Usi Uroki Angliyskoi Movy 9 Klas - PDF 1280928592

Серія «12-річна школа»
Заснована у 2006 році
Харків
Видавнича група «Основа»
2009
1
УДК 37.016
ББК 74.268.1Англ
Л93
Любченко О. С.
Л93 Усі уроки англійської мови. 9 клас. — Х. : Вид. група
«Основа», 2009. — 288 c. — (Серія «12-річна школа»).
ISBN 978-611-00-0288-2.
Методичний посібник «Усі уроки англійської мови в 9 класі» ставить
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Автор пропонує базову основу 70 уроків англійської мови з використан-
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УДК 37.016
ББК 74.268.1Англ
Навчальне видання
Серія «12-річна школа»
Любченко Олександр Сергійович
Усі уроки Англійської мови.

9 клас
Головний редактор О. С. Любченко
Редактор А. Л. Мирошніченко
Відповідальний за видання Ю. М. Афанасенко
Технічний редактор О. В. Лєбєдєва
Коректор О. М. Журенко
Підп. до друку 03.08.2009. Формат 60×90/16.

Папір офсет. Гарнітура Шкільна. Друк офсет.
Ум. друк. арк. 18,00. Зам. № 9-08/17-05.
ТОВ «Видавнича група “Основа”»

61001, м. Харків, вул. Плеханівська, 66
тел. (057) 731-96-33
е-mail: office@osnova.com.ua
Свідоцтво суб’єкта видавничої справи
Свідоцтво ДК № 2911 від 25.07.2007 р.
© Любченко О. С., 2009

ISBN 978-611-00-0288-2 © ТОВ «Видавнича група “Основа”», 2009
2
Contents
First semester
Lesson 1. My Family, My Friends and Me.
Introducing the topic................................................... 5
Lesson 2. Autobiography. Vocabulary .......................................... 8
Lesson 3. Autobiography. Listening. Reading ...............................22
Lesson 4. Autobiography. Use of English .....................................31
Lesson 5. Autobiography. Writing ..............................................37
Lesson 6. Autobiography. Project ...............................................42
Lesson 7. Exam practice ............................................................43
Lesson 8. Across cultures ..........................................................47
Lesson 9. Home reading ............................................................50
Lesson 10. Topic Summary ..........................................................57
Lesson 11. Environment .............................................................60
Lesson 12. Environment. Pollution ...............................................63
Lesson 15. Environment. Global Issues ..........................................78
Lesson 16. Home reading ............................................................81
Lesson 17. Environment. Global problems ......................................84
Lesson 18. Exam practice ............................................................86
Lesson 19. Across cultures ..........................................................89
Lesson 20. Topic Summary. Projects .............................................93
Lesson 21. Mass Media. Introducing the topic .................................95
Lesson 22. Television .................................................................97
Lesson 23. Mass media in Ukraine .............................................. 102
Lesson 24. Grammar practice ..................................................... 105
Lesson 25. Home reading .......................................................... 108
Lesson 26. Mass media in Great Britain ....................................... 111
Lesson 27. Mass media in the USA. Reading comprehension ............ 114
Lesson 28. Television: a wonder or a curse?
Listening comprehendion ........................................... 117
Lesson 29. Exam practice. Written comprehension ........................ 120
Lesson 30. Speaking comprehension ............................................ 122
Lesson 31. Grammar practice. Non-defining relative clauses ........... 122
3
4 Усі уроки англійської мови. 9 клас
Second semester
Lesson 33. Youth culture .......................................................... 131
Lesson 34. Grammar. Gerund .................................................... 133
Lesson 39. Grammar practice. Reported speech ............................. 154
Lesson 40. Youth culture. Project ............................................... 162
Lesson 42. Exam practice .......................................................... 167
Lesson 43. Science in technology in the
English-speaking countries ........................................ 171
Lesson 44. Grammar. Past Perfect. Passive Voice .......................... 176
Lesson 45. Science and technology in English-speaking countries ..... 181
Lesson 48. Cities of Great Britain ............................................... 193
Lesson 49. Cultural monuments of Great Britain ........................... 203
Lesson 50. Cities of the USA ...................................................... 207
Lesson 54. Jobs and professions ................................................. 228
Lesson 56. Grammar. Modal Verbs .............................................. 235
Lesson 63. Assessing writing skills ............................................. 266
Lesson 69. Reserved ................................................................. 287
Lesson 70. Reserved ................................................................. 287
References .............................................................................. 288
First semester
Lesson 1
My Family, My Friends and Me. Introducing the topic
Aims and objectives:
• introducing the aims and objectives for the current academic
year
• revising the vocabulary
• revising and brushing up basic skills
• introducing the topic “Autobiography”
Equipment: writing paper, handouts for the games
Sequence
I. Warming-up
1. The teacher greets the students with the beginning of the new aca-
demic year and sets the goals for the course of studying in the
9th grade paying special attention to the examination and the
ways of preparing for it.
2. The class is divided into 2–3 groups. The teacher asks the groups
to share their opinions about how they have spent their summer
holidays by finding the greatest number of adjectives to complete
the sentence “My summer holidays were...”. (Time — 2 minutes.)
After that the groups share their variants.
3. Most probably, the students have changed in some way. The teach-
er asks the students to have a close look at each other and write
a sentence, describing what exactly has changed. If the number of
students is even, the activity can be performed in pairs.
II. Main part

1. Revising the structure of the English sentences
The teacher reminds (or elicits from the students) the word order
in affirmative, negative and interrogative sentences. After this is
done, the class is given a task to accomplish.
Task. You will have a chance to check how well you remember the
English grammar. Each of you will be given a piece of paper with a few
5
jumbled sentences. Put the words in the correct order. If you do it cor-
rectly, reading every third word you will find a message.
1) class / will / you / to / and / tomorrow / come / I. (You and I will
come to class tomorrow.)
2) travelling / I / on / not / am / usually / keen. (Usually, I am not
keen on travelling.)
3) to / give / chance / never / a / despair! (Never give a chance to
despair!)
4) person / a / you sociable / are / very ? (Are you a very sociable
person?)
5) the / it / in / to / was / sail / interesting / ocean? (Was it interesting
to sail in the ocean?)
6) for / this / work / person / does / Microsoft? (Does this person
work for Microsoft?)
Message: I am a very interesting person.
This can be done in pairs or groups to save the time. In this case, it
is not bad to think of a small prize for the winner.
2. The game “My Word”

This is a competition, in which students try to score as many points
as possible by continuing a story started by the teacher using a given
set of words.
The teacher gives the handout to each student and checks if all the
words are familiar. After that, the rules are explained: the teacher
starts telling the story, and the students must continue it when the
teacher stops using as many words from the list in their sentences as
possible. Each word is assigned a certain number of points, and it may
be used only once. The student who gets the highest score wins.
The beginning of the story may be as follows (depends on the teacher):
I’ve had a wonderful summer this year. First, I...
After the player is chosen (or appointed), he / she contributes
a sentence to the story using as many words from the list as possible.
Other students may question the suggested vocabulary. If the suggest-
ed words are agreed upon, the student’s score is counted, and another
student takes the turn.
1 2 3
Purple — 3 Destroy — 3 Computer — 1
Unhappy — 2 Prevent — 3 Bus driver — 2
Square — 3 Enjoy — 1 Kettle — 3
First semester 7
1 2 3
Seventy-five — 2 Drop — 2 Swan — 2
Pretty — 1 Snooze — 3 Film star — 1
Plastic — 2 Prefer — 2 Queen — 2
Noisy — 2 Stammer — 3 Football pitch — 3
Expensive — 1 Swim — 1 Shirt — 1
Striped — 3 Forget — 1 Camel — 2
Ugly — 1 Whistle — 3 Frying pan — 3
Independent — 3 Show — 1 Fish — 1
Hard-working — 3 Hide — 2 Overcoat — 2
Fat — 1 Build — 1 Bridge — 2
Japanese — 2 Sneeze — 3 Cave — 3
Prehistoric — 3 Miss — 2 Glasses — 1
Flat — 2 Smash — 2 Detective — 2
Mad — 1 Explain — 2 Bucket — 2
Open — 1 Apologize — 3 Monster — 1
Cruel — 2 Kick — 1 Grand piano — 3
Accidental — 3 Smell — 2 Violinist — 2
Extraordinary — 2 Take after — 2 Key — 1
Final — 3 Scream — 1 Wheel — 1
Pink — 2 Chase — 3 Telescope — 2
Scientific — 2 Put up with — 3 Pudding — 3
Sour — 1 Long for — 3 Acrobat — 3
Musical — 3 Regret — 2 Chimney — 2
Greedy — 1 Fondle — 3 Waterfall — 3
Muscular — 3 Investigate — 3 Bottle opener — 2
Northern — 2 Giggle — 2 Volcano — 2
After the game is over and the scores are counted, the students are
divided into 3 or 6 groups depending on the total number of students
in the class. Groups 1 and 4 work with the list of adjectives (the first
column), groups 2 and 5 work with the list of verbs (the second col-
umn), and groups 3 and 6 work with the list of nouns (the third col-
umn). If there are not many students in the class or little time availa-
ble, the work may be limited to 10–12 words from the list.
Task. Describe your classmate (friend, teacher etc.) using the
words from the list.
3. Introducing the topic

After the groups have produced their sentences, the teacher draws
the students’ attention to the fact that not only adjectives (which is
quite common) but also other parts of speech can be used for describing
both people’s appearance and character.
T. You have just used a great variety of words to describe mostly
appearance and character. There is one more way of describing people
but it mainly deals with telling the facts from people’s history and
background. Such way of describing is called “biography”, and you
know it quite well.
We are going to start this year with telling not about other people
but about ourselves, and this is called “autobiography”.
Before writing autobiographies let’s practice describing biogra-
phies of other people by playing a game.
Game “Lifeswap”
The students are given the cards (one for each student). The teach-
er asks to imagine that they are the people in the cards and think
a while how old they are, what their education and occupation may be,
what they do every day, where they work, what their hobbies are, etc.
There may be a need to prepare a certain questionnaire for the students
to note down the answers. Then the students are told they would like to
change their lifestyle. They have to think of what they really dislike
about their present lifestyle, and what they are looking for. Then the
students go round the class and talk to the others in search for the per-
son with whom they would like to swap lifestyles.
See cards on the pages 9, 10.
III. Summary
IV. Homework
Use 12 words (4 adjectives, 4 verbs and 4 nouns) not used in the
class from the table to the game “My Word” to describe yourself.
Lesson 2
Autobiography. Vocabulary
• introducing and practicing the vocabulary
• developing basic skills
Equipment: writing paper, pictures, handouts
First semester 9
First semester 11
I. Warming-up
The teacher divides the class in 2–3 groups and shows the first
picture explaining that it is not complete, and that the groups are to
guess what is missing by asking “Yes / No” questions. If the answer is
“no”, another group takes its turn.
After the students have guessed what is missing, the teacher shows
them the complete picture and asks the groups to create a title to it.
The titles are shared and explained. The best title may be awarded
with a small prize.
II. Main part

1. Checking on Homework
The teacher collects the papers, chooses one student and asks him /
her to randomly read one self-description with the class having to
guess who the person is. If the guess is correct, the student takes his /
her turn in reading. Five or six papers would be enough, the teacher
encouraging the class to guess actively.
2. Listening
Before listening the teacher introduces the words in bold and asks
the students to predict the sentences, in which they are used in the
text. The predictions are noted down.
Listen to the text and find out if you guessed right.

A Quiet Life
Felix Catt is a typical resident of Siberia Avenue, Surbiton. He
looks gloomy, but in fact he is quite happy, and he leads a quiet life in
this suburb of London. His wife Gertie looks after him carefully; she
cleans the house regularly, and feeds him daily on well cooked meat
and tinned vegetables. There is always a supply of fresh water for his
whisky, and plenty of carpet space for putting practice, so he is very
comfortable and content with suburban life.
Felix is very fond of his old dog, Sam. They go for walks together
on Sundays. Today he is taking Sam to the local vet, because he is afraid
that he is going blind. However, the vet is confident of curing him by
means of a small operation. He is giving Sam an injection before oper-
ating on him, so that he will sleep peacefully the whole time and not
feel any pain. There is even a pretty nurse standing by to comfort Sam
in case he feels unhappy and lonely in the strange surroundings.
In general, both Felix and Sam think that they don’t have a bad
life, and they have no desire to change it for anything more adven
turous.
After the sentences have been discussed, the teacher asks students
to reconstruct the text using the key words.
3. Vocabulary practice
Analyze the examples of sentences with active vocabulary and
make the ones of your own describing a person you know.
Examples
He said the job was hard, but, in fact, it was easy.
Good nurses look after their patients like mothers.
Rich people feed their dogs on the best cuts of meat.
Zoo keepers are usually content with their jobs.
Our cat went deaf when he was very old.
Tim is confident of finding the picnic spot.
You can do almost anything by means of hard work.
A team of surgeons operated on the patient.
The police stood by in case of trouble.
The students produce their sentences and share them with the
class.
4. Across cultures
The teacher draws students’ attention to the word “suburb” and
elicits the understanding of the difference between living in the sub-
First semester 13
urbs of a big city in Ukraine and English-speaking countries. The

aim — to be able to make conclusions about the people’s status based
on the area they live in.
5. Role-play “Tower block” (Present Simple for describing habits)

Essential vocabulary
Biochemistry, chemistry, biology, lit. (literature), geography,
warden, philosophy, physics, PhD, architecture, anthropology, sociol-
ogy, PE (physical education), engineering, politics, agriculture, ocea-
nography, economics, geology, technology, saxophone, violin, guitar,
double bass, cello, drums, droning, bleeping, yowling, thumping, vi-
bration, grunt, yell, shouting, cheep, whistle, swearing, yapping,
scream, barking, fitness freak / fanatic, opera buff, computer buff,
folk dancing, unearthly hour, all hours of the day, a whole bunch, get
worked up, just as well, keep the noise down, indescribable, get on
with.
How to use the game
The game can be played with between 7 and 46 students — the
more the merrier! If you have a small class, it’s a good idea to combine
classes with another teacher for this game. You will need a fairly large
space for this game. If you don’t have a large classroom or hall, it’s
best done outside.
Copy one role card for each student. The cards are printed in the or-
der of the ‘floors’ in the tower block (page 1 = ground floor, page 2 = first
floor, etc.) so if you have fewer than 46 students, make sure that you
copy the cards in the order they are printed in the book (ie. if you have
twenty-five students, use the first twenty-five cards). You will also
need to prepare up to seven large sheets of paper with the words,
GROUND FLOOR, FIRST FLOOR, SECOND FLOOR, etc. written on
them (depending how many students, and therefore floors, you have in
the ‘tower block’). These should be placed on the ground to indicate
where the floors of the block are: etc.
SECOND FLOOR
FIRST FLOOR
GROUND FLOOR leaving enough space for students to assemble
themselves in rows.
Give each student a role card.
Tell them they are all college students and live in a college hall of
residence which is x floors high.
They have information on the card about themselves and their
neighbours above and on either side of them. Several of their neigh-
bours have annoying habits.
Give them some time to read and absorb the information and ask
you about problems.
The object of the game is for the students to use the information
they have about their neighbours to arrange themselves in rows cor-
responding to the floors of the tower block.
To do this, they will have to get up and move around the class, ask-
ing questions and describing themselves and their habits so that they
find their neighbours, and then find the right place on the right ‘floor’.
(On every floor, there are about half the students who know the exact
location of their rooms: the others should be able to locate themselves
using them as reference points.)
When they are in the right places, ask them to complain to their
neighbours about their annoying habits.
Ground floor
You live on the ground floor. You are a biochemistry student and
you play a lot of tennis. No one lives on your left, but in the room on
the right there is a history student who plays the saxophone, very of-
ten and very noisily. Above you there is a chemistry student who is
a fitness fanatic and does early morning exercises at 6 a. m. every
morning. With all this noise, it’s hard to concentrate on your work!
You live on the ground floor. You are a history student, but
you’re very interested in jazz and you play the saxophone in a jazz
band. To your right there are two art students — you don’t know
much about them. To your left there’s a biochemist, sporty type,
plays tennis. Above you there’s a philosophy student — there’s always
a group of them there — you can hear their voices droning on and
on late at night — you can’t think what they find to talk about for
so long.
You study art and share a room with another art student. On one
side of you there’s a student who plays the saxophone and on the other
side of you there’s a student who plays the violin. And above you
there’s a student with a computer — you can hear the wretched thing
bleeping away all night.
You study art and share a room with another art student, on the
ground floor.
You are a music student (violin) and live on the ground floor. In
the room next door on the left there are two art students and on the
other side there’s an English literature student who has late night par-
ties nearly every night. Above you there’s a biology student who plays
the guitar terribly badly. You’re very sensitive about music and you
can’t bear it. You’d like to move!
First semester 15
You are an English lit. student and live on the ground floor. You
hate this place! Next to you there’s a music student who is always prac-
tising the violin and above you there are two students who are always
quarrelling. And the other student next door... you haven’t said any-
thing, but you’re sure there’s a cat in there — you can hear it yowling
sometimes. It’s against college regulations to keep pets.
You study geography and live on the ground floor, in the end
room. On your left there’s a very noisy English literature student, has
parties all the time. And above you there’s a physics student. You
don’t know what goes on in that room, but there are the most extraor-
dinary noises coming from it at all hours of the day and night. You
don’t like to complain though, since you have a secret — although it’s
against college regulations, you have a pet — a kitten. You don’t think
anyone knows and you don’t want to be found out.
First floor
You’re a chemistry student and a fitness freak. You don’t know
the other students in the college very well, but there’s a philosophy
student next door — usually a whole bunch of philosophy students ac-
tually, up till all hours, working out the meaning of life or whatever.
At least there’s no one the other side (you have an end room) and above
you there’s only the warden who’s very quiet.
You’re a philosophy student and you have a room in between two
fanatics. One is a fitness freak and wakes you up at six every morning,
bouncing around doing exercises and the other is a computer buff and
spends the whole time bleeping away on a stupid machine. As if that
weren’t enough, the room above you is occupied by someone very
strange, judging by the grunts and yells coming from that room.
You’ve never met them, and you wouldn’t want to!
You’re a computer science student and you have a very noisy room
on the first floor. On your right there’s a biology student who plays the
guitar excruciatingly badly and on the other side there’s a philosophy
student who has earnest and excitable discussions late at night. You
can’t think what these philosophy students get so orked up about. And
above you there’s some kind of amateur jazz musician.
You’re a biology student, but spend most of your time learning the
guitar. In fact, you’d like to give up biology and study guitar. Your
room is very noisy. On the left there’s a computer student, spends most
of the time playing with a home computer and on the other side there
are two French students who spend most of the time quarrelling. Above
you there’s a fitness fanatic, a PE student who spends the whole time
thumping up and down doing aerobic exercises.
You study French and share a room on the first floor with another
French student. You wish you didn’t as you don’t get on well.
You study French and share a room with another French student.
You don’t get on very well. Next to you on one side there’s a guitar
player, and on the other there’s a physics student. You don’t know
what goes on in that room but there are some extraordinary noises
coming from it sometimes. Above you there’s an Italian student who’s
an opera buff...
You study physics and are doing a PhD in sound and vibration re-
search. You have two very noisy neighbours in the room on your left:
two very quarrelsome French students — you wish they’d leave each
other alone. You have an end room on the first floor so there’s no one
on your right, but above you there’s an architecture student who plays
the double bass. Just as well you don’t work in your room. Most of your
work is done up at the lab, though you do try out the tapes you need for
your experiments back in your room occasionally.
Second floor
You are the college warden and have an end room on the second
floor. It’s pretty noisy in this college and you’re often having to tell
the students to keep the noise down. Above you there are two foreign
students from Africa — they play very odd music. And next to you
there is an anthropology student — the noises that come from that
room are indescribable! You thought there was something very odd go-
ing on there until you had a word about it and found out that the noises
were tape recordings of grunts and yells of some tribe they’re research-
ing in the Anthropology Department.
You study anthropology (you’re doing research into the war cries
of tribes in the Upper Volta) and you have a rather noisy room in hall.
On your right is a medical student who plays jazz very loudly late at
night and above you is someone who plays the cello. At least your other
neighbour is quite quiet — it’s the college warden.
You’re a medical student and have a room in college. College! It’s
more like a zoo! Above you are some very noisy sociology students who
have late night discussions and on your right there’s a PE student who
does early morning exercises. Between them they completely ruin your
night’s sleep. But the worst is the student next door on the left. You
don’t know what is going on in that room, but you’ve never heard nois-
es like that in your life... At least your interest (jazz) is harmless.
You’re a PE student and have a room on the second floor between
a jazz freak and an opera buff. And above you there’s someone learning
Chinese, practises tones all day long... the place is a lunatic asylum!
First semester 17
You study Italian and love Italian opera. You live on the second
floor, between an architecture student who plays the double bass and
a PE student who wakes you up at six every morning with noisy exer-
cises. At least there’s no one living in the room above you.
You study architecture and play the double bass. You live in quite
a musical corner of the college. Next to you, on the left, there’s an Ita
lian student who’s an opera buff and above you there is a Russian stu-
dent who likes folk dancing. You wish he / she wouldn’t practise it on
your ceiling though... You have an end room so there’s no one the other
side, thank goodness.
Third floor
You are a Kenyan student and share an end room on the third floor
with another African. Next to you there’s a maths student who plays
the cello and above you there’s an engineer who has wild parties. You
don’t mind the noise though.
You are a Nigerian student and share with another African student.
You study maths and play the cello. You have a rather noisy room
and would like to change it. On your left there are two foreign students
who play odd music and cook strange things and on your right there’s
a sociologist who is forever having noisy discussions. You can’t under-
stand why people get so worked up over ideas. Above you there’s some-
one who studies Greek and must be a fitness fanatic judging from the
early morning thumps and thuds...
You are a sociologist and live in a room on the third floor between
a cello player and someone who’s always doing strange voice exercises.
At least the room above you is fairly quiet.
You study Chinese and are having a lot of trouble with the pronun-
ciation. You wish you had a quieter room so you could concentrate. On
your left there is a sociologist and above you there’s a politics student.
Both of these spend the whole time arguing and shouting and having
endless heated discussions. The walls are so thin you can hear every
word — and a lot of nonsense it all is. You’re heartily sick of the words
‘parameter’, ‘situation’, and ‘viable’. At least the room on your right
is empty.
You study Russian and are particularly interested in Russian folk
culture. You are learning several Russian dances. You have an end
room on the third floor, and the room on your left is empty, so it’s
fairly quiet.
Fourth floor
You study mechanical engineering and have the end room on the
fourth floor next to someone who studies Greek and wakes you up at
six every morning doing aerobic exercises. The two students above
you, who study German, are always quarrelling, so it’s pretty noisy
here.
You study Greek and have a room in college, but you wish you
didn’t. Your left hand neighbour is a mechanical engineer who has
wild parties every night and above you there’s a civil engineer who has
card parties. Sometimes you can’t get to sleep till three or four in the
morning and you have to get up at six to do your aerobics and learn
your irregular verbs. On the other side there’s a nurse who’s pretty
quiet.
You’re doing a nursing degree and are on night duty at the mo-
ment. At least most of the people are out during the day so you can get
some sleep, but the student above you seems to have a dog: you can
hear it barking during the day. It’s against the regulations of course,
to keep pets. Your other neighbours are a Greek student on your left
and a politics student on your right.
You study politics and live on the fourth floor between a nursing
student and an education student. Neither of them give you much
trouble, but above you there’s an agricultural student who gets up at
about five every morning, God knows what for, to milk the cows or
something probably. You’re a late-night person, so object to being
woken up so early.
You study education and have a room between a politics student
and an oceanographer. The politics student has heated late-night dis-
cussions with friends almost every night, keeping you awake till three
or four sometimes. Why do politicians always shout so loud? The ocea-
nographer is a harmless chap, but has a budgie (strange pet for an oce-
anographer) which cheeps and whistles early in the morning. So bet
ween the politics and the budgie, you don’t get much sleep. The student
upstairs plays the drums every afternoon, so no chance of an afternoon
nap either...
You study oceanography and have an end room on the fourth floor,
next to an education student. Above you there’s an economics student
who belongs to a morris dancing society and practises the steps, bells
and all, right over your head.
Fifth floor
You study German and share a room on the fifth floor with an-
other German student. Pity you don’t get on...
You study German and share with another German student. You
quarrel a lot. You have an end room, but your neighbour on the right,
an engineering student, is very fond of cards and has card parties most
First semester 19
evenings. There’s an engineering student below you too, who also has
noisy late night parties. And above you there’s a Spanish student with
a parrot. Worse than an alarm clock, that parrot, wakes you up at half
past five every morning by swearing in Spanish.
You are a civil engineer and have a room between two bickering Ger-
man students and an Arabic student with a noisy dog. It’s against the rules
to keep pets. You’re surprised the warden hasn’t found out about it — it’s
always yapping. But your worst neighbour is the one above you. You play
cards till late most nights, so you like to lie in, but the student above you
does early morning exercises, and thumps around on the floor for about
an hour between six and seven every day.
You study classical Arabic and have a room between a civil engi-
neer, on the left, who has noisy late night parties and an agriculture
student, on the right, who gets up at half past five every day. The stu-
dent above you has late night parties too. You never get any sleep. But
you don’t like to complain because they might protest about your dog.
It’s strictly against the rules to keep pets in the college and you don’t
want the warden to find out.
You study agriculture and have a very noisy room on the fifth
floor between a student who plays the drums and a student with a yap-
py dog. You like to get up early and the student upstairs has a baby
which cries at night and keeps you awake so you never get enough
sleep. You know pets aren’t allowed in the college, surely babies aren’t
either.
You study electrical engineering and play the drums in a local rock
group. You have a room between an agricultural student and an eco-
nomics student. Neither give you much trouble — anyway you’re usu-
ally too busy practising drums to hear anything. There are two ac-
countancy students upstairs, but they’re very quiet.
You study economics and have an end room on the fifth floor. Your
next door neighbour is an engineer who plays the drums very loudly in
the afternoons — just when you want to put some folk music on and
practise your morris dancing steps. Upstairs are some very noisy dra-
ma students.
Sixth floor
You study Spanish and have an end room on the top floor which
you share with your parrot. You’re very proud of Pedro because you’ve
taught him to swear in Spanish — he has a perfect accent. You like
your room, the only problem is the food technologist next door who
leaps around doing exercises at some unearthly hour in the morning
and of course wakes the parrot who starts swearing in Spanish...
You study food technology and have a room between a Spanish

student and a pharmacist. The Spanish student has a rather rude par-
rot, but that’s no problem compared to the pharmacist’s late night par-
ties. You like to get up early in the morning to do your fitness train-
ing, so resent being kept awake late at night...
You study pharmacy and have a room on the top floor between
a food technology student (on the left) and a geologist (on the right).
Neither are ideal neighbours — you go to bed late so you like to
lie in in the mornings, but the food technologist gets up at about
five and crashes around doing exercises, and the geologist has
a baby which yells and screams all night and early in the morning.
You’ve had a word with them, but all they do is moan about your
parties.
You study geology and are having a hard time since you have a six
month old baby. She shouldn’t be in college with you, but what else can
you do? Just hope the warden doesn’t find out. Your right hand neigh-
bours are two very quiet accountants but your left hand neighbour is
a pharmacist who has noisy late night parties that keep the baby — and
you awake.
You are an accountant and share a room on the top floor with an-
other accountancy student.
You study accountancy and share a room with another account-
ant. You have noisy neighbours — a student with a screaming baby,
on the left, and a group of hysterical drama students, on the right.
You’re fed up.
You are a drama student and have an end room on the top floor
next to a pair of dozy accountants. It’s so quiet in there you reckon
they’ve probably sent each other to sleep! You’re working hard on
a play at the moment and a group of you often have rehearsals in your
room.
Floor plan
1 2 3 4 5 6
SIXTH FLOOR
Spanish Food Pharmacy Geology Two ac- Drama
student technology student student countancy student
student students
FIFTH FLOOR
Two Civil Classical Agricul- Electrical Economics
German engineering Arabic tural engineer- student
students student student student ing student
First semester 21
1 2 3 4 5 6
FOURTH FLOOR
Mechanical Greek Student Politics Education Oceano
engineer- student nurse student student graphy
ing student student
THIRD FLOOR
Two Maths Sociology Chinese (empty) Russian
African student student student student
students
SECOND FLOOR
College Anthropo Medical PE student Italian Architec-
warden logy student student ture
student student
FIRST FLOOR
Chemistry Philosophy Computer Biology Two Physics
student student science student French student
student students
GROUND FLOOR
Biochemist History Two art Music English Geography
ry student student students student literature student
student
III. Summary
IV. Homework
Complete the sentences.
1) Felix Catt is __ of Siberia Avenue, Surbiton.
2) He looks __, but in fact he is quite __, and he __ in this suburb of
London.
3) His wife Gertie __; she __, and __ well cooked meat and tinned
vegetables.
4) There is always __ for his whisky, and plenty of __ for putting
practice, so he is __ with suburban life.
5) Felix is very __ Sam.
6) They __ on Sundays.
7) Today he is taking Sam to __, because he is afraid that __.
8) However, the vet is __ curing him __ a small operation.
9) He is giving Sam __ before operating on him, so that he will __ the
whole time and not feel any __. There is even a pretty nurse __ to
comfort Sam in case he __ and lonely in __
10) In general, both Felix and Sam think that they __, and they have
__ to change it for anything more __ .
Lesson 3
Autobiography. Listening. Reading
• practicing listening and reading skills
• practicing vocabulary
• developing speaking skills
Equipment: handouts, writing paper
Sequence
I. Warming-up
Fact or Fiction
In this game, one person tells a short story about themselves or
someone they know or heard about. Usually it is something funny or
crazy. It can be a true story, or something made up.
Example: Josh tells a story about his Uncle Leo who sleeps in the
nude. One day Uncle Leo was sleepwalking and he went outside and
took his dog for a walk. The next door neighbour was coming home late
from work and saw him! She called the police and he got arrested for
being naked in public.
Everyone around the room has to say whether they think Josh’s
story is fact (true) or fiction (made up). Josh reveals the truth when
everyone has guessed. Members can take turns telling a story.
II. Main part

The students read their sentences in turns, and the class decides if
they are correct or not. After the sentences have been read out, the
teacher may read the text “A Quiet Life” again to have the class com-
pare their results with the original.
2. Conversation T–Cl
Please, explain how you understand the meaning and the origin of
the word “autobiography”.
When do you think people have to write autobiographies?
Have you ever had to write your autobiography? What was the
reason? What language did you do it in?
Have you ever heard the word “CV”? It’s the abbreviation of the
two words in Latin “curriculum vitae”. What does it mean?
3. Reading
Read the following passage and guess what forms of autobiogra-
phy are less common.
First semester 23
The most common example of an autobiography is still the written

form. And when writing an autobiography, you have two primary
choices: you can start with a blank sheet of paper or a use a fill-in-the-
blank format, basically a book (workbook) with questions, prompts
and other activities to help you go back into your memory banks and
pull out “memorable gems” that you’ve, perhaps, long forgotten
about.
Nowadays, most autobiographies are written in the form of the so-
called CV or resume. This is very close to the fill-in-the-blank form except
for the fact that here you basically cover a few most important facts of
your life. CVs are much shorter than traditional autobiography essays and
are more convenient for employers to find out as much necessary informa-
tion about the candidate as possible in a very short time.
The students share their guesses, the teacher encouraging them
all and finally giving the correct answer (CD and video formats).
If the class is bright enough, the teacher may spend a few minutes
having the class discuss the reasons for these new formats to appear.
T. There is a very important difference between the two most com-
mon autobiography formats. Read two sample autobiographies and
find out what this difference is.
An Example of CV / Resume
1) First name, middle name, family name — Barack Hussein
Obama.
2) Date of birth, age — 4 August 1961, 48 years old.
3) Citizenship — USA...
4) Family — married to Michelle Robinson (1992), children: Malia
Ann (1998), Natasha (2001).
5) Religion — Protestant Christian.
6) Occupation — President of the United States of America...
7) Job Experiences — U. S. Senator (2004–2008), Illinois State leg-
islator (1996–2004)...
8) Learning Experiences — Harvard Law School (1991) — Juris Doc-
tor (J. D.); Columbia University (1983) — B. A. in political

sciences...
9) Hobbies and Leisure Activities — cooking, poker, spending time
with his family, dancing, and talking on the phone with his wife,
Michelle Obama...
10) Sports — basketball.
11) Travels and international experience — Afghanistan, France,
Germany, Iraq, the U. K, Russia, Italy and others.
12) Awards — 2 Grammy awards for his 2 books; honorary doctorate

from Weslyan University, honorary member of the Crow Nation,
Native American tribe.
13) Achievements — the first black President of the United States;
has spread major political influence throughout the youth popula-
tions and activated interest in the political communities; steps to-
wards change by motioning for environmental, educational and
health care reforms; cut taxes for 95% of the American popula-
tion.
14) Additional information...
An Example of an Autobiography
I was born on a warm, sunny day in June in Sarasota, Florida.
I still live in Sarasota, Florida, and I go to school at Booker High
School. I live with my mom, Kate; my brother, Jake; and my Aunt Mol-
ly. When I was born, my bother was fifteen-months-old and hid under
the table from me. Jake is a sweet kid and he would do anything for me,
but like all brothers and sisters we fight like cats and dogs. Sometimes
when no one was around, Jake would come up to me and bite my toes
for no reason. I still love him but only because he is my brother.
Who I am in life
My name is Sally Friday. I started school when I was six years old.
I went to kindergarten through fifth grade at Booker Elementary and
while I was there, I won an award for perfect attendance. I also won an
award for honor roll all four terms. Then I attended Booker Middle
School, and there I also won a couple of awards: one for perfect attend-
ance and two for being named Student of the Year — one in sixth grade
and the other in eighth grade. I am now a senior at Booker High School.
I plan on finishing school and maybe going to a community college.
What life means to me
Life to me means friends and family who you can trust and who
trusts you. I am pretty much on the happy side of life, but like all teens
I do have my “days of”. That means I do have some sad days or de-
pressed days. I have a few friends here that sort of look out for me and
when I am having a bad day, I have someone here at school to talk to.
I make my school days go by thinking of either the next hour or what
I will do when I get home or on the weekend. I’m not seeing anyone now
but when I did have a boyfriend, our favorite places to go were the
movies and out to dinner. Sometimes we went to the beach. Only once
we went to an amusement park: Universal Studios. We were together
for twenty-nine days and then we broke-up; so no, I don’t think it was
forever.
First semester 25
What’s my outlook on the future

The year 2018 will make twenty years since I graduated from high
school. I think I will probably be still living here in Sarasota. I will be
quite comfortable with my living situation, meaning that I will be mar-
ried to Paul Smith. We will have one child: Linda Teresa Smith, who at
that point will be three years old and a little devil. Paul is a sweet guy;
he will do anything for anyone. He is six feet tall and built well. He has
baby blue eyes and blond hair. We will have been together for five
years and will be happy together — this is forever.
Conclusion
As I said in the beginning, I was born here in Florida and I’ve lived
here my whole life. I would like to see more of the USA but unfortu-
nately, I don’t have any money to leave Florida to go anywhere right
now. I hope you have enjoyed reading my life story as much as I have
enjoyed writing it for you. Try to get as much as you can out of school;
you’re only there for twelve years and when you graduate, you’re home
free. Here’s a tip for you to live or try to live by: If you think it, it can
be done.
The students share their ideas (expected answers: CVs are more
formal and neutral, they just give information: essays are more emo-
tionally colored, they give both information and attitudes).
4. Relaxation
Game “Office politics”
Exponent
I think that...
In my opinion, etc.
adjectives for describing character
Lexical areas
character, talents and abilities
Punctual, efficient, inefficient, cheerful, grumpy, bad-tempered,
hopeless at, precise, rigid, inflexible, flexible, organized, disorgan-
ized, decisive, indecisive, friendly, pompous, good-natured, down-to-
earth, narrow-minded, kind, natural, careless, weak, open-minded,
unpretentious, competent, miserable, standoffish, moaning, com-
plaining, nice, shy, kind-hearted, forgetful, gentle, moody, muddled,
tolerant, broad-minded, absent-minded, vague, rude, eccentric.
How to use the game
The game may be played with 8–16 players. If you have more than
16 students, play the game in two or more groups.
Copy one role card for each student in your group / class.
If you play with 9 people, you will have to add the information about
Gerry (just joined, very nice but rather shy) to Chris’s role card. If you
play with more than 9 you will have to add the information about the last
person in the series to Gerry’s role card, for example, if you play with
twelve students then the last card in the series will be the twelfth card,
Dani, and you will have to add the information about Dani (joined at the
same time, nice, but absent-minded)to Gerry’s role card. You will also need
sticky labels or pins for badges. Give out the role cards to the students.
Ask them to make a badge for themselves with their name on. Tell them
that they all work in the same office and that since their boss is leaving,
one of them is eligible for promotion. Naturally, everyone has very strong
ideas about who it should / shouldn’t be, which they want to communicate
to as many people as possible.
However, the rule is: you can say as much as you like about the
people behind their back, but never to their face.
The object of the game is to find out what other people think of
you.
You can either set a time limit on the game and when it is up, see
how many people discovered anything about themselves and whether
they discovered one opinion or two conflicting ones, or make a rule
that as soon as people discover an opinion about themselves, they
should sit down, out of the game. It then gets progressively harder for
those that are left to find anything out. The aim of the game then is not
to be left in until last.
JO
Someone in your department is going to be promoted to supervi-
sor. Naturally, you hope it’s going to be you.
You wouldn’t mind if Sam or Alex gets the job. Sam’s very effi-
cient and Alex is a nice cheerful person. But you hope it’s not Terry or
Pip. Terry’s very bad-tempered and Pip’s hopeless at figures.
Talk to people and find out what they think. Try to convince them
of your opinion. Don’t tell anyone directly what you think of them, of
course, but you can tell them what other people think of them, if you
like. Your main aim, though, is to find out what other people think
about you!
SAM
You wouldn’t mind if Alex or Terry gets the job. Alex is a cheerful
sort of person and Terry is good-natured. But you hope it’s not going
First semester 27
to be Pip or Robin! Pip is absolutely hopeless at figures and Robin is so

rigid and narrow-minded.
course, but you can tell them what other people think of them, if you
like. Your main aim, though, is to find out what other people think
about you!
ALEX
You wouldn’t mind if Terry or Pip gets the job. Terry is very good-
natured and kind and Pip is very careful and precise: very good with
figures. But it would be a disaster to have Robin or Jan. Robin is so
narrow-minded and Jan is so careless and disorganised. TaJk to people
and find out what they think. Try to convince them of your opinion.
Don’t tell anyone directly what you think of them, of course, but you
can tell them what other people think about them, if you like. Your
main aim, though, is to find out what other people think about you!
TERRY
You wouldn’t mind if Pip or Robin gets the job. Pip is very careful
and precise: very good with the accounts and Robin is very flexible and
open-minded. But it would be terrible if Jan or Chris got the job! Jan is
totally disorganised and Chris is so pompous.
Talk to people and find out what they think. Try to convince them of
your opinion. Don’t tell anyone directly what you think of them, of course,
but you can tell them what other people think about them, if you like. Your
PIP
You wouldn’t mind if Robin or Jan gets the job. Robin is a very
tolerant and flexible person and Jan is very organised. But you’d hate
to have to work for Chris or Jo! Chris is so unbelievably pompous and
Jo is so indecisive.
course, but you can tell them what other people think about them, if
you like. Your main aim, though, is to find out what other people think
about you!
ROBIN
You wouldn’t mind if Jan or Chris gets the job. Jan is very compe-
tent and organised and Chris is a nice, unpretentious down-to-earth
sort of person. But it would be a disaster if Jo or Sam got the job. Jo is
so weak and indecisive and Sam is very inefficient.
Talk to people and find out what they think. Try to convince them of
your opinion. Don’t tell anyone directly what you think of them, of course,
but you can tell them what other people think about them, if you like. Your
JAN
You wouldn’t mind if it’s Chris or Jo. Chris is a very pleasant,
down-to-earth person and Jo is a good decision-maker. But it would be
dreadful if Sam or Alex were promoted! Sam is terribly inefficient and
Alex is a grumpy, miserable sort of character: always moaning and
complaining.
about you!
CHRIS
You wouldn’t mind if Jo or Sam gets the job. Jo thinks clearly and
is decisive, and Sam is a very efficient worker. But it would be awful to
have Alex or Terry in charge! Alex is always so grumpy and Terry has
a terrible temper.
about you!
GERRY
You’ve just joined the firm and you don’t know many of the people
yet. However, you don’t like Jo much — seems a rather weak and inde-
cisive person. Sam seems more efficient.
First semester 29
TONI
yet. However, you don’t like Sam much — seems very inefficient. Alex
seems nice and cheerful, always making jokes. Gerry joined at the same
time as you: very nice, but rather shy.
LESLIE
You’ve just joined the firm and don’t know many of the people
yet. However, you don’t like Alex, who seems a miserable type: told
you off for being late. Terry seems nicer: very good-natured and
kind-hearted — showed you how the coffee machine worked on your
first day. Toni joined at the same time as you: very nice but a bit
forgetful.
DANI
You’ve just joined the firm and don’t know many of the people
yet. However, you don’t like Terry, who is very bad-tempered and
shouted at you on your first day. Pip seems nicer: much more gentle.
Leslie joined at the same time as you: very nice but a bit moody.
PHIL
yet. However, you don’t like Pip much — seems to be very muddled
and added up your wages wrong. Robin seems nice, very tolerant and
broad-minded. Dani joined at the same time as you: very nice, but a bit
absent minded.
BOBBIE
yet. However, you don’t like Robin much: a very narrow-minded and
inflexible character. Jan, who showed you round on your first day
seems very organised. Phil joined at the same time as you: very nice
but not very punctual.
PADDY
yet. However, you don’t like Jan much — seems very disorganised to
you. Chris was very friendly to you on your first day: very natural and
not a bit standoffish. Bobbie joined at the same time as you: very nice
but rather vague.
SANDY
yet. However, you don’t like Chris much — seems rather cold and
pompous and was very rude to you on your first day. Jo would make
a good supervisor: firm and decisive. Paddy joined at the same time as
you: very nice but a bit eccentric.
After the game is over, the teacher asks the students to go back to
the two autobiography samples and use the game active vocabulary to
characterize the people.
5. Listening
The students are given blank CV forms. Their task is to fill in as
much information as possible while listening to the interview.
P r o f i le. Peter Parker
I n t e r v i e w e r. ...With us in the studio this morning is Peter
Parker.
Good morning, Peter.
P e t e r. Good morning.
I n t e r v i e w e r. ...Peter Parker is an English Language teacher.
He was always good at languages at school, so he decided to take his
degree in French and German. When he finished his university stud-
ies, he began teaching in a secondary school in England. Two years
later, however, he met someone by chance who offered him a job teach-
ing English to foreign students during the long summer holidays. His
students were adults and he enjoyed the work immensely. He soon
found he was more interested in teaching his own language to foreign-
ers than foreign languages to English schoolboys.
Since then he has specialised in this work. He has found that one
of the advantages of the job is that it enables him to find work almost
anywhere in the world. First he went to Africa for two years and then
he spent a year in Arabia. After this he went to Greece where he has
worked for the last 3 years. He hasn’t been to South America yet but he
intends to go there next. He has taught men and women of all ages and
of various nationalities. He has also learned to get on with all kinds of
people and to adjust to different ways of life. So far he has not regret-
ted his decision to follow this career.
Now then, Peter, tell me...
The students share their results eventually trying to reconstruct
the text heard.
III. Summary
IV. Homework
Interview 5 people (relatives, neighbors, teachers etc.) and com-
plete their CV forms.
First semester 31
Lesson 4
Autobiography. Use of English
• practicing the vocabulary
• practicing the grammar (tenses)
• developing speaking skills
Equipment: writing paper, handouts
Sequence
I. Warming-up
Who am I?
In this game, the teacher prepares cards with famous people’s
names on them. One card is taped on the back of each student. Then
everyone pretends they are at a party and asks each other questions to
find out their own identities. When someone guesses their own name
correctly, the name-tag gets taped to their front and they continue to
chat with the party guests until everyone is wearing the nametag on
the front.
II. Main part

1. Grammar work
The teacher asks the students to note down the verb tenses they hear
and then reads out the text “Profile: Peter Parker” one more time.
The students share their results (Present Simple, Past Simple,
Present Perfect). The teacher elicits the difference of using those tense
forms to make sure the students understand the idea.
Practice
Ex. 1
Use the Past Simple or Present Perfect.
1) I (buy) a new tie last week but I (not wear) it yet.
2) He (already see) that film. He (see) it when he was in London.
3) “When __ you (meet) Mr. Smith?” “I (meet) him the day before
yesterday”.
4) “__ you ever (speak) to him?” “Yes, I (speak) to him before the
party”.
5) Peter (live) in Greece for the last three years. He (live) in Africa
before he (go) to Greece.
6) I (just have) my lunch. I (finish) eating ten minutes ago.
7) I (make) five mistakes so far today. Yesterday I (make) three mis-
takes altogether.
8) I (never play) rugby in my life, but I (play) football when I was at

school.
Ex. 2
Use Present Perfect or Past Simple and add “since”, “for” or
“ago”.
1) He (come) to Athens four years __ .
2) I (live) in this town __ the last six months.
3) Peter (work) in Greece __ three years now.
4) Two years __ I (go) to Spain for my holidays.
5) He (not finish) his homework yet, although he (start) it two hours
__ .
6) I (play) tennis __ an hour and then I (go) for a swim. I (play) a lot
of tennis __ the summer began.
7) They (stay) in Paris __ several days before they (fly) to Rome.
8) We (not see) John this morning, but we (see) him a couple of days
__ .
Ex. 3
Write each sentence using Past Simple or Present Perfect, and
add “since”, “for” or “ago”. Add any other necessary words.
1) train / arrive / ten / minutes.
2) he / work / this firm / June.
3) I / not play / tennis / I / be / boy.
4) I / work / office / two years; / then / I / go / London University.
5) they / be / that pub / two hours / now.
6) I / not speak / Mrs. Smith / Christmas.
7) three years / Peter / buy / new car.
8) he / not see / Mary / they / go / a party / last month.
2. Checking on Homework and creative writing

The students demonstrate their completed CVs. The teacher asks
them to choose one and write a biography description essay using
Present Perfect and Past Simple.
The essays are read out in the class.
3. Relaxation
Imagine that you finished school long ago, and now it’s time for
you to get back together after so many years.
Game School reunion
Lexical areas
Habits, jobs, school life
First semester 33
Chewing gum, bike sheds, paper darts, share, fantastic, practical
jokes, detention, chatting, tell tales, actor, businessman, dentist,
model, politician, taxi driver, soldier, undertaker, vicar, dustman,
TV interviewer, spy, pilot, accident prone.
How to play the game
Play the game with 8–16 players. If you have more than 16 in the
class, divide the class into two or more groups.
Copy one role card for everyone in the class / group.
It is important to copy the cards in order, so if you have 9 people in
a group, use the first 9 cards, if you have 10, use the first 10 and so on.
Also see note below.
Make one copy of the questionnaire for every three or four people.
If your class / group is smaller than 16, cut off the questions which are
about the role cards you are not using.
You will also need sticky labels or pins for badges. Give out the
role cards and ask each student to make themselves a badge with their
‘name’ on. Give them a few minutes to read and absorb the informa-
tion on the card, then tell them that they are going to a school reun-
ion — twenty-five years on.
They are very curious about what happened to their old school
mates, and should try and mingle and find out as much as possible
about what people are doing now.
When they have finished gossiping, regroup them into threes or
fours and give each group a questionnaire to fill in.
The object of the game is to complete as many statements as possible.
The group that can answer the most is the winner.
Note: Because of the way the game is constructed, if you play with
more than 8 people, you will have to add a piece of information on one
role card. For example, if you have a group of nine, no one will have
any information about the ninth person, Chris, so you will have to add
on one role card (any one except Chris’s own) the information that
Chris used to play practical jokes. If you have ten people, the informa-
tion about the tenth person, Jan, will be missing and you will have to
add that onto a role card. And so on up to the 16th person, Glen(da).
(Gfen№) used to be accident prone.) It is always the information about
the last person that is missing.
ALEX
You are a successful actor.
You’re very curious about what has become of the people you used
to know at school. In particular you remember: Toni, who used to
smoke in the bike sheds in the lunch hour.
Leslie, who used to pull the girls’ hair. Dani, who always chewed
gum.
You wonder how they’ve changed and what they’re doing now.
TONI
You are a successful doctor.
to know at school. In particular you remember: Gerry, who always used
to have new clothes. Leslie, who used to pull the girls’ hair. Dani, who
always chewed gum.
LESLIE
You are a successful company manager.
to know at school. In particular you remember:
Dani, who always chewed gum.
Gerry, who always used to have new clothes.
Terry, who never used to share sweets.
DANI
You are a successful dentist.
Gerry, who always had new clothes.
Sam, who used to have a fantastic 10-speed bike.
GERRY
You are a successful fashion model.
Terry, who never used to share sweets,
Phil, who used to throw paper darts at the teacher.
TERRY
You are a successful politician.
to know at school. In particular you remember: Alex, who used to be
the teacher’s pet.
Toni, who used to smoke in the bike sheds in the lunch hour.
First semester 35
Leslie, who used to pull the girls’ hair.

SAM
You are a taxi driver.
Dani, who always chewed gum.
PHIL
You are a soldier.
CHRIS
You are an undertaker.
Sam, who had a fantastic 10-speed bike. Terry, who never shared
sweets.
JAN
You are a train driver.
Alex, who used to be the teacher’s pet. Chris, who used to play
practical jokes.
ROBBIE
You are a vicar.
Jan, who always used to be late for everything.
Chris, who used to play practical jokes.

PAUL
You are a dustman.
Chris, who used to play practical jokes. Jan, who used to be late
for everything.
Robbie, who used to be the naughtiest in the class — always get-
ting detentions.
PIP
You are a teacher.
Paul, who always used to come top in class.
Robbie, who was the naughtiest in the class.
Jan, who always used to be late for everything.
JO
You are a successful TV interviewer with your own chat show.
Pip, who never did any homework.
Paul, who always used to be top of the class.
Robbie, who was the naughtiest in the class.
SIMON / E
You are a secret agent.
Jo, who was always chatting in class.
Paul, who always used to come top.
GLEN / DA
You are a jumbo jet pilot.
Simon / e, who used to tell tales.
First semester 37
Jo, who was very talkative and used to chat in lessons.

Work together to discuss the people you met at the school reunion
and to fill in as much of the questionnaire as you can.
ALEX used to and now.
TONI used to and now.
LESLIE used to and now.
DANI used to and now.
GERRY used to and now.
TERRY never used to and now
SAM used to and now.
PHIL used to and now.
CHRIS used to and now.
JAN used to and now.
ROBBIE used to and now.
PAUL used to and now.
PIP never used to and now
JO used to and now.
SIMON / E used to and now.
GLEN / DA used to and now.
4. Speaking
The students get blank CV forms with the task of interviewing
each other and filling the forms in. the results are shared in the class.
III. Summary
IV. Homework
Choose one of the CVs of the classmates you’ve interviewed and
write a biography report not mentioning the classmate’s name using
Past Simple and Present Perfect.
Lesson 5
Autobiography. Writing
• practicing filling in CV forms
• practicing using vocabulary for describing attitudes
• practicing speaking skills
Sequence
I. Warming-up
Jeopardy
In this game, everyone writes down a few (three to ten, depending
on the time available, answers to questions about themselves. After
writing down the answers, people have to form pairs or small groups
and try to find out what the questions are.
Example: (answer = purple) “What is your favorite colour?”
“Blue”. “What colour do you hate?” “Green”. “What colour is your un-
derwear?” “Purple!” You can stop at three guesses if you want, or keep
going until someone in the club can guess the question.
II. Main part

The students read out their biography reports with the rest of the
class guessing who the person is. Then, the students take turns until
all the reports have been read out.
2. Creative writing
T. As you remember, CVs or resumes are mostly used by employers
to get the necessary information about the potential worker. Now
you’ll pretend you want to be employed by a certain company or firm.
The first step is writing and sending out your resume (CV) to the com-
pany.
Here’s the list of your potential employers. Choose the company
you would like to work for and write your CV so that the management
would be interested in employing you.
“Coca-Cola”, “McDonald’s”, “General Motors”, “Microsoft”,
“NASA”, “The New York Times”, “BBC”, “MTV”.
The students complete their CVs and submit them to the teacher.
Then the class is divided into the groups according to the number of
firms applied for. Each group receives its own set of CVs with the task
of evaluating them from the point of view of potential employers. The
results with explanations are shared in the class.
T. As you remember, CVs are very close in format to the primitive
fill-in-forms. They just give basic information about the candidate
and are not more than a primary acquaintance with a potential worker.
Today we are going to work with more complicated forms of autobiog-
raphy — those, which require not only giving just information but also
First semester 39
showing your attitudes, which is very important in the upcoming job

interview.
The teacher brings the class back to the example of an autobiogra-
phy from lesson 3 and asks the students to note down its structure and
find out the vocabulary used for expressing the ideas (target answer:
adjectives, adverbs, degrees of comparison, phrasal verbs — i.e. the
ways of expressing emotional attitudes).
After this is done, the teacher suggests working with the autobi-
ography worksheet.
Autobiography Worksheet
Date:
Name:
1) How would you describe yourself in 20 words or less? How would
others describe you in 20 words or less?
a) Myself
b) Others
2) What are my strengths? Weaknesses?
Strengths
Weaknesses
3) What are my best subjects in school? Why?
4) What are the subjects I need more help with? Why?
5) What am I good at (examples: sports or hobbies)?
6) What achievements am I proudest of? Why?
7) Where I see myself (what am I doing?) in 2 years, 5 years, and
10 years?
2 years
5 years
10 years
8) What is most important to me — money? career? relationships?
travel? health? spirituality? something else? Why are they impor-
tant?
9) Do I prefer to lead or follow? Why? Give examples
The students walk around the class and interview 2–3 peers about
question 1b, noting down the answers to use them in completing the
form afterwards.
After that, the teacher gets the students analyze the questions
and the possible answers using the essential vocabulary:
Share, fantastic, practical jokes, detention, chatting, tell tales,
actor, businessman, dentist, model, politician, taxi driver, soldier,
undertaker, vicar, dustman, TV interviewer, spy, pilot, accident prone
punctual, efficient, inefficient, cheerful, grumpy, bad-tempered,
hopeless at, precise, rigid, inflexible, flexible, organized, disorgan-

ized, decisive, indecisive, friendly, pompous, good-natured, down-to-
earth, narrow-minded, kind, natural, careless, weak, open-minded,
unpretentious, competent, miserable, standoffish, moaning, com-
plaining, nice, shy, kind-hearted, forgetful, gentle, moody, muddled,
tolerant, broad-minded, absent-minded, vague, rude, eccentric.
Biochemistry, chemistry, biology, literature, geography, warden,
philosophy, physics, PhD, architecture, anthropology, sociology, PE
(physical education), engineering, politics, agriculture, oceanogra-
phy, economics, geology, technology, saxophone, violin, guitar, dou-
ble bass, cello, drums, fitness freak / fanatic, opera buff, computer
buff, folk dancing, get worked up, just as well, indescribable, get on
with.
It is not bad to suggest a person everybody in the class knows well
for completing the worksheet in his / her name for practice with the
following discussion.
4. Relaxation
Game “Crystal balls”
Function practised
making predictions
Exponent
will have will be
How to use the game
This game may be played with any number of students.
Divide the class into two: fortune tellers and fortune hunters.
Copy enough hunter cards for the fortune hunters and enough
crystal balls for the fortune tellers, making sure that as far as possible,
there is an appropriate crystal ball for every hunter.
Seat the fortune tellers behind desks in different parts of the
room, and give them each a crystal ball.
Give the fortune hunters each a hunter card. Allow them some
time to read the card and ask you about any problems.
Ask the fortune hunters to give back, or put away, their cards and
the fortune tellers to turn theirs over so they can gaze into the crystal
ball. Then ask the fortune hunters to visit the fortune tellers and ask
about their future, until they find a fortune teller who will give them
the news they want to hear.
The object of the game is for the fortune hunters to find a fortune
teller to tell them what they want to hear.
First semester 41
Hunter cards
You want some good news about your love life.
You want some good news about money matters.
You want some good news about your future family (you want lots
of children).
You want some exciting news about travel
You want an interesting career.
You want to be famous.
You want good news about your health.
Crystal balls
You are a specialist in love. Predict a good / interesting love for
everyone you meet. Be inventive! If they ask you about other things,
say that the ball is cloudy and you can’t see.
You are a specialist in money matters. Predict a good financial fu-
ture for everyone you meet. Be inventive! If they ask you about other
things, say that the ball is cloudy and you can’t see.
You are a specialist in family life. Predict a happy family life and
large numbers of children to everyone you meet. If they ask you about
other things, say that the ball is cloudy and you can’t see.
You are a specialist in travel. Predict interesting travel experi-
ences for everyone you meet. Be inventive! If they ask you about other
You are a career specialist. Predict an interesting / successful ca-
reer for everyone you meet. Be inventive! If they ask you about other
You are a specialist in fame. Predict success and fame for every-
one you meet. Be inventive! If they ask you about other things, say
that the ball is cloudy and you can’t see.
You are a specialist in health. Predict a healthy life and vigorous
old age for everyone you meet. Be inventive! If they ask you about oth-
er things, say that the ball is cloudy and you can’t see.
IV. Summary
V. Homework
Complete the Autobiography Worksheet for yourself. Make sure
to bring electronic images to illustrate each point in the worksheet for
making a project.
Lesson 6
Autobiography. Project
• developing all basic skills
• developing students’ creativity
• assessing students’ achievements
Equipment: computer lab, electronic images brought by students
or, if unavailable, writing paper, markers, photos, glue
Sequence
I. Warming-up
Broken Telephone
This is a listening and pronunciation activity that always gets peo-
ple laughing. The teacher first must think of a sentence or phrase and
whisper it to the person beside her. That person will then whisper what
she heard to the next person. Each person can only say, “Can you please
repeat that?” one time. When the message reaches the end of the chain
that person must speak out loud. Oftentimes the message will be com-
pletely different when it reaches the end. Try to find out where the
chain broke! In a big group you can send the message two ways and find
out which team comes closest to the real message.
The suggested message is “Before too long he longed for that for
four years, too”.
II. Main part

1. Project
Since most of schools are equipped with computer labs, students
may create their autobiography in an electronic format. If there are no
computers available, the teacher should provide students with every-
thing necessary for creating a paper-based autobiography (paper,
markers, scissors, glue etc.) In both cases the project automatically
includes using the home assignment, which allows not to check it sepa-
rately.
The students are told they are to create their electronic autobiog-
raphies with the help of computer (suggested software: Microsoft Of-
fice Publisher, Microsoft Word or Microsoft PowerPoint depending
on which of them the students and the teacher feel more comfortable
with).
The teacher facilitates the process, helping the students to ar-
range the text and the pictures. Since the work is rather informal and
First semester 43
emotional, the teacher should encourage students’ creativity and sense

of humor.
If there is an opportunity to print the students’ works out, that
would be the best way to both assess the students’ work and let them
feel proud of their achievements by posting the prints on the class-
room walls.
III. Summary
IV. Homework
Students should revise the vocabulary for speaking about hobbies
and pastimes.
Lesson 7
Exam practice
• practicing the structure of the exam talk
• practicing writing and speaking skills
Equipment: writing paper, speech patterns, handouts
Sequence
I. Warming-up
Hot Seat
In this game, the class is split up into teams. One member from
each team sits facing the group. The teacher holds up a word (or writes
it on the board if you are in a classroom) for all of the team members to
see except for the players in the hot seats. The teams must try to get
the person in the hot seat to guess the word or phrase (no direct prompts
are allowed — only describing or miming). The first person to guess
correctly gets to stand up and a new member from the team takes the
hot seat. The person on the other team has to remain in the hot seat
until she gets an answer first. You can keep score or just play for fun.
Warning! This is a loud game because people tend to get excited and
yell!
The suggested phrases for the groups are:
• Collecting stamps
• Collecting coins
• Making crafts
• Playing sports
II. Main part

After all the phrases are guessed, the teacher asks the students
what it is that unites all those activities eliciting the word “hobby”.
As long as the word is said, the teacher draws the students’ atten-
tion to one of the examination topics and offers the set of speech pat-
terns, which may help talk about it.
You are participating in a language course. In a group, you are
talking about your childhood hobbies. Tell about what your hobby was
and when you did it and then tell about what your hobby is now.
Suggested grammar tense(s): PAST / PRESENT
What are you going to talk about?
I am going to tell you about my childhood hobby.
Past tense
What was your childhood hobby?
Reading (novels, poetry, comic books, plays,

newspapers).
Writing (novels, poetry, plays).
Playing music (on the guitar, the piano, the
accordion, the violin).
Collecting (stamps, sports cards, coins, post-
My childhood hobby was... cards, badges, bugs, butterflies).
Singing.
Playing cards.
Drawing.
Painting.
Making crafts.
Playing sports
How did you do this hobby?
Bought stamps from all over the world.

To... I...
Put them in a stamp album.
Example: To collect stamps I...
Learned about their meanings
Why did you like this hobby?

It was interesting.
I learned new things.
It was good exercise.
I liked this hobby because...
It was a lot of fun.
I could show other people my work.
I could compete with other kids
First semester 45
When did you do these hobbies?

After school.
In the morning.
I usually... In the afternoon.
(example: played the guitar) In the evening.
In my free time.
In the (summer, fall, winter, spring) time
Where did you do these hobbies?

At home.
In my room.
At school.
I usually...
In the school gymnasium.
(example: made crafts)
In the school field.
In the (dance, music, art) studio.
In the house of culture
Present tense
What is your new hobby?
Reading (novels, poetry, comic books, plays, newspapers)
Writing (novels, poetry, plays).
Playing music (on the guitar, the piano, the accordion,
the violin).
Collecting (stamps, sports cards, coins, postcards,
badges, bugs, butterflies).
My new hobby is...
Singing.
Playing cards.
Drawing.
Painting.
Making crafts.
Playing sports.
Why do you like this new hobby?

It is interesting.
I learn new things.
It is good exercise.
I like my new hobby because...
It is a lot of fun.
I can show other people my work.
I can compete with other kids
How do you do this new hobby?

Buy stamps from all over the world.
To... I...
Put them in a stamp album.
Example: To collect stamps I...
Learn about their meanings
Where do you do this new hobby?

After school.
In the morning.
In the afternoon.
In the evening.
I usually...
In my free time.
(example: play the guitar)
In the (summer, fall, winter, spring) time.
There are too many people here.
There is too much traffic.
There isn’t much to do
When do you do this new hobby?

At home.
In my room.
At school.
I usually...
In the school gymnasium.
(example: make crafts)
In the school field.
In the (dance, music, art) studio.
In the house of culture
The students work with the patterns individually or in pairs ask-

ing and answering questions. It is not a bad idea to have students note
down their answers to make a complete story frame using linking
words and phrases.
Then the teacher asks students to hide their stories and suggests
retelling them using the set of questions as a plan.
1) What are you going to talk about?
2) What was your childhood hobby?
3) How did you do this hobby?
4) Why did you like this hobby?
5) When did you do these hobbies?
6) Where did you do these hobbies?
7) What is your new hobby?
8) Why do you like this new hobby?
9) How do you do this new hobby?
10) Where do you do this new hobby?
11) When do you do this new hobby?
III. Summary
IV. Homework
Students write a story describing two unusual hobbies they pre-
tend to have had in the childhood and to have now using linking words
and phrases and the essential vocabulary of the previous lessons.
First semester 47
Lesson 8
Across cultures
• developing socio-cultural competence
Sequence
I. Warming-up
Celebrity interview
Preparation: Copy the handout — one copy for each student.
One student is invited in front of the class. He / she should think
of a famous celebrity — someone everyone in the class will know. The
teacher tells the class this is a mystery guest and they each have to ask
him / her a question about his / her life and then guess who that is. The
questions should be answered in character trying to get a question
from everyone before any guesses.
Celebrity interview
You will ask questions to that celebrity — but never ask about the
name! Start by saying:
I n t e r v i e w e r. Welcome to today’s celebrity interview. May
I ask you a few questions?
C e l e b r i t y. ...Thank you. It’s lovely to be here and I’m happy to
answer all your questions.
Questions
1) Ask if he / she is well. How are you?
2) Ask where he / she lives. Where...?
3) Ask if he / she lives there alone Do...?
4) Ask when he / she usually gets up and goes to bed. When...?
5) Ask what he / she usually wears. What...?
6) Ask who makes his / her breakfast. Who...?
7) Ask what his / her favourite TV programme is. What’s...?
8) Ask what he / she enjoys and hates most in his / her daily life. What...?
9) Ask what he / she wants to do in the future. What...?
(Use your imagination and write your own question here.)
10. ...?
So who is the celebrity? Do you know? Finish the interview by

saying:
I n t e r v i e w e r. Thank you for answering my questions... (say
the name)
C e l e b r i t y. ...It’s been a pleasure. Good-bye.
II. Main part

The students tell about the unusual hobbies to the class, the latter
deciding which one was the funniest and most unusual.
2. Conversation T–Cl
What is a “culture shock”? Have you ever experienced it in your
life? What was it about?
What makes a nation’s culture?
Why is it important to know another nation’s culture?
What do you think brings misunderstanding between people of
different nations? Is it the lack of the language or not knowing the
culture?
After the discussion is over, the teacher provides an example of
misunderstanding cultures. It may be as follows.
Somewhere in the 1970s a new Soviet diplomat in Britain invited
his colleague from the Foreign Office for dinner. The dinner was very
important for him, so his wife did her best to please the VIP guest and
cooked a nice chicken. However, the guest seemed to be displeased with
the dinner and left rather coldly.
The diplomat and his wife could not understand the reason for
that. Some time later the diplomat found out that chicken was not the
food to have at a VIP dinner while in the Soviet Union it was consid-
ered a nice dish for receiving guests.
The British diplomat being offered a chicken regarded it as lack of
respect to him and so took it coldly.
It took the Russian much time and effort to make good relation-
ship with that person again — all because of not knowing some basic
cultural aspects.
Another example may be like this.
In the 1990s the USA started a wide range of exchange programs
with Russia, Ukraine and other countries of the former USSR.
Every American leaving for those countries was given a booklet
with instructions what to do and what not to do.
First semester 49
One of them read, “Never put on white tennis shoes when going
out — that will definitely indicate that you’re an American”.
You may imagine the Americans’ surprise when they arrived in
Kyiv and saw 5 out of 10 Ukrainians dressed in white tennis shoes.
The students read and discuss the information, if possible, provid-
ing their own examples.
3. Reading
Read the following passage and complete the table noting down
the things that are different in the two cultures.
In America there is a strongly developed feeling of “privacy”. it

means that every person has the right for “personal space’ or ‘personal
bubble’, which must not be invaded. normally, it’s a circle of 60–70 cm
around a person. During a conversation you shouldn’t try to get closer
to your counterpart as this may be regarded as violating ‘personal
space”, and cause the American to backup for keeping the distance.
Therefore, those who love tapping people on the shoulders, grasping
their buttons, etc. must realize this won’t be understood and accepted.
and, most probably, will cause nothing but annoyance. sometimes it
even may be regarded as an attempt of sexual harassment.
The right to ‘privacy is fundamental to Americans, and it extends
into your personal space in the house. in response, it is expected that
you will treat personal rooms of all the family members with the same
respect independently on their ages. It goes without saying that it is
your duty to keep your room (and your bathroom if you have a separate
one) neat and clean.
Never ask questions concerning the financial state of americans as
well as the cost of things — this is regarded as a brutal violation of
‘privacy’.
American children are generally much more self-reliant and inde-
pendent than kids in the former Soviet Union. Most of them start
working and earning their pocket money at 14–15. Be sure, the notion
of “privacy’ regarded to children is kept as solidly as regarded to any
adult inhabitant of america.
Addressing people may seem strange for a Ukrainian. it’s quite
normal for kids to call adults by their first name (at school, however,
it’s common to say “sir” or “ma’am”).
USA Ukraine
After the table is completed and discussed, it is not a bad idea to

role-play some typical situations, in which some students stand for
Ukrainians, and some — for Americans. It normally brings much fun
and allows the class to revise necessary vocabulary and structures.
III. Summary
IV. Homework
Getting ready for the home reading lesson.
Lesson 9
Home reading
It is recommended that the students get the stories for home read-
ing in advance, so that they could work on them before the lesson.
“Maddened by Mystery:
or, The Defective Detective” by Stephen Leacock
The great detective sat in his office. He wore a long green gown
and half a dozen secret badges pinned to the outside of it.
Three or four pairs of false whiskers hung on a whisker-stand be-
side him.
Goggles, blue spectacles and motor glasses lay within easy reach.
He could completely disguise himself at a second’s notice.
Half a bucket of cocaine and a dipper stood on a chair at his elbow.
His face was absolutely impenetrable.
A pile of cryptograms lay on the desk. The Great Detective hastily
tore them open one after the other, solved them, and threw them down
the cryptogram-shute at his side.
There was a rap at the door.
The Great Detective hurriedly wrapped himself in a pink domino,
adjusted a pair of false black whiskers and cried,
“Come in”.
His secretary entered. “Ha”, said the detective, “it is you!”
He laid aside his disguise.
“Sir”, said the young man in intense excitement, “a mystery has
been committed!”
“Ha!” said the Great Detective, his eye kindling, “is it such as to
completely baffle the police of the entire continent?”
“They are so completely baffled with it”, said the secretary, “that
they are lying collapsed in heaps; many of them have committed sui-
cide”.
First semester 51
“So”, said the detective, “and is the mystery one that is absolutely
unparalleled in the whole recorded annals of the London police?”
“It is”.
“And I suppose”, said the detective, “that it involves names which
you would scarcely dare to breathe, at least without first using some
kind of atomiser or throat-gargle”.
“Exactly”.
“And it is connected, I presume, with the highest diplomatic con-
sequences, so that if we fail to solve it England will be at war with the
whole world in sixteen minutes?”
His secretary, still quivering with excitement, again answered
yes.
“And finally”, said the Great Detective, “I presume that it was
committed in broad daylight, in some such place as the entrance of the
Bank of England, or in the cloak-room of the House of Commons, and
under the very eyes of the police?”
“Those”, said the secretary, “are the very conditions of the mys-
tery”.
“Good”, said the Great Detective, “now wrap yourself in this dis-
guise put on these brown whiskers and tell me what it is”.
The secretary wrapped himself in a blue domino with lace inser-
tions, then, bending over, he whispered in the ear of the Great De
tective:
“The Prince of Wurttemberg has been kidnapped”.
The Great Detective bounded from his chair as if he had been
kicked from below.
A prince stolen! Evidently a Bourbon! The scion of one of the old-
est families in Europe kidnapped. Here was a mystery indeed worthy
of his analytical brain.
His mind began to move like lightning.
“Stop!” he said, “how do you know this?”
The secretary handed him a telegram. It was from the Prefect of
Police of Paris. It read: “The Prince of Wurttemberg stolen. Probably
forwarded to London. Must have him here for the opening day of Exhi-
bition. 1,000 pounds reward”.
So! The Prince had been kidnapped out of Paris at the very time
when his appearance at the International Exposition would have been
a political event of the first magnitude.
With the Great Detective to think was to act, and to act was to
think. Frequently he could do both together.
“Wire to Paris for a description of the Prince”.
The secretary bowed and left.
At the same moment there was slight scratching at the door.

A visitor entered. He crawled stealthily on his hands and knees.
A hearthrug thrown over his head and shoulders disguised his identity.
He crawled to the middle of the room.
Then he rose.
Great Heaven!
It was the Prime Minister of England.
“You!” said the detective.
“Me”, said the Prime Minister.
“You have come in regard the kidnapping of the Prince of Wurt-
temberg?”
The Prime Minister started.
“How do you know?” he said.
The Great Detective smiled his inscrutable smile.
“Yes”, said the Prime Minister. “I will use no concealment. I am in-
terested, deeply interested. Find the Prince of Wurttemberg, get him safe
back to Paris and I will add 500 pounds to the reward already offered. But
listen”, he said impressively as he left the room, “see to it that no attempt
is made to alter the marking of the prince, or to clip his tail”.
So! To clip the Prince’s tail! The brain of the Great Detective
reeled. So! a gang of miscreants had conspired to — but no! the thing
was not possible.
There was another rap at the door.
A second visitor was seen. He wormed his way in, lying almost
prone upon his stomach, and wriggling across the floor. He was envelo
ped in a long purple cloak. He stood up and peeped over the top of it.
Great Heaven!
It was the Archbishop of Canterbury!
“Your Grace!” exclaimed the detective in amazement — “pray do
not stand, I beg you. Sit down, lie down, anything rather than stand”.
The Archbishop took off his mitre and laid it wearily on the whisk-
er-stand.
“You are here in regard to the Prince of Wurttemberg”.
The Archbishop started and crossed himself. Was the man a ma-
gician?
“Yes”, he said, “much depends on getting him back. But I have
only come to say this: my sister is desirous of seeing you. She is coming
here. She has been extremely indiscreet and her fortune hangs upon
the Prince. Get him back to Paris or I fear she will be ruined”.
The Archbishop regained his mitre, uncrossed himself, wrapped
his cloak about him, and crawled stealthily out on his hands and knees,
purring like a cat.
First semester 53
The face of the Great Detective showed the most profound sympa-
thy. It ran up and down in furrows. “So”, he muttered, “the sister of
the Archbishop, the Countess of Dashleigh!” Accustomed as he was to
the life of the aristocracy, even the Great Detective felt that there was
here intrigue of more than customary complexity.
There was a loud rapping at the door.
There entered the Countess of Dashleigh. She was all in furs.
She was the most beautiful woman in England. She strode imperi-
ously into the room. She seized a chair imperiously and seated herself
on it, imperial side up.
She took off her tiara of diamonds and put it on the tiara-holder
beside her and uncoiled her boa of pearls and put it on the pearl-
stand.
“You have come”, said the Great Detective, “about the Prince of
Wurttemberg”.
“Wretched little pup!” said the Countess of Dashleigh in disgust.
So! A further complication! Far from being in love with the Prince,
the Countess denounced the young Bourbon as a pup!
“You are interested in him, I believe”.
“Interested!” said the Countess. “I should rather say so. Why,
I bred him!”
“You which?” gasped the Great Detective, his usually impassive
features suffused with a carmine blush.
“I bred him”, said the Countess, “and I’ve got 10,000 pounds upon
his chances, so no wonder I want him back in Paris. Only listen”, she
said, “if they’ve got hold of the Prince and cut his tail or spoiled the
markings of his stomach it would be far better to have him quietly put
out of the way here”.
The Great Detective reeled and leaned up against the side of the
room. So! The cold-blooded admission of the beautiful woman for the
moment took away his breath! Herself the mother of the young Bour-
bon, misallied with one of the greatest families of Europe, staking her
fortune on a Royalist plot, and yet with so instinctive a knowledge of
European politics as to know that any removal of the hereditary birth-
marks of the Prince would forfeit for him the sympathy of the French
populace.
The Countess resumed her tiara.
She left.
The secretary re-entered.
“I have three telegrams from Paris”, he said, “they are completely
baffling”.
He handed over the first telegram.
It read:
“The Prince of Wurttemberg has a long, wet snout, broad ears,
very long body, and short hind legs”.
The Great Detective looked puzzled.
He read the second telegram.
“The Prince of Wurttemberg is easily recognised by his deep
bark”.
And then the third.
“The Prince of Wurttemberg can be recognised by a patch of white
hair across the centre of his back”.
The two men looked at one another. The mystery was maddening,
impenetrable.
The Great Detective spoke.
“Give me my domino”, he said. “These clues must be followed up”,
then pausing, while his quick brain analysed and summed up the evi-
dence before him — “a young man”, he muttered, “evidently young
since described as a ‘pup,’ with a long, wet snout (ha! addicted obvi-
ously to drinking), a streak of white hair across his back (a first sign of
the results of his abandoned life) — yes, yes”, he continued, “with this
clue I shall find him easily”.
The Great Detective rose.
He wrapped himself in a long black cloak with white whiskers and
blue spectacles attached.
Completely disguised, he issued forth.
He began the search.
For four days he visited every corner of London.
He entered every saloon in the city. In each of them he drank
a glass of rum. In some of them he assumed the disguise of a sailor. In
others he entered as a solider. Into others he penetrated as a clergy-
man. His disguise was perfect. Nobody paid any attention to him as
long as he had the price of a drink.
The search proved fruitless.
Two young men were arrested under suspicion of being the Prince,
only to be released.
The identification was incomplete in each case.
One had a long wet snout but no hair on his back.
The other had hair on his back but couldn’t bark.
Neither of them was the young Bourbon.
The Great Detective continued his search.
He stopped at nothing.
Secretly, after nightfall, he visited the home of the Prime Minis-
ter. He examined it from top to bottom. He measured all the doors and
First semester 55
windows. He took up the flooring. He inspected the plumbing. He exa

mined the furniture. He found nothing.
With equal secrecy he penetrated into the palace of the Archbish-
op. He examined it from top to bottom. Disguised as a choir-boy he
took part in the offices of the church. He found nothing.
Still undismayed, the Great Detective made his way into the home
of the Countess of Dashleigh. Disguised as a housemaid, he entered the
service of the Countess.
Then at last a clue came which gave him a solution of the mys-
tery. On the wall of the Countess’s boudoir was a large framed en-
graving.
It was a portrait.
Under it was a printed legend:
THE PRINCE OF WURTTEMBERG
The portrait was that of a Dachshund.
The long body, the broad ears, the unclipped tail, the short hind
legs — all was there.
In a fraction of a second the lightning mind of the Great Detective
had penetrated the whole mystery.
THE PRINCE WAS A DOG!!!!
Hastily throwing a domino over his housemaid’s dress, he rushed
to the street. He summoned a passing hansom, and in a few moments
was at his house.
“I have it”, he gasped to his secretary. “The mystery is solved.
I have pieced it together. By sheer analysis I have reasoned it out. Lis-
ten — hind legs, hair on back, wet snout, pup — eh, what? does that
suggest nothing to you?”
“Nothing”, said the secretary; “it seems perfectly hopeless”.
The Great Detective, now recovered from his excitement, smiled
faintly.
“It means simply this, my dear fellow. The Prince of Wurttemberg
is a dog, a prize Dachshund. The Countess of Dashleigh bred him, and
he is worth some 25,000 pounds in addition to the prize of 10,000 pounds
offered at the Paris dog show. Can you wonder that...”
At that moment the Great Detective was interrupted by the scream
of a woman.
“Great Heaven!”
The Countess of Dashleigh dashed into the room.
Her face was wild.
Her tiara was in disorder.
Her pearls were dripping all over the place.
She wrung her hands and moaned.
“They have cut his tail”, she gasped, “and taken all the hair off his
back. What can I do? I am undone!!”
“Madame”, said the Great Detective, calm as bronze, “do yourself
up. I can save you yet”.
“You!”
“Me!”
“How?”
“Listen. This is how. The Prince was to have been shown at
Paris”.
The Countess nodded.
“Your fortune was staked on him?”
The Countess nodded again.
“The dog was stolen, carried to London, his tail cut and his marks
disfigured”.
Amazed at the quiet penetration of the Great Detective, the Coun-
tess kept on nodding and nodding.
“And you are ruined?”
“I am”, she gasped, and sank to the floor in a heap of pearls.
“Madame”, said the Great Detective, “all is not lost”.
He straightened himself up to his full height. A look of inflincha-
ble unflexibility flickered over his features.
The honour of England, the fortune of the most beautiful woman
in England was at stake.
“I will do it”, he murmured.
“Rise dear lady”, he continued. “Fear nothing. I WILL IMPER-
SONATE THE DOG!!!”
That night the Great Detective might have been seen on the deck
of the Calais packet boat with his secretary. He was on his hands and
knees in a long black cloak, and his secretary had him on a short
chain.
He barked at the waves exultingly and licked the secretary’s
hand.
“What a beautiful dog”, said the passengers.
The disguise was absolutely complete.
The Great Detective had been coated over with mucilage to which
dog hairs had been applied. The markings on his back were perfect. His
tail, adjusted with an automatic coupler, moved up and down respon-
sive to every thought. His deep eyes were full of intelligence.
Next day he was exhibited in the Dachshund class at the Interna-
tional show. He won all hearts.
“Quel beau chien!”, cried the French people.
“Ach! was ein Dog!”, cried the Spanish.
First semester 57
The Great Detective took the first prize!

The fortune of the Countess was saved.
Unfortunately as the Great Detective had neglected to pay the dog
tax, he was caught and destroyed by the dog-catchers. But that is, of
course, quite outside of the present narrative, and is only mentioned
as an odd fact in conclusion.
Discuss by what means the author makes the story humorous. Pro-
vide examples.
Use the essential vocabulary to characterize the characters of the
story.
Dramatize the story or some of its parts.
Lesson 10
Topic Summary
• summarizing the factual information on the topic
• developing the basic skills
Sequence
I. Warming-up
Can’t Say Yes or No
In this game everyone is given a certain number of coins or squares
of paper (about 10). Everyone moves around the room starting conver-
sations and asking each other questions. The only rule is that you can-
not say the words YES or NO. If you accidentally say one of these
words, you have to give a coin or square to the person who you said it
to. Try to trick each other by asking questions that you would almost
always answer with a yes or no. Think of other ways to trick your
friends. Sometimes asking two quick questions in a row works well.
(Especially tag questions: Are you new here? This is your first time in
America, isn’t it?).
II. Main part

1. Vocabulary revision
Match the word and its meaning.
1 2
punctual sulky
1 2
efficient characterized by the ability to make decisions
cheerful exaggeratedly dignified or self-important
grumpy unconcerned in attitude or action
rigid functioning or producing effectively and with the least
waste of effort
flexible unhappy or depressed
organized having sufficient skill or knowledge
decisive reserved
friendly physically stiff
pompous arriving or taking place at an arranged time
down-to-earth in a state of physical or mental confusion
narrow-minded having a happy disposition; in good spirits
careless orderly and efficient
competent able to stand the beliefs, actions, opinions, etc., of others
miserable having an illiberal viewpoint; intolerant, or prejudiced
standoffish irregular or odd
moody adaptable or variable
muddled temperamental or changeable
tolerant sensible; practical; realistic
eccentric showing or expressing liking, goodwill, or trust
Using the words make up the characteristics of a successful and

unsuccessful persons.
Successful person Unsuccessful person
Rate the successful person’s characteristics in the order of impor-

tance, with 1 being the most important. Explain your choice.
2. Grammar revision
Do the exercises.
Ex. 1
Rearrange the words to make sentences.
1) waiting for still answer an I am questions my to.
2) dogs ever do fruit for breakfast eat?
3) mother often to theatre not the go my does.
4) only few have we a got bottles in house the lemonade of.
First semester 59
5) already he drunk full has a juice of bottle.

6) at the rarely weather is this time cold year the of.
7) school the generally do at their children homework.
8) old can what say you understand that man hardly.
Ex. 2
Add “been to”, “been in” or “gone to”.
1) “Where is Jane?” “She has __ the shops. She’ll be back soon”.
2) “Have you ever __ America?” “Yes, I have __ New York several
times”.
3) We have __ this class since September.
4) The Smiths have __ Paris for years now. They like it there.
5) John has __ Oxford in his car. He is staying the night with
friends.
6) I have __ Italy, and I have __ Spain, but I haven’t __ Portugal
yet.
7) How long have you __ this country?
8) The Simpsons __ Australia to live. I’m sure they’ll be happier
there.
Ex. 3
Fill the gaps with the words “for”, “at”, “in”, “on”, “with”, “off”,
“of”, “away”, “to”, “up”.
1) He is interested __ languages, but he isn’t good __ them.
2) He specicalised __ Roman history.
3) I didn’t like him at first, but I got __ __ him very well __ the end.
4) We met by chance __ the end __ the holiday.
5) He is very well __ His money enables him __ travel all over the
world.
6) It is difficult to adjust __ the heat in such countries.
7) We are thinking __ going to Sweden, but we haven’t made __ our
minds yet.
8) I want to have my room done __, but I’m too hard __ at the mo-
ment.
9) We called __ __ Bill last week. He was pleased to see us.
10) Why don’t you visit me this summer? I could put you __ for a few
nights.
11) My son isn’t getting __ very well at school.
12) I’ll tidy __ the room and put your books __ while I look __ your
tie.
The students share and discuss the results of their work explain-
ing their choices and making corrections if necessary.
3. Writing and speaking

Imagine that you are applying for the position of the president of
student government. Prepare your CV and introduce yourself to the
class.
The students are to evaluate each candidate by secret ballot.
III. Summary
IV. Homework
Revise the material.
Lesson 11
Environment
• revising and introducing topical vocabulary
• introducing the topic
• introducing grammar
Sequence
I. Warming-up
Have students create a story by saying just one word each. You
could write the sentences on the board as they are produced or find
a volunteer from the class. To make the activity competitive, set a time
limit for each student to think of their next word and disallow any
words that would make the chain either grammatically incorrect or
nonsensical.
If this sounds too difficult, then have the students make a story
one sentence at a time.
To introduce and tune the students to the topic, the teacher may
give the title of the story, for example “The Place I Live in”.
II. Main part

The teacher offers the students two sets pictures and asks to des
cribe them.
Ask students to think of possible adjectives that could be used to
best describe the pictures. Have them give reasons for their answers.
(For the pictures on the left the adjectives may be dull, noisy, smoggy,
etc.; for those on the right — peaceful, calm, beautiful, etc.). Let stu-
dents share their ideas on why the pictures are perceived differently.
First semester 61
The target answer to the first question is “those on the left”.

Look at these pictures.
Which are more likely to be seen in your everyday life?
Why do you think such state of things is typical?
After the pictures are described, the teacher elicits from the stu-
dents the name of the topic “Environment”.
2. Brainstorming
The class is divided into groups of not more than 4. each group is
given a sheet of paper with the task to brainstorm on the idea of envi
ronment (5 minutes). After that the groups present their ideas to the
class. There should be some common ideas like ‘environmental changes’,
‘pollution’, ‘environmental protection’ etc, on which the teacher should

concentrate students’ attention as the topics for work and discussion.
If possible the papers with the students’ mind maps can be posted
in the classroom for the whole time of working on the topic.
3. Introducing vocabulary
Students should read the definition and give their examples of the
items listed as the intruders. The teacher may ask them to use the pic-
tures as well as their background experience.
Read and comment on the dictionary entry below.
POLLUTION — Undesirable intrusion of unclean harmful sub-
stances, products, wastes or effects into the environment.
Do you know the difference? In pairs match the word with its def-
inition:
1) Garbage a) Something in a crumbled or broken condition
2) Litter b) An unwanted by-product of a manufacturing process
3) Rubbish c) Food waste, discarded or useless material
4) Trash d) An untidy accumulation of objects lying about
5) Waste e) Useless or rejected matter
If students have troubles matching, advise them to work by ex-

cluding the answers, which are absolutely inappropriate.
Key: 1 c, 2 d, 3 e, 4 a, 5 b.
Choose one word to best complete the sentences.
1) I don’t like their house — it’s always full of __ (Rubbish)
2) The main problem of ecology today is thousands of tons of indus-
trial __ (Waste)
3) She always leaves a lot of __ in the kitchen. (Garbage)
4) In Singapore a person throwing __ on the road may be put to pris-
on. (Litter)
5) Sometimes it seems that __ accumulates itself. (Trash)
The students in groups of 4 compose sentences, which describe
their neighborhood, school etc. using the active vocabulary and share
their ideas in the class.
Cinquain poetry
The teacher explains the rules of writing a cinquain. The modern
cinquain is based on a word count of words of a certain type.
Pattern #1
Line1 — one word
Line2 — two words
First semester 63
Line 3 — three words

Line 4 — four words
Line 5 — one word
Example
Dinosaurs
Lived once,
Long ago, but
Only dust and dreams
Remain
(by Cindy Barden)
Pattern #2
Line 1 — one word (noun) a title or name of the subject
Line 2 — two words (adjectives) describing the title
Line 3 — three words (verbs) describing an action related to the
title
Line 4 — four words describing a feeling about the title, a com-
plete sentence
Line 5 — one word referring back to the title of the poem
Example
Spaghetti
Messy, spicy
Slurping, sliding, falling
Between my plate and mouth
Delicious
(by Cindy Barden)
The teacher suggests writing a cinquain to the word “pollution”.
This could be done in groups or by the whole class.
III. Summary
IV. Homework
Students should choose any two words from Ex. 3 and write cin-
quains about them.
Lesson 12
Environment. Pollution
• introducing and practicing grammar
Sequence
I. Warming-up
The World Tomorrow
The students write a list of things they expect to see in the world
in 50 years. For example
We will have a working day of four hours.
Every home will have a video telephone.
People will live to be 100 or more.
Europe will be a single country.
The teacher draws students’ attention to using “will” for describ-
ing future actions.
There may be a time limit, in which students have to write as many
sentences as possible on various topics or a few topics are chosen, in
which students should write one sentence for each. In order to save
time, the students may be asked to write just one sentence.
The sentences are read out and discussed, and those, which get ap-
proved of most, can be put on the blackboard.
II. Main part

1. Revising and introducing grammar
The teacher asks the students to revise the rules of expressing fu-
ture actions by means of Future Tenses.
Ex. 1
Fill in the future tense of the words in the box.
have — go — meet — go — walk — have — buy — not be — have
1) Tomorrow I __ my friend George. We __to the movies and then we __
to eat at the new fast — food place. In the afternoon we __and see
George’s uncle. We __around and we __a look at the shops. Maybe
I __ new jeans. We __ back before 6 o’clock. I think we __a great day.
2) When I’m older I will __ .
a) buy — have — watch — buy — go — stay — go
When I’m older I __ out late.
When I’m older I __ TV as long as I like.
When I’m older I __ to parties.
When I’m older I __ two children.
When I’m older I __ a car.
When I’m older I __ to the cinema.
When I’m older I __ a lot of sweets.
When I’m older I will not __.
b) do — write — go — wash — go — live — make
When I’m older I __ any homework.
First semester 65
When I’m older I __ my bed in the morning.

When I’m older I __ for a walk with my parents.
When I’m older I __ my father’s car.
When I’m older I __ to school.
When I’m older I __ so much.
When I’m older I __ in my parent’s house.
Future Perfect
USE 1
Completed Action Before Something in the Future.
Past Present Future
The Future Perfect expresses the idea that something will occur
before another action in the future. It can also show that something
will happen before a specific time in the future.
USE 2
Duration Before Something in the Future (Non-continuous
Verbs)
Past Present Future

With Non-continuous Verbs and some non-continuous uses of
Mixed Verbs, we use the Future Perfect to show that something will
continue up until another action in the future.
ACTIVE / PASSIVE Future Perfect

Examples
The Post Office will have returned my package before I can pick it
up. (ACTIVE)
My package will have been returned by the Post Office before I can
pick it up. (PASSIVE)
Future Perfect Rule
Action will be completed before another action or time in the
future.
Ex. 2
Fill in the verbs in brackets in the Future Perfect.
Example: He __ the suitcase by tomorrow. (to pack)
Answer: He will have packed the suitcase by tomorrow.
1) Anne __ her bike next week. (to repair)

2) We __ the washing by 8 o’clock. (to do)
3) She __ Paris by the end of next year. (to visit)
4) I __ this by 6 o’clock. (to finish)
5) Sam __ by next week. (to leave)
6) She __ this with her mother tonight. (to discuss)
7) The police __ the driver. (to arrest)
8) They __ their essay by tomorrow. (to write)
9) Paolo __ the teams. (to manage)
10) If we can do that — then we __ our mission. (to fulfil)
2. Relaxing
Game “Future Snap”
This game is played in groups of three or four. Copy and cut up one
set of cards for each group. The cards should be shuffled and dealt out
equally to all the players.
Player 1 should begin by taking any first half sentence, reading it
out and laying it on the table. The other players should try to find
a second half to complete the sentence.
The first player to find an appropriate second half may collect the
two cards and keep them as a ‘trick’.
The object of the game is to collect as many ‘tricks’ as possible.
The player with the most at the end is the winner.
Several combinations of half sentences are possible, though some
are more ‘likely’ than others. To score a ‘trick’, the combination must
a) make sense (for example, As soon as I arrive, I’ll tell him what I think
of him is possible, but As soon as I arrive, I’ll have left the country is
not) and b) be grammatically correct. In cases of dispute, the teacher
should arbitrate.
Future snap Rules

1) Play this game in groups of three or four.
2) Shuffle the cards and deal them out equally to all players.
3) Player 1: choose the first half of a sentence, read it out to the oth-
ers and put it on the table.
4) The other players must try to find a good second half for the sen-
tence. The complete sentence must make sense and it must be
grammatically correct. If you disagree, call your teacher!
5) The first player to find a suitable second half-sentence can collect
the two half sentences and keep them as a ‘trick’.
6) The player with most ‘tricks’ at the end is the winner.
First semester 67
1 2
By this time tomorrow... ...I’ll have finished the book
Tomorrow evening... ...I’m going to the cinema
On Friday... ...I’m going to a party
Next year... ...I’m going to visit my sister in America
This time next week... ...I’ll be in Bangkok
In the year 2020... ...I’ll be 35
By the time I’m 40... ...I’ll have made a lot of money
When I see him again... ...I’ll tell him what I think of him
After lunch... ...I think I’ll go for a walk
By the time I’m 50... ...I’ll be ready to retire
As soon as I arrive... ...I’ll telephone you
By the time you get this letter... ...I’ll have left the country
At 6 o’clock... ...I’m meeting Jack
By this time next year... ...I’ll have finished my studies
In 6 months’ time... ...I’ll be in Australia
By the end of June... ...I’ll have saved $5,000
When I next see you... ...I’ll have started the new job
This time tomorrow... ...I’ll be flying over the Atlantic
Next week... ...I’m going to get my hair cut
When he comes back... ...I’ll be very happy
What other grammar structures were used to express a future ac-

tion? (Target answer: Present Continuous, “to be going to”.)
What’s the difference between the future actions expressed by
different structures? Fill in the table.
Future Simple, Future Perfect,

Present Continuous, “to be going to”
We are sure The action is over The future action The future action
about the future by the time is rather is rather
action in the future a plan an intention
3. Grammar practice
The teacher explains the difference in the future actions by pro-
viding (or eliciting) a sample situation.
Example
I’m going to start studying German in September (I intend to do
this). I’m moving to Berlin in the end of August (It’s my plan). The
course will last six months (The course has a set length). By March
I will have returned to Ukraine (In the beginning of March I will be in
Ukraine).
Ex. 1
Fill in the GOING TO future.
1) I __ him tomorrow. (meet)
2) They __ to Dublin. (drive)
3) He __ to the football match. (go)
4) She __ her aunt. (visit)
5) We __ a dictation. (write)
6) They __ them tea. (offer)
7) My friends __ their holidays in Wales. (spend)
8) My uncle __ a birthday present for Harry. (buy)
9) I __ the rabbits. (feed)
10) My father __ his car. (wash)
11) Tom __ you with the homework. (help)
12) There __ a meeting in our school. (be)
13) Winter holidays __ in the first week of February. (be)
14) I __ it for you. (repair)
15) They __ Japanese. (learn)
Ex. 2
Fill in GOING TO or WILL future.
1) When the weather is fine we __ a picnic in our garden. (probably
have)
2) __ him for help? (you ask)
3) Susan __ the bathroom next weekend. (paint)
4) I think he __ her name. (find out)
5) I __ a walk in the garden this evening. (take)
6) Let’s hope that the wind __ away the clouds. (blow)
7) Mary __ a good mark because she has studied hard. (get)
8) Are you sure, you __ in a tent in your holidays? (sleep)
9) Peter __ his new bike in the park. (ride)
10) I hope Jane __ me to her party. (invite).
11) I __ dad’s car tomorrow afternoon. (wash)
12) Mum thinks dad __ home early tonight. (come)
13) It __ very cold in the mountains. Take a sweater with you. (probably be)
14) We __ our bikes in the park. Can you come with us? (ride)
15) It’s my birthday next Friday. Mum __ a cake. (bake)
First semester 69
Ex. 3
Fill in GOING TO or WILL future.
1) I think Susan __ in love with Mike. (fall)
2) John __ to his new CD all evening. (listen)
3) It’s late. I hope we __ the bus. (not miss)
4) I think the police __ the burglars. (arrest)
5) __ the new words this time, Peter? (you learn)
6) Jane and Sue __ a present for mum’s birthday. (buy)
7) I hope you __ me with the dishes, Julie. (help)
8) Next summer we __ at a campsite near a lake. (probably stay)
9) We __ to Scotland this summer. (go)
10) I promise, I __ you up tomorrow. (ring)
11) Maybe he __ any time next weekend. (not have)
12) She __ a baby next April. (have)
13) I hope the train __ delayed. (not be)
14) They __ the exam. (probably pass)
15) The sky is cloudy and grey. It __ . (rain)
Ex. 4
Fill in the correct future tense — will future, going to or present
progressive
1) Tomorrow they __ (drive) to New York.
2) I hope the weather __ (be) nice.
3) I offered him this job. I think he __ (take) it.
4) I promise I __ (not tell) anyone this secret.
5) Take your umbrella with you. It __ (rain).
6) What are they __ (do) this evening?
7) I __ (go) to the cinema tomorrow.
8) They __ fly (fly) to Seattle next summer holidays.
9) I __ (invite) 50 people to the party and I hope everyone will come
(come).
10) That exercise looks difficult. I __ (help) you.
11) __ he __ (go) to the football match?
12) Are you sure they __ (win) the match?
13) She __ probably __ (stay) till Thursday.
14) He __ (not leave) tomorrow.
15) We think he __ (come) late in the night.
III. Summary
IV. Homework
Since the number of grammar exercises is rather big, the teacher may
choose to either assign certain exercises or parts of them as home work.
Lesson 13
• introducing and practicing vocabulary
• practicing grammar
Sequence
I. Warming-up
Predicting achievements
The students get a minute or two to invent for themselves an ex-
tremely successful future career in whatever field they like and ask for
new vocabulary where needed.
Then the students tell each other (possibly in groups) what achieve-
ments they will have had by the age of 30, 50, 70.
Finally the class decides who will have had the most successful ca-
reer.
II. Main part

1. Listening
Introducing vocabulary
• in progress — Discussions on the matter are still in progress.
• on the coast –He lives in a small town on the coast.
• increase in — I’ve had two increases in salary this year.
• in particular — England imports a lot of wine, French wine in par-
ticular.
• at the seaside — We all spent the day at the seaside.
• in use — The new offices are ready but they aren’t in use yet.
• engaged in — How long have you been engaged in this work?
• free from — After the exams we went on holiday free from cares.
• for ever — I’m 64. Next year I’ll finish work for ever.
Students create short sentences of their own to briefly practice the
vocabulary.
Pre-listening predictions
The teacher writes the title “A New Motorway” on the blackboard
and asks students to brainstorm on what the text is going to be about,
and how the new vocabulary may be used in it. The students exchange
their guesses.
First semester 71
While-listening
The students are to listen to the text, find out if their guesses were
correct and identify the sentences with new vocabulary.
Since the text may seem quite difficult, the teacher may read it
out more than once.
A New Motorway
For some years now work has been in progress on a new motorway
connecting the heavily-populated industrial Midlands to the holiday
resorts on the coasts of South-West England. The general increase
in traffic density, and in particular the mass migration of holiday-
makers who flock to the south every July and August in search of
a fortnight’s peace at the seaside, has strained the old road system
beyond its limits. Car drivers frequently have to endure hours of
waiting in long queues of vehicles before finally crawling to their
destinations.
Some sections of the new motorway are already in use, and soon
half of this much-needed stretch of tarmac will be open to traffic.
Before the end of next year, the numerous construction gangs en-
gaged in this work will have completed the entire project; and at
last there will be peace for the inhabitants of the countless villages
and small towns along the narrow, winding old roads. The new road
will have freed them for ever from the constant, deafening roar of
high-powered engines, and from the air pollution caused by dense
exhaust fumes.
The completion of the road will be a relief even to the workmen.
Some of them will have been working on the project for over seven
years by the time they have finished.
After-listening comprehension check and practice
Answer the questions using the new vocabulary.
1) How long has the people worked on the new motorway?
2) What will the new motorway connect?
3) What was the general need for constructing a new motorway?
4) What is special about summer months in that area?
5) Where do people search for peaceful rest in summer?
6) How will the motorway be put into operation?
7) How many construction firms work on the project?
8) What useful will the new motorway bring to people?
9) For how long will the changes take place?
If the students feel embarrassed about the text, they may be given
the questions to look at them while listening.
2. Speaking
After the questions have been answered, the students may try and
reconstruct the text in their own words using the new vocabulary. It
may be done either in turns with the whole class or in groups, the ob-
ject being to have the text reconstructed as close to the original as pos-
sible.
Conversation Cl–S
One (or several) student(s) pretend to represent the construction
firms, and the rest of the class pretend to be the journalists asking
questions about the construcyion at a press-conference.
3. Grammar practice
Checking on Homework
Students in turns read their sentences, the class correcting possi-
ble mistakes.
Practicing expressing future actions
The teacher suggests adding information to the text heard by pre-
dicting the future of the new motorway, the people who live in the ar-
ea, the holiday-makers and the construction gangs writing the four
types of sentences.
The activity is done in groups and discussed in the class.
4. Reading
Have students read the text, choose and explain one of the endings
offered. Ask them to explain the heading of the article (the target an-
swer being “Welcome to hell” or something like).
Using your background knowledge and the information above,
read the article below and complete the dictionary entries.
HELLO, HELLNATION...
Every citizen of any modern urbanized city is being constantly af-
fected by myriads of forms of pollution. Starting with the air we
breathe. Did you know that every one of us is inhaling and processing
through own lungs a tablespoonful of dust daily? Dare to count how
much it will make in a year? Now, the water. Remember, your mom
always used to tell you not to drink tap water? Open your teapot and
look at its inside. Can you see a touch of rusty and ugly substance on
the sides of it? Where do you think it comes from? If you drunk that
water without boiling it, this stuff would be in your belly by now. Have
you ever come home after a long day out having a headache and both-
ered by that constant nasty noise inside your head? Think about it,
First semester 73
now you do know why your neighbors are so mad at you when you turn
your room into a rock club in the middle of the night. Have you ever
gone to make a barbecue in the countryside? Tell me, how long did it
take you to find a clean spot of land near the river, or a clearing in the
woods without any rubbish on the grass? Do you own a car? Do you
smoke? Do you have a pet? It doesn’t really matter, because many oth-
er people around you do. The question is: Who is responsible for all
that? Do you think you know the answer? Then, choose one...
Choose one of the given options and explain your choice.
The responsibility should rather be laid on:
• somebody else...
• bad guys
• governments
• ourselves
What do you think the heading of the article means?
Complete the dictionary entries for the following issues, then dis-
cuss them in class. Please provide examples where possible.
Water pollution —
Air pollution —
Soil pollution —
Noise pollution —
Complete the sentences identifying the activities, which pollute
the environment. Consult a dictionary if necessary.
Burying waste or household trash means __ .
Poaching is __ .
Hyperactive fishing occurs when __ .
Car exhaust fumes are __ .
Littering and spitting mean __ .
Suggested answers
1) Soil pollution.
2) Illegal hunting or fishing that may result in poor ecological bal-
ance.
3) People catch too much fish in one part of the sea.
4) The factors of air pollution.
5) Polluting the environment.
III. Summary
IV. Home work
Students interview parents, relatives or teachers and note down
the examples of the four types of pollution in the students’ region.
Lesson 14
• practicing basic skills
Sequence
I. Warming-up
Quiz “Are you a nature-lover?”
Read the questions and mark the answer that is close to you.
1) If someone asks you to plant a tree in your schoolyard or in front
of your house, do you agree to do it?
a) With pleasure. Trees make our streets more beautiful.
b) I’m not sure that I can do it on my own, but I’m ready to help.
c) Sorry, but I’m too young for it.
2) When you go for a walk to the forest or to the park, do you pick up
flowers?
a) I ask grown-ups if I may do it.
b) Yes, I do, but not many — three or five.
c) Yes, I always pick up flowers. Anyway, new ones will grow up.
3) What do you do with a candy / ice-cream wrapper?
a) I always throw it in the litter-bin. If I don’t see it around, I put
it in my bag.
b) I always try to find a litter-bin. But if there isn’t one around,
I just throw it on the ground.
c) I just drop it anywhere. What are yard-keepers for then?
4) Do you throw away your old exercise-books if there are blank pag-
es left?
a) No, I don’t throw them away but use them for my notes or draw-
ings.
b) It depends on how many pages are left.
c) Yes, the greatest pleasure is to start writing in a new exercise-
book.
Add up you’re A, D and C scores.

If you get mostly:
As — The Green Peace will send you a thank-you letter.
Bs — You have to take more care of nature. We all are parts of it.
Cs — Such people destroy nature, don’t they?
First semester 75
II. Main part

Student discuss their interview results — the idea being to come
to a joint opinion about the factors that pollute the environment of the
students’ region.
In pairs think about 3 possible solutions to these problems appro-
priate for your region, complete the charts below, share your ideas
with the class, and come to a joint decision.
Air pollution —
Water pollution —
Soil pollution —
Noise pollution —
2. Speaking
The teacher gets the students back to pictures of lesson 11.
How would you classify the types of pollution in the pictures on
the left? What makes you think so?
Target answers:
• the first picture shows soil pollution because the land seems dead
with no vegetation in sight
• the second picture shows air pollution because the air seems not
clean from dust and smog
• the third picture shows noise pollution because the musicians seem
to be a rock or punk band that always play very loud music
See if you can put the activities below into the appropriate pollu-
tion groups.
• burying waste or household trash
• cutting forests
• rock concerts
• car exhaust fumes
• hyperactive fishing
• oil spilt in oceans
• headphones
• no change footwear in schools
• poaching
• airport noise
• smoking
• burning leaves in spring and autumn
• littering and spitting in the schools, streets, and woods
This activity should be done in groups or pairs. Ask students to

make a table with the four types of pollution and fill it with the given
activities. The answers should be then compared and discussed in
class.
Suggested answers
• Water pollution — oil spilt in oceans; hyperactive fishing, poach-
ing;
• Air pollution — cutting forests; car exhaust fumes; smoking; air
venting; no change footwear in schools; burning leaves in spring
and in autumn.
• Soil pollution — burying waste or household trash; cutting for-
ests; littering and spitting in the schools, streets, and woods,
poaching.
• Noise pollution — headphones, rock concerts, airport noise.
The answers may vary greatly, this is why attention should be paid
more to the message rather than to the form.
In groups, discuss why the activities given avove may be harmful
for the environment. Who should take care of them? Match the prob-
lem and the authority to handle it. Sometimes there may be more than
one choice.
Global authorities —
Local authorities —
I could do it myself —
Divide the class into groups and have them discuss the proposed
questions. A discussion is absolutely necessary.
Suggested answers
1) Global authorities — cutting forests; oil spilt in oceans; hyperac-
tive fishing; air venting.
2) Local authorities — cutting forests; air venting; burning leaves in
spring and in autumn; rock concerts; poaching; airport noise; bur-
ying waste or household trash; littering and spitting in the schools,
streets, and woods; no change footwear in schools; car exhaust
fumes; smoking.
3) I could do it myself — burying waste or household trash; littering
and spitting in schools, streets, and woods; burning leaves in
spring and in autumn; smoking; headphones; no change footwear
in schools.
After students have finished matching pairs, have them discuss
their results in class. Ask for grounding their opinions. You may come
up with the question like “What conclusion can you make by the
First semester 77
number of problems to handle for each of the authorities?” (The target

answer: “More can be done by ourselves and at the local level”.)
3. Grammar practice
Complete the table.
Remember that we use Present, not Future Tenses after “if”,
“when”, “as soon as”.
Think about 3–5 sentences of your own.
the air will become cleaner.
there will be more fish in the water.
If we
it will be easier to breathe.
When people
As soon as authorities people will become healthier and
live longer.
the flora and fauna will develop
The sentences are then discussed in class.
III. Summary
IV. Home work

Look at this picture carefully. It contains several pieces of evi-
dence of pollution you can find in your river.
Task 1. Choose one object and tell how you think it got here and
why you think it is the evidence of pollution.
Task 2. As a writer, gather your information, organize it and com-
pose a message to your local authorities suggesting a possible solution
for this problem.
Lesson 15
Environment. Global Issues
• developing personal awareness
Equipment: handouts, writing paper
Sequence
I. Warming-up
Quiz “Do you worry about the environment?”
1) Imagine you are on a holiday abroad. You drink water from a plas-
tic bottle, but there is no rubbish-bin to put it. What do you do?
a) Keep the bottle with you until you see a bin. (3)
b) Throw it on the ground. It’s not your fault there aren’t enough
rubbish-bins. (1)
c) It depends. If there’s a lot of rubbish on the ground you might
“drop it accidentally”. (2)
2) On the way home you get very thirsty. What do you buy?
a) Something in a non-recyclable plastic bottle. (1)
b) Something in a glass bottle or aluminum can. (3)
c) Something in a carton. (2)
3) Your walkman always needs new batteries. What do you buy?
a) Buy rechargeable batteries. (3)
b) Throw away old batteries and buy new ones. (1)
c) Buy new ones and take old ones to a recycling centre. (2)
4) You live near a beach. A new fast food restaurant is opened there.
How do you react?
a) Pleased but also worried about more rubbish on the beach. (2)
b) Pleased. Now you can eat burgers on the beach. (1)
c) You never eat at fast food places because there is too much
packaging. (3)
5) You buy a few things in a shop. The cashier offers you a plastic
bag. What do you say?
a) “No, thank you”. (You have brought a bag from home.) (3)
b) Nothing. You let him / her put the things in the bag. (1)
c) It depends on whether you can carry the things easily without
a bag. (2)
6) There are a flies in your room. They are annoying you. What do you do?
a) Try to kill them with a newspaper. (2)
b) Try to kill them using aerosol. (1)
c) Hit the air with a newspaper so they leave you alone. (3)
First semester 79
7) You are writing a letter to a good friend. You’ve made several mis-
takes and need to cross things out. What do you do?
a) Start the letter again on another piece of paper. (1)
b) Continue writing, your friend will excuse your mistakes. (3)
c) Continue writing, but if you make any more mistakes, start
again. (2)
Add up your score and read the analysis.
• 7–10: You do not worry about the environment at all. You think
pollution is someone else’s problem, not yours. You think recyc
ling and saving energy resources have no sense.
• 11–17: You care about the environment and you have some good
habits, which help save it. However, there are probably a few more
things you could do.
• 18–21: You definitely care about the environment. You think
about it when you make everyday decisions.
The teacher asks the students to compare the results of both quiz-
zes.
II. Main part

1. Checking on Homework. Speaking
The students first give their answers to task 1, then — task 2. The
teacher encourages discussion in both cases. For task 2 there should be
created some joint class decision, which would be nice to note down
either on the blackboard or on an A3 paper and post in the classroom
for further work.
2. Group work
1) Our whole planet is in trouble. Every day we hear more and more
about the destruction of the environment. Make a list of the three
most important problems facing the survival of our planet today.
2) In groups compare and discuss your three most important prob-
lems connected to the Earth today. Try to reach a consensus on the
top three problems. Then try to think of possible solutions to the
problems. The solutions should be realistic (for example, “not
drive cars anymore” is not a realistic solution.)
3) Read the following situations. What do you think of them? Are
these situations problems or not? Write a sentence or two stating
your reaction and any supporting idea.
a) The world’s population has already reached 6 billion and is ex-
pected to grow by another billion in about 10–12 years. About
93 per cent of this growth will be in the developing countries.
b) The number of living species on earth is up to 80 million, but

only 12. 4 million have been briefly described. 25 per cent of
them are at risk of extinction during the next 20 to 30 years.
c) By the end of the 20th century the 33 developing countries that
export forest products were reduced to less than 10. The hard-
wood resources in Asia will last for about 40 years, Africa —
85 years, and Latin America — about 150 years.
The teacher guides the discussion encouraging the students to
share their opinions.
Read the key word in the left column. Find the word in the other
three columns that is related to the key word.
1) develop a) surrender b) grow c) prepare
2) estimate a) guess b) honor c) pretend
3) up to 10 a) 10 or more b) about 10 c) 10 or less
4) brief a) under b) disliked c) short
5) at risk a) in danger b) on purpose c) with intent
6) extinction a) prevention b) destruction c) collection
7) remove a) take away b) put off c) add up
8) lasted a) existed b) invented c) saved
9) sufficient a) productive b) required c) enough
10) current a) knowing b) present c) tremendous
11) rate a) speed pace b) effect, result c) grade, score
12) run a) contribute b) operate c) designate
13) by contrast a) and b) so c) but
14) device a) instrument b) awareness c) separation
15) appliances a) carpools b) hardwoods c) machines
Key
1 b, 2 a, 3 c, 4 c, 5 a, 6 b, 7 a, 8 a, 9 c, 10 b, 11 a, 12 b, 13 c,
14 a, 15 c.
After the task is finished, the students get in groups and using the
vocabulary create sentences concerning environmental problems on
the planet and possible ways of solving them.
The sentences are shared and discussed in the class.
First semester 81
III. Summary
IV. Home work
Developing the general competence. The students have to find
examples (one each) of the already solved environmental problems and
prepare a brief report.
1) When did it happen?
2) Where did it happen?
3) What was the problem?
4) How did it influence the environment?
5) How was it solved?
Lesson 16
Home reading
How to Make a Million Dollars
I mix a good deal with the Millionaires. I like them. I like their
faces. I like the way they live. I like the things they eat. The more we
mix together the better I like the things we mix.
Especially I like the way they dress, their grey check trousers,
their white check waist-coats, their heavy gold chains, and the signet-
rings that they sign their cheques with. My! they look nice. Get six or
seven of them sitting together in the club and it’s a treat to see them.
And if they get the least dust on them, men come and brush it off. Yes,
and are glad to. I’d like to take some of the dust off them myself.
Even more than what they eat I like their intellectual grasp. It is
wonderful. Just watch them read. They simply read all the time. Go
into the club at any hour and you’ll see three or four of them at it. And
the things they can read! You’d think that a man who’d been driving
hard in the office from eleven o’clock until three, with only an hour
and a half for lunch, would be too fagged. Not a bit. These men can sit
down after office hours and read the Sketch and the Police Gazette and
the Pink Un, and understand the jokes just as well as I can.
What I love to do is to walk up and down among them and catch the
little scraps of conversation. The other day I heard one lean forward
and say, “Well, I offered him a million and a half and said I wouldn’t
give a cent more, he could either take it or leave it...” I just longed to
break in and say, “What! what! a million and a half! Oh! say that again!
Offer it to me, to either take it or leave it. Do try me once: I know I can:
or here, make it a plain million and let’s call it done”.
Not that these men are careless over money. No, sir. Don’t think
it. Of course they don’t take much account of big money, a hundred
thousand dollars at a shot or anything of that sort. But little money.

You’ve no idea till you know them how anxious they get about a cent,
or half a cent, or less.
Why, two of them came into the club the other night just frantic with
delight: they said wheat had risen and they’d cleaned up four cents each
in less than half an hour. They bought a dinner for sixteen on the strength
of it. I don’t understand it. I’ve often made twice as much as that writing
for the papers and never felt like boasting about it.
One night I heard one man say, “Well, let’s call up New York and
offer them a quarter of a cent”. Great heavens! Imagine paying the cost
of calling up New York, nearly five million people, late at night and
offering them a quarter of a cent! And yet — did New York get mad?
No, they took it. Of course it’s high finance. I don’t pretend to under-
stand it. I tried after that to call up Chicago and offer it a cent and
a half, and to call up Hamilton, Ontario, and offer it half a dollar, and
the operator only thought I was crazy.
All this shows, of course, that I’ve been studying how the million-
aires do it. I have. For years. I thought it might be helpful to young
men just beginning to work and anxious to stop.
You know, many a man realizes late in life that if when he was
a boy he had known what he knows now, instead of being what he is he
might be what he won’t; but how few boys stop to think that if they
knew what they don’t know instead of being what they will be, they
wouldn’t be? These are awful thoughts.
At any rate, I’ve been gathering hints on how it is they do it.
One thing I’m sure about. If a young man wants to make a million
dollars he’s got to be mighty careful about his diet and his living. This
may seem hard. But success is only achieved with pains.
There is no use in a young man who hopes to make a million dollars
thinking he’s entitled to get up at 7. 30, eat force and poached eggs,
drink cold water at lunch, and go to bed at 10 p. m. You can’t do it. I’ve
seen too many millionaires for that. If you want to be a millionaire you
mustn’t get up till ten in the morning. They never do. They daren’t. It
would be as much as their business is worth if they were seen on the
street at half-past nine.
And the old idea of abstemiousness is all wrong. To be a million-
aire you need champagne, lots of it and all the time. That and Scotch
whisky and soda: you have to sit up nearly all night and drink buckets
of it. This is what clears the brain for business next day. I’ve seen some
of these men with their brains so clear in the morning, that their faces
look positively boiled.
To live like this requires, of course, resolution. But you can buy
that by the pint.
First semester 83
Therefore, my dear young man, if you want to get moved on from

your present status in business, change your life. When your landlady
brings your bacon and eggs for breakfast, throw them out of window to
the dog and tell her to bring you some chilled asparagus and a pint of
Moselle. Then telephone to your employer that you’ll be down about
eleven o’clock. You will get moved on. Yes, very quickly.
Just how the millionaires make the money is a difficult question. But
one way is this. Strike the town with five cents in your pocket. They
nearly all do this; they’ve told me again and again (men with millions and
millions) that the first time they struck town they had only five cents.
That seems to have given them their start. Of course, it’s not easy to do.
I’ve tried it several times. I nearly did it once. I borrowed five cents, car-
ried it away out of town, and then turned and came back at the town with
an awful rush. If I hadn’t struck a beer saloon in the suburbs and spent
the five cents I might have been rich to-day.
Another good plan is to start something. Something on a huge
scale: something nobody ever thought of. For instance, one man I know
told me that once he was down in Mexico without a cent (he’d lost his
five in striking Central America) and he noticed that they had no pow-
er plants. So he started some and made a mint of money. Another man
that I know was once stranded in New York, absolutely without a nick-
el. Well, it occurred to him that what was needed were buildings ten
stories higher than any that had been put up. So he built two and sold
them right away. Ever so many millionaires begin in some such simple
way as that.
There is, of course, a much easier way than any of these. I almost
hate to tell this, because I want to do it myself.
I learned of it just by chance one night at the club. There is one old
man there, extremely rich, with one of the best faces of the lot, just like
a hyena. I never used to know how he had got so rich. So one evening I asked
one of the millionaires how old Bloggs had made all his money.
“How he made it?” he answered with a sneer. “Why he made it by
taking it out of widows and orphans”.
Widows and orphans! I thought, what an excellent idea. But who
would have suspected that they had it?
“And how”, I asked pretty cautiously, “did he go at it to get it out
of them?”
“Why”, the man answered, “he just ground them under his heels,
that was how”.
Now isn’t that simple? I’ve thought of that conversation often
since and I mean to try it. If I can get hold of them, I’ll grind them
quick enough. But how to get them. Most of the widows I know look
pretty solid for that sort of thing, and as for orphans, it must take an
awful lot of them. Meantime I am waiting, and if I ever get a large
bunch of orphans all together, I’ll stamp on them and see.
I find, too, on inquiry, that you can also grind it out of clergymen.
They say they grind nicely. But perhaps orphans are easier.
Lesson 17
Environment. Global problems
• developing personal awareness
Sequence
I. Warming-up
The teacher divides the class into two groups and offers the words
“Nature” for the first one and “Environment” for the second one to
work with.
The students in turn should say their associations to the given
words in the following order:
Noun — adjective — adverb — verb repeating the sequence until
the last student in the group says a word.
Each correct word is given a point. The group, which gets more
points, wins.
II. Main part

The teacher gets the key questions written on the board so that the
students could have them as a visual support.
The students make their reports, the teacher encouraging discus-
sion.
2. Reading and speaking
Read the facts about the things we could do in our daily lives and
their effects on the planet.
1) Buy the right appliance. The older the appliance, the more energy
it needs to run. Replacing your old refrigerator with a high-effi-
ciency type can reduce your energy cost and also reduce pollution.
2) Check to see if your car tires are properly inflated. For example,
America could save up to 2 billion gallons (8 billion litres) of gas
per year with properly maintained tires.
First semester 85
3) If you have a car, drive alone less. Americans drive more than
a trillion miles a year, with the average motorist driving more
than 10,000 miles and burning up to 500 gallons (2,000 litres) of
gasoline a year. Every gallon of gasoline burned produces 22 po
unds (about 10 kilograms) of carbon dioxide (CO2). Adding just
one person to the cars would help to save more than 33 million gal-
lons of gasoline a day.
4) Bring your own grocery bag to the store. The idea seems so simple
that you would not think it may be very important. However it is.
It takes one 15-year-old tree to produce 700 paper grocery bags.
5) Cut down on meat and increase the amount of vegetables and fruit
that you eat. It takes seven pounds (about 3 kilograms) of grain to
produce a pound (453 grams) of beef, by contrast, it takes only two
pounds of grain to produce a chicken. Cows also use up a tremen-
dous amount of water and produce methane gas, which contrib-
utes to the greenhouse effect.
6) Putting a plastic bottle in toilets will not affect the toilet system
but will save several hundred gallons of water a year per house-
hold.
7) Turn off your water when you are brushing your teeth. This could
save approximately 300 gallons (1,200 litres) of water per year per
person. In America, this could translate roughly into more than
67 billion gallons (260 million tons of water each year. Isn’t it
shocking, how such a small thing can have such a tremendous im-
pact!
• Which of those do you do in your family?
• Which of those do you not do but will start doing?
• Which of those do you believe are waste of time and effort?
• Which of those can not be done in this country?
The students discuss the facts in groups and answer the questions.
Some calculations may also be done to produce concrete figures, which
will definitely impress the students.
3. Writing
The teacher has the students to revise the idea that to help save
the environment much more can be done at a family or local level rath-
er than wait for the national authorities to start doing something.
In this respect the groups are asked to think about, discuss and
note down more things to do in their households to help the environ-
ment safe (turning off the lights, saving gas for heating etc.)
The results of the discussion could be used in the following pat-
tern and then spoken out to the whole class.
Example
I
To save trees could use recycled paper products
my family
4. Grammar revision. Conditional I

The teacher uses a few students’ sentences from the previous ac-
tivity to demonstrate the format of Conditional I.
Example
If I use recycled paper products, it will save trees.
Special attention is paid to using Present Tenses after “if”.
The students rearrange their sentences in Conditional I and report
them to the class. Any possible mistakes are corrected until the stu-
dents get the firm grasp of the idea.
Then the teacher divides the class into groups of 4–5 students and
suggests creating a sequence of Conditional I sentences each.
Example
If I use recycled paper products, it will save trees. — If it saves
trees, the air will be cleaner. — If the air is cleaner, people will ne
healthier. — If the people are healthier, they will live longer, etc.
The students create their sentences, the teacher facilitating group
work and helping correct the mistakes if necessary.
III. Summary
IV. Homework
Use sentences 1–7 from activity 2 and write Conditional I sentenc-
es showing the way of helping save the environment.
Lesson 18
Exam practice
• practicing the structure of the exam talk
• practicing writing and speaking skills
Equipment: writing paper, speech patterns, handouts
First semester 87
Sequence
I. Warming-up
Hot Seat
In this game, the class is split up into teams. One member from
each team sits facing the group. The teacher holds up a word (or writes
it on the board if you are in a classroom) for all of the team members to
see except for the players in the hot seats. The teams must try to get
the person in the hot seat to guess the word or phrase (no direct prompts
are allowed — only describing or miming). The first person to guess
correctly gets to stand up and a new member from the team takes the
hot seat. The person on the other team has to remain in the hot seat
until she gets an answer first. You can keep score or just play for fun.
The suggested phrases for the groups are:
• Bad habits
• Bad eating habits
II. Main part
After all the phrases are guessed, the teacher asks the students
what it is that unites all those activities eliciting the phrase “healthy
lifestyle” or something like that.
As long as the word is said, the teacher draws the students’ atten-
tion to one of the examination topics and offers the set of speech pat-
terns, which may help talk about it.
Talk about a meeting for a healthy lifestyles seminar to be held in
your town.
Suggested grammar tense(s): PRESENT / FUTURE
What is the name of the seminar?
The name of the seminar is...
Who is organizing the seminar?
The city administration
The school
...is organizing this seminar
A non-profit organization
A Peace Corps volunteer
Who is this seminar for?

Students at our school.
Students in our area.
Parents.
The seminar is for...
The general population.
Teachers.
People with health problems
What will the seminar address / be about?

Health concerns in the community.
Drug abuse / Alcohol abuse.
Sexual health.
The seminar will address / be about...
Proper nutrition.
Diet and exercise.
Mental health issues
When will the seminar take place?

ON which date?
ON (the 12th of May).
AT what time?
The seminar will take place...
AT (ten o’clock).
How soon?
IN (a month / a week / a day / an hour)
Where will the seminar take place?

In the auditorium.
In the concert hall.
The seminar will take place... In the house of culture.
In the town center.
In the city clinic
Why is... organizing this seminar?

There are many health problems in
our community.
(Drugs / HIV / AIDS / smoking,
etc.) is a big problem in our com-
...is organizing this seminar because...
munity.
(Pupils / Teachers / Parents / etc.)
must be educated about (Drugs /
HIV / AIDS / smoking, etc.)
The students work with the patterns individually or in pairs ask-

ing and answering questions. It is not a bad idea to have students note
down their answers to make a complete story frame using linking
words and phrases.
Then the teacher asks students to hide their stories and suggests
retelling them using the set of questions as a plan.
1) What is the name of the seminar?
2) Who is organizing the seminar?
3) Who is this seminar for?
4) What will the seminar address / be about?
First semester 89
5) When will the seminar take place?

6) Where will the seminar take place?
7) Why is... organizing this seminar?
III. Summary
IV. Homework
Students write a story describing an imaginary seminar they pre-
tend to have attended using linking words and phrases and the essen-
tial vocabulary of the previous lessons.
Lesson 19
Across cultures
Sequence
I. Warming-up
The teacher may either use the warming-up activities desrcibed
earlier or invent the ones of his / her own.
II. Main part

1. Reading
Pre-reading
The teacher informs the students they are going to read some in-
formation about environmental protection in Great Britain, the USA
and Ukraine and initiates a discussion on what the students think
about environmental protection in those countries. The ideas may be
jotted down on the blackboard.
Reading and post-reading
The class is divided into three groups, each getting a separate text.
After the texts have been read, the students share their ideas on how
much they guessed in the pre-reading activity, then a representative
of each groups joins another one, so that the newly formed groups con-
tained A, D and C representatives. The task is to share information
and find the common and the different in the three countries’ environ-
mental policies. The results are reported to the class.
Group A
Environmental Protection in Great Britain
For more than a century Britain has been developing policies to
conserve the natural and cultural heritage and protect the environ-
ment against pollution from industry and other sources. The environ-
ment White Paper “This Common Inheritance” published in 1990, was
the first comprehensive statement by the Government on environmen-
tal policy. In 1992 Britain participated in the “Earth Summit” in Rio
de Janeiro and signed the convention negotiated there to protect bio-
logical diversity and to guard against global climate change through
the “greenhouse effect”. The Conference also adopted a statement of
principles designed to promote environmentally sustainable develop-
ment, and a declaration on forestry.
In Great Britain building of special architectural or historical in-
terest are “listed”. It is against the law to demolish, extend or alter the
character of any listed building without special permission.
A government body, English Heritage, is charged with protecting
and conserving England’s architectural and archeological heritage. It
manages over 400 ancient monuments, most of which are open to pub-
lic. Similar organizations operate in Scotland, Wales and Northern
Ireland.
The Government supports the work of voluntary bodies in the pro-
tection of Britain’s heritage by giving grants. The National Trust,
a charity with over 2 million members, owns and protects 319 proper-
ties open to the public and 230,000 hectares of land.
Britain supports international cooperation on environmental pro-
tection. Britain’s legislation on pollution control sets out a wide range
of powers and duties for central and local government, including con-
trols over waste, air and water pollution, litter and noise. Britain also
supports measures that help to improve the global environment. It
stopped throwing waste at sea after 1990 and ended sea dumping of
sewage in 1998. along with its European partners, it has agreed major
cuts in emission of the main gases that lead to acid rains from large
plants (such as coal-fired power stations).
Group B
United States Environmental
Protection Agency
In July of 1970, the White House and Congress worked together
to establish the EPA in response to the growing public demand for
cleaner water, air and land. Prior to the establishment of the EPA, the
federal government was not structured to make a coordinated attack
First semester 91
on the pollutants that harm human health and degrade the environ-
ment. The EPA was assigned the daunting task of repairing the dam-
age already done to the natural environment and to establish new cri-
teria to guide Americans in making a cleaner environment a reality.
EPA employs 17,000 people across the country, including our
headquarters offices in Washington, DC, 10 regional offices, and more
than a dozen labs. Our staff are highly educated and technically
trained; more than half are engineers, scientists, and policy analysts.
In addition, a large number of employees are legal, public affairs, fi-
nancial, information management and computer specialists
EPA leads the nation’s environmental science, research, educa-
tion and assessment efforts. The mission of the Environmental Protec-
tion Agency is to protect human health and the environment. Since
1970, EPA has been working for a cleaner, healthier environment for
the American people.
WHAT WE DO
Develop and Enforce Regulations
When Congress writes an environmental law, we implement it by
writing regulations. Often, we set national standards that states and
tribes enforce through their own regulations. If they fail to meet the
national standards, we can help them. We also enforce our regulations,
and help companies understand the requirements.
Give Grants
Nearly half of our budget goes into grants to state environmental
programs, non-profits, educational institutions, and others. They use the
money for a wide variety of projects, from scientific studies that help us
make decisions to community cleanups. Overall, grants help us achieve
our overall mission: protect human health and the environment.
Study Environmental Issues
At laboratories located throughout the nation, we identify and try
to solve environmental problems. To learn even more, we share infor-
mation with other countries, private sector organizations, academic
institutions, and other agencies.
Sponsor Partnerships
We don’t protect the environment on our own, we work with busi-
nesses, non-profit organizations, and state and local governments
through dozens of partnerships. A few examples include conserving
water and energy, minimizing greenhouse gases, re-using solid waste,
and getting a handle on pesticide risks. In return, we share informa-
tion and publicly recognize our partners.
Teach People About the Environment

Protecting the environment is everyone’s responsibility, and
starts with understanding the issues. The basics include reducing how
much energy and materials you use, reusing what you can and recy-
cling the rest. There’s a lot more about that to learn!
Publish Information
Through written materials and the Web site, EPA informs the
public about our activities.
Group C
Environmental protection in Ukraine
For many centuries the people who lived on our planet before us
had been trying to make their life easier and more comfortable. They
thought that resources of the Earth were endless. They used those re-
sources without thinking about the generations that would come after
them. Our ancestors chopped down the forests, killed animals that
lived there and invented machines and instruments that polluted the
water, the air and the soil.
In the 19th century the word “ecology” was born, but the idea of
environmental protection was not clear yet, and did not seem urgent
for either the majority of the governments or common people. People
still considered themselves “lords and lings of nature” and used its
riches only as consumers.
In the 20th century, the rapid growth of science and technology re-
sulted in an increasing negative effect on the biosphere of the Earth. Huge
industrial enterprises pollute the air we breathe, the water we drink and
the land, which gives us bread, vegetables and fruit. Their discharge of
dust and gas into the atmosphere returns to the Earth in the form of acid
rains. It also destroys the ozone layer of the Earth and causes “greenhouse
effect”. It affects forests, rivers, crops and people’s health. This leads to
the reduction of the life-span of man. People die younger because of cancer,
AIDS and other diseases which are directly connected with the polluted
environment they live in. many species of animals and birds face extinc-
tion due to the pollution of the biosphere.
The world’s oceans are in danger, too. They are filled with poison-
ous industrial and nuclear waste, chemical fertilizers and pesticides.
The Aral Sea in Russia is already dead, the Mediterranean and the
North Sea are slowly dying.
The worst situation with air pollution is in big overpopulated cities.
In Cairo and Mexico-City, for example, breathing is equivalent to smoking
two packs of cigarettes a day. The big industrial cities in Ukraine like
Zaporizhzhya, Donetsk, Kharkiv have the same situation.
First semester 93
Another threat for the environment is nuclear power plants like

Chornobyl. In April 1986 that nuclear power plant just north-west of
Kyiv suffered the worst nuclear accident in history: dozens died im-
mediately, thousands were evacuated, while the long-term effects to
human life are difficult to calculate. A large part of Ukraine, Russia
and Belorussia was polluted by radioactive substances. Great damage
was done to their economy, nature and people’s health. The problem of
Chornobyl has not been solved yet because of the economic difficulties
that Ukraine is having now. The power plant was closed in 2000.
Nowadays people of Ukraine, like most people in developed coun-
tries, realize that without solving environmental problems the life of
the future generations will be in real danger. Many people join the
Green Party of Ukraine to unite their efforts to save the planet where
we live, to make our world healthier and more beautiful.
2. Writing
Since the text about Ukraine has no information about what is
done on the national level to help protect the environment, the stu-
dents work in groups creating recommendations for the Ukrainian
Government about what should be done on the national scale borrow-
ing the ideas from British and American environmental policies and
adding some of their own.
The teacher suggests using “should” for making recommenda-
tions. If the class is bright enough, Passive forms may also be used, if
not — Active ones will do as well.
The students in groups discuss and note down their recommenda-
tions, which they will use at the next lesson.
III. Summary
IV. Homework
Revising the material, preparing for a group project.
Lesson 20
Topic Summary. Projects
• revising the topic vocabulary and factual material
• developing skills of group work
• developing students’ creativity
Equipment: computer lab (if available), paper, markers, pictures,
glue
Sequence
I. Warming-up
The students are divided into groups of “environmentalists” of
4–5 students each. Each group gets a 2–3 minute limit to create a short
environmental slogan and recite it in chorus to the class.
II. Main part

Project work
The teacher tells the students they have to create a media project
to promote environmental protection. The project may cover local
(which is more preferable) or national issues. The project title is going
to be the group’s slogan. The students are to decide themselves, what
format they are going to have their project in.
Suggested formats:
Newspaper article
Open letter to authorities
Newspaper ad
Leaflet
Radio broadcast
TV commercial (for students with artistic abilities)
Computer presentation, etc.
There may be other formats, the idea being to use the variety of
them and be persuasive.
Preparation stage
The students in groups decide on the format, the target audience,
the facts to cover, the language to use, any other additional materials
to include. What is very important is proper distribution of responsi-
bilities in the group. The teacher should pay special attention to this to
make sure each member of the groups knows exactly what to do.
Production stage
The groups work on their projects, the teacher facilitating the
process. The key requirements for a project are: to be clear, to be per-
suasive, to be creative and to be concise. The teacher must express
maximum encouragement.
Presentation stage
The groups present their projects in class. It is a good idea to have
paper copies (either printed out or hand-made) to post in the classroom.
An ideal situation will occur if the students have a chance to make a re-
al presentation out of class.
First semester 95
N. B. Any pieces of students’ creative work should be kept to form

the class portfolio for the students to see their progress. They also can
be used for decorating the walls during the English language week at
school.
Lesson 21
Mass Media. Introducing the topic
• introducing the vocabulary
Sequence
I. Warming-up
Find Someone Who...
can name five Ukrainian newspapers
can name at least two British or American newspapers
reads magazines
never watches (soaps) serials on TV
has satellite TV at home
has cable at home
listens to radio regularly
reads newspapers regularly
never reads newspapers or magazines
never watches TV
never listens to the radio
likes to watch or read news
hates TV shows
likes watching soaps (serials)
uses the Internet to learn the news or watch movies or musical pro-
grams
Each student in the class has to interview the others and get the
number of people who do / don’t do the activity. The results are re-
ported to the class.
II. Main part

The teacher asks the students to comment on the issues raised in the
warming-up activity and the ways they got the answers (interviewing)
trying to elicit the name of the topic “Mass media”. As soon as the
name is given, the teacher introduces rhe topic.
2. Brainstorming
The teacher asks the students to brainstorm on the issue and give
as many associations as possible. This can be done with the whole class,
one of the students jotting down the ideas on the board.
After the brainstorm is finished, the teacher asks the class to clas-
sify the ideas into categories (“Types of mass media”, “”Purpose”,
“Audience”, etc.)
3. Group discussion
The class is divided into 4 groups. They draw lots and pick a me-
dium to speak about (“Press”, “Radio”, “TV”, “Internet”).
The task is to persuade the class that the medium is better than the
others by telling about the advantages of their medium and disadvan-
tages of the others.
To help do this, the groups ma be provided with a table to fill in.
Mass media Advantages Disadvantages
Press (newspapers and magazines)
Radio
Television
Internet
The groups report their ideas to the class.
The teacher offers a list of new words and expressions, the stu-
dents are to match the vocabulary to definitions and then to the medi-
um (here more than one variant will be possible). This can also be done
in groups with further class discussion.
1 2
Mass media the publication of untruthful information about people
Periodicals the promotion of goods or services for sale through
media
Free distribution a small immigrant or racial group in a society
Advertising expressing dissatisfaction with goods or services
Ethnic minorities a publication issued at regular intervals
Libel breaking into someone’s personal life
First semester 97
1 2
Censorship the means of communication for large numbers of peo-
ple in a short time
Independent providing the materials without payment
Complaints state of no prejudices towards or against any particular
side or party
Intrusion into pri- the act of not letting something happen
vacy
Impartiality free from control in action, judgment, etc.
Prevention the policy of evaluating moral features of a publication
The students comment on their answers, especially when match-

ing the vocabulary and the media.
III. Summary
IV. Homework
Students are to make up sentences concerning mass media using
the active vocabulary.
Lesson 22
Television
• developing the topic
• introducing and practicing the vocabulary
Sequence
I. Warming-up
Answer the questions.
1) Does your family subscribe to any newspapers or magazines? If
yes, which?
2) Do all the members of your family read newspapers and maga-
zines? Do they have any preferences?
3) Do your friends and acquaintances prefer to subscribe to periodi-
cals or buy them in the news-stands / news agents?
4) If you read a newspaper or a magazine, do you begin reading from
the very first page or from your favourite sections?
5) Do you have a favourite TV channel? What attracts you in it? Does

it have any specialisation, like a music channel?
6) If you. are listening to your favourite radio music channel, are
you irritated when the music is interrupted by news?
7) Do you like to read gossip in the celebrity columns? Do you think
that it is an intrusion into privacy?
8) What is your opinion about advertising in mass media? Do you
like it? Is it necessary?
9) Some people say that they prefer not to watch or listen to the news
programmes and not to read newspapers because they feel very
many negative emotions afterwards? What is your opinion?
10) If you were offered a choice to watch TV, to listen to the radio, to
read a book or a magazine or newspaper, which would you prefer
and why?
II. Main part

Match the following media terms with their definitions or descrip-
tions:
home (national) local news of topical reporting from around the world
news
editorial comment a person who introduces TV or radio programme
(leader)
tabloid newspaper a humourous drawing in a newspaper or magazine
classified advertising news about the events which happened inside the
country
presenter / an article which gives the opinion of the editor or
announcer publisher on a topic or item of news
major events a newspaper with small pages, short news stories
and articles, and a lot of photographs
cartoon a TV or radio series of usually unconnected episodes
with the same characters
chat (talk) shows a small advertisement under a heading “wanted”,
“for sale”, etc.
quiz shows programs in which people discuss different ques-
tions and express their points of view
sitcom (situation a game or competition which tests the contestants’
comedy) knowledge by asking questions
In pairs, make sentences using the new vocabulary. Each pair re-
ports a sentence to the class.
First semester 99
2. Listening
Listen to these mini-conversations and monologues. Which speak-
er do you agree with most? Why?
I
A. I hate watching TV. It’s such a waste of time, and most of the
programs are quite boring.
B. Really? I love TV. I watch quite a lot for relaxation — and I’ve
learnt quite a lot from TV, too.
II
A. Do you think Jimmy should be watching that program at his
age? So much violence canit be good for adults, let alone youngsters.
B. Oh, I don’t know. Even kids can tell the difference between TV
and real life.
III
A. I don’t buy a newspaper every day, but I like to read one whenever
something important has happened: it’s better than TV or the radio.
B. I never buy them. You can’t believe half of what you read.
IV
I don’t read newspapers at all. They are all biased. They’ve been
taken over by companies who have political interests. And in Britain
most of the papers are right-wing. There are one or two that I think are
a bit more objective, but I’d rather listen to the radio.
V
Actually, I don’t want to know about the details of all the troubles
in the world — it’s all so depressing. I like human interest stories —
stories about people, not wars and disasters. So my daily newspaper is
a tabloid. The other good thing about a tabloid is that you can read it in
ten minutes on the way to work. That’s all I want.
VI
I get a so-called quality newspaper on Sundays because it gives me
a good Summary of world events, but I also buy tabloids two or three
times a week. People are critical of the pictures and stories of the roy-
als and their problems that have been published in the tabloids, but
I don’t agree. Why shouldn’t we know how we are spending our mo
ney? They are public figures, and only the tabloids give you the de-
tails — the other papers are too respectful.
3. Group work. Speaking

Wlhat is your opinion of the media? Discuss with your partners and
mark the appropriate box below. Then report you opinion to the class.
Radio Television Newspapers Magazines

least most
informative informative
least most
interesting interesting
least most
harmful harmful
4. Reading
Pre-reading
Match the description on the left with the programs on the right.
people trying to answer questions a detective series
actors doing and saying funny things a commercial
people discussing politics soap opera
the animal life of antarctica a comedy series
guns, murder and police a talk show
a long interview with a famous person a current affairs program
everyday lives of the same group of people a nature documentary
characters played by moving drawings the news
someone talking about a new soap powder a quiz show
a person telling you what happened today a cartoon
Television in Modern Life

How do people usually answer the question like, “What are your
plans for tonight?” or “What are you doing at the weekend?” In other
words, how do people spend their free time?
Some twenty or thirty years ago the usual answers used to be: “We
are going to the theatre (or the cinema) or “We are going to a party” or
“We are having some friends around”. Now you quite often hear, “We
are going to stay at home and watch the telly”.
Television (colloquially known as TV or telly) is now so popular in
the whole world that it is hard to believe that it appeared only about
fifty years ago.
A first-rate colour TV set and a video cassette recorder (VCR) have
become an ordinary thing in the household today, and a DVD-player is
quickly becoming one.
First semester 101
Modern television offers the viewers several programs on differ-

ent channels. In addition to regular news programmes, you can see
plays and films, operas and ballets, and watch all kinds of contests,
quizzes, soap operas, serials and sporting events. You can also get a lot
of useful information on the educational channel. A good serial (per-
haps, a detective story or a screen version of a classical novel) can keep
the whole family in front of the telly for days, and don’t we spend
hours and hours watching our favourite football or hockey team in an
important international event?
Television most definitely plays an important part in people’s
lives. But is it a good thing or a bad one? Haven’t we become lazier be-
cause of the television? Don’t we go out less often? Don’t we read less?
And yet a lot of people believe that the telly has made our life more
interesting and can’t imagine their everyday life without it.
After-reading
Below is a list of adjectives used for expressing opinions. Sort
them out into the two groups and use them to describe a TV channel or
programme.
old-fashioned dull exciting thrilling
difficult to understand boring superficial sentimental
depressing truthful romantic complicated
informative biased objective entertaining
interesting naïve violent funny
first rate harmful
Positive opinions Negative opinions
Example
I never watch “Business News”, it is so complicated and difficult
to understand. I prefer watching “Two Stars”, it’s so entertaining!
III. Summary
IV. Homework
Imagine that you can choose the programs to go on two TV channels in
the evening.
Fill in the chart below with the names of TV programs and say
which type they are (news, sports, talk show, etc.)
e. g. “The Field of Wonders” — a quiz show
Time Channel 1 Channel 2

7.00–8.00 p. m.
8.00–9.30 p. m.
9.30–10.00 p. m.
10.00–11.30 p. m.
11.30–0.1 a. m.
Put one of the following words in each space in the sentences

below:
Down, in, up, off, on
1) I can’t hear the program very well. Could you turn the TV __?
2) Last night there was a very interesting program __ TV.
3) How many TV channels do you have __ your city?
4) 1 don’t want to watch TV any more. I’ll switch it __.
5) __ addition to the news program I’d like to see the film.
6) You can get a lot of useful information __ the education channel.
7) The music is too loud. Could you turn the volume __?
Lesson 23
Mass media in Ukraine
• developing critical thinking skills
Sequence
I. Warming-up
II. Main part

Fill in the gaps with active vocabulary.
1) The world today is impossible to imagine without __ .
2) __ provide us with latest news.
3) Unfortunately, __ is not a feature of any mass media today.
4) In non-democratic states __ in mass media is common.
First semester 103
5) In the USA there are special TV and radio programmes for __ .

6) The so-called “yellow press” is known for uising __ and __ .
7) Big newspapers usually react to readers’ __ .
8) In democratic countries,__ mass media often criticize the govern-
ment.
9) __ brings a lot of money to newspapers or TV channels.
10) To promote their brands, large information agencies often use __
of newspapers.
11) __ of a problem is much better than solving it.
The students fill in the gaps and share their ideas with the class.
As a follow up, the teacher may ask to use the vocabulary to character-
ize the current national or local media.
2. Reading
Pre-reading
The students brainstorm their ideas answering the question,
“What do you know about mass media in Ukraine?” The answers should
be noted down to compare with the information in the text.
While-reading
Jumbled text
The whole text is cut into paragraphs. The class is divided into
groups according to the number of paragraphs. Each group works with
its abstract and tries to arrange the paragraphs so that they make
a complete text.
Mass media in Ukraine

The role of mass media in out everyday life is enormous. Where do
we get most of the news? From TV or radio news programmes, or from
newspapers. What forms public opinion? Mass media. So they bear
great responsibility and should always give truthful and impartial in-
formation to their readers and viewers.
Ukrainian mass media, which include press, radio and television,
are independent, and the state guarantees their economic independ-
ence. There are more than 4,000 periodicals in Ukraine now, and new
radio and TV channels, newspapers and magazines appear practically
every year.
In Ukraine there are several information agencies that supply the
population of the country with the latest news. Those are “Ukrin-
form” — Ukrainian National Information Agency, the UNIAN — the
Ukrainian Independent News Agency, “Interfax–Ukraine” and some
others. These agencies have reporters in any administrative region of
our country and in all major foreign countries. They collect most in-
teresting and important information for readers and viewers.
There are newspapers and magazines for all ages and professions,
tastes, interests and hobbies. There readers can also find information
about home affairs, culture and sports. Those publications deal with
the burning problems of our present life and history, and at the same
time there we can find amazing stories, crosswords and puzzles that
will entertain you in your spare time. Sports fans, farmers, doctors
and businessmen, scientists and gardeners — all have their special
newspapers or magazines.
Some magazines are published every month, and they are called
monthlies, some are published every 3 months, those are called quar-
terlies. Newspapers are usually published every day or every week, so
they are called dailies or weeklies. Some people buy newspapers and
magazines every day, others prefer to subscribe to them, and in this
case the periodicals are delivered to their homes.
Television and radio networks in Ukraine are divided into govern-
ment-run and private TV and radio companies. The State TV and Radio
company operates two channels and includes the services that special-
ize in political analysis, socio-political programmes, current informa-
tion, youth and sports programmes. Private channels tend to broad-
cast music and news programmes, a lot of advertising and talk shows.
After-reading
After the text has been reconstructed, the students look at their
answers to the question “What do you know about mass media in
Ukraine?” and compare the information from the text and their ans
wers. Most probably, there will be a few differencies and additions,
which should be paid special attention to.
3. Speaking
Role-play
The class is divided into groups, each assigned a certain Ukrainian
medium (TV channel, radio station, newspaper, magazine, Internet re-
soerce, etc.). The students have to discuss and report the advantages
of their medium, trying to persuade the others that their medium is
the best.
III. Summary
IV. Homework
The students are to express what they spoke about in Activity 3 in
written form.
First semester 105
Lesson 24
Grammar practice
• revising grammar
Sequence
I. Warming-up
II. Main part

“Broken telephone”
The students are arranged in groups composed of the members of
role-play groups from lesson 23. One student reads in whisper his / her
sentence to the students next to him / her, then it is passed on, the last
student saying it aloud checking if the sentence is the same as the ini-
tial one. The students take turns so that each member of the group
could have a say thus repeating the vocabulary and factual informa-
tion.
2. Revising grammar. Past Tense

The teacher encourages students to share the rules of making Past
Simple forms. After the rules have been reviewed, the students are of-
fered exercises to do.
Write questions with Who / What / How __ ?
1) I met somebody. Who __ ?
2) Harry arrived. What time __ ?
3) I saw Bob yesterday. Who __ ?
4) They wanted something. What __ ?
5) The meeting finished. What time __ ?
6) Pat went home early. Why __ home early?
7) We had fish for dinner. What __ for dinner?
8) It cost a lot of money. How much __ ?
9) He bought a T — shirt. What __ ?
10) We ate ham and eggs. What __ ?
Fill in the past form.
1) Mammoths __ big animals like elephants. (be)
2) Mammoths __ 100 years ago. (not live)

3) Mammoths __ a long time ago. (live)
4) Some dinosaurs __ in the air and some __ in the sea. (fly / swim)
5) Mammoths __ meat. They __ grass. (not eat / eat)
6) They __ two large tusks about three metres long. (have)
7) He __ some milk. He __ any water. (drink / not drink)
8) She only __ 1 pound. She __ 3 pounds. (spend / not spend)
9) I __ some elephants. I __ any lions. (see / not see)
10) They __ in the sea, but __ in the lake. (swim / not swim)
Complete these sentences. Use one of these verbs in the past simple.
Clean — die — enjoy — finish — happen — live — open — play —
rain — smoke — start — stay — want — watch.
1) Yesterday evening I __ TV.
2) I only __ my teeth four times last week.
3) Bruce __ 20 cigarettes yesterday evening.
4) The concert last night __ at 7. 30 and __ at 10 o’clock.
5) The accident __ last Sunday afternoon.
6) When I was a child I __ to be a doctor.
7) Mozart __ from 1756 to 1791.
8) We __ our holiday last week.
9) Today the weather is nice, but yesterday it __ .
10) It was hot in the room, so I __ the window.
11) The weather was good yesterday afternoon, so we __ tennis.
12) William Shakespeare __ in 1616.
Fill in the gaps in the sentences.
1) He always goes to work by car. Yesterday he __ to work by car,
too.
2) They always get up early. This morning they __ up late.
3) Bill often loses his key. He __ it last Saturday.
4) I write a letter to Jane every week. Last week I __ two letters.
5) She meets her friends every evening. She __ them yesterday
evening, too.
6) I usually read two newspapers every day. I only __ a newspaper
yesterday.
7) They come to my house every Friday. Last Friday they __ , too.
8) We usually go to the cinema on Sunday. We __ to the cinema last
Sunday, too.
9) Tom always has a shower in the morning. Tom __ a shower this
morning, too.
10) They buy a new car every year. Last year they __ a new car, too.
11) I eat an orange every day. Yesterday I __ two oranges.
First semester 107
12) We usually do our shopping on Monday. We __ our shopping last

Monday, too.
13) Ann often takes photographs. Last weekend she __ some photos.
14) We leave home at 8. 30 every morning. But yesterday we __ home
at 8. 00.
Tell the story — in simple past
On Friday, the children __ (talk) about a day out together in the
country. The next morning, they __ (go) to the country and __ (play)
with Dave. Ben and Dave __ (have) kites. At lunch time, the two dogs
__ (be) not there. Then, Bill __ (come) and __ (look) back to the stream.
They __ (go) with Bill and __ (look) for Charlie. Charlie __ (be) in a hole
behind a wall. Then Nick __ (go) and __ (fetch) the basket with some
meat sandwiches. They __ (need) the string of Ben’s kite for the bas-
ket. Jenny __ (lower) the basket down into the hole. Soon they __ (pull)
Charlie up in the basket.
Put the sentences into past tense.
1) She wins the money. She __ the money.
2) They can eat. They __ eat.
3) She must go. She __ go.
4) We go shopping. We __ shopping.
5) She runs to school. She __ to school.
6) I can walk. I __ walk.
7) We have to buy a new car. We __ to buy a new car.
8) They want to leave. They __ to leave.
9) We must collect. We __ collect.
10) You are allowed to eat. You __ allowed to eat.
11) Peter eats a hamburger. Peter __ a hamburger.
12) She has to wash it. She __ to wash it.
13) They want to go home. They __ to go home.
14) I close the windows. I __ the windows.
15) You must learn it. You __ learn it.
16) They can drive. They __ drive.
17) Sam likes to laugh. Sam __ to laugh.
18) Mary has to go home. Mary __ to go home.
19) We write a letter. We __ a letter.
20) She opens the window. She __ the window.
Fill in the correct simple past forms.
The pupils of class 8HM __ (do) projects last week. First the pupils
__ (choose) what they wanted to do. Then they __ (get) information
from books and brochures and they __ (talk) to a lot of people. They __
(find) some interesting photos in the library. Their teacher __ (help)
them when they __ (ask) her. Then they __ (make) a poster or a video
and __ (tell) the other groups about their project.
A project about Cornwall
Fill in the correct simple past form.
Arrange — bring — choose — decide — find — get — go —
say — start.
Last month Jenny, Nick and Ben __ to do a project together. They
__ Cornwall. First Jenny __ to a travel agent and __ some brochures.
Nick and Ben __ some interesting books in the library. Then they __
work. A week later they __ all their material to school and __ it on
a poster. ‘That presentation is interesting’, __ Miss Hunt.
2. Speaking
Students work in pairs asking in turns each other Wh-questions
about the events of the day before.
III. Summary
IV. Homework
Write a story about mass media in Ukraine using Past Simple.
Lesson 25
Home reading
The teacher develops the methods and forms of work himself /
herself.
I Am Interviewed by the Press
Immediately upon my arrival in London I was interviewed by the
Press. I was interviewed in all twenty times. I am not saying this in any
spirit of elation or boastfulness. I am simply stating it as a fact — in-
terviewed twenty times, sixteen times by men and twice by women.
But as I feel that the results of these interviews were not all that I could
have wished, I think it well to make some public explanation of what
happened.
The truth is that we do this thing so differently over in America
that I was for the time being completely thrown off my bearings.
The questions that I had every right to expect after many years of
American and Canadian interviews failed to appear.
I pass over the fact that being interviewed for five hours is a fa-
tiguing process. I lay no claim to exemption for that. But to that no
First semester 109
doubt was due the singular discrepancies as to my physical appearance

which I detected in the London papers.
The young man who interviewed me immediately after breakfast
described me as “a brisk, energetic man, still on the right side of forty,
with energy in every movement”.
The lady who wrote me up at 11.30 reported that my hair was turn-
ing grey, and that there was “a peculiar languor” in my manner.
And at the end the boy who took me over at a quarter to two said,
“The old gentleman sank wearily upon a chair in the hotel lounge. His
hair is almost white”.
The trouble is that I had not understood that London reporters are
supposed to look at a man’s personal appearance. In America we never
bother with that. We simply describe him as a “dynamo”. For some
reason or other it always pleases everybody to be called a “dynamo”,
and the readers, at least with us, like to read about people who are “dy-
namos”, and hardly care for anything else.
In the case of very old men we sometimes call them “battle-horses”
or “extinct volcanoes”, but beyond these three classes we hardly ven-
ture on description. So I was misled. I had expected that the reporter
would say: “As soon as Mr. Leacock came across the floor we felt we
were in the presence of a ‘dynamo’ (or an ‘extinct battle-horse’ as the
case may be)”. Otherwise I would have kept up those energetic move-
ments all the morning. But they fatigue me, and I did not think them
necessary. But I let that pass.
The more serious trouble was the questions put to me by the re-
porters. Over in our chief centres of population we use another set al-
together. I am thinking here especially of the kind of interview that
I have given out in Youngstown, Ohio, and Richmond, Indiana, and
Peterborough, Ontario. In all these places — for example, in Youngs-
town, Ohiothe reporter asks as his first question, “What is your im-
pression of Youngstown?”
In London they don’t. They seem indifferent to the fate of their
city. Perhaps it is only English pride. For all I know they may have
been burning to know this, just as the Youngstown, Ohio, people are,
and were too proud to ask. In any case I will insert here the answer
I had written out in my pocket-book (one copy for each paper — the
way we do it in Youngstown), and which read:
“London strikes me as emphatically a city with a future. Standing
as she does in the heart of a rich agricultural district with railroad con-
nection in all directions, and resting, as she must, on a bed of coal and
oil, I prophesy that she will one day be a great city”.
The advantage of this is that it enables the reporter to get just the
right kind of heading: prophesies bright future for London. Had that
been used my name would have stood higher there than it does to-
day — unless the London people are very different from the people in
Youngstown, which I doubt. As it is they don’t know whether their
future is bright or is as dark as mud. But it’s not my fault. The report-
ers never asked me.
If the first question had been handled properly it would have led
up by an easy and pleasant transition to question two, which always
runs: “Have you seen our factories?” To which the answer is:
“I have. I was taken out early this morning by a group of your citi-
zens (whom I cannot thank enough) in a Ford car to look at your pail
and bucket works. At eleven-thirty I was taken out by a second group
in what was apparently the same car to see your soap works. I under-
stand that you are the second nail-making centre east of the Alleghe-
nies, and I am amazed and appalled. This afternoon I am to be taken
out to see your wonderful system of disposing of sewerage, a thing
which has fascinated me from childhood”.
Now I am not offering any criticism of the London system of inter-
viewing, but one sees at once how easy and friendly for all concerned
this Youngstown method is; how much better it works than the London
method of asking questions about literature and art and difficult
things of that sort. I am sure that there must be soap works and per-
haps a pail factory somewhere in London. But during my entire time of
residence there no one ever offered to take me to them. As for the sew-
erage — oh, well, I suppose we are more hospitable in America. Let it
go at that.
I had my answer all written and ready, saying:
“I understand that London is the second greatest hop-consuming,
the fourth hog-killing, and the first egg-absorbing centre in the
world”.
But what I deplore still more, and I think with reason, is the total
omission of the familiar interrogation: “What is your impression of
our women?”
That’s where the reporter over on our side hits the nail every time.
That is the point at which we always nudge him in the ribs and buy him
a cigar, and at which youth and age join in a sly jest together. Here
again the sub-heading comes in so nicely: thinks youngstown women
charming. And they are. They are, everywhere. But I hate to think
that I had to keep my impression of London women unused in my pock-
et while a young man asked me whether I thought modern literature
First semester 111
owed more to observation and less to inspiration than some other kind
of literature.
Now that’s exactly the kind of question, the last one, that the Lon-
don reporters seem to harp on. They seemed hipped about literature;
and their questions are too difficult. One asked me whether the Amer-
ican drama was structurally inferior to the French. I don’t call that
fair. I told him I didn’t know; that I used to know the answer to it when
I was at college, but that I had forgotten it, and that, anyway, I am too
well off now to need to remember it.
That question is only one of a long list that they asked me about
art and literature. I missed nearly all of them, except one as to whether
I thought Al Jolson or Frank Tinney was the higher artist, and even
that one was asked by an American who is wasting himself on the Lon-
don Press.
I don’t want to speak in anger. But I say it frankly, the atmosphere
of these young men is not healthy, and I felt that I didn’t want to see
them any more.
Had there been a reporter of the kind we have at home in Montreal or
Toledo or Springfield, Illinois, I would have welcomed him at my hotel.
He could have taken me out in a Ford car and shown me a factory and told
me how many cubic feet of water go down the Thames in an hour. I should
have been glad of his society, and he and I would have together made up
the kind of copy that people of his class and mine read. But I felt that if
any young man came along to ask about the structure of the modern drama,
he had better go on to the British Museum.
Meantime as the reporters entirely failed to elicit the large fund of
information which I acquired, I reserve my impressions of London for
a chapter by themselves.
Lesson 26
Mass media in Great Britain
Sequence
I. Warming-up
II. Main part

1. Reading
Pre-reading
If possible, the teacher should either bring some British newspa-
pers rnd magazines to class to show the students or print out some In-
ternet pages of the most popular newspapers or, if a computer lab with
the Internet connection is available, have the students go to their web-
sites and have a brief discussion of the media contents based on the ti-
tles, pictures or rubrics. The students should come to the conclusion if
the paper is a quality or a tabloid one and ground their opinions.
Mass media in Great Britain

The British Press
Great Britain is really a newspaper reading nation. More national
and regional daily newspapers are sold in Britain than in most other
developed countries. National newspapers have a total circulation of
14. 2 million on weekdays and 16. 2 mln on Sundays. There are about
130 daily and Sunday newspapers, over 2,000 weekly newspapers and
some 7,000 periodical publications. There are also more than 750 free
distribution newspapers, mostly weekly and financed by advertising,
and some 60 newspapers and magazines produced by members of the
ethnic minorities. The press is free to comment on matters of public
interest, subject to law (including that of libel). There is no state con-
trol or censorship of the press, which caters for a variety of political
views, interests and levels of education. Newspapers are almost always
financially independent of any political party. None of the main politi-
cal parties own or publish daily newspapers. There is a Press Com-
plaints Commission which deals with complaints by members of the
public and provides a more effective press self-regulation and preven-
tion intrusion into privacy.
All the national newspapers use computer technology, and its use
in the provincial press is increasing.
Twelve national morning daily papers (5 “qualities” and 7 “popu-
lars”) are available in most parts of Britain.
Broadcasting
British Broadcasting has traditionally been based on the principle
that it is a accountable to the people through Parliament. It also em-
braces the principle of competition and choice. Three public bodies are
responsible for television and radio services in Britain:
a) the BBC — the British Broadcasting Corporation which broad-
casts television and radio services;
First semester 113
b) the ITC — the Independent Television Commission which licenses

and regulates the non-BBC TV services, including cable and satel-
lite services;
c) the Radio Authority which lisenses and regulates all non-BBC ra-
dio services.
Television viewing is Britain’s most popular leisure pastime: prac-
tically all households have TV-sets and most have video recorders.
The Government is not responsible for programme content, nor for
broadcasters’ day-to-day conduct of business. The independence of broad-
casters requires them to maintain certain standards: programmes must
display a proper balance and wide range of subject matter, and impartiality
in matters of controversy. They must not offend good taste.
The BBC has two national TV channels and five radio services. It
also broadcasts in 37 different languages of the world and its audience
is about 120 mln people.
After-reading
Decide whether the following statements about the text you have
read are true or false.
1) British people read more newspapers than people in the USA.
2) All newspapers in Britain are sold and bought.
3) Practically each ethnic minority in Britain publish their newspa-
per.
4) Libel in mass media is persecuted by law.
5) Both newspapers and TV broadcasting are censored by the state.
6) Practically all British major political parties publish their own
newspapers.
7) The Press Complaints Commission is concerned with the preven-
tion of intrusion into privacy.
8) All activities of the BBC are based on the principles of choice and
free competition.
9) A Special Government commission is responsible for the content
of the programmes and impartiality in matters of controversy.
2. Speaking, writing
The students in groups discuss the texts and note down the main
information about the British media. The lists are then discussed and
corrected in class.
III. Summary
IV. Homework
Make special questions to the ideas noted down in the list.
Lesson 27
Mass media in the USA. Reading comprehension
• assessing students’ reading comprehension skills
Sequence
I. Warming-up
II. Main part

1. Reading
Pre-reading
If possible, the teacher should either bring some US newspapers
rnd magazines to class to show the students or print out some Internet
pages of the most popular newspapers or, if a computer lab with the
Internet connection is available, have the students go to their web-
sites and have a brief discussion of the media contents based on the ti-
tles, pictures or rubrics. The students should come to the conclusion if
the paper is a quality or a tabloid one and ground their opinions.
It would also be good if the students found the differences between
British and American press as stated by Stephen Leacock in the home
reading, prior to reading and discussing the text.
American press
Americans are surrounded by information from the time they
wake up in the n time they sleep at night. A typical office worker, for
instance, is awakened by music from an alarm-clock radio. During
breakfast he reads the local newspaper and watches an early morning
news show on TV. If he drives to work, he listens to news, music and
traffic reports on his car radio. In his office he reads business papers
and magazines. At home after dinner, he watches evening news on tele
vision. In bed he reads himself to sleep with a magazine or book.
Our typical office worker, like most Americans, takes all this for
granted. This wide choice is the product of nearly 300 years of contin-
ual information revolution. Technological advance has speeded up the
way information is gathered and distributed. And, because most of the
news media in the United States are businesses which depend on adver-
First semester 115
tising and sales, owners have always tried to appeal to the widest pos-
sible audience.
The “New York Times” is only one of many daily newspapers that
have become significant shapers of public opinion. Other influencial
publications are “The Washington Post”, “The Los Angeles Times”,
“The Boston Globe”, and “The Christian Science Monitor”. Satellite
technology has made possible the first genuinely nationwide newspa-
pers — from the serious business paper, “The Wall Street Journal)) to
the bright colours and personality orientation of the “USA Today”.
Another popular phenomenon is the appearance of supermarket
tabloids, sold mainly at grocery stores. Although they look like news-
papers, they carry little important news and pay much attention to
gossip about celebrities, stories about children and pets, and diet and
health tips. The leading tabloid, “The National Enquirer”, has circula-
tion of more than 4 million.
Now the total number of daily newspapers in the USA is going
down. There are several reasons for this. The movement of people
from cities to suburbs led to growing popularity of local weekly
newspapers. Working husbands and wives found they had less time
to read. But the most important reason was probably the growing
popularity of television including TV news like, for example, CNN,
and also internet.
The same developments that have influenced newspaper circula-
tion — faster printing methods, lower prices, advertising money —
have also marked the beginning of mass appeal for American maga-
zines. The most popular US magazines now are those which cater to
Americans’ increasing leisure time and appetite for consumer goods.
Some examples are “Cosmopolitan” and “The Saturday Evening Post”.
The first weekly “Time” appeared in 1923 and was intended for people
too busy to keep up with a daily newspaper. It was the first magazine
to organize news into separate departments such as national affairs,
business and science.
A basic characteristic of the American press is that almost all edi-
tors and journalists agree that, as much as possible, news should be
very clearly separated from opinion about the news. Most newspapers
are careful to give equally balanced comment, and thus to protect their
reputation for impartiality.
There are no official or government owned newspapers in the USA,
and no state censorship, no “official secrets act”, nor any law that says
that government records must be kept secret until several years have
passed (though some “top secret” documents are protected). Courts and
judges cannot stop a story or newspaper from being printed. Someone
can go to court later, but then of course the story has already ap-
peared.
Needless to say, some Americans are not very happy with newspa-
pers publishing “hot news” about politicians and famous people. But
the American press responds by quoting their constitutional rights.
And every journalist knows that when something which has been hid-
den behind closed doors, appears on front pages, it can sell a lot of
newspapers.
After-reading
Match the names of the following American newspapers and mag-
azines with their characteristics.
“The Wall Street Journal” advertising, fashion and cosmetics
“The National Enquirer” a serious business paper
“Cosmopolitan” a very important American newspaper which
shapes public opinion
“The New York Times” a world famous weekly magazine in which news
are organised into separate departments
“Newsweek” a tabloid with lots of gossip, interesting stories
2. Speaking, writing
The students in groups or pairs compare the media in Ukraine,
Great Britain and the USA and complete the table.
Ukraine Great Britain the USA
Newspapers
Magazines
Radio
Television
The students orally compare the media in the three countries us-
ing the structures “as ... as”, “not so ... as”, “much better (bigger, etc.)
giving the reasons using “because” or “since”.
Example
Ukrainian newspapers are not as independent as American ones
because in Ukraine newspapers cannot publish confidential govern-
ment records.
or
Since Ukrainian newspapers cannot publish confidential govern-
ment records, newspapers in Ukraine are not so independent as Ameri-
can ones.
First semester 117
III. Summary
IV. Homework
Compare the media in Ukraine, Great Britain and the USA in
writing.
Lesson 28
Television: a wonder or a curse? Listening comprehendion
• developing skills of critical thinking
• developing skills of holding a discussion
• assessing student’s listening comprehension skills
Sequence
I. Warming-up
II. Main part

1. Listening
Listen to the following text, in which a TV critic talks about his
preferences. Then fill in the table given below the text, ticking the
types of TV programmes Martin prefers and then show your own pre
ferences.
Gordon Martin on TV
As a critic I try to watch and like all kinds of programmes but nat-
urally I have my preferences and my prejudices.
Let me start with my dislikes. First, soap operas. I simply cannot
understand why a story like “Dallas” or “Dynasty”, in which every
episode is more boring and incredible than the last, can interest people
for more than a month or two, but these programmes have been run-
ning for years in this country. For the same reasons I dislike many of
the American detective series. Sometimes they are quite entertaining
and a few have quite good scripts but on the whole they are rather re-
petitive. You can always tell when the series writers are running rath-
er short of ideas because the final episodes in these series tend to be the
noisiest and the most violent.
I cannot stand quiz shows or panel games or chat shows, either.

The quiz shows, in particular, annoy me. The prizes are not really as
good as they seem — they used to be more valuable — and one or two of
the hosts and hostesses are quite friendly, but most of them make the
participants more nervous than they would normally be.
What do I like then? When I was younger I liked athletic pro-
grammes but now I’m getting rather old for that sort of thing, so
I would rather watch something more restful. Some of the plays on TV
are quite good and I also like the films, even though a lot of them are
rather old. At least good plays and good films give people a deeper un-
derstanding of life and are the nearest TV ever gets to being as worth-
while as a good book.
I like documentaries, though some of them require rather more
background knowledge than I have for me to enjoy them completely,
and current affairs programmes. These are often better than the news
because in detailed interviews and debates you are more likely to hear
something like the truth than in a short news bulletin.
Well, these are my preferences and prejudices. Why not write and
tell me yours?
Program Mar- Like very Indif- Don’t Dislike
You Like
type tin much ferent like very much
News
Documentary
Plays
or series
Comedy
Films
Quiz shows
Sport
Current
affairs
Religious
programs
Serials
(soap operas)
Music
programs
Chat shows
First semester 119
Listen to the text one more time and note down the reasons why
Gordon Martin likes or dislikes certain TV programmes. Are the rea-
sons the same as yours?
2. Speaking
Pair work
Ask you partner the following questions. Then compare your an-
swers. If they are different, find out why.
1) Some people watch all TV programs, others choose what they like.
Which group of TV viewers do you belong to and why?
2) Our life is impossible without TV. Still some people strongly criti-
cize it. What in your opinion can be done to make our TV better?
3) Imagine that you will have to live some time without TV. Will you
be very unhappy? What will you find to replace it with?
4) Some parents don’t allow their children to watch TV at all. Do you
understand their reasons? Do you agree with them?
5) Imagine that you are asked to make a TV program for Sunday.
What programs will you include in it?
6) Do you often listen to the radio? Do you have a favourite radio
program? What do you like about it? Are there any programmes
that you dislike? Which? What don’t you like about them?
7) Do you belong to people who switch on the radio or TV as soon as
they get up in the morning? If yes, why do you do it?
8) Which TV personalities are very popular in your country? Why do
you think they are popular?
9) If you were invited to take part in one of the following TV pro-
grams, which would you choose and why?
a) “Field of Wonders”
b) “Who Wants to Be a Millionaire”
c) “A Hidden Camera”
Group work
Read the following statements. Which of them do you agree with
and which do you disagree with? Add your ideas.
What do you think will happen if there are more TV channels
available?
1) The quality of programs is likely to improve.
2) There will probably be fewer differences between channels because
they will all imitate the most popular ones.
3) It will be good to be able to choose and watch the sports channel or
the news channel.
4) It will be much harder to choose what to watch, and people will

keep switching from one channel to another.
5) There will be more advertising on TV as more TV companies will
try to make more money from it.
The answers and additional ideas are reported, discussed in the
class and noted down.
III. Summary
IV. Homework
Prepare a brief talk abou the TV programme you like.
Lesson 29
Exam practice. Written comprehension
• setting the ideas for exam performance
• assessing students’ written comprehension skills
Sequence
I. Warming-up
II. Main part

The students use the provided patterns to make an oral story.
Tell about the Ukrainian television programs you know and re
commend one. Explain why you recommend it.
Suggested grammar tense(s): PRESENT
What TV channels are available?
Few.
Some.
In Ukraine there are... channels
Many.
available
Many — depending on what type of ser
vice you have
First semester 121
What channels do you think is the best? Why?

It offers a lot of different programs.
It broadcasts programs in (Russian /
Ukrainian / English / etc.).
It broadcasts...
• news programs;
• sitcoms;
• movies;
I think... is the best channel
• documentaries;
because...
• variety shows;
• concerts;
• talk shows;
• cartoons;
• game shows;
• reality shows;
• sports
What are some of the shows called?

For example, one show is called... and it’s about...
Another show is called... and it’s about...
What is your favorite program?
My favorite program is...
Why is it your favorite program?
It’s really funny.
It’s really suspenseful.
It’s interesting to watch the...
There are talented actors on the show.
I like it because...
There are many surprises.
It makes me think.
It doesn’t make me think.
There’s nothing better on TV
They’re all quite good.
They’re all the same.
I have a television, but I like to read in-
stead. Let me tell you about my favorite
I don’t have a favorite program
book...
because...
I don’t have a television. Let me tell you
about my favorite book.
My religion forbids me from watching tel-
evision
2. Writing
Students write a story using the patterns and the home-prepared
material.
III. Summary
IV. Homework
Revising the topic material and getting ready for speaking com-
prehension test.
Lesson 30
Speaking comprehension
• summarizing the topic material
• assessing students’ speaking comprehension skills
Sequence
I. Warming-up
II. Main part

1. Dialogues
The students are divided into three groups. Each group is assigned
a country (Ukraine, Great Britain, the USA) by drawing lots.
“TV-bridge”
The groups pretend they are TV reporters from the assigned
countries and ask othe groups questions to find out about their mass
media.
2. Monologues
Students draw each a card with one of the media (newspapers,
magazines, radio, TV, Internet) and express their attitude to it. Others
may participate by asking questions.
Lesson 31
Grammar practice. Non-defining relative clauses
The information in these clauses is not essential. It tells us more about
someone or something, but it does not help us to identify them or it.
Compare:
1. Elephants that love mice are very unusual. (This tells us which
elephants we are talking about.)
First semester 123
2. Elephants, which are large and grey, can sometimes be found in

zoos. (This gives us some extra information about elephants — we
are talking about all elephants, not just one type or group.)
3. John’s mother, who lives in Scotland, has 6 grandchildren. (We
know who John’s mother is, and he only has one. The important
information is the number of grandchildren, but the fact that she
lives in Scotland might be followed with the words “by the way” —
it is additional information.)
Punctuation
Non-defining relative clauses are always separated from the rest
of the sentence by commas. The commas have a similar function to
brackets:
My friend John has just written a best-selling novel. (He went to
the same school as me) > My friend John, who went to the same school
as me, has just written a best-selling novel.
Relative pronouns in non-defining clauses

Person Thing Place
Subject who which
Object who / whom which where
Possessive whose
Notes
1. In non-defining clauses, you cannot use ‘that’ instead of who,
whom or which.
2. You cannot leave out the relative pronoun, even when it is the ob-
ject of the verb in the relative clause:
He gave me the letter, which was in a blue envelope.
He gave me the letter, which I read immediately
3. The preposition in these clauses can go at the end of the clause,
e.g. This is Stratford-on-Avon, which you have all heard about.
This pattern is often used in spoken English, but in written or for-
mal English you can also put the preposition before the pronoun:
e. g. Stratford-on-Avon, about which many people have written is
Shakespeare’s birthplace.
4. Non-defining clauses can be introduced by expressions like all of,
many of + relative pronoun:
Person Thing
all of + whom + which
any of + whom + which
(a) few of + whom + which
both of + whom + which
each of + whom + which
either of + whom + which
half of + whom + which
many of + whom + which
most of + whom + which
much of + whom + which
none of + whom + which
one of + whom + which
two of etc. ... + whom + which
Complete the following sentences using a relative pronoun and

then decide whether
a) commas are required or not
b) that can be used instead of the word you have chosen
c) the word can be omitted
1) They wanted to show me the new car __ they had bought in Ger-
many.
2) The man __ you were speaking to earlier is Mike __ is an expert on
networks.
3) The pupils __ sang in the concert gave a wonderful performance
__ was praised by their music teacher.
4) My aunt __ visited me last week has a house in France __ she goes
every summer.
5) Susan said something __ I couldn’t hear clearly.
6) He showed me all the different colourful rocks __ he had collected
at the beach.
7) The Master’s course __ I took in 1999 is no longer taught at Ox-
ford University.
8) The singer __ was recovering from flu had to cancel her other con-
certs for the week.
9) The minister talked about the plans for tax reform __ he will re-
veal next month.
10) The doctor __ Ingrid went to see was very thorough and helpful.
11) The couple __ live next to us have sixteen grandchildren.
First semester 125
12) The problems faced by the company __ I’ll look at in detail in a mo-
ment are being resolved.
13) Let’s go through the main improving points __ he made in his lec-
ture.
14) Julia’s father __ is over 75 has just come back from a skiing holi-
day in the Alps.
15) The most interesting film __ I’ve seen in a long time is the one
about the artist __ went to live in Spain.
16) Our local MP promised to do everything __ he could to help those
__ houses had been damaged.
17) This is a film __ will be very popular with teenagers __ enjoy rock
music.
18) Martin __ had been having lessons for months took his test when
he was offered a job __ required a driving license.
19) The first time __ I visited Spain I went to a village __ there had
been a famous battle.
20) Danielle __ father is Italian has bought a holiday cottage in the
village __ her grandfather lived.
21) Isabelle __ Peter was engaged to applied for a job __ would entail
her moving to Holland __ the new company was based.
Join the following sentences using relative clauses. Indicate

whether relatives can be omitted by placing them in brackets. There
may be more than one way to join the sentences. Add commas where
necessary.
1) Steve and Lynn are Americans. They own the little restaurant on
Bridge Street.
2) Property prices are rising throughout Europe. This means many
young couples cannot afford to buy their own home.
3) Dr. Rowan has had to do all his own typing. His secretary resigned
two weeks ago.
4) She was greatly influenced by her father. She adored him.
5) Pam read a novel. The main character in it was shipwrecked on
a desert island.
6) I gave Mark a paperweight as a birthday present. He is a writer.
7) Harry is an engineer. His wife has just given birth to twins.
8) Jenny has no brothers or sisters. Her parents spoilt her when she
was a child.
9) These drugs have been withdrawn from sale. They are used to treat
stomach ulcers.
10) Children do better in examinations. Their diets contain high levels
of protein.
11) Some teachers want a pay rise. They may organize a strike.
12) Alex has just married a teacher. She lectures in Politics.
Complete the sentences with whose, who, which, or where.
1) Tom, __ sister is a teacher, is in my class.
2) The White House, __ the US president lives, is in Washington.
3) My brother, __ works in Warsaw, earns a lot of money.
4) Venice, __ is in Italy, is a very old city.
5) The Ritz Hotel, __ we stayed last year, is very expensive.
6) John Lennon, __ was born in 1940, was a member of The Beatles.
7) My car, __ I bought last month, broke down again.
8) Molly, __ father is from Paris, speaks French very well.
Paying attention to grammatically correct usage, for each of the
following sentences, fill in the blank with who, whom or whose. For
example:
The person __ owns the bookstore is my friend.
The person who owns the bookstore is my friend.
The singer to __ we gave the bouquet will be performing again to-
night.
The singer to whom we gave the bouquet will be performing again
tonight.
The contestants __ names were announced should prepare to
start.
The contestants whose names were announced should prepare to
start.
1) My best friend, __ I see every day, always has something new to
tell me.
2) Most students __ live in residence find it easy to make friends.
3) Our neighbors, to __ we lent our lawnmower, are conscientious
and considerate.
4) The volunteers, __ enthusiasm was obvious, finished the work
quickly.
5) The musicians __ we heard yesterday have played together for
many years.
6) Parents __ children do well in school usually consider themselves
fortunate.
7) Children __ like music are often good at mathematics.
8) The student to __ the prize was awarded had an impressive
record.
9) My friend, __ I visited last week, is taking a holiday soon.
10) The class treasurer, to __ we gave the money, announced the bal-
ance of the account.
First semester 127
11) The engineers __ designed the building received an award.

12) The townspeople, __ pride in their community is well-known,
raised enough money to build a new town hail.
Paying attention to grammatically correct usage, for each of the
following sentences, fill in the blank with who, whom or which. Use
who or whom for antecedents which refer to persons, and use which for
antecedents which refer to things. For example:
The woman __ borrowed the books is a librarian.
The woman who borrowed the books is a librarian.
The key __ opens this door is difficult to turn.
The key which opens this door is difficult to turn.
The children __ we met are well-behaved.
The children whom we met are well-behaved.
The story __ you heard is true.
The story which you heard is true.
The man to __ you told the news is my brother.
The man to whom you told the news is my brother.
I have not yet received the letter to __ you refer.
I have not yet received the letter to which you refer.
1) The window __ is open is the kitchen window.
2) The girl __ recited the poem is my niece.
3) The woman to __ we were introduced was quite helpful.
4) The opportunity to __ she owed her success came unexpectedly.
5) The man __ they trusted was unreliable.
6) The book __ you read is the best book by that author.
7) The Pacific Ocean, __ may have been crossed by raft during the
Stone Age, is the world’s largest ocean.
8) His mother, __ he visited frequently, ran her own business.
9) The boy, __ was friendly and intelligent, soon found work.
10) Her husband, to __ she told the story, was just as surprised as
I was.
11) The pictures, __ were taken in Algeria, were very striking.
12) The newspaper to __ we subscribe is delivered regularly.
Decide whether the following clauses are defining or non-defining
clauses. Insert commas where necessary.
1) The car which was a rare sports coupe was built in 1966.
2) We invited the boy who Tom had met the week before to the par-
ty.
3) Our friends who we met at university are coming to visit next
week.
4) That is the building where they shot the film ‘Vanilla Sky’.
5) Mr Jackson whose son also goes to this school will be attending the
party next weekend.
6) The author’s latest book which has become a bestseller is about
two children in Jamaica.
Work together to expand the following story by using as many non-
defining relative clauses as you can. Feel free to make a funny story!
A man called Peter took an airplane to New York to visit his sister.
When he arrived at the airport, a old man asked him a question. Peter
gave a short reply and the man invited him for a drink. Peter accepted,
and after he had the drink, caught the airplane to New York. When he
got to his sister’s apartment, his sister invited him into the living
room. As he entered the room, he was surprised to see the same man.
Lesson 32
Home reading
How to Live to be 200

Twenty years ago I knew a man called Jiggins, who had the Health
Habit.
He used to take a cold plunge every morning. He said it opened his
pores. After it he took a hot sponge. He said it closed the pores. He got
so that he could open and shut his pores at will.
Jiggins used to stand and breathe at an open window for half an
hour before dressing. He said it expanded his lungs. He might, of
course, have had it done in a shoe-store with a boot stretcher, but after
all it cost him nothing this way, and what is half an hour?
After he had got his undershirt on, Jiggins used to hitch himself
up like a dog in harness and do Sandow exercises. He did them for-
wards, backwards, and hind-side up.
He could have got a job as a dog anywhere. He spent all his time at
this kind of thing. In his spare time at the office, he used to lie on his
stomach on the floor and see if he could lift himself up with his knuck-
les. If he could, then he tried some other way until he found one that he
couldn’t do. Then he would spend the rest of his lunch hour on his
stomach, perfectly happy.
In the evenings in his room he used to lift iron bars, cannon-balls,
heave dumb-bells, and haul himself up to the ceiling with his teeth.
You could hear the thumps half a mile. He liked it.
He spent half the night slinging himself around his room. He said
it made his brain clear. When he got his brain perfectly clear, he went
to bed and slept. As soon as he woke, he began clearing it again.
First semester 129
Jiggins is dead. He was, of course, a pioneer, but the fact that he

dumb-belled himself to death at an early age does not prevent a whole
generation of young men from following in his path.
They are ridden by the Health Mania.
They make themselves a nuisance.
They get up at impossible hours. They go out in silly little suits
and run Marathon heats before breakfast.
They chase around barefoot to get the dew on their feet.
They hunt for ozone. They bother about pepsin. They won’t eat
meat because it has too much nitrogen. They won’t eat fruit because it
hasn’t any. They prefer albumen and starch and nitrogen to huckle-
berry pie and doughnuts.
They won’t drink water out of a tap. They won’t eat sardines out
of a can. They won’t use oysters out of a pail. They won’t drink milk
out of a glass. They are afraid of alcohol in any shape. Yes, sir, afraid.
“Cowards”.
And after all their fuss they presently incur some simple old-fash-
ioned illness and die like anybody else.
Now people of this sort have no chance to attain any great age.
They are on the wrong track.
Listen. Do you want to live to be really old, to enjoy a grand, green,
exuberant, boastful old age and to make yourself a nuisance to your
whole neighbourhood with your reminiscences?
Then cut out all this nonsense. Cut it out. Get up in the morning at
a sensible hour. The time to get up is when you have to, not before. If
your office opens at eleven, get up at ten-thirty. Take your chance on
ozone. There isn’t any such thing anyway. Or, if there is, you can buy
a Thermos bottle full for five cents, and put it on a shelf in your cup-
board. If your work begins at seven in the morning, get up at ten min-
utes to, but don’t be liar enough to say that you like it. It isn’t exhila-
rating, and you know it.
Also, drop all that cold-bath business. You never did it when you
were a boy. Don’t be a fool now. If you must take a bath (you don’t re-
ally need to), take it warm. The pleasure of getting out of a cold bed
and creeping into a hot bath beats a cold plunge to death. In any case,
stop gassing about your tub and your “shower”, as if you were the only
man who ever washed.
So much for that point.
Next, take the question of germs and bacilli. Don’t be scared of
them. That’s all. That’s the whole thing, and if you once get on to that
you never need to worry again.
If you see a bacilli, walk right up to it, and look it in the eye. If one
flies into your room, strike at it with your hat or with a towel. Hit it as
hard as you can between the neck and the thorax. It will soon get sick
of that.
But as a matter of fact, a bacilli is perfectly quiet and harmless if
you are not afraid of it. Speak to it. Call out to it to “lie down”. It will
understand. I had a bacilli once, called Fido, that would come and lie at
my feet while I was working. I never knew a more affectionate compan-
ion, and when it was run over by an automobile, I buried it in the gar-
den with genuine sorrow.
(I admit this is an exaggeration. I don’t really remember its name;
it may have been Robert.)
Understand that it is only a fad of modern medicine to say that
cholera and typhoid and diphtheria are caused by bacilli and germs;
nonsense. Cholera is caused by a frightful pain in the stomach, and
diphtheria is caused by trying to cure a sore throat.
Now take the question of food.
Eat what you want. Eat lots of it. Yes, eat too much of it. Eat till
you can just stagger across the room with it and prop it up against
a sofa cushion. Eat everything that you like until you can’t eat any
more. The only test is, can you pay for it? If you can’t pay for it, don’t
eat it. And listen — don’t worry as to whether your food contains
starch, or albumen, or gluten, or nitrogen. If you are a damn fool
enough to want these things, go and buy them and eat all you want of
them. Go to a laundry and get a bag of starch, and eat your fill of it.
Eat it, and take a good long drink of glue after it, and a spoonful of
Portland cement. That will gluten you, good and solid.
If you like nitrogen, go and get a druggist to give you a canful of
it at the soda counter, and let you sip it with a straw. Only don’t think
that you can mix all these things up with your food. There isn’t any
nitrogen or phosphorus or albumen in ordinary things to eat. In any
decent household all that sort of stuff is washed out in the kitchen sink
before the food is put on the table.
And just one word about fresh air and exercise. Don’t bother with
either of them. Get your room full of good air, then shut up the win-
dows and keep it. It will keep for years. Anyway, don’t keep using your
lungs all the time. Let them rest. As for exercise, if you have to take it,
take it and put up with it. But as long as you have the price of a hack
and can hire other people to play baseball for you and run races and do
gymnastics when you sit in the shade and smoke and watch them —
great heavens, what more do you want?
Second semester
Lesson 33
Youth culture
• introducing the vocabulary
Sequence
I. Warming-up
II. Main part

1. Speaking
The teacher prepares a set of pictures describing young people in
various situations (neat and dirty, happy and unhappy, rockers, punks,
etc. depending on their availability) and asks the students to describe
what they see and find the common in them (target answer: youth;
young people, etc.) eliciting the topic for learning (“Life of Youth”).
The teacher writes a question “Is it easy to be young?” on the board
and asks students to share their ideas, giving reasons for them.
2. Reading
Fill in the gaps with given words and read the text.
Politics, part-time, problems, spots, boring, money, chore, ap-
pearance, guy, drugs, grades
I am a teenager so my life isn’t easy. I have many (1) __ . My par-
ents want me to get good (2) __ at school. But I have so many subjects
at school and some of them are extremely (3) __ . I have to do much
Homework and to read many foolish books, while some teachers don’t
understand that their subjects are not the most important things in
my life. Some of my friends worry a lot about their (4) __ and their
teenage (5) __ which spoil our lives! I must confess that (6) __ , alcohol
131
and AIDS don’t really bother me or my friends. The same I should say
about (7) __ . What we really care about is how to impress a cute (8) __
or an attractive girl. Of course I, like many other teenagers, have prob-
lems with (9) __ . Some of my friends found a (10) __ job in order to
have an opportunity to earn some money. But despite all these prob-
lems, the life of a teenager today isn’t a (11) __ , it is still fun.
Key: 1 — problems; 2 — grades; 3 — boring; 4 — appearance; 5 —
spots; 6 — drugs; 7 — politics; 8 — guy; 9 — money; 10 — part-time;
11 — chore.
Do you have the same problems as the author? Do you agree or
disagree with the passage?
Match the heading and the paragraph. One heading is unneces-

sary.
1) Teenagers’ Interests
2) Do Teenagers Have Problems?
3) Typical American Teenagers.
4) Are Teenagers a Problem?
5) What is a Teenager?
A. Officially, a teenager is anyone aged from 13 to 19 inclusively, but
most people would probably think first of the younger age group
and exclude 18 and 19-year-olds. After all, once you reach 18 you
can vote, get married without your parents’ permission, and join
the army. On the other hand, children are growing up and develop-
ing more quickly, and these days 11 and 12-year-olds would like to
include themselves in the ‘teenager’ group.
B. According to ‘the older generation’, teenagers are lazy, they wear
ridiculous clothes, and are appallingly rude to their betters and
elders; they find it impossible to be polite, helpful, constructive,
caring or hard-working. What’s more, they spend all their time
listening to awful music and watching unsuitable films.
C. Teenagers are human so, of course, they have problems. It is a dif-
ficult time for them because it is a period of transformation. It
isn’t quite as bad as a chrysalis changing into a butterfly, but it
may seem like that. It isn’t easy to grow up, and the dramatic
physical and emotional changes are often confusing and worry-
ing.
D. Typical American teenagers do not in fact differ from Ukrainians
or Britons. They think their teachers make them work too hard;
they love their parents, but are sure they don’t understand any-
thing; and their friendships are the most important things in their
Second semester 133
lives. Some of them do have a lot of money to spend, but usually

they have earned it themselves.
Key: 1–; 2 C; 3 D; 4 B; 5 A.
The students do the task (it may be done in pairs or groups) and
share the results.
2. Reading, translation and writing
The students are to translate the given sentences into Ukrainian
and then make their own ones using them as an example.
1) My parents forbid me to smoke.
2) Mother doesn’t allow Pavel to have a pet.
3) The law permits selling alcohol only to those who are 16 or older.
4) His parents don’t want him to serve in the army.
5) Do your parents allow you to work part-time after school?
6) In the USA, the law allows teenagers to get a driver’s license if
they are 16.
7) Teachers at school make schoolchildren do many tasks and exer-
cises.
Students share their sentences in the groups.
3. Speaking
In groups, students create a list of teenagers’ problems putting
them in the order of importance, the first one being the most impor-
tant and share the results in the class.
III. Summary
IV. Homework
The students use their lists to complete the chart.
Teenage problems How teenagers can solve them
Lesson 34
Grammar. Gerund
A gerund is a verbal that ends in -ing and functions as a noun. The
term verbal indicates that a gerund, like the other two kinds of ver-
bals, is based on a verb and therefore expresses action or a state of be-
ing. However, since a gerund functions as a noun, it occupies some
positions in a sentence that a noun ordinarily would, for example: sub-
ject, direct object, subject complement, and object of preposition.
Gerund as subject:
Traveling might satisfy your desire for new experiences. (Traveling
is the gerund.)
The study abroad program might satisfy your desire for new expe-
riences. (The gerund has been removed.)
Gerund as direct object:

They do not appreciate my singing. (The gerund is singing.)
They do not appreciate my assistance. (The gerund has been re-
moved.)
Gerund as subject complement:

My cat’s favorite activity is sleeping. (The gerund is sleeping.)
My cat’s favorite food is salmon. (The gerund has been removed.)
Gerund as object of preposition:

The police arrested him for speeding. (The gerund is speeding.)
The police arrested him for criminal activity. (The gerund has
been removed.)
A Gerund Phrase is a group of words consisting of a gerund and
the modifier(s) and / or (pro)noun(s) or noun phrase(s) that function as
the direct object(s), indirect object(s), or complement(s) of the action
or state expressed in the gerund, such as:
The gerund phrase functions as the subject of the sentence.
Finding a needle in a haystack would be easier than what we’re
trying to do.
Finding (gerund)
a needle (direct object of action expressed in gerund)
in a haystack (prepositional phrase as adverb)
The gerund phrase functions as the direct object of the verb ap-
preciate.
I hope that you appreciate my offering you this opportunity.
• my (possessive pronoun adjective form, modifying the gerund)
• offering (gerund)
• you (indirect object of action expressed in gerund)
• this opportunity (direct object of action expressed in gerund)
The gerund phrase functions as the subject complement.
Newt’s favorite tactic has been lying to his constituents.
• lying to (gerund)
• his constituents (direct object of action expressed in gerund)
Second semester 135
The gerund phrase functions as the object of the preposition for.

You might get in trouble for faking an illness to avoid work.
faking (gerund)
an illness (direct object of action expressed in gerund)
to avoid work (infinitive phrase as adverb)
The gerund phrase functions as the subject of the sentence.
Being the boss made Jeff feel uneasy.
Being (gerund)
the boss (subject complement for Jeff, via state of being expressed
in gerund)
Punctuation
A gerund virtually never requires any punctuation with it.
Points to remember:
A gerund is a verbal ending in -ing that is used as a noun.
A gerund phrase consists of a gerund plus modifier(s), object(s),
and / or complement(s).
Gerunds and gerund phrases virtually never require punctua-
tion.
What are the gerunds formed from “shop”, “make”, “please”,
“hope”, “hop”, “hurt”, “beat”, “judge”, “write”, “filter”, “fry”,
“shoot”?
Rewrite the sentences using Gerund.
1) It is difficult to read Japanese.
2) It is essential for a business person to have a laptop computer.
3) It is depressing to be poor.
4) It was exciting to climb the Eiffel Tower.
5) It will be hard to pass the test.
Complete the sentences with the gerund form of the verbs in pa-
rentheses.
1) She is good at (dance) __ .
2) He is crazy about (sing) __ .
3) I don’t like (play) __ cards.
4) They are afraid of (swim) __ in the sea.
5) You should give up (smoke) __ .
6) Sam dreams of (be) __ a popstar.
7) He is interested in (make) __ friends.
8) My uncle is afraid of (go) __ by plane.
9) We insist on (cook) __ the dinner ourselves.
Fill in the sentences with Gerund.

1) I can’t help (feel) __ worried about the situation in the Middle
East.
2) I think most people prefer (ride) __ in comfortable cars to (walk) __ .
3) She loves (swim) __ in the lake.
4) There’s no (deny) __ that he enjoys (listen) __ to his own voice.
5) Don’t keep on (shout) __ like that; you will wake up your mother.
6) I enjoy (rest) __ in the afternoon after (try) __ to finish (do) __ my
English homework.
7) She likes (begin) __ pieces of knitting but hates (finish) __ them.
8) I dread (take) __ examinations for fear of (fail) __ .
9) I couldn’t resist (buy) __ the lovely apples.
10) I wouldn’t miss (see) __ that lovely film for the world!
Complete the sentences by using a preposition and the words in
brackets. Remember that verbs should be put into the gerund form as
they follow a preposition.
1) Stephen decided on chicken instead __ (order / steak).
2) I’m interested __ (watch / film) by Ken Loach.
3) He apologised __ (be / late).
4) I certainly can’t blame you __ (not / want) to come.
5) Magda’s thinking __ (study / England).
6) We are really very excited __ (hike / Andes) this coming summer.
7) Simon isn’t really used __ (walk / work).
8) We thanked them __ (drive / us / home) after the football game.
9) Could you please tell me who is responsible __ (accept / applica-
tions)?
10) I’m sure she has a good reason __ (not / be / here).
Fill in the gaps with Gerund or Infinitive.
1) I had to ask the boys (stop) __ (ride) __ their mini-scooters in the
corridor.
2) Don’t start (try) __ (learn) __ algebra before you have finished
(learn) __ (do) __ simple things in arithmetic.
3) We can’t think of (buy) __ a new house before (sell) __ the old
one.
4) I’d love (have) __ the opportunity of (meet) __ you again.
5) Our teacher has promised (help) __ us (prepare) __ for next week’s
test.
6) I hate (get up) __ early in winter and (get ready) __ in the dark.
7) If you can’t fix that old thing, try (hit) __ it with a hammer!
8) I saw her (sit) __ at the bus stop, and I heard her (tell) __ her friend
not to wait for her.
Second semester 137
9) Poor Charles! The police suspected him of (try) __ (sell) __ stolen

bicycles.
10) Can you manage (finish) __ (pack) __ these parcels alone?
Fill in the gaps with Gerund or Infinitive.
1) A student can’t learn (spell) __ without (be) __ taught.
2) On (hear) __ her (speak) __ everyone took her for a foreigner.
3) Have you ever watched people (try) __ (catch) __ fish?
4) If you dislike (peel) __ onions, try (wear) __ glasses and (hold) __
them under water while (do) __ so.
5) I promise to give you an opportunity (ask) __ questions before
(leave) __ the classroom after (listen) __ to my lesson.
6) It’s stupid (risk) __ (break) __ a leg with those mini-scooters.
7) I must remember (remind) __ the students that this grammar
point needs (revise) __ .
8) We mustn’t risk (be) __ late for the concert.
9) I don’t want (miss) __ (hear) __ the choir again.
10) I advise you (wait) __ before (decide) __ (accept) __ that position
at the supermarket.
Complete this article from a magazine. Put in the Infinitive or

Gerund.
Accept — argue — be — find — have — insist — lose — plug — re-
pair — say — take — wait.
If you buy something from a shop, a new stereo for example, you
usually can’t wait __ it in and put some music on. And of course, you
expect __ the equipment in working order. But that doesn’t always
happen, unortunately. If the thing doesn’t work, you should take it
straight back to the shop. If you delay __ it back, you will risk __ your
rights as a customer. And you should prepare __ on those rights. You
may be one of those people who always avoid __ with people, but in this
case you should be ready for an argument. The assistant may prove __
a true friend of the customer- it’s not impossible- but first he or she
will probably offer __ the stereo for you. That’s all right if you don’t
mind __ a few weeks, but it isn’t usually a good idea. What you should
do is politely demand __ your money back inmedialtely. You may want
to accept another stero in place of the old one, but you don’t have to.
You should refuse __ a credit note. Just keep on __ that you want your
money back.
Choose the correct form of the verb.

I used to like going to our local cinema. It was old and rather un-
comfortable, but it had character. Now they’ve stopped __ films there.
The owner would like to go on __ the cinema, but he would need __ a lot
of improvements, which would mean __ tens of thousands of pounds.
I remember __ the last film at cinema. It was a murder mystery. It was
five minutes from the end, and we were trying __ out who the mur-
derer was when suddenly all the lights went out and the film stopped.
We sat in the dark for a few minutes, and then the owner appeared
with a torch. ’I regret __ you, `he said ’that our electricity has failed.
I don’t mean __ you, but I’m afraid we can’t show you the end of the
film. We’ve tried __ the electricity company, but they say they can’t
help. ’He went on __ to the audience how the film ended. I didn’t un-
derstand the story. But I don’t regret __ to the cinema on that last
evening.
The following exercises include examples of both the gerund and
the present participle. Either present participle or infinitive without
to can be used after verbs of the senses. Put the verbs in brackets into
a correct form. In some cases, more than one form is possible.
A
1) You are expected (know) the safety regulations of the college.
2) He decided (disguise) himself by (dress) as a woman.
3) I am prepared (wait) here all night if necessary.
4) Would you mind (show) me how (work) the lift?
5) After (walk) for three hours we stopped to let the others (catch up)
with us.
6) I am beginning (understand) what you mean.
7) He was fined for (exceed) the speed limit.
8) The boys like (play) games but hate (do) lessons.
9) I regret (inform) you that your application has been refused.
10) I couldn’t help (overhear) what you said.
11) Mrs. Jones: I don’t allow (smoke) in my drawing — room.
Mrs Smith: I don’t allow my family (smoke) at all.
12) He surprised us all by (go) away without (say) ‘Good-bye”.
13) Please go on (write); I don’t mind (wait).
14) He wore dark glasses (avoid) (be) recognized.
15) Before (give) evidence you must swear (speak) the truth.
16) I tried (persuade) him (agree) with your proposal.
17) Your windows need (clean); would you like me (do) them for you?
18) Would you mind (shut) the window? I hate (sit) in a draught.
19) I can’t help (sneeze); I caught a cold yesterday from (sit) in
a draught.
20) Do stop (talk);I am trying (finish) a letter.
21) His doctor advised him (give up) (smoke).
Second semester 139
22) My watch keeps (stop). That’s because you keep (forget) (wind) it.
23) Without (realize) it, he hindered us instead of (help) us.
24) People used (make) fire by (rub) two sticks together.
B
1) He hates (answer) the phone, and very often just lets it (ring).
2) If you go on (let) your dog (chase) cars he’ll end by (be) run over.
3) I prefer (drive) to (be driven).
4) I advise you (start) (look) for a flat at once.
5) Would you mind (lend) me ten pence?I went (make) a phone call.
6) (Lie) on this beach is much more pleasant than (sit) in the office.
7) She likes her children (go) to a dentist every six months.
8) By (neglect) (take) ordinary precautions he endangered the life of
his crew.
9) An instructor is coming (show) us how (use) the aqualung.
10) I have no intention of (go) to that film; I couldn’t bear (see) my
favourite actress in such a dreadful part.
11) I suggest (telephone) the hospitals before (ask) the police (look) for
him.
12) After (hear) the conditions I decided (not enter) for the competi-
tion.
13) Some people seem (have) a passion for (write) to the newspapers.
14) He expects me (answer) by return but I have no intention of (reply)
at all.
15) I tried (pacify) him but he refused (be pacified) and went on (grum-
ble).
16) By (offer) enormous wages he is persuading men (leave) their
present jobs and (work) for him.
17) He postponed (make) a decision till it was too late (do) anything.
18) Imagine (have) (get up) at five a. m. every day!
19) Try (forget) it; isn’t worth (worry) about.
20) There is no point in (remain) in a dangerous place if you can’t do
anything (help) the people who have (stay) there.
21) The horse won’t be well enough (run) in tomorrow’s race. He
doesn’t seem (have recovered) from his long journey.
22) At first I enjoyed (listen) to him but after a while I got tired of
(hear) the same story again and again.
23) It is usually easier (learn) a subject by (read) books than by (listen)
to lectures.
24) It wouldn’t be safe (start) down now; we’ll have (wait) till the mist
clears.
25) After (discuss) the matter for an hour the committee adjourned
without (have reached) any decision.
26) It’s not much use (have) a bicycle if you don’t know how (ride) it.
27) He didn’t dare (leave) the house because he was afraid of (meet)
someone who might (recognize) him.
28) I distinctly remember (pay) him. I gave him Ј2.
29) Did you remember (give) him the key of the safe?
30) Please forgive me for (interrupt) you but would you mind (repeat)
that last sentence?
31) I know my hair wants (cut) but I never have time (go) to the hair-
dresser’s.
32) He made a lot of money by (buy) tickets in advance and (sell)
them.
C
1) When the painter felt the ladder (begin) (slip) he grabbed the gut-
ter (save) himself from (fall).
2) The snow kept (fall) and the workmen grew tired off (try) (keep)
the roads clear.
3) He offered (lend) me the money. I didn’t like (take) it but I had no
alternative.
4) What was in the letter? I don’t know. I didn’t like (open) it as it
wasn’t addressed to me.
5) Do you remember (hear) the bombs (drop)? No, in the last war
I was too young (realize) what was happening.
6) Did you remember (book) seats for the theatre tomorrow? Yes,
I have the tickets here. Would you like (keep) them? I am inclined
(lose) theatre tickets.
7) Try (avoid) (be) late. He hates (be) kept (wait).
8) I didn’t know how (get) to your house so I stopped (ask) the way.
9) I wish my refrigerator would stop (make) that horrible noise. You
can’t hear anyone (speak).
10) This book tells you how (win) at games without actually (cheat).
11) The enemy began (fire). He felt bullets (strike) the wall behind
him.
12) You don’t need (ask) his permission every time you want (leave)
the room.
13) The police accused him of (set) fire to the building but he denied
(have been) in the area on the night of the fire.
14) I left my door open. Why didn’t you walk in? I didn’t like (go) in
when you weren’t there.
15) It’s much better (go) to a hairdresser than (try) (save) time by (cut)
your own hair.
16) I’d rather (earn) my living by (scrub) floors than (make) money by
(blackmail) people.
Second semester 141
17) Did you remember (lock) the door? No I didn’t. I’d better (go) back
and (do) it now.
18) You still have a lot (learn) if you’ll forgive my (say) so.
19) It’s no use (try) (interrupt) him. You’ll have (wait) till he stops
(talk).
20) I’m for (do) nothing till the police arrive. They don’t like you
(move) anything when a crime has been committed.
21) He didn’t like (leave) the children alone in the house but he had no
alternative as he had (go) out to work.
22) Why didn’t you drink it? I didn’t like (drink) it as I didn’t know
what it was.
23) I’m very sorry for (be) late. It was good of you (wait) for me.
24) I keep (try) (make) mayonnaise but I never succeed. Try (add) the
yolk of a hard-boiled egg.
25) Do you feel like (go) to a film or would you rather (stay) at home?
26) She told me (look) through her correspondence and (take) out any
letters that you had written her. I didn’t like (look) trough some-
one else’s letters but I had (do) as she said.
27) He took to (get up) early and (walk) noisily about the house.
28) I liked (listen) to folk music much better than (listen) to pop.
29) The car began (make) an extraordinary noise so I stopped (see)
what it was.
30) You’ll never regret (do) a kind action.
31) He decided (put) broken glass on top of his wall (prevent) boys
(climb) over it.
32) He annoyed me very much by (take) the piece of cake that I was
keeping (eat) after my supper.
33) He kept (ring) up and (ask) for an explanation and she didn’t know
what (do) about him.
34) We got tired of (wait) for the weather (clear) and finally decided
(set) out in the rain.
35) He made me (repeat) his instructions (make) sure that I under-
stood what I was (do) after he had gone.
36) I suggest (leave) the car here and (send) a breakdown van (tow) it
to the garage.
37) She apologized for (borrow) my sewing-machine without (ask) per-
mission and promised never (do) it again.
38) I didn’t mean (offend) anyone but somehow I succeeded in (annoy)
them all.
39) She claimed (be able) (tell) the future by (gaze) into her crystal
ball.
40) He never thinks of (get) out of your way; he expects you (walk)
round him.
Lesson 35
Youth culture
Sequence
I. Warming-up
II. Main part

The students suggest their ways of handling teenage problems,
which are discussed by the class.
2. Vocabulary
Arrange the following words into the groups and complete the ta-
ble. Use a dictionary, if necessary.
Social security, heritage, well-being, challenge, community, con-
tribution, volunteer, survey, influence, disabled people, social envi-
ronment, discount, membership, criminal situation, unemployment
rate, working experience, vocation, friendly ties, under the guidance,
self-consciousness, to encourage, to prosper, to appreciate, to respect,
to support, to take measures.
Definitely refer May refer Don’t refer
to teenagers to teenagers to teenagers
After completing the table, the students compare their lists ex-
plaining their reasons. A whole-class discussion would be extremely
good.
The students use the vocabulary from the first column to describe
a person they know (a self).
2. Reading
Pre-reading
The students brainstorm on the life of teenagers in Ukraine taking
notes.
Second semester 143
Read the following text and do the activity that follows it.
The life of young people in Ukraine

The life of any age, social or professional group is always deter-
mined by the economic, social and political situation of the country. So
the economic crisis in Ukraine which followed the split of the former
Soviet Union changed the lives of all groups of population including
the young people. The unemployment rate among the youth is even
higher than among other age groups because they lack working experi-
ence and knowledge. As a result the criminal situation in the country
has changed for the worse.
All these factors made the Ukrainian government take special
measures for creating youth organisations in our country which could
help young people to find their place in life, to determine their voca-
tions, to follow the right guidelines. Among these organisations is, for
example, “The Students’ League” whose activity is aimed at solving
various students’ problems, including economic ones. The members of
this league organise youth forums, festivals and interest groups meet-
ings. This organisation also has friendly ties with the Student Unions
of many foreign countries.
A number of political parties in Ukraine have their youth wings:
Young Regions (Region Party), People’s Democratic League of Youth
(People’s Democratic Party); Ukrainian Social-Democratic Youth (So-
cial-Democratic Party of Ukraine (united); the Union of Agrarian
Youth (Agrarian Party of Ukraine), Socialist Congress of Youth (So-
cialist Party of Ukraine), Leninist Communist Union of Youth of
Ukraine (Communist Party of Ukraine), etc.
These youth organisations have been working under the guidance
and along the lines of their political parties. They have proved to be
active and influential participants in social and political processes in
the country. For example, during the latest election campaigns young
voters were very active.
A lot of young people in Ukraine are active in the “greens” move-
ment. They organise various actions of protest against the pollution of
the environment. Their main aim is to help the government and non-
government organisations to protect and preserve a safe environment
in our country.
There are some youth organisations that are based on common
professional and educational interests, for example, All-Ukrainian
Association of Young Scientists, “Liege Artis”, Ukrainian League of
Young Entrepreneurs, Union of Young Journalists, Association of
Young Farmers, etc.
A lot of work has been done by the “Young Prosvita” organisation

to raise national self-consciousness and to promote Ukrainian culture
in the country.
In the early 1990s the Union of Pioneer Organisations was set up
in Ukraine. It unites children and teenagers from 10 to 15 years old.
All pioneers wear scarves of seven colours as in a rainbow. The aim of
this organisation is to help children to become worthy citizens of their
country and members of the community. Pioneers give an oath to do
good things, to respect grown-ups, to help the young and the old, to
love our Motherland, and to carry on folk traditions. Pioneers practice
sports together, do a lot of hiking, etc.
In addition there is a Boy Scout organisation in Ukraine that was
organised on the principles of British and American organisations of
this type.
After-reading
read are true or false:
1) There are few unemployed people among the youth of Ukraine, as
it is easy for them to find jobs.
2) There are more crimes committed by young people now than be-
fore the economic crisis.
3) Only political parties of Ukraine have their youth organisations.
4) Young people did not show any political activity during the last
elections.
5) A lot of young people unite on a professional basis or according to
their interests.
6) The new Pioneer organisation is an exact replica of the one that
existed in the Soviet Union.
7) The Ukrainian Boy Scout organisation and those, which work
around the world, have different aims.
The students work in groups and create headings for each para-
graph.
The students make any necessary additions or changes to the in-
formation provided.
3. Speaking
Answer the following questions.
1) Do you agree with what the article says in general?
2) Do you belong to any of the organizations mentioned?
3) Do you know anyone who is a member of any of them?
4) Have you ever thought of joining one? Why / why not?
Second semester 145
5) Who is responsible for the life of young people society?

6) Have you or your friends been ever supported by grown-ups? What
was the reason?
The students discuss their answers in the class.
III. Summary
IV. Homework
Find information about non-political youth organizations in
Ukraine.
1) What is the organization?
2) Age group?
3) Local or national?
4) Goals?
Lesson 36
Youth culture
Sequence
I. Warming-up
The teacher may either use the Warming-up activities desrcibed
II. Main part

Students share the information on the existing youth organiza-
tions. The class discussion should be encouraged.
After the discussion is over, the teacher asks a question, “Which
of the organizations would you possibly join and why?” encouraging
giving reasons for decisions.
2. Reading
Pre-reading
Do you know any youth organizations in Great Britain?
What were they created for?
Are they single-sex or mixed?
The students give their answers.

Read the article and find the sentences, in which active vocabu-
lary is used. Rephrase (or translate) these sentences.
The life of youth in Great Britain

Nowadays there are about 7.5 million young people in Britain be-
tween the ages of 10 and 19, is believed that this figure will grow to
nearly 9 mln by 2010. These young people will represent Britain in the
21st century.
Almost every aspect of Government domestic policy, including
education, housing, health, social security, law and order, environ-
mental and national heritage, affects the well-being of young people
and shapes their future.
Education and training are among the Government’s priority re-
sponsibilities for young people. Underlying Britain’s education policy
is the principle that every young person should have the opportunity
to get a good basic education until the age of at least 16. After 16,
young people are encouraged to stay at school or college to achieve
more advanced educational qualifications, or they are offered the
chance to take part in a broad range of government supported training
programmes leading to the achievement of specific vocational skills.
In this way they are in some part prepared for adult life.
But the challenges that young people face at 16 and beyond, have
as much to do with their ability to prosper in a rapidly changing world
as they have to do with their knowledge of many basic skills. Learning
how to live and behave in a multi-racial society, how to respect and
support each other, how to make the most of opportunities, how to
make a contribution, how to appreciate both spiritual and material
qualities of life — these “life skills” and moral factors fall to parents,
friends and peers, and to the very fact of life within the varied rural
and city communities of England, Wales, Scotland and Northern Ire-
land, that give Britain its diverse culture.
Within these communities — at local, regional and national lev-
els — hundreds of voluntary youth groups and organisations play an
active role in the life of young people in Britain. The majority of these
organisations have become established on a voluntary basis by groups
representing the interests of a particular sector of the population.
They include:
• religious community groups — Christian, Muslim, Hindu, Bud-
dhist;
• ethnic minority groups-organisations of youth in diasporas;
Second semester 147
• organisations providing for particular sporting and outdoor ac-

tivities or hobbies, e.g. path-walkers, mountain-climbers, rock-
ers, etc.;
• groups focusing on activities for people with disabilities, etc.
While parental influence at home is a key factor in every young
person’s life, so is the wide social environment at school, and the whole
lot of influences coming from “popular culture”, offering role models
ranging from the stars of Australian soap-operas to icons of pop-mu-
sic, punk or rave. A great many youth fashions, fads, likes and dislikes
and ways of talking (e. g. “it’s really cool”, “he’s wild”, “wicked”,
“dunno”, “sort of”) are absorbed and rapidly spread through popular
TV channels and radio programmes.
Surveys show that only relatively few young people regularly at-
tend youth clubs and organisations. Most of them are more interested
in some activities that do not cost money and can be picked up or
dropped with ease. Lack of their own money in the younger age group
means that a great deal of their time is spent with friends, window-
shopping in town, cycling or skate-boarding.
At 15 years old and above, young people try to find “Saturday
jobs”, working as assistants in shops, cafes or restaurants. There are
a great many things that young people wish to buy, including clothes
and magazines, CDs and cassette tape music, computer games and jew-
elry. They save money for bicycles, motorbikes and, eventually, cars of
their own, and to have enough money to go to the discos and dances.
Most young men and about half of young women in Britain take
a passive interest in sport or actively take part in a sporting activity
on a regular basis. Fitness is encouraged through school and by a great
many outside organisations. Football, either in school teams or in rap-
idly assembled groups playing during the school break times, is highly
popular. Outside school activities include darts, chess, bowling and
many other more social games. Large commercial sports and leisure
centres usually offer discount membership rates for young people.
After-reading
1) The British government encourages young people to get good edu-
cation and training.
2) Participation in different youth organisations and groups help
young people to learn “life skills”.
3) The work of most youth organisations in Britain is based on the
active participation of volunteers.
4) The influence of the social environment in Britain is negative.

5) Practically all young people in Britain regularly attend youth
clubs and organisations.
6) British young people usually don’t experience lack of pocket mon-
ey.
7) It is not difficult for a youth to find a temporary job to earn more
pocket money.
8) Not all young people in Britain take active part in sporting activi-
ties.
9) Young people don’t need to pay as much as adults while visiting
places of culture and leisure centres.
The students rephrase (more preferable) or translate the sentences
with active vocabulary.
3. Speaking
The active vocabulary is written out in the order it appears in the
text. With texts closed, the students try to restore the information
and report it to the class.
The class brings necessary additions and amendments, after which
the students go back to the texts and compare thair ideas with the orig-
inal sentences.
III. Summary
IV. Homework
Browse the web or any other references to find information about
the Scout organizations in Britain and write it down in the form of an
encyclopedia entry.
Lesson 37
Youth culture
Sequence
I. Warming-up
Second semester 149
II. Main part

The students in pairs exchange their encyclopedia entries. The
task is to use the entry format as a thesis plan and make up a complete
short story about the Scout organization described.
2. Brainstorming
The students are informed they are going to discuss the life of
youth in the USA. They are to brainstorm on this topic using their
background experience (mostly American movies). The ideas are noted
down on the board.
3. Reading
The life of youth in the USA
Young people in the United States have a wide variety of interests
apart from their school. As children, both boys and girls play many of
the same games. They swim, play basketball and baseball, and in recent
years — soccer, go boating, and have fun in many kinds of sports and
outdoor activities.
Numerous youth organisations give young people a chance to de-
velop and broaden their interests, and to gain experience in working
with others. Among these groups are the Boy Scouts, which serve more
than four million boys. This organisation is for training boys in vari-
ous useful skills such as lighting a fire, and for developing their char-
acter. Scouts traditionally carry a penknife, and their motto is “Be
Prepared!”.
There are also Girl Scouts, with nearly three million girls, and the
Boys’ and Girls of America, with over one million participants. These
and other groups are guided by adults who volunteer their services.
Civic, cultural and religious groups also sponsor special programmes
for young people.
In farm areas boys and girls learn to work together in agriculture,
home-making activities and other activities through more than
150 thousand clubs which have more than 4 million members. In these
clubs youths compete for prizes in raising farm animals and growing
crops.
Secondary schools offer students a wide variety of activities to de-
velop talents and skills. There are clubs for photography, music, theat-
er, stamp collecting, natural sciences and debating. Schools often have
orchestras, band and singing groups as well as a variety of competitive
sports for both boys and girls.
Many young people hold part-time jobs after school hours. Thou-
sands earn money delivering newspapers or helping care for infants
and young children (babysitting) in private homes. Later when they go
to college, many youths continue to work part-time at a variety of jobs
to help pay their expenses.
For several weeks during the summer vacation, about 5 million school
age children go to camps where they get plenty of recreational activity and
learn various arts and crafts and sometimes even computer skills. There
are more than 10,000 camps operated by private citizens and organiza-
tions. College students often work as counselors at these camps.
Most schools and colleges have some form of student government
with elections to choose class representatives. These elected officers
speak for their fellow students at student council meetings with teach-
ers and school officials. They also organize social activities and take
part in such community projects as raising money for public welfare.
After-reading
1) Young Pioneers and Boy Scouts have the same motto.
2) Boy Scout organisations accept only boys.
3) Grown-ups often work with youth organisations on a voluntary
basis.
4) Youth clubs and organisations can be found only in the urban ar-
eas.
5) It is difficult for American schoolchildren to find clubs according
to their interests
6) It is not unusual for American children to have part-time jobs out-
side school.
7) Summer camps in the USA teach children many skills necessary in
the adult life.
8) College students aren’t allowed to go to children’s summer
camps.
9) Schoolchildren and students can be elected to the USA govern-
ment.
4. Speaking
1) In groups discuss the following question.
How has the life of children in your place changed after the split of
the Soviet Union? Give your reasons.
2) In groups, compare the information about the life of youth in
Ukraine, Great Britain and the USA and complete the table. Upon
completing, find the comparable things and make conclusions to
voice in the class.
Second semester 151
III. Summary
IV. Homework
Compare the life of youth in the three countries in written form.
Lesson 38
Youth culture
Sequence
I. Warming-up
II. Main part

1. Speaking. Class discussion
Speak on the following.
1) How do the young people you know spend their free time?
2) Do many of your friends have a temporary job? If no, would they
like to have one? Why?
3) How easily can a teenager get a temporary “Sunday job” in our
country?
4) How many families in Ukraine can now afford to send their chil-
dren to summer camps?
5) What do young people usually do in the summer?
6) Do you know about any discounts for young people in our country,
Great Britain and the USA? If yes, what are the discounts given
for?
7) Would you like to join any organization or group? Which one?
Why?
8) Have you ever taken part in the activity of the so-called “intellec-
tual games” like “What? Where?
9) When?”, “Brain Ring”, “Political Debates”? If yes, tell others
about your experience.
10) Do you have any interesting youth clubs in your school? If yes,
explain what they do.
2. Reading
Pre-reading
Have you heard the term “youth culture” or “youth subculture”?
How do you understand it?
The students give their ideas.
Read the text and write a short definition of youth subculture in
the form of an encyclopedia entry.
Youth subcultures
A youth subculture is a youth-based culture with distinct styles,
behaviors, and interests. Members of a subculture often signal their
membership by making distinctive and symbolic tangible choices in,
for example, clothing styles, hairstyles and footwear. However, such
elements as common interests, dialects and slang, music genres and
gathering places can also be an important factor. Youth subcultures
offer participants an identity outside of social institutions such as
family, work, home and school.
Social class, gender and ethnicity can be important in relation to
youth subcultures. Youth subcultures can be defined as modes of ex-
pression or lifestyles developed by groups in response to dominant sys-
tems.
Youth subcultures are often recognized by such elements as fash-
ion, beliefs, slang, dialects, behaviours or interests. Vehicles—such as
cars, motorcycles, scooters, skateboards, surf boards—have played
central roles in certain youth subcultures. In the United Kingdom in
the 1960s, mods were associated with scooters while rockers were as-
sociated with motorcycles. Many youth subcultures are associated
with specific music genres, and in some cases music has been the pri-
mary characteristic of the group, such as with punk rockers, ravers,
Metalheads, Goths, hip hoppers, emo and indie.
3. Speaking
Discuss the following questions.
1) Have you ever met somebody belonging to punk rockers, ravers,
Metalheads, Goths, hip hoppers, emo and indie? If yes, what were
your impressions?
2) Do you know any youth subculture groups in your place? What are
they?
3) Do you know anyone who belongs to a subculture group? What
group is it? Give a brief description of it.
4) Why do you think teenagers tend to join subculture groups? Is
your opinion different from that in the text?
Second semester 153
4. Reading
Skim the text and note down its main ideas in the left column of
the table. Where do you look for mail ideas in the text?
Today we often hear that habits and preferences of modern youth
have changed completely. We also always hear that today’s teens don’t
behave in the same way like their parents did. Of course with the ad-
vent of the market economy our life has changed in many ways. That’s
why our culture especially youth culture has altered too, because
young people are more sensitive to all changes than older people. Youth
culture consists of several different parts.
First, maybe the most noticeable of them is youth fashion. The clothes
modern teens wear has changed completely. For example modern girls
vibrate from one extreme to another. Now they wear either extremely long
dresses or extremely short dresses. They also use a lot of makeup. Either
boys or girls today dye their hair in bright colors, wear boots with high
soles, they also wear bouffant clothes and wear sunglasses with glasses of
different colors for example violet, yellow, green etc. Many modern juve-
niles don’t shave their faces and wear side-whiskers.
Second part of youth culture is music. Modern music consists of
several styles and types: rap, pop, rave, techno, folk, hip-hop, rock,
house, progressive house and so on. But the most popular music today
is electronic music. This music is the main component of music in
nightclubs. Usually this kind of music doesn’t have any words. Elec-
tronic music became essential part of youth day-to-day life. Modern
teens can’t imagine their lives without it.
Sport, the third part of youth culture is still very popular among
teenagers. But the reasons why people go in for sport today have changed
completely. Most people today go in for sport because it has become pres-
tigious. Tennis, for instance, is considered to be very prestigious kind of
sport for well-to-do people and their sons and daughters. Next popular
kind of sport is pool. Now there are many pool-bars in most Russian cities.
And today more and more young people visit pool-bars and play pool.
Fourth part of youth culture today is modern movie theatres. With
the advent of modern technologies cinema becomes popular again. Now
modern movie theatres are equipped with all kinds of technical develop-
ments like wide-screen and cinemascope, 3D, Cinerama, Dolby surround
sound, etc. Cinemagoers especially young people very quickly get accus-
tomed to these technological advances and now they are used to going to
the movie theatres. It’s part of their day-today’s life.
Youth culture consists of many parts of our life. Youth culture is
changing so rapidly that in several years most of our modern things
will be considered outdated.
Main ideas Details
Check with the class if the main ideas noted are the same and dis-
cuss any differences to come to a joint decision.
After that, read the text more carefully and note down the details,
which support the main ideas.
III. Summary
IV. Homework
With the text closed, restore it, using the table.
Lesson 39
Grammar practice. Reported speech
Reported Speech: Rules of transformation
Verbs of saying
Verb
of saying Connection Example Comment
in the past
stating that... He stated that
Tom had gone
asking whether... He asked Questions requiring
if... whether, if a yes- or no- answers.
The word order is the
same as in a state-
ment.
There are no “do” or
“did”needed.
who (Subject)... He wanted to know Exploratory ques-

what (Subject)... who went home. tions
what went wrong.
who, what (Object)... They inquired The word order is the

where, when, why, him what he same as in a statement.
whose, how... would do There is no “do” or
“did”needed
ordering, to + infinitive We told him to go No time shift
requesting to bed
Second semester 155
Special Verbs
Intention Example
Greeting: He welcomed
No: He denied. / He disagreed. / She contradicted
Yes: She agreed
Excuse: She excused
Thanks: She thanked
Interjections: Oh, What She was surprised
Good-bye: He said good-bye
Time shift
Direct speech Reported speech
past past perfect
present perfect
present past tense
future 1 Conditional
1. Tenses:
past tense, present perfect past perfect
present tense past tense
future conditional
2. Personal pronouns:
I he, she
you he, she, they
we they
they they
he, she he, she, I
3. Possessive pronouns:
my his, her, my
your his, her, my
his, her his, her
their their
our, their
4. Places:
here there
this that
these those
here, there at the George Hotel, at school
5. Time:
last year, last month, last week the year / month / week before
yesterday, the day before,
the day before yesterday two days before
today that day, yesterday, the day before
tomorrow the next day
the day after tomorrow in two days
next week / month / year the following week / month / year
on Monday on Monday, 11th December
this morning / afternoon / evening / that morning / afternoon / evening /
night night
last week, month, year the previous week, month, year
three days, weeks, months, ...years three days, weeks, months, ...years
ago before
Exercises
Write the reported speech sentences.
1) Mr Brown said: “I was watching TV last night”.
Mr Brown said (that) __ .
2) Sandy explained: “I saw the accident at the corner of High
Street”.
Sandy explained (that) __ .
3) Bob said: “We had a wonderful time at Peter’s party”.
Bob said (that) they __ .
4) The farmer said: “I didn’t see her”.
The farmer said (that) __ .
5) Will and Tim said: “We were very happy about the present”.
Will and Tim said (that) __ .
6) Mr Jones said: As a young boy I collected stickers”.
Mr Jones said (that) __ .
7) Peter reported: “We played a lot of tennis last year”.
Peter reported (that) __ .
Second semester 157
8) Mother said: “I have a headache”.

Mother said (that) __ .
9) The Clarks told us: “We drove right down to Athens last sum-
mer”.
The Clarks told us (that) __ .
10) Helen said: “I’m watching the late night show”.
Helen said (that) __ .
11) Peter said: “They were interested in other countries”.
Peter said (that) __ .
12) Mr Cooper said: “I take my medicine regularly”.
Mr Cooper said (that) __ .
13) Mrs Miller said: “I don’t feel better now”.
Mrs Miller said (that) __ .
14) Sarah said: “My father takes me to school every day”.
Sarah said (that) __ .
15) He said to the reporters: “I’m a farmer in Cornwell”.
He said to the reporters (that) __ .
Write the reported speech sentences.
1) Mrs Jones told us: “My sister works in Manchester”.
Mrs Jones told us (that) __ .
2) Paul said: “I feel terrible”.
Paul said (that) __ .
3) Sally said to the policeman: “We don’t know the way to the police
station”.
Sally said to the policeman (that) __ .
4) Mrs Green said: “I hear strange noises in my garden every night”.
Mrs Green said (that) __ .
5) Tom told me: “I meet my friend on the way to school”.
Tom told me (that) __ .
6) Mrs White said: “My children like fish and chips”.
Mrs White said (that) __ .
7) Helen said: “The tickets for the show are very expensive”.
Helen said (that) __ .
8) The lady told me: “Mr O’Connor sells the best meat around here”.
The lady told me (that) __ .
9) The children said: “We can watch TV every Saturday night”.
The children said (that) __ .
10) Helen told me: “I must help my mother in the kitchen every
evening”.
Helen told me (that) __ .
11) He toldme: “I am looking for my key”.
He told me (that) __ .
12) Mark said;” She likes something to drink”.

Mark said (that) __ .
13) They told us: “Our car makes such a noise”.
They told us (that) __ .
14) My sisiter told me: “I am visiting her next Monday”.
My sister told me (that) __ .
15) Carol told me: “He doesn’t invite her to the party”.
Carol said (that) __ .
Report the statements.
1) “I like ice cream”.
Mary said (that) __ .
2) “We are on time”.
The Browns said (that) __ .
3) “He is sitting on the table”.
Sue said (that) __ .
4) “Bill always goes to bed early”.
5) “I often drive to London”.
Mrs Smith said (that) __ .
6) “I’m going to answer the phone”.
Bill said (that) __ .
7) “I’ m not doing my Homework now”.
The girl said (that) __ .
8) “I always sell all my flowers”.
The gardener said (that) __ .
9) “You can help me with the dishes”.
10) “I meet him every Friday”.
He said (that) __ .
11) “I leave tonight”.
Jim told me (that) __ .
12) “I’m watching TV”.
He said (that) __ .
13) “She likes roast beef”.
She told them (that) __ .
14) “We buy a newspaper every day”.
The patient said (that) __ .
15) “We are flying to New York”.
They told me (that) __ .
1) He said:”I’m looking forward to my holidays”.
He said (that) __ .
Second semester 159
2) She said:”We had a day away at the beach”.

She said (that) __ .
3) He said:”My mum took us to an aligator farm”.
He said (that) __ .
4) She said:”There is a big pool with lots of alligators”.
5) She said:”I don’t like alligator meat”.
6) He said:”We have never seen such a beautiful view”.
He said (that) __ .
7) She said:”My dad works in town”.
8) They told us:”We spend our holidays on a farm every year”.
They told us (that) __ .
9) She said:”We went for a picnic”.
10) He said:”My brother came home late”.
He said (that) __ .
11) Bill said:”I’m looking for my key”.
12) She said:”They bought a farmhouse in the country”.
13) He said:”I have been to the top of the Empire State Building”.
He said (that) __ .
14) Betty said:”I forgot to give him my address”.
Betty said (that) __ .
15) Bobby said:”I like science fiction books”.
Bobby said (that) __ .
1) They said: “It will be hot tomorrow”.
They said (that) __ .
2) Mother said: “I am busy”.
3) She told the police: “I have heard strange noises during the
night”.
She told the police (that) __ .
4) Peter said: “I go to school by train”.
5) Sandy said: “My father likes sweets”.
Sandy said (that) __ .
6) She told me: “I have been phoning with my friend for two hours”.
She told me (that) __ .
7) Peter said: “I have known the telephone number of my friend Jim

but I can’t remember it now”.
8) Jim told me: “I will spend my holidays in Paris next year”.
Jim told me (that) __ .
9) Bob told me: “I went to a birthday party last night”.
Bob told me (that) __ .
10) Tom said: “I am learning for the history test”.
Tom said (thet) __ .
11) They said: “We have just returned from London”.
They said (that) __ .
12) Mary said: “I know the answer”.
Mary said (that) __ .
13) He said: “I read this book last month”.
He said (that) __ .
14) Mrs White told us: “I will stay at home next weekend”.
Mrs White told us (that) __ .
15) Peter and Sally said: “We live in New York”.
Peter and Sally said (that) __ .

1) He told me: “We have been dancing all the time”.
He told me (that) __ .
2) Mum asked me: “Have you seen my daughter?”
Mum asked me __ .
3) He asked me: “Who has cleaned the pool?”
He asked me __ .
4) Marilyn said: “I always eat cornflakes in the morning”.
Marilyn said (that) __ .
5) He told her: “Give up smoking!”
He told her __ .
6) Father said: “Mum is tired now”.
Father said (that) __ .
7) Phil asked me: “Were you at the party, too?”
Phil asked me __ .
8) He said: “I have been waiting for you for an hour”.
He said (that) __ .
9) Ann asked Kate: “Did you really write this story?”
Ann asked Kate __ .
10) Tim asked: “Who has taken my ruler?”
Tim asked __ .
Second semester 161
11) Bill said: “I take the car because I am late”.

12) He told them: “Don’t tell me such a nonsense!”
He told them __ .
13) Debby told me: “I will meet him at the station next morning”.
Debby told me (that) __ .
14) The mother asked him: “Why are your clothes so dirty?”
The mother asked him __ .
15) He asked her: “Have you sold your car?”
He asked her __ .

1) She told him: “Shut the door!”
She told him __ .
2) He said: “I am going home now”.
He said (that) __ .
3) Sam asked her: “Have you got 20 pounds?”
Sam asked her __ .
4) He wanted to know: “Which picture is the most famous one?”
He wanted to know __ .
5) She said: “I was biking yesterday”.
6) He was told: “Fill in the form!”
He was told __ .
7) She said: “I am doing my homework.
8) They asked me: “Did Paul lose the match?”
They asked me __ .
9) He told her: “Don’t call me before 7 o’clock!
He told her __ .
10) Mother said to me: “I will buy that book for you”.
Mother said to me (that) __ .
11) Cathy asked me: “Is the movie interesting or boring?”
Cathy asked me __ .
12) She said to him: “I have invited you to my party”.
She said to him (that) __ .
13) They wanted to know: “When is your birthday?”
They wanted to know __ .
14) Susan said: “I like classical music”.
Susan said (that) __ .
15) She asked me: “Where did you meet her?”
She asked me __ .
Lesson 40
Youth culture. Project
• developing and assessing basic skills
Equipment: writing paper, colour pencils, markers, computer lab
(if available)
Sequence
I. Warming-up
II. Main part

Project
The students are divided into groups of 3–5. They create a new
youth organization. The task is to make a leaflet promoting people
vote for it at the next elections.
To help them do it, the teacher suggests discussing a set of ques-
tions. The students should be informed that ALL questions must be
answered.
1) What’s the name of your organization?
2) What is the motto (slogan) of your organization?
3) Is it a profit or non-profit organization?
4) Is it a part of any existing political party?
5) What are the organization’s goals?
6) What is its mission statement?
7) How does the organization help solve teenage problems?
8) Is it a local or national organization?
9) What age group is it designed for?
10) How is the management organized?
11) Do you have any special colours, uniform, etc.? If yes, what are
they and why?
12) Do you have any special haircuts, tattoos, etc.? If yes, what are
they and why?
13) Where does the money come from?
14) Why should young people koin or support your organization?
The students in groups find the answers to the questions, add their
own ideas.
Second semester 163
After the preparatoey work has been done, the groups create their
leaflets. It is better to use a computer lab, or if it is not available, use
the A3 paper, color pencils or markers to make the leaflet attractive.
The teacher should arrange about 10 minutes to spare at the end of
the lesson for the groups to present their organizations.
The class should serve as voters giving their ballots for all the or-
ganizations. The votes should be counted and voiced in class after the
“election campaign” is over.
Lesson 41
Home reading
Is It Easy to Be young? Early Marriage
Sequence
I. Warming-up
II. Main part

1. Speaking. Brainstorming
What items can we discuss talking on this topic?
Early marriage Relatives Material support
Marriage
Children Wedding Divorce
2. Reading
The students are divided into two groups — one is those who are
for early marriages, the other — those who are against them.
Strong Argument Against Early Marriages

Early marriages. Are they happy ones or not? Do these people rea
lize the responsibility when making a proposal of marriage? My an-
swer is No — early marriages can damage our life. Only rarely do mar-
riages in youth end up happily. The majority of them break down in
a year or two. To my point of view young couples who decide to marry
early don’t have enough consciousness to realize what they are doing.
They have a vague understanding of the word “marriage” and only

some young people can say that they are ready for a long relationship
with the beloved one. Marriages is a serious step in life and requires
a lot of courage and responsibility from the person who makes such
a decision the majority of couples think that the desire and passion in
love are enough reason to turn a new unknown page in there future.
But very soon two lovers find out that they lack experience in a family
life. The experience means that they, future husband or wife, should
have or find out in the bottom of their soul peace, reverence, responsi-
bility endurance and desire for the compromise after long arguments
with each other. I think this is something that matters if you want to
build a strong and happy family and unfortunately only a few of us
possess these qualities at early age. Furthermore, at the age of 18–
23 young people have a lot of carreer plans and hopes for a prosperous
life in the future and they are full of energy and optimism to fulfil
their plans. When you become a father you don’t have time for con-
tinuing your education and have to begin earning money to provide for
the upbringing of a child. Pregnant ladies have to stop studying and
pay attention to their help, as hectic life is rather dangerous for their
future child. After a long break of half a year (or even more) it is al-
most impossible to return to studying and you have to care of your
lovely baby. Then the young couple becomes completely dependent fi-
nancially on their parents who on their part try to control their capri-
cious children and interfere in their life of the newly-weds. Some guys
marry to avoid the army.
Early Marriage
The generation of today’s young people often shocks their grand-
parents: smoking and drinking openly; magazines with naked girls
and muscular boys, kissing in public and listening to music — all that
can drive the old mad. Add to this list early marriages, and the picture
we’ve got nothing to do with the life of the young 50 years ago. Or does
it?
I do agree that smoking, drinking and so on were not as popular
before as they are now; but marriages, when the boys and girls under
30, were a common thing. If we go further and remember some pieces
of literature, we’ll learn that Romeo and Juliet had no gray hair when
they decided to get married. The same with Natasha Rostova from War
and Peace by Tolstoy. Of course, you may object by saying that these
are only invented characters; but let’s not forget that Shakespeare and
Tolstoy did not write fantasy, but were quite realistic writers and re-
flected the real life of their epoch. Hence, we can conclude that early
Second semester 165
marriages were normal for people in Great Britain as well as in

Ukraine.
In that case, why do we pay so much attention to young couple to-
day, expecting their separation one or two weeks after the wedding
(that is not hopefully obligatory today)? While young, people can
become close to each other much more easily than people in their
‘30s–‘40s. Youth has a big advantage, consisting in flexibility of mind,
while ‘grown-ups’ have their habits and traditions, which can not be
simply sacrificed even for those whom they are deeply in love with.
Moreover, do not forget such an important factor as health which
gives the possibility to give birth to healthy children. I suppose some-
body can say that having children when you are a baby yourself is
a scandal, and I think I would agree with this point of view.
Nevertheless, people need to acquire some life experience, and
without trying to act in this or that way it is impossible to become the
personality. Children are good test of the love of the couple, because
not every man and not every modern woman will be able to give 50% of
his or her time to the family (the other 50 %for work).
Babies are an extremely interesting world and, having a small hu-
man in your hands, you not only show your experience with this newly
born creature, but learn lots of things about yourself. In other words,
you get experience that will help you in the future.
And after many years, when the child grows up, his parents will
still remain young and the gap, that often separates different genera-
tions because of the difference in their age, will not be visible. Conse-
quently, it will result in comprehension and even maybe in friendship
between children and parents, which is, in my opinion, one of the best
thing in the world.
The students fill in the table noting pros and cons of early mar-
riages as stated in the texts.
Early marriages
Pros Cons
Comprehension check. True / false statements

Read the sentences and say if it is false or true.
1) All young people can say that they are ready for a long relation-
ship with the beloved one.
2) Furthermore, at the age of 18–23 young people don’t have any
carreer plans and hopes for a prosperous life in the future.
3) When you become a father you don’t have time for continuing
your education and have to begin earning money to provide for the
upbringing of a child.
4) Shakespeare and Tolstoy wrote fantasy, were not realistic writers
and didn’t reflect the real life of their epoch.
5) Early marriages were not normal for people in Great Britain as
well as in Russia.
6) While young, people can become close to each other much more
easily than people in their ‘30s –‘40s.
Translation
Translate from English into Ukrainian. Pay attention to the lan-
guage style.
1) Marriages is a serious step in life and requires a lot of courage and
responsibility from the person who makes such a decision the ma-
jority of couples think that the desire and passion in love are
enough reason to turn a new unknown page in there future.
2) Nevertheless, people need to acquire some life experience , and
without trying to act in this or that way it is impossible to become
THE personality.
Multiple choice
Choose the right sentence.
1) Youth has a big advantage, consisting in flexibility of mind.
2) Youth has no big advantage, consisting in flexibility of mind.
1) Pregnant ladies have to stop studying and pay attention to their
help, as hectic life is rather dangerous for their future child.
2) Pregnant ladies have an opportunity to continue studying and pay
attention to their help, as hectic life is rather dangerous for their
future child.
Complete the sentences.
1) After a long break of half a year (or even more) it is almost impos-
sible __ .
2) Children are good test of the love of the couple, because __ .
3) Babies are an extremely interesting world and, having a small hu-
man in your hands, you not only show your experience with this
newly born creature, but also __ .
1) What is the reason for early marriage?
2) What age would you like to get married and why?
3) What is more important for you — to get a career or get married?
Second semester 167
3. Speaking
Conversation
Ask questions to clear up some items according to the texts. Use
all types of questions (General, special, alternative, tag and subject
questions).
Monologue
• Give the main idea of the texts.
• Retell the text using “snowball”.
III. Summary
IV. Homework
Write a cinquain poem about early marriages.
Lesson 42
Exam practice
1. You are staying in another country and have been invited to the
theatre, but you want to go to the dance club. Refuse politely and
give reasons why you don’t want to go. Find a compromise to go to
the cinema.
Suggested grammar tense(s): PAST
Where were you?
I was in...
Who were you with?
A friend.
A relative.
A girlfriend.
I was with...
A boyfriend.
My sister.
My brother
What were you doing?

We were deciding where to go on Friday night.
What did... suggest to do?
A play by (Shakespeare, Bulgakov,

...suggested going to the theater
T. S. Elliot).
to watch...
A new comedy / tragedy
Why didn’t you want to go to the theatre?

I don’t like that playwright.
I don’t care for that play.
I don’t find theatre very interesting.
I hate the theatre.
I told __ that I didn’t want to go
to the theatre because... My ex girlfriend / boyfriend worked at
the theatre.
I wasn’t in the mood for the theatre.
I didn’t have anything to wear to the
theatre
What did you suggest as an alternative?

I felt like cutting loose.
I really wanted to dance.
As an alternative, I suggested to I didn’t want to think.
go to the dance club because... I wanted to find a girl / boy at the disco.
It’s much cheaper than the theatre.
It’s more exciting than the theater
Why didn’t... agree to go to the dance club?

He / she hated crowded places.
He / she doesn’t like the type of people
who go there.
...didn’t agree to go to the dance He / she didn’t have a lot of energy.
club because... He / she couldn’t dance.
He / she hated dancing.
He / she didn’t want to find his / her
exgirlfriend / boyfriend at the disco
What compromise did you make?

He / she could sit down and...
there and... ...I didn’t have to think
He / she could relax there much.
We made a compro- and... ...I could relax too.
mise to go to the cin- He / she could watch some- ...I wouldn’t be so
ema because... thing interesting and... bored.
He / she wouldn’t run into ...I wouldn’t run into
his / her exgirlfriend / boy- my ex-girlfriend / boy-
friend friend
Second semester 169
2. You were invited to a friend’s house for a holiday occasion. Talk

about what you know about holidays in the US or the UK.
Who invited you?
A friend.
A relative.
I was invited by...
A stranger.
A famous person
Where were you invited to?

His / her house.
His / her family’s house.
I was invited to... A party.
A picnic.
A barbeque
What were you invited for?

Thanksgiving dinner (USA).
Christmas.
New Year’s Eve.
I was invited for...
Independence Day.
Easter Sunday.
Memorial Day
What holidays do you know about in the US or the UK?

The holidays I know about are...
What do people do during this holiday?
Have a feast.
Go to church.
Watch TV.
During this holiday American / Brit-
Go for a picnic.
ish families...
Watch fireworks.
Go to a party.
Go to the cemetery
Who celebrates this holiday? Do they celebrate the holiday with

friends, with family or both?
Example: Americans celebrate this holiday with their families.
When is the holiday?
Example: This holiday falls on the 25th of December.
Where does the celebration take place?

Stay at home.
Go to church.
Go to the park.
Families usually...
Go to a relative’s house.
Go to a party.
Go to the cemetery
How do people observe this holiday?

Singing songs.
Spending time with family.
People observe this holiday by...
Spending time with loved ones.
Honoring their departed
Are there similarities with Ukrainian holidays?

This holiday is similar to the Ukrainian holiday... because we also...
3. Tell about completing the 9th form and what the possibilities for
students are afterwards. Tell what you plan to do.
What do pupils need to do to complete 9th form education?
Pass exams. (Which exams?)
In order to complete 9th form edu
Decide on what track they want to pur-
cation pupils must...
sue. (Which tracks are available?)
What are the possibilities for a pupil after he / she completes the
ninth form?
Pupils may choose to... Continue their secondary education.
Go to a technical school.
(What other options?)
What do you want to do after you finish the 9th form?

Continue my secondary education.
Why?
— I want to go to the university to study...
After completing the 9th form — I want to get a job working as a...
I want to... — Because my parents want me to.
I DON’T KNOW WHAT Go to a technical school.
I WANT TO DO! Why?
— I want to become a...
— Because my parents want me to.
(What other options?)
Second semester 171
What do you want to do after you finish all of your schooling?

Study at the university.
— At the university I would like to study...
After school I want to...
— I don’t know yet what I would like to
I DON’T KNOW WHAT
study at the university.
I WANT TO DO AFTER
Get a good job working as a...
SCHOOL!
Start a family.
Travel
Lesson 43
Science in technology in the English-speaking countries
• introducing vocabulary
Sequence
I. Warming-up
II. Main part

Match the word and its definition.
1 2
discovery the identification of diseases by the examination of symp-
toms and signs and by other investigations
achievement systematic investigation to establish facts or principles or
to collect information on a subject
disease detailed examination of phenomena prior to analysis, diag-
nosis, or interpretation
diagnosis the act, process, or an instance of finding something new
in science
transplant the branch of biology concerned with the study of heredity
and variation in organisms
research the ability of goods or services to take a place in the market
genetics no electrical resistance
1 2
application illness or sickness in general
competitive- the act of giving something for common purposes
ness
observation something that has been accomplished, especially by hard
work, ability, or heroism
satellite uniting pieces of metal or plastic together by heating
innovation a company made up of a few different businesses
universe a man-made device orbiting around the earth, moon, or
another planet
gravitation the ability or power to contain or hold
evolution all existing matter, energy, and space
superconduc- to transfer an organ from one part of the body to another
tivity or from one person or animal to another
contribution a gradual development, esp to a more complex form
motion the act of applying to a particular purpose or use
capacity the force of attraction
welding something newly introduced, such as a new method or
device
joint venture movement
Make sentences of your own using as much active vocabulary as

possible. Discuss your sentences with other students.
2. Listening
Pre-listening
Brainstorm on the role of science in the world. Note down your
ideas.
Listen to the text and make any necessary comments or addi-
tions.
The word “science” comes from the Latin word “scientia”, which
means “knowledge”. Scientists make observations and collect facts in
field they work in. Then they arrange facts orderly and try to express
the connection between the facts and try to work out theories. Then
they have to prove the facts or theory correct and make sufficient and
Second semester 173
sound evidence. So scientific knowledge is always growing and im-

proving.
Science has great influence on our life. It provides with base of
modern technology, materials, sources of power and so on. Modern
science and technology have changed our life in many different ways.
During the present century our life changed greatly. Thanks to radio
and television we can do a great number of jobs; it was radio and TV
that made it possible to photograph the dark side of the moon and to
talk with the first cosmonaut while he was orbiting the Earth. On of
the wonders or our age is the “electronic brain”, or giant calculating
machine, which can to some extent duplicate human senses. The desk
computer is expected to function as your personal librarian, to carry
out simple optimization computations, to control your budget or
diet, play several hundred games, etc. further development of the
computer is believed to lead to a situation in which most of the
knowledge accepted by mankind will be stored in the computers and
made accessible to anyone with the home computers. It is natural
that the advent of minicomputers with extensive memories and pos-
sibilities will lead to a new higher level in information culture. Among
other things, we shall be able to organize educational process in the
country’s colleges and universities and also in the system of school
education on a new basic. Knowledge is the most valuable wealth,
and minicomputers will help us to make it accessible for everyone.
Agricultural scientists develop better varieties of plants. The devel-
opment of antibiotics and other drugs has helped to control many
diseases. Studies in anatomy and physiology have let to amazing
surgical operations and the inventions of lifesaving machines, that
can do the work of such organs as heart, lungs and so on. Nuclear
fission when a tremendous amount if energy is setting free is very
important discovery.
Science improved the living standards, communications, promot-
ed contact between people and government, knowledge and culture,
made it possible to discover and develop new sources of energy, made
it possible to prolong man’s life.
But science also has some disadvantages. Some scientific inven-
tions increase the ecological problems, provide with new diseases like
AIDS, increased the danger of violent death.
The aim and the main object of the greatest scientists of all times
were always to find out the truth and no personal prejudices can be al-
lowed. So the science grows and prospers and is the engine of
progress.
3. Speaking
Class discussion
1) Do you know any British or American scientists? What are they
famous for?
2) Do you know any inventions made by British or American scien-
tists and inventors? Do you use them in your everyday life?
3) The Nobel Prize is the highest award for achievement in science.
Do you know any British or American scientists who got the
prize?
The students discuss the questions. If they have no information on
the topic, they may be assigned finding it as their individual home-
work.
4. Reading
Pre-reading
The students brainstorm on the names of the scientists and note
down their ideas to compare them with the information provided in the
entries.
DARWIN, CHARLES R.
Charles Robert Darwin (February 12, 1809 — April 19, 1882) was
an English naturalist who revolutionized scientific thought with the
theory of evolution and natural selection. After studying at Cambridge
University, Darwin served as naturalist on the ship HMS Beagle dur-
ing its five-year voyage around the world traveling west (December
27, 1831 — October 2, 1836). On this trip, Darwin studied a tremen-
dous variety of plant and animal life. Darwin’s book called “On the
Origin of the Species by Means of Natural Selection, or the Preserva-
tion of Favoured Races in the Struggle of Life” was published in
November 24, 1859 (and sold out in one day). This world-shaking
book outlined the gradual change in a species from generation to
generation through natural selection. Alfred Lord Wallace independ-
ently proposed the theory of evolution the same time as Darwin. In
1871, Darwin published “The Descent of Man”, which focused on the
origins of people. The theory of evolution has been debated since it
was proposed, but most scientists accept evolution and natural selec-
tion as the method of species formation and the foundation of bio
logy.
HERSCHEL, WILLIAM
Sir William Herschel (1738–1822) was a British astronomer and
organist who built an improved reflecting telescope and used it to dis-
Second semester 175
cover the planet Uranus (March 13, 1781) and moons of Uranus and of
Saturn. Herschel cataloged over 2500 discoveries, mostly deepsky ob-
jects. Herschel’s sister Caroline Lucretia Herschel (1750–1848) helped
him in his discoveries and discovered many clusters and nebulae (and
8 comets) herself.
KELVIN
Lord Kelvin, William Thompson (1824–1907) designed the Kel-
vin temperature scale in which 0 K is defined as absolute zero and the
size of one unit is the same as the size of one degree Celsius. Water
freezes at 273.16 K; water boils at 373.16 K.
NEWTON, ISAAC
Isaac Newton (1642–1727) was an English mathematician and
physicist who invented calculus, formulated the laws of gravitation,
investigated the nature of light (he discovered that sunlight is made of
light of different colors), and the laws of motion:
1. An object in uniform motion tends to remain in that state of mo-
tion unless an external force is applied to it (the Law of Inertia).
2. A force causes a change in the velocity (acceleration) of an ob-
ject (F=ma).
3. For every action there is an equal and opposite reaction. Newton
also improved the design of the refracting telescope (using an objec-
tive mirror, instead of a lens), and it is now called a Newtonian tele-
scope.
After-reading
The students read their passages in groups and fill in the table,
with which they join a different group and share the information about
the scientist they have read about.
Name Years of life Achievements
III. Summary
IV. Homework
Find the information about a British scientist other than already
discussed and prepare a short talk on his / her life and activity using
the active vocabulary and the table.
Lesson 44
Grammar. Past Perfect. Passive Voice
Fill in Past Simle or Past Perfect Simple.
1) After they __ (see) the Tower they __ (go) to Westminster Abbey.
2) He __ (ask) me which animals I __ (hunt) in Africa.
3) After Columbus __ (discover) America he __ (return) to Spain.
4) Before they __ (move) to Liverpool they __ (sell) everything.
5) After he __ (work) very hard he __ (fall) ill.
6) She __ (open) the box after she __ (find) the key.
7) They __ (go) to a restaurant after they __ (sail).
8) Before they __ (start) the party they __ (invite) some friends.
9) After she __ (wash) the curtains she __ (clean) the windows.
10) They __ (go) for a sightseeing tour after the bus __ (arrive).
11) Before he __ (mow) the lawn he __ (pick) some roses.
12) After he __ (finish) school he __ (work) for a magazine.
13) They __ (drink) a cup of tea after they __ (finish) lunch.
14) He __ (ask) me for her telephone number before he __ (phone)
her.
15) My sister __ (eat) all the chocolate before my parents __ (come)
home.
Fill in Past Tense or Past Perfect Tense.
1) After they __ (open) the window it __ (become) colder.
2) After we __ (see) the film we __ (go) to bed.
3) After he __ (leave) she __ (start) to cry.
4) As soon as it __ (start) to rain she __ (take) her umbrella.
5) He __ (play) cards after he __ (do) his homework.
6) Before she __ (thank) me she __ (take) my present.
7) We __ (see) the robbers after they __ (leave) the bank.
8) He __ (comb) his hair after he __ (brush) his teeth.
9) Before we __ (go) out we __ (put) on our new shoes.
10) They __ (go) swimming after it __ (stop) raining.
11) When we __ (arrive) there the ceremony __ (start).
12) Father __ (start) to wash the car after mother __ (go) out.
13) After she __ (got) her new dress she __ (show) it her parents.
14) He __ (fall) from the balcony after he __ (take) away the railing.
15) He __ (eat) the cake after he __ (ask).
Past Perfect or Past Tense
1) He __ (work) in a supermarket before he __ (work) as a postman.
2) She __ (feed) the dog as soon as she __ (do) her homework.
3) My sister __ (live) in England before she __ (move) to Belgium.
Second semester 177
4) After he __ (eat) all the sandwiches he __ (drink) some orange

juice.
5) We __ (be) tired because we __ (work) all day.
6) As I __ (miss) the bus I __ (walk) home.
7) After they __ (install) a lamp they __ (can) go on working.
8) He __ (just start) to watch TV when the telephone __ (ring).
9) Before she __ (go) to bed she __ (listen) to her favourite CD.
10) After he __ (lose) all his money he __ (be) poor as a church mouse.
11) She __ (have) a cup of coffee before she __ (write) the letter.
12) My sister __ (eat) all the jam tarts before our parents __ (come)
home.
13) Tom __ (be) very angry because Ann __ (shout) at him.
14) She __ (go) home again as soon as she __ (do) her shopping.
15) They __ (go) to a sightseeing tour after the bus __ (arrive).
Past Simple or Past Perfect

1) John __ (play) with the children after he __ (have) dinner.
2) The farmer __ (harvest) the apples before he __ (take) them to his
neighbour to make cider.
3) After it __ (stop) raining the tennis match __ (can) start.
4) After George __ (swallow) his medicine he __ (begin) to feel much
better.
5) Before he __ (become) president he __ (work) as an actor.
6) The tourists __ (jump) into the pool as soon as they __ (unpack)
their suitcases.
7) They __ (sell) their flat before they __ (move) to the Netherlands.
8) He __ (work) as a tourist agent after he __ (finish) school.
9) After he __ (call) the police he __ (call) the ambulance.
10) We __ (leave) the cinema as soon as the movie __ (end).
11) After Mary __ (get) her new school uniform she __ (show) it to her
parents.
12) He __ (see) the robbers after they __ (leave) the bank.
13) When we __ (arrive) at the church the ceremony __ (already
start).
14) She __ (need) help because someone __ (steal) her money.
15) She __ (do) her homework before she __ (visit) me.
Fill in Past Simple, Past Progressive or Past Perfect Simple.

1) When they __ (sleep) thieves __ (break) in and __ (steal) their
paintings.
2) After he __ (repair) his bike he __ (drive) to his grandparents.
3) Before she __ (have) dinner she __ (work) in the garden.
4) I __ (see) him yesterday in front of the cinema.

5) When they __ (listen) to music they __ (hear) a loud noise.
6) He __ (not visit) me before he __ (fly) to Greece.
7) He __ (hear) a loud cry from outside and __ (rush) out.
8) While she __ (learn) for her test her brother __ (play) football with
his friends.
9) We __ (not play) chess last Sunday.
10) He __ (go) shopping after he __ (phone) me.
11) When we __ (meet) Jane at the party she __ (wear) a red dress.
12) He __ (not drive) fast when the accident __ (happen).
13) The boys __ (break) a window when they __ (play) football in the
garden.
14) Mary __ (not work) yesterday. She __ (be) ill.
15) After she __ (help) me with the housework she __ (go) to meet her
friends.
Fill in Past Simple, Past Progressive or Past Perfect Simple.
1) After they __ (have) a cup of tea they __ (have) some cake.
2) They __ (buy) the flat two years ago.
3) When I __ (watch) TV the lights __ (go) out.
4) He __ (tell) me that he __ (see) a lion.
5) He __ (go) to France last year.
6) After he __ (call) the police he __ (call) the ambulance.
7) She __ (wash) her hair when her baby __ (start) to cry.
8) After he __ (work) hard he __ (feel) ill.
9) He __ (leave) the room after I __ (explain) all the facts.
10) After he __ (find) the key he __ (open) the door.
11) While he __ (play) computer games she __ (read).
12) They __ (sell) everything before they __ (move) to Glasgow.
13) He __ (visit) me yesterday evening.
14) When I __ (clean) the room Mary __ (come).
15) After he __ (finish) school he __ (start) to work as a butcher.
Put the sentences into Passive voice.
1) They built these houses in 1902.
2) She bakes a cake every Sunday.
3) He broke the vase yesterday.
4) I clean the shoes every Friday.
5) We wrote the exercise an hour ago.
6) They use this road very often.
7) Thieves stole his car.
8) They cancelled all the flights.
9) Brian told the truth.
Second semester 179
10) She always loads the dishwasher.

11) He sometimes does the shopping.
12) The ambulance took Peter to hospital.
Passive — Present or Past
1) He __ (offer) a new job last week.
2) The bridge __ (blow off) yesterday.
3) This novel __ (write) by Hemingway.
4) Flies __ (catch) by spiders.
5) All the trees __ (cut) down yesterday.
6) We __ (tell) to go home now.
7) Their purse __ (steal) yesterday night in the disco.
8) Rain __ (hold) up by fog.
9) He __ (throw) out of the bar a week ago.
10) Pigs __ (use) to find truffels.
11) The old theatre __ (reopen) last Friday.
12) She __ (ask) about the accident by the police yesterday.
13) Rotten eggs __ (throw) at him last month in Bristol.
14) Mice __ (catch) by cats.
15) I __ (often / ask) for her address.
Put the sentences into Passive.
1) English __ (speak) all over the world. (Present tense)
2) This quarrel __ (forget) in a few years’ time. (Future tense)
3) My pencil case __ (steal). (Present perfect)
4) We __ (never / beat) at badminton. (Present perfect)
5) This shirt __ (make) in France. (Past tense)
6) The dogs __ (keep) in house. (Present tense)
7) Her new book __ (publish) next month. (Future tense)
8) Milk __ (use) to make butter and cheese. (Present tense)
9) They __ (take) to school. (Past tense)
10) Not a sound __ (hear). (Past tense)
11) Some ink __ (spill) on the carpet. (Present perfect)
12) The thieves __by the police. (Past tense)
13) The homework __ (correct) by the teacher. (Future tense)
14) Her ring __ (find) under the bed. (Past tense)
15) I __ (offer) an interesting job. (Past tense)
Take the personal pronoun to start the sentence.
1) He has lent her the umbrella.
2) He gave me a good advice.
3) Dad promised us some money.
4) She hasn’t sold him the jewels.
5) They’ll give him a reward.
6) He told me the whole story.

7) They have sent her the bill.
8) She’ll show us the way.
9) He has paid her a lot of money.
10) She doesn’t give them any pocket money.
11) Peter wrote it down correctly.
12) A noise kept him awake.
13) Dad sometimes takes me to the station.
14) She’ll give me his address.
15) They always send us a letter.
Write the sentences in Passive.

1) He usually buys the tickets.
2) We booked the flights.
3) He opened the bottle easily.
4) She cleans my shoes.
5) They arrested the burglers.
6) He wrote the note.
7) They wash the car.
8) She found the key.
9) He sold his coin collection.
10) We started a new system.
11) Someone stole his car.
12) They used the towels.
13) We turned on the TV.
14) She served tea at 4.
15) The rain flooded the camp.
Write the sentences in Passive.

1) Paul __ (send) to prison. (Future tense)
2) My brother __ (just beat) in the race. (Present Perfect)
3) He __ (tell) to wait outside. (Past tense)
4) I __ (not pay) for the work. (Past tense)
5) Policemen __ (often ask) for the way. (Present tense)
6) They lawn __ (cut) once a week. (Present tense)
7) We __ (ask) by the police. (Future tense)
8) The towels __ (not use). (Past tense)
9) He __ (not sell) the jewels. (Present Perfect)
10) They __ (teach) Frensh. (Present tense)
11) The fire brigade __ (phone) soon after the fire broke out. (Past
Perfect)
12) You __ (laugh) at if you talk such nonsense. (Future tense)
Second semester 181
13) All the fruits __ (eat up) by the guests. (Past tense)
14) The letter __ (answer) tomorrow. (Future tense)
15) Stamps __ (sell) here. (Present tense)
Lesson 45
Science and technology in English-speaking countries
Sequence
I. Warming-up
II. Main part

Match the verbs with their definitions
to discover to create or devise (new ideas, machines, etc.)
to research to make better
to invent to raise to a higher rank, status, degree, etc.
to identify to include or contain as a necessary part
to improve to stimulate someone to do something by approval or help
to involve to be the first to find out about something
to encourage to carry out systematic investigation to find a fact or principle
to promote to prove or recognize as being a certain person or thing
Use the verbs to desribe the activity of British scientists.
discovered
researched
Isaac Newton
invented
Charles Darwin
identified
Lord Kelvin ...
improved
William Hershell
involved
Your scientist
encouraged
promoted
2. Reading
Read the following text and do the activity that follows it.
Science and technology in Great Britain
Britain has a long tradition of research and innovation in science,
technology and engineering. Its record of achievements begins with
the contribution of Isaac Newton to physics and astronomy in the
17th century (theory of gravitation and three laws of motion) and goes
to Charles Darwin with his theory of evolution, and inventions of
Michael Faraday in the 19th century (the first electric motor, genera-
tor and transformer).
This long record of achievement in science and technology has
continued throughout the 20th century. Nobel prizes for science have
been won by 70 British, more than for any country except the United
States.
In the last three decades major contributions have been made by
British scientists working in universities, research institutes and in-
dustry. These have included theories on black holes and the origins of
the universe (Stephen Hawking); the discovery of genes linked to cyst-
ic fibrosis and other diseases; the development of monoclonal antibod-
ies and scanning techniques for medical diagnosis (Godfrey Houns-
field); the invention of DNA profiling to identify an individual from
blood and tissue specimens; the world’s first combined heart, lungs
and liver transplant; Brian Josephson’s research in superconducti
vity; Martin Ryle and Anthony Hewish discoveries in radio-astrophys-
ics and many others. Research is continuing in the fields of medicine
and genetics.
The Government considers that public funding should support
work in the basic sciences to advance knowledge and technological ca-
pacity and provide training for scientists. Industry is expected, how-
ever, to fund the commercial application of scientific advances. Many
companies in major industries finance their own research and in their
own laboratories.
Britain is involved in extensive programmes run by the EC to
strengthen the technological basis of European industry and improve
its competitiveness worldwide. Over 300 British companies and other
organisations are involved in EUREKA, and industry-led scheme to
encourage the development of high technology products throughout
Europe. Britain’s National Space programme is concerned mainly with
earth observation from satellites for commercial and environmental
applications. British scientists have played a role in most European
Space Agency missions, including the investigation of Halley’s Comet
in 1986 by the British-built Giotto spacecraft.
Second semester 183
Complete the chart using the information from the text above.
Scientist Field of study Achievements
3. Speaking
How much do you know about the US inventions?
In groups, match the invention and the inventor. Which of the in-
ventions do you use in your home or everyday life?
Invention Inventor
Phonograph Jonas Salk (1955)
Camera Charles and J. Duryea (1892)
Television Henry Ford (1896)
Sewing machine Igor Sikorsky (1939)
Traffic light Samuel Morse (1837)
Dishwasher Benjamin Franklin (1780)
Automobile Thomas Edison (1877)
Airplane Alexander Graham Bell (1876)
Helicopter The Wright brothers (1903)
Bifocal eyeglasses George Eastman (1888)
Conveyor Vladimir Zvorykin (1924)
Polio vaccine Chester Carlson (1938)
Artificial heart Isaac Singer (1851)
Telegraph Josephine Cochrane (1886)
Telephone Robert Jarvik (1982)
Photocopying machine Garret A. Morgan (1916)
The students share their ideas and sentences grounding their opinions.
III. Summary
IV. Homework
The students have to find the information on a discovery or inven-
tion made by British and American scientists (one for each) in the re-
cent 20 years and report it in the class.
Lesson 46
Sequence
I. Warming-up
II. Main part

1. Listening
Listen to the text and compare the information with the chart of
American inventions and inventors.
Science and technology in the USA
From its very first days as an independent nation in the 18th cen-
tury, the United States has encouraged science and invention. It has
done this by promoting a free flow of ideas, by encouraging the growth
of useful knowledge, and by welcoming creative people from all over
the world.
The USA constitution itself encourages scientific creativity. It
gives Congress the power “to promote the progress of science and use-
ful areas by securing for limited times to authors and inventors the
exclusive rights to their writing and discoveries”. This law formed the
basis for the patent and copyright system which ensured that inven-
tions and other creative works could not be copied or used without pay-
ing some kind of fee to the creator.
The most outstanding American scientist of the 19th century was
Thomas Elva Edison (1897–1931) who made more than a thousand
original inventions the most famous of which was an electric bulb. The
Wright brothers became world famous when they built and flew a fly-
ing machine in 1903. Early in the 20th century Henry Ford revolution-
ized transportation patterns with the development of an economical
automobile.
The American invention that was hardly noticed in 1948 has cre-
ated a computer age. And the progress of that age is changing the way
millions of people work, study, conduct business deals and do re-
search.
In terms of basic scientific achievements, nations are usually
judged by the number of Nobel prizes won by their scientists in phys-
ics, chemistry and physiology or medicine. The first American scien-
tist to win a Nobel prize was Albert Michelson, who won the 1909
prize in physics for determining the speed of light. During the pe-
riod from 1950 to the end of the 20th century, more American sci-
entists have won Nobel prizes than the scientists of all other nations
combined.
Second semester 185
At present the United States leads in many areas of theoretical sci-

ence. These include nuclear physics, genetics, space exploration and
some others. One of the most exciting current scientific developments
is an attempt to construct a genetic map of humans. Scientists are us-
ing knowledge about human genes to treat different diseases. They
hope that additional knowledge about human genes will lead to more
effective treatment for many diseases.
2. Reading
All the paragraphs in this story about James Watt are jumbled up.
Work in groups and rearrange them into the correct order and read
about this famous British scientist. The group, which does it first cor-
rectly wins.
James Watt (1736–1819)
A. James Watt also made some other inventions. One of them is
a copying machine which was the predecessor of the typewriter.
His other invention is a rotative engine that could run machines
and became the basis of industry.
B. At eighteen James decided to become a professional instrument-
maker and moved to his uncle’s place in Glasgow. Then he contin-
ued his studies in London and returned to Glasgow as a skilled in-
strument-maker.
C. He liked mathematics and was fond of designing and making
things. When he at last was able to attend school, he became one of
the best pupils in mathematics and languages.
D. James Watt retired at the age of 64, but he never stopped working
in his workshop inventing new things. When he died in 1819,
a monument to his memory was erected in Westminster Abbey.
E. One day James Watt was asked to repair a small working model of
an atmospheric-steam engine that was used for demonstration at
the university lectures. He not only did that but also improved the
model and made one of his greatest discoveries — a steam engine.
F. His passion for engineering was born when the boy read Isaac
Newton’s “Elements of Natural Philosophy”. His first engineer-
ing creation was a small electric machine with which he gave his
friends shocks that made them jump.
G. James Watt was born in 1736 in Scotland in the family of a ship-
builder. The boy was not strong and suffered from terrible head-
aches, so he couldn’t go to school and his parents taught him at
home. The boy had a very good memory and a natural love of
work.
H. When Glasgow University needed a qualified specialist to install

new instruments in a new observatory, James Watt was invited
and did that job brilliantly.
Several sentences(A–F) have been removed from the text and
placed before it . Put them into the right places and read a story about
one of the most famous scientists of America:
Thomas Edison —
the man behind his inventions (1847–1931)
A. On another occasion he almost drowned when he dived into the
river and swam under a ship trying to examine its structure.
B. The boy was saved by the conductor who caught him by the ears
and pulled him onto the train.
C. He had to work for thirteen months but finally he succeeded and
produced the incandescent lamp.
D. One day when Edison was 15, he saved the life of a child who was
playing on the train tracks.
E. Edison spent all his free time experimenting.
F. Thomas’s mother continued his education at home, and the boy
demonstrated a brilliant memory and great love of books and stu
dies.
In 1877, an American, Thomas Alba Edison, made a recording on
a little machine which he had invented, and played it back to himself.
It was a historic moment — the first talking machine in the world had
been invented. Next, Edison got interested’in the invention of an elec-
tric-light bulb for lighting streets and buildings instead of gas. __ (1)
His other inventions include the phonograph or gramophone, the cin-
ematograph, an improved system of electric transmission and numer-
ous other things.
Since his early childhood he had a difficult life. He was a very in-
quisitive child who always asked “Why?” and always tried out any idea
he had. When he was six, Thomas decided to help a mother goose to
hatch eggs by sitting himself on the nest. __ (2)
He went to school for only three months because his teacher said
that the boy was stupid. __ (3) One day he read in a book that balloons
could fly because they had gas in them. So he thought that if he drank
enough soda water and filled his stomach with gas he would be able to
fly too. His flying attempt finished with his lying on the ground sick
and the world spinning around him.
Edison began to work as a newspaper boy when he was twelve. One
winter night the boy didn’t hear the conductor’s whistle and when the
Second semester 187
train started to move, it dragged Thomas along. __ (4) After that

something happened to the boy’s ears and he began to grow deaf. But it
didn’t stop the curious child. He decided to produce his own newspaper
and he set up his “publishing house” in a baggage car. The money he
got for his paper he spent on books and laboratory equipment which he
installed in the same baggage car. Everything finished with a fire
which started when a bottle with phosphorus fell on the floor. That
ended Edison’s career with the railway.
__ (5) In gratitude the father of the child, a telegraph operator,
gave Edison several lessons in telegraphy and in the next five years
Thomas worked as a telegrapher in different cities of the USA and
Canada. But this career of his also ended with a scandal when a night
inspector found Edison sleeping and his new invention, connected to
the clock, working instead of him.
__ (6) Even when he was an old man he never stopped working.
Edison is believed to have said the following words, “Genius is ten cent
inspiration and ninety per cent perspiration”.
III. Summary
IV. Homework
1) What do you think the development of science depend on?
2) How can a nation encourage science, invention and scientific crea-
tivity?
3) Do you think the development of science is encouraged now in
Ukraine? Why?
4) Which do you think happens more often nowadays: individual dis-
coveries or common efforts of people and government?
5) Do you know any outstanding scientists in your country? Name
them. What discoveries did they make?
6) How important do you think is the international cooperation of
scientists in the world?
7) How can the quality of life benefit from the work of scientists?
Give examples.
8) Would you like to connect your life with science? If yes, what field
of science interests you?
9) Have all the consequences of scientific and technological progress
been positive (for the better)? Supply examples.
10) Which spheres of life have been influenced by the developments in
science and technology most of all?
Lesson 47
Sequence
I. Warming-up
II. Main part

1. Listening and speaking
All areas of life, including technology, can include humor. Here
are some funny stories related to modern machines. For each story,
discuss your answers to these questions:
1) What is the point (the joke) of the story?
2) Does the story seem funny to you? Why or why not?
3) Does the story remind you of any real experiences in your life?
Explain.
Text 1
I like many modern businesses, the bank where I work has a “voice
mail” answering-machine system. When callers dial our number, they
receive a long series of messages, such as:
If you’re calling from a touch-tone phone, please press 1. If you
want to hear messages in English, please press 2. If you want to check
the balance in your account, please press 3.
If you are applying for a loan, please press 4.
One customer had to go through the whole series of messages, then
wait quite a while longer before a human being finally answered the
phone.
“May I have your account number?” asked the bank representa-
tive.
“If you want my account number”, the customer replied, “please
press 1”.
Text 2
In anatomy class, the instructor was giving a lecture about the hu-
man nervous system. Before explaining the concept of neurotransmis-
sion (the process through which nerve cells send electrochemical sig-
Second semester 189
nals), the instructor first asked the class, “Can anyone tell us how cells
communicate with each other?” After some silence, a voice asked,
“With cellular phones?”
The students in groups discuss the answers to the questions.
The teacher may ask to provide a similar humorous example from
the students’ background experiences.
2. Reading
Pre-reading discussion
Think about the answers to these questions.
1) What are some controversial issues in science and technology to-
day?
2) How can using a computer improve someone’s social life and abil-
ity to communicate?
3) What are some examples of computer technology in the home?
4) What are some examples of advances in medical technology?
Vocabulary
Here are some vocabulary items from the reading selection. You
can learn them now or come back to them later.
Nouns Verbs Adjectives Phrases
permission protection sue tiny invasion of privacy

warrant monitor electromagnetic secret password
case invade electronic surveillance
receptionist laser sensor
detection genetically engineered
speed
performance
stress
interference
antenna
wings
biotechnology
Skimming for Main Ideas

Read the following four paragraphs quickly. Then put each of the
following titles on the correct line.
1) Invasion of Privacy Through Electronic Surveillance
2) Electronic Mysteries in the Sky
3) Attack of the Killer Tomatoes
4) Who Can Open the e-Mailbox?
Controversial Issues in Technology

A. Letters and phone conversations are private. It is against the law
to open someone’s mail without permission or to secretly listen in
on someone’s telephone exchange. Furthermore, the U.S. Elec-
tronic Communications Privacy Act of 1986 gave the same privacy
protections to people who use e-mail. For instance, without a war-
rant it is illegal for the police to read the messages that a person
has received or sent on a computer. Nevertheless, in several cases
employees have complained about invasion of privacy on the part
of co-workers or their employer. The law is not completely clear on
this issue: First of all, each person has a secret password for his or
her e-mail, but the company also keeps a complete list of these
words. Second, an employer can say, “The company owns every-
thing you have written during worktime because you are using
our computer system. Therefore, as things stand right now, it is
probably a good idea for computer workers to be careful about the
messages they send; an e-mail system may not be the best place for
personal thoughts or love letters.
B. Electronic surveillance, i. e., a close watch over someone, is the
cause of wide disagreement—depending on the purpose of the sur-
veillance. High-tech surveillance systems can be very useful in
solving crime cases, in finding missing children, in looking for ac-
cident victims, and so on. However, detection devices such as tiny
microphones, laser sensors, video cameras, etc., also make elec-
tronic surveillance possible in the workplace. In one case, a recep-
tionist with a perfect fourteen-year employment record lost her
job because of information collected by the company’s computer
system. The new monitoring system, which checked on workers’
speed and performance, recorded that she was spending about nine
minutes “too long” with each visitor or caller. The receptionist,
who said she was helping company sales by being friendly to cus-
tomers, sued her employer in a court of law. She complained that
electronic surveillance at work not only causes unnecessary stress
but also invades people’s privacy.
C. Since 1990, there have been hundreds of reports of mysterious
electronic interference with the communications systems of air-
planes. Because important flight information — about directions,
plane temperature, wind speed, etc. — has disappeared from pi-
lots’ computer screens, they have lost their way. Technicians
haven’t found certain answers to these mysteries, but some people
suspect that the cause may be passengers’ use of portable comput-
ers, electronic games, CD players, etc., inside the plane. Modern
Second semester 191
airplanes have so many sensors, chips, and wires that they are like
“computers with wings”; electromagnetic radiation from enter-
tainment equipment may send confusing signals to airplane an-
tennas.
D. Through biotechnology, scientists can create new foods in the lab-
oratory. For example, they can change a tomato genetically so the
fruit can stay on the plant longer, have more taste, and not get
soft quickly. They can put a gene from a vegetable plant into a
fruit, or even combine some animal genes with plant genes. But
are these new foods safe? And what should the creators and grow-
ers have to tell the government, supermarkets, and consumers?
Producers claim that genetically engineered products are not
much different from traditionally grown foods; nevertheless,
some people want to know exactly how scientists changed the DNA
material, how many copies of a new gene are in the food, and what
problems might come up. For example, will new DNA structures
genetically strengthen the bacteria that cause disease?
Answer the questions
Answer the following questions about the paragraphs in the reading
selection “Controversial Issues in Technology”. Then put together your
answers to write the main ideas. Paragraph A is done as an example.
PARAGRAPH A
1) What issue is the paragraph about? The privacy of e-mail.
2) Why isn’t the law clear on this issue? Companies may keep lists of
passwords and “own” what employees write.
3) What is the main idea of the paragraph? Laws about the privacy of
e-mail aren’t clear because companies may keep lists of passwords
and “own” what employees write.
PARAGRAPH B
1) What kind of computer system is the paragraph about?
2) Why might people complain about this kind of system?
3) What is the main idea of the paragraph?
PARAGRAPH C
1) What situation is the paragraph about?
2) How might this situation cause problems?
PARAGRAPH D
1) What kind of technology is the paragraph about?
2) What are some people worried about?
Reading for main ideas

The following story tells about the writer’s experience with high-
tech equipment.
Follow these steps for the story:
1) Read it quickly and tell the main idea.
2) Ask and answer questions of your own about the story.
3) Tell your own opinions of the ideas in the story. For example, tell
how you think the story will end.
4) Tell or write about your own experiences with science and tech
nology.
I’m always reading ads for new products, such as computer parts
and software, wireless speakers and headphones for sound systems,
compact camcorders, color laser copiers, electronic book players, and
many others. Like thousands of other people, I’m interested in mod-
ern technological equipment and devices. Of course, I don’t always
understand how a product works, and I certainly don’t know all the
technological words in the ad, but somehow I’m fascinated, and
I want that machine! Occasionally, I buy it. As soon as I bring my new
“toy” home or to my office, I have trouble reading the long, complex
manual or even the short booklet — the language just isn’t clear or
simple enough for me. When my children help, however, I can usu-
ally figure out how to set up the new equipment or device. But then
something happens to cause a mechanical or electronic problem. Be-
cause I don’t know how to fix it myself, I call the store where I bought
it for advice. If the salespeople can’t help, I bring the product to a re-
pair shop. However, even after paying for new parts and a repairper-
son’s time, I still can’t get the product to work the same way it used
to. Eventually, I lose interest in the machine or device — or in any
technological products at all. I start to read again — books and news-
papers and magazines. Soon I see ads for new technological products
that fascinate me, so...
3. Speaking
In small groups, talk about your answers to the following ques-
tions.
1) Do you use or have you ever used an electronic bulletin board or
e-mail? If so, explain how they work.
2) What electronic or computerized equipment or appliances do you
have in your home? How do you use them?
3) Have you ever been in an ambulance or a hospital during an emer-
gency? If so, what do you remember about medical technology?
Second semester 193
4) What are your opinions about the following controversial issues?

a) Should medical scientists change gene structure to create
“more perfect” human beings?
b) Do you think that computers and interactive media benefit or
hurt family life and personal relationships?
c) Should scientists continue to genetically “improve” foods in
the laboratory?
d) What is the effect of high-tech medical treatments on the
health and happiness of people in general?
III. Summary
IV. Homework
Finish the story in writing.
Lesson 48
Cities of Great Britain
• developing socio-cultural awareness
Sequence
I. Warming-up
II. Main part

1. Reading
Read the texts about the big cities of Great Britain.
London — the capital of Great Britain

Many tourists who visit London for the first time are advised to
start looking around the city either from the top of a Grand Tour dou-
ble-decker bus or from a tour boat that will take you down the Thames
as far as Greenwich and bring you back to Westminster or Charing
Cross Pier.
From the upper deck of the tour bus you’ll get a good overview of the
hustle and bustle of the huge metropolis with its old and new sights living
peacefully next to each other. The bus will take you to all the parts of
London: the City, the West End, Westminster and the East End.
The City
The City on week-days is the busiest place in London with its nu-
merous banks, offices, insurance companies and different firms. Now
you will probably not see the legendary clerk in a dark suit and a bow
ling hat there. They are in the past. But the City is still the country’s
business and financial centre and its streets are always full of hurry-
ing people and transport, souvenir street vendors, tourists and police-
men. Tourists are attracted by the Bank of England, the Stock and the
Royal Exchange, the Old Bailey which is the popular name of the Cen-
tral Criminal Court of London, the Barbican Cultural centre with the
Museum of London and the London home of the Royal Shakespeare
company. It is much quieter in the City at the weekend, as nobody lives
there, but there are always a lot of people in St. Paul’s Cathedral which
is the parisfi church of the British Commonwealth and one of the most
beautiful buildings in the world. Its construction was completed at the
beginning of the 18th century and it replaced the older cathedral that
was destroyed by the Great Fire of London in 1666. The Cathedral is
the masterpiece of the famous British architect Sir Christopher Wren
whose tomb can be seen in the crypt. Besides its significance to the
British believers and its beauty, St. Paul’s Cathedral has another
unique attraction — the Whispering Gallery which runs right round
the inside of the lower section of the dome. If someone who is standing
near the wall on one side whispers some words, they can be heard near
the wall on the opposite side, 32 metres away.
The Tower of London
One of the oldest, best-known and most impressive places of inte
rest in the City is the Tower of London which stands on the north bank
of the Thames. It was begun in the 11th century by William the Con-
queror and was added to and altered by later monarchs. In the course
of history it has been a fortress, a royal palace, a state prison, a citadel
and an arsenal.
Now it is a unique museum in which you can feel the past centuries
and touch the walls that witnessed the executions of Henry VIII’s two
wives and Guy Fawkes, the creation of “History of the World” by Sir
Walter Raleigh and the last minutes of the unhappy nephews of Rich-
ard III. It is also a living museum in which you can watch the Tower
ravens, try on the knight’s armory and the king’s crown, and take
a picture with the Yeomen Warders who still guard the Tower.
Westminster
Why not get on the Tour Bus again and go to Westminster where
several most important government buildings are situated, among
Second semester 195
them the Houses of Parliament, Westminster Abbey and Buckingham

Palace?
The Houses of Parliament which stand on the site of the burnt Pal-
ace of Westminster, built in the 14th century, is the seat of the British
government. It is here that the House of Commons makes the laws and
the House of Lords discusses and debates them. It is here that the most
important decisions for the country’s policy are taken. Besides, it is
a wonderful work of art with hundreds of paintings and sculptures
worth seeing. Its Clock Tower is famous all over the world as a symbol
of London and Britain as it contains a huge clock and a bell, known as
Big Ben. The bell tolls every hour and its sound is familiar to millions
of people.
Westminster Abbey is another leading landmark of London. Its
ancient walls house the church where almost all British monarchs have
been crowned, married and buried since the 11th century. There you
can also find the Poets’ Corner which is the resting place of some out-
standing men of letters like Geoffrey Chaucer, Robert Browning, Al-
fred Tennyson, Charles Dickens, Thomas Hardy and Rudyard Kipling.
There are also monuments to other famous writers and poets who are
buried elsewhere, such as William Shakespeare whose tomb is in his
home town of Stratford-on-Avon. You can also see there the Tomb of
the Unknown Warrior which commemorates all the soldiers and offic
ers killed in the First World War.
The West End

Buckingham Palace is the official London residence of the sover-
eign. Though the building itself is not an architectural masterpiece,
its interior decoration, paintings and furniture are really worth see-
ing. The weekly ceremony of the Changing of the Guard attracts many
spectators with its music and soldiers’ traditional uniforms.
From Buckingham Palace it is a short walk to Trafalgar Square
which may be called the main square and the geographical centre of
London. It is not as old as some other places of the capital as it was de-
signed in the middle of the 19th century to commemorate the victory
of the British fleet headed by Admiral Nelson over Napoleon’s fleet at
Trafalgar in 1805. Nelson lost his life in that battle but brought vic-
tory to his country so British people think of him as their national he-
ro. Nelson’s column in the centre of the square is very tall with a statue
of the Admiral on the top and four bronze lions, that symbolize the
power of the British Empire, around it. Other attractions on the square
are the National Gallery with a wonderful collection of arts and the
beautiful St. Martin-in-the-Fields’ Church.
Another 10 minutes’ walk can bring you to the heart of the West
End — Piccadilly Circus. It is one of the busiest places in London, and
if you want to see its focal point — the Statue of Eros closer, don’t risk
crossing the street; use the underground crossing. Originally the stat-
ue was erected as a symbol of charity but now it has become one of the
most popular meeting places of young people and punks who make
money letting tourists take their pictures.
From Piccadilly Circus you can stroll along the richest streets of
London — Regent, Oxford and Bond Streets — lined with expensive
shops, restaurants and hotels.
London’s numerous parks are an all-year-round attraction both
for Londoners and the guests of the city. The parks are called “the
lungs” of London and they are true oases in the polluted and over-
crowded city. Hyde Park and Green Park, St. James’s Park and Ken-
sington Gardens are beautiful in any season and please the eye with
their trees, bushes, flowers and ponds.
London museums are so many that it’s difficult to name them all.
The most important are the British Museum with its unique archeo-
logical collections and the Library, the National Portrait Gallery, the
Royal Academy of Arts, the Victoria and Albert Museum with fine col-
lections of arts, the Science Museum whose main aim is to educate peo-
ple and Madame Tussaud’s Gallery that displays the wax figures of
famous people.
The East End

The East End of London used to be the poorest district of the city,
but now it is a development area with new houses and a modern indus-
trial centre. It has many interesting sights including an exact copy of
Shakespeare’s Globe Theatre which was built on its original site and
London Dungeon which is very popular with children and adults who
like horrors, and many other places of interest.
The Dome
London’s newest attraction is the Dome that was built in 1999 to
mark the millennium of the new era. It is only 15 minutes from Central
London, right next door to the North Greenwich underground station.
Inside the Dome tourists will find “Skyscape”, a huge big screen cine-
ma hall which can also be used for concerts and shows. They can visit
the new world of “Learning” in a magical orchard and see the 21 Cen-
tury Doomsday Book. They can experience the excitement of “Work”
in the future and see how much it has changed from the past. In the
section “Body” the visitors can have a journey of emotions through the
Second semester 197
human body and explore the opportunities and challenges that advanc-
es in science, genetics and medicine will bring. “The Shared Ground”
will give a chance to observe British interior scenes and experience
what could be done if people really joined together. “Living Island”
will provide a trip to a typical British sea resort with a beach, band
stand, pier and lighthouse and games with hidden messages. “Home
Planet” will take the tourists to the most amazing journey to the most
incredible planet in the known universe — Earth — to find out what
makes our planet unique. “Self Portrait” will show thousands of faces
of the nation in the picture gallery and photo exhibition. “Faith” will
help to get acquainted with the huge range of beliefs and religions
which are part of the UK today. “Mind” will give you a chance to play
mind games with robots and to explore your senses and perceptions
working out how to create a better future. “Rest” will provide the visi-
tors with a mental flotation tank where they can escape the hectic pace
of the modern life and enjoy empty space packed with sound, light and
shapes. “Money” will give you a virtual chance to blow a million pounds
in a wild spending spree and find out what the City really does with the
money.
Answer the following questions:

1) If you happen to go to London, what will you do on your first day
there?
2) Would you prefer to take a tour bus or a tour boat to see as many
sights in one day as possible?
3) Name 5 sights of London that you would like to see (in the order of
preference). Explain why you have chosen this order.
4) What will you start with: the old part of London or the new attrac-
tions which were built to celebrate the millennium?
5) If you had only 3 days to stay in London which would you choose,
to see as many sights as possible or to visit one museum but to ex-
plore it thoroughly? Why?
6) Which of London parks would you like to go to and why?
Fill in the gaps with one suitable word and read about the second
biggest city in Britain. Remember that more than one variant is pos-
sible.
Big cities of Great Britain
Great Britain’s major cities besides London are Birmingham with
the population of just over a million, Manchester with 430,800 Glas-
gow with 616,430, Edinburgh with 448,850, Belfast with 297,300 and
Cardiff with 315,000 people who live there.
Birmingham
Birmingham is the largest provincial __ (1) in Great Britain. It
stands in the centre of the upland area in the valleys of three small ri
vers — the Tame, the Cole and the Rea. They all __ (2) into the Trent,
a big navigable river. The city is a county borough in Warwickshire,
and it is the market __ (3) of the Black Country. Birmingham is much
younger __ (4) most British cities.
Though its exact date of birth is not __ (5) for sure, it seems cer-
tain that the settlement did not exist before Anglo-Saxon times. It is
__ (6) that the Midland coal-fields led to its growth beginning with the
13th - __ (7). The Black County got its name in the 19th century __ (8)
to the intensive activity of the heavy industry in the region. At present
the Black __ (9) coal is almost worked out, iron ore is no longer melted
and green __ (10) with wild flowers grow on the old quarries.
Although primarily an industrial __ (11), Birmingham has many
pleasant residential suburbs and open spaces. The city is the __ (12) of
the cultural life of a large area. The University of Birmingham is proud
of its departments of science, arts, medicine, commerce and law. It is
__ (13) a big research centre.
Birmingham is a big industrial __ (14) with many modern facto-
ries, but its industrial pattern is mostly based on small firms. Bir-
mingham __ (15) manufacture brassware, silverware and other metal
__ (16), jewellery, small arms and plastics. It is also well __ (17) for its
motor vehicles, electrical equipment and machine tools.
Fill in the gaps with prepositions and find out some facts about
Manchester.
Manchester
Manchester is a large city __ (1) the northwest of England. 11 is
located __ (2) the River Irwell, a tributary __ (3) the big Mersey River,
and is linked __ (4) it __ (5) the Manchester Ship Canal. Its position
makes it one __ (6) the major ports __ (7) England. Manchester was
formerly known __ (8) its wool and cotton industries, but is now the
financial and business centre __ (9) the area. When Britain was an Em-
pire, Manchester was known as “Cottonpolis” because there were many
large cotton mills __ (10) the city and __ (11) the small towns __ (12)
it. The northwest is still an important industrial area and still makes
cotton textiles, but it is changing fast. The Manchester Business school
is the best __ (13) Britain. Many pop and rock bands come __ (14) Man-
chester, which is known __ (15) its music industry and many night-
clubs. It is also known __ (16) its two football teams — Manchester
United and Manchester City.
Second semester 199
Manchester is a beautiful city but unfortunately many __ (17) its

old buildings __ (18) the city centre were destroyed __ (19) IRA bomb
__ (20) 1996.
The citizens __ (21) Manchester are called Mancunians.
Note: IRA — the Irish Republican Army, an illegal military or-
ganisation which wants Northern Ireland to leave the UK and become
part of the Irish Republic. It was originally established in 1919 to fight
for Ireland’s independence from Britain. From 1969 it was active both
in Northern Ireland and in England, and was known for using violence
and terrorist methods in order to achieve its aims.
Read the text about Glasgow and decide if the statements that fol-
low it are true or false.
Glasgow
Glasgow is the largest city of Scotland with almost 1 million in-
habitants. It lies only 50 miles from Edinburgh, near the west coast of
Scotland, but most people would agree that the two cities could not be
more different!
For many centuries Glasgow was little more than a cluster of cot-
tages built on the river Clyde. In fact, the name itself means “dear,
green place” in the Gaelic language and this is as true today as it was in
the 6th century. In the middle of the 15th century the second univer-
sity in Scotland was built in Glasgow, and the city became important as
one of the educational centres. The discovery of America led to the
start of the modern city with increasing import of tobacco, sugar and
cotton and, consequently, a growing shipbuilding industry. Slowly
Glasgow transformed itself into one of the richest and most successful
cities in all of Britain.
However, in the 20th century, things started to go wrong for the
city. The depression of the 1930s hit the city’s heavy industry particu-
larly badly, and thousands of people lost their jobs. From its poverty
the city soon developed a taste for left-wing politics — a taste which
remains to this day as there is not a single Conservative MP in the
whole city!
Glasgow and its neighbouring industrial towns are situated upon
the Lancashire coal-field, while the city itself lies on the raised bank of
the River Clyde. It dominates the whole region and every day many
thousands of workers commute to the city. It is the centre of a great
variety of manufacturing industries. Glasgow became a great port and
manufacturing centre at the beginning of the 18th century. Today its
leading industries are shipbuilding, iron and steel, machinery and
chemicals, textile and clothing, marine and aero engines, road vehicles
and machine tools, cotton and woolen carpets production. It is also

known for its book-producing and publishing firms.
Today Glasgow is important as a cultural centre. In 1990 it be-
came European City of Culture, ahead of cities such as Athens, Flor-
ence, Paris, Amsterdam and Berlin. Glasgow is full of interesting mu-
seums and art galleries: The People’s Palace telling the historical and
social story of Glasgow; the Museum of Comparative Religion, explor-
ing the world’s different faiths through art; Glasgow Cathedral,
a wonderful example of Gothic architecture, etc.
However, Glasgow is perhaps most famous for the liveliness of its
people. The Irish and Highland immigrants of previous centuries have
added some of their own charm and wit to the “Glasgow melting pot”,
making it the friendliest city in Scotland. In addition the shopping fa-
cilities are particularly good with many small speciality shops dotted
around the main street.
Decide if the following statements are true or false:
1. Glasgow is situated to the north of London.
2. Glasgow and Edinburgh have much in common.
3. Glasgow is known to have been founded in the 13th century.
4. Christopher Columbus played an important part in the develop-
ment of Glasgow.
5. The citizens of Glasgow never helped the Conservative party of
Great Britain to win elections.
6. The heavy industry of Glasgow was the only one which did not suf-
fer greatly during the 1930s economic crisis.
7. Glasgow and Odesa have some common features.
Match the headings given below to the four paragraphs of the fol-
lowing text about Edinburgh.
A. The Treasures in the Chest.
B. The Facets of the Crown Jewel.
C. The Present and the Past.
D. The Great Minds of Scotland.
Edinburgh
__ (1) Edinburgh is a jewel in Scotland’s crown. This jewel has
many facets: classical architecture piled on hills and tree-filled val-
leys, medieval closes and sudden views of the sea from street corners.
And the castle which looks so right that it might have grown out of the
rock by some natural process. Edinburgh has several thousand build-
ings that are officially protected because of their architectural or his-
toric importance — more than any other city outside London.
Second semester 201
Edinburgh is one of the longest continuously inhabited places in

Northern Europe; there is archeological evidence of human habitation
there in the Bronze Age, about 1,000 BC. It’s a public reminder to
Scots of their roots.
__ (2) The Royal Mile leads from the Castle to Holyrood Palace
which is another official residence of the Queen besides Buckingham
Palace. The Palace is a museum itself, and it contains a number of mu-
seums. Among them are the Museum of Childhood with its unique col-
lection of toys and games; the Writers’ Museum, a treasure house of
items relating to Robert Burns, Sir Walter Scott and Robert Louis Ste-
venson, and the People’s Story Museum which tells the story of ordi-
nary people of Edinburgh from the 18th century to the present day. If
you ever go to Edinburgh, don’t miss other important sights: the Roy-
al Museum of Scotland, St. Giles’s Cathedral, the National Gallery of
Scotland and the Scottish National Portrait Gallery.
__ (3) The city of Edinburgh has always been a great educational
centre; it has three universities now. It boasts of such world famous
scientists as the mathematician John Napier who invented logarithms
and the decimal point, Adam Smith, the father of political economy,
David Hume, a well-known philosopher and historian, Alexander Bell,
the inventor of the telephone and James Clerk Maxwell, one of the
greatest physicists in the world.
__ (4) Much of Edinburgh’s charm is in the way in which past and
present live easily side by side. But if you look only at the sights, you
may overlook the fact that Edinburgh is also a busy modern city where
more than 440,000 people live and work. About one fifth of the work-
ing population are employed in manufacturing industry: electrical and
electronics engineering, paper printing and publishing, food and drink
industry. Others work in a variety of service industries, especially fi-
nancing services. Edinburgh’s importance as a financial centre is sec-
ond only to that of London.
The capital of Scotland is-now the seat of the Scottish Parliament
which has gathered there after a long break of about 300 years.
All the paragraphs in the text about Cardiff have been mixed up.
Put them in the correct order and read about the capital of Wales.
Cardiff
A. Although Cardiff is an ancient town, it did not expand greatly un-
til the 19th century when it became a centre of export trade in
coal. But after the First World War and especially after the Sec-
ond, when the demand for the Welsh coal both at home and abroad
went down, the growth of the city practically stopped.
B. The Museum contains another of Cardiff s surprises: a world-class

collection of impressionist paintings, one of the finest outside
Paris and St. Petersburg .
C. Cardiff is the capital of Wales. It is situated near the mouth of the
river Taff, which flows into the English Channel. The site was
first occupied by a Roman fort which was built there about A.D. 75.
By the 3d–4th centuries a massive wall had been built around it,
and its traces can still be seen at various parts of the modern city.
When Roman forces withdrew from Britain, all the people proba-
bly left the fort. Only with the coming of Normans, about 700 years
later, did people came to live there again.
D. Recently the Cardiff Bay has been transformed into Millennium
Waterfront with a massive freshwater lake. The National Assem-
bly for Wales is situated there as well as the Millennium Centre,
a theatre worthy of a city with European dimensions and ambi-
tions.
E. Nowadays Cardiff comes as a surprise to those who expect to see
dirty docklands and provincial mediocrity. The first sight which
will catch your eye will be the Castle. Although it is situated in the
very heart of the city, it is surrounded by parkland and acres of
greenery. The Castle with its Roman foundation, medieval core and
richly decorated Victorian mansion is the best jewel in Cardiff’s
crown. Other attractions of the city are the splendid neo-classical
white-stoned architectural ensemble of the Civic Centre with the
City hall, National Museum, Law Courts and University buildings.
F. In Cardiff you can find modern shopping malls and Victorian
shopping arcades, cafes, bistros and many places to taste the lo-
cally brewed Brains beer
G. At first sight Cardiff may seem too Victorian, too formal, too dig-
nified. But the second glance will show you that it is a relaxed city
with a thriving cultural life. The New Theatre of Cardiff now
houses the prestigious Welsh National Opera Company, and all
kinds of music and entertainment can be found in St. David’s
Hall.
Before reading the following text about Belfast, write down the
facts which you know about this city and 5 things that you would like
to know about it. then read the text and try to find out the answers to
the questions you want to know.
Belfast
Belfast, the capital of Northern Ireland, stands at the head of the
wide Belfast Lough, the inlet of the North Channel on the eastern coast
Second semester 203
of the island, where the river Lagan reaches the shore. The favourable
geographical location of the city was the main factor for its develop-
ment. More than two thirds of the population of Northern Ireland are
concentrated in Belfast because it provides employment at its port,
docks, factories and plants. Belfast is famous for its ship-building and
aircraft building industries. Its ship-yards produce passenger liners
and aircraft carriers of the largest size. The city also has the largest
rope-works in the world, and food processing, tobacco and other con-
sumer goods factories. As a port Belfast is of great importance for
Northern Ireland because more than three quarters of the external
trade goes through it.
Unfortunately the name of this beautiful city is associated with
the “Troubles”. This name is used for the sectarian division between
Roman Catholics and Protestants and terrorism in Northern Ireland
which began in 1969. By the end of 1999 the “Troubles” had claimed
over 3,000 lives including those of members of the British Army and
innocent civillians.
2. Project work
The students are divided into groups (or pairs) according to the
number of the cities. Their task is to pretend each group is a tour agen-
cy and create a leaflet advertizing their city for tourists to be attract-
ed. The projects then should be posted in the classroom or used for add-
ing to the class / student portfolios.
Lesson 49
Cultural monuments of Great Britain
Sequence
I. Warming-up
II. Main part

1. Reading and project work
The students in pairs or groups scan through the texts and create
a web-site about one of them aimed at attracting tourists.
It would not be a bad idea to get a maps of Britain and London and
have stundets find the locations of the sights.
A computer-based project would be welcome.
St. Paul’s Cathedral
Built between 1675 and 1710, St Paul’s Cathedral is widely con-
sidered to be crowning achievement of the glittering career of Sir
Christopher Wren.
The Whispering Gallery at this London cathedral is famous for its
acoustics and is 30 metres above the cathedral floor, while below, in
the elegant and spacious crypt, are the tombs and memorials of such
historical luminaries as Admiral Lord Nelson and the Duke Of Wel-
lington.
Windsor Castle
A must see for London visitors, Windsor Castle is the oldest and
largest occupied castle in the world and official residence her majesty
the Queen. The magnificent State Apartments are lavishly furnished
with treasures from the Royal Collection, including masterpieces by
Rubens, Holbein, Brueghel and Van Dyck. You can get there from Lon-
don Paddington in around 30 minutes
While in Windsor you can also visit Eton College — one of the
most exclusive educational establishments and Alma Mater to 19 for
mer British Prime Ministers.
The Tower of London
The ancient stones reverberate with dark secrets, priceless jewels
glint in fortified vaults and pampered ravens strut the grounds. The
Tower of London is one of the world’s most famous fortresses and has
seen service as royal palace, prison, armoury and even zoo! It is still
home to the Crown Jewels and Beefeaters.
To celebrate the 500th anniversary of Henry VIII’s accession to
the Throne, a stunning exhibition of the famous monarch’s personal
arms and armour ever shown in the UK is included in your admission
to the Tower. Henry VIII: Dressed to Kill includes original artefacts
never previously displayed in the UK and is included in admission un-
til 17 January 2010.
Tower Bridge
One of the most impressive structures and sites in the capital,
Tower Bridge in London has stood over the River Thames since 1894
and is one of the most recognizable landmarks in the world.
Learn about the history of the Bridge and how it was built. Inter-
active displays and videos provide an entertaining and informative
Second semester 205
guide to Tower Bridge in London and its place in the history of the
River Thames.
At the Tower Bridge Exhibition you can enjoy the breathtaking
views from the high-level walkways. There is a wealth of museums and
historic buildings close to the Tower Bridge Exhibition including the
Britain At War Experience, HMS Belfast and the Tower Of London.
Westminster Abbey
Westminster Abbey is a Gothic monastery church that is the tra-
ditional place of coronation and burial site for English monarchs.
Westminster Abbey is a church owned directly by the royal fa
mily.
Located next to the Houses of Parliament in the Westminster
neighborhood of London, Westminster Abbey is a must-see for any
London visitor. With the oldest parts dating to the year 1050, the
Abbey contains some of the most glorious medieval architecture in
London.
The coronation throne where monarchs of England have been
crowned since the 1300s can be seen in the abbey. Fans of William
Shakespeare, Charles Dickens, and other giants of literature will enjoy
the Poet’s Corner full of memorials to these and others.
English history or Christian history buffs will enjoy seeing the
tombs of the Protestant Elizabeth I and Catholic “Bloody” Mary as well
as the tombs of David Livingstone and Charles Darwin. Closer to our
own time, in 1998 ten 20th-century Christian martyrs such as Deitrich
Bonhoeffer, Martin Luther King, Jr., and Oscar Romero were immor-
talized in stone statues over the Great West Door.
Buckingham Palace
Buckingham Palace’s 19 state rooms are open to visitors during
August and September while the Queen makes her annual visit to Bal-
moral.
The State rooms house some of the Royal family’s greatest treas-
ures including paintings by Rembrandt, Rubens, Poussin and Canal-
etto. They are also exquisitely furnished with some of the finest French
and English furniture.
Visit the spectacular Palace Ballroom and see the traditional
horseshoe-shaped table decorated for a State Banquet.
The end of the tour takes you along the south side of the Palace’s
gardens with views of the west front of the Palace and the lake.
The Changing of the Guard takes place in the forecourt of Buckin
gham Palace at 11. 30 every day in summer, every other day in winter,
and lasts about 45 minutes.
Trafalgar Square
Trafalgar Square is the largest square in London and has been
a central meeting place since the Middle Ages.
Nelson’s Column
In the center of the square is the tall Nelson’s Column which was
built to commemorate the victory of Admiral Horatio Lord Nelson
over the French fleet at the Battle of Trafalgar on the 21st of October
1805. Nelson was fatally wounded during that famous battle off the
Spanish coast. His body was taken back to London and buried in the St.
Paul’s Cathedral.
National Gallery
Trafalgar square also contains a large number of statues and two
fountains by Sir Edwin Lutyens, added in 1939. The square is sur-
rounded by many great buildings. On the north side is the National
Gallery, which houses a collection of more than 2,300 paintings, in-
cluding work from Van Gogh, Renoir, Leonardo da Vinci and Claude
Monet.
Hadrian’s Wall
It is the wall across Britain that was named Hadrian’s Wall after
him. Hadrian’s Wall was built, beginning in 122, to keep Roman Bri
tain safe from attacks from the Picts of the north. It was the northern-
most boundary of the Roman empire until early in the fifth century.
The wall, stretching from the North Sea to the Irish Sea, was
80 Roman miles (about 73 modern miles) long, 8–10 feet wide, and
15 feet high. In addition to the wall, the Romans built a system of
small forts housing garrisons of up to 60 men every Roman mile along
its entire length, with towers every 1/3 mile. Sixteen larger forts hold-
ing from 500 to 1000 troops were built into the wall, with large gates
on the north face. To the south of the wall the Romans dug a wide ditch,
with six foot high earth banks.
Today many of the stones have been carted away and recycled into
other buildings, but the wall is still there for people to explore and
walk along, although this is discouraged
Stonehenge
Stonehenge is surely Britain’s greatest national icon, symbolizing
mystery, power and endurance. Its original purpose is unclear to us,
but some have speculated that it was a temple made for the worship of
ancient gods. It has been called an astronomical observatory for mark-
ing significant events on the prehistoric calendar. Others claim that it
Second semester 207
was a sacred site for the burial of high-ranking citizens from the socie-
ties of long ago.
While we can’t say with any degree of certainty what it was for,
we can say that it wasn’t constructed for any casual purpose. Only
something very important to the ancients would have been worth the
effort and investment that it took to construct Stonehenge.
2. Speaking
After the projects have been completed, the groups present them
to the class, the latter deciding, which of the projects was the most
persuasive and best performed.
Lesson 50
Cities of the USA
Sequence
I. Warming-up
II. Main part

1. Reading
Washington D. C.
The founding of the City
Washington, the capital of the USA, is situated on the north bank
of the Potomac River close to the country’s east coast, between the
states of Virginia and Maryland. It is in the District of Columbia (D. C.),
which does not belong to any separate state but to all the states — so
the city is quite unique in this respect.
The Capitol and the White House
Washington was named after the first US President — George
Washington. It was he who chose the place for the capital city of the
new independent country on the Potomac River not far from Mount
Vernon, his home. Washington became the capital in 1800. During the
War of 1812 the city fell into the hands of the British and much of it
was burnt. But the damage was soon repaired. Washington is not the
largest city in the USA. Its population is about 900 thousand people,
but it is, probably, the largest “one-industry city” in the world , and
that industry is government. The city’s main product is law and go
vernment decisions. Besides, Washington isvthe residence of the Presi
dent and the location of the Congress of the United States. The city is
also unique in its architectural planning. It did not just grow up from
a small village as many cities have. It was specially designed as a capi-
tal city, and its center was built on a radial plan; that is, many streets
go out from circles like the spokes in a wheel. People who have been to
Washington say that it is not difficult to find their way around there.
In 1790 George Washington laid the corner-stone of the Capitol —
the most important and famous building in America — the place,
where the US Congress meets to discuss the nation’s affairs. The Capi-
tol has a huge white dome rising on a circle of columns which is a famil-
iar sight; together with the White House they can be called the symbol
of Washington. On the dome of the Capitol there is a bronze Statue of
Freedom which symbolizes the main idea of the US constitution that
free people may govern themselves. It is in the Capitol that the inaugu-
ration of the President and other events of state importance take place.
The building itself is enormous and it is very easy to get lost in its vast
halls and rooms full of beautiful paintings and statues which make it
look like a big museum.
Pennsylvania Avenue joins the Capitol and the White House which
is the President’s residence. The Avenue was intended to be the symbol
of separation of powers under the Constitution and also of their join-
ing in mutual understanding and cooperation. The building of the
White House was started when the United States was very young. The
first president to live in it was John Adams. The house had not been
finished and was not white in those days. Its walls were of gray sand-
stone and it was called the “President’s Palace”. In 1814 the building
was badly damaged by fire but was soon rebuilt and painted white to
hide the smoke stains that showed on some of the walls. The house has
been white ever since. It now has 107 rooms and 31 bathrooms. All
American presidents have lived there except George Washington as
the White House was not yet built at that time. The current president
of the USA lives in the White House during his term and works in the
Oval Office which is located in the White House building. The White
House is open for tours and tourists can visit it almost any day a year.
Annually about 1 mln people visit the White House. The best known
room of the White House are the East Room, the Blue Room, the Green
Room, the Red, Room, and the State Dining Room where a hundred
guests can be seated.
Second semester 209
Other sights of Washington

Washington is a wonderful city; its fine parks, gardens and
squares help to make the city beautiful. And one can hardly find a park,
a square or an open area in it without a monument or a memorial. The
most impressive and the best-known ones are the Washington Monu-
ment and the Lincoln Memorial. The Washington Monument, which
looks like a very big pencil is not far from the Capitol, on the Mall,
a long grass-covered area that extends from the Capitol to the Lincoln
Memorial. When its cornerstone was laid, a speaker said, “Build it to
the skies, you cannot outreach the loftiness of his principles”. The
height of the Monument is 160 metres and it’s hollow inside. A special
lift brings visitors to the top in 70 seconds and from it they can enjoy
a beautiful view of the whole city.
The Lincoln Memorial is built in the style of a classic Greek Tem-
ple. But it is neither temple, palace nor tomb but embodies something
of each. Its marble walls seem to hold the spirit of Lincoln’s character
and his belief that all men should be free — free to think and express
themselves, and free to apply their natural talents and ambitions to
lawful enterprise. The Memorial has 36 columns that show the number
of states in the Union in Lincoln’s time. Inside the Memorial there is
a large white marble statue of the 16th President of the United States
who was well loved by his friends and supporters and fiercely hated by
the enemies of the Union who killed him in 1865. On the stone walls of
the Memorial two of Lincoln’s most famous speeches are carved, one of
which is the speech he made on his second inauguration.
Washington is an important scientific and cultural center. There
are five universities there (the most famous are Georgetown Univer-
sity, George Washington University and Howard University), the Na-
tional Academy of Science and the famous Library of Congress, one of
the largest libraries in the world. Every book, magazine or newspaper
produced in the USA have to give a copy to the Library to keep. It is
paid for by the government and is open to the public. The Library con-
tains more than 13 million books and newspapers and 19 million manu-
scripts, including the personal papers of the US presidents.
Another place of interest, though very solemn, is Arlington Na-
tional Cemetery, which is on the other side of the Potomac River, op-
posite the capital. It is a resting place of many soldiers and leaders of
the US military and other professions. The 35th President of the USA,
J. F. Kennedy, the youngest and one of the most popular presidents of
the country, killed in 1963 in Dallas, is also buried there. The Vietnam
Memorial Wall, located on the Mall, has become a major attraction for
the visitors of Washington.
Washington is a city of museums and art galleries where one can

see all kinds of things: the original of the Declaration of Independence,
famous paintings and sculptures, the largest blue diamond in the
world, the dresses of some presidents’ wives and the like. Washing-
ton’s most popular tourist attractions are the Air Space Museum which
is part of the world famous Smithsonian M useum, Washington Mu-
seum of Arts, The Natural History Museum, and the Holocaust Muse-
um which recollects the terrible World War II events.
There are no skyscrapers in Washington, because they would hide
the city’s numerous monuments from view. Besides, no building in the
city may be more than 40 meters tall, that is, it can’t be higher than
the White House.
1) If you had a choice, where would you go, to Washington or to New
York, and why?
2) Some people say that the real capital of the USA is New York.
What is your opinion?
3) It is possible to say that Washington is, in some respect, different
from all the other capitals in the world. Why?
4) If you were asked to choose which place of interest to visit: the
Washington Monument or the Lincoln Memorial, where would
you go and why?
5) Which in your opinion is more important and interesting to visit:
the Capitol or the White House? Why do you think so?
6) If you could spend only one day in Washington, which places of
interest would you choose to see and why?
Read the following text about New York and then decide whether
the statements given after it are true or false.
New York
The United States today is a nation of urban dwellers. Almost 80%
of the national population lives either within the formal boundaries of
the cities or in the huge suburban areas which surround them. The in-
fluence of cities in modern America is great. From urban centres into
the smallest and most distant rural villages flow many social and eco-
nomic values, ways of making a living, clothing styles and manners
and a modern technological spirit. As a result, many of once sharp dis-
tinctions that could be made between rural and urban ways of life no
longer exist.
The largest and the most famous city in the USA is, of course, New
York. It is also its main business centre and one of the most popular
cities in the world. It has several famous landmarks, including the
Second semester 211
Statue of Liberty which greets every newcomer to the country, and the
Empire State Building which was the first American sky-scraper that
had more than 100 stories. The area in and around Wall Street is the
financial centre of the USA, and the city is also famous for its theater
productions in Broadway.
When people talk about New York City they are usually really
talking about the island of Manhattan which contains most of the city
business establishments, theaters, museums, and many expensive
shops and hotels for rich tourists. It is difficult to believe that the set-
tlers bought this island from native Indians only for a handful of col-
oured stones and several looking-glasses. At the beginning of the
19th century Manhattan was mostly swamp, people lived in houses
that were nothing more than rows of dark cages with no light, no run-
ning water or windows. According to police reports children died there
simply from lack of fresh air. But by 1875 the population of New York
was one million, 25 years later 3,5 million, and now it is one of the
most populous cities in the world. The statistics are impressive: about
8 mln people live permanently in the city, another 8 million in its sub-
urbs and another 4 million commute to it daily to work there while
living elsewhere.
New York is really a cosmopolitan city, it has more Jews than Is-
rael and more Italians, Chinese and other nationalities than any other
city in the world. It is a city of immigrants so in its streets you can hear
practically every world language.
New York is not just one city, but many cities or villages crowded
together in one place. There are business cities that die at 5 o’clock
every day, neon pleasure cities with restaurants, cafes, bars, theaters
and cinemas full of noisy crowds, and sad cities with no trees and flow-
ers along the streets. There are extremely rich parts and poor neglect-
ed districts like Harlem and parts of the Bronx and Queens.
For people who are interested in arts and culture New York is
a never-ending source of enjoyment. For example, to see all the halls of
the Metropolitan Museum with its rich archeological and arts collec-
tions would take you not days, but weeks or months.
Some people think that New York is too busy and crowded, but
many people love it because of all its excitement, entertainment and
culture. It is sometimes called the Big Apple or the city that never
sleeps, because it is never quiet and many people either work or go out
to enjoy themselves at night.
Decide if the following statements are true or false:

1) More people in the USA live in cities than in the country.
2) The difference between the life in urban and rural areas is getting
bigger with every year.
3) New York is proud of having the tallest American skyscraper.
4) Manhattan can’t be called a typical New York district.
5) New York is the greenest city in America.
All the paragraphs in the text about Philadelphia have been mixed
up. Put them in the correct order and read about this historic city of
the USA.
Philadelphia
A. There are a number of “firsts” in Philadelphia history. The first
newspaper in the Middle colonies was printed there. So was the
first daily newspaper of the whole country. The country’s first
hospital was built there. And the city was the home of the coun-
try’s first art centre.
B. Philadelphia which is often informally called Philly, is the fourth
largest city in the USA (more thanl,5 million), an important inter-
national port on the Delaware River, and an industrial and finan-
cial centre in the State of Pennsylvania. It was founded as a Quak-
er settlement in 1682 by William Penn, to whom the King of
England gave the land later known as Pennsylvania (Penn’s
woods), and very soon developed into a big city. The name Phila-
delphia comes from the Greek words meaning “brotherly love”.
C. Philadelphia industries include food processing, mechanical engi-
neering, chemicals, metallurgy, shipbuilding, publishing, textile,
petroleum and many others.
D. The city boasts of lots of museums, art galleries, theaters and con-
cert halls. It is proud of its nickname, the Athens of America.
E. In the early history of the USA Philadelphia played a very impor-
tant role. Some of the greatest American patriots lived there: Ben-
jamin Franklin was one of them. He was one of the authors of the
Declaration of Independence of the former colonies from Britain
that was signed in 1776 in Philadelphia. That city was the place of
the First and Second Continental Congresses, and the Constitu-
tion of the USA was also adopted there. For 10 years the city of
Philadelphia was the first capital of the new country.
F. The city has one of the oldest educational establishments in the
USA, the University of Pennsylvania, founded in 1791 and a num
ber of interesting historic attractions like the courthouse, the
State House or Independence Hall, where the Declaration was
signed, and numerous beautiful private houses.
Second semester 213
You are going to read a text about another big American city. Se
veral sentences (A–E) have been removed from the text. They are given
below. Choose the most suitable places for them and match the number
of the place with the letter of the sentence.
A. The town became a city after railroads crossed the continent to the
West Coast.
B. Soon the village turned into a little town which became a trade
centre of wheat, citruses, olives and other products of agricul-
ture.
C. Some people move to LA because they like the excitement and the
warm weather.
D. Now part of the city is taken by Hollywood, the motion picture and
television center.
E. Another major industry of LA today is the making of airplanes.
Los Angeles
The city was founded in 1781 by Spanish colonists who came to the
west coast of America from Mexico. The village built by them was
named “The Town of Our Lady, the Queen of Angels”.
(1) __ By 1846, when the State of California became a part of the
United States, the long name of the town was shortened to Los Angeles
(nowadays it has been shortened even more — to LA).
__ (2) Then the motion-picture industry was one of the first great
industries to help Los Angeles to grow. The varied scenery and the sunny
days were extremely good for the development of this industry.
__ (3) Millions of tourists are attracted by the film studios and the
legendary Beverly Hills, the area where the rich villas of film-stars
and producers are located.
After oil was discovered near LA, the city became a great oil-refining
center, producing large quantities of gasoline and fuel oil. __ (4) Weather
conditions are good for working out-doors and for test flying. Now LA is
a busy workshop in a beautiful setting. Much is added to its beauty by the
largest artificial harbor in the world built near Los Angeles.
Now Los Angeles is the second largest city of the USA with a popu-
lation of over 3,5 million people. __ (5) Other people think that the city
is full of strange and crazy people and call it “La-La Land”.
Fill in the blanks with one suitable word and read about Chicago.
Remember that more than one variant is possible.
Chicago
Chicago is the third largest city in the USA. It is a metropolitan
area with the population over 2. 7 million people at the south end of the
Lake Michigan, the main city of the State Illinois. The __ (1) always
seems bustling with activity. Chicago’s main business section is one of
the financial centres of the __ (2). Here you can see the famous “Loop”
and State Street — the great street where Chicago fame __ (3). You
can’t but admire the 80-storey Standard Oil Building, completely faced
in elegant white marble, or Lake Point Towers, the world’s highest all-
apartment __ (4) — an architecturally stunning piece of glass and
curves. The World’s tallest building, Sears Tower, is also in Chicago,
rising skyward to a __ (5) of 1454 feet. From the Skydeck Observatory
at Sears Tower you’ll see a panoramic view of the __ (6) city, its fa-
mous skyline of skyscrapers, the river, the magnificent shoreline of
Lake Michigan and a horizon that takes in four states.
Chicago is a very __ (7) city due to its beautiful parks — Lincoln
Park, Washington Park, Grant Park, Botanical Gardens, Jackson
Park and the Zoo. Near Grant Park there is the Shedd Aquarium —
again the __ (8) in the world! Chicagoans have quite a lot to boast of!
Even the Chicago River was made to __ (9) backwards by the world’s
greatest engineering project. No wonder that in Chicago you can __
(10) a unique Museum of Science and Industry, a tribute to man’s inge-
nuity and inventiveness.
Chicago is a port with a large harbor opened to ocean traffic. It is
the chief railroad __ (11) for the USA and has one of the largest air-
ports. Chicago is the biggest corn market, it __ (12) grain, livestock,
lumber and meat. It is a center of iron, steel and transformation equip-
ment industry.
The University of Chicago is a private, coeducational establish-
ment __ (13) in 1890 with an excellent reputation in social sciences,
education and nuclear physics.
The citizens of Chicago are also proud of their basketball team
“The Chicago Bulls”.
Fill in the gaps with the necessary prepositions and read about
Detroit.
Detroit
Detroit __ (1) the State of Michigan is the oldest __ (2) the Great
Lakes cities. It was founded __ (3) 1701 as a French fortress and a fur-
trading center __ (4) the exploration of the Great Lakes area. Then it
was a British settlement __ (5) the land __ (6) which it stands became
part __ (7) the United States __ (8) 1796. The origin __ (9) the city’s
name is French. Detroit is a port and stands __ (10) the Detroit River,
__ (11) Lake Huron and Erie. It is also connected __ (12) the city __
(13) Windsor in Canada __ (14) tunnels and a suspension bridge.
Second semester 215
Detroit is a major automobile manufacturing center, a leading

steel producer and a great grain market. Its nickname is the “Motor
City” and it is one __ (15) the USA’s leaders __ (16) business and com-
merce. The famous Ford automobile empire originated __ (17) here.
Henry Ford, its founder was not the first one to invent the cars,
but the first who produced really popular cars __ (18) both their size
and relatively low price made them an idea model __ 19) a middle-class
family. Ford’s ideas __ (20) mass production and assembly lines were
later introduced __ (21) all spheres __ (22)industrial production.
Detroit is a beautiful city __ (23) fine museums, shops, parks and
an impressive waterfront which make it a great place to live and to
work.
Read the text about Boston and answer the questions given below
the text.
Boston
Boston, is situated on the Atlantic coast of the USA. It is one of
the oldest cities and was first settled in 1630. At first it was inhabited
by Puritans who wanted to build an ideal “city on the hill”. Puritan life
was guided by the so-called “Blue Laws”, most of which were very
strict. For example, it was prohibited to work or to have fun on Sun-
days. These were the days devoted to God and church services. House-
wives didn’t even cook on Sundays, so what Bostonians ate on those
days was mostly cold beans baked on Saturday. No wonder that the
inhabitants of the city were later nicknamed “Baked Beans” and the
city itself “Bean Town”. A number of families in Boston are proud of
being descendants of the first colonists, feeling a bit superior to the
later immigrants.
Now Boston is the capital of the State of Massachusetts. It is
a port, an important industrial and commercial center, though many
people think that it is less busy and more relaxed than other American
cities. It is famous as a large learning center with Harvard University
being the oldest and the most respected among American universities.
It is there that the first American public school and public library were
opened. The city is also very important historically for the so-called
Boston Tea Party — an incident that happened on December 16, 1773
in which 3 shiploads of tea were dumped into Boston Harbor by citi-
zens demonstrating against British taxation of tea. The struggle
against “taxation without representation)) led to the Revolutionary
War of Independence (1775–1783).
1) Which city is older Boston or Detroit?
2) Which city has more descendants of the first settlers?

3) Which is the most industrialised city of the three: Boston, Detroit
or Philadelphia?
4) Which of the Americans cities described in this unit has the oldest
university?
5) Which of the Americans cities described in this unit is the green-
est?
6) Which of these cities is the most important from the historic point
of view, in your opinion?
7) Which of these cities are on the coast of the USA?
8) Where are Beverly Hills situated and what is this area famous
for?
9) In which of the cities described in this unit was the first hospital
built?
10) Which of the described cities is famous as the centre of automobile
manufacturing?
2. Project work
The students are divided into groups (or pairs) according to the
number of the cities. Their task is to pretend each group is a tour agen-
cy and create a leaflet advertizing their city for tourists to be attract-
ed. The projects then should be posted in the classroom or used for add-
ing to the class / student portfolios.
Lesson 51
Home reading
A Hero in Homespun:
or, The Life Struggle of Hezekiah Hayloft
“CAN you give me a job?”
The foreman of the bricklayers looked down from the scaffold to
the speaker below. Something in the lad’s upturned face appealed to
the man. He threw a brick at him.
It was Hezekiah Hayloft. He was all in homespun. He carried
a carpet-bag in each hand. He had come to New York, the cruel city,
looking for work.
Hezekiah moved on. Presently he stopped in front of a policeman.
“Sir”, he said, “can you tell me the way to...”
The policeman struck him savagely across the side of the head.
“I’ll learn you”, he said, “to ask damn fool questions...”
Second semester 217
Again Hezekiah moved on. In a few moments he met a man whose

tall black hat, black waistcoat and white tie proclaimed him a cler
gyman.
“Good sir”, said Hezekiah, “can you tell me...”
The clergyman pounced upon him with a growl of a hyena, and bit
a piece out of his ear. Yes, he did, reader. Just imagine a clergyman
biting a boy in open daylight! Yet that happens in New York every
minute.
Such is the great cruel city, and imagine looking for work in it.
You and I who spend our time in trying to avoid work can hardly real-
ise what it must mean. Think how it must feel to be alone in New York,
without a friend or a relation at hand, with no one to know or care what
you do. It must be great!
For a few moments Hezekiah stood irresolute. He looked about
him. He looked up at the top of the Metropolitan Tower. He saw no
work there. He looked across at the skyscrapers on Madison Square,
but his eye detected no work in any of them. He stood on his head and
looked up at the flat-iron building. Still no work in sight.
All that day and the next Hezekiah looked for work.
A Wall Street firm had advertised for a stenographer.
“Can you write shorthand?” they said.
“No”, said the boy in homespun, “but I can try”.
They threw him down the elevator.
Hezekiah was not discouraged. That day he applied for fourteen
jobs.
The Waldorf Astoria was in need of a chef. Hezekiah applied for
the place.
“Can you cook?” they said.
“No”, said Hezekiah, “but oh, sir, give me a trial, give me an egg
and let me try — I will try so hard”. Great tears rolled down the boy’s
face.
They rolled him out into the corridor.
Next he applied for a job as a telegrapher. His mere ignorance of
telegraphy was made the ground of refusal.
At nightfall Hezekiah Hayloft grew hungry. He entered again the
portico of the Waldorf Astoria. Within it stood a tall man in uniform.
“Boss”, said the boy hero, “will you trust me for the price of
a square meal?”
They set the dog on him.
Such, reader, is the hardness and bitterness of the Great City.
For fourteen weeks Hezekiah Hayloft looked for work. Once or
twice he obtained temporary employment only to lose it again.
For a few days he was made accountant in a trust company. He was

discharged because he would not tell a lie. For about a week he held
a position as cashier in a bank. They discharged the lad because he re-
fused to forge a cheque. For three days he held a conductorship on
a Broadway surface car. He was dismissed from this business for re-
fusing to steal a nickel.
Such, reader, is the horrid degradation of business life in New
York.
Meantime the days passed and still Hayloft found no work. His
stock of money was exhausted. He had not had any money anyway. For
food he ate grass in Central Park and drank the water from the Cruelty
to Animals horse-trough.
Gradually a change came over the lad; his face grew hard and
stern, the great city was setting its mark upon him.
One night Hezekiah stood upon the sidewalk. It was late, long af-
ter ten o’clock. Only a few chance pedestrians passed.
“By Heaven!” said Hezekiah, shaking his fist at the lights of the
cruel city, “I have exhausted fair means, I will try foul. I will beg. No
Hayloft has been a beggar yet”, he added with a bitter laugh, “but I will
begin”.
A well-dressed man passed along.
Hezekiah seized him by the throat.
“What do you want?” cried the man in sudden terror. “Don’t ask
me for work. I tell you I have no work to give”.
“I don’t want work”, said Hezekiah grimly. “I am a beggar”.
“Oh! is that all”, said the man, relieved. “Here, take this ten dol-
lars and go and buy a drink with it”.
Money! money! and with it a new sense of power that rushed like an
intoxicant to Hezekiah’s brain.
“Drink”, he muttered hoarsely, “yes, drink”.
The lights of a soda-water fountain struck his eye.
“Give me an egg phosphate”, he said as he dashed his money on the
counter. He drank phosphate after phosphate till his brain reeled. Mad
with the liquor, he staggered to and fro in the shop, weighed himself
recklessly on the slot machine three or four times, tore out chewing
gum and matches from the automatic nickel boxes, and finally stag-
gered on to the street, reeling from the effects of thirteen phosphates
and a sarsaparilla soda.
“Crime”, he hissed. “Crime, crime, that’s what I want”.
He noticed that the passers-by made way for him now with respect.
On the corner of the street a policeman was standing.
Second semester 219
Hezekiah picked up a cobblestone, threw it, and struck the man

full on the ear.
The policeman smiled at him roguishly, and then gently wagged
his finger in reproof. It was the same policeman who had struck him
fourteen weeks before for asking the way.
Hezekiah moved on, still full of his new idea of crime. Down the
street was a novelty shop, the window decked with New Year’s gifts.
“Sell me a revolver”, he said.
“Yes, sir”, said the salesman. “Would you like something for
evening wear, or a plain kind for home use. Here is a very good family
revolver, or would you like a roof garden size?”
Hezekiah selected a revolver and went out.
“Now, then”, he muttered, “I will burglarise a house and get
money”.
Walking across to Fifth Avenue he selected one of the finest resi-
dences and rang the bell.
A man in livery appeared in the brightly lighted hall.
“Where is your master?” Hezekiah asked, showing his revolver.
“He is upstairs, sir, counting his money”, the man answered, “but
he dislikes being disturbed”.
“Show me to him”, said Hezekiah, “I wish to shoot him and take
his money”.
“Very good, sir”, said the man deferentially. “You will find him on
the first floor”.
Hezekiah turned and shot the footman twice through the livery
and went upstairs.
In an upper room was a man sitting at a desk under a reading-lamp.
In front of him was a pile of gold.
“What are you doing?” said Hezekiah.
“I am counting my money”, said the man.
“What are you?” asked Hezekiah sternly.
“I am a philanthropist”, said the man. “I give my money to deserv-
ing objects. I establish medals for heroes. I give prizes for ship cap-
tains who jump into the sea, and for firemen who throw people from
the windows of upper stories at the risk of their own; I send American
missionaries to China, Chinese missionaries to India, and Indian mis-
sionaries to Chicago. I set aside money to keep college professors from
starving to death when they deserve it”.
“Stop!” said Hezekiah, “you deserve to die. Stand up. Open your
mouth and shut your eyes”.
The old man stood up.
There was a loud report. The philanthropist fell. He was shot

through the waistcoat and his suspenders were cut to ribbons.
Hezekiah, his eyes glittering with the mania of crime, crammed
his pockets with gold pieces.
There was a roar and hubbub in the street below.
“The police!” Hezekiah muttered. “I must set fire to the house and
escape in the confusion”.
He struck a safety match and held it to the leg of the table.
It was a fireproof table and refused to burn. He held it to the door.
The door was fireproof. He applied it to the bookcase. He ran the match
along the books. They were all fireproof. Everything was fireproof.
Frenzied with rage, he tore off his celluloid collar and set fire to it.
He waved it above his head. Great tongues of flame swept from the
windows.
“Fire! Fire!” was the cry.
Hezekiah rushed to the door and threw the blazing collar down the
elevator shaft. In a moment the iron elevator, with its steel ropes,
burst into a mass of flame; then the brass fittings of the door took fire,
and in a moment the cement floor of the elevator was one roaring mass
of flame. Great columns of smoke burst from the building.
“Fire! Fire!” shouted the crowd.
Reader, have you ever seen a fire in a great city? The sight is
a wondrous one. One realises that, vast and horrible as the city is, it
nevertheless shows its human organisation in its most perfect
form.
Scarcely had the fire broken out before resolute efforts were made
to stay its progress. Long lines of men passed buckets of water from
hand to hand.
The water was dashed on the fronts of the neighbouring houses,
thrown all over the street, splashed against the telegraph poles, and
poured in torrents over the excited crowd. Every place in the neigh-
bourhood of the fire was literally soaked. The man worked with a will.
A derrick rapidly erected in the street reared itself to the height of
sixteen or seventeen feet. A daring man mounted on the top of it,
hauled bucket after bucket of water on the pulley. Balancing himself
with the cool daring of the trained fireman, he threw the water in all
directions over the crowd.
The fire raged for an hour. Hezekiah, standing at an empty win-
dow amid the flames, rapidly filled his revolver and emptied it into the
crowd.
From one hundred revolvers in the street a fusillade was kept up
in return.
Second semester 221
This lasted for an hour. Several persons were almost hit by the
rain of bullets, which would have proved fatal had they struck any-
one.
Meantime, as the flames died down, a squad of policemen rushed
into the doomed building.
Hezekiah threw aside his revolver and received them with folded
arms.
“Hayloft”, said the chief of police, “I arrest you for murder, bur-
glary, arson, and conspiracy. You put up a splendid fight, old man,
and I am only sorry that it is our painful duty to arrest you”.
As Hayloft appeared below a great cheer went up from the crowd.
True courage always appeals to the heart of the people.
Hayloft was put in a motor and whirled rapidly to the police sta-
tion.
On the way the chief handed him a flask and a cigar.
They chatted over the events of the evening.
Hayloft realised that a new life had opened for him. He was no
longer a despised outcast. He had entered the American criminal
class.
At the police station the chief showed Hezekiah to his room.
“I hope you will like this room”, he said a little anxiously.
“It is the best that I can give you to-night. To-morrow I can give
you a room with a bath, but at such short notice I am sure you will not
mind putting up with this”.
He said good night and shut the door. In a moment he reap-
peared.
“About breakfast?” he said. “Would you rather have it in your
room, or will you join us at our table d’hote? The force are most anx-
ious to meet you”.
Next morning, before Hezekiah was up, the chief brought to his
room a new outfit of clothes — a silk hat, frock-coat, shepherd’s-plaid
trousers and varnished boots with spats.
“You won’t mind accepting these things, Mr. Hayloft. Our force
would like very much to enable you to make a suitable appearance in
the court”.
Carefully dressed and shaved, Hezekiah descended. He was intro-
duced to the leading officials of the force, and spent a pleasant hour of
chat over a cigar, discussing the incidents of the night before.
In the course of the morning a number of persons called to meet
and congratulate Hezekiah.
“I want to tell you, sir”, said the editor of a great American daily,
“that your work of last night will be known and commented on all over
the States. Your shooting of the footman was a splendid piece of nerve,
sir, and will do much in defence of the unwritten law”.
“Mr. Hayloft”, said another caller, “I am sorry not to have met you
sooner. Our friends here tell me that you have been in New York for some
months. I regret, sir, that we did not know you. This is the name of my
firm, Mr. Hayloft. We are leading lawyers here, and we want the honour
of defending you. We may! Thank you, sir. And now, as we have still an
hour or two before the court, I want to run you up to my house in my mo-
tor. My wife is very anxious to have a little luncheon with you”.
The court met that afternoon. There was a cheer as Hezekiah en-
tered.
“Mr. Hayloft”, said the judge, “I am adjourning this court for
a few days. From what I hear the nerve strain that you have undergone
must have been most severe. Your friends tell me that you can hardly
be in a state to take a proper interest in the case till you have had
a thorough rest”.
As Hayloft left the court a cheer went up from the crowd, in which
the judge joined.
The next few days were busy days for Hezekiah. Filled with recep-
tions, civic committees, and the preparation of the brief, in which
Hezekiah’s native intelligence excited the admiration of the lawyers.
Newspaper men sought for interviews. Business promoters called
upon Hezekiah. His name was put down as a director of several leading
companies, and it was rumoured that in the event of his acquittal he
would undertake a merger of all the great burglar protection corpora-
tions of the United States.
The trial opened a week later, and lasted two months. Hezekiah
was indicted on five charges — arson, for having burned the steel cage
of the elevator; misdemeanour, for shooting the footman; the theft of
the money, petty larceny; the killing of the philanthropist, infanti-
cide; and the shooting at the police without hitting them, aggravated
felony.
The proceedings were very complicated — expert evidence was
taken from all over the United States. An analytical examination was
made of the brain of the philanthropist. Nothing was found.
The entire jury were dismissed three times on the grounds of prej-
udice, twice on the ground of ignorance, and finally disbanded on the
ground of insanity.
The proceedings dragged on.
Meanwhile Hezekiah’s business interests accumulated.
At length, at Hezekiah’s own suggestion, it was necessary to aban-
don the case.
Second semester 223
“Gentlemen”, he said, in his final speech to the court, “I feel that

I owe an apology for not being able to attend these proceedings any
further. At any time, when I can snatch an hour or two from my
business, you may always count on my attendance. In the meantime,
rest assured that I shall follow your proceedings with the greatest
interest”.
He left the room amid three cheers and the singing of “Auld Lang
Syne”.
After that the case dragged hopeless on from stage to stage.
The killing of the footman was pronounced justifiable insanity.
The accusation of murder for the death of the philanthropist was
withdrawn by common consent. Damages in error were awarded to
Hayloft for the loss of his revolver and cartridges. The main body of
the case was carried to the Federal Courts and appealed to the Supreme
Court of the United States.
It is there still.
Meantime, Hezekiah, as managing director of the Burglars’ Secu-
rity Corporation, remains one of the rising generation of financiers in
New York, with every prospect of election to the State Senate.
Lesson 52
Exam practice
1. You returned from a trip from an English speaking country.
What country did you go to?
I went to... (America, England, Australia, Canada)
Who did you stay with?
My friend and his / her family.

My friend.
I stayed with... A friend of my family.
A host family.
A stranger
What did you do in this country?
Went sightseeing.
In... I... Went dancing.
Went hiking
What sights did you see in this country?

Example: In this country I saw... (the Tower of London, the Brook-
lyn Bridge, the Washington monument).
What did you do at one of the sights?
When I was at... I... Took a lot of photographs.
Example: Toured the house of Went on a tour.
William Shakespeare Bought souvenirs.
Talked to some local people
What did you do at another sight?

The other sight I saw was... When I was here I...
What were your final impressions of this country?
The countryside was quite beautiful.
The city was exciting with many things to go.
At the end of my trip to...
The people were very friendly.
I thought...
The people were very rude.
The country was awful
2. You found a mobile phone at school. Inform your friends about

what you found, tell what you did to find the proper owner, and
tell about the person’s reaction when he or she retrieved his or her
mobile phone.
I am going to tell you about the time when I found a mobile phone
at school.
When did you find the phone?
Before my lessons started.
Between my lessons.
I found the phone... After my lessons finished.
Just before I was going to class.
Just as I was leaving for home
What were you doing when you found the phone?

When I found the phone I was... Walking down the corridor.
Talking on my own mobile phone!
Talking with my friends.
Having a snack.
Reading a book.
Studying for my lessons
Second semester 225
Where did you see the phone?

Sitting on the window sill.
Lying on the floor.
I saw the phone...
Sitting on a table in the cafeteria.
Lying on one of the stairs
What did you think when you found the phone?

Some one is probably looking for it.
It might have been broken.
When I found the phone I thought
I could have really used a new phone.
that...
It was a very impressive phone.
Who ever lost it was an idiot
What did you decide to do with the phone?

Take it home with me.
See if it worked.
I decided to...
Use it to call America.
Put it in a safe place
What did you do to locate the owner?

Made a flyer with a description of the phone and how
to contact me.
Asked everyone in the school.
To locate the owner
Asked the school director to make an announcement.
of the phone I...
Called someone in the phone’s contact list and asked
them whose phone it was.
Yelled loudly “Who has lost a mobile phone?”
Whose phone was it?

One of my friends.
A student who I didn’t know.
It turned out to belong to... One of the teachers.
A parent of one of the students.
...in the... the class
How do you know it was his or her phone?

He / she could describe it precisely.
His / her friend called the phone and told me
it was his / hers.
I knew it was his / her phone
I recognized the people listed in the phone and
because...
knew it was his / hers.
He / she was crying.
Of the desperate look on his / her face
How did he / she react when you gave him / her the phone?
Thanked me profusely.
Was very grateful.
Screamed in joy.
Cried because the phone was broken.
When I gave him / her the phone...
Took the phone without saying any-
thing.
Kissed me.
Hugged me
Lesson 53
Exam practice
1. You were invited to a birthday party of a friend who lives in an-
other country. Describe the birthday party.
Whose birthday party were you invited to?
It was invited to my friend’s / my relative’s / my host (mother /
father / brother / sister)’s / ...’s birthday party.
When is the birthday party?
The birthday party was on (example: the 15th of May).
Which birthday were you celebrating?
We were celebrating his / her (example: 27th birthday).
Where did the birthday party take place?
At his / her house.
At a restaurant.
At his / her family’s house.
At his / her apartment.
The party took place... At a bar.
At a club.
At a park.
In the woods.
At the beach
Were many people invited to the party?

Many people were invited to the party.
Not many people were invited to the party.
Second semester 227
Who else was invited to the party?

(His / her family)
(All / Most / Some / None of his friends)
...was / were in invited to the party
(His / her girlfriend / boyfriend)
(Bob)
What happened at the birthday party?

We sang many songs.
We ate a lot.
We drank a lot.
At the birthday party... We opened presents.
We had a lot of fun.
We made a lot of jokes.
Dima and Sasha got in a fight
2. You are expecting a guest from another city, but you cannot pick
him / her up because you are busy. Call a friend and ask him / her
to pick up the guest. Describe what he / she looks like to your
friend and where do find him / her.
Who is coming to visit you?
Examples
My friend is coming to visit me.
My girlfriend / boyfriend is coming to visit me.
Why is he / she coming to visit you?
We haven’t seen each other in a very
long time.
He / She is interested in where I live.
...is coming to visit me because... I want him / her to meet my family /
friends.
He / She has nothing else to do.
We are, in fact, passionate lovers
Why can’t you pick him / her up?

I have to work.
I will be in class.
I have an important test.
I can’t be there to pick him / her
I have to run some important errands.
up because...
I have to meet with someone else first.
I have to break up with my girlfriend /
boyfriend first
How do you ask your friend for help?
I have to work.
Hello (name), I need to ask you I will be in class.
a favor. I have an important test.
...is arriving (tomorrow / in a I have to run some important errands.
week / in an hour) and I can’t pick I have to meet with someone else first.
him / her up because... I have to break up with my girlfriend /
boyfriend first
What does he / she look like?
Tall / short.
Chubby / thin.
He / She is...
Pretty / homely (woman).
Handsome / homely (man)
(Blond / brown / red / black / gray) hair.

He / She has... (Blue / green / hazel / brown / gray) eyes.
(Short / long / shoulder length / no) hair
What will he / she be wearing?

A black sweater and blue jeans.
A red dress and white shoes.
He / she will be wearing... A business suit.
A hat.
A clown suit
What time and where will his / her train be arriving?

His / Her train will be arriving at (9:00 am) at platform...
Lesson 54
Jobs and professions
• introducing vocabulary
Sequence
I. Warming-up
Second semester 229
II. Main part

Who would you contact or call in the situations given below?
Match the situations in the left column with the name of the job or
profession in the right column.
a filling has come out of one of your teeth a surgeon
you need to have your hair cut a lawyer
you need legal advice a dentist
your house is on fire a mechanic
your granny’s knee needs an operation a fireman
in the shop you want advice on what sort of coffee to buy a psychologist
all the lights in your house have gone out a barber / hair-
dresser
your neighbour’s flat has been burgled a shop assistant
you don’t get on well with your parents an accountant
your father needs somebody to help his firm with money a policeman
problems
your car doesn’t start an electrician
The students work individually or in pairs, reporting the match-

ing results to the class for further discussion.
Then the students work individually and fill in the chart. A few
may be asked to report their answers with explanations.
How often do you have to consult these specialists? Why?
Often Sometimes Never
a surgeon
a lawyer
a dentist
a mechanic
a fireman
a psychologist
a barber / hair-
dresser
a shop assistant
an accountant
a policeman
an electrician
2. Discussing the Picture

Look at the picture with a partner. Decide what jobs the people are
doing and label the pictures. Discuss what training is needed to do the
job. Talk about one good and one bad point of this kind of work.
The teacher prepares pictures describing lawyer, surgeon, shop-

assistant, dentist, fireman, electrician, psychologist, barber / hair-
dresser, policeman, mechanic and shows them to students.
Does anyone in your family do any of these jobs? Which one(s)?
what training has the person got for it? What does he / she like / dislike
about the job? Is it the same thing you like / dislike about it? Why /
why not?
Finish the following sentences with the names of jobs or profes-

sions given below.
Veterinarian (vet), secretary, miner, librarian, chef, news agent,
docker, civil worker, architect, real estate agent.
1) A person who deals with office correspondence and records is a __ .

2) A person whose job is to treat sick animals is a __ .
3) A person who checks in and out books and gives advice on what to
read is a __ .
4) A person who gets coal from under the ground is a __ .
5) A person who loads and unloads ships in a port is a __ .
6) A person whose job is to cook in a restaurant is a __ .
7) A person who sells newspapers and magazines is a __ .
8) A person who works in a government office is a __ .
9) A person whose job is to help people buy and sell houses is a __ .
10) A person who designs buildings is an __ .
3. Brainstorming / Vocabulary
How many job titles do you know? In groups of three students,
make an alphabetical list with one job title for each letter. Work quick-
ly! You only have five minutes.
When you finish, the class can make a master list for the board.
Each group gets 1 point for a correct answer and 2 points if the answer
is also original. Good luck.
Example: A architect
A— J— S—
B— K— T—
C— L— U—
D— M— V—
E— N— W—
F— O— X—
G— P— Y—
H— Q— Z—
I— R—
Second semester 231
This activity may be quite difficult for the students. If so, they
should work for not more than 5 minutes, report their ideas to the class
and get the rest of the ABC to work with for homework to present at
the next lesson.
The master list must be made and posted in the classroom as a vis-
ual aid. Students may also add there the hames of jobs while working
on the topic.
4. Discussing Your Job

Now think about the job you would like to do or one you are famil-
iar with. Use the chart to brainstorm the good and bad things about
your job. Then talk to a classmate about it.
Job
Good Things about My Job Bad Things about My Job
III. Summary
IV. Homework
Find the names of jobs to complete the ABC list with descriptions
and sample sentences; use the chart in activity 6 to make a written
characteristic of your job.
Lesson 55
Sequence
I. Warming-up
II. Main part

1) The students add the names of jobs to the job ABC master list giv-
ing not only the name of a job but also its description and a sample
sentence about it.
2) The students give their opinions about the jobs discussed at the
previous lesson using the structures:
I would eagerly take the job of a... because...
or
I would never take the job of a... because...
2. Reading
Pre-reading
Match the words in the left column with their synonyms or expla-
nations in the right column.
to realize to get money for some work
to rear to give money
to apply to college to be happy
to refuse to give another job inside the company
to give financial support to bring up children
to be unemployed to come to classes
to be satisfied to enter a college
to earn to lose a job
to be sacked to understand
to attend to be out of work
to transfer to say “no”
sales representative someone who pays others to work for him
dole someone learning a craft or trade from an
employer, a beginner
a blue-collar worker money paid for education
labourer someone paid to work on a regular basis
fee money given to people who are out of work
employer a salesman who sells while travelling
employee a worker
apprentice an unskilled worker
Second semester 233
Reading
The students are divided into four groups (A–D). Each group
works with its own passage.
Read the text paying special attention to the sentences with the
active vocabulary.
Choosing your way in life

A. Mary Glass is thirty-nine years old and she is a doctor. She chose
the medical profession because she wanted to help people and at
the same time to make good money. When Mary was younger her
wish was to become a teacher or a nurse but she soon realized that
there was not much money in either of those professions. Mary’s
parents were rather old-fashioned people and thought that a wom-
an’s place is at home. So they wanted their daughter to become
a secretary, marry a respectable young man, have several children
and stay at home working about the house and bringing up the
kids. When Mary applied to a medical college, her parents refused
to give her any financial support and she had to work as a waitress
in a restaurant to earn money for her college fees. She specialized
as an optician, made a good career in the hospital she works, got
married, had two children and is very much satisfied both with
her family life and her business career.
B. Billy Blackthorn left school when he was sixteen. He didn’t study
well and had no qualifications. He just wanted to earn some money
and got himself a job in a factory. He didn’t mind being a blue-col-
lar worker, all he wanted was enough money to take his girl friend
out on a Saturday night. But soon he and his fellow-workers were
replaced by robots who could do their job and Bill was sacked. He
was out of work for eighteen months and understood how terrible
it was to be unemployed. The days seemed so long and the dole that
he got was enough only for the cheapest food and second-hand
clothes. Bill finally got a job as an unskilled labourer, working for
a builder. He is twenty-five now and thinks that it is not too late to
start attending night classes and get some extra training so that
he can earn more money as a skilled worker.
C. John Rushton is a businessman. He is fifty years old and he has
been working for the same company for twenty-seven years. He
thinks that he has a very successful career. He started working for
the company as a poorly paid clerk and was one of those nine-to-
five white-collar office workers who spend all day with a pencil in
one hand and a telephone in the other. He hated it and asked to be
transferred to sales where he became one of the company’s sales
representatives. John travelled all over the country selling the

company’s products and eventually became the most successesful
salesperson on the stuff. In ten years he was promoted to manager
of the sales department. He has got a good salary and benefits. He
might retire in another ten years and then his pension will allow
him to live comfortably in his country house enjoying his hobbies
that he has no time for now while he still works.
D. Joan Evans: This month I am leaving school to face the real world.
My main ambition is to live and work abroad. I want to work with
people and see the world. I hope to go to college and do a tourism
course. When I’m in college, I will learn at least two foreign lan-
guages. I think that by the time I’m 30 I’ll be married and have
a baby. I don’t want to be rich and famous, but I do want to enjoy
life. That’s all anybody can really ask.
Steve Taylor: My greatest wish is to be a manager for Rolls Royce.
I will go to work for Rolls Royce as an apprentice, and after 2 or
4 years I will be an engineer. I’m not very ambitious but I’d like to
become a manager in Rolls Royce. I’ll get married in my mid-twen-
ties because I want to have children and my mother says that you
need to be young to cope with them.
After-reading
Read the following statements on the text and decide if they are
true or false:
1) Mary’s parents didn’t want their daughter to become a doctor be-
cause there was not much money in this profession.
2) Mary financially supported herself through the college by work-
ing as a secretary.
3) Mary’s job is to test people’s eyes.
4) To be a blue-collar worker means to work with a pencil in one hand
and a telephone in the other.
5) Bill was rather ambitious about his career when he finished
school.
6) Automatization of the factory was the reason of Bill’s unemploy-
ment.
7) Bill enjoyed his free time when he was out of work.
8) John didn’t get much money when he started his career.
9) John’s promotion followed his successful work as a sales repre-
sentative.
10) John hopes that he will be able to find time for hobbies when he
becomes a pensioner.
11) Both Joan and Steve are ambitious young people.
12) Both Joan and Steve want to work and live abroad.
Second semester 235
The students in groups work with the questions that refer to the
texts they worked with and report their answers.
The students complete the charts about their texts with the active
vocabulary they came across while reading.
Group Character Vocabulary in order of appearance
Group A Mary Glass
Group B Billy Blackthorn
Group C John Rushton
Group 4 Joan Evans, Steve Taylor
3. Speaking
The groups swap their members so that the newly formed ones
consisted of the A, B, C and D students. Each student tells the group-
mates about his / her character using the chart vocabulary and trying
to be as close to the text as possible. Finally, they exchange their charts
to use in their homework.
III. Summary
IV. Homework
The students write about a character from a different group using
the chart vocabulary and the discussion material.
Lesson 56
Grammar. Modal Verbs
Modal verbs and

Present and Future: Past:
substitutes:
Examples Examples
Meanings
CAN
1. Ability — af- She can drive. He can speak He could speak English
firmative and English. The baby can make when he was a child. She
negative state- a few steps. She can’t cook. couldn’t drive when she
ments and Can he play the piano? I can was 15. Could she drive
questions do it tomorrowHe can’t go when she was 18?
with us tomorrow
2. Informal re- Can you open the window, –
quest — af- please? Can you tell me the
firmative ques- time, please? Can I use your
tions phone, please
Modal verbs and

substitutes:
Examples Examples
Meanings
3. Informalpermis Can I leave now? (Can I use –
sion — affirma your phone, please? Yes,
tive and nega you can. No, you can’t. You
tive statements can’t use my phone)
and affirmative
questions
4. Impossibili- Your story can’t be true! His story can’t have been
ty — negative Look, Jim is driving a true! I saw Jim driving a
statements truck! — It can’t be Jim! truck last week. — It can’t
Jim is in Chicago now! have been Jim! Jim was in
Chicago then!
COULD
1. Ability in the ... – He could speak English
past — affirm- when he was a child. She
ative and nega- couldn’t drive when she
tive statements was 15. Could she drive
and questions when she was 18?
2. Polite requ Could I use your telephone, –
est — affirma- please? Could you tell me
tive questions where the bank is, please?
3. Permission — Could I use your telephone, –
affirmative please?
questions
4. Possibility — I’m not sure, but he could He could have been at the
affirmative be at the library now library from 2 to 5 yester-
statements and day
questions
5. Suggestion — I don’t understand these You could have asked Tom
affirmative charts. — You could ask for help yesterday, today
statements Tom for help is his day off
6. Impossibili- Your story couldn’t be true. His story couldn’t have
ty — negative Look, Jim is driving a been true I saw Jim driv-
statements truck! — It couldn’t be Jim! ing a truck last week. — It
Jim is in Chicago now! couldn’t have been Jim!
Jim was in Chicago then!
BE ABLE TO
1. Ability — af- He is able to do it himself. He was able to speak Eng-
firmative and The baby is able to make a lish when he was a child.
negative state- few steps. Will he be able to She wasn’t able to drive
ments and walk soon? The patient will when she was 15. Was she
questions be able to walk in a month. able to drive when she was
He will be able to do it to- 18?
morrow. He won’t be able to
go with us
Second semester 237
Modal verbs and

substitutes:
Examples Examples
Meanings
2. Ability in the ... – He was able to swim across
past, with real- the river yesterday. He
ized action — was able to get out when
substitute for the fire started. He
could wasn&’t able to solve that
problem
MUST
1. Strong neces- I must go to the bank now. Substitute: had to
sity — affirm- He must finish this report
ative state- by Friday
ments
2. Prohibition — You must not leave the –
negative state- house. You mustn’t enter
ments this room
3. Strong prob- His bag is on his table, he His bag was on his table,
ability — af- must be here. The light is he must have been there.
firmative and off, he must be sleeping. The light was off, he must
negative state- She is his friend, she must have been sleeping. He
ments, present know his address must have seen my letter,
and past it was on the table. She
didn’t call me, she must
not have read my message
HAVE TO
1. Necessity — I have to go to the bank He had to go to the bank
affirmative now. We will have to sell yesterday. We had to sell
statements and the car soon. Does he have our car. Did he have to fin-
questions to finish this report by Fri- ish that report yesterday?
day?
2. No necessity — You don’t have to go to He didn’t have to go to
negative state- work today and tomorrow, work yesterday, it was his
ments we are on vacation! day off
HAVE GOT TO
Necessity — af- I’ve got to go now. He’s got Substitute: had to
firmative state- to leave on Tuesday
ments
NEED
1. Necessity — I need to study spelling I needed to study spelling
affirmative rules before the test. Does rules before the test, so
statements and he need to go there? I spent the evening study-
questions ing them. Did he need to
go there?
Modal verbs and

substitutes:
Examples Examples
Meanings
2. No necessity — You don’t need to go to He didn’t need to go to
negative state- work today and tomorrow, work yesterday, it was his
ments we are on vacation! You day off
need’t worry, he will be all
right
BE TO
Strong expecta- You are to be there at You were to report your
tion — affirma- 9 sharp. You are not to arrival by 8 in the morning
tive and negative smoke here!
statements
BE SUPPOSED TO
Expectation — af- We are supposed to be there He was not supposed to
firmative and around 6. He is not sup- hear it. The conference
negative state- posed to work today was supposed to begin at
ments and ques- 10 in the morning
tions
SHOULD
1. Advice — af- You look ill, you should see You should have seen
firmative and a doctor. You shouldn’t ar- a doctor a week ago. You
negative state- gue with your boss. Should shouldn’t have argued
ments and I ask Tom about it? with your boss. Should
questions I have asked Tom for help?
2. Strong prob- This story should be inter- Why doesn’t he call? He
ability — af- esting. This task shouldn’t should have arrived in
firmative and be difficult for you. Rome 2 hours ago
negative state-
ments, future
and past
OUGHT TO
1. Advice — usu- You look ill, you ought to You ought to have seen
ally affirma- see a doctor a doctor a week ago
tive statements
2. Strong prob- This story ought to be inter- Why doesn’t he call? He
ability — usu- esting ought to have arrived in
ally affirma- Rome 2 hours ago
tive
statements,
future and past
HAD BETTER
Advice with a Your cough is terrible, –
warning of bad you’d better see a doctor, or
you’ll get very sick
Second semester 239
Modal verbs and

substitutes:
Examples Examples
Meanings
result — affirma- I’d better go now, or I’ll be
tive and negative late. You’d better not be
statements late
MAY
1. Polite requ Мay I use your telephone, –
est — affirma- please? May I speak to
tive questions Mr. Brown, please?
2. Formal permis- You may stay in the coun- –
sion — affirm- try only for 3 days. You
ative and nega- may not leave this house.
tive statements May I come in? Yes, you
and affirma- may. No, you may not
tive questions
3. Possibility — I’m not sure, but he may be He may have seen Anna
affirmative at school now. He may not yesterday. He may not
and negative be home yet have talked with the doc-
statements tor yet
MIGHT
Possibility — af- I’m not sure, but he might He might have seen Anna
firmative and be at school now. He might yesterday. He might not
negative state- not come back soon have talked with the doc-
ments tor yet
BE LIKELY TO
Possibility — sub- Is he likely to be at school Was he likely to be at
stitute for may, now? Is he likely to come school yesterday at 3?
might in ques- back soon?
tions
SHALL
Suggestion of Shall I read? Shall we –
some activity — dance? Shall we?
affirmative ques-
tions
WILL
1. Future tense — I will be home after 7. It He said he would be home
affirmative will rain soon. We won’t see after 7. They said that
and negative him tomorrow. I think they they wouldn’t see him to-
statements and will help us. She will pro morrow. I thought they
questions bably go to Spain in the would help us. I said that
summer she would probably go to
Spain in the summer
Modal verbs and

substitutes:
Examples Examples
Meanings
2. Unplanned fu- Mark is in the hospital. — She said she would go to
ture action — Oh, no! I’ll go there right the hospital right away
affirmative away. The phone is ring-
and negative ing. — I’ll get it
statements and
questions
3. Willingness — The phone is ringing. — I’ll I asked him, but he
affirmative get it. He won’t tell me wouldn’t tell me about his
and negative about his plans. This door plans. I bought a player
statements and won’t open that wouldn’t work
questions
4. Polite requ Will you please pass the –
est — affirma- pepper? Will you please sit
tive questions down here?
5. Polite offer — Won’t you sit down? Won’t –
negative ques- you have more cake?
tions
BE GOING TO
Preplanned acti I’m going to visit Rome He was going to visit
on — affirmative next week. It is going to Rome last week. He was
and negative rain soon. He is not going to not going to buy a car.
statements and buy a car. Are you going to Was he going to see Mike?
questions see Mike?
WOULD
1. Future in the ... – He said he would be home
past — affirm- after 7. They said that
ative and nega- they wouldn’t see him
tive statements tomorrow
2. Polite requ Would you please pass the –
est — affirma- pepper? Would you please
tive questions sit down here? Would you
mind opening the window?
Would you mind if I opened
the window?
3. Preference and I’d like a cup of coffee, I would have liked to visit
desire — af- please. I would like to visit Spain last year, but
firmative and Spain. I would rather stay I didn’t have the money.
negative state- at home, there is a good (I would rather have
ments movie on TV. I’d rather not stayed at home, there was
talk about it a good movie on TV)
Second semester 241
Modal verbs and

substitutes:
Examples Examples
Meanings
4. Polite offer — Would you like some more –
affirmative cake? Would you like to go
questions to a concert?
5. Supposition — I would say that your con- He would have helped you
affirmative clusion is not right. He yesterday if you had asked
and negative would help you if you asked him. I wouldn’t have done
statements and him. I wouldn’t do it if it if I were you
questions I were you
6. Repeated ac- ... – My Granny and I would go
tion in the to the park every day. She
past — affirma would tell me a new fairy
tive statements tale every evening
USED TO
1. Repeated ac- ... – My Granny and I used to
tion in the go to the park every day.
past — usually She used to tell me a new
affirmative fairy tale every evening
statements
2. Action or situ- ... – I used to play the piano
ation that ex- when I was young (but
isted in the I don’t now). He used to
past but live on 6th Street. I used
doesn’t exist to like walking in the rain
now — usually when I was young. There
affirmative used to be a nice park near
statements the lake several years ago
Exercises
Put the modal verbs into the tenses.
Present simple: I can speak English.
Past simple: I __ speak English.
Present perfect simple: I __ speak English.
Will-Future: I __ speak English.
Present simple: He must learn for the test.
Past simple: He __ learn for the test.
Present perfect simple: He __ learn for the test.
Will-Future: He __ learn for the test.
Present simple: I may go to the party.
Past simple: I __ go to the party.
Present perfect simple: I __ go to the party.
Will-Future: I __ go to the party.
Put the modal verbs into the tenses.

Present simple: They must work harder.
Past simple: They __ work harder.
Present perfect simple: They __ work harder.
Will-Future: They __ work harder.
Present simple: We can help you in the garden.
Past simple: We __ help you in the garden.
Present perfect simple: We __ help you in the garden.
Will-Future: We __ help you in the garden.
Present simple: She may invite friends.
Past simple: She __ invite friends.
Present perfect simple: She __ invite friends.
Will-Future: She __ invite friends.
Fill in a proper modal verb.

1) George has travelled a lot. He __ speak many languages.
2) I can hear you quite well. You __ not shout.
3) I’m not sure where I go for my holidays but I __ go to Italy.
4) She __ ride her bike at night without lights. It’s forbidden.
5) She __ not eat so much chocolate because it’s bad for her figure.
6) I __ understand him.
7) It’s later than I thought. I __ go now.
8) You __ a better trainer if you want to become good.
9) Talk to Ann about your problems. I’m sure she __ help you.
10) You __ not hoover the carpets, Carol has already done it.
11) You __ be tired because you have worked very hard.
12) He __ come to my party because he is ill.
13) He __ go to the dentist when he has toothache.
14) It’s not very important. You __ not do it now. You __ do it tomor-
row.
15) __ you speak many languages?
16) I don’t know what I’m doing this weekend but I __ go to London.
17) Smoking is very unhealthy. You __ stop it.
18) Playing football __ in this park.
19) You have got plenty of time. You __ not hurry.
20) You __ have a passport to visit most foreign countries.
Fill in with proper modal verbs.

1) He __ go skating because he broke his leg.
2) Many children in Britain __ wear school uniforms.
3) I’m not sure but Jane __ come to see me this afternoon.
4) Didn’t you see the sign? You __ drive more than 30 miles.
Second semester 243
5) He speaks a lot of languages but he __ speak Chinese.

6) It __ snow. It looks like it.
7) You __ drive on the right in Britain.
8) He is a good boxer. You __ be careful.
9) Smoking __ in his house.
10) This test will be very difficult. So you __ learn a lot.
11) You __ eat more vegetables because they are healthy.
12) I don’t __ the car. You can take it.
13) He does everything himself. He __ no help.
14) It`s going to rain. You __ shut the window.
15) You __ light a fire in the forest.
Ability
Choose the most appropriate variant for expressing the ability to
do the specified action.
1) Maria __ type 80 words per minute.
may / can / could / has to
2) Ella __ speak French and German.
may / can / could / has to
3) Tom’s teacher says that he __ play the violin pretty well in half
a year.
can / could / will be able to / will have to
4) This work __ done tomorrow.
can be / could be / could have been / will be able to be
5) I’m sure that Nina __ explain everything when she returns.
can / could / will be able to / will have to
6) My dog __ very high when he was younger.
could jump / could have jumped / might be able to jump / might
have been able to jump
7) One of the boys __ get out of the cave. He ran to the village for
help.
could / might / was able to / had to
8) Several crimiinals __ escape into the woods.
could / might / managed to / had to
9) I wanted to talk to Jim yesterday, but __ find him.
didn’t / might not / wouldn’t / couldn’t
10) Anyone is able to make a mistake.
may / can / could / is able to
Advice
Choose the most appropriate variant for expressing advice.
1) It’s a great town. You __ visit it some day.
could / might / should / had better
2) If she wants to buy an apartment, she __ consult a good real estate

agent.
has to / should / may need to / could
3) __ I ask John to help us?
Should / Ought / Could / May
4) Children __ eat too much chocolate.
must not / can’t / shouldn’t / don’t have to
5) You __ come here again, or I’ll report you to the police!
shouldn’t / ought not / mustn’t / ‘d better not
6) He __ be punished for his terrible attitude to people.
‘d better / ought to / could / would
7) I __ write an article on English grammar tonight, but I have a bad
headache. I think I’ll go for a walk instead.
have to / must / should / had better
8) I __ harder for the exam. It was very difficult and I didn’t pass it.
should study / had to study / should have studied / must have
studied
9) They __ that guy to the party. He got drunk and started a fight.
must not have invited / should not have invited / could not have
invited / had better not have invited
10) I recommend going to one of the local health resorts. Change of
scene and fresh air will do you good.
to go / going
Necessity
Choose the most appropriate variant for expressing the idea speci-
fied in parentheses.
1) It’s getting late. I __ go now.
can / may / have to / would rather
2) Mike broke his leg yesterday. His leg is in a cast and he __ use
crutches for a month.
will be able to / will have to / had better / should
3) I __ talk to Ann about it.
have got to / would like to / may have to / may need to
4) She __ to the bank yesterday.
must go / had to go / should have gone / must have gone
5) We can’t just go away! We __ help him!
have to / need to / should / must
6) Tomorrow is Sunday. I __ go to school.
can’t / may not / must not / don’t have to
7) You __ go to the supermarket, there is enough food in the refri
gerator.
mustn’t / don’t need to / shouldn’t / ought not
Second semester 245
8) She __ work yesterday, so she spent the whole day in the park by
the river.
couldn’t / shouldn’t / mustn’t / didn’t have to
9) It’s a secret. You __ tell anyone about it.
can’t / may not / must not / don’t have to
10) I __ not forget to call him today.
cannot / must not / may not / will not
Requests
Choose the most appropriate variant for expressing the idea speci-
fied in parentheses.
1) __ I speak to Mr. Smith, please?
Can / May / Would / Would you mind if
2) __ you open the window, please? It’s hot in here.
Could / Couldn’t / Won’t / Wouldn’t
3) __ closing the window, please? It’s cold in here.
Could you / Will you / Would you / Would you mind
4) Would you mind if I __ your dictionary for an hour or so?
borrowed / will borrow / would borrow
5) Would you mind if I __ come to your party?
didn’t / won’t / wouldn’t
6) Mrs. Redding, __ lend me two hundred dollars till next week,
please?
can you / could you / do you mind / would you mind
7) Would you mind __ here? I have a headache.
not to smoke / not smoke / no smoking / not smoking
8) Betty, __ help me with this grammar exercise, please?
can you / can’t you / won’t you / do you mind
9) Could I use your cell phone, please? — Sorry, you __ .
can’t / couldn’t / mustn’t / won’t
10) Could I stay here for a while? — Yes, you __ .
could / can / will / must
Possibility
Choose the most appropriate answer to express possibility that is
NOT very strong.
1) He __ be able to help you.
may / / must / should / will
2) She __ have to sell her car and other belongings to pay her debts.
will / will probably / might / would
3) Where is Anna? — I don’t know. She __ be at the swimming pool
or in the park.
could / should / must / has to
4) It __ be as easy as you think.

can’t / couldn’t / might not / must not
5) Don’t ring the doorbell when you get there. Maria’s little baby __
sleeping.
must be / should be / may be / may not be
6) How did the robbers get in? — We don’t know yet. The old wo
man __ to lock the door.
might forget / could forget / might have forgotten / must have
forgotten
7) I called her but there was no answer. She __ left for New York al-
ready.
may have / must have / should have / has probably
8) When can I see him? __ come back before 6 today?
May he / Might he / Would he / Is he likely to
9) I wonder who wrote that letter. __ Jim have written it?
May / Might / Could / Is it possible that
10) He said that he __ go to Italy in June or July.
can / should / might / would
Strong probability
Choose the most appropriate answer to express strong probability.
Strong probability means that you are about 90 % sure.
1) It’s 10 a. m. He __ in the office now.
must be / may be / might be / can be
2) They live in a very big house. They __ rich.
must be / are / may be / can be
3) Try calling him in the evening. He __ home by 8.
must be / should be / is going to be / will be
4) You __ our report tomorrow.
must receive / should receive / are going to / will receive
5) Let’s watch the film about meteorites on Channel 6. It __ interest-
ing.
must be / should be / could be / would be
6) I can’t find my car keys. I __ them in the office.
should leave / ought to have left / must have left / should have left
7) There is no one by the name Lisa here. You __ misdialed.
may have / should have / ought to have / must have
8) I’m worried. He __ two hours ago. Where can he be?
ought to arrive / should arrive / must have arrived / should have
arrived
9) He __ go to France next month.
should / must / ought to / will probably
10) I need to see him as soon as possible. __ . come back soon?
Should he / Must he / Will he / Is he likely to
Second semester 247
Lesson 57
Home reading
How to be a Doctor
Certainly the progress of science is a wonderful thing. One can’t
help feeling proud of it. I must admit that I do. Whenever I get talking
to anyone — that is, to anyone who knows even less about it than
I do — about the marvelous development of electricity, for instance,
I feel as if I had been personally responsible for it. As for the linotype
and the aeroplane and the vacuum house-cleaner, well, I am not sure
that I didn’t invent them myself. I believe that all generous-hearted
men feel just the same way about it.
However, that is not the point I am intending to discuss. What
I want to speak about is the progress of medicine. There, if you like, is
something wonderful. Any lover of humanity (or of either sex of it)
who looks back on the achievements of medical science must feel his
heart glow and his right ventricle expand with the pericardiac stimu-
lus of a permissible pride.
Just think of it. A hundred years ago there were no bacilli, no
ptomaine poisoning, no diphtheria, and no appendicitis. Rabies was
but little known, and only imperfectly developed. All of these we owe
to medical science. Even such things as psoriasis and parotitis and
trypanosomiasis, which are now household names, were known only
to the few, and were quite beyond the reach of the great mass of the
people.
Or consider the advance of the science on its practical side.
A hundred years ago it used to be supposed that fever could be cured
by the letting of blood; now we know positively that it cannot. Even
seventy years ago it was thought that fever was curable by the ad-
ministration of sedative drugs; now we know that it isn’t. For the
matter of that, as recently as thirty years ago, doctors thought that
they could heal a fever by means of low diet and the application of
ice; now they are absolutely certain that they cannot. This instance
shows the steady progress made in the treatment of fever. But there
has been the same cheering advance all along the line. Take rheuma-
tism. A few generations ago people with rheumatism used to have to
carry round potatoes in their pockets as a means of cure. Now the
doctors allow them to carry absolutely anything they like. They may
go round with their pockets full of water-melons if they wish to. It
makes no difference. Or take the treatment of epilepsy. It used to be
supposed that the first thing to do in sudden attacks of this kind was
to unfasten the patient’s collar and let him breathe; at present, on
the contrary, many doctors consider it better to button up the patient’s

collar and let him choke.
In only one respect has there been a decided lack of progress in
the domain of medicine, that is in the time it takes to become a quali
fied practitioner. In the good old days a man was turned out thor-
oughly equipped after putting in two winter sessions at a college and
spending his summers in running logs for a sawmill. Some of the
students were turned out even sooner. Nowadays it takes anywhere
from five to eight years to become a doctor. Of course, one is willing
to grant that our young men are growing stupider and lazier every
year. This fact will be corroborated at once by any man over fifty
years of age. But even when this is said it seems odd that a man
should study eight years now to learn what he used to acquire in
eight months.
However, let that go. The point I want to develop is that the mod-
ern doctor’s business is an extremely simple one, which could be ac-
quired in about two weeks. This is the way it is done.
The patient enters the consulting-room. “Doctor”, he says, “I have
a bad pain”. “Where is it?” “Here”. “Stand up”, says the doctor, “and
put your arms up above your head”. Then the doctor goes behind the
patient and strikes him a powerful blow in the back. “Do you feel
that”, he says. “I do”, says the patient. Then the doctor turns sud-
denly and lets him have a left hook under the heart. “Can you feel
that”, he says viciously, as the patient falls over on the sofa in a heap.
“Get up”, says the doctor, and counts ten. The patient rises. The
doctor looks him over very carefully without speaking, and then sud-
denly fetches him a blow in the stomach that doubles him up speech-
less. The doctor walks over to the window and reads the morning
paper for a while. Presently he turns and begins to mutter more to
himself than the patient. “Hum!” he says, “there’s a slight anaesthe-
sia of the tympanum”. “Is that so?” says the patient, in an agony of
fear. “What can I do about it, doctor?” “Well”, says the doctor,
“I want you to keep very quiet; you’ll have to go to bed and stay there
and keep quiet”. In reality, of course, the doctor hasn’t the least idea
what is wrong with the man; but he DOES know that if he will go to
bed and keep quiet, awfully quiet, he’ll either get quietly well again
or else die a quiet death. Meantime, if the doctor calls every morning
and thumps and beats him, he can keep the patient submissive and
perhaps force him to confess what is wrong with him.
“What about diet, doctor?” says the patient, completely cowed.
The answer to this question varies very much. It depends on how
the doctor is feeling and whether it is long since he had a meal himself.
Second semester 249
If it is late in the morning and the doctor is ravenously hungry, he

says: “Oh, eat plenty, don’t be afraid of it; eat meat, vegetables, starch,
glue, cement, anything you like”. But if the doctor has just had lunch
and if his breathing is short-circuited with huckleberry-pie, he says
very firmly: “No, I don’t want you to eat anything at all: absolutely
not a bite; it won’t hurt you, a little self-denial in the matter of eating
is the best thing in the world”.
“And what about drinking?” Again the doctor’s answer varies. He
may say: “Oh, yes, you might drink a glass of lager now and then, or, if
you prefer it, a gin and soda or a whisky and Apollinaris, and I think
before going to bed I’d take a hot Scotch with a couple of lumps of white
sugar and bit of lemon-peel in it and a good grating of nutmeg on the
top”. The doctor says this with real feeling, and his eye glistens with
the pure love of his profession. But if, on the other hand, the doctor
has spent the night before at a little gathering of medical friends, he is
very apt to forbid the patient to touch alcohol in any shape, and to dis-
miss the subject with great severity.
Of course, this treatment in and of itself would appear too trans-
parent, and would fail to inspire the patient with a proper confidence.
But nowadays this element is supplied by the work of the analytical
laboratory. Whatever is wrong with the patient, the doctor insists on
snipping off parts and pieces and extracts of him and sending them
mysteriously away to be analysed. He cuts off a lock of the patient’s
hair, marks it, “Mr. Smith’s Hair, October, 1910”. Then he clips off
the lower part of the ear, and wraps it in paper, and labels it, “Part of
Mr. Smith’s Ear, October, 1910”. Then he looks the patient up and
down, with the scissors in his hand, and if he sees any likely part of
him he clips it off and wraps it up. Now this, oddly enough, is the very
thing that fills the patient up with that sense of personal importance
which is worth paying for. “Yes”, says the bandaged patient, later in
the day to a group of friends much impressed, “the doctor thinks there
may be a slight anaesthesia of the prognosis, but he’s sent my ear to
New York and my appendix to Baltimore and a lock of my hair to the
editors of all the medical journals, and meantime I am to keep very
quiet and not exert myself beyond drinking a hot Scotch with lemon
and nutmeg every half-hour”. With that he sinks back faintly on his
cushions, luxuriously happy.
And yet, isn’t it funny?
You and I and the rest of us — even if we know all this — as soon
as we have a pain within us, rush for a doctor as fast as a hack can take
us. Yes, personally, I even prefer an ambulance with a bell on it. It’s
more soothing.
Lesson 58
Sequence
I. Warming-up
II. Main part

Read one more list of jobs and professions and sort them out in two
columns:
A geologist, a journalist, a gardener, a film star, a shop assistant,
a businessman, a bank manager, a book-keeper, a waiter / waitress,
a tourist guide, a computer operator, an interpreter, a pop singer,
a bookseller, a bodyguard, a bus driver, a nurse, a teacher, a cook.
The jobs I’d like to do The jobs I’d hate to do
Give at least three reasons why you’d like to have these jobs / pro-
fessions:
e. g. I’d like to become a lawyer because:
a) this job is well-paid;
b) it helps people to solve their problems;
c) it is rather prestigious now,
Give at least three reasons why you’d dislike to have these jobs /
professions:
e. g. I’d hate to become a journalist because:
a) this job sometimes does more harm than good;
b) it involves meeting too many people;
c) it needs too much writing.
2. Reading
Psychological Test “A map of interests”
Answer the following questions by writing “Yes” or “No” next to
each of them. Then write out the numbers of your “Yes” answers and
look in the Key to find out what profession you are cut out for.
Second semester 251
1) Are you interested in the causes of different diseases and their

cure?
2) Do you like to read critical articles after you’ve read a book?
3) Do you like to take responsibility in organizing things (e.g. par-
ties)?
4) Do you like to read historical novels?
5) Do you ever go to listen to symphonies?
6) Do you like to explain to your classmates how to do a sum or write
a grammatically correct sentence?
7) Can you say that your first impulse when you see somebody hurt is
to give first aid?
8) Do you like to write poetry and prose?
9) Do you like to observe people’s behaviour?
10) Would you like to find out about the history of your family, the
street you live in, your city, etc.?
11) Are you fond of singing, reciting poetry, dancing, etc. in front of
the audience?
12) Do you enjoy spending time with kids, reading them books, play-
ing with them, helping them, etc.?
13) Are you irritated when your sick relatives ask you to help them?
14) Do you soon get tired when you work with dictionaries or refer-
ence books?
15) Can you quickly switch from one job to another?
16) Do you like to make reports on history?
17) Do your hobbies include playing musical instruments, drawing or
wood carving?
18) Have you ever wanted to give a class instead of your teacher?
19) Are you interested in people’s anatomy?
20) Do you like to discuss books with your friends?
21) Do you like to analyse the events that have happened in your or
your friends’ and relatives’ lives?
22) Are you interested in your country’s past?
23) Do you enjoy reading about the history of arts?
24) Can you say that you find more positive than negative sides in the
work of a teacher?
25) Have you ever wanted to work as a nurse during your summer holi
days?
26) Are you interested in word origin?
27) Do you keep a diary?
28) Are you interested in the past of other countries?
29) Do you like to watch one and the same film or play several times?
30) Have you ever tried to teach your younger brothers(sisters, cous-
ins, etc.)?
Key:
1) If you positively answered questions No. 1, 7, 19 and 25, and neg-
atively No 13 — we would recommend you to think of choosing
a medical profession.
2) If you have written out No. 2, 8, 14, 20, 26 — your special field is
literature and languages.
3) If you have marked No. 9, 19, 21, 27 — your vocation is journal-
ism.
4) If you have chosen No. 4, 10, 16, 22, 28 — you are mostly inter-
ested in history.
5) If your answers include No. 5, 11, 17,23, 29 — you’d better choose
arts as your future profession.
6) If your choice is No. 3 ,6, 12, 18, 24, 30 — you are a born teacher
and you’ll regret it all your life if you don’t follow your vocation.
Can you say that the test results prove your job likes and dislikes?
In no, why do you think it happened?
3. Writing
Freewriting
Your topic is “My Future Career Plans”. For five minutes write as
much as you can. Write everything that comes into your mind in Eng-
lish. Don’t worry about mistakes. Don’t edit.
Then, in groups of four students, exchange papers with your class-
mates. Keep exchanging until everyone in the group has read everyone
else’s paper. After reading, talk about the similarities and differences
of your plans. Talk about how you will accomplish your career goals.
III. Summary
IV. Homework
Test someone in your family and find out what job field this per-
son is cut for psychologically. Then interview him / her about his / her
job and note down the answers to report in the class.
Interview questions
1) What is your job?
2) Is this job something you have always dreamed about?
3) If no, what influenced your choice?
4) What sort of training does the job require?
Second semester 253
5) How dangerous is it?

6) What sort of career development does the job imply?
7) Would you change this job for something else?
8) If yes, what would you change it for and why?
Lesson 59
• introducing and practicing structure
Sequence
I. Warming-up
II. Main part

Answer the following questionnaire yourself and ask your friend
to answer it. Compare your answers and discuss the differencies.
1) Who helps you in choosing your future profession?
a) Nobody.
b) My parents.
c) My friends.
d) Other.
2) What is in your opinion the most important thing in your future
profession?
a) Good money.
b) Much contact with people.
c) Regular promotions.
d) An ideal combination of a job and a hobby,
e) Other.
3) What skills are most important for your future profession?
a) People skills.
b) Computer skills.
c) Managing skills.
d) Observation skills.
e) Other.
4) What attracts you in your future profession?

a) Challenge.
b) Risk and danger.
c) Regular work hours,
d) Prestige.
e) Other.
5) How much do you agree to study to get well-qualified in your job /
profession?
a) As little as possible.
b) I got enough knowledge at school,
c) As much as my boss requires.
d) All my life.
2. Structure and writing

Connecting Sentences
with Transitions: therefore and however
The transitions therefore and however are used to join two sen-
tences when there is a relationship between them of result or reason
(therefore), or contrast (however). They are used in writing that has
a formal style, such as an academic essay, a textbook passage, a news-
paper or magazine article, a business letter or a government document.
Their everyday equivalents are:
• therefore — so
• however — but
Some other words that can be used as transitions are thus, as
a result, consequently, and hence for therefore; and nevertheless for
however.
1) When these words join two sentences, they usually occur between
the two sentences (two independent clauses) and are followed by
a semicolon (;).
Examples
a) John’s work involves a lot of traveling; therefore, he is out of
town about half the year.
b) Maria’s job doesn’t pay well; however, her boss treats her very
well.
2) These example sentences can also be pairs of sentences with the
joining words at the beginning of the second sentence of each
pair.
a) John’s work involves a lot of traveling. Therefore, he is out of
town about half the year.
b) Maria’s job doesn’t pay well. However, her boss treats her very
well.
Second semester 255
Sentence Combining Chart

Independent and Independent and
Relation- Dependent and Inde-
Independent Independent
ship pendent Clause
Clause Clause
Addition , and
Cause and , so because ; therefore,
effect
Contrast , but although / even ; however,
though / though
Choice , or
Time before / after / as
soon as / since / when
/ while / whenever
Sentence Combining Chart: Example Sentences

Independent and
Relation- Dependent and In- Independent and
Independent
ship dependent Clause Independent Clause
Clause
Addition I can sing well,
and I can play the
guitar like a pro-
fessional
Cause and It rained, so the Because it rained, It rained; therefore,
effect picnic was can- the picnic was can- the picnic was can-
celled celled. celled.
The picnic was can- It rained. Therefore,
celled because it the picnic was can-
rained celled
Contrast I tried, but Although I tried, I tried; however,
I couldn’t under- I couldn’t under- I couldn’t under-
stand stand. stand.
I couldn’t under- I tried. However,
stand even though I couldn’t under-
I tried stand
Choice You can do it now,
or I will do it later
Time When he arrived,
I left.
I have been here
since the room
opened
Combine the pairs of sentences into one sentence using therefore

or however.
Example
I need a job that doesn’t require lifting heavy objects. I can’t work
for a moving company.
I need a job that doesn’t require lifting heavy objects; therefore
I can’t work for a moving company.
1) Sean wants to be a civil engineer. He is looking for an internship
with an engineering company for the summer.
2) Philip would like to go back to school to study business. He doesn’t
have enough money to pay for his tuition.
3) No one likes to clean out bathrooms. Some janitors have to do it.
4) Business people can make quite a lot of money. Many of them have
to work long hours for it.
5) Mimi is a cashier. She wants to be an artist.
6) Angela wants to travel. She would like to be a flight attendant.
7) Thomas had no idea how to serve dinner. He had a lot of problems
his first day as a waiter.
8) Susanna often feels upset. She never lets her customers know it.
Practice with so and but
Write down the names of five people you know who are working.
With a partner, discuss each person. Describe what they do at their
jobs. Use so and but to talk about the person and his or her job.
Example: Andrew — Andrew is a busboy. He carries trays, sets
tables and cleans tables, but he doesn’t serve food.
From Spoken to Written English
Now, write five of the sentences you have spoken in the previous
activity. Decide whether to use so / therefore, or but / however in each
sentence.
Recognizing Run-on Sentences
Run-on sentences are two or more sentences (independent clauses)
written together without proper connecting words or punctuation.
Example Run-on Sentence: I like my job my manager is very fair.
One way to correct a run-on sentence is by simply adding punctua-
tion to separate the independent clauses.
Example: I like my job. My manager is very fair.
Another way to correct a run-on sentence is by adding connecting
words such as coordinating conjunctions, subordinators, or transi-
tions.
Example: I like my job because my manager is very fair.
Second semester 257
In this example, it is better to add a connecting word because it

clarifies meaning.
Read these sentences. Write RO next to the run-on sentences.
Write cs next to the complete sentences. Rewrite the run-on sentences
correctly.
1) Lilia works long hours she gets very tired.
2) My uncle manages a successful photocopy business.
3) I like to work with numbers I plan to work in a bank some day.
4) My job is hard it is boring too.
5) Sam sets tables, pours water, then he clears the tables.
6) Babysitters have a lot of responsibility, but they receive little
pay.
7) Tania knows how to use a computer for word processing now she
wants to learn how to use a spreadsheet.
8) Men often earn more than women for doing the same jobs.
III. Summary
IV. Homework
Compose and write sentences using the structures explained in the
charts.
Lesson 60
• introducing and practicing structure
Sequence
I. Warming-up
II. Main part

The students share their sentences with the class descussin both
grammar and contents.
2. Speaking
Speak on the following questions.
1) Have you already chosen your future profession? What do your
parents and friends think about it? Why do they think so?
2) Can you say that your choice of your future profession was influ-
enced by the subjects at school that you study / studied? By the
teachers who teach / taught you? How many jobs and professions
have you changed in dreams since you were a child? Could you say
that your parents’ occupation may influence your choice of a fu-
ture profession? Yes / No. How?
3) What professions in your opinion are considered to be more or less
prestigious nowadays? Why?
4) What knowledge and skills in your opinion are necessary for any
job or profession?
5) Do you believe that people are born for this or that profession? Yes /
No. Give examples.
3. Structure and writing

Interview Research
You have already written about your career plans. Like most stu-
dents, you probably have questions about how you can reach your goal.
There are many places to get answers to these questions. Write down
two that you can think of, and then compare your answers with the
rest of the class.
My ideas:
1.
2.
Other ideas:
1.
2.
Write some questions that you would like to ask about reaching
your career goals. In qroups ask each other those questions and discuss
the answers.
Example: Do I need a certificate or a university degree to become
a kindergarten teacher?
Editing Questions and Answers

Exchange your questions and answers with a partner. Read each
other’s questions and answers. You are going to prepare a short guide
for students interested in your career. Write a paragraph that gives
useful information.
Second semester 259
Career:
Useful information:
Job Search. Role-play
NB: This assignment is for two lessons to complete.
Step 1: In groups of four or five students form a company. Decide
what kind of company you are. Invent a name. Choose a president or
CEO (Chief Executive Officer), vice president, receptionist, and one or
two directors of personnel. Decide on a job that you would like to hire
someone to do.
Step 2: Use the outline. Write down the job title. Brainstorm the
qualifications you want applicants to have. Brainstorm the job respon-
sibilities. How much is the salary? What are the benefits?
COMPANY OUTLINE
Company Name:
President or CEO:
Vice President:
Director (s) of Personnel:
Receptionist:
We need to hire a (job title)
Job Responsibilities:
Skills / Education Required:
Salary or Hourly Wage:
Benefits:
Step 3: Look at the sample job announcement in a newspaper.
Daily News
Classified Advertisements
The Redmore Resort Hotel is looking for an energetic, creative in-
dividual with strong communication skills and extraordinary inter-
personal skills to join our team. Experience coordinating weddings
and conferences preferred, but will consider training a motivated,
hardworking person.
Job description
Title: Events Coordinator (Full time, administrative)
Location: Honolulu
Salary: Negotiable
Benefits:
• Full medical / dental coverage for employee and dependents
• Stock option
• Retirement package
• Two weeks paid vacation a year
• Six paid sick days a year
Forward resume and letter of interest to: Janet Jordan, Director
of Personnel, The Redmore Resort Hotel, 1000 Coast View Road,
Honolulu, HI 96877
Notice the kind of information that is given. Add to your outline.
III. Summary
IV. Homework
Write a job announcement for the job for your company. It will be
more interesting if you add a logo or picture. Edit it. Does it include all
of the important information? Is it clear and correct?
Lesson 61
• practicing structure
• assessing students’ speaking skills
Sequence
I. Warming-up
II. Main part

Step 4: Discuss your job announcements in your groups, nake up
a joint one for the group and post the job announcements in the class-
room.
2. Reading and wiritng

Read a sample letter of application and discuss the answers to the
questions about it in your groups.
Second semester 261
Sample Job Application Letter

1551 Keeaumakaii Street
Honolulu, HI 96877
June 5, 2009
Janet Jordan
Director of Personnel
The Redmore Resort Hotel
1000 Coast View Road
Honolulu, HI 96877
Dear Ms. Jordan:
I would like to apply for the position of Special Events Coordina-
tor that you advertised in the Sunday issue of the Daily News. I have
long admired your world-famous resort, and I would like the opportu-
nity to join such a first-class team.
You are looking for someone with energy, creativity, and ex-
traordinary interpersonal skills. The letters of reference attached will
show you that I am that person. I have recently completed a Hotel
and Restaurant Culinary Program. As a result, I am experienced in
all aspects of hotel management. In addition, I speak three languag-
es fluently.
I feel that I have the qualifications, energy, and enthusiasm that
you are looking for in a Special Events Coordinator. I am available for
an interview at your convenience. I look forward to meeting you and
introducing myself. You can call me at 503-966-5555 and leave a mes-
sage.
Sincerely,
Claudia Vasquez
Answer the following questions about Claudia’s letter.

1. What punctuation did Claudia use after the greeting?
2. What is the purpose of Claudia’s first paragraph?
3. What is the purpose of Claudia’s second paragraph?
4. What is the purpose of Claudia’s third paragraph?
5. How did Claudia use the advertisement when writing her letter?
Underline all of the words in the advertisement and in the letter
that are the same.
6. Does Claudia have a lot of experience? Did she say that in her let-
ter? What did she emphasize: experience or education? Why?
7. Would the style and form of this letter be the same in Ukraine?
How would it be different?
Step 5: Now choose one of the jobs posted and write a letter of ap-
plication. You can follow the sample.
Revising Assignment
After writing your job application letter, have a classmate read it
and answer these questions.
1. Are there three paragraphs?
Yes / No
2. Does the first paragraph clearly explain the purpose of the let-
ter?
Yes / No
3. Does the second paragraph explain job qualifications for this job?
Yes / No
4. Does the last paragraph explain when the applicant is available for
an interview and how to contact him or her?
Yes / No
5. Is the form and punctuation of the letter similar to the sample let-
ter?
Yes / No
6. Is the letter neat?
Yes / No
7. Is the spelling correct?
Yes / No
If the answer to any of these questions is no, write your letter
again with revisions and corrections. Use the sample letter as a guide,
but do not copy it.
Step 6: Go back into your companies and read your mail. Under-
line all of the sentences in the letter that show the applicant’s qualifi-
cations. Choose two or three applicants to interview for your job. An-
nounce your choices.
Step 7: Look at the sample interview questions below. Decide who
will ask which question.
Sample Interview Questions
1) What are your strong points (strengths)?
2) What are your weak points (weaknesses)?
3) Why do you want this job?
4) Why do you want to work for this company?
5) How are you qualified for this job?
6) Why did you leave your last job?
7) Explain one difficulty in life that you have overcome? What would
you do if you saw a fellow employee stealing?
Second semester 263
The following questions cannot be asked during a job interview in

the United States.
1) What is your religion?
2) Have you ever been arrested?
3) Are you married?
4) Do you have children? Do you plan to have children?
III. Summarys
IV. Homework
Answer the interview questions about yourself.
Lesson 62
• assessing students’ skills
Sequence
I. Warming-up
II. Main part

1. Identifying Sentences (Structure)
Read these sentences carefully. Some are fragments, some are
run-on sentences and others are complete sentences. Mark each sen-
tence F = fragment RO = run-on and CS = complete sentence. Correct
the fragments and the run-on sentences.
Example
Michael is looking for a second job he needs to earn more. — RO
Michael is looking for a second job because he needs to earn more.
or
Michael needs money; therefore he is looking for a second job.
1) Irma wants to quit her job she’s going to have a baby soon.
2) George is taking a math class because many jobs require basic
math skills.
3) Because Ismael knows how to use a word processor.
4) Is a good major because there are many jobs in that field now.
5) Bilingual people have more job opportunities in most cities those

people earn more too.
6) Early Childhood Education is a popular major among ESL stu-
dents.
7) The Hotel, Restaurant, and Culinary Program is excellent many
students want to enroll.
8) Ludmila doesn’t want to study accounting she wants to study ma-
rine biology.
2. Application Vocabulary
1) Read these adjectives. Which ones best describe you to a potential
employer? Check each word that describes you and write one rea-
son why it does.
Example: √ dependable — I always complete my work.
• calm under pressure
• good with details
• creative
• hardworking
• dependable
• organized
• efficient
• prompt
• friendly
• responsible
• good with numbers
• skilled
• other __
2) Now look at these verbs. Which have you done or can do?
Example: √ organized — I organized a soccer team in school.
• coordinated
• managed
• created
• organized
• led
• other __
3. Preparing for an Interview (Writing / Vocabulary)

During an interview, the interviewer may ask you to describe your
strengths and weaknesses. This is difficult to do, especially when you
must list your weaknesses. You have to say something, but you don’t
want to sound like a bad employee. You can say something like, “Peo-
ple say I am a workaholic”. (The company may love to have such a hard
Second semester 265
worker!) Another possible response is, “My coworkers and friends say
I am too serious about my work because I always talk about it when
I am at home. I always try to think of ways to do my job better”.
Of course, you should always tell the truth about yourself, but this
is not the time to be shy or modest.
Prepare yourself for an interview. Write down two or three of
your strengths and one weakness. Be sure to give examples and expla-
nations if needed.
• My strengths:
• My weaknesses:
4. Speaking
Step 8: Interview your applicants. You can do this in groups, or
the whole class can observe each group interview. Then, have a short
company meeting to decide who to hire. Announce whom you have
hired and why.
5. Story (Structure)
Read the story about Kim Tae Sam. In the blank spaces, write
words that help to tell the story.
You can use these words: and, but, so, or, however, because, there-
fore, when, after, before, and although.
Moving Up the Ladder
Kim Tae Sam was born in a farming village in Chollado, South
Korea.
__ he was small, he used to help his parents plant rice in the field. He
was a good student, his parents sent him to school in Kwangju, a large
city. He would visit his parents’ village on school vacations. The rest of
the year he remained in the city to study. Tae Sam studied hard __ did well
on the entrance examination for university. He attended a university in
Seoul, far from his family. He only visited them in summer. During win-
ter break, he studied English at a language school in Seoul.
Tae Sam chose to study computer science. He knew that there were
many opportunities in this field __ it was a new field. Tae Sam gradu-
ated from the university. His parents made the trip to Seoul to attend
the graduation. They had never been to Seoul before. They felt uncom-
fortable. __ the graduation, they went straight home. Tae Sam stayed
in Seoul to look for a job. He got a job with an American company __ he
could speak English and he knew computers well.
__ he had worked two years in Seoul, the company sent him to New
York to work in its headquarters there. Tae Sam was happy to have the
chance to travel, __ he was sad __ he would be very far away from

home. In New York, Tae Sam met a Korean-American woman, Oh Hae
Ja. They fell in love. Hae Ja was a teacher, __ her work was very im-
portant to her. Tae Sam loved her. __ she was not really like women in
Korea, __ she spoke Korean well.
Tae Sam’s company was not doing well. They told him he had to
return to Korea within six months. He asked Hae Ja to go back with
him. She would not go. __, Tae Sam quit the company. __he quit, he
had to tell his parents that he would not return to Korea. They were
very upset. Then he used his savings to buy a small convenience store.
__ he did that, he and Hae Ja made plans to marry. Tae Sam worked
seven days a week, twenty hours a day in the store. One day Tae Sam
realized that his life had changed. He was always tired, __ he could not
think of anything but his store. What had happened to his career?
III. Summary
IV. Homework
Informal Letter Writing
Imagine that you are Tae Sam. You have to write a letter to your
parents in Korea to explain why you have decided to stay in the United
States. Write the letter.
August 1, 2009
Dear Mother and Father,
...
Love,
Tae Sam
Lesson 63
Assessing writing skills
Essay topics
• My dream job
• What’s most important to me in a job (money, hours, job satisfac-
tion, etc.)
• What makes a good boss
• The worst job a person could have
• The best job a person could have
• Does society reward people in different careers fairly? (teacher,
doctor, athlete, garbage collector, etc.)
• A prestige career that really isn’t
The students choose one topic and write an essay.
Second semester 267
Lesson 64
Home reading
The Life of John Smith
The lives of great men occupy a large section of our literature. The
great man is certainly a wonderful thing. He walks across his century
and leaves the marks of his feet all over it, ripping out the dates on his
goloshes as he passes. It is impossible to get up a revolution or a new
religion, or a national awakening of any sort, without his turning up,
putting himself at the head of it and collaring all the gate-receipts for
himself. Even after his death he leaves a long trail of second-rate rela-
tions spattered over the front seats of fifty years of history.
Now the lives of great men are doubtless infinitely interesting.
But at times I must confess to a sense of reaction and an idea that the
ordinary common man is entitled to have his biography written too. It
is to illustrate this view that I write the life of John Smith, a man nei-
ther good nor great, but just the usual, everyday homo like you and me
and the rest of us.
From his earliest childhood John Smith was marked out from his
comrades by nothing. The marvellous precocity of the boy did not as-
tonish his preceptors. Books were not a passion for him from his youth,
neither did any old man put his hand on Smith’s head and say, mark
his words, this boy would some day become a man. Nor yet was it his
father’s wont to gaze on him with a feeling amounting almost to awe.
By no means! All his father did was to wonder whether Smith was
a darn fool because he couldn’t help it, or because he thought it smart.
In other words, he was just like you and me and the rest of us.
In those athletic sports which were the ornament of the youth of
his day, Smith did not, as great men do, excel his fellows. He couldn’t
ride worth a darn. He couldn’t skate worth a darn. He couldn’t swim
worth a darn. He couldn’t shoot worth a darn. He couldn’t do anything
worth a darn. He was just like us.
Nor did the bold cast of the boy’s mind offset his physical defects,
as it invariably does in the biographies. On the contrary. He was afraid
of his father. He was afraid of his school-teacher. He was afraid of
dogs. He was afraid of guns. He was afraid of lightning. He was afraid
of hell. He was afraid of girls.
In the boy’s choice of a profession there was not seen that keen
longing for a life-work that we find in the celebrities. He didn’t want
to be a lawyer, because you have to know law. He didn’t want to be
a doctor, because you have to know medicine. He didn’t want to be
a business-man, because you have to know business; and he didn’t want
to be a school-teacher, because he had seen too many of them. As far as

he had any choice, it lay between being Robinson Crusoe and being the
Prince of Wales. His father refused him both and put him into a dry
goods establishment.
Such was the childhood of Smith. At its close there was nothing in
his outward appearance to mark the man of genius. The casual observ-
er could have seen no genius concealed behind the wide face, the mas-
sive mouth, the long slanting forehead, and the tall ear that swept up
to the close-cropped head. Certainly he couldn’t. There wasn’t any con-
cealed there.
It was shortly after his start in business life that Smith was strick-
en with the first of those distressing attacks, to which he afterwards
became subject. It seized him late one night as he was returning home
from a delightful evening of song and praise with a few old school
chums. Its symptoms were a peculiar heaving of the sidewalk, a danc-
ing of the street lights, and a crafty shifting to and fro of the houses,
requiring a very nice discrimination in selecting his own. There was
a strong desire not to drink water throughout the entire attack, which
showed that the thing was evidently a form of hydrophobia. From this
time on, these painful attacks became chronic with Smith. They were
liable to come on at any time, but especially on Saturday nights, on the
first of the month, and on Thanksgiving Day. He always had a very
severe attack of hydrophobia on Christmas Eve, and after elections it
was fearful.
There was one incident in Smith’s career which he did, perhaps,
share with regret. He had scarcely reached manhood when he met the
most beautiful girl in the world. She was different from all other
women. She had a deeper nature than other people. Smith realized it
at once. She could feel and understand things that ordinary people
couldn’t. She could understand him. She had a great sense of humour
and an exquisite appreciation of a joke. He told her the six that he
knew one night and she thought them great. Her mere presence made
Smith feel as if he had swallowed a sunset: the first time that his
finger brushed against hers, he felt a thrill all through him. He pres-
ently found that if he took a firm hold of her hand with his, he could
get a fine thrill, and if he sat beside her on a sofa, with his head
against her ear and his arm about once and a half round her, he could
get what you might call a first-class, A-1 thrill. Smith became filled
with the idea that he would like to have her always near him. He
suggested an arrangement to her, by which she should come and live
in the same house with him and take personal charge of his clothes
and his meals. She was to receive in return her board and washing,
Second semester 269
about seventy-five cents a week in ready money, and Smith was to

be her slave.
After Smith had been this woman’s slave for some time, baby fin-
gers stole across his life, then another set of them, and then more and
more till the house was full of them. The woman’s mother began to
steal across his life too, and every time she came Smith had hydropho-
bia frightfully. Strangely enough there was no little prattler that was
taken from his life and became a saddened, hallowed memory to him.
Oh, no! The little Smiths were not that kind of prattler. The whole nine
grew up into tall, lank boys with massive mouths and great sweeping
ears like their father’s, and no talent for anything.
The life of Smith never seemed to bring him to any of those great
turning-points that occurred in the lives of the great. True, the pass-
ing years brought some change of fortune. He was moved up in his dry-
goods establishment from the ribbon counter to the collar counter,
from the collar counter to the gents’ panting counter, and from the
gents’ panting to the gents’ fancy shirting. Then, as he grew aged and
inefficient, they moved him down again from the gents’ fancy shirting
to the gents’ panting, and so on to the ribbon counter. And when he
grew quite old they dismissed him and got a boy with a four-inch mouth
and sandy-coloured hair, who did all Smith could do for half the mon-
ey. That was John Smith’s mercantile career: it won’t stand compari-
son with Mr. Gladstone’s, but it’s not unlike your own.
Smith lived for five years after this. His sons kept him. They
didn’t want to, but they had to. In his old age the brightness of his
mind and his fund of anecdote were not the delight of all who dropped
in to see him. He told seven stories and he knew six jokes. The stories
were long things all about himself, and the jokes were about a commer-
cial traveller and a Methodist minister. But nobody dropped in to see
him, anyway, so it didn’t matter.
At sixty-five Smith was taken ill, and, receiving proper treat-
ment, he died. There was a tombstone put up over him, with a hand
pointing north-north-east.
But I doubt if he ever got there. He was too like us.
Lesson 65
Exam practice
1. Talk about the climate of Ukraine.
Where is Ukraine?
Ukraine is situated IN the... of Europe.
Where are the Carpathians situated / located?

The Carpathians are situated / located IN the... of Ukraine.
What is the climate of Ukraine like in general?
In general the climate of Ukraine is moderately continental.
Ukraine’s climate is mostly continental.
What areas of Ukraine have a unique climate?
However,... has a unique climate.
The climate of... is...
What are the seasons in Ukraine like?
Ukraine has four seasons.
Cold.
Snowy.
Windy.
In the winter the weather is...
Icy.
Wet.
Dry
Muddy.
Slushy.
Windy.
In the spring the weather is... Cool.
Rainy
Cloudy.
Mild
Hot.
Dry.
In the summer the weather is... Rainy.
Wet.
Muddy
Hot.
Wet.
In the autumn the weather is... Cloudy.
Windy.
Cold
Conclusions: What do you think about the weather in Ukraine?

Good for agriculture.
The worst weather in the world.
The best weather in the world.
I think that the weather
Bad for people who... (example: have allergies,
in Ukraine is...
don’t like cold weather, are homeless)
Good for people who... (example: like cold
weather, like to garden)
Second semester 271
2. Write a letter to someone and tell him or her about your close friend —
when and where you met, what your hobbies and past times were.
Intro-Dear... in this letter I want to tell you about my friend.
Who is your friend?
My friend’s name is...
Past
When did you meet your friend?
In school.
At a friend’s house.
We friend met
At a party.
in (example:
At the park.
1986) when
In a bus.
we were...
In an airplane.
In a department store waiting for our moms to finish shopping
What would you do together during your childhood?

Play sports (football, basketball, tennis, volleyball, etc.)
Go on long walks.
Sit and talk.
Play games. (chess, cards, etc.)
Play with our toys.
During our child- Talk about girls / boys.
hood we would... Watch films.
Pretend we were soldiers.
Pretend we were famous.
Put on make up.
Play in the dirt.
Eat glue and draw on the walls
What memories do you have?
Watched interesting films together.
Went on a trip together.
I remember when we...
Got in a big fight.
Put a dead mouse in Natasha’s lunch sack
What did you do when you got older?

Listened to music.
Played sports.
When we got Looked for girls together.
older we... Helped each other with our boyfriends.
Played hooky (skipped lessons) and went to the video arcade.
Thought we knew everything
Present
What do you do now?
Are still very good friends.
See each other everyday.
Meet on a regular basis.
Now that we are teenagers we...
Try to get together when we can.
Don’t really talk to each other.
Have problems making eye contact.
3. Tell about a sport tournament that you and your friends will or-
ganize.
What sports will there be at the tournament?
Soccer.
Volleyball.
Basketball.
Weight lifting.
Exercising
Going to the club.
Work.
At the tournament there will be...
School.
Winter.
Getting girls / guys.
Ping-pong. (table tennis)
Martial arts.
Boxing.
Track and field
What sport interests you the most?

It requires (speed / flexibility / concen-
tration / endurance / strength / coor-
dination / balance / quick reflexes).
It’s fun to watch.
I am a professional at this sport.
I am most interested in... because... My friends like it.
It’s the only sport I know how to do.
I am really good at it.
My boyfriend plays it.
My girlfriend plays it.
It’s very competitive
Second semester 273
What are the benefits to playing this sport?

It relieves stress.
This sport is It’s great exercise.
beneficial It strengthens your (body / lungs / back / endurance / mind).
because... It’s relaxing.
It helps to forget about... (example: the English language)
Lesson 66
Exam practice
1. You are visiting a foreign country for your vacation and must
phone your parents to tell them about the experience. Talk about
where you staying, how you will spend your free time, what your
evening plans are and what the weather is like.
What are the occasion, the time, and the destination of your trip?
In... (month or season example: October or the fall) I decided to go to...
(name place e. g. Italy, England, Crimea) for... (occasion example: Spring
Break, a school trip, a business trip, a family visit)
Who did you call and why?

I wanted to check in.
I called my... (mother, father,
She / he told me to call as soon as possible.
brother, sister, grandmother)
I was worried about her / him.
because...
I didn’t want her / him to worry about me
What did you tell him / her first?

And the family was very hospitable.
But the family was rude.
First, I told him / her that
And the accommodations were (first rate,
I made it to... (destination)
excellent, good, ok).
alright...
But the accommodations were (awful, ter-
rible, poor, horrible)
Where did you tell them you would be staying?

With a family.
With a friend’s family.
With a friend.
I told him / her I would be staying...
In a hotel.
In a hostel.
In an apartment
How did you feel about your accommodations?

Comfortable.
Uncomfortable.
Safe.
Unsafe.
Welcome.
I felt...
Not Welcome.
Like a part of the family.
Like a total stranger.
Pleased with the accommodations
Disappointed with the accommodations
What was the weather like?

Absolutely gorgeous
Absolutely terrible
The weather was... Sunny / cloudy / rainy / hot / cold /
humid / dry / snowy / windy / breezy
Unbearably hot / cold / humid / dry
What were your plans?

Relax for a while.
Go sightseeing.
First I / we planned to... Go do some shopping.
Get to know my host family.
Spend some time with my host
Went to the cinema and catch a film.
Went on an excursion to...
Went to a museum.
After that I / we...
Went to the dance club.
Went to the beach and (play volley ball,
swim, lay out in the sun)
Go to a nice restaurant.
Go home and watch TV.
Finally, we decided to...
Visit some friends.
Go to a café
2. Talk about your favorite writer.

Who is your favorite writer?
My favorite writer is...
Where is / was he / she from?
He / she is / was from... (city / state / country) example: Colorado
Springs, Colorado, America
Second semester 275
What is his / her background (education / work history)?

He / She went to... example: the University of Massachusetts
He / She studied... example: World History
He / She was... example: a banker / an accountant / a politician
What did he / she write?
He / She wrote... example: a novel called Pride and Prejudice
What is your favorite work by this writer?
My favorite work by... is... example: Pride and Prejudice
Why should other people read this work?
It is informative.
It is suspenseful.
Others should read this work by... because... It is thought provoking.
It is inspirational.
It is a well written poem / book
3. You want to buy some clothes in a shop.

What do you want to buy?
Stylish. Formal wear.
Durable. Sports wear.
Modern. Casual wear.
Vintage. Footwear.
Authentic. Men’s wear.
Warm. Women’s wear.
Light. Children’s wear.
New. Underwear.
Colorful. Suit.
Two toned (black and white / gray and black, etc.). Tie.
Old. Shirt.
I’m
Tight. Trousers.
looking
Loose. Dress.
for...
Festive. Skirt.
(a / an /
Cotton. T-shirt.
some)
Wool. Jeans.
Silk. Shorts.
Leather. Coat.
Fur. Jacket.
Thick. Hat.
Thin. Gloves.
Transparent. Scarf.
Good quality. Belt.
Cheap. Vest.
Elegant. Blouse.
Comfortable Robe
What color do you want?

I want... in...
(Red, blue, orange, green, purple, yellow, etc.)
What size do you want?

I want... in a size...
(Example: 42 / small / medium / large / extra large)
What do you need it for?

A formal occasion.
A party.
Everyday use.
Exercising
I need it for... Going to the club.
Work.
School.
Winter.
Getting girls / guys
What do you think of this item?

Beautiful.
Ugly.
Inexpensive.
Expensive.
Dull.
Loud.
Chic.
Old-fashioned.
Look(s) good on me.
I like / don’t like this... because it / they... Look(s) strange on me.
Look(s) awful on me.
Make(s) me look thin.
Make(s) me look fat.
Make(s) me look sexy.
Make(s) me look ugly.
Fit(s) me just right.
Doesn’t / don’t fit me right.
Bring(s) out my eyes.
Make(s) me look flush
Will you buy this / these item(s)? Why? Why not?

I’d like to buy this... because it / they...
I don’t want this item because it / they...
Second semester 277
Lesson 67
Exam practice
1. You want to learn about a foreign country and you meet with some
one your age who knows about it. Inquire about a certain topic of
that country and then provide the answer.
Person one: the Inquirer

What country are you interested in?
I’m interested in... (Great Britain, the United States, Canada)
Why are you interested in this country?
I study the language of this country.
I find the culture of this country to be
peculiar.
My teacher wants me to learn about it.
I’m interested in... because... I may go there to study.
I may go there to work.
I have family who live there.
I know someone who has been there.
I know someone who lives there now
What topic do you want to know about this country?

The education system in...
The traditions of...
Pop culture in...
I would like to know about... Social problems such as (crime, disease,
poverty, unemployment) in...
Family life in...
School life in...
Why do you want to know more about this topic?

It’s interesting to compare with... (the
education system, traditions, etc.) of my
country.
My teacher wants to write about it.
I’m simply curious.
I want to know more about this
It’s important for my future to know
topic because...
about it.
I saw a documentary about it once and
I want to know more.
I read an article about it once and I want
to know more
What did you tell him / her first?

And the family was very hospitable.
But the family was rude.
First, I told him / her that I made And the accommodations were (first
it to... (destination) alright... rate, excellent, good, ok)
But the accommodations were (awful,
terrible, poor, horrible)
Person two: The Responder

About what will you tell this person?
The education system in...
The traditions of...
Pop culture in...
I will tell you about... Social problems such as (crime, disease,
poverty, unemployment) in...
Family life in...
School life in...
What will you tell him or her first?

First you should know that...
What will you tell him or her next?
The next thing you should know is that...
What will you tell him or her about last?
Finally, I want to tell you that...
2. Imagine you are taking part in a summer language camp. The par-
ticipants are from different countries. Tell your peers about his-
torical places in your hometown.
Who are you and where are you from?
My name is... and I’m from...
Why do you like your hometown?
It’s a beautiful town / city / village.

It has a lot of character.
Natural beauties surround it.
I like my hometown because... It is very historical.
It is enigmatic.
It’s charming.
Good people live there
Second semester 279
Why do you not like your hometown?

It isn’t very pretty anymore.
It isn’t clean anymore.
I don’t like my hometown be- People aren’t very friendly.
cause... There are too many people here.
There is too much traffic.
There isn’t much to do
What will you do?

I am going to take you on an excursion of...
What will you show first?
Monastery.
Church.
Monument.
Memorial.
First, I will show you the... Cemetery.
Square.
Example: Kyiv-Pechersk Lavra Building.
Monastery House.
Theatre.
University.
School.
Hospital
Why is it important?
Of a famous person who...
Of a historical event where...
... is important because... It commemorates...
It reminds us...
It was the first / last...
What will you show next?

Monastery.
Church.
Monument.
Memorial.
Cemetery.
Square.
Next I will show you the...
Building..
House..
Theatre.
University.
School.
Hospital
It reminds us...
What will you finally show?

Monastery.
Church.
Monument.
Memorial.
Finally, I want to show you the... Cemetery.
Square.
Building.
House.
Theatre
It reminds us...
What is one more thing they should know about your hometown?
3. You are on vacation in England and you have a high temperature.

Ask the doctor for his or her advice. Tell him / her about your con-
dition, what you must do, what prescription to take, where to buy
the prescription and how much it costs.
Introduction: What are you going to talk about?
Example: I am going to tell you about what happened to me when I
was in England.
Where were you and why were you there?
Visiting a friendю
In Great Brit-
On a business tripю
ain
and I was On a school excursionю
I was... In London
there... Visiting my familyю
In London,
On a study abroad pro-
England
gram
Second semester 281
What happened?
Got sick.
Caught a cold.
Unfortunately I... Felt ill.
Came down with the flu.
Got food poisoning
When did it happen?
On a Saturday night.
On a cold winter day / night.
It happened... On a hot summer day / night.
In the springtime.
In the morning / afternoon / evening
How did it happen?
I was not wearing a hat.

I contracted a virus because I was in
a lot of public places.
It happened because... It was flu season.
The weather suddenly changed.
I drank too much.
I was not carrying my lucky rabbit foot
How did you feel?
Very weak.
Queasy.
Lightheaded.
Nauseous.
I felt... Terrible.
Miserable.
Delirious.
Irritable.
Sore everywhere
Sore throat.
Cough.
Runny nose.
I had a / an... Fever / high temperature.
Upset stomach.
Headache.
Pain in my (stomach, chest, head, etc.)
What did you do?

I called the doctor.
I went straight to the doctor.
Immediately I...
I went to the hospital.
I went to the emergency room
What did the doctor tell you to do?

To go to bed and rest.
To drink plenty of fluids.
The doctor told me...
To take a hot shower / bath.
To take some medicine
What did the doctor give you?

A prescription for (my fever, headache, nausea,
The doctor gave me... d
iarrhea, etc.)
His / her sympathy but no prescription
Where did he / she tell you to buy the prescription?

At the nearest pharmacy.
He / she told me to buy the prescription... At the pharmacy in the hospital.
At the drugstore
How much did he / she say the prescription would cost?

A lot.
Not much.
He / she told me the prescription would cost...
Nothing at all.
...pounds
What was the result?

I felt better in a few days.
I felt better the next day.
I felt better right away.
I felt worse.
After I followed the doctor’s advice...
I was bed-ridden.
I was alright.
I had to return home.
I had to cancel my excursion to...
What did you learn?

I didn’t get sick from not wearing a hat.
It’s a good idea to take medicine on a trip.
I learned that... Getting sick abroad is terrible.
It’s good to know (people, the language, remedies, the
city, the country, etc.)
Second semester 283
Lesson 68
Exam practice
1. Talk about the importance of learning English.
Suggested grammar tense(s): PAST / FUTURE
Why is English an important language to learn in Ukrainian
schools?
To prepare for future careers.
To broaden cultural understanding.
English in Ukrainian schools can To improve communication skills and
help... language ability.
To provide a language tool for other dis-
ciplines like computer science
What industries can you think of where English would be impor-

tant to know?
The business sector.
The tourism business.
English is an important language
The field of computer science as well as
to know in...
other sciences.
International affairs
Why is English an important language for you to learn? Is it im-

portant for a future career? Is it important for understanding music,
sports, movies or other hobbies?
I like English and / or American
• literature;
• music;
• cinema;
English is an important language • sports.
for me to learn because... I want to work in a sector where English
is needed.
I want to marry an English speaking
person.
I am curious about Anglophone cultures
In the future, when will you use English?

In my career.
In the future I will use English... With my friends.
In my free time
Do you enjoy learning English? If yes, why? If no, why not?

I can understand what is being said in
music or cinema.
I can read books written in English.
I like learning English because... English is a beautiful language.
I learn about different cultures.
It’s more interesting than mathematics.
I like my English teacher
It’s a waste of time.
It’s an ugly language.
I don’t like learning English be-
I will never use it in the future.
cause...
Ukrainian is much better.
I hate my English teacher
2. You went on vacation and wanted to buy an English translation

dictionary. Explain what kind of dictionary you needed. How did
you inquire about the cost, the publisher and the lexical features
of the dictionary?
I’m going to tell you about when I went shopping for a dictionary
on my vacation.
When did you go on a vacation?
Last summer / fall / winter / spring.
A few years ago.
This summer / fall / winter / spring.
I went on a vacation...
Last year.
Last (December / January / February,
etc.)
Where did you for vacation?

I went to... (the sea, the Crimea, Russia, Great Britain, etc.)
Why did you decide to look for a dictionary on your vacation?
I had free time to shop.
I was in an area where I could find a lot
of language materials.
I decided to look for a dictionary I was with a translator.
on my vacation because... I was in a foreign country.
Needed one for when I returned to
school.
My parents told me to
Second semester 285
Where did you go to look at dictionaries?

A local book market.
A bookstore.
To look at dictionaries I went to... A university bookstore.
A department store.
A supermarket
What kind of selection of dictionaries did they have?

Interactive dictionaries.
Modern dictionaries.
Old-fashioned dictionaries.
Topical dictionaries.
The kind of dictionaries they had
Specialized dictionaries.
were...
Practical dictionaries.
Of various levels.
Pictorial dictionaries.
Dictionaries with computer software
How much did this dictionary cost?

...hryvnya.
...dollars.
...pounds.
The dictionary was... Not very expensive.
Too expensive.
Out of my price range.
In my price range
Who was the publisher of this dictionary?

The publisher of this dictionary was... (Oxford, Longman, Collins,
Webster, Cambridge)
What were the features of the dictionary?
Had over... words and phrases.
Had over... translations.
Had idioms.
Had practical vocabulary.
This dictionary...
Had a grammar reference section.
Had abbreviations and acronyms.
Had pronunciation in transcriptions.
Came with a CD-ROM
What did you finally decide to do?

Buy this dictionary.
Buy a similar dictionary that I found.
Not buy a dictionary.
Finally, I decided to... Keep looking.
Look somewhere else.
Consult with a friend before buying this dictionary.
Stop learning English
3. You just returned from the first workshop in a language course in

another country. Tell your parents what the topic of the first
workshop was about. Describe your first impressions about your
class and your teacher.
I’m going to tell you about a language course that I participated in.
Where was the language course held?
A resort.
The course was held in... An academic complex.
A university campus
What did you tell your parents about the first workshop you at-
tended?
Was very interesting.
Was very informative.
I called my parents and told them Was very difficult to understand.
that the first workshop... Was too easy.
Wasn’t very interesting.
Was actually very boring
What else did you tell your parents about the first workshop?
The language course was in an interesting location.
I knew some of the people in the course.
I also told them that... The other students were very interesting.
The other students weren’t very interesting.
I could already speak English better
What was the topic of the first workshop?

“Getting acquainted”.
The topic of the first workshop
An introduction to the course.
was...
An introduction to the country
Second semester 287
What did you do in this workshop?

Got to know each other better.
Learned about the course.
Learned a little about the country.
In this workshop we...
Played games.
Did some fun activities.
Just talked about ourselves
What were your first impressions of this workshop?

Was very productive / boring / informative.
My first impression was Did a good job acquainting the students
that the workshop... Was like nothing I’ve seen before.
Was much different than lessons at school
What were your first impressions about the teacher?

Very qualified / interesting / boring / attrac-
tive / ugly.
Good for this language course.
I thought the teacher was... A total idiot.
Fantastic.
Brilliant.
Crazy
What will happen next?

Have a workshop about...
Go on an excursion.
Next I will... Have a formal dinner.
Come home early.
Practice my English with some other students
How do you feel about the language course in general?

Will really help my English.
Will be a waste of time.
In general I think the language
Will teach me a lot about this country.
course...
Is a good way to improve your English.
Will be a great way to make friends
Lesson 69
Reserved
Lesson 70
Reserved
References
1. Програми для загальноосвітніх навчальних закладів та спеціалізова-
них шкіл з поглибленим вивченням іноземних мов. Іноземні мови. 2–
12 класи. — К.: Ірпінь, 2005.
2. Kealey James, Inness Donna, Shenanigames — Pro Lingva Associates,
1997.
3. Folse, Keith S., Discussion Starters — The University of Michigan Press,
2005.
4. Wegmann Brenda, Knezevic Miki Prijic, Mosaic One. A Reading Skills
Book — The McGraw–Hill Companies, Inc., 1985.
5. Azar Betty Schrampfer, Basic English Grammar. Volume A — Prentice
Hall Regents, 1996.
6. Azar Betty Schrampfer, Fundamentals of English Grammar. Volume B —
Prentice Hall Regents, 1992.
7. Nunan David, Designing Tasks for the Communicative Classroom — CUP,
1989.
8. Kim Elaine, Hartmann Pamela, Interactions One. A Reading Skills
Book — The McGraw–Hill Companies, Inc, 1985.
9. Ur Penny, Grammar Practice Activities — CUP, 1988.
10. Watcyn-Jones Peter, Top Class Activities — Penguin Books, 1997.
11. Тучина Н. В, Меркулова Т. К., Кузьмина В. С. Speak English with
Pleasure — Х.: Торсинг, 2001.
12. Ware Dennis, Intermediate English Course — The Linguaphone Institute,
1976.
13. Leacock Stephen, Nonsense Novels — McGill University, Montreal,
1922.
14. Leacock Stephen, Literary Lapses — McGill University, Montreal, 1922.
15. Hadfield Jill, Intermediate Communication Games — Pearson Education
Limited, 1996.
16. Spaventa Loius J., Spaventa Marilynn L., Writing to Learn: from
Paragraph to Essay — St. Martin’s Press, NY, 1997.
288

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Серія «12-річна школа»

Заснована у 2006 році

Серія «12-річна школа»

Любченко Олександр Сергійович

Усі уроки Англійської мови.

Підп. до друку 03.08.2009. Формат 60×90/16.

ТОВ «Видавнича група “Основа”»

© Любченко О. С., 2009

II. Main part

2. The game “My Word”

3. Introducing the topic

II. Main part

Listen to the text and find out if you guessed right.

urbs of a big city in Ukraine and English-speaking countries. The

5. Role-play “Tower block” (Present Simple for describing habits)

You study food technology and have a room between a Spanish

II. Main part

The most common example of an autobiography is still the written

12) Awards — 2 Grammy awards for his 2 books; honorary doctorate

What’s my outlook on the future

to be Pip or Robin! Pip is absolutely hopeless at figures and Robin is so

II. Main part

8) I (never play) rugby in my life, but I (play) football when I was at

2. Checking on Homework and creative writing

Leslie, who used to pull the girls’ hair.

Chris, who used to play practical jokes.

Jo, who was very talkative and used to chat in lessons.

II. Main part

showing your attitudes, which is very important in the upcoming job

hopeless at, precise, rigid, inflexible, flexible, organized, disorgan-

II. Main part

emotional, the teacher should encourage students’ creativity and sense

II. Main part

Reading (novels, poetry, comic books, plays,

How did you do this hobby?

Bought stamps from all over the world.

Why did you like this hobby?

When did you do these hobbies?

Where did you do these hobbies?

Why do you like this new hobby?

How do you do this new hobby?

Where do you do this new hobby?

When do you do this new hobby?

The students work with the patterns individually or in pairs ask-

So who is the celebrity? Do you know? Finish the interview by

II. Main part

In America there is a strongly developed feeling of “privacy”. it

After the table is completed and discussed, it is not a bad idea to

At the same moment there was slight scratching at the door.

windows. He took up the flooring. He inspected the plumbing. He exa­

The Great Detective took the first prize!

II. Main part

Using the words make up the characteristics of a successful and

Rate the successful person’s characteristics in the order of impor-

5) already he drunk full has a juice of bottle.

3. Writing and speaking

II. Main part

The target answer to the first question is “those on the left”.

‘pollution’, ‘environmental protection’ etc, on which the teacher should

If students have troubles matching, advise them to work by ex-

Line 3 — three words

II. Main part

When I’m older I __ my bed in the morning.

windows. He took up the flooring. He inspected the plumbing. He exa

Radio Television Newspapers Magazines