 6. making a phone call;

2. planning a trip; 7. having left a message;
3. having arrived (in/at); 8. to book the tickets;
4. to catch a bus; 9. having paid the bill;
1. to have one’s hair cut; 6. after ordering smg.
tf
252
Travelling
Section 111 DEVELOPING

SPEAKING SKILLS
Warming-up
Exercise 1. Self directed interviews

Write down 5 to JO questions that you would like to ask, or to be asked, about tra
velling. Then exchange question sheets with a partner and interview one another.
Begin some o f your questions with the following phrases:
Could you tell me ...?

Do you happen to know...?
Is it true th a t...?
I know th a t....
I’d like to know i f ....
Would you explain why/how/where/what...?
№ Note carefully the word order in indirect questions, e.g. Could you advise me
how long we should stay in London?
Exercise 2.
Ask questions on topics that might interest your friends, e.g.:
1. Which city in Britain would you most like to visit and why?
2. What places of interest are there in London?
3. What is the most convenient way of travelling in a city?
Discuss the questions in groups.
Exercise 3.
Read the tips below, then give three further pieces o f advice fo r tourists.
TIPS FOR TOURISTS

When planning a trip abroad it’s useful to remember the following things:
You should: You should not:

• get a valid passport • pack too many clothes
• check on visa requirements • take too much luggage
• buy a return ticket • carry lots of cash
• make hotel reservations
• check the weather forecast
253
Unit 6
Exercise 4.
Read and listen to the following dialogue. Express your opinion about the issues
mentioned. Start with: In my opinion..., I think..., To my mind... .
AT THE CUSTOMS
Officer: Are you British?

Peter: No, I’m Ukrainian.
0.: Which flight have you just arrived on?
P.: From Lviv, Ukraine.
0.: Your passport, sir?... Thank you.
Customs officer: Have you anything to declare?
Peter: No, I haven’t.
C.O.: You realise that Britain imposes se
vere penalties for drug smuggling.
P.: Oh, I haven’t got anything like that.
C.O.: Would you mind opening this suit
case? What have you got in this bag?
P.: Only my personal effects... and a box
of chocolates.
C.O.: That’s fine. Thank you.
penalty - штраф
drug smuggling - контрабанда наркотиками
Exercise 5.
Read and listen to the dialogue and then act it out with another student.
ASKING THE WAY
A: Can you tell me the way to the nearest bank?

B: It’s in the next street on your right.
A: Thank you. Where else can I change currency?
B: Well, you could go to a Bureau de Change.
A: Is there one nearby?
B: Yes, there’s one just a few blocks from here, about ten minutes’ walk.
A: Thank you.
254
Travelling
CHANGING MONEY
I’d like to change some money, please.

Certainly. What currency have you got?
I’ve got US dollars. What’s the rate of exchange?
1.8 dollars to the pound.
What’s your commission charge?
One pound per transaction. How much would you like to change?
50 dollars.
Shall I give you some small change?
Yes, thank you.
commission charge - комісійний збір
Exercise 6.
Read the dialogue and act it out.
MAKING A TELEPHONE CALL
Peter Koval: Hello! Is that seven-eight-four-oh-four-double seven (784-04-77)?

Karen: Sorry, wrong number.
P: Oh, I’m awfully sorry.
K: That’s all right. *
Peter Koval: Hello. This is Peter Koval from Ukraine. Could I speak to John?
Bill: I’m sorry. John’s out. He’s at theUniversity Library. Would you like to
leave a message for him?
P: No, it’s all right. I’d better call him later. We’re meeting at the Univer
sity tomorrow.
B: All right, John will be glad to see you. Good-bye,
P: Good-bye.
Peter Koval: Hello! This is Peter Koval again.

John: Hello, Peter! I’m really glad you’ve come over. It would be great to see
you.
P: Thanks. John, I’m staying at a hotel and I’ve booked my ticket to Leeds.
I’m leaving tomorrow by the 9.30 train and I get in at 12.10. Is that time
all right for you?
J: That’s f ine. I’ll meet you at the railway station and give you a lift to the
University. We’ve got a lot of things to talk about.
P: O.K. See you tomorrow. Bye.
J: Bye.
to give s.o. a lift - підвезти когось
255
Unit 6
Exercise 7.
Read and listen to the following dialogues, then act them out.
TRAVELLING BY TRAIN
Peter. Excuse me, could you tell me how to get to the railway station?
Passer-by: Just follow the sign that says “To the trains” and you will soon be there.
Peter: Thank you.
AT THE BOOKING OFFICE
Peter: Leeds, please.

Ticket clerk: Would you like a single or a return?
Peter: Single, please.
Clerk: That will be 35 pounds 70, please.
Peter: When does the next train leave?
Clerk: At 9.30.
Peter: Which platform is it?
Clerk: Platform number 5.
Peter: And can I have a time-table, please?
Clerk: Here you are.
Peter: Thank you.
Peter: Excuse me, I’m looking for platform number 5.

Passenger: It’s here on the left.
(Peter goes to platform S.)
Peter: Excuse me, is this train to Leeds?
Passer-by: Yes, it is.
Peter: Thanks.
(Peter finds a compartment and puts his luggage on the rack. Soon the train leaves.)
Peter: Excuse me, is this seat taken?
Passenger: No, it’s free.
Peter: Thank you.
rack - полиця
Conductor. Good morning, ladies and gentlemen. Welcome aboard the 9.30 to
Leeds, stopping at Peterborough, Grantham, Doncaster and Wakefield
and arriving in Leeds at 12.10. We would like to inform you that the
buffet-car at the rear of the train is now serving hot drinks and snacks.
256
Travelling
Exercise 8.
Read the following dialogues and act them out:
IN THE UNDERGROUND
A: A one day travel card, please.

В: How many zones?
A: Three zones, please.
B: That’s 2 pounds 60.
A: Can I use my travel card at any time?
B: Only after 9.30 a.m.
A: Thank you.
A: Excuse me, which line is it for the Tower of London?

B: Take the Bakerloo line, south-bound, and change at Embankment
to the District line, east-bound.
A Where do I have to get off ?
В At Tower Hill.
A How long does it take to get there ?
В About half an hour.
A Thank you.
AT A TRAVEL AGENCY IN LONDON

Peter. I’d like to book a ticket to Lviv?
Travel Agent: Certainly, sir. You have to change in Warsaw.
Peter. How much does it cost?
Travel Agent: £114.50
Peter I see. I want to go tomorrow. Is there a flight in the morning?
Travel Agent: Not in the morning, but there’s one at 14.25.
Peter: Fine, that’ll be all right.
CHECKING IN
Agent: Good afternoon, sir. May I see your passport and ticket?
Peter: Here you are.
Agent: Put your luggage on the scales. That’s all
right Do you have any hand luggage?
Peter: Just this bag.
Agent: Thank you. Would you like smoking or non
smoking seats?
Peter: Non-smoking, please.
Agent: Your flight is delayed. It is now expected to depart at 15.45. There
will be an announcement shortly.
257
Unit 6
BOARDING THE PLANE
Agent: The flight to Lviv is now boarding. Please follow the stewardess.
Peter. Where’s my seat?
Stewardess: Your ticket, please. 5A - it’s the window seat on the left.
Stewardess’. On behalf of British Airways, Cap

tain Allen and his crew would like to
welcome you on board this aircraft.
We are happy to have you on board
and will do everything possible to
make your journey a pleasant and
memorable one. We’ll be cruising at
a height of about 12,000 metres. Please fasten your seat belts. Do not
hesitate to use the call button for service.
on behalf of - від імені
Peter. Excuse me. How are you feeling?

Lady passenger. Terribly sick. Would you mind calling the stewardess and asking for
an airsickness pill? How can I call her?
Peter. Press the button above your seat.
Stewardess'. What’s the trouble, madam ?
Lady passenger. I don’t know. It seemed to hit me all of a sudden. I feel sick and
dizzy... I’m sorry to be a nuisance.
Stewardess: Let me bring you some water and a pill.
Lady passenger: Yes, please. Thank you.
airsickness - повітряна хвороба
Peter: Could I have some magazines, please?

Stewardess: I’ll get you some, sir.
Peter. Excuse me, are you serving drinks?
Stewardess: Yes, what would you like?
Peter. I’ll have a gin and tonic, please.
Stewardess: We will be landing shortly at Lviv. Please fasten your seat belts.
Welcome to Lviv International Airport. Please make sure you don’t
leave any personal belongings behind. Good-bye.
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Travelling
Exercise 9.
Below there are a number o f sentences dealing with travelling. Do you agree, disa
gree or partially agree with the statements? Give your views.
Some useful ways to express agreement:
Agreement: Partial agreement:

That’s right. I suppose so, b u t...
That’s correct. Well, yes, in a way, b u t...
Of course. I agree to some extent, but
I quite agree... To a certain extent...
I totally agree... I’m not certain ...
There’s no denying i t ... That’s true, b u t...
I tend to agree ...
There’s no doubt...
Some useful ways to express disagreement:
Moderate or polite Strong disagreement Strong, discourteous

disagreement disagreement
I can’t agree with that. I hardly think so ... Nonsense!
I don’t believe that’s true. It is out of the question Nothing of the kind!
I have to disagree. Far from it. Of course not!
I don’t really think so That’s most unlikely...
I’m not so sure about that.
On the contrary ...
1. The fastest form of travel is by air.

2. There may be problems with currency exchange in Britain.
3. Britain imposes severe penalties for drug smuggling.
4. The commission charge for changing currency is high.
5. Peter and John are good friends
6. You have to buy railway tickets in advance.
7. It takes Peter four hours to get from London to Leeds.
8. Travel cards can be used only after 9.30 a.m.
9. You can get to the Tower of London by Underground.
10. There are no direct flights from London to Lviv.
11. A return ticket to Lviv costs £114.50.
12. Passengers have to go through a security check before boarding a plane.
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Unit 6
Exercise 10.
Write a brief description of a journey, using one o f the sets o f expressions below.
Act out the journey:
the train is about to move; the doors are about to close; mind the doors; to almost miss
the train; we’ve just made it; can’t stand cigarette smoke; two seats; how long does it
take to get to ...?
to feel thirsty; to be dying for a cup of tea or coffee; a bottle of lemonade; go along to
the buffet car; buy some sandwiches; you’re hopeless; bring something to eat during
the journey.
not to be keen on flying; travelling by air is fast and more comfortable; to save time; to
enjoy the flight; to relax in a reclining seat; to fly above the clouds; to hit an air-
pocket; too expensive; rather dangerous.
Exercise 11.
Discuss the following, giving your arguments fo r or against:
1. If you have a car, travelling is easier. You put your luggage into the boot, and the
rest on the roof rack of your car. Maps are useful and you should have a full service
done on your car before leaving.
2. Touring the country without any detailed planning in advance has all the attractions
of surprise and fun.
3. If you are fond of camping you have more freedom of choice. The official camping
sites are well run, but if you have a car, you will be able to put up your tent some
where in the forest or near a river.
Exercise 12.
Group work. Students form groups o f 4-6, to plan their ideal holiday. They have to
explain all their preparations. Then the students are asked to imagine what could
go wrong and describe the holiday as though it were a past event punctuated with
adventures both positive and negative.
Exercise 13.
Prepare a short presentation about travelling by train, by plane, going through the
customs, buying a ticket or about a holiday you remember, including the above
points.
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Travelling
^SectlotilV READING
: t AND WRITING
Exercise 1.
Read the text that follows, divide it into logical parts and suggest a subtitle for
each o f them.
Text. THE BEST WAY TO TRAVEL
There is no simple answer to the question, “Which is the best way to travel?” It de
pends on several factors: the distance, the time available, what you can afford and so on.
Air travel has obvious advantages in the case of long distance journeys. No other
means of transport is as fast. If you are planning to go to China there is really no rea
sonable alternative. It can be expensive, of course, though if you have time to shop
around you will find some very good bargains. Some disad
vantages of air travel are the difficulty of getting to the air
port, long waits to check in, and an even longer wait if your
flight is delayed because of bad weather, the embarrassment
of going through customs, of watching an officer turning
over your personal belongings, the narrow and uncomfort
able seats on board most aeroplanes, and the sudden fear that
can overtake you the moment you board the plane, rising to
panic when it takes off.
Sea voyages were much the most common form of long distance travel in pre
aviation days but the importance of speed in all areas of modern life has reduced their
popularity. However, for some people, the slow pace of large ships makes them par
ticularly attractive and popular for certain kinds of holidays, such as cruises. They are
also convenient for short sea crossings where you want to take your car with you. Car
ferries still operate between Britain and the continent in spite of the Channel Tunnel.
Many British people take holidays in Spain and choose to take their car on the ferry
for some part of the journey in order to save them a lot of driving. Ferries can offer a
cheaper and more convenient way of travelling to an island than flying, with the added
attractions of shops, restaurants and banks on board in addition to cabins for overnight
journeys.
Trains are ideal for shorter overland journeys. Unlike airports, stations are generally
located in city centres, making it easier for people to get to them. This is especially
useful for sightseers and also makes rail transport the most convenient way for many
people to get to work. In many countries trains are a very economic way of travell ing,
but in Britain they are expensive and subject to frequent delays because of the age of
the network and signalling system and lack of government investment. On long-
I 2 ЗІІ2-8
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Unit 6
distance trains there is generally a dining-car where you can order meals, and a buffet
or refreshment trolley for drinks and snacks. You may often be able to travel directly
to your destination but if there are no direct trains you will have to change, which may
make your journey rather complicated. You will need to
study the timetable carefully so that you do not miss the de
parture time, When you go on a day trip and are booking
your ticket at the booking office, it can be cheaper to buy a
return ticket than a single one. If you are travelling overnight
you can book a couchette or a berth in a sleeper.
For local travel there are buses (or, in some places, trams, which are returning to
our streets after decades). Buses with two floors are called “double-deckers” in Britain.
If you have no car this is your only way of travelling around town within your local
area, which may be poorly served by rail transport. They are usually cheap and fre
quent and you can buy a season ticket. Coaches are long-distance buses which are
faster and more comfortable. Travelling by coach may be almost as fast as rail trans
port, since they use the motorway, and a lot cheaper.
The most popular form of transport for daily use is the private car. We are now be
ginning to pay the price for its over-use in rising numbers of asthma cases, appalling
levels of pollution and near-impossible levels of congestion on all roads and in all cities.
However, we still continue to use it for the shortest trip to the local supermarket as
well as for long trans-European journeys. Because of poor public transport in many
smaller towns we often find the car the most convenient way of travelling in spite of
the difficulty and expense of parking when we arrive at our destination. For longer
journeys the car is slow, uncomfortable and tiring but it permits you to carry more lug
gage and to travel when you wish.
Many people are campaigning for a return to thebicycle. Itis certainly better for
your health (though you may feel you need to wear a mask incities), it saves you
money and it enables you to sweep past traffic jams during the rush hour. Parking is
not a problem and often there are special rails for you to lock your bike to at the en
trance of workplaces, universities, schools and shops. With a basket on the front, you
are also equipped for shopping, and a cycling cape keeps you dry in wet weather. You
do not pollute the atmosphere, damage people’s health or the ozone layer, though you
are vulnerable to incompetent or aggressive drivers, especially if you are not wearing a
safety helmet. Cycling is an ideal way, too, of enjoying the countryside.
Exercise 2.
Name the disadvantages and advantages o f each form o f transport.
Exercise 3.
With the help o f information contained in the text, express disagreement with the
following statements:
1. Flying is not the quickest form of travel.
2. Getting to the airport is not a problem.
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Travelling
3. Ships are not slower than aeroplanes.

4. Ferries are not very comfortable.
5. In Britain the trains are not fast or comfortable.
6. Buses are the only way of travelling around town or within your local area.
7. The coach is not a cheaper alternative to the train.
8. The bicycle pollutes the atmosphere.
9. Cycling is not a popular pastime.
Exercise 4.
into Ukrainian the meaning o f the whole sentence in each case:
travelling around town; means of transport; season ticket; a sea crossing; to go

through customs; long-distance trains; travelling overnight; to carry more lug
gage; a reasonable alternative; a cycling cape; to save money; traffic jams; to
board the plane; the lack of government investment; to miss the flight; to be
poorly served.
Exercise 5.
Exercise 6.
Write an essay o f approximately 300 words on your travelling experiences.
Exercise 7.
Re-arrange the jumbled sentences to form a coherent text:
A. I tried to avoid getting into conversation with him, but it was impossible.
B. I hurried out of the compartment.
C. “Nice girl”, he was saying. “But you know, she talked so much that I could
hardly get a word in edgeways”.
D. One of the men offered to put my case on the rack for me.
E. Finally the train got to London.
F. I found a seat in a crowded compartment.
G. One day I was going to London by train.
H. I politely told him I could do it myself.
I. Several hours went by.
J. He talked and talked.
K. I could still hear the man’s voice.
L. I hardly said anything.
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Unit 6
Exercise 8.
a) Read the anecdotes that follow and suggest a title fo r each o f them.
b) If these texts were parts o f a book, what title would you give the book?
c) What do these short texts have in common?
d) How do the four texts differ?
Anecdotes
A
In Berlin, Erich Remarque, the author of “All Quiet on the Western Front”, was
talking to an American girl.
The American, speaking in German, asked Remarque why he had never visited the
United States. His answer was: “I know only a few sentences in English.”
“What are the sentences?” inquired the girl.
Remarque said: “How do you do?” I love you. Forgive me. Forget me. Ham and
eggs, please.”
“Why, with that vocabulary you could tour my country from Maine to California,”
the girl said.
В
When Conan Doyle arrived in Boston, he was at once recognized by the cabman
whose cab he had engaged. When he was about to pay his fare, the cabman said:
“If you please, sir, I should prefer a ticket to your lecture.”
Conan Doyle laughed. “Tell me,” he said, “how you knew who I was and I’ll give
you tickets for your whole family.”
“Thank you, sir,” was the answer. “On the side of your travelling-bag is your name
- Conan D oyle”
C
The well-known singer Enrico Caruso was once driving not far from New York, It
so happened that something went wrong with his car and he had to spend some time in
a farmer’s house. Soon they became friendly and the farmer asked Caruso his name.
When the farmer heard the name, he rose to his feet. “My, I never thought I should
see a man like you in my kitchen, sir,” he cried out. “Caruso. The great traveller,
Robinson Caruso!”
D
Mark Twain, the famous American writer, was travelling in France. Once he was
going by train to Dijon, That afternoon he was very tired and wanted to sleep. He
therefore asked the conductor to wake him up when they came to Dijon. But first he
explained that he was a very heavy sleeper. “I’ll probably protest loudly when you try
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Travelling
to wake me up,” he said to the conductor. “But do not take any notice, just put me off
the train anyway.” Then Mark Twain went to sleep. Later, when he woke up, it was
night-time and the train was already in Paris. He realized at once that the conductor
had forgotten to wake him up at Dijon. He was very angry. He ran up to the conductor
and began to shout at him. “I have never been so angry in all my life,” Mark Twain
said. The conductor looked at him calmly. “You are not half so angry as the American
whom I put off the train at Dijon,” he said.
Exercise 9.
Say whether the following statements are true or false. If a statement is false, find
the tight answer in the text:
1. Remarque had never been to the US.

2. Remarque spoke very good English.
3. The American girl could not speak German.
4. Remarque travelled from Maine to California.
5. The cabman recognized Conan Doyle’s face.
6. Conan Doyle was pleased to be recognized.
7. Conan Doyle was not willing to pay the cabman his fare.
8. Conan Doyle was not living in Boston.
9. Enrico Caruso came to visit the farmer.
10. The farmer had read “Robinson Crusoe.”
11. E.Caruso was a well-known traveller.
12. The farmer confused two famous names that sounded similar.
13. Mark Twain was travelling in South America.
14. Mark Twain was a heavy sleeper.
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Unit 6
Section V Extended
Reading
Text 1. FLORENCE
That first experience of foreign travel undertaken without the supervision of parents
can never be matched. Far more exotic trips in later life, maybe to Thailand or Peru or
Borneo, will never equal that first modest solo expedition to Paris or Amsterdam. This
is what makes my first train journey to Florence in 1963 so memorable.
I was not actually alone. My sister, who was no more experienced than I was in
such matters, went with me. Our appetites had been whetted by the tales of our grand
mother who had been a great traveller early in the century. She remembered the little
horse carriages that took visitors round Florence and she described to us how she went
through the hills to the village of San Gimignano on a donkey.
We spent the first part of our summer holiday working as waitresses to earn the
money for our trip and then set out for London to catch our student train from Victoria
Station. It was when we reached Calais that the adventure really began. The huge
French steam train, so much higher than an English train, thundered into the station. I
remember feeling in awe of it as it slowed down and, like a great languid beast, slithered
to a halt. It seemed so superior, so casual about the fact that it was about to set off
across Europe.
It was, of course, one of those old trains with separate compartments with sliding
doors and a long corridor. It took us a panicky fifteen minutes to find our seats and
settle down. We were soon joined by some English students. I felt very proud to be
among them as I was only 18 and still at school while my sister had been at university
for a year. For a long time I was more excited by the company than aware of the coun
tryside around me.
We were very lucky to fall in with this group as, in our inexperience, we had
brought no food with us, assuming that we could buy food on the train. Student trains,
we learnt, had no buffet or sandwich trolley. Our companions, seeing our horrified
faces, took pity on us and offered us the occasional sandwich which helped us through
the day.
Now we were swept into the world of train travel with its wonderful sooty smell
and wild wisps of steam flying past the windows. We sometimes went out to stand in
the corridor because it is hard to stay in your seat when you are young and over
excited. The train crossed Belgium and entered Germany, and soon we found our
selves sweeping down one side of the Rhine, looking down at the wide river and its
steep, craggy shores on which perched wonderful Gothic castles. We had quite a long
wait in Cologne and I remember getting off the train and going to see the cathedral.
We met up with some German students, though I don’t remember how, but I recollect
266
Travelling
standing in front of the cathedral and being shown how one of the spires had been
damaged in the war. Then we went and drank some German beer in the station before
getting back on the train. I have the feeling that that was the first glass of'beer I had
ever tasted. Those were innocent times!
At night we pulled out the couchettes and settled down to sleep. I have never suc
ceeded in sleeping on a train in my life, mainly because I enjoy the wonderful, rocking
movement and the stopping in strange stations, wondering which country you are in
and whether there is anyone else on the train besides you because suddenly everything
seems so silent and deserted with only the sighs and hisses of the train. Then at last,
when you have almost given up hope, it groans and strains and finally begins to move
and you are on your way again, heading for the Alps and the warm south.
In the morning, before we had even opened our eyes, we knew we were in Italy.
The air was sweet and mild, the voices on the platforms were different. The train had
changed its identity. Bits of it had been uncoupled at various stages in the journey and
now we were almost surrounded by Italians. When it became light we were able to
lean out of a window and buy something to drink and a packet of biscuits. We were, by
now, desperately hungry and rather light-headed. Our English companions had disap
peared at some stage of the journey and we could do no more begging.
Some time in the middle of the day we arrived in Florence and dragged our cases
down onto the platform. The sounds around us were almost like singing - but perhaps
that was our weakness and hunger. In a trance we went to the station bar, breathing in
the smells of coffee and vanilla as we stepped inside. That first coffee with a sweet
flaky pastry were nectar and ambrosia to us. Then, sustained by this repast, we stepped
out of the station and into the piazza in front of it.
That piazza is by no means the most beautiful in Florence. Like most stations, Flo
rence station is surrounded with cars and taxis and buses. But to us, looking across all
these to the church of Santa Maria Novella, it was the promised land. Nothing that I
remember in my travels since then has had quite the same intoxicating feeling of that
moment and the hours which followed it when I completely fell in love with that dingy
yellow city with its sluggish brown river and faded palaces. Since then I’ve been back
many times and each time I experience again those prickles of pleasure and that
breathless excitement. I remember the dizziness of hunger, too, as though it were not
just a simple need for food but a boundless appetite to know this place and find the
heart of its mystery.
Text 2. THE GREAT CANADIAN TRAVEL COMPANY LTD.
BELUGA WHALE TOURS

This summer tour to the north will introduce you to some of the flora, fauna and
history of our province. Highlights will include the beluga whales of the Churchill
River, as well as the history of the Hudson Bay Company and its role in the develop
ment of Canada's fur trade.
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Unit 6
Day 1. The tour begins with a mid-morning flight out of Winnipeg, via Canadian Air
lines, to Churchill. Upon arrival in Churchill you will be met and transferred to
your hotel. The balance of the day is free to explore the town and spend some
time in the Eskimo Museum.
Day 2: This morning you will be picked up at the hotel and taken on a five hour tour of
the Churchill area, which will include both the town and adjacent sites.
Day 3: Today you will be taken on your first 2 1/2 hour boat tour to the Churchill
River to view the pods of beluga whales, and also to visit the historic Fort
Prince of Wales. The timing of the tour is dependent upon tidal conditions.
Day 4: This morning is your second boat tour. In the afternoon we have arranged a
Tundra Buggy™ tour, allowing you the rare opportunity of travelling across
the tundra to catch a glimpse of ptarmigan, arctic fox, snowy owl, and possibly
even caribou. In the evening you board the train for your journey south to
Winnipeg. Private sleeping accommodation has been reserved for you.
Day 5: As the train travels slowly south you have a leisurely opportunity to view the
changing landscape, from the muskeg of the subarctic, to the undulating hills
of Porcupine and Duck Mountains, to the rolling wheat fields of the Manitoba
prairie.
Day 6: Your tour ends with an early morning arrival at Union Station in Winnipeg.
POLAR BEAR TOURS
The Great Canadian Travel Company Ltd. offers a variety of tours and the rare op
portunity to view polar bears as they make their annual migration around the capes
near the town of Churchill. Experience the interaction of these magnificent animals as
they anxiously anticipate moving onto the ice of Hudson Bay to hunt for ringed seal.
The Polar Bear Adventure
Day 1: Upon arrival in Winnipeg you will transfer on your own to

the Hotel Fort Garry for overnight.
Day 2: Following breakfast the group will be taken on a morning
city tour which will end at the Museum of Man and Nature.
After spending time at the museum, the group will then de
part for Oak Hammock Marsh where you will spend the rest
of the afternoon. This evening is free.
Day 3: You will meet your naturalist guide and be transferred to the
Winnipeg airport for your Calm Air flight to Churchill.
Upon arrival you will be transferred to the Churchill Motel.
The remainder of the day is free for you to settle in.
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Travelling
Day 4: Today will be spent on board the now famous Tundra Buggy™ in search of the
magnificent Ice Bear. The buggy is heated and washroom equipped. The win
dows open and there is a rear platform for photography purposes. Lunch is
served on the buggy. The day's viewing will end at sundown.
Day 5: A five hour bus tour takes in all the sights, including the Port facilities and the
Rocket Range, Cape Merry, the Wreck of the Ithica and much more.
Day 6: The morning is free for last minute souvenir shopping. Following an afternoon
flight back to Winnipeg, you will be returned to the Hotel Fort Garry. The
Great Canadian Travel Company will host a Farewell Dinner this evening.
Day 7: Your tour ends upon check out from the hotel.
The Polar Bear Experience
Day 7: The tour begins upon check-in at the Hotel Fort Garry, located in downtown
Winnipeg.
Day 2: This morning you will meet your naturalist guide and be transferred-to Winni
peg International Airport for the flight to Churchill. Upon your arrival you will
be met and transferred to the Churchill Motel. The remainder of the day is free
for you to settle in.
Day 3: The polar bears! Today’s program skirts the shores of Hudson Bay by Tundra
Buggy™, capturing the first sightings of this mighty sovereign of the north.
Don't forget your extra film!
Day 4: This day’s activities are centered around Churchill. A bus tour takes in all the
sights, including the Port facilities and the Rocket Range, as well as the Parks
Canada display. Dinner this evening is at The Traders Table restaurant, known
for its northern cuisine.
Day 5: A second full day is spent out on the tundra examining the behavior of the
Great White Bear, and the relationships it forms with other wildlife species.
Day 6: This morning is free to browse the shops or revisit the Eskimo Museum. The
flight south takes you back to Winnipeg and your hotel in time to freshen up
before going out to a Farewell Dinner.
Day 7: This tour ends following breakfast at the hotel.
THE DAY TRIPPER
For those short of time, we are delighted to offer this three day itinerary, which al
lows you to see the magnificent polar bears as they prowl the shores of Hudson Bay.
This program entails a long day, but it is one day you will never forget!
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Unit 6
Day 1: The tour begins in Winnipeg upon checking in at your city centre hotel (arrival
transfers are not included).
Day 2: An early start. The bus leaves for the airport at 6:00am, and cannot afford to
wait for anyone! Our chartered Hawker Siddley 748 takes off at 7:00am and
heads north to Churchill. Breakfast is served on
board the aircraft. Upon your arrival in Churchill at
approximately 9:30am, you will be bused directly
to the Tundra Buggy™ launch site where you will
board your temporary home for the day. This
unique vehicle is well heated, and washroom
equipped. A box lunch, prepared by the now world
««NNCAPOLI*»
famous Gypsy's Bakery, will be served on board.
The buggy’s six foot tires allow unparalleled access onto the tundra, although
conservation regulations restrict the routes these vehicles can follow in order
to protect the fragile ecosystem of this subarctic region.
Our experienced naturalist guide, David Hatch, has been conducting these
tours for years and is well versed in local bear conditions. The buggy driver is
also very knowledgeable in the habits of the bears and will make every effort
to ensure you have the most favorable conditions to photograph the bears. A
viewing platform on the rear of the buggy allows people to get an unrestricted
view of these mammoth creatures. We return to Churchill at dusk for dinner at
The Traders Table, and the opportunity to shop for some Inuit soapstone
carvings or a spirit world print. The flight for Winnipeg departs at 7:30pm,
with an arrival scheduled for 9:30pm. Upon arrival you will be met and trans
ferred back to your Winnipeg hotel.
Day 3: This tour officially ends after breakfast at the hotel.
OF POLAR BEARS, BELUGA WHALES AND ARCTIC VOY AGES...

The Great Canadian Travel Company is delighted to offer our 15th season
o f tour programs to Churchill. This year we are also introducing a series
o f voyages to Spitzbergen. These remote Norwegian islands in the Arctic
Ocean offer a fascinating site fo r polar bear viewing in the summer. We
look forward to welcoming you to our tours, and wish you all Bon Voyage!
1996 CHURCHILL TOURS

DATES AND TARIFFS
Beluga Whale Tours

BW 01 July 03-08 BW03 July 17-22 BW05 July 3 1-August 05
BW02 July 10-15 BW04 July 24-29 BW06 August 07-12
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Travelling
Tariff.: $ 1149 CAD per person + 7 % GST

single supplement $200 CAD + 1% GST
The Polar Bear Adventure October 5-11

Tariff:: $1799 CAD per person twin + 7% GST
The Polar Bear Experience

PBS01 October 2-8 PBS03 October 16-22
PBS02 October 9-15 PBS05 October 30-November 5
Tariff: $ 1969 (І2369) CAD per person + 1% GST
single supplement $500 (T695) CAD + 1% GST
A two day Thompson option is available as follows:

September 30: The tour begins upon check-in at the Hotel Fort Garry located in
downtown Winnipeg.
October I: The morning is free. Following an afternoon city tour you will be trans
ferred to the Winnipeg airport for your flight to the northern mining town of
Thompson.
October 2: The day is spent exploring this northern community and the adjacent Paint
Lake Provincial Park. The evening will include a Welcome Dinner.
October 3: This morning you will be transferred to the Thompson airport for your
flight to Churchill where you will meet up with the rest of the group. This is Day 2
on the Polar Bear Experience itinerary.
The Rail Option is $100 per person, per direction + 7% GST
Polar Bears and More October 23-30, 1996

Tariff: $2299 CAD per person + 7% GST
The Day Tripper October 25-27, 1996

Tariff: $969 CAD per person + 1% GST
[Copyright: The Great Canadian Travel Company Ltd., Winnipeg, Canada.]
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Unit 6
Appendix KEY
+ ^ “ TO EXERCISES
TRAVELLING
In the old days people had to travel for days, weeks and months before they reached
their destinations. They went on foot, on horse-back, on camels across deserts, in carts,
or horse-drawn cabs. Boats and ships were also very popular as a means of transport.
Then trains, trams, cars, buses and aeroplanes appeared. People often travel on busi
ness and sometimes they do so for research purposes, but very often people travel for
pleasure as tourists. Travelling is a wonderful, exciting and useful experience because
it helps us to learn more about the world we live in.
THE B E ST W AY TO BROADEN YOUR MIND?
Travelling is central to all our lives. Sometimes it spells romance and adventure, at
other times boredom and frustration and often it involves all of them together.
Until only a few decades ago, manpower and horsepower were the only means of
getting from one place to another. Now aeroplanes, ships, trains, buses, coaches, pri
vate cars and bicycles greatly facilitate our journeys as well as providing many op
portunities for things to go wrong. Aeroplanes may be the fastest mode of transport,
but they inflict on us complicated journeys to the airport, often enormous cost, delays,
cancellations, uncomfortable seats, the anxious passage through customs and the terror
of falling. Ships are fine if you want a leisurely cruise but are too slow for the pace of
modern life. Trains would be wonderful if they went to the places you wanted to go to,
were on time and cheap. Coaches are inexpensive but uncomfortable. Cars are con
venient but polluting, the cause of congestion and a serious risk to life, and bicycles
save money and keep you healthy, unless you encounter an aggressive motorist.
But by now we are a species which is programmed to travel and seeks constantly to
go beyond its boundaries. After our year’s work, we are unable to feel completely hu
man until we have put a significant distance between ourselves and our familiar terri
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Travelling
tory with all its daily demands on us. We need to rest our eyes on unfamiliar horizons
and imagine what may be beyond them. We are also programmed by now to move fast
and to be impatient of things that get in our way. It is certainly the case that we calcu
late our success in life according to our ability to afford expensive holidays in far-
flung places, so status is involved in all of this too. In the power of the car we drive,
the frequency and the distance of our travels and our easy familiarity with foreign
places and foreign ways. We have lost the ability to be still and probably will re
discover it until the air is so thick with planes and the earth with vehicles that a quiet
afternoon on the sofa with a good book will at last seem the most blissful escape into
sanity and the best way of broadening the mind that it has always been.
A T THE B RITISH TRAVEL CENTRE
Mr. MacGregor works in a travel agency in London. Listen to him talking about the
British Travel Centre:
The British Travel Centre, only two minutes’ walk from Piccadilly Circus, offers
the most comprehensive travel information and booking service in London. The British
Travel Centre books coach, rail, air and arranges car hire, reserves guided sightseeing
tours, theatre tickets and accommodation, changes currency and, of course, provides
information on the whole of the UK. An excellent travel bookshop at the British
Travel Centre contains hundreds of different maps and travel guides which help you
save time and money during your stay here. We are open seven days a week, Monday
to Friday, 9 a.m. to 6.30 p.m., Saturdays and Sundays 10 a.m. to 4 p.m., at 12 Regent
Street, near Piccadilly Circus.

Listen to the dialogue entitled At a Hotel and then fill in the following blanks:
1. I would like a single room.

2. Have you booked a room?
3. We are very full at present.
4. How long are you going to stay?
5. Here’s your key, sir.
273
Unit 6
A T A HOTEL
Receptionist: Good evening, sir. How can I help you?

Tourist: Good evening. I would like a single room, please.
R.: Have you booked a room?
T.: No, I’m afraid not.
R.: How long are you intending to stay?
T.: At least a week.
R.: We are very full at present. Now, let me see. I can offer you a room on
the first floor, with a private bath. Fill in an arrival form, please. The
barbershop, the hairdresser’s, the bureau de change, the post office, the
drycleaner’s and the laundry are on the ground floor.
T.: Good. And what about my luggage?
R.: The porter will take your suitcases to your room. Here’s your key, sir.
T.: Thank you.
274
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Getting on

Recommended by Ministry of Education of Ukraine

Рекомендовано Міністерством освіти України

Спілкуємося англійською мовою/За ред. П.Корнеса і Н.Гайдук. -

Getting on in English/Edited by P.Comess and N.Haiduk. - Lviv: JV

Навчальний посібник укладено в результаті співпраці між викладачами кафедри

ISBN 966-7065-15-4 © П .Корнес, Н.Гайдук, 1998

Основний координатор проекту д-р Лотар Вольф, Західносаксонська вища шко­

За редакцією Патріка Корнеса і Ніни Гайдук

Консультанти: Девід Джонс і Інеса Байбакова

Автори висловлюють глибоку вдячність керівництву

Project Co-ordinator Dr. Lothar Wolf, Westsachsische Hochschule Zwickau, Germany

The Partners in the Project:

Edited by Patrick Comess and Nina Haiduk

Consultants: David Jones and Inessa Baibakova

Authors: Nadya Andreichuk, Inessa Baibakova, Lubov Balatska, Tetyana Bondarenko,

The authors express their deep gratitude to the officials o f both

Getting on in English is designed to develop the communication

Section I: Aural Comprehension

Section II: Use of Vocabulary and Applied Grammar

Section III: Developing Speaking Skills

Section V: Extended Reading

Each Unit provides students with the essential knowledge of

UNIT 1: Family Life 17.

UNIT 3: Student Life Today 99

UNIT 4: Ukraine 153

UNIT 5: English-Speaking Countries 195

Introduction to the Topic 196

Discuss the following questions in groups. Give reasons fo r your views:

1. What does “family” mean to you?

Text 1. MARK THOMAS AND HIS FAMILY

Exercise 1. Oral Summary

Exercise 2. Comprehension Test

1. What company does Mark work for?

Exercise 3. Multiple Choice Comprehension Test

1) a. Mark Thomas works for a local building company.

2) a. Heather is thirty-six years old.

3) a. Robert plays football because all the family like it.

4) a. Heather is always busy because she takes dancing lessons.

Exercise 4. Cloze Test

1. Mark Thomas works for the local... company.

Exercise 5. Written Summary

Text 2. YURIY SHEVCHUK

Exercise 6. Cloze Test

Exercise 7. Oral Summary

A. Maria’s studies at the University.

Exercise 8. Comprehension Test

1. What does Maria hope to do when she completes her studies?

Exercise 9. Multiple Choice Comprehension Test

1) a. Maria is studying to be a builder.

2) a. Maria lives in a flat of her own.

3) a. Nadya looks like her mother.

4) a. When Maria comes home, she reads with her sister.

Exercise 10. Cloze Test

1. Maria is studying ... at Lviv State Polytechnic University.

Exercise 11. Written Summary

Text 4. MRS. LAMBERT

Exercise 12. Cloze Test

Section li USE OF VOCABULARY

Key Words and Phrases

Vocabulary Definition Example

a) study - studies family ~ families

b) enjoy - enjoys holiday - holidays

c) make - making write - writing

Основний координатор проекту д-р Лотар Вольф, Західносаксонська вища шко