Supplementary material for the third-year students [учебное пособие по практикуму английского языка для студентов третьего курса направления «Лингвистика», профиль «Перевод и переводоведение»] 9785927520299

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего образования «ЮЖНЫЙ ФЕДЕРАЛЬНЫЙ УНИВЕРСИТЕТ»

Е. С. Милькевич

SUPPLEMENTARY MATERIAL FOR THE THIRD-YEAR STUDENTS Учебное пособие по практикуму английского языка для студентов третьего курса направления «Лингвистика», профиль «Перевод и переводоведение»

Ростов-на-Дону 2016

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

УДК 811.111’36(075.8) ББК 81.2Англ-2я73 М60 Печатается по решению редакционно-издательского совета Южного федерального университета (протокол № 4 от 05 мая 2016 г.)

Рецензенты: Е. В. Муругова, доктор филологических наук, профессор; И.Ф. Погребная, канд. филол. наук, доцент

М60

Милькевич, Е. С. Supplementary material for the third-year students : учебное пособие / Е. С. Милькевич ; Южный федеральный университет. – Ростов-на-Дону : Издательство Южного федерального университета, 2016. – 68 с. ISBN 978-5-9275-2029-9

Пособие предлагает студентам и преподавателям тексты, тестовые задания и упражнения для расширения и закрепления программного материала.

УДК 811.111’36(075.8) ББК 81.2Англ-2я73

ISBN 978-5-9275-2029-9

© Южный федеральный университет, 2016 © Милькевич Е.С., 2016 © Оформление. Макет. Издательство Южного федерального университета, 2016 2

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ВВЕДЕНИЕ Данное учебное пособие предназначено для студентов 3 курса (уровень В2-С1 по общеевропейской шкале), обучающихся по направлению образования «Лингвистика коммуникация». Пособие включает учебный материал 5и 6 семестров по дисциплине «Практикум английского языка». Учебный материал рассчитан на 288 часов общих трудозатрат, в том числе 193 часа аудиторной работы и 95 часов самостоятельной работы. Пособие построено на модульной основе и представлено 6 модулями. Тематический план каждого семестра представлен в виде отдельного модуля. Структура модулей состоит из учебного материала, упражнений, направленных на развитие языковых компетенций, а также тестовые задания по каждому модулю для самоконтроля. Пособие реализует компетентностный подход к определению задач и целей обучения. К концу 6 семестра студенты должны овладеть следующими компетенциями (В2-С1 CEF). «Аудирование: Я понимаю продолжительную неподготовленную речь. Я понимаю значение многих идиоматических и разговорных выражений. Я понимаю нужную мне информацию из объявлений, сопровождаемую помехами (на вокзале, стадионе). Я понимаю техническую информацию, содержащуюся в инструкциях по эксплуатации, спецификациях, в рекламных объявлениях. Чтение: Я могу быстро прочитать текст, определить тему и ход аргументации, отделить существенное от несущественного. Я понимаю развернутые более сложные тексты различного характера и могу устно передать их содержание. Я умею интерпретировать в художественном повествовании замысел автора. Я умею по взаимоотношениям героев и ходу развития событий определять в художественном тексте оценку и отношение автора к тому или иному герою. Говорение диалогическое: Я могу принимать участие в неформальном разговоре с носителями языка. Я умею говорить правильно и бегло на темы, связанные с общественной и учебной деятельностью. Я умею ясно и четко выражать свои мысли, выстраивать сложные доводы. 3

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Говорение монологическое: Я умею четко и подробно изложить содержание сложной темы разговора. Я умею в устной форме передать краткое содержание больших и трудных текстов. Я могу в устной форме дать подробное описание чего-/кого-либо или делать сообщения, освещая разные темы, развивая отдельные положения и делая соответствующие выводы. Письмо: Я умею в частном письме в деталях описать личные переживания, чувства, события. Я умею писать обычные деловые письма. Я умею писать понятные, подробные, логично построенные тексты (описательного и повествовательного характера), которые ориентированы на адресата» (Милькевич Е.С. Компетентностный подход…, 2006).

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МОДУЛЬНАЯ СТРУКТУРА ПРОГРАММЫ 5 СЕМЕСТРА № МОДУЛЯ

МОДУЛЬ 1

УЧЕБНЫЕ ЭЛЕМЕНТЫ

Three Men in a Boat IR, HR Addictive things Travelling Analysis, Argumentative Writing Programmes 1-4

READING

“TRAVELLING SPEAKING TO EXOTIC PLACES” WRITING (1-6 недели)

LISTENING

ВСЕГО МОДУЛЬ 2

READING

“CINEMA, TV”

SPEAKING

(7-12 недели)

WRITING

Encountering Directors IR, HR Cinema, TV, Film Reviews Analysis, Argumentative Writing Programmes 5-8

LISTENING

ВСЕГО МОДУЛЬ 3

READING

“MEMORIES”

SPEAKING

(13-18 недели)

WRITING

To Sir, with Love IR, HR English Schooling Memories Analysis, Argumentative Writing Programmes 9-13

LISTENING ВСЕГО ИТОГО

5

ОБЩИЕ ТЗ ауд с\р 6 6 10

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24 6

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10

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МОДУЛЬНАЯ СТРУКТУРА ПРОГРАММЫ 6 СЕМЕСТРА МОДУЛЬ 4

READING

“ARTS”

SPEAKING

(1-6 недели)

WRITING

Art for Heart’s Sake IR, Arts, Deception Problems of Upbringing Analysis, Argumentative Writing Programmes 14-17

LISTENING

ВСЕГО МОДУЛЬ 5

The Man of Destiny IR, Feelings and Emotions Success and Failure Analysis, Argumentative Writing Programmes 18-22

READING

“SUCCESS AND SPEAKING FAILURE” WRITING (7-12 недели) LISTENING

ВСЕГО МОДУЛЬ 6

READING

“MARRIAGE”

SPEAKING

(13-18 недели)

WRITING

The Happy Man IR, Talking about People Marriages, Weddings Analysis, Argumentative Writing Programmes 23-26

LISTENING ВСЕГО ИТОГО

6

6

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УЧЕБНАЯ КАРТА ДИСЦИПЛИНЫ «Практикум 1 ИЯ (английский)» Преподаватель Милькевич Е.С. Кафедра лингвистики и профессиональной коммуникации Курс 3, семестр 5, 5 з.е, 180 часов, 108 аудиторных Направление подготовки Лингвистика, профиль «Перевод переводоведение»

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оценка

Критерии оценки Критерии оценки

«отлично» «хорошо» «удовлетворительно» «неудовлетворительно»

85-100 % 71-84 % 60-70% менее 60 %

Виды контрольных мероприятий

1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 7. 8.

Модуль 1 Exotic Travelling Работа на практических занятиях Работа по тексту Тексты аудирования Домашнее чтение Выполнение упражнений Анализ текста Сочинения, тесты Индивидуальное чтение Модуль 2 Television Работа на практических занятиях Работа по тексту Тексты аудирования Домашнее чтение Выполнение упражнений Анализ текста Сочинения, тесты Индивидуальное чтение Модуль 3 Childhood Memories Работа на практических занятиях Работа по тексту Тексты аудирования Домашнее чтение Выполнение упражнений Анализ текста Сочинения, тесты Индивидуальное чтение ВСЕГО

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Баллы (от вида работы)

Текущий Рубежный контроль контроль 15 7 3 3 3 3 3 3 3 1 15 7 3 3 3 3 3 3 3 1 10 6 2 2 2 2 2 3 2 1 40 20

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Бонусные баллы ВСЕГО Промежуточная аттестация

ВСЕГО

Участие с докладом в неделе академической активности Публикации статей и тезисов

5 5 10

1. Сочинение-рассуждение – 7 баллов при правильном построении текста и отсутствии ошибок 2. Аудирование – 4 балла при правильном ответе на все вопросы теста 3. Тест – 7 баллов при выполнении 90-100% теста 4. Анализ текста – 10 баллов при освещении всех пунктов анализа и правильном построении устной речи 5. Диалог по теме – 8 баллов при полном раскрытии темы и использовании требуемого вокабуляра 6. Тест – 4 баллов при 90-100% правильных ответов 40

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УЧЕБНАЯ КАРТА ДИСЦИПЛИНЫ «Практикум 1 ИЯ (английский)» Преподаватель Милькевич Е.С. Кафедра лингвистики и профессиональной коммуникации Курс 3, семестр 6, 3 з.е, 108 часов, 85 аудиторных Направление подготовки Лингвистика, профиль «Перевод переводоведение»

оценка

Критерии оценки Критерии оценки

«отлично» «хорошо» «удовлетворительно» «неудовлетворительно»

85-100 % 71-84 % 60-70% менее 60 %

Виды контрольных мероприятий

1. 2. 3. 4. 5. 6. 7. 8. 9. 1. 2. 3. 4. 5. 6. 7. 8. 9. 1. 2.

Модуль 4 Problems of Upbringing Работа на практических занятиях Работа по тексту Тексты аудирования Домашнее чтение Выполнение упражнений Анализ текста Сочинения, тесты Индивидуальное чтение Диалог Модуль 5 Art’s for Heart’s Sake Работа на практических занятиях Работа по тексту Тексты аудирования Домашнее чтение Выполнение упражнений Анализ текста Сочинения, тесты Индивидуальное чтение Диалог Модуль 6 Feelings and Emotions Работа на практических занятиях Работа по тексту 9

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Текущий Рубежный контроль контроль 15 10 3 3 3 3 3 3 3 1 3 15 10 3 3 3 3 3 3 3 1 3 15 10 3 3

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3. 4. 5. 6. 7. 8. 9. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Тексты аудирования Домашнее чтение Выполнение упражнений Анализ текста Сочинения, тесты Индивидуальное чтение Диалог Модуль 7 Social Status Работа на практических занятиях Работа по тексту Тексты аудирования Домашнее чтение Выполнение упражнений Анализ текста Сочинения, тесты Индивидуальное чтение Диалог ВСЕГО Бонусные баллы ВСЕГО

5 5 10

3 3 3

15 3 3 3 3 3

60

3 3 1 3 10

3 2 1 3 40

Участие с докладом в неделе академической активности Публикации статей и тезисов

Speaking Functions Agreeing I couldn’t agree more. (I agree) absolutely. Exactly! So do I./Neither do I. I take your point. That sounds a good idea. Yes, to a certain extent… Disagreeing Do you (really) think so? Well, actually I’m not sure I agree with that. I disagree entirely. Rubbish!

Interrupting Just a minute! Excuse me, can I butt in here? Sorry to interrupt but… Before you go on, let me… Asking for and giving clarification Could you explain what you mean by…? I’m afraid I don’t quite understand. What I mean is… 10

Suggestions What/Where would you like to.? What do you suggest we…? Is there anything in particular…? What/How about…? Why don’t you/we…? Would(n’t) you like to/be interested in…? If I could make a suggestion, we could… Might I suggest that we…?

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You must be joking. I can’t accept that. You’ve missed the point completely. I’m afraid I think that’s complete rubbish. On the contrary, I… I agree up to a point but… Giving your point of view First of all I’d like to explain… It’s quite clear to me that… As far as I’m concerned… I think it’s absolutely awful that.. I think…is right because… That’s why I feel that…

All I’m trying to say is… The point I want to make is… Transition Mind you… Now… To turn to… To move on to… As far as … is concerned… Having said that… Adding things As well as that… Not only that but… Besides… What’s more…

Let’s… We could… Why don’t we…instead? Wouldn’t you rather…? Wouldn’t it be better…? Personal interests Do you take much interest in…? Are you into…? Well, I’m not particularly keen on… I’m rather more interested in… Plans I was wondering if you had anything in mind for… Have you got anything fixed up for…? Well, as a matter of fact, I’ve arranged to…

Speaking in dialogues Start your reply with phrases from speaking functions. Discuss the suggested problem in arguments. Argumentative writing Paragraph 1 – introduce the topic Paragraph 2-5 (or more) – give the arguments for and against Paragraph 6 – give the conclusion (don’t mention new ideas, only summarize what you said before) You should start each paragraph with a topical sentence, as it builds up the central idea of a paragraph. A Topical sentence is in other words a summarizing sentence of a paragraph, which is used to tie up a group sentences in the passage, holding its unity. Generally the topical sentence comes first in a paragraph, serving the purpose to understand the text. Analysis of the text 1. The logical division (title and summary of events in each part of the text). 2. The mood of the text (lyrical, dramatic, satirical, humorous, romantic,…) 11

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3. The characteristics of the personages. 4. The main idea and the author’s message in the text. 5. Your personal attitude to the plot, idea… «Notes on Writing Analysis of the Text Before wring the analysis of the text you are to read it several times and translate it carefully, writing out the lexical meanings of the words you look up. Logical division. The text given for the analysis can be logically divided into several parts. You can follow the events, subevents or scenes in the story. The paragraphing can help you. For each logical part you should choose a title which expresses the main thought of the part. Then summarize the part in 2-3 sentences. The mood. Single out one key mood of the story and prove it by the phrases from the text. Usually the key mood helps to disclose the main idea of the text. There can be several minor moods, which depend on your perception of the text. You should also prove it by the text. The Characters. Describe the characters using direct and indirect methods of characterization in the text. Prove each feature by the text. The structure of the characterization can be as follows: physical appearance, background information (age, education, job, family), personality revealed though: work, attitude to people around, view on life, behaviour. Remember that we can feel the author’s attitude to his character as well. The main idea. Message is the main idea that a writer wants to communicate in his work through the characters and their behaviour, the physical and emotional background or sometimes through his own generalizing statements. To make it clear and understandable you have to learn how to write the gist. Gist is commonly understood as the essence or main point (of an article, paragraph or argument), also as the essential part of a story, novel, or play that helps to understand the main idea» (Аракин, Практический курс английского языка, 1999, стр.203). Individual Reading 100 pages every month Listening One text every week – Tapestry, Soundings Tactic Suggestions to Students on Writing Analysis, Summary and Essays «A summary is a clear concise orderly retelling of the contents of a passage or a text and is ordinarily about 1/3 or 1/4 as long as the original. The student who is in the habit of searching for the main points, understanding them, learning them, and reviewing them is educating himself. The ability to get 12

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at the essence of a matter is important. The first and most important step in making a summary is reading the passage thoroughly. After it write out clearly in your own words the main points of the selection. Subordinate or eliminate minor points. Retain the paragraphing of the original, unless the summary is extremely short. Preserve the proportion of the original. Change direct narration to indirect whenever it is possible, use words instead of word combinations and word combinations instead of sentences. Omit figures of speech, repetitions, and most examples. Don't use personal pronouns, use proper names. Do not introduce any extra material by way of opinion, interpretation or appreciation. Read the selection again and criticize and revise your words. Narrative Essay. In narrative essays you are required to tell a story or write about an event. For the essay to be effective you are to follow two steps: introduction and planning. Instructions 1. You must do all you can to make your essay interesting. To achieve this it is necessary to include incident and details which are drawn from everyday life or which you have imagined. Once you've found something definite to say your essay will be interesting to read. 2. Unity. Just as it is important to connect your sentences within a paragraph, you should make sure that your paragraphs lead on naturally to each other. Do not repeat yourself. Make sure that every paragraph adds something new to the essay. 3. Balance and proportion. The length of a paragraph will depend on what you want to say. However, do not let yourself be carried away by fascinating but unimportant details. Never attempt to write an essay in a single paragraph; 4. Do not address the teacher or make comments on what you want to say like "I do not like the subject and do not know how to begin ..." or "...and now it is time to finish my essay", etc. 5. It is absolutely necessary to read your work through when you have finished writing. While doing so keep a sharp look out for grammatical mistakes. 6. After you've finished your essay choose a suitable short tail. Make sure that it has to do with the subject, but it shouldn't give the reader too much information. Planning It is always best to tell things the way in which they happened. Your first paragraph should set the scene. The most exciting part of your story should come at the end, on the way you'll keep the reader in suspense. The general outline for stories should be as follows: Before the Event. The Event. 13

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After the Event. Before working on your plan try to decide what the main event will be so that you can build up your story round it. It is not always necessary to make out a full detailed plan. But it is wise to note a few ideas under each heading so that you have a fairly clear picture of what you are going to say before you begin writing. Remember that a plan is only a guide. Descriptive essay. Introduction is the same as in narrative essay. Planning. In descriptive essay there is no underlying "story" to hold your composition together so it is necessary to think of a central idea to which everything you describe can be related. In descriptive writing there is no single event which will keep the reader in suspense as there is in a story. Whether or not your essay will be exciting to read will depend entirely on the interesting details you include. In your first paragraph you should consider the subject in general and deal with details in the paragraphs that follow. Your description may take the form of a personal impression or may be purely imaginary. The general outline for descriptive essay should be as follows: Introduction. Development. Conclusion. It is absolutely necessary to make out a plan noting but a few ideas under each heading. In this way you will avoid repeating yourself» (Аракин, Практический курс английского языка, 1999, стр.225).

MODULE I Part 1

TRAVELLING TO EXOTIC PLACES

ADDICTIVE THINGS

Ex. 1. This man lost his money gambling in a casino. What evidence shows that he was addicted? “The first time I gambled, I just stayed for an hour. I didn’t get addicted until the next day. I can honestly say, from that day on, I was in the casino at two o’clock every afternoon, seven days a week, for the next five years, except when I was penniless. It was a complete obsession”

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Ex. 2. What other forms of gambling are there? (roulette, horse-racing, playing cards, playing on the fruit-machines/one-armed bandits, lottery,…) Ex. 3. Why do people start gambling? What kind of people gamblers are? (age, sex, background,…) What kind of help or advice would you give them if they wanted to stop gambling? Ex. 4. Read the text about a teenager who became addicted to gambling. Julian’s story “A quarter of the people who seek the help of Gamblers Anonymous are children addicted to fruit machines. Julian started playing fruit machines five years ago when he was 13. Since then he has spent more than 20,000 – money he has earned, borrowed or stolen – on what quickly grew into a frightening addiction. “I was in a bowling alley with friends one day. One of them was playing the electric fruit machines and he kept pestering me to have a go. First I thought it was a waste of money, but somehow I couldn’t keep away. At the beginning I used to spend all my paper-round money on the machines, but then I started selling everything I owned – even my records and tapes. I took money from my parents and sold their things, too. I always told myself it wasn’t really stealing, that I was just borrowing and would pay them back. “By the time I was 15, I was already spending more than 30 a week on machines. They were my whole life. I used to skive off school every day and play the machine in the local café. I was in a world of my own where nothing else mattered. “Winning wasn’t even important; I always knew I was going to lose. There was just something about the machines. They became my friends: friends I didn’t owe anything to and who never got annoyed with me. Whatever mood I was in it made no difference to them, we got on fine. I’d go into the arcade feeling tense and excited, but as soon as I started playing I became totally relaxed. “Sometimes I’d spend 20 on a taxi to get to one of my favourite machines. – the bigger and more complicated the better – and I would spend a solid eight or nine hours playing. When I ran out of money I felt completely shattered and was desperate to get more to carry on. “The crunch came the Christmas before I left school when I was 16. I was so frantic to get some money I stole my parents’ antiques and sold them. When they found out, they made me show them each shop where I had sold the antiques and they bought them all back. I left home after that, rented a room and found a job in an insurance company. After I had paid for food and rent I spent every penny I

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earned on machines – at first it was 350 a month, then it went up to 700 a month.” Julian is one of the lucky ones. He hasn’t played for 5 months now and is determined to keep it that way. “I had just split up with my girl-friend and was feeling very upset. Quite suddenly I realized how much pain I had put other people through – it made me feel so bad I wanted to die. It was incredibly difficult, but I stopped playing completely. I didn’t get any help – I did it on my own. Now I’ll have to live with all the damage I’ve caused and try to rebuild things. I’m tempted all the time but I know if I go back it’ll destroy me. “If you haven’t been through it you can’t understand what it’s like. It started off as a bit of fun, but it’s like a silent drug that eats you up from inside” (Wellman G., Wordbuilder, 1998, p.66). Ex. 5. Find out: How old he was when he started gambling. Why he began gambling. What he gambled his money on. Where he got the money from. Why he liked it. Why he gave up. How he stopped. If he misses it. Ex. 6. What is the significance of these numbers: 13; 20,000; 5 years; 30; 20; 16; 700; 5 months? Ex. 7. Explain the underlined words in the text.

Ex. 8. Organize TV interview with Julian. Ex. 9. Read Jeff's Linda's and Toyah’s stories Jeff’s Story We thought that a computer would be the ideal gift for our three-year-old son because it would be educational. My husband, Jeff, brought one home and set it up on the table in the living room. Switching on the machine, Jeff started to play the space invaders game that came with it. I joined in competing against him. It was good fun for half an hour but then I grew bored and watched TV instead. However, Jeff remained glued to the screen for the whole evening, and the next day he stayed up until 2 a.m. From then on, first thing every morning he 16

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sat at the computer, spooning cornflakes into his mouth while he played. At night I’d cook a meal and he would eat it off his knees so he didn’t have to stop his games. He stopped talking to me and our little boy, Owen, and he lost interest in everything else. When he wasn’t asleep or at work he played games. He’d stay up until 3 a.m., becoming exhausted but unable to tear himself away. He could hardly drag himself to work in the mornings. One day he arrived home unexpectedly and said he’d lost his job. The factory manager had complained about his lateness and Jeff walked out. He wasn’t concerned that his family would have to survive on the dole. Now he could play his computer games all day long without work getting in the way. I struggled to run the household. Jeff didn’t lift a finger to help, nor did he search for work. Yet before the computer came, he’d been so considerate. We survived on 77 a fortnight. Yet he thought nothing of blowing 20 – our weekly food bill – on a new game. Jeff was like an alcoholic – an addict. Yet there was no support group to turn to, no Computer Addicts Anonymous. I love my husband deeply. We’ve been married for ten years and I thought we’d be together forever. And he flatly refuses to believe he has a problem. Lynda’s Story I live with my family and do things like sneaking down first in the morning to open their letters. I’ve even stolen letters I see sticking out of neighbours’ letterboxes. My family are sick of coming out of rooms and finding me standing by the door eavesdropping. When I go to friends’ houses I look through their personal belongings and if ever I’m alone in a house I can’t help myself looking in drawers and cupboards. I go through wastepaper bins and I can spend hours hiding behind the curtains and watching what the neighbours are up to. They are always complaining and my parents are at their wits’ end. I know it’s irrational but I do it because I’m afraid something terrible will happen if I don’t keep a check on people. Being addicted to snooping isn’t that unusual. I’m having a behavioural therapy at the moment and my therapist has told me of a woman who would dig through her neighbours’ rubbish at the council dump. At least I’m not that bad. Toyah’s Story “Before I used to be completely hooked on caffeine. In a normal day I used to drink 15 to 20 cups of coffee, as well as at least one can of diet cola. If I was lucky I managed to get to sleep at bedtime, but 1 used to wake up at about 4.00 a.m. and get up and do some work. After an hour or so I would go back to bed and 17

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sleep until 8.00 a.m. To be honest I didn't use to feel 100%, but I didn't connect my poor health with the caffeine I was drinking. In fact, I was absolutely convinced I needed it, because of my incredibly busy lifestyle as a singer. However, earlier this year I got ill when I was working abroad. I couldn't eat anything, and the only thing I could drink was water. My appetite returned after two days, but suddenly the idea of drinking coffee or cola still made me feel sick, and I haven't drunk a cup since then. After Although I thought it was going to be really hard, I got used to living without caffeine straight away, and in fact after the first few weeks I started to feel much better than I ever had before. I found that I was beginning to sleep better, and that I had much more energy. But the most dramatic change I noticed was what happened to my skin. The tension lines relaxed, and my face began to look like it looked when I was a teenager. Everybody started to tell me how much younger I looked! When I realized that chocolate also contains caffeine, I decided I had to give that up too. That was difficult as I've always been really keen on sweet things but now I'm used to it - I usually have a piece of fruit instead of chocolate. And there was another really unexpected benefit from giving up caffeine - my memory, which used to be embarrassingly bad, has improved considerably, so I never miss appointments any more!” (Harmer J., Rossner R., More than Words. Book 1, 2004, p.77). Ex. 10. State their problems Ex. 11. Read Jeff’s story and underline the correct answer. The computer was a gift for Julie/Jeff/Owen. Jeff played with the computer at night/in the morning/both. Jeff lost his job/walked out of his job. Jeff was upset/not worried about being out of work. Jeff admits/doesn’t admit he has a problem. There is/There isn’t an organization to help people like Jeff. Julie has divorced/ is still married to Jeff. Ex. 12. Read Lynda’s story and complete the sentences. She sneaks…She steals…She eavesdrops…She looks through…If she’s alone in a house she…She hides behind… Ex. 13. Answer the following questions. How do Lynda’s parents feel about her addiction? What do the neighbours do? What is she doing about her problem? Ex. 14. Explain the words and expressions in bold from the texts. 18

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Ex. 15. Prove this quote “Gambling wrecks lives, smashes marriages, breaks hearts”. To wreck, smash, break mean destroy. What are their collocations? (a promise, a ship, a car, a habit, a rule, a career, a window, the law, your chances, a plane,…) Ex. 16. Read the text about Las Vegas “Las Vegas is a casino empire with yearly revenues over six billion dollars. This is where America lets its hair down, and gambling has the status of an official religion. The industry greets you like a salesman the moment you step off the plane. Fruit machines in the Arrivals Hall, the sound of handles, reels spinning, and the sound of dollars cascading into trays. And in Departures video poker as far as you can see, as people wait reluctantly for their planes. Downtown, in the suburban luxury, the dominance of the big casinos is absolute. If you don’t like gambling stay out of Vegas, is the clear message. The city with its swelling population of more than 700,000 is built on the proposition that every American likes to chance his luck. The city centre is in fact a collection of casinos, motels, souvenir shops, porn cinemas and pawnbrokers. Occasionally a spire intrudes – the churches are unusually well-attended – but the wise clergyman knows which subjects are best avoided on Sundays. Much of the city looks like a parking lot – areas of concrete which mock the meaning of its Spanish name: The meadows. Caesars Palace, the most famous casino theme-park, describes itself as an opulent Greco-Roman fantasy land and the 85 acre complex is, in appearance, a cross between a re-creation of the Roman Forum, with Greek additions, and a multi-storey car park. It’s approached by moving walkways of white marble, overlooking fountains and palm trees. Throughout, there are enormous reproductions of classical statues – especially of Julius Caesar. The actual gambling goes on 24 hours a day, 365 days a year. Roulette, baccarat, craps, pontoon and poker are all played for stakes that can sometimes exceed $100,000, under the practiced gaze of dealers, bankers and security men. There are also a variety of different machines. ‘We pick our machines each morning and we stay on ‘em,’ one retired Alabaman told me. ‘I figure, by the end of the day, it owes me.’ His wife is doing better than him. She feeds in handfuls of dollar tokens and with surprising regularity the machine is sick over her, spewing out as much as $20 a time. A small tub is already threequarters full of her winnings. ‘I just love Caesar,’ she confesses, needlessly. ‘We come here three or four times a year.’ It turns out that they once won $600 but their goal remains the Big One. 19

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Two years previously a housewife from Detroit won spectacularly. There had been no big winners for some time and the jackpot stood at $2 million when she pulled the lever. The money literally engulfed her, but she didn’t go crazy. She bought a mink coat, had champagne for breakfast and had her hair done at the casino salon. Then she went home to Michigan. These days there’s even a zone for the elderly, on the banks of the Colorado River. Here, senior citizens, with their wealth of savings and a reckless urge to ‘do it just one more time’ park their caravans and move inside to ‘work the machines’. So far there’s no children’s version planned – but if it does ever happen it’ll be in Las Vegas and nowhere else. You can bet your bottom dollar” (Vince M., First Certificate Language Practice, 2003, p. 55). Ex. 17. Underline two of the following which are not card games: poker, pontoon, chess, roulette, baccarat, snap, draughts. Why are not they played at the casino? Ex. 18. Define the words and expressions in bold from the text. Ex. 19. Answer the questions In which US state is Las Vegas? How much money is made there each year from gambling in casinos? What kind of gambling takes place at the airport? What is the population of Las Vegas? What are three typical buildings in the city? What does much of the city look like? Ex. 20. Complete the sentences Caesar Palace describes itself as… The gambling takes place…a year People sometimes gamble more than… The Alabaman woman keeps… A housewife from Detroit once won… She spent her money on… Next to the Colorado River there’s a place for… Ex. 21. Write out all the special vocabulary related to casinos and playing. Ex. 22. Translate into English. 1. Многие люди, которые пристрастились к азартным играм, ищут анонимной помощи. 2. Сначала вы играете на игровых автоматах для 20

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развлечения, потом это быстро перерастает в страшное пристрастие. 3. Когда ваши друзья подзадоривают вас сыграть разок, трудно устоять. 4. Я брал деньги родителей, но не считал это воровством. Я брал их взаймы и надеялся вскоре вернуть. 5. Он часто прогуливал школу, но для него это не имело значения. У него существовал свой собственный мир. 6. Игровые автоматы стали его лучшими друзьями. Они прекрасно ладили. Он ничем им не был обязан, он их не раздражал, и автоматам было все равно, в каком он настроении. 7. Люди, пристрастившиеся к компьютерам, могут играть 8-10 часов подряд. 8. Он все время думал, где достать денег. Он впадал в отчаяние, когда они у него заканчивались. 9. Счастливчиков, которым удается бросить играть в азартные игры, мало. Некоторые бросают играть сами, хотя это невероятно трудно. Они постоянно испытывают соблазн, но понимают, что погибнут, если возьмутся за старое. 10. Они решительно настроены продолжать в том же духе, так как понимают, что причинили ближним много горя и должны попробовать исправить это. 11. Рано или поздно наступает решающий момент в борьбе против этого молчаливого (незримого) наркотика. Чем быстрее он наступит, тем лучше. И чем решительнее вы будете настроены, тем легче будет справиться с этим наваждением, разъедающим вас изнутри. 12. Люди, пристрастившиеся к азартным играм, одержимые накопительством или зависимые от алкоголя ищут помощи, так как не могут справиться со своими проблемами самостоятельно. 13. Как только его родители узнали о его пагубной привычке, они выгнали его из дома. Они готовы были знать его только тогда, когда у него все хорошо. 14. Он не хотел так жить, но рядом не было никого, кто мог бы обнять его и помочь. 15. Как только он уезжал из города, он начинал кутить. 16. С большой неохотой он начал заниматься боксом, надеясь, что это удержит его от наркотиков. 17. Ему все время хотелось опять поиграть. Но он уже покончил с этим и не хотел браться за старое. 18. Он потушил сигарету, всем сердцем желая, чтобы она оказалась последней. 19. Когда-то он страстно увлекался музыкой. Но сейчас он был в отчаянии, где достать денег, поэтому продал все свои СД. 20. Его девушка дала ему ясно понять, что разрывает с ним все отношения, потому что он причинил ей слишком много боли. 21. Когда-то он решил испытать судьбу и отправился в Лас-Вегас. 22. От отчаяния он готов был поставить последнюю копейку. 23. Люди приезжают в империю казино, чтобы расслабиться. Ex. 23. Find a newspaper article about addictions. Prepare the rendering. SPEAKING 1. An Interview with an Addict 2. Addictive Things

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WRITING 1. Being Addicted to Chocolate is the Same as Being Addicted to Drugs Part 2

AROUND THE WORLD

Ex.1. Look at the introduction to a magazine article. Would you like to go on a journey like this? Heat and Danger in the Peruvian Jungles Surrounded by poisonous snakes, marauding jaguars, malarial mosquitoes and huge forest spiders, Amanda Shakespeare began to regret her journey to the jungles. Ex. 2. Read and extract from the article 27 June Although it was dark when I arrived, Sapito smelt the same. I crossed the Plaza de Armas and made for the other side of town. The streets were empty but I didn’t feel threatened. I found Diego’s house and walked up what I took to be the path, although it was too dark to see. Suddenly something pounced on my shoulders from above. I felt claws dig into my neck and a tail lightly brush my back: my heart missed a beat. But after the initial shock I realized that an overexcited little monkey was squeaking shrilly into my ear. I had great difficulty in disentangling myself from the creature, which insisted on accompanying me to the door. Once inside, I found there was no light and no water, but I knew I was back in the jungle when I heard cockroaches crunch underfoot as I made my way to bed. What kind of town was Sapito? Why did Amanda’s heart miss a beat? What kind of place was Diego’s house? Ex. 3. Compare the life in the jungle with the life in the Tropics, the Pole, your place. Ex. 4. Read the advertisements about Adventure Holidays Algeria Trek through the Saharan wilderness on a camel accompanied by blue-robed Tuareg guides deep into the heart of nowhere. You will discover a world of silent beauty and infinite horizons. Holidays on the beach will never be the same again.

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Australia On walkabout safaris in the Kakadu National Park you can learn how the Aborigines live off the land and see their 20,000-year-old rock paintings. Even more famously, Kakadu is the place to see crocodiles, some of which grow up to 9 metres long. Borneo Travel through the jungles of Borneo by boat and visit the gigantic Mulu caves. Then put on your boots for a two-day climb up Mount Kinabalu, followed by a train ride through mountainous forests, then relax at the coast with some excellent snorkelling. Brazil The 1 50,000 square miles of the Pantanal swampland is the world’s largest wetland sanctuary, home to 600 species of birds including enormous flocks of parrots. It is the best place in the Americas for a safari. Greenland For a tough and exciting challenge, try hiking along the mountainous east coast of Greenland. Most people walk in one direction, following tracks across the tundra and staying overnight in huts, then flying back by helicopter. Peru In Peru you can encounter almost every climate in the world. It has a desert coastline, fertile valleys and a vast area of tropical rainforest. As well as this, there are glaciers and snowy mountain peaks that rise to over 6,700 metres. Despite this wealth of natural beauty, the country is best known for a man-made sight: Machu Picchu, the ‘Lost City of the Incas’. High up in the Andes, it is entirely hidden from the valley below and its existence was forgotten until 85 years ago. Thailand ‘Backroads’ is a 12-year-old US company specializing in cycling trips. Each day you cycle anything from 10 to 60 miles while your luggage is transported by van. The Thailand trip costs about 800 for nine days, including meals, good accommodation, elephant-riding and foot treks, but excluding airfares. Ex. 5. Discuss the following Where would you like to go for an adventure holiday? Give reasons. What preparations would you need to make (things to take, travelling to the place, staying)?

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What would you do when you got there (meet local people, explore caves, find rare animal to photograph)? Would you prefer to travel alone or in a group? Give reasons. Would you prefer to go as a tourist or as a ‘traveller’? Why? Ex. 6. Choose the best alternative a) I bought a little doll as a…of my visit to India. Memory – souvenir – remembrance b) On the London-Tokyo flight there is sometimes a…at Anchorage. Flying visit – stopover - stay c) His wife has flown to Singapore on a business… journey – excursion – travel – trip d) Richard is a very amusing travelling… companion – friend – colleague – partner e) Have you seen the ancient…in the desert? Remainders – remnants – ruins – wrecks f) Nothing happened at all. It was a very…holiday. Uneventful – insignificant – incidental g) From the top there is a wonderful…of the whole valley. Spectacle – sight – view – look h) In the 19th century David Livingstone, the Scottish…tried to find the sources of the Nile. Explorer – tourist – globetrotter – rambler – sightseer i) The company arranges daily…to the island to see the penguins. Pilgrimages – campaigns – itineraries – excursions j) St Tropez is one of the most popular tourist…in the South of France. Spas – resorts – packages – charters Ex. 7. Try to persuade your partner to go on holiday to ‘your’ location. Decide on the main ‘selling points’ (food, climate, culture, things to do, attractive sites). SPEAKING 1. A Walking Tour 2. An Adventure Holiday/ Travelling to Exotic Places WRITING 1. Travelling Alone is No good 2. Travelling on Foot is Old-Fashioned

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MODULE II

CINEMA, TV

A Operating a television

plug it in

turn it on (= turn it off)

remote control

You may also want to turn it up (= increase the volume because you can't hear) (= turn it down); and turn over (= change to a different channel, e. g. from 1 to 3) Note: You can also say switch on, switch off, or switch over (but not switch it up/down). B Types of programmes Soap opera (a serial) is a programme often on two or three times a week, which follows the lives of a group/community of people (characters), the stories (episodes) are often exciting, dramatic and hard to believe. Each programme is complete in itself. Quiz show or Game show: individuals, teams or families who answer questions or play different games against each other. The winner gets a prize, e g. a car, a holiday, money. Chat show a programme where a presenter talks to famous people about their lives and careers; sometimes there is music as well. Documentary: a film with factual information, often analysing a problem in society A series: a number of programmes about the same situation or the same characters in different situations. This may be a comedy series (the programmes are intended to be funny), or a drama series (the programmes are intended to be exciting, with interesting characters and situations). Current affairs programme: a programme about a current social/political problem. Current - means that it is happening 'now / at the present time'. News broadcast, sitcoms, drama, detective stories, sports(music) programmes, variety shows, weather forecasts, C TV in Great Britain At the moment there are five 'terrestrial' channels (or stations) on TV (BBC 1, BBC 2, ITV, Channel 4, and Channel 5; a TV aerial). If you pay extra, you can have a satellite dish and receive satellite TV; or pay to have cable TV - there are many channels available. 25

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D Talking TV What's on TV tonight? (= what programmes are showing on TV tonight?) What time's the film on? (= what time does it start?) How long do the commercials last? (= the advertisements between programmes) What's your favourite programme? (= the programme you like most/best) Are they showing the game live (= as it happens) or) just recorded highlights? (= parts of the game after it has been played, e.g. later in the day/evening) How much is a TV licence? (money you have to pay the government if you have a TV) The BBC World Service broadcasts throughout the world. I can receive/pick up broadcasts from Moscow (on my radio). They cut/censored the film before showing on TV. This programme has been badly edited. Ex. 1. Here is part of an evening from three British TV channels. Can you find at least one example of: a documentary, a quiz show, a game show, a drama series, and a current affairs programme? There is also one example of a comedy series and two soap operas. Can you guess which programmes they might be? Murder at the Match; The Amazing Underwater World; World Cup Special; The $10,000 Question; Last Week in Parliament; Hamlet from Stratford; 7.00 Telly Addicts Noel Edmonds hosts the quiz in which teams have their television knowledge put to the test 7.30 Watchdog Anne Robinson presents the stories that affect consumers in the 1990s With Alice Beer and reporters Chris Choi and Johnathan Maitland 8.00 East Enders Kathy tries to come to terms with Ted’s revelations. Michelle receives a letter that could change her life For cast see Tuesday Stereo Subtitled 5500

7.00 The Krypton Factor Four new contestants compete for a place in the November final. Director Tony Prescott, Producer Wayne Garvie Stereo Subtitled 9448 7.30 Coronation Street It's farewell time at the Rovers’. Episode written by Stephen Maltatratt For cast see Wednesday Repeated on Wednesday at 1 25pm Subtitled

7.00 Channel 4 News Presented by Jon Snow and Cathy Smith Including Weather Subtitled 829535 7.55 The Slot The daily soapbox offering viewers the chance to air their opinions Stereo 14-1603 8.00 New series Desperately Seeking Something A four part series in which Pete McCarthy 8.00 Bruce's Price Is explores the strange universe of alternative Right Game show testing beliefs 26

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8.30 2 Point 4 Children The Deep There’s something fishy going on when Bill and Ben are asked to look after their neighbour’s house 9.00 Nine O'clock News With Peter Sissons Subtitled Regional News Weather Rob McElwee 3245

knowledge of the price of consumer goods. Director Bill Morton Producer Howard Huntridge Stereo Subtitled 2968 8.30 World in Action In a classroom fitted with cameras, World in Action reveals what is really going on in Britain’s overcrowded schools and asks who is to blame 9.00 New series Cracker Brotherly Love (part 1). The first of this three-part thriller, a prostitute is found raped and murdered; opening old wounds at the station. See today's choices

8.30 Baby It's You Continuing the six part series which uses natural history filming techniques to observe the first two years of a baby’s life 9.00 Cutting Edge The Trouble with Money Strange though it seems to some not everyone enjoys winning the lottery. This documentary explores the joys and pitfalls of getting rich quick.

Ex. 2. Answer these questions about TV in your own country. 1 How many 'terrestrial’ channels are there? 2 Do you watch satellite TV and/or cable TV? 3 In total, how much TV do you watch every week? 4 What are your favourite programmes on TV at the moment? 5 What night are they on? 6 Do you enjoy watching the commercials? 7 Do you often watch football matches live on TV? If not, do you watch the highlights? 8 Do you need a TV licence in your country? If so, how much is it? Ex. 3. Give the definitions of the people working in TV: a make-up artist, a foreign correspondent, a camera operator, a critic, a continuity person. Ex. 4. Which four types of TV programmes do you like and dislike and why: children’s programmes, documentaries, drama series, quiz shows, soap operas, wildlife programmes, news, sports programmes, chat shows, films, current affairs? 27

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Ex. 5. Plan and present a typical weekday evening’s TV viewing between 4p.m and 10p.m. What you select or reject? Ex. 6. Plan your TV schedule. Choose programmes according to the criteria: the length- not more that two hours; the average number of programmes – 8; a range of programmes to appeal to a wide audience; kind of programmes suitable for different times of day; educational as well as entertaining; a moral obligation; sex and violence should be censored or at least restricted to certain times; …. Ex. 7. Read and discuss the text Television is doing irreparable harm “'Yes, but what did we use to do before there was television?' How often we hear statements like this! Television hasn't been with us all that long, but we are already beginning to forget what the world was like without it. Before we admitted the one-eyed monster into our homes, we never found it difficult to occupy our spare time. We used to enjoy civilised pleasures. For instance, we used to have hobbies, we used to entertain our friends and be entertained by them, we used to go outside for our amusements to theatres, cinemas, restaurants and sporting events. We even used to read books and listen to music and broadcast talks occasionally. All that belongs to the past. Now all our free time is regulated by the 'goggle box'. We rush home or gulp down our meals to be in time for this or that programme. We have even given up sitting at table and having a leisurely evening meal, exchanging the news of the day. A sandwich and a glass of beer will do anything, providing it doesn't interfere with the programme. The monster demands and obtains absolute silence and attention. If any member of the family dares to open his mouth during a programme, he is quickly silenced. Whole generations are growing up addicted to the telly. Food is left uneaten, homework undone and sleep is lost. The telly is a universal pacifier. It is now standard practice for mothers to keep the children quiet by putting them in the living-room and turning on the set. It doesn't matter that the children will watch rubbishy commercials or spectacles of sadism and violence - so long as they are quiet. There is a limit to the amount of creative talent available in the world. Every day, television consumes vast quantities of creative work. That is why most of the programmes are so bad: it is impossible to keep pace with the demand and maintain high standards as well. When millions watch the same programmes, the whole world becomes a village, and society is reduced to the conditions, which 28

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obtain in pre-literate communities. We become utterly dependent on the two most primitive media of communication: pictures and the spoken word. Television encourages passive enjoyment. We become content with second-hand experiences. It is so easy to sit in our armchairs watching others working. Little by little, television cuts us off from the real world. We get so lazy; we choose to spend a fine day in semi-darkness, glued to our sets, rather than go out into the world itself. Television may be a splendid medium of communication, but it prevents us from communicating with each other. We only become aware how totally irrelevant television is to real living when we spend a holiday by the sea or in the mountains, far away from civilisation. In quiet, natural surroundings, we quickly discover how little we miss the hypnotic tyranny of King Telly” (Alexander L.G., For and Against, 1968, p.44). “The argument: key words 1 Beginning to forget what we did before television. 2 Always occupied our spare time; enjoyed civilised pleasures. 3 E.g. hobbies, entertaining, outside amusements: theatres, etc. 4 Even used to read books, listen to music, broadcast talks. 5 Free time now regulated by television. 6 Rush home, gulp food; sandwich, glass of beer. 7 Monster demands: absolute silence and attention; daren't open your mouth. 8 Whole generations growing up addicted; neglect other things. 9 Universal pacifier: mother and children. 10 Children exposed to rubbishy commercials, violence, etc. 11 Limit to creative talent available. 12 Therefore many bad programmes; can't keep pace with demand. 13 World becomes a village; pre-literate society; dependent on pictures and words. 14 Passive enjoyment; second-hand experiences; sit in armchairs, others working. 15 Cut off from real world. 16 Become lazy, glued to sets instead of going out. 17 Television totally irrelevant to real living. 18 E.g. holiday, natural surroundings; never miss hypnotic tyranny. The counter-argument: key words 1 Nobody imposes TV on you. If you don't like it, don't buy a set - or switch off! 2 We are free to enjoy 'civilised pleasures' and still do. 3 Only when there is lack of moderation can TV be bad - true for all things. 4 People sometimes feel guilty watching TV; absurd idea. 5 If you boast you don't watch TV, it's like boasting you don't read books. 6 Must watch to be well-informed. 29

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7 Considerable variety of programmes; can select what we want to see. 8 Continuous cheap source of information and entertainment. 9 Enormous possibilities for education: e.g. close-circuit TV - surgery. 10 Schools broadcasts; educating adult illiterates; specialised subjects: e.g. language teaching. 11 Education in broadest sense: ideals of democracy; political argument, etc. 12 Provides outlet for creative talents. 13 Many playwrights, actors, etc., emerged from TV. 14 Vast potential still waiting to be exploited: colour TV; world network: communication via satellite. 15 TV is a unifying force in the world” (Alexander L.G., For and Against, 1968, p.44). More argument against TV: it kills imagination, people sit like vegetables, “couch potatoes”, so addictive, families don’t get together, no intellectual quality – a load of rubbish, parents use TV as babysitters, children don’t advance intellectually, the amount of violence has an effect on children – it makes them aggressive, even cartoons are violent, they imitate aggression as if aggression equals good, can’t distinguish between fiction and fact. More argument for TV: there are no statistics, brings people together, keeps kids off the street, keeps them entertained, you are to be selective and to act with a bit of judgment when choosing a programme, even soap operas can be educational – they bring up all kinds of social issues (teach people about AIDS,..), children are sophisticated enough to distinguish between good and bad, … Part 3 FILMS AND CINEMA Ex. 1. Read the film review. Pay attention to the Tense of it. Directed by Joseph Ruben and starring the stunning Julia Roberts as Laura and Patrick Bergin as her obsessive husband, Sleeping with the Enemy is this year’s spooky thriller. We first meet Laura at her sea-front home where she is unhappily married to a rich handsome man who dominates and abuses her. She fakes death to escape her nightmarish marriage and adopts a new life in a small delightful mid-west town but inevitably her husband discovers the truth and starts to track her down. Julia Roberts has the difficult task of being a passive victim but manages to come across as innocent and vulnerable. Her reawakening after years of torment is captured extremely sensitively. Patrick Bergin is frighteningly convincing as the psychopathic husband, appearing and disappearing with great economy of movement and sinister menace. The story is, in fact, too similar to Fatal Attraction to claim any originality, but the characters are well observed and there are imaginative moments. 30

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Although Rubin is a little too free with the fraudulent moments of suspense, the film jangles the nerves effectively with a series of shocks, which successfully disguises a rather feeble plot. I would recommend this as an entertaining film for those who like to be kept on the edge of their seats. Ex. 2. In which paragraphs does the writer talk about: the plot, the performances, whether to recommend the film or not; the background of it; the film in general? Ex. 3. Make a note of adjectives used to talk about: Laura, the husband, the film in general, the plot, the town she moved to. Ex. 4. Discuss a film or a book. Use adjectives to describe the characters and the story. Strong adjectives: stunning, riveting, hilarious, terrifying, packed, thrilled, brilliant, dreadful, astonishing. Replace them with a normal adjective and very or really. Adverbs of degree to “colour” the adjectives and verbs stronger or weaker: extremely, rather, incredibly, quite, really, a bit, fairly, absolutely. – successfully, frighteningly,… Ex. 5. Expressions connected with films. Use them in your dialogues. 1The director was unknown and couldn’t get funding, so the film was made on a shoe-string budget with a cast of amateurs. 2 It was a box-office smash in America, and made millions of dollars, but in this country it was a flop. 3 I planned to see the film after reading all the rave reviews in the papers, but seeing the trailer at the cinema put me off. 4 It’s a faithful adaptation of the Dickens novel. 5 Patrick never leaves the cinema till the credits have been shown. 6 It has become a cult film for a certain group of cinema-goers, but it doesn’t appeal to a mass audience. 7 It tells the tale of a family of immigrant workers and is a bleak portrayal of life in turn-of-the-century New York. 8 The opening sequence starts with a close-up of the heroine on the train. 9 The screen-play is by Tom Stoppard, and John Williams composed the score. 10 My brother is a real film buff; he can list all the films any director has made. 11 Matt Damon plays the lead. 12 I was in tears at the end. 13 It didn’t come up to my expectations. 14 He writes his own scripts and composes the scores. 15 The film was nominated for the Oscar, and it has won seven Oscar nominations. Ex. 6. Which of the adjectives suggest a negative opinion, can be used describing a plot, acting?

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A: action-packed, moving, impressive, well-received, subtle, depressing, poignant, entertaining, offbeat, convincing, confusing, understated; B: pacey, predictable, enjoyable, unconventional, compelling, slow-moving, powerful, charming, epic, well-developed, involving, overstated; C: hilarious, oversimplified, perceptive, corny, overrated, flat, sentimental, gripping, brilliant, realistic, boring, underrated; D: dramatic, soppy, insightful, bleak, stylish, amusing, over-romantic, thoughtprovoking, dated, weak, original, intelligent Ex. 7. Which of the films is: a road movie, a blockbuster, a costume drama, a slapstick comedy, a psychological thriller, a romantic comedy? Ex. 8. Fill in with the words in brackets. “1 A film’s …tells the actors how to play their parts while the…deals with the financial side of the film. (producer/director). 2 When a book is made into a film, the original work by the…is transformed into a script by the…(author/screenwriter). 3 She was the first person to appear in the opening…so she felt quite nervous as she stepped onto the…(scene/stage). 4 In the variety show, a comedian told a few…followed by a magician who performed some great magic…(tricks/jokes). 5 Hundreds of…watched the circus parade through the streets in the morning, and as a result there was a huge…at the show in the evening (audience/ spectators). 6 At the circus we laughed at the…with their silly clothes and make-up, and gasped in amazement as the…performed on the flying trapeze (acrobats/clowns). 7 The museum’s…is a person who is in charge of the place whereas a …looks after the building (curator/caretaker). 8 At the concert the…led the couple to their seats. Moments later the…appeared on his podium and the choir began to sing (usher/conductor). 9 Yesterday morning we went to the zoo where we saw the animals in their…and the fish in the…(aquarium/cages). 10 The…played some soft music while the…were backstage getting ready for the play (orchestra/cast)” (Harmer J., Rossner R., More than Words. Book 2, 2004, p.126). Ex. 9. Fill in the gaps with the correct preposition. “1 The whole audience rose and applauded as the actress stepped …the stage. 2 Several young actresses auditioned…the leading role…the new musical. 3 It was her first visit…the theatre and she was very excited. 4 As the actor walked…the spotlight everyone cheered. 5 There are four acts and nine scenes …the play. 6 What is …at the Odeon this week? 7 I’m not …the mood…going out tonight. 8 The new director worked very well…the cast and crew of the film. 9 All the actors gathered …stage…the curtain call. 10 When a play ends, all the actors come…stage together to take a bow. 11 We had an awful evening at the opera; all the singers sang completely…tune. 12 Sir John’s Choir is giving a 32

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performance…fancy dress for a well-known charity. 13 The film stars Harrison Ford…the role of a daring archaeologist. 14 I can’t wait to see Chagall’s paintings which are…display at the art gallery. 15 The names of the winners of the competition are…display in the main hall” (Harmer J., Rossner R., More than Words. Book 2, 2004, p.126). Ex. 10. Fill in the suitable words. “1 The stars in the film’s…included Robert De Niro, Brad Pitt and Tom Cruise. 2 The…in the story were all based on real people. 3 Copies of the …were given to all actors so that they could learn their parts. 4 The…for the film was a traditional Italian village. 5 The film’s …was so complicated that I was totally confused by the time it ended. 6 The final…when the boy released the lion cub into the wild was really moving” (Harmer J., Rossner R., More than Words. Book 2, 2004, p.130). Ex. 11. Fill in the gaps with only one word. “ Gorillas in the Mist is a film set in the sixties. It tells the true story of Dian Fossey and her struggle to save the African mountain gorillas…extinction. Sigourney Weaver is ideal in the role of Fossey, a strong, independent woman…decided to leave her job – and her fiancé – to travel to Africa. She has…hired by Dr.Louis Leakey (Lain Guthbertson) to conduct a study of mountain gorillas which are…hunted and are in danger of…extinct. The film follows Fossey’s fight to ensure the survival of the species and gives the audience a breathtaking view of the African landscape, as…as some spectacular shots of the magnificent mountain gorillas. Bryan Brown gives a fine performance …the National Geographic photographer Bob Campbell who is fascinated…Fossey’s dedication and determination. Their relationship is…given a chance, though, as Fossey refuses to leave her mountain-top home and the gorillas, …, by now, she has come to think of as family. Michael Apted’s direction manages to capture some unforgettable images, …heartwarming and tragic. He portrays Fossey as a woman…dedication to her mission eventually leads to …being killed. Fossey’s life’s work resulted…the increase of the mountain gorilla population. The film will appeal to everyone, young and old alike, who believes that one person really can …a difference” (Vince M., Intermediate Language Practice, 2010, p.74). Ex. 12. Choose the correct item. 1 Sean Connery…the part of Agent 007 in several James Bond films. - played – made – directed – worked 2 She…her hair blond because she didn’t like her natural hair colour. - changed – painted – dyed – shaded 33

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3 Few guests…up at the party as there was a terrible storm. - came – appeared – went – turned 4 The award … took place in Hollywood, California. - celebration – ceremony – event – gala 5 He showed a lot of…and put a lot of effort into becoming a successful musician. - determination – decision – resolution – deduction 6 I heard a…that your sister is planning to get married. - news – word – rumour – gossip 7 His outstanding career and hard work…him a lifetime achievement award. - earned – presented – caught – prized Ex. 13. Fill in the words from the list: foyer – aisle – trailer – usherette – poster – row 1 My sister bought a …of Richard Geer for her bedroom wall. 2 Tickets for front…seats at the theatre are always more expensive than the tickets for other seats. 3 They showed a…for Sylvester Stallone’s latest film during a commercial break on TV last night. 4 First I met Jill in the…, then we went into the theatre to find our seats. 5 After realizing that we had been sitting in the wrong row, we asked the …to show us our right seats. 6 The pop singer jumped off the stage and began to walk down the central…, shaking hands with his excited fans. Ex. 14. Fill in the gaps with the correct idioms: all work and no play makes Jack a dull boy, fun and games, to laugh one’s head off, laughter is the best medicine, for kicks. 1 I…when Greg told me that hilarious joke. 2 Being a student at university isn’t all… - it’s actually a lot of hard work! 3 When the young boys were caught throwing rocks at a neighbour’s window, they said they had been doing it just… 4 When I visited my friend in hospital, I tried to cheer her up by telling her a few jokes; after all, they do say that… 5 John works very hard and never has time to see his friends. He should take some time off because… Ex. 15. Check every line and say whether there are odd words. 1 There can be few people in the western world 2 who haven’t been heard of Andrew Lloyd Webber. 3 His musical career began at the age of twenty when 4 he and Tim Rice they wrote and produced the 5 first of their many international hits, Joseph and the 6 Amazing Technicolor Dreamcoat. This followed 7 by the one rock opera Jesus Christ Superstar, an 8 extremely popular musical which received a lots 9 criticism. It ran for more longer than any other 10 theatrical production in British musical history. The 11 last work Webber did with the Rice was Evita, 34

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12 which tells the story of Eva Peron. It was so much 13 successful that it was recently made into a 14 major film starring Madonna. Webber’s musicals 15 are generally being spectacular productions 16 and far many people look on him as the most 17 talented songwriter of his generation. Ex. 16. Choose the correct alternative. Modern ballet has a long and colourful (1). As its aristocratic look (2), this dance form has its roots in the (3) courts of Western Europe. At first, the graceful (4) accompanied not only music, but speech and poetry as (5). The royal Academy of Dance was (6) in the mid-17th century by the French King, Louis XIV, in (7) to perfect the art form which so many people love today. It was not until the 18th century that ballet began to be used to (8) stories, or in other words, to become a dramatic and theatrical spectacle in itself. Both serious and comic ballets were (9) at that time. It was (10) the 19th century, however, that classical ballet (11) its final form. Ballerinas began to dance on the (12) of their toes, and the (13) musicians and choreographers began to develop ballet away from its ‘social dance’ roots and into a (14) art form. The Danes and the Russians (15) to refine ballet over the following decades. Today, new types of steps and music are used, but its aristocratic (16) are still very much in evidence. 1 tale, myth, history, fairytale 2 suggests, proposes, says, tells 3 local, royal, public, common 4 motives, movies, mobiles, movements 5 well, long, much, far 6 discovered, set out, found, established 7 way, order, place, attempt 8 say, tell, speak, talk

9 performed, checked, exercised, experimented 10 while, at, during, meanwhile 11contacted, touched, did, reached 12 tops, sides, backs, tips 13 capable, able, best, proper 14 amateur, talented, gifted, professional 15 continued, carried, kept, insisted 16 starts, roots, clues, steps

Ex. 17. Write a review describing a film, play, TV programme,…with a range of adjectives and adverbs. Organise it like that: Introduction (include factual information: title, writer, director, actors) The plot, setting, characters Your feelings and thoughts (about the acting, story) Conclusion (recommendation)

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Ex. 18. Put the words into their correct places: moral standards, unscrupulous, counter-productive, perverted, excessive, infringes, banned, degrades, corrupting, masquerading, safeguards, gratuitous Censorship The amount of offensive material we are exposed to in films nowadays is surely (a). Most people accept that scenes of sex and violence are sometimes necessary to tell a story, but all too often these scenes are (b); they are unnecessary and simply inserted in the film to appeal to the baser human instincts. Censorship is necessary, especially to protect children from the (c) influence of such scenes, often (d) as art, in our cinemas. There should also be censorship of pornographic magazines produced by (e) people willing to cater to the (f) tastes of a small minority. Such material destroys the innocence of the young and (g) all who read it. On the other hand, there are those who say that something which is (h) becomes desirable so censorship is (i), and that censorship (j) on our freedom to do what but freedom from attempts to destroy society’s (k). Censorship provides the (l) by which society protects itself. Ex. 19. Discuss Censorship. Think about arguments supporting censorships of books, films, television. Ex. 20. Give your arguments against censorship. Use some ideas: dangerous to admit the principle of censorship; censorship limits and controls what we think and feel; it leads to totalitarian countries or outrageous decisions; who shall be censors? Super-beings? Banning sth has the opposite effect “Forbidden fruit” It isn’t consistent with the ideals of democracy. Ex. 21. Find samples of film reviews. Prepare the rendering. SPEAKING 1. Cinema is an Art 2. A TV Schedule 3. TV: Pros and Cons. 4. The Best Film of the Year. WRITING 1. Soap Operas are for Ignorant People 2. TV Influences People’s Life 3. Reading Fiction is More enjoyable than Watching a Film

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MODULE III

MEMORIES

Age: 0-1 – baby; 1-2 – toddler; 3-12- child; 13-17 – teenager (13-14 – early teens; 14-17 – adolescence); 18+ - adult Ex. 1. Which of these words do you associate with each stage of childhood/life: discovery, innocence, rebellion, disappointment, love, fear, freedom, insecurity, happiness, excitement, fun, cruelty, creativity, learning, selfishness? Ex. 2. Talk about your own experience. Think of: something you used to love (doing) a memory of school a person who was important to you an important achievement a place you remember going to or living in a present or possession that you treasured or still treasure a funny or serious event which happened to you the saddest, happiest, funniest memory a person who was your greatest influence (to help to blossom as a person, to make one step further, to inspire, to encourage, to bring out the most in you, to motivate you to do more, to bring you into a person you are today) your catharsis ( a way to pour out your emotions) your inspiration (an emotional cue to spur you into doing sth.) qualities you inherited from your parents Ex 3. Read and discuss the text Childhood is certainly not the happiest time of your life “It's about time somebody exploded that hoary old myth about childhood being the happiest period of your life. Childhood may certainly be fairly happy, but its greatest moments can't compare with the sheer joy of being an adult. Who ever asked a six-year-old for an opinion? Children don't have opinions, or if they do, nobody notices. Adults choose the clothes their children will wear, the books they will read and the friends they will play with. Mother and father are kindly but absolute dictators. This is an adult world and though children may be deeply loved, they have to be manipulated so as not to interfere too seriously with the lives of their elders and betters. The essential difference between manhood and childhood is the same as the difference between independence and subjection.

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For all the nostalgic remarks you hear, which adult would honestly change places with a child? Think of the years at school: the years spent living in constant fear of examinations and school reports. Every movement you make, every thought you think is observed by some critical adult who may draw unflattering conclusions about your character. Think of the curfews, the martial law, the times you had to go to bed early, do as you were told, eat disgusting stuff that was supposed to be good for you. Remember how 'gentle' pressure was applied with remarks like 'if you don't do as I say, I'll. . .' and a dire warning would follow. Even so, these are only part of a child's troubles. No matter how kind and loving adults may be, children often suffer from terrible, illogical fears which are the result of ignorance and an inability to understand the world around them. Nothing can equal the abject fear a child may feel in the dark, the absolute horror of childish nightmares. Adults can share their fears with other adults; children invariably face their fears alone. But the most painful part of childhood is the period when you begin to emerge from it: adolescence. Teenagers may rebel violently against parental authority, but this causes them great unhappiness. There is a complete lack of self-confidence during this time. Adolescents are overconscious of their appearance and the impression they make on others. They feel shy, awkward and clumsy. Feelings are intense and hearts easily broken. Teenagers experience moments of tremendous elation or black despair. And through this turmoil, adults seem to be more hostile than ever. What a relief it is to grow up. Suddenly you regain your balance; the world opens up before you. You are free to choose; you have your own place to live in and your own money to spend. You do not have to seek constant approval for everything you do. You are no longer teased, punished or ridiculed by heartless adults because you failed to come up to some theoretical standard. And if on occasion you are teased, you know how to deal with it. You can simply tell other adults to go to hell: you are one yourself” (Alexander L.G., For and Against, 1968, p.33). . “The argument: key words 1 Childhood the happiest time of your life: a myth. 2 Happiest moments cannot compare with joy of being an adult. 3 Children don't have opinions; adults choose clothes, books, friends for them. 4 Parents: kindly but absolute dictators; children manipulated so as not to interfere with elders. 5 Difference between manhood and childhood: independence and subjection. 6 Nostalgic remarks, but who would change places? 7 Years of school: constant fear examinations, school reports. 38

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8 Constant observation by critical adults; unflattering remarks. 9 Curfews; martial law; bed early; do as told; eat disgusting food. 10 'Gentle' pressure; threats: 'if you don't do as I say . ..'. 11 Children suffer from illogical fears: ignorance of world around them. 12 E.g. abject fear of darkness; horror of nightmares; fears faced alone. 13 Most painful time: adolescence: rebellion against adult authority. 14 Lack of self-confidence; over-conscious appearance, impression on others. 15 Shy, awkward, clumsy. Intense feelings: elation or despair; adult world hostile. 16 Relief to grow up; regain balance. 17 Freedom to choose: where to live; money to spend. 18 Constant approval by adults not necessary. 19 Not subject to ridicule; if you are, you can deal with it. The counter-argument: key words 1 What is the essence of happiness? Complete freedom from care. 2 Children have this: no responsibilities. 3 No social and economic pressures; no inhibitions. 4 They look at the world with fresh eyes; everything is new and unspoilt. 5 By comparison, adults are anxiety-ridden, tired, worried, etc. 6 Adolescent moments of intense happiness never recaptured. 7 Capacity for deep feeling; attachment to true values; idealism. 8 Willing to put up with discomforts, shortage of money, etc. Sheer joy of living. 9 Adults by comparison: bored, disillusioned, capacity to feel blunted. 10 Adult world is not the paradise it seems. 11 Adults also have to do as they are told; threatened by more senior adults (e.g. employers). 12 They are also under constant observation in their work; reports on them are filed in big firms. 13 It is significant that most adults think of their childhood as being most happy period. 14 One of the Utopian dreams of mankind: to find the secret of eternal youth” (Alexander L.G., For and Against, 1968, p.33). Ex. 4. Put the words and phrases into their places: elite, classless, conventional, divisive, spontaneity, labelled, potential, cram, privileged, gifted, streaming, inferiority complex Issues of Education “It is interesting that in some countries which are socialist and therefore supposedly (a), the educational system is based on (b), which means that children are educated according to their ability, with the more (c) children separated from the others. Supporters of this system say that more intelligent children will be 39

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helped to achieve their full (d) in this way and that these children will be held back if they have to share lessons with less clever pupils. Opponents of this system, on the other hand, maintain that it creates an educated (e), a special class of (f) people who are encouraged to think of themselves as superior to the others. Similarly the others may, as a result of being (g) secondrate, develop some kind of (h). In a word, such system is (i), since it creates a division between people. Another important question in education is the amount of freedom and choice children should be given at school. The conservative view is that a (j) system of strict rules is best. However, critics of this attitude say it causes regimentation, as in the army, and discourages children’s natural imagination and (k). We must ask ourselves what the purpose of education is: to (l) children’s heads with facts or to encourage them to develop their natural abilities in their own way?” (Vince M., Sunderland P., Advanced Language Practice, 2007, p.58). SPEAKING 1. Memories of My Childhood 2. An Interview with the Teacher of the Year 3. Problems of Higher Education WRITING 1. My influence 2. Childhood is the happiest time of life 3. Problems of Higher Education 4. Good Education is Necessary for your Life Success

MODULE IV Part 1

ARTS

PROBLEMS OF UPBRINING

Ex. 1. Complete the chart: Parents’ behaviour Criticism Hostility Shame Ridicule Authority Fairness Praise Encouragement

Children’s character

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Approval Affection Possessiveness Demand obedience and discipline Patience Tolerance Acceptance Friendship Generosity Consistence Care Worry

Ex. 2. You are going to read a newspaper article which consists of six paragraphs. Read the opening of each paragraph. Guess how the paragraph will continue. What do you think the article is about? a) Perhaps memories of my own childhood have been coloured by time. I grew up during the war and without a father. b) I know of no other country where so many crimes are committed against children; c) The British tradition of boarding school will always remain a mystery for us poor foreigners. d) In public, at least, The British appear cold, e) Women friends who travel to Italy with their children come back glowing with praise for the way their children (and they themselves) are treated. f) How can I say that the British do not make good parents, when I happen to be married to an Englishman who is a wonderful father and husband, and have many English friends whom I consider to be excellent parents? Ex. 3. Read the whole article. Match the openings in ex.2 to the paragraphs. “A) – And yet every day the evidence before me in the streets and in the newspapers suggest that they are unusual. Where is the warmth and tenderness between adults and children which is so prevalent in my native Italy, among all classes and types of people? Is this the famous British ‘reserve’? B) – and their children certainly look as if they bear the brunt of this national characteristic. In my experience, children thrive on tenderness. I have looked, but there certainly does not seem to be a lot of it among the British. Perhaps in private they are warm and affectionate parents, but in public they seem to go to extraordinary lengths to hide it. C) – it could almost be called the English disease. It seems almost impossible to turn on the television without some new crime being reported. Of course, there 41

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are similar horror stories in other countries, including Italy, but one does not hear about them with such appalling regularity. To what extent, I wonder, is football hooliganism the result of bad parenting? D) – Not only are they not shunned, but seats are proffered, doors smilingly held open for pram-pushing mothers and tables miraculously appear in crowded restaurants. Why is it that children are so unwelcome – and so rarely seen – in restaurants here? E) – In the course of our travels, my husband and I have often met British diplomats and foreign correspondents who, between gulps of pink gin at one party or another, would bewail the departure of their eight-year-old child, usually a son. Why were these distressed parents sending their children away? ‘It’s a beastly family tradition…a high standard of education…blah blah blah.’ And if they have to go, why on earth when they are only eight? Of course some children like it. But what happens when children hate it? From countless melancholic memoirs, biographies and novels it seems that when it comes to tradition children have to do what they are told. F) – What kept us going was love and support of family and friends. There was always that feeling of tenderness which I so often find lacking over here” (Vince M., First Certificate Language Practice, 2003. p.28). Ex. 4. What would be the best title for the article? The British and boarding schools A national lack of tenderness Parents’ contribution to football violence Children in Britain and Italy Ex. 5. Complete the following sentences. The writer comes from… The British ‘national characteristic’ is… The “English disease’ is… The writer had a very…childhood. She thinks that being a bad parent can lead to… Ex. 6. Answer the following questions. According to the writer, what is the British attitude to children in restaurants? What is her opinion of parents who send their children to boarding schools? What does she think about the way her friends bring up their children? What are the examples of bad and good parenting? Ex. 7. This is the reaction of some British people to the newspaper article in ex.3. Discuss their and your responses.

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a) At least our children have some discipline and good manners and don’t demand attention all the time. Francesca’s kids think the world revolves around them. b) I think we are prepared to spend more time and money on our children’s education and extra curricular activities than many foreign parents are. c) Well at least we spend our summer holidays together and have our kids’ friends back to the house a lot, which is more than can be said for a lot of families abroad. d) British children grow up more independent and self reliant because they are not over-babied and over-protected. Lots of foreign parents are much too possessive. Ex. 8. Read an interview with Pat Her childhood and her own children’s upbringing - Pat, do you think the way you were brought up influenced the way you brought your children up? - Oh definitely, yes. One silly thing is that I always wanted a party when I was younger and my mother – I mean I can see now, she was very very busy, and we were never allowed a party – so now my children always have these huge parties. Another thing is that I think I probably took too much interest in my children’s upbringing – you know – wanted to know what they were doing in school, encouraged them to join clubs and was quite happy to drive them anywhere, for example if they had a violin lesson or a piano lesson or wanted to go swimming – quite happy to drive them there, whereas my parents didn’t show any interest really in us doing anything. And although my father had a car we would never have thought of asking him to drive us anywhere, we walked or got the bus. - Any other things that were different? - Well, yes – I think – well, my husband was much more involved with the children, and our relationship, and particularly his is much different to my relationship with my father. I mean, really, I don’t know what to say to my father, whereas John’s got a very, very good relationship with the children and show them a great deal of affection. I mean, my children are now in their twenties, but – you know, still cuddle him and kiss him and all this, and I think it’s very important, affection in families, and a hug and a cuddle will help a lot. And altogether our relationship is different – it’s more informal and we can talk about things with our children that I’d never dream of mentioning in front of my parents. - What do you think your best qualities are as parents? - I think I care very much for my children and so even perhaps they did something that I didn’t approve of I would always help them, as opposed to my parents only really want to know us in good times – you know, if things are going well and not if things are going badly. And John, I think it’s because he’s much more even than I am, and more consistent and he will – you know, if there’s a problem he 43

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can discuss it without getting all upset, which is much better with young people – you get much further. - If you had your time again is there any way in which you’d change the way you brought them up? - Oh yes, loads. I wouldn’t worry – I felt I worried far too much about education, but that was a reflection on my upbringing, where my education was really sort of messed about, and so I wanted to make sure that theirs wasn’t, and that they got a good education and I think I focused too much on it. Because we were both young, I think, when we had the children we were growing up very much with them and things that I thought were very important then, I can see from this point of view, they’re not now. Now I know that having young parents has some advantages but I do think that I’d make a better parent now, simply because I’ve got a more mature view of life. But having said that we’ve got two nice children and enjoy being with them. Ex. 9. Write True or False to the following sentences. a) Pat’s parents didn’t use to have a car. – b) Pat doesn’t find it easy to talk to her father. – c) Pat’s children show affection to their father. – d) Pat feels that her parents didn’t care about their children all the time. – e) She thinks she had a very good education. – f) Pat and John waited until they were older to have children. – g) They have two children. – h) The children are still at school. – Ex. 10. Write down three differences between Pat’s upbringing and the way her children were brought up: Ex. 11. Tick the words and expressions which Pat thinks best describe either her husband or herself as parents: caring, consistent, patient, mature, generous, worried about education Ex. 12. Use the verbs in correct tenses. Richard is a househusband, which means that every day his wife (go) off to work and (leave) him at home to look after their two young children. Although the family (live) in Oxford his wife (work) in London this year so she usually (not get back) home before 8 p.m. However, Richard (think) the arrangement is a good idea. ‘For the moment I still (enjoy) the change in my lifestyle and I (not need) to get the train to work every day, which is great! I also (learn) lots of new things. For example, I now (understand) how difficult it is to do the housework as well as look after two children.’

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This afternoon Richard (want) to do some work on the book he (write), but he (not think) this is very likely. ‘I (find) it difficult to concentrate. Even when the baby is asleep I often (feel) too tired to write anything.’ Ex. 13. Read and discuss the text Parents are too permissive with their children nowadays “Few people would defend the Victorian attitude to children, but if you were a parent in those days, at least you knew where you stood: children were to be seen and not heard. Freud and company did away with all that and parents have been bewildered ever since. The child's happiness is all important, the psychologists say, but what about the parents' happiness? Parents suffer constantly from fear and guilt while their children gaily romp about pulling the place apart. A good old-fashioned spanking is out of the question: no modern child-rearing manual would permit such barbarity. The trouble is you are not allowed even to shout. Who knows what deep psychological wounds you might inflict? The poor child may never recover from the dreadful traumatic experience. So it is that parents bend over backwards to avoid giving their children complexes which a hundred years ago hadn't even been heard of. Certainly a child needs love, and a lot of it. But the excessive permissiveness of modern parents is surely doing more harm than good. Psychologists have succeeded in undermining parents' confidence in their own authority. And it hasn't taken children long to get wind of the fact. In addition to the great modern classics on child care, there are countless articles in magazines and newspapers. With so much unsolicited advice flying about, mum and dad just don't know what to do any more. In the end, they do nothing at all. So, from early childhood, the kids are in charge and parents’ lives are regulated according to the needs of their offspring. When the little dears develop into teenagers, they take complete control. Lax authority over the years makes adolescent rebellion against parents all the more violent. If the young people are going to have a party, for instance, parents are asked to leave the house. Their presence merely spoils the fun. What else can the poor parents do but obey? Children are hardy creatures (far hardier than the psychologists would have us believe) and most of them survive the harmful influence of extreme permissiveness which is the normal condition in the modern household. But a great many do not. The spread of juvenile delinquency in our own age is largely due to parental laxity. Mother, believing that little Johnny can look after himself, is not at home when he returns from school, so little Johnny roams the streets. The dividing-line between permissiveness and sheer negligence is very fine indeed.

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The psychologists have much to answer for. They should keep their mouths shut and let parents get on with the job. And if children are knocked about a little bit in the process, it may not really matter too much. At least this will help them to develop vigorous views of their own and give them something positive to react against. Perhaps there's some truth in the idea that children who've had a surfeit of happiness in their childhood emerge like stodgy puddings and fail to make a success of life” (Alexander L.G., For and Against, 1968, p. 42). The argument: key words 1 One can't defend Victorian attitude to children, but position clear then: children seen, not heard. 2 Freud and Co. have done away with this view. 3 Psychologists: child's happiness important. Parents'? 4 Parents: fear and guilt; spanking forbidden; barbarity. 5 Not even shouting: psychological wounds; traumatic experience. 6 Parents try to avoid giving complexes unknown 100 years ago. 7 Love, yes, but excessive permissiveness harmful. 8 Psychologists undermined parents' confidence in authority. 9 Children aware of this. 10 Bombarded with child-care books, articles, etc., parents don't know what to do; do nothing. 11 Regulate lives according to children's needs. 12 Lax authority: adolescent rebellion all the more violent. 13 E.g. parties: parents not wanted. 14 Children: hardy creatures; most survive permissiveness. 15 Many don't: juvenile delinquency; e.g. Johnny roams streets. 16 Dividing line, permissiveness and negligence very fine. 17 Psychologists to blame: leave parents alone. 18 If children knocked about a bit - not important. 19 Develop vigorous views, something positive to react against. 20 Surfeit of happiness: stodgy puddings? The counter-argument: key words 1 If parents err today in bringing up children, they err on the right side. 2 There is no defence for Victorian harshness, hypocrisy, lack of under standing, barbarity. 3 We can only be grateful to Freud and Co.: an age of enlightenment. 4 Child-care manuals: sensible and practical; not authoritarian. 5 We know too much to be authoritarian these days. 6 Of course love is all important. 7 Love and care is not the same as permissiveness and negligence. 8 No one would defend parental laxity. 46

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9 We are not concerned here with delinquent children, but with children from happy home backgrounds. 10 Psychological wounds can be very real. 11 E.g. can later lead to mental illness, etc. 12 Children today: healthy in body and mind; parents really care. 13 Develop more quickly than previous generation. 14 Soon gain independence from parents. 15 Grow up to be mature, responsible adults. Ex. 14. Put the words into their correct places: possessive, suppress, inhibited, upbringing, formative, authoritarian, permissive, adolescence, juvenile delinquency, rebelliousness, run wild. How Much Freedom Children Should Have? “It is often said that we live in a (a) age, one in which people are allowed to do almost anything they like. Is it good for children? They are going through their (b), which is a very (c) stage of their development since their final adult characters are beginning to take shape. Some parents think it is good for children to be allowed to (d), without control or supervision. They say that this enables children’s personalities to develop naturally and that they will learn to be responsible by the mistakes they make. However, this might lead to (e), with the children ending up in the courts, or it might simply make children self-centred, without any consideration of others. Other parents believe in being strict, but taken to extremes this can produce a too (f) atmosphere in the home, with the children being dominated and ruled by their parents. Parents can also be very (g) and try to keep the children dependent on them. These last two attitudes can encourage (h) (against parents, school, authority) in a child, or, conversely, (i) a child’s natural sense of adventure and curiosity. A strict (j) by over-caring parents can make a child so timid and (k) that he or she is unable to express freely his or her emotions and form mature relationships. To bring up children to be normal, well-adjusted human beings requires great wisdom, and perhaps a bit of luck” (Goodale M., Idioms Workbook, 2003, p.50). SPEAKING 1. Problems of Up-Bringing WRITING 1. Being a Young Parent is Better

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Part 2

PAINTING

Prepare a report on a British Painter SPEAKING 1. Aesthetic Education WRITING 1. Visiting Art Galleries is Boring

Part 3

DECEPTION

Ex. 1. Use the dictionary to explain the idioms. A white lie Behind your back To cook the books Go through the motions Pay lip service to sb Pull the wool over sb’s eyes Pull sb’s legs (Br.E- harmless piece of fun; AmE – serious deception or trickery) Take sth with a pinch of salt (Am.E – a grain of salt) Smell a rat Ex. 2. Complete the following definitions with the correct idiom. a) If you say that sb…an idea, you are being critical of them because they appear to be in favour of it, but are not doing anything to support it. b) If you say that a piece of information should…, you mean it should not be relied on, because it may not be accurate or true. c) If you accuse sb of…your….,you mean that they are trying to deceive you, in order to get an advantage over you. d) If you say that sb is…, you mean that they are doing sth. that they have to do or are expected to do, but without any real effort or enthusiasm. Ex. 3. Select the idiom. a) The Police launched Operation Canteen to catch their caterers… b) She clearly found the child primarily a bother. She…, doing a few of the right things for any mother. c) If she caught you bending the truth, even…, she was capable of weeping over it. d) He was showing no emotion, he was just…like he was on auto-pilot.

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e) Chancellor Norman Lamont was again in hot water yesterday for allegedly…on government borrowings. f) These institutions have never done more than…helping troubled youngsters. g) I’m sure you should…all these dire warnings about food…My mother always cooked wonderful joints and meat and two veg is still my favourite meal. h) It was all done…his…She was determined he would not find out. i) It is necessary to tell the truth, although…is to me acceptable. j) People tend to think I’m …when I tell them where our TV company is based. k) It really keeps you on your toes, you do get the feel he’s got his fingers on all the pulses, which is reassuring. No-one can…and that is good. l) Women are better at noticing details than men. They also have sharper noses when it comes to… Ex. 4. Match up the following jokes and quotes 1 Movie actors don’t have to work. 2 You must come from a family of cooks. 3 Why can’t you play jokes on snakes? 4 They pushed their nomination 5 Flatterer: One who says things to your face 6 It is perfectly monstrous the way people go about nowadays saying things against one, 7 If we all said to people’s faces what we say behind each other’s backs, 8 She tells enough white lies 9 A friend is sb who goes around

A Because you can never pull their legs. B down my throat behind my back. C behind one’s back, that are absolutely and entirely true. (O.Wilde) D They just go through the motions. E Well, my dad was always cooking the books. F society would be impossible. (Balzac) G that he wouldn’t say behind your back. H saying nice things about you behind your back. I to ice a wedding cake.

Ex. 5. Exclamations. Answer the questions with the sounds: giddyup! Whoah! Whoops! Mm! sh! Well? Eh? (=say) boo! (=too) wow (=how) there, there, ouch! What do you say if you… a) …feel a sudden pain? b) …want sb to be quiet? c) …don’t catch what a friend says? d) …want a horse to start or go faster? e) …comfort a child in pain and crying? f) …jump out from behind a tree to surprise sb? g) …suddenly lose your balance, or drop sth? h) …are waiting for sb to answer your question? i) …are suddenly impressed by sth? 49

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j) …want a horse to slow down or stop? k) …express spontaneous delight?

MODULE V

SUCCESS AND FAILURE

Ex. 1. Study the idioms. Hit the nail on the head With flying colours A feather in your cap The writing is on the wall Go to the wall Back to the drawing board Throw in the towel Draw a blank Win hands down Plain sailing A white elephant In the bag Ex. 2. Match up the following jokes and quotes A for graffiti. 1 Quick, call an ambulance, 2 Mark my words, when a society has B the writing is on the wall. to resort to the lavatory for its humour, C hit the nail squarely on the thumb. D sb who doesn’t draw a blank. 3 The writing’s on the wall – E he’s hit his head on the nail. 4 An artist: F but I am beginning to see the writing 5 He can always be counted on to 6 I don’t think I’m alcoholic yet, on the floor. Ex. 3. Choose the idioms. 1. A search by Australian astronomers for signs if intelligent life in outer space has so far… 2. ‘Lady’ was an immediate success. A work of theatre art, a feast of plenty,…of the American theatre. 3. The European identity remains far too weak to bear the stresses and strains of a single currency. It is no accident that currencies are nationally based. Brothers and sisters,… 4….for Capriati when she lost the first set 6-1 in less than 20 minutes. 5. The new pyramid in Memphis can be viewed either as an architectural wonder or a 32-story… 6. As Phillippa found, even with the ideal tenant it isn’t all… 7. Bad publishers…, good ones prosper. 50

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8. A had a medical in April and passed…I keep myself pretty fit. 9. He had a heart bypass at 63! Can you imagine? If I were in his position at that age, I’d just… 10. I think you’re perfectly right, you’ve…If you give people decent conditions they react decently. 11. Concorde, the only…ever to fly, was a monstrously uneconomic project. 12. Detectives armed with metal detectors spent weeks searching the grounds of the estate for the treasure but… 13. On a glorious summer’s day, with a calm sea, the ferry will…any ride-forpleasure contest… 14. He asked me to write a story for his magazine. If I can it will be…my… 15. This is the man who – after four albums – recons he’s finally…in terms of getting to the point with his lyrics. 16. …has been…hotels and guest houses for several years but now, suddenly, everyone can read. 17. Last night she came through a marathon 16-hour transplant operation at the local Children’s Hospital… 18. ‘I’ll get the Republican nomination, it’s…,’ he assured me. It was not, and he’d have to wait eight long years before obtaining it. CHARACTER AND PERSONALITY Ex. 1. Complete the horoscopes, using letters instead of dots. Do they describe people you know? “ARIES (Mar 21 -Apr 20) You won't find him in the corner at the party. That's her doing the can-can on the table. She has no problems. He never frowns. She tells no lies. He has few secrets. He'll tell you if he doesn't like your make-up. She'll tell you if she doesn't like your after-shave. f...k He's the person to ask for that five pounds you are owed. e..y-g...g TAURUS (Apr 21 - May 20) He knows what he wants and he usually gets it. She never gives up without a fight. He knows he's good. She knows she's as good. 51

o.tg.i.g ex...v.rt c.. ef.ee l...t-h.a.t.d t.u.hf.. o..n c.n.id

s.r.n.-wi..ed d.t.r.i.ed s.l-as.u..d s.l.-co..i..nt

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She likes to be the boss, the one on top. He wants to be even bigger, even better - the best and expects high standards of performance from others. He works 18 hours a day, jogs, and plays squash. She hates to lose, in business or at tiddlywinks. GEMINI (May 21 - Jun 20) She thinks she's good. He thinks he's superior to everyone. 'As the most experienced and sensible person present, I ...' 'Of course, I could have beaten him even more easily, but I wanted to give him a chance.' She won't share her presents with her sister. He spends half the day in front of the mirror. She thinks the whole world revolves around her. He thinks he's the centre of the universe. She looks down on anyone who hasn't got a heated indoor swimming pool at home. CANCER (Jun 21 - Jul 20) She seems to enjoy finding fault with others. He'll take off marks if you don't dot your i's. She can only ever see one side of things. He always likes the fat taken off his bacon. He's like a donkey. She's like a mule. He loves money, loves having 'things'. Oh yes, he'll help you - if you make it worth his while. She never lets her husband out of her sight.

d.m.n.nt am..t.o.s d.m.n.i.g e.e.ge..c c.mp...t..e p.o.d a.r.g..t p.mp..s b..stf.l s..f..h v..n s..f-c.n.r.d e.oc..t..c s.o.b..h c.it...l p.t.y na...w-m.n..d f.s.y s.u.b.r. o.s.in.t. m.t.r.a.i.t.c m.r.en.ry p.ss.ss..e

LEO (Jul21-Aug21) You never know what he's going to do. He never knows what he's going to do. There are two things I don't like about her - her face! Be careful what he's saying about you behind your back. Be careful what she's doing while your back is turned. He behaves like the weather in April. She behaves like the proverbial primadonna. He says what I want to hear, not what he thinks. He never does all the things he says he'll do.

u.p.ed.ct..le i.d.c.s.ve t.o-f...d h.po.r.t.c.l d.sh.n..t cha.g.a.le t.mp.r.m..t.l i.s.nc.r. u.r.l.a.l.

VIRGO (Aug 22 - Sep 22) Other people's points of view always impress him.

i.p.e.s.on..le

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She'd believe you if you told her pizzas grew on trees. g.ll.ble She lacks will-power. w..k-w....d He lacks courage. c.w..d.y He doesn't do much - he just sits back and watches. p.s..v. She'll do what she's told. ob.d...t You never know what he's thinking. s.cr.t..e It was an honour just to be on the same court as McEnroe. h.mb.e How I beat him 6-0, 6-0, 6-0? It was just luck.' m.d..t LIBRA (Sep 23 - Oct 22) He uses his common sense. s.n.i.le She never does silly things under pressure. l.v.l-h..d.d She's like the Libran symbol of the scales. w..l-b.l.n.ed She'd solve all the problems on a desert island, p.ac..c.l and nothing would upset her. c..m He'd be a good judge or referee. f..r-m..d.d She's got both feet on the ground and is really down-to-earth. r.al.t.c His heart rarely rules his head. r.t..n.l I think, therefore I am. That's my approach. l.g.c.l SCORPIO (Oct 23 - Nov 22) Keep out of her way when she loses her temper. He's always the first one to put his fists up, and he's quick to use them - to the full. He may even add a boot or two for good measure. She won't let anything stand in her way. He has no principles about hurting other people. He almost seems to enjoy causing trouble. She's a strong believer in an eye for an eye, and a tooth - or, in her case, teeth - for a tooth.

a.gr..s.v. v..l.nt b.u.al v.c.o.s r..hl..s u.sc.u.u.ous m.l.c.ous sp.t...l v.n.i.t.ve

SAGITTARIUS (Nov 23 - Dec 20) Those with some Latin blood in their veins. p.s.i.n.t. They are fiery and emotional. h..- bl..d.d She's not afraid to go mountain climbing, b.a.e or to join a mountain rescue team. c.ur.g...s He wants to go to wild and unexplored places. a.v.nt.r..s They're vivacious, like champagne bubbles. l.v.l. She puts her heart and soul into her profession. d.d.c.t.d On the sinking ship, the dog never left its master's side. d.v.t.d These friends do not desert you in a crisis. l.y.l 53

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CAPRICORN (Dec 21 - Jan 19) He'd always stop to help a disabled person across the road. c.ns.d....e That's her on the beach wiping oil off the sea-birds' feathers. t.nd.. She wouldn't hurt a fly. g.nt.. He leaves £10 tips. g.n.r..s He wouldn't mind if she dyed her hair green. t.l.r..t She lets him sleep when he gets back from a hard day's work. u.d.rst.n.i.g He defends her in any argument. p.o.ect.ve She kisses him on the cheek every minute or so. a.f.c.i.n.te She always sends a card on her parents' anniversary. th..g.tf.l AQUARIUS (Jan 20 - Feb 18) If she likes you, she'll fling her arms around you and say so. i.p.l.i.e He jumps into the bath without testing the water. i.p.t.ous Lose your way with her in the car? You'd better not! i.p.t.e.t He's constantly like a child on Christmas Eve. ex.i.abl. He's a typical 'angry young man'. r.b.l.i.us She's Trotsky, Castro and Guevara all rolled into one. r...lut.o..ry He's got a memory like a sieve. . f..g.tf.. He thought a double brandy would help the baby sleep. i.res...s.ble If she gets an idea in her head, there's no stopping her. u.c.n.r.l.a.l. PISCES (Feb 19 - Mar 20) There she is, over there, on her own in the corner. s.y He's afraid that the whole world is looking at him. s.l-c..s..ous She peeps round her front door like a mouse. t.m.d He's always the last to introduce himself. r.s..ved Be careful not to upset her. It's easily done. s.n.l.ve He can see beauty in a pile of rubbish. i..gin....e He can then turn the pile of rubbish into a work of art. c.e.t.v. I was moved to tears by the beauty of his sculpture. em.t.... l He doesn't know who he is, where he is, what to do or why. u.sta.le” (Vince M., Intermediate Language Practice, 2010, p.139). Ex. 2. Discuss and write answers to these questions: 1. How do you say your national character is different from that of people in the immediately neighbouring countries? 2. How do you think your character has changed or developed over the years? 3. Are there any aspects of your personality you still don’t like? 4. Choose two of the star-signs and write a paragraph for each, analysing personality as if for a magazine.

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5.

The weaker sex? The fairer sex? Not any more! Write an article of 250-300 words contrasting the image of women today with that of a few hundred years ago. MOODS

Ex. 1. Here are some of the most common adjectives we use to describe the way we feel. Each one has a clue with it, to help you understand the mood, and to allow you to test yourself later. Some of the clues contain useful phrases about the weather. Have you ever had a year like this? Read on. You will notice that amongst the clues above you have the most common expressions relating to the weather - an important topic in England! JAN 1 7 10 16 23 31

Another year gone, never to return. melancholic I suppose none of us is getting any younger. pensive To think nearly half the world is white with snow today. thoughtful The snow never seems as white as it used to be. nostalgic Oh, for the spring! full of longing Love Story on TV again tonight - super! sentimental

FEB 3 Another grey, cloudy day. 7 Yet another day of drizzle and fog. 12 Heavy storms and a few sunny periods. 13 Everyone got a rise in salary except me! 21 Why, oh why can't I seem to do things right? 27 Another series of repeats on telly - oh no!

bored miserable moody resentful frustrated fed up

MAR 4 Showers and rainbows. 9 Umbrella or parasol? 14 Who am I? What am I? 17 Can I? Could I? Dare I? oneself 24 Oh, sit still, will you! 30 I think the rain's going to ease off.

confused uncertain introspective unsure of restless hopeful

APR 2 Sleet and biting winds. 5 Frosty mornings and icy roads. 8 You won't have any fingernails left. 9 OK, OK, don't bite my head off! 16 I heard a cuckoo. Did you hear it? 55

edgy touchy nervous irritable alert

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The sun's coming out.

cheerful

MAY 1 I think it's going to clear up. optimistic 6 I've booked the holiday, so you can't say no. positive 11 Just six more weeks and we'll be there. excited 19 How about a ten-mile walk tomorrow? active 22 Oh, I loved it! Adored it! Fantastic! enthusiastic 26 You mean I've really won the Best Office Boy title? Thrilled JUN 5 UK Best Office Boy Competition? No problem! 13 Not a breath of wind. 16 A cool breeze, a cloudless sky. 19 I could lie here forever. 24 It's too hot to move. 28 Oh yes, this is the life! JUL 1 She smiled at me! She actually smiled at me! exhilarated 4 She said she'd come to dinner! 7 Now I know how the winner must have felt. 10 Jumping for joy! world 18 Pinch me to let me know I'm not dreaming. 28 Paradise must be like this.

confident calm refreshed relaxed idle / lazy content

elated triumphant on top of the up in the clouds ecstatic

AUG 2 I know I don't know you, but you can still marry me! wild / rash 6 It's so close and heavy today, no air at all. weary 9 Sticky, thundery heat. drained 14 No energy, no emotion. exhausted 19 She's gone. I've got nothing left. empty 24 And it was going to be so good! disappointed SEP 1 And she was so, so nice. 4 That's the last holiday romance I'll ever have! 11 The days are closing in. 18 It's going to be a long hard winter. 24 Why bother? Why care? 29 I just don't understand. 56

heart-broken disillusioned gloomy depressed disheartened bewildered

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OCT 2 An overcast sky. 8 Why did you have to mention her name? 12 The rain's set in for the day. 17 Why are there no new people to meet? 24 I don't want any new faces round here,thank you! 30 Hailstorms and icy winds.

dejected easily upset distressed lonely hostile bitter

NOV 1 Redundant, maybe? And thrown out of my flat? All alone. insecure 2 To be or not to be? suicidal 8 Nextdoor's music is really getting on my nerves! easily annoyed 15 It's brightening up. I don't believe it. astonished / amazed 16 It can't be true. I don't know what to say! overwhelmed 17 Come on, let's fly to Paris for breakfast. light-headed DEC 6 Fancy dress parties and drinks round at our place. 9 Snowball fights. 12 I must be the happiest man alive. 18 Skating on frozen puddles and falling over laughing. frivolous 24 Champagne bubbles and laughter. 31 I haven't done so badly this year after all!

sociable playful over the moon merry self-satisfied

SPEAKING 1. Types of Personality 2. A Family Horoscope WRITING 1. A Sense of Humour is a Virtue 2. My Ten Happy and Ten Unhappy Days

MODULE VI

RELATIONSHIPS AND MARRIAGE

Ex. 1. Study the idioms describing relationships go round in circles, on the rocks, heart is in the right place, split up with, love at first sight, fall out about sth, go off the deep end, go out together; a pain in the neck, to keep the hair on, to be off one’s head, to put the foot down, to be out of hand, to make eyes at sb, to turn one’s back on sb, to get up sb’s nose, not to have a leg to stand on, a slip of the tongue. 57

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Ex. 2. Explain the difference: 1wedding - marriage 2 be infatuated – fall in love 3 get engaged – get married 4 get pregnant – have a baby 5 have an anniversary – have a birthday 6 have rows – have discussions 7 chat – flirt 8 get a divorce – split up 9 wife – bride 10 bachelor-single-unmarried-unattached-widowed Ex. 3. Discuss pros and cons of different types of marriage: monogamy, bigamy, arranged, plural/polygamy, elopement Ex. 4. Define and discuss the significance of each word: a wedding, a registry office, a church, the aisle, a vicar, the bride, the bridegroom, the best man, the bridesmaids, the ring, the reception, the organist, the choir, a bouquet, a veil, a honeymoon. Ex. 5. Give your story of an upset wedding. Use the words: the vicar, the groom, the wedding guests, the bride, the bride’s mother, the best man, the bride’s parents, the bride’s uncle, the organist, the groom relations. Use the sentences: 1 They arranged the wedding. 2 Most of them were from… 3 He was looking very handsome. 4 They were extremely surprised. 5 She fainted. 6 he shouted in church. 7 They were all talking to one another. 8 He was feeling very insecure. 9 He had had too much to drink. 10 He asked the same question twice. 11 He changed his mind. 12 She hooked him. 13 He was sacked on the spot. 14 He was under her spells. Ex. 6. Write a story about the last wedding you went to. What happens when people get married in our country? Are there any special activities or customs? Ex. 7. Speak about marriages in our country. 1. At what age do most men/women get married? 2. How do most people meet their future wives/husbands? (through the family, at parties/discos/clubs, at work or college) 3. Do parents have to approve the choice of partner? 4. Do parents ever choose the partner for their children? 5. Do people get engaged? If so, how long does the engagement last? Ex. 8. Complete the sentences: widow, bachelor, spinster, lover, fiancée, spouse, mistress, fiancé, divorcee, widower. 1 A woman’s (a) is the man who is engaged to be married to her. 2(b) are people who have been married but have divorced and now are single. 3 A (c) is a woman whose husband has died. A man whose wife has died is a (d). 4 (e) is a formal term for ‘husband or wife’. 5 Someone’s (f) is a person other than their wife with whom they have a sexual relationship. 6 A(g) is a rather old-fashioned and derogatory word for an unmarried woman over forty. 58

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Ex. 9. Insert the words into their places: partners, mature, mutual, platonic, compatible, idolize, flirtation, one-sided, complement, infatuation, hero-worship, stable. LOVE Youngsters in their teens or even earlier sometimes (a) film stars or other celebrities with a kind of blind, devoted (b). The objects of such adoration are regarded as gods by their smitten worshippers. How sad that such devotion is almost always unrequited (though pop-stars have been known to marry their fans). Young people also sometimes develop an irrational obsession for another, often older, person which is not an adult, (c) feeling but simply a youthful (d). At parties a boy may playfully try to attract a girl, or vice versa, without intending any serious, lasting relationship. This is just a (e). A relationship which gives a deep and lasting happiness to both (f) must not be (g) (felt more strongly by one of the pair than by the other). It should be based on a (h) love and respect, felt equally by each of the two. Of course it can take many forms. It might be very deep but entail no physical desire, in which case it is described as (i). Certainly, for any relationship to be (j), the two people involved must be (k) (they must get on well together). This does not necessarily mean they must have attitudes and interests in common, for partnerships of opposites can work very well. The different characters of the two people somehow (l) each other. Ex. 10. Choose the best alternative. An Arranged Marriage Shamin is a Muslim living in Birmingham. She married Ali two years ago when she was 23, six weeks after (1) him once. “I didn’t go out on (2) with boys. Although my parents have adopted some aspects of western (3), and my father wanted me to have a career and be financially (4), he considered it his responsibility to find me (5) husband. But he would never have arranged my marriage (6). My parents organized the introductions, but the (7) decision was mine. I (8) on someone with a good family (9), higher education, a (10) of humour and the ability to communicate. These things (11) forever, while romance and physical attraction soon fade! My father thought I was being unrealistic! ‘This is a fairy tale’, he said. ‘Mr Wonderful isn’t going to drive up here in a white Mercedes.’ But I couldn’t learn to (12) for anyone ordinary. “I had seen several men when Ali was introduced to me. We (13) well immediately and I knew I wanted to (14) my life with him. Neither of us had ever been with anyone else, so we didn’t need to feel (15) of previous relationships. Love grew as we got to know each other. I definitely (16) the right choice when I picked Ali.”

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

A finding A appointments A culture A free A convenient A behind my back A final A demanded A background A feeling A hold A admire A came off A combine A anxious A brought

B B B B B B

knowing dates custom independent favourable on my nerves

B finished B insisted B circumstances B power B keep B approve B fell off B divide B hurt B did

C C C C C C

meeting engagements idea individual right under his hat

C last C required C condition C sensation C last C care C got on C join C jealous C made

D D D D D D

presenting reunions style separate suitable up his sleeve

D latest D urged D preparation D sense D stand D respect D took to D share D upset D put

Ex. 11. Form the word of the suitable part of speech. My Real Parents People tell me I take after my mother. We have (exact) the same blue eyes. Actually, I don’t know whether there is any (similar) between my birth mother and me. I have no (know) of her because I was adopted as a baby. The fact that I am adopted is of no (important) to me. I don’t want to look for (inform) about my birth parents. Your real parents are the ones who love and look after you – that’s what I (belief). My mother is a (law); she works very hard and often comes home late. She sometimes worries (necessary) that this makes her a bad mother. She says her children (bright) her life and she would like to spend more time with us. My father is a (profession) artist and works at home. They are the best parents in the world. It was the (luck) day of my life when they adopted me. Ex. 12. Complete the text using only one word. Modern marriages are in chaos. Most men and women seek a relationship (1) a member of the opposite sex and we still have (2) idea of a perfect partner. But that won’t immunize you against the fact (3) married life is difficult in the late 20th century. Society today no longer has a clear concept of (4) marriage means. Most people would never enter a marriage (5) they didn’t think there was something mystical in it. The trouble (6), we have overplayed the romantic notion and ideal of love. Modern couples talk about marriage (7) togetherness. Men and women use the same word but very often they mean different things and they may want different things. Women want togetherness (8) the sense of doing things together. 60

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Men like (9) wives somewhere for them, but not necessary with them. The evidence is that (10) subtle differences are important. If they’re not addressed they can produce a gulf. Ex. 13. Prepare a description of a wedding ceremony you have visited Ex. 14. Speak on various wedding traditions in the world SPEAKING 1. Marriage is Old-Fashioned Nowadays WRITING 1. Marriage is Old-Fashioned 2. Girls are only interested in getting married 3. Signing a marriage contract is a good thing

VOCABULARY DEVELOPMENT Ex.1. Match each of the following colloquial names for certain types of people with the correct description below: a pain in the neck, a busybody, a rolling stone, a crank, a sponger, a tomboy, a lone wolf, a battle-axe, a day-dreamer, a dare-devil, a slow coach, a golden boy. a) He’s always got his head in the clouds, always fantasizing. b) She’s very inquisitive about my private life. c) He loves taking dangerous risks. d) He can’t settle down. He goes from job to job, place to place. e) He’s always borrowing money and living off other people. f) She’s very aggressive and bossy. She likes to dominate. g) Everyone thinks he’ll get rapid promotion. He’s destined to succeed. h) He’s always slow and behind the others in his work or studies. i) She’s got extremely odd, eccentric, unconventional ideas and theories. j) He’s a real nuisance. I can’t stand him. k) He likes to do things on his own. l) She’s a girl who likes to play rough, boys’ games. Ex.2. Speak about your life experience using all the names from ex.1. Ex.3. Parts of the body appear in some colloquial idiomatic adjectives describing various human states and characteristics. For each adjective on the left below find the word or phrase on the right which has the same meaning. Translate them into Russian and compare the associations in both languages. 61

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a) b) c) d) e) f) g) h) i) j) k)

stout-hearted tight-fisted open-handed hard-headed big-headed weak-kneed sharp-eared tight-lipped two-faced starry-eyed thick-skinned

Generous Brave, resolute With good hearing Conceited, self-important Hypocritical Silent, unwilling to speak Mean, not generous Insensitive to criticism Businesslike, unemotional Cowardly, nervous Over-romantic

Ex.4. Speak about personality of the people you know, using the words above. Ex.5. Word formation. Fill each space with the correct form of the word in bold print. Decide a) We mist come to a …very soon. B) We beat them… We won 7:0. c) He can never make up his mind. He’s very… Beauty a) She is very… b) She’s training to be a… c)They’re going to… the town with more trees and parks. Pay a) To buy this car I made a monthly…of 280 for two years. B) Please make your cheque…to John Watson. C) The person a cheque is made out to is called… Ex.6. Put the prefixes in their correct space: arch-, out-, mal-, pseudo-. Look up their meanings in the dictionaries. a) In my opinion this book is just …-intellectual rubbish. b) Although he was older than his wife, he…-lived her by ten years. c) Priests are not often ambitious men, but he had set his heart on becoming …-bishop. d) The launch of the space-rocket was delayed by a …-function in the fuel system. e) At the beginning of the nineteenth century, Britain’s…-enemy was France. f) He completely …-boxed his opponent and knocked him out in the seventh round. g) Children who grow up in time of war are more likely to be …-adjusted than other children. h) He uses…-scientific language to persuade his readers. i) These squalid, dark, cramped, …-odorous rooms are homes to whole families of people. j) She was the finest dancer in the country. She…-shone all the others. 62

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Ex.7. Explain the meanings of the following words and phrases. A pseudonym, arch-rivals, maladministration, out-size clothes, malnutrition, pseudo-religious, an arch-villain, to outstay your welcome. Ex. 8. Confusing word pairs. Choose the correct word for each space: misused, disused: a) An airport…since its closure ten years before was used for car-racing. B) They complained that the new law had been …to suppress individual liberties. C) Be careful of this word. It’s often… d)The goods were stored in a …cinema. Unreadable, illegible: a) His hand-writing is so bad it’s…b) The book is long, uninteresting and not very well-written. I find it…c) After years of being exposed to the sun and rain, the sign over the shop had become completely… d)I think her novels are… The style is awful and the plots are ridiculous. Ex.9. Difficult verb pairs. Use the right form of the right verb in the sentences To fall, to fell: a) Prices have…steeply since last August. B) Three old trees will have to …because they are diseased and dangerous. C) He lost his balance and…heavily. To find, to found: a) My grandfather…this firm in 1924. b) While clearing out the bedroom, I…old letters. C) The United Nations …in 1945. To bind, to bound: a) Switzerland …by France, Germany, Austria and Italy. B) The lion…forward and sprang at her. C) He …hand and foot by the robbers. Ex.10. False friends. Give the Russian variant for each word, use them in the sentences. Actual, present: a) Carter and Clinton are former American Presidents. Who is the…one? B) I’ve known many rich men, but he is the only…millionaire I’ve met. C) She used to work in advertising, but her…job is journalism. Ignore, not know: a) His speech was interrupted by loud shouts but he wisely decided to…them and carry on. B) How can you …your teacher’s name? You see her every day. C) Well, if you…my warnings, I cannot be responsible for what happens to you. Formidable, wonderful: a) It was a …party. We all enjoyed ourselves very much. B) To prepare for that difficult exam in only three months! That’s a …task! I don’t think I can do it. C) The northern approaches to the city are protected by…defences which only the strongest attack could penetrate. D) She’s a …person. Everyone likes and admires her. Ex.11. Phrasal verbs. Translate and put the phrasal verbs in the correct sentences: 63

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get down, try out, bring up, take down, put up, call off, see off. a) Don’t worry about the journey to the airport. I’m coming to…you. b) The other car didn’t stop after the accident but luckily I was able to…its number. c) The car’s in quite good condition but you can…it before you make any decision to buy. d) Would you like to…any other matters before the meeting closes? e) Stop worrying about it. Don’t let this failure …you. f) I’m afraid we’ll have to…the meeting. Alice and John can’t come. g) Her parents died when she was eight and her uncle decided to…her himself. h) I’ve got a spare room, so I can …you if you are ever here again.

ZOOSEMES Ex.1. Insert the phrases: dog’s life, bookworm, underdog, dog-collar, wolfwhistles, puppy fat, wolf in sheep’s clothing, wild-goose chase, stag party. He’s always reading. He’s a real (a). He’s a very informal priest. He rarely wears a (b). Little Johnny’s parents were worried that he was very big, but the doctor told them not to worry as it was only (c). He was elected President as a man of peace and moderation, but when he began a reign of terror, people realized he was a (d). Some girls appreciate (e) but others are embarrassed by them. It’s hard work: not much money, no time to enjoy yourself. It’s a (f). Sorry, I can’t invite you, but it’s a (g). Most people want the weaker side to win for a change. It’s human nature to support the (h). I went over the place trying to get what I wanted but I had no success at all. It was (i). Ex.2. Insert the phrases: fly on the wall, guinea pig, cat’s eyes, dog-eared, pigeon-holes, frog in my throat, bird’s-eye-view. After a book has been used a lot, it tends to get a bit (a). I’d love to be a (b) when the American and Russian leaders meet for a private talk. From that mountain you’ll get a (c) of the town and lake. Down the middle of the road, reflecting the cars’ headlights, are the (d). I was once a (e) in a medical experiment to test a new drug. Can I have a glass of water? I’ve got a (f). In offices and hotels, letters are often placed in little, open-ended compartments called (g) labeled with the letters of the alphabet. Ex.3. Form the verbs from these names of animals and use them in the sentences: fox, dog, monkey, ram, worm, duck, hound, badger. 64

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The thief in the stolen car refused to stop so the police were forced to (a) it with their own car. This machine is complicated and dangerous so don’t (b) about with it. The children (c) their father to buy them a dog until he finally gave in and did so. He complained that because of his political beliefs he had been (d) by the press. To avoid being seen he (e) down behind the hedge. He tried to avoid telling me but after half an hour I managed to (f) the truth out of him. He managed to (g) his pursuers by changing cars three times and then escaping in disguise. All through her life she was (h) by misfortune. Ex.4. Match the animals with the sound they produce: a lion, owl, cat, hen, dog, ravern, pig, horse, sheep; To bark, cackle, grunt, bleat, squawk, whinny, hoot, purr, roar. Ex.5. Use some of the verbs in ex.4. to speak about people. ‘Get your hair cut,’ he (a). ‘Get out of my house and don’t come back,’ he (b). ‘Ooh, that’s funny’, she (c). ‘A ghost? In my house? Eeeek!’ he (d). ‘Hmmmph! The country’s going to the dogs’, she (e). ‘Another one for the basket’, she (f). ‘B-b-b-u-t I d-d-on’t w-want to’, he (g). ‘I like it when you bring me presents’, she (h). Ex.6. Match the idioms with the sentences: A No, really. I heard it straight from the 1. Leave things as they are if by horse’s mouth, so it must be true. mentioning them again you are likely to cause problems. B he’s really greedy. He always makes 2. If the punishment is equally bad for sure he has the lion’s share. both bad and very bad behaviour, I’ll behave very badly. C Let sleeping dogs lie. Why bring the 3. The information came from sb with whole thing up again? first-hand knowledge. D That will really sort out the sheep 4. Don’t waste time and effort by from the goats. returning to an issue which has already been decided. E When she finds out what he’s been 5. It will cause trouble. getting up to that will really put the cat among the pigeons. F Stop trying to flog a dead horse. Your 6. The largest part of sth. idea will never work. G The chief inspector likes to play cat 7. He likes teasing people. and mouse with his suspects. H Yes. I’ll stay for another hour. I may 8. It will distinguish between the good as well be hanged for a sheep as for a and the bad. lamb. 65

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Ex.7. Match the animals with the movements: a dog, horse, snake, rhino, elephant, monkey, lion, camel. a) It cantered up to the fence. b) It trotted along by its master’s side. C) It hopped from the branch onto the roof of the car. D) It crashed through the undergrowth straight towards the photographer. E) Riderless, it galloped off into sunset, past the pyramids, out into the desert. F) It bounded up to him, with eager anticipation. G) Suddenly I saw it, slithering through the leaves. H) it padded softly towards the unsuspecting antelope. Ex.8.Complete the table. neutral Female Dog cat

male

Young

Tadpole drake horse chicken Cattle (plural)

Vixen Cow Doe Ewe

Ex.9. Complete the table. Use the previous exercises. Animal Noise Animal Moving Animal Home pig Grunt horse gallop Birds, insects Nest Whinny crawl Lair Roar slither Burrow Purr bound Stable Bark pounce Kennel Crow Dart Sty Sing Hover Den Howl Flutter Hive Ex.10. Look at these groups of words. How are they connected to animals? Amphibian, bird, fish, insect, mammal, Coat, feather, fur, scale, skin reptile Breed, hatch, hunt, migrate, nest Flock, herd, pack, school Bite, kick, lick, peck, scratch, sting Domestic, pet, tame, wild Hunt, pat, poach, protect, stroke, train, Beak, claw, fin, hoof, horn, paw, mane, trap gills

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Ex.11. Insert the words. It is not really all that peaceful out in the country. Yesterday I was woken at dawn when the cock started (1). The calves soon began (2) and this woke the dogs who (3) until the horses started (4). Lots of hens (5) right outside my window and so I got up. I tripped over the cat who was lying in the sun at the front door but she didn’t even stop (6). Ex.12. Mark the sentences true/false. 1. If sb growls at you, they are probably in a bad mood. 2 If sb croaks, they probably have a sore throat. 3 If sb hoots, they are probably very unhappy. 4 If sb is caterwauling, they are singing very sweetly. 5 If sb barks at you, they sound rather angry or abrupt. 6 If sb grunts when you ask sth, they are showing a lot of interest in what you have said. Ex.13. Describe the movements of people with the verbs: to skip, fly, swim, slither, hop, trot, gallop. Ex.14. Insert the young animals. New-born (1) for sale, pedigree spaniel. Good home wanted for six (2), all toms, already house-trained. Come and see the brand-new polar bear (3) at the zoo. Hadley Farm open this weekend. All children will enjoy the chance to hold the baby (4) and to stroke their soft wool. Spend the weekend at Sun Park. Hundreds of new (5), just hatched but already able to swim happily behind their mums.

Reference Material 1. Аракин В.Д. Практический курс английского языка. 3 курс., М., Владос, 1999. – 432 с. 2. Милькевич Е.С. Компетентностный подход в модульно-рейтинговой системе оценки качества обученности студентов // Материалы межвузовской конференции «Проблемы обеспечения качества профессиональной подготовки в образовательных учреждениях юга России». Ростов-на-Дону, 2006. – С.70-79. 3. Alexander L.G., For and Against. Longman, 1968. – 79 p. 4. Goodale M., Idioms Workbook. Harper Collins Publishers, 2002. – 196 p. 5. Harmer J., Rossner R., More than Words. Book 1. Longman, 2004. – 193 p. 6. Harmer J., Rossner R., More than Words. Book 2. Longman, 2004. – 230 p. 7. McCarthy M., O’Dell F., English Vocabulary in Use. Cambridge University Press, 2002. – 296 p. 8. Vince M., First Certificate Language Practice. Macmillan, Heinemann, 2003. – 310 p. 67

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9. Vince M., Intermediate Language Practice. Macmillan, Heinemann, 2010. – 266 p. 10.Vince M., Sunderland P., Advanced Language Practice. Macmillan, 2007. – 326 p. 11.Wellman G., Wordbuilder. Heinemann, 1998. – 266 p.

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