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Нажимая кнопку "Продолжить", я принимаю политику конфиденциальности

GENERAL ENGLISH

FOR UNIVERSITY STUDENTS

 

Учебное пособие

 

Челябинск

Издательский центр ЮУрГУ

2016

ББК Ш143.21-923

Ж479

 

 

Одобрено

учебно-методической комиссией

факультета лингвистики

Рецензенты:

к.п.н. Е.С. Глазырина, к.п.н. В.Г. Ульянова

Жежера, Е.А.

Ж479      General English for University Students: учебное пособие / Е.А. Жежера. – Челябинск:         

         Издательский центр ЮУрГУ, 2016. – 158 с.

 

Настоящее учебное пособие предназначено для аудиторной и самостоятельной работы студентов неязыковых специальностей. Пособие разработано на основе действующей учебной программы в соответствии с требованиями Государственного образовательного стандарта высшего профессионального образования и охватывает все компоненты содержания обучения иностранному языку: предметы речи (темы, проблемы, ситуации общения); языковой и речевой материал; процессуальный аспект содержания обучения, включающий в себя организацию деятельности общения на репродуктивном, рецептивном и продуктивном уровнях; интеграцию социокультурного аспекта во все компоненты содержания обучения.

Содержание, структура и методический аппарат пособия отражают деятельностный коммуникативно-когнитивный подход к обучению иностранным языкам. Предложенная в пособии система заданий – иллюстрация к пониманию того, как, используя смыслопорождающий потенциал содержания знаний, обеспечить перевод изучаемого материала из информативной в личностно значимую (смысло-поисковую) сферу деятельности, способствовать самоактуализации личности на уровне порождения творческой активности.

 

ББК Ш143.21-923

 

© Издательский центр ЮУрГУ, 2016

ПРЕДИСЛОВИЕ

В рамках учебного пособия намечена комплексная реализация практических, воспитательных, образовательных и развивающих целей обучения иностранному языку студентов высших учебных заведений.

Пособие имеет единую структуру и состоит из пяти разделов, каждый из которых включает систему тренировочных и творческих упражнений, ориентированных на развитие умений иноязычной речевой коммуникации и способствующих достижению основных целей обучения иностранному языку в неязыковом вузе.

Осуществление практических целей обучения предполагает взаимосвязанное развитие коммуникативных умений чтения, диалогического и монологического общения, умений дискутирования и аргументации, расширение и систематизацию активного словаря, обеспечивающего коммуникацию в рамках социально-бытовой, социально-культурной и учебно-трудовой сфер общения.

Интеграция всех видов речевой деятельности при освоении учебного материала обеспечивает внутреннюю, деятельностную логику уроков. Работа над каждой темой предусматривает стартовую актуализацию личностного опыта и лингвистических знаний студентов; презентацию и тренировку лексико-грамматического материала, отобранного на основе принципов семантической ценности и частотности; практику творческого использования приобретенных знаний, умений и навыков в продуктивных видах речевой деятельности.

Качество речевого творчества студентов достигается посредством организации упражнений, направленных на обучение правильному комбинированию изолированных языковых единиц, отдельных словосочетаний, предложений. Упражнения на развитие лексических умений находят свое логическое завершение в заданиях на развитие умений чтения и говорения.

Работа с аутентичным текстовым материалом нацелена на обучение разным стратегиям чтения (просмотрового, поискового, чтения с пониманием основного содержания, с полным пониманием прочитанного). Тексты сопровождаются до- и послетекстовыми заданиями, обеспечивающими проблемную подачу информации, включение студентов в диалоговое и полилоговое взаимодействие, в том числе дискуссии, диспуты, интервью.

Тематическое единство каждого из пяти разделов, преемственность в развитии грамматических и речевых навыков, создание психологического стимула для занятий английским языком входят в методический замысел учебного пособия.

При написании пособия автор руководствовался новейшими направлениями в отечественной и зарубежной методике и психологии, такими, в частности, как личностно-ориентированный, деятельностный, коммуникативно-когнитивный и социокультурный подходы к обучению иностранным языкам.

Автор надеется, что работа с пособием будет стимулировать сознательное отношение к изучению английского языка, содействовать развитию всех составляющих иноязычной коммуникативной компетенции студентов.

UNIT 1. BREAKING THE ICE

                                                                                         

                                                                                       To make the world a friendly place,

                                                                                       one must show it a friendly face.

                                                                                                                                                        Lead-in

VOCABULARY

meet (met) (v) meeting (n)	- встречать(ся); знакомиться - встреча, деловая встреча, свидание
greet (v) greeting (n)	- приветствовать; здороваться - приветствие
treat (v)	- обращаться, обходиться; относиться
admit (v)	- допускать, соглашаться; признавать
behave (v) behaviour (n)	- поступать, вести себя - поведение, манеры
polite (a) politeness (n)	- вежливый, любезный, обходительный - вежливость, учтивость
attitude to / towards (n)	- отношение к чему-л. (кому-л.)
introduce (v) introduction (n)	- представлять, знакомить - (официальное) представление
name (n) first name last name, surname, family name full name	- имя; фамилия - имя - фамилия - полное имя
request (v) request (n) make a request	- просить о чем-л.; запрашивать - просьба; запрос - обратиться с просьбой
respond (v) response (n)	- отвечать; реагировать - ответ; отклик, реакция
advise (v) advice (n) turn to somebody for advice follow somebody’s advice	- советовать - совет - обращаться к кому-л. за советом - следовать чьему-л. совету
come from (v)	- быть родом из …
birth (n) be born	- рождение - родиться
raise (v) was born and raised	- растить, воспитывать (детей) - родился и вырос
age (n) at the age of (23)	- возраст - в возрасте (23 лет)
occupation (n)	- род занятий, профессия
graduate from (v) graduate (n) graduation (n) upon graduation	- окончить (вуз) - выпускник - окончание учебного заведения - по окончании учебного заведения
choose (chose, chosen) (v) choice (n)	- выбирать - выбор
arrive at / in (v) arrival (n) on arrival	- прибывать куда-л. - прибытие - по прибытии
move to (v)	- переезжать; переселяться
marry (v) get married marriage (n)	- женить(ся), выходить/выдавать замуж; - жениться, выйти замуж - брак; замужество; женитьба
be good at /with	- быть способным к чему-л., иметь склонность к чему-л.
able (a)   be able ability (n)	- умелый, умеющий; знающий; способный, талантливый - уметь, мочь, быть в состоянии, в силах - способность; умение; дарование
skill (n) skilled (a) skilful (a)	- мастерство; умение - квалифицированный, искусный - искусный, умелый
like/dislike doing something (v) likes and dislikes	- любить/не любить делать что-л. - пристрастия и антипатии
leisure (n) leisure time activities	- досуг, свободное время - свободное времяпрепровождение
favourite (a)	- любимый
interest (v) be interested in get / become interested in	- интересовать - интересоваться чем-л. - заинтересоваться чем-л.
be keen on	- страстно увлекаться чем-л.
smart (a)	- умный, остроумный, находчивый
experienced (a)	- опытный
famous (a) be famous for	- знаменитый - славиться чем-л.
be proud of / inf.	- гордиться

        

             Word building

2. Say how the prefixes dis-, un-, in-, im- change the meaning of the words (a–h).

a) dislike ← like

b) disrespect ← respect

c) unskilled ← skilled

d) unsociable ←sociable

e) inexperienced ← experienced

f) inoccupation ← occupation

g) impolite ← polite

h) impersonal ← personal

                                                                                         

                                                                             If you want to learn the highest truths,

                                                                                 begin with the alphabet.

                                                                                                               Chinese proverb

Verb to be

13. Put in am/am not/is/isn’t/are/aren’t.

1. I ___ from Russia.

2. Debbie and Mark ___ British. They ___ German.

3. My friends ___ interested in computers.

4. His parents ___ around 40.

5. How old ___ you? I ___ 18.

6. London ___ situated on the river Evans. It ___ situated on the river Thames.

7. I ___ keen on sports. But I ___ rather good at basketball.

8. Her name ___ Jane. It ___ Helen.

14. Give short answers (Yes, I am/No, he isn’t, etc.).

1. Are you from Russia?

2. Is your home town small?

3. Are all your school friends students now?

4. Is your best friend the same age as you?

5. Are you good at languages?

6. Is English difficult?

7. Are you satisfied with your speaking abilities so far?

8. Is it important to have good communication skills?

Object Pronouns

Subject Pronoun	Object Pronoun
I	ME
HE	HIM
SHE	HER
IT	IT
WE	US
YOU	YOU
THEY	THEM

Present Simple

I / You / We / They work. – He / She / It works. Do you work? – Does he work? Yes, I do. / No, he doesn’t. I do not (don’t) work. – He does not (doesn’t) work.

19. Put these words into three groups according to the pronunciation of the -s/-es endings.

 

think, learn, choose, go, treat, show, dance, leave, enjoy, invite, refuse, worry, behave, ignore, admit, apologize, include, advise, dislike, admire, exchange, request, introduce, agree

/s/	speaks, ...
/z/	lives, ...
/ ɪ z/	watches, ...

Past Simple

 

I / He / She / We returned. / left. Did he return / leave? / Yes, he did. / No, he didn’t. He did not (didn’t) return / leave.

Future Simple

Не/They will (’ll) come. Will he/they come? Yes, he will./No, they won’t. Не/They will not (won’t) come.

Complete the sentences.

Example:

Who will arrange everything? — Diana.

 

1. ______ Kate ___ next year? — She’ll be 18.

2. ______ for breakfast? — I’ll have a cup of coffee and a toast.

3. ______ at the station? — They’ll meet at about 3 o’clock.

4. ______ it take? — About an hour.

5. ______ win the race? — It’s rather difficult to predict.

SOCIAL ENGLISH

INTRODUCING YOURSELF AND OTHERS

SPEAKING

READING

Politeness Conventions

The basic principle of politeness is to show respect for the partner. The principle can be embodied in a number of maxims¹:

1. Do not be dogmatic. Remember that the partner may have a different opinion. This maxim implies²:

a) The use of I think, I believe, I expect as introducers or as tags. If they are unstressed, their use does not indicate uncertainty³ or lack of confidence⁴.

I think his mother is Italian. She comes from Calabria, I believe.

b) The use of you know, of course to imply that the partner is not ignorant.

Of course, his mother is Italian, you know.

с) The use of tag questions to invite the partner’s agreement (falling intonation) or confirmation⁵ (rising intonation).

His mother is Italian, isn’t she?

2. Be reluctant⁶ to say what may distress or displease the partner. This maxim implies such strategies as:

a) Expressing the reluctance:

I don’t want to be difficult but … (e.g. this machine doesn’t work).

I don’t like saying so, but … (e.g. the music is too loud).

b) Seeking the partner’s agreement:

I hope you don’t mind …

Don’t you agree that …?

с) Apologizing or expressing regret:

I’m sorry but … (your work is not good enough).

I’m afraid you can’t smoke in here.

3. Do not force the partner to act. Allow him to appear to act voluntarily. This maxim implies:

a) Adding please whenever you call for action by the partner.

Where is the toilet, please? (asking the information)

A return ticket, please. (requesting something)

Sit down, please. (giving instructions, orders)

b) Avoiding⁷ simple imperatives⁸ when asking the partner to do something for you. Instead, ask if he

· is willing to act: Will you open the window, please?

· is able to act: Can you open this tin for me, please?

· wishes to act: Would you like to help me, please?

_________________________

¹ maxim – максима (краткое изречение, выражающее общеизвестную истину, правило поведения или этический принцип)

² imply – предполагать, подразумевать, заключать в себе, значить

³ uncertainty – неуверенность, нерешительность

⁴ confidence – уверенность, убеждённость

⁵ confirmation – подтверждение

⁶ reluctant – делающий что-л. с большой неохотой, вынужденный

⁷ avoid – избегать

⁸ imperative – повелительное наклонение, императив; повеление; распоряжение

 

TEXT 2

How to Be a Good Listener?

Careful listening can build good relations. It can help you make friends and settle arguments.

Some practical advice

SHOW YOUR INTEREST

a) non-verbally – letting your ‘body lan­guage’ show that you are paying attention: nodding¹ your head, frequently looking the person in the eye, etc. When seated lean² forward slightly. Don’t scowl³, frown, fold your arms, etc.

b) verbally – inviting the speaker to say more, e.g. by saying: I see. Really? Oh? Tell me more.

DO NOT INTERRUPT

Pay attention to the speaker. Don’t inter­rupt⁴ him/her even though you think you know what the speaker is going to say. Save your thoughts until the other person has fin­ished talking.

SUM UP WHAT HAS BEEN SAID

Restate (paraphrase) what the other person has said in your own words. This will tell the speaker whether you understood what he or she said, and it will give the speaker a chance to explain again and correct any misunderstanding. Ask questions if necessary. Typical phrases used in beginning a clarify­ing⁵ response: Are you saying (restate in other words)? I heard you say (then summarize).

LISTEN FOR FEELINGS

In paraphrasing the other person’s ideas don’t mimic or parrot⁶ his/her exact words. Also, avoid any indication of approval⁷ or disapproval. Refrain from blaming⁸, giving advice or persuading⁹. For example, the phrase "Oh, you shouldn’t let that upset¹⁰ you!" suggests that the per­son’s feelings are wrong. But feelings are not right or wrong – they just are. Sometimes people just want to express their feelings – they are not looking for advice.

If you have something to offer, ask first. Try to show understanding and acceptance of the other person’s feelings or experience. For example, say “Yes, I see that this is important to you”, or “I understand (appre­ciate, value) what it means to you (or how it makes you feel)”, or “It’s really sad (great, emotional, amazing, unfair, etc.).”

Especially important is to show under­standing and acceptance of the other per­son’s expressed feelings or opinions when you want to disagree, or when you have dif­ferent opinion or perspective. In this case it is appropriate to say “What you have said is really important (you can repeat the per­son’s statement). There is something that I want to add (point out, mention).

Smiling is one of the most important indi­cators of a good listener! This does not mean laughing at someone, or grinning, or an ironic face. Just keeping a friendly smile on your face, nodding your head and saying "uhm..." from time to time will get you the recognition of a good listener and a nice person. This will be an important message to another person, which will indicate that you are happy to be in his/her company, that you are paying attention to the con­versation, and you are not preoccupied with your own stressful or sad thoughts instead of listening.

_________________________

¹ nod – кивнуть головой

² lean – наклоняться; склоняться

³ scowl – хмуриться, хмурить брови; смотреть сердито

⁴ interrupt – обрывать, прерывать

⁵ clarify – прояснить

⁶ parrot – механически повторять

⁷ approval – одобрение; благоприятное мнение

⁸ blame – порицать, осуждать, критиковать

⁹ persuade – убеждать (в чём-л.); урезонивать

¹⁰ upset – расстраивать, огорчать

DID YOU KNOW?

93 per cent of our communica­tion with others is non-verbal. What we actu­ally say makes up only seven per cent of the picture! That’s what US scientist Ray Birdwhistell found out when he began to study body language back in the 1950s. He filmed conversations and then played them back in slow motion to examine gestures, expressions and posture¹. When he noticed the same move­ments happening again and again, he realised that the body can talk too!

We use our bodies to send mes­sages all the time. We nod instead of saying “Yes^”, shrug our shoulders to mean “I don’t know”, or raise our eye­brows to show surprise.

But even when we don’t want other people to know how we’re feel­ing, our body language can give us away². The way we sit or stand, the expression on our face can reveal³ far more than words.

_____________________

¹ give away – выдавать, разоблачать (кого-л.)

² posture – положение тела, поза

³ reveal – обнаруживать, показывать

Saying it without words

Good manners are manifested not only in the way we speak but also in the way we move. Mind your mimics and your body language, don’t gestic­ulate too much. These are the general rules, but much depends on national traditions. Say, handshaking in Great Britain is not so widely used as in Europe. Older people in Britain usually shake hands when they meet for the first time, but young people don’t do this very often. In France, many people of all ages shake hands every time they see each other – they say the French spend 20 minutes a day shaking hands! In Britain, men often kiss women friends once or twice on the cheek and women sometimes kiss each other too, but men don’t usually kiss each other. However, men in the Arab world often hug and kiss each other on the cheek. Meanwhile, in Japan, people bow when they meet each other; neither men nor women kiss in public.

When Americans meet and speak, there is about a 2–4 feet distance between them. However, if you watch a Japanese speaking to an American you will see him moving towards the American, trying to shorten the distance between them, which makes the American move backwards. Video recordings of this phenomenon give an impression that both men are danc­ing around the conference room. It partly explains why, when negotiating business, Asians and Americans sometimes misunderstand each other, the Americans thinking of the Asians as “too familiar” and the Asians regarding the Americans as “too cold” and “too official”.

Americans like people who smile and agree with them, but Australians are more interested in people who disagree with them. So sometimes Americans think Australians are rude and unfriendly, and Australians think polite friendly Americans are boring! In Europe, it’s friendly to smile at strangers, but in many Asian countries it isn’t polite. And in Japan you must cover your mouth when you smile or laugh.

In Western cultures, young people and adults look each other in the eye during a conversation to show interest and trust, but in many Asian countries, it’s rude to look people in the eye, especially a superior such as a teacher. In Britain and the United States it isn’t polite to stare at strangers, but Indians often look long and thoughtfully at people they don’t know.

In Britain, it’s polite to respond during conversations and to make comments to show that you’re interested. But in parts of Northern Europe and in Japan, it’s quite common for people to stay silent when someone is talking to them. In China, Japan, and Korea, young people don’t usually start conversations with adults and only speak if an adult speaks to them. In contrast, Americans encourage young people to start conversations.

UNIT 2. Daily LIFE

                                                                                          

                                                                           By doing nothing we learn to do ill.                 

                                                                                                          English saying                                                

                                                                                                                                                        Lead-in

VOCABULARY

routine (n) daily routine	- заведенный порядок; определенный режим - повседневный распорядок
round (n) the daily round	- круг; цикл - круг ежедневных занятий
habit (n)	- привычка, обыкновение
duty (n)	- долг, обязанность
obligation (n)	- обязательность; обязанность; долг
necessary (a)	- необходимый, нужный
important (a) importance (n)	- важный, значительный, существенный - важность, значительность
time (n) spend time (spent, spent) waste time save time timetable (n) in time on time What time ...? it’s time to do something	- время - проводить время - тратить время впустую - беречь (экономить) время - расписание (занятий), график (работы) - вовремя, без опоздания - точно к назначенному часу - Когда, в котором часу …? - пора сделать что-л.
enough (a) have enough time	- достаточный - располагать достаточным запасом времени
schedule (n)	- программа, план; график
put off (put, put)	- откладывать
manage (v)	- справляться, ухитряться, суметь; - управлять
achieve (v)	- достигать
success (n) be a success successful (a)	- успех - удаться, иметь успех - успешный; удачный
depend on (n)	- зависеть от чего-л.
think (v) (thought, thought) thought	- думать, обдумывать; мыслить - размышление; мысль
remember (v)	- помнить
forget (v) (forgot, forgotten)	- забывать
late (a, adv) be late for	- поздний; поздно - опоздать куда-л.
next (a) next week/month/year	- следующий, будущий - на следующей неделе/в следующем месяце/году
last (a) last (v)	- последний, прошлый - продолжаться, длиться
be over	- закончиться, завершиться
midday (n)	- полдень
night (n) midnight (n) tonight (adv)	- ночь, вечер - полночь - сегодня вечером или ночью
get (got, got) (v) get home get to work get to the university get up get dressed	- получать; достигать, добираться - добраться домой - прибыть на работу - прибыть в университет - вставать, подниматься - одеваться
sleep (v) (slept, slept) sleep in        oversleep(v) sleep (n) go to sleep get a sleep (got, got) asleep (a) be asleep fall asleep (fell, fallen) sleepy (a)	- спать, засыпать - спать дольше обычного - проспать - сон - заснуть - поспать - спящий - спать - заснуть - сонный, сонливый
wake up (v) (woke, woken) awake (a) be awake	- проснуться, просыпаться - бодрствующий - бодрствовать, не спать
put on (v) (put, put)	- надевать
take off (took, taken)	- снимать
wear (v) (wore, worn)	- быть одетым (во что-л.); носить (одежду и т.п.)
hour (n) an hour and a half half an hour	- час - полтора часа - полчаса
quarter (n)	- четверть
yesterday (adv) the day before yesterday	- вчера - позавчера
tomorrow (adv) the day after tomorrow	- завтра - послезавтра
shower/bath (n) take/have a shower/bath	- душ/ванна - принять душ/ванну
breakfast/lunch/dinner/supper (n)	- завтрак/обед, ленч/ужин/поздний ужин
bed (n) go to bed make a bed (made, made)	- кровать, постель - ложиться спать - застилать постель
leave (v) (left, left) leave house leave for work	- покидать, уходить - выходить из дома - уходить на работу
wash (v) wash up	- мыть - мыть посуду
bus/trolley bus/tram/taxi (n) take a bus/tram, etc (took, taken) catch the bus/taxi (caught, caught), etc	- автобус/троллейбус/трамвай/такси - добираться на автобусе/трамвае - успеть на автобус/такси
busy (a) be busy with something be busy doing something busyness (n)	- деятельный; занятой - быть занятым чем-л. - быть занятым чем-л. - занятость, деловитость
tire (v) tiring (a) tired (a) tireless (a) tiredness (n)	- утомлять(ся), уставать - утомительный, изнурительный - усталый, утомленный - неутомимый; неустанный - усталость
rest (v) rest (n) have a rest	- отдыхать - покой; отдых - отдохнуть, передохнуть

                                                                                             

                                                                                                          One forgets words as

                                                                                                              one forgets names.

                          Word building                         One’s vocabulary needs constant

                                                                                                       fertilizing or it will die.                                                                                                                                                         

                                                                                                               Evelyn Waugh                                                                                                                                                                        

SOCIAL ENGLISH

Time Expressions

— Excuse me, what time is it? — What’s the time? — Can you tell me the time?	— Yes, sure. It’s ... o’clock. — I’m sorry. My watch is wrong / slow / fast.
— Thanks. / Thank you.	— You are welcome. / Any time.

Telling the time

Match the time.

It’s three o’clock.	a) 10.35
It’s a quarter past eight.	b) 8.05
It’s ten thirty.	c) 11.25
It’s five to five.	d) 1.58
It’s nine twenty five.	e) 8.15
It’s twenty-five to eleven.	f) 4.55
It’s two to two.	g) 20.35
It’s eleven twenty-five.	h) 9.25
It’s five past eight.	i) 10.30
It’s twenty thirty-five.	j) 3.00

12. What is the difference between 8 a.m. and 8 p.m.? Look at the chart and check your answer.

a.m.	morning	00.00–11.59
p.m.	afternoon evening	12.00–17.59 18.00–23.59

 

note:

00.00 = midnight

12.00 = midday (noon)

in the morning / in the afternoon / in the evening / in the daytime

BUT: at night / at midnight / at noon

13. Match the times that are the same.

 

Example: 03.00 — 3 a.m. — three o’clock in the morning

 

1.	03.00	2 p.m.	three o’clock in the afternoon
2.	15.00	8 p.m.	two o’clock in the afternoon
3.	20.00	3 a.m.	eight o’clock in the morning
4.	08.00	8 a.m.	three o’clock in the morning
5.	14.00	3 p.m.	eight o’clock in the evening

GRAMMAR

Days and Dates

 

 

What day is it today?	— (It’s) Monday.
What date is it today?	— (It’s) September 25th.
When is your birthday?	— (It’s) in March.
25/09 ... — the twenty-fifth of September or  September the twenty-fifth
1919 — nineteen nineteen
1800 — eighteen hundred
1805 — eighteen-oh-five

  

Days

Months

Seasons Monday Tuesday Wednesday Thursday Friday Saturday Sunday January February  March April May June  July August September      October    November December winter spring summer autumn            

Prepositions of Time

at in on no preposition 1. + time of the day at 2 o’clock at midnight at noon (= 12 o’clock in the daytime) at lunchtime 2. + weekends at the weekend at weekends 3. + public holiday at Christmas; at Easter 1. + a part of the day in the morning in the afternoon in the evening BUT: at night 2. + longer periods (months, seasons, years, etc.) in July; in (the) summer; in 1998; in the sixties; in the 20^th century 1. + a day on Monday on Wednesday on Saturday on Christmas day 2. + a day + a part of the day on Monday morning on Saturday night on Wednesday evening 1. before next, last, this next week last night this year 2. before today, tomorrow, yesterday, tonight

15. Put in the correct preposition at / on / in or —.

 

1. ___ 8 July 2. ___ Wednesday 3. ___ 4 pm 4. ___ spring 5. ___ the morning

6. ___ Friday evening 7. ___ Christmas 8. ___ night 9. ___ the weekend 10. ___ tomorrow evening

16. Complete the following sentences with the correct preposition of time.

1. My birthday is ___ January. In fact it’s ___ January 15^th.
2. I work best ___ night.
3. I start work every morning ___ 9.00 am.
4. My English class is ___ Friday afternoon.
5. My mother was born ___ the fifties.
6. Usually I’ve got lots of presents ___ New Year’s Day.
7. Our town is quiet ___ weekends.
8. The football match is ___ Sunday.
9. ___ autumn it’s always rainy.

Adverbs of frequency

always usually often sometimes never

●●●●●●● ●●●●● ●●● ●

I

always usually often sometimes never

get to work late.

A: How often do you arrive at work on time?

B: I usually arrive at work on time.

Reading

PAUL BROWN'S DAILY ROUTINE

Friday morning. The alarm clock goes off at 7. Paul usually gets up easily but not this time. It’s not simple to wake up so early if you go to bed at 3 in the morning. He can hardly open his eyes. Half an hour passes before Paul finally makes himself get up. He is still sleepy. He slowly gets dressed and looks out of the window. It’s drizzling¹ and the sidewalk is wet. There’s nobody in sight². The campus looks deserted. But Paul goes jogging every morning, whatever the weather³. He sighs⁴, puts on his sneakers and goes out. Twenty minutes later he comes back and takes a long shower. As usual jogging and a cold shower do him good. He is wide awake now. Paul looks at the clock. It’s 8.15. Time for breakfast. He goes to the kitchen to make coffee. A cup of coffee is always reviv­ing⁵, especially after the party like yesterday’s. He smiles at the thought of that delicious birthday cake. But the smile vanishes⁶ the moment he remembers his schedule for today. He’s got three classes on Friday.

9.00–10.30 – German Class

11.00–12.30 – Political System of Germany

14.00–15.30 – German Literature

Anything else? An appointment with his tutor at 4 o’clock. He completely forgot! And there’s an essay to finish! When in the world can he do that? He suddenly remembers: lunch time (12.30—14.00). Well, he can’t afford⁷ a regular lunch today, just a quick snack. It gives him at least an extra hour more to finish his essay and get ready for the discussion. His tutor is always very critical of his students’ homework. You must know your subject well enough to answer his tricky questions.

8.50. Paul rushes out of the house. It doesn’t take him long to get to the college. So at 8.55 he is at the universi­ty. All the students in his class are already there. They’re very glad to see Paul. And so is he. At 9 o’clock Mr Lewis comes in and the class starts. Mr Lewis’s classes are Paul’s favourite ones. Time flies quickly. He enjoys the class so much that the end of the class at 10.30 always comes as a surprise. 10.30–11.00. Coffee break. Paul and the other students go to a coffee bar to have a chat over a cup of coffee. 11.00. Back to another class. It’s rather difficult for Paul to concentrate on the subject, all the more so he doesn’t like it too much. It isn’t as in­teresting as Mr Lewis’s German Class. Honestly Paul finds it boring.

12.30. Lunch time. Everybody hurries to the dining hall. But Paul doesn’t. At lunchtime he is at his desk in his room. So much work to do and so little time! Paul opens his essay book and starts writing. When he looks at the clock, it’s ten minutes past 2. He is late for the class but he feels great. His essay is ready! The thought is very comforting. Friday’s last class is German Literature, an­other of Paul’s favourites. It’s always very interesting and instructive. After the class Paul has got half an hour to look through the essay and his notes. He is no longer afraid of the coming meeting. He feels sure of himself.

The session goes well. The students discuss their es­says. The tutor makes some critical remarks but on the whole he’s quite pleased with their work. Finally he sets work for them to do and they part till next time. On his way home Paul drops in at the student pub. He takes a glass of beer and sits down at the table next to his friends. He looks around. The pub is crowded, as usual at this time. Everybody is laughing and talking. Loud music is playing. But nobody is dancing. It’s too early for that. Paul suddenly feels very tired. He says good-bye to his friends and leaves the pub. The thing is that there is a concert of a Spanish guitar player at the club at 8. Paul doesn’t want to miss it but he needs some rest. The con­cert finishes at 11.30. When Paul comes back home, it’s nearly midnight. At long last the hard day is over! He takes off his clothes and goes to bed straightaway. 5 min­utes later he is fast asleep.

_________________________

¹ drizzle – мелкий дождь; моросить

² in sight – в поле зрения

³ whatever the weather – в любую погоду

⁴ sigh – вздыхать

⁵ revive – восстанавливать (силы, энергию)

⁶ vanish – исчезать, пропадать

⁷ afford – (быть в состоянии) позволить себе

 

Present Continuous

I am (’m) working. You are (’re) working. He / She / It is (’s) working. Are you working? Is he working? Yes, I am. / No, he isn’t. I am (’m) not working. He is not (isn’t) working. They are not (aren’t) working.

TIME-SAVING TIPS

Making lists is relaxing. It makes you feel important – all those things to do. It calms you down (it’s OK, it’s on a list somewhere) and it makes you feel good when you cross something off.

The world divides into two types of list-makers. Type A makes orderly lists, prioritises and calmly sets to work on them. Type В waits until panic sets in, grabs the nearest envelope and scribbles¹ all over it, sighs with relief and promptly loses it.

The more you have to do, the more you need a list, and few people with high-powered jobs get by without them.

Julie Rost, chief executive² of a large chain of supermarkets, says, “Before I go to bed, I have to write down everything that’s going to stop me sleeping. If I write something down, I feel I won’t forget it, so my lists are a great comfort.”

Jane Levy used to write Lists, but she would forget where she put them and then waste precious time looking for them. Then a couple of years ago she came up with a new system. Now she writes key words on the back of her hand! “At least I can’t lose it,’ she says. True, but too many trips to the bathroom could have disastrous results.

Des O’Brien, a self-employed business consultant, uses another method for organising his time. He writes a list of things to do and then organises them into categories: things that have to be done straight away; other things that it would be good to do today; things that are important but don’t have to be done immediately; and things that he can put off but that he doesn’t want to forget. “Using categories to order the world is the way the human mind works,” he says.

It’s all a question of what works best for you, whether it’s a tidy notebook, a forest of Post-it^® notes or the back of your hand. Having tried all these, Kerry Johns, student, relies on her personal organiser. “My personal organiser has changed my life,” she says. “Up to now, I’ve always relied on my good memory, but now that I’m working and studying, I find I’ve got too much to keep in my head.”

So what are you waiting for? There’s no better time than the present to take control of your work and life. So, get out your pencil and paper and make a list.

Sue Kay & Vaughan Jones, New Inside Out, Macmillan

_________________________

¹ scribble – писать быстро и небрежно

² chief executive – президент (компании), директор

Render the text in Russian.

                                                                                        .

WHAT ARE THE WAYS TO PREVENT TIREDNESS?

(Some important rules suggested by psychologists)

1. Rest before you get tired (not after).

2. Learn to relax. If you are having hard times find a quiet half-hour all for yourself to gain strength.

3. Don’t forget about four good working habits:

· clean your desk of all papers except those you need at hand;

· do things in order of their importance;

· when you face a problem, first analyse the facts, then make a decision;

· learn to organize things.

4. Put enthusiasm into your work; it’s the only way to enjoy what you are doing.

5. Remember: no one was ever killed by doing well-organized work.

6. Don’t be a mental loafer. Don’t be afraid to concentrate on some ideas, to think hard and to exercise your will and memory.

SPEAKING

Person A

My alarm goes off early, and it takes me ten minutes to eat my breakfast, drink two cups of coffee, have a shower, pack my bag and read the post and thirty minutes to (1) get dressed / wear. I start thinking about what I’m going to (2) get dressed / wear while I have my breakfast. After a shower, I (3) put on / wear my underwear and then I look in my wardrobe and choose a pair of trousers. If they still (4) fit / look me, I put them on. If they feel a bit tight around the waist, I (5) try them on / take them off and spend a few minutes feeling guilty about all those chocolates I had last night. Then, I choose a looser pair of trousers and think about a top that (6) goes with / fits it. I usually (7) have on / try on two or three tops before I find one that (8) looks / wears right and (9) feels / fits comfortable. Finding a pair of socks usually takes about five minutes – I can find two dozen odd pairs, but none that (10) look / match. By now, I’m late.

Person В

I get up as late as I possibly can and jump in and out of the shower. I (1) put on / fit the trousers I (2) had on / got dressed yesterday and take a shirt out of the wardrobe – it doesn’t matter which one as long as it’s ironed. I find the jacket that (3) fits / goes with the trousers, look down and check that my socks (4) match / feel, and that’s it. Nearly all my clothes are either blue or brown, because I’ve been told that they are the only colours that (5) suit / match me. So I never really have to worry about what I (6) look like / go with. The important thing is to make sure I have enough time to enjoy my favourite drink of the day: that first cup of coffee...

Sue Kay & Vaughan Jones, New Inside Out, Macmillan

49. Think about your morning routine from the moment you get out of bed to the moment you leave the house.

                                                          

· What do you do? What order do you do things in?

• How long does each activity usually take you?

Finding a Shop

Questions Answers/Comments Can you recommend a good clothes shop? Is there a supermarket in the area? Where’s the nearest shopping centre? Where can I get... The best toy shop is in the shopping centre. There’s a really good bookshop just around the corner. The nearest one is a few miles away. You can buy that here in the hotel.

Opening Hours

What time do you open, please? What time do you close, please? What are your opening hours? Are you open all day? Are you open on Sundays? We’re open from 9am till 6pm, Monday to Friday. We’re closed at lunchtime, between 12 and 2pm. We’re open from 9am till 6pm, Monday to Friday.

Shopping for Clothes

Questions Answers/Comments Could you help me, please? Could you tell me where the ... department is? Excuse me, I’m looking for a ... Is there somewhere I can try this on, please? Does it suit me? Do you have this in a (larger / smaller size) (different colour), please? Do you have a refund policy? The ladies / gents changing rooms are over there. It’s too long / short. It’s too tight / loose. You can bring it back and exchange it or get a refund within 2 weeks if you keep the receipt.  

Asking about prices

Questions Answers/Comments How much is this, please? How much are these? Is this in the sale? It’s only 99 dollars. It’s in the sale. There’s 25% off. Those are 75 dollars each, with the reduction.

Paying

Questions Answers/Comments Do you take credit cards? Do you give credit? We take all the major credit cards. We only accept cheques with a cheque card. Do you have a loyalty card? Does it have a warranty? Can I pay by cheque? Do you offer a cash discount? We are offering 6 months free credit with no deposit. Sorry, no. Yes, certainly.

LISTENING

60. a) Cover the audioscript. Listen to a dialogue between two women and answer the question:

SPEAKING

Some people like shopping, others don’t but they all have to go shopping at least once a week because they need food and other things for their life. However, there are people who are addicted to shopping. They are crazy about looking around and choosing things. For them shopping is a hobby. What about you?

1. Do you enjoy shopping? Why or why not?
2. What do you like to shop for?
3. What kind of shops do you like most of all? Why?
4. Is it better to go shopping on your own or with friends/family? Why?
5. How much do you spend each month?
6. Do you usually shop around before buying clothes?
7. When you go to a shop or supermarket, do you ever buy items that you hadn’t planned to buy before you entered the shop?
8. What sort of things do you buy like this and why do you buy them?

Class Survey

2. Find out how many people in the class...

a) are reading a novel at the moment.

b) enjoy reading biographies and autobiographies.

c) still listen to the same music that they did ten years ago.

d) have a favourite place to read.

e) buy and play CDs.

f) prefer watching a film to reading a book.

g) have been to a concert recently.

h) have seen a film they didn’t enjoy recently.

Grammar 

SOCIAL ENGLISH

VOCABULARY

leisure (n) leisure (-time) activities at (one’s) leisure / in one’s leisure time	- досуг, свободное время - деятельность в свободное от работы время - на досуге
pleasure (n)        pleasurable (a)	- развлечение, удовольствие - доставляющий удовольствие
prefer (v) preference (n)	- предпочитать - предпочтение
appeal to (v)	- привлекать, нравиться
enjoy (v) enjoyable (a) enjoyment (n)	- любить (что-л.), получать удовольствие - приятный, доставляющий удовольствие - удовольствие
appreciate (v) appreciated (a) appreciation (n)	- понимать, (высоко) ценить - оценённый по достоинству; высоко ценимый - (высокая) оценка; понимание
fascinate (v) fascination (n)	- восхищать, очаровывать - очарование
inspire (v)	- вдохновлять, вселять (чувства)
absorb (v) absorbing (a)       absorbed in reading	- увлекать, поглощать - всепоглощающий, захватывающий,    увлекательный - поглощённый чтением
disappoint (v)	- разочаровывать, не оправдывать ожиданий
entertain (v) entertainment (n)	- занимать, развлекать - увеселительное мероприятие; развлечение
amateur (n) amateur of music amateur (a) amateur photography	- любитель; поклонник; непрофессионал - любитель музыки - любительский, самодеятельный - любительская фотография
take up (v) take up photography	- браться (за что-л.); заниматься (чем-л.) - заняться фотографией
involve (v)        be involved in	- вовлекать, включать - увлекаться (чем-л.)
engage in (v)	- заниматься (чем-л.), быть занятым (чем-л.)
pursue (v) pursue a hobby	- заниматься (чем-л.) - иметь хобби
labour, Am. labor (n) laborious (a)	- труд; работа - трудный, трудоёмкий; трудолюбивый
create (v)	- порождать; создавать, творить
recreate (v) recreation (n) recreation activities	- развлекаться, отдыхать, расслабляться - отдых; восстановление здоровья - развлечение, приятное времяпровождение
benefit (n) beneficial (a)	- выгода; польза - благотворный; выгодный, полезный
wellbeing (n)	- здоровье; благополучие
depend on (v)	- зависеть (от кого-л. / чего-л.)
experience (n)	- (жизненный) опыт; событие; переживание
worth (a)	- стоящий; достойный, заслуживающий
goal (n)	- задача, цель
devote (v)	- посвящать
judge (v) judge (n) be a (good) judge of smth	- оценивать, судить; считать, полагать - знаток, ценитель - знать толк в чем-л.
quality (n)	- качество; свойство; особенность
accomplish (v) accomplishment (n)	- совершать, выполнять; достигать; - выполнение; достижение, успех
fulfil (v)   fulfil oneself   fulfilled (a) self-fulfilment (n)	- выполнять, осуществлять, совершать;    удовлетворять (требованиям, условиям) - достичь совершенства (в пределах своих возможностей), наиболее полно выразить себя - реализовавшийся - самореализация
efficient (a) efficiency (n)	- действенный, результативный, эффективный - эффективность; деловитость, умелость
challenge (n) challenging (a)	- вызов, сложная задача - требующий напряжения сил;           испытывающий (способности, стойкость)
demand (v) demanding (a) demanding job	- требовать; предъявлять требование - требующий (напряжения сил и т.п.) - ответственная работа
require (v) requirement (n)	- нуждаться (в чём-л.); требовать (чего-л.) - требование; необходимость, потребность
improve (v) improvement (n)	- улучшать(ся), совершенствовать(ся) - улучшение, усовершенствование
increase (v) increase (n)	- возрастать; увеличивать(ся); усиливаться - возрастание, рост
reduce (v) reduction (n)	- ослаблять, понижать, сокращать, уменьшать - снижение, понижение, сокращение
research (n) researcher (n)	- исследование - исследователь
science (n) scientist (n) scientific (n)	- наука - ученый - научный
approach (n)	- подход (к решению проблемы, задачи)

           

             Word building

Find the odd word out.

a) recreation, leisure, entertainment, hobby, pastime, labour, relaxation;

b) enjoyable, pleasant, pleasurable, boring, satisfying, entertaining;

c) interesting, absorbing, fascinating, disappointing, exciting, inspiring;

d) challenging, demanding, difficult, effortless, hard, heavy, tough, laborious.

READING

 

27. Work with a partner. Discuss the following question:

 

• What makes people truly happy, satisfied and fulfilled?

Read the article and check your ideas.

The belief that the most enjoyable moments of life are spent relaxing in the fruits of our labour doesn’t match the real world. Research has shown that the most enjoyable moments of our life are the ones where we are most engaged.

 

A psychologist and author, Mihály Csíkszentmihályi¹, who has devoted his life’s work to the study of what makes people truly happy, satisfied and fulfilled, recorded this phenomenon. Armed with a scientific approach to measure experiences (ESM – Experience Sampling Method) Csíkszentmihályi found that people were happiest when most absorbed in their activities.

Csíkszentmihályi originally studied artists and noticed it wasn’t the end-product most good painters were after², it was the process of painting. He was surprised to see painters finish a painting and immediately set up another canvas to continue painting – without even looking at the masterpiece they had just created. This intrigued him and so he has spent his lifetime exploring this interesting and enjoyable state he calls “flow”³.

According to Csíkszentmihályi, flow is completely focused motivation. The researcher describes flow as “being completely involved in an activity for its own sake⁴. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you’re using your skills to the utmost⁵.” People whose activities are in a state of flow are using high levels of skill and challenge together to create an experience that is rich and personally beneficial.

Csíkszentmihályi has found that people feel at their best when they indulge in high-challenge and high-skill activities (like demanding work, playing a game, pursuing a hobby) and feel at their worst when they indulge in low-challenge, low-skill activities (like watching TV). Most often people enter a flow state when they engage in their favourite activities, whether playing or working. Csíkszentmihályi suggests that by paying close attention to what we do every day, and how we feel doing it, we can learn to maximize these positive moments and thus improve our spiritual or psychic wellbeing.

 The researcher shows the correlation between the choices people make and the quality of their lives. He argues that a life filled with “flow activities” is more worth living than one spent consuming passive entertainment. Happiness is derived from personal development and growth – and flow situations permit the experience of personal development. The point is to be happy while doing things that stretch your goals and skills, that help you grow and fulfil your potential.

______________________

¹ Mihály Csíkszentmihályi (Михай Чиксентмихайи) – один из авторитетных психологов мира, известный по своим исследованиям тем счастья, креативности, субъективного благополучия, автор нескольких бестселлеров по позитивной психологии

² be after – стараться получить что-л.

³ flow – поток, потоковое состояние

⁴ for its own sake – ради нее самой

⁵ to the utmost – в высшей степени, предельно

SPEAKING

Outside of school and work, many people enjoy spending their free time on their hobbies. Hobbies can provide ways to develop our talents, relieve stress, and even get exercise. Look through the following list of hobbies and answer the questions below.

Hobbies for Children	Hobbies for Teenagers
· Playing computer games · Watching cartoons on TV · Taking up different sports · Reading · Playing a musical instrument · Looking after a family pet · Horse riding · Collecting things such as stamps, badges, postcards, pens, etc.	· Music (singing, composing) · Dancing · Indoor as well as outdoor sports · Adventure or extreme sports · Working out in a gym · Car or bike racing · Computer games or programming · Social Networking · Watching movies
Hobbies for Women	Hobbies for Men
· Fashion designing · Interior designing · Astrology, tarot card reading · Gardening · Yoga, meditation · Cooking and baking · Diet and nutrition · Fitness or working out in a gym · Taking dance lessons · Knitting, sewing · Jewelry making · Painting	· Sports such as football, volley-ball, etc. · Exploring different places · Computer programming · Surfing the Internet · Watching movies   · Driving · Riding motorbikes · Mountain climbing, biking · Wildlife photography · Fishing · Indoor games such as chess · Carpentry

1. Do you do any of these hobbies?
2. Which one(s) is/are the most interesting to you?
3. What kinds of hobbies do your friends have?
4. How much time every week do you spend on your hobby(-ies)?
5. What are the benefits of doing something you enjoy every day?
6. Which new hobby would you like to learn / try or explore? Why?

The Future Continuous Tense

I / He / She / It We / You / They will be working.   Will he be working? Yes, he will. / No, he won’t. He will not (won’t) be working.

 

The Past Continuous Tense

I / He / She / It was working. We / You / They were working. Was he working? Were you working? Yes, he was. / No, we weren’t. I was not (wasn’t) working. They were not (weren’t) working.

 

Lead-in

READING

3. A sound mind in a sound body. An ideal person according to the Greeks was a person who was strong both physically and mentally. They never admired a person who was just a good athlete, or just a good artist or a scientist, but was not fond of sports. What do you feel when you hear: ”A sound mind in a sound body”? Read through the following texts and make up your own project about what fitness is for you.

 

Keeping fit

Physical fitness is a general state of good health, usually as a result of exercise and nutrition. Physical fitness can also be described as a condition that allows us to look, feel and do our best. Being fit helps us have more energy for work or studies throughout the day, and energy left over to enjoy our leisure time activities. It is also the ability to withstand stress and to carry on in circumstances where an unfit person could not continue.

Physical fitness involves the perform­ance of the heart and lungs, and the muscles of the body. And, since what we do with our bodies also affects what we can do with our minds, fitness influences to some degree qualities such as mental alertness and emo­tional stability.

Fitness is an individual quality that varies from person to person. It is influ­enced by age, sex, heredity, personal habits, exercise and eating practices. You can’t do anything about the first three factors. However, it is within your power to change and improve the others where needed.

HEALTHY EATING

A healthy weight is the natural weight you can reach through good eating, regular physical activity, managing stress, and not smoking. Reaching a specific weight is not as important as the lifestyle changes you make to become healthy.

Weight is only one component of health. Even if you carry some extra weight, by eat­ing the right food and getting plenty of physical activity, you’ll feel better, have more ener­gy, and reduce your risk of weight-related diseases¹. In fact, you may be healthier than a thin person who eats poorly and isn’t physically active.

While a diet may help you lose a few pounds quickly, following a strict diet long-term is unrealistic and requires extraordi­nary strength of will. Once you stop dieting and exercising, the weight comes back. Some people fall into an unhealthy cycle of losing and gaining weight, which may be worse for the body than just being over­weight.

It’s also difficult to overcome the obsta­cles to weight loss: lack of time for exer­cise, huge portions at restaurants, holi­days centered around food, and illness or injury².

Research shows that people who are most successful in improving their health have chosen a healthi­er lifestyle rather than³ targeted weight loss. A lifestyle of healthy eating and regular physical activity will improve your health and quality of life, no matter what you weigh.

First you’ll need to learn the skills to make lifelong changes and find the sup­port you need to create a healthy lifestyle that’s right for you. Look for balanced, realistic, and enjoyable ways to fit healthful changes into your life.

Making small changes, such as being aware of your portion sizes, eating more fruit and vegetables, and adding a few more steps to your daily routine, can improve your health.

To be successful in making lifestyle changes:

Don’t diet. Abandon⁴ the idea that you’ll go on a diet and quickly lose a certain amount of weight. This approach almost always fails. Instead, create a plan to eat healthier that works for you.

Think about your relationship with food. Do you overeat? If so, try to analyze why overeat. Are you bored, stressed, or sad? Do you rely on fast foods or conve­nience foods⁵ because you don’t know how or don’t like to cook? Do you use food as a reward?

Slowly change your eating habits. Rather than following a particular diet, develop a plan for a healthful eating that includes lots of fruit and vegetables, whole grains, and lean⁶ protein such as chicken and fish. You could set a goal of eating at least 5 servings of fruit and vegetables a day. If you make small, reasonable changes, rather than depriving⁷ yourself of everything you love, you will be more suc­cessful.

Set small goals. Your goals should be specific and within your reach. A goal to simply work out more and eat bet­ter is too general. Instead, make a plan to be active 3 to 4 times a week. For example, start with a goal to walk for 15 minutes three times a week and then slowly increase it to 20 minutes 4 times a week. When you reach this goal and it has become routine, set a new one. But realize you may have setbacks⁸ now and then; it doesn’t mean you’ve failed.

Try to make physical activity a regular part of your day, just like brushing your teeth or going to work. Schedule your activity in the morning if you tend to talk yourself out of it later in the day. Take the stairs instead of the ele­vator. Make a plan to ride your bike twice a week. Walking is an activity that most people can do safely and routinely with family members, friends, coworkers, or pets. If you don’t have time to take one 30-minute walk, break it up into three 10-minute walks.

If you want a more structured way to get exercise, consider joining a health club. Find an activity that you love and feel you can stick with, and then vary it with other activities so you don’t get bored. For exam­ple, 3 days a week, take a 30-minute walk with a friend and then work out in the gym together. On other days, take a water aero­bics class, ride a bike, or take the dog for a hike. Join a volleyball, or basketball league. The more you can find activities you like, the greater your chances for success.

______________________

¹ disease – заболевание, болезнь

² injury – травма

³ rather than – а не; вместо того, чтобы; вместо

⁴ abandon – отказываться (от чего-л.)

⁵ convenience foods – полуфабрикаты или готовые продукты с минимальной обработкой перед употреблением

⁶ lean – постный, содержащий небольшое количество жира

⁷ deprive – лишать (чего-л.); deprive oneself – отказывать себе во всем

⁸ setback – отступление, возврат, повторение (чего-л.)

Look at the recommendations the author gives to people who want to lose weight. Then read the following guidelines published in a glossy magazine. Decide which of them you should / should not follow. Explain why.

 

1. Check the calorie and fat value of the food you eat.

2. Include at least 3 low calorie meals in your diet each day.

3. If you are not hungry in the morning, skip breakfast.

4. If you notice that you are gaining weight, immediately go on a strict diet or starve for a couple of days.

5. Take diet pills to decrease your appetite.

6. Go in for sports.

Do something you enjoy

Set aside time to have fun every day. Engage one or more of your senses to relieve stress. You could read, listen to music, dance, play an instrument, play sport, work on a hobby or spend some time with your friends. In short, do anything that helps you to relax – as long as it is healthy! Laughing is a great way to relieve tension and avoid feeling overwhelmed. Make sure you are able to laugh at yourself sometimes too.

Ask for help

You do not have to handle everything on your own. If you are upset with someone or something, talk about your feelings and concerns with someone you trust. A friend, parent or teacher are just some of the people you can turn to.

VOCABULARY

age (n) live / reach an age people of all ages	- возраст - дожить до определённого возраста - люди всех возрастов
alert (a)	- живой, проворный
allow (v)	- позволять, давать возможность
circumstance (n)	- обстоятельство, условие
change (v)	- менять(ся), изменять(ся)
deal with (v)	- разг. справляться с (ситуацией)
eat (v)	- есть; поглощать, поедать
exercise (n) exercise (v)	- упражнение, тренировка; физическая нагрузка - упражняться, тренироваться
fit (a)   feel / keep fit fitness (n)	- находящийся в хорошей форме;  разг. здоровый - быть бодрым и здоровым - хорошая физическая форма
give up (v)	- отказаться; бросить (что-л.)
habit (n)        good / bad habit        be in the habit of doing smth        acquire / develop / form a habit        break (off) a habit           get into a habit        get out of a habit        fall into a habit        make a habit of smth	- привычка; склад характера; склонности - полезная / вредная привычка - иметь привычку что-л. делать - приобретать привычку - бросать привычку; избавляться от привычки - привыкать - отвыкать - усвоить привычку - делать привычку из чего-л.
health (n) mental health        physical health enjoy good health be in bad / poor / ill health        promote (good) health        recover / regain one’s health        ruin smb’s health She swims for her health. healthy (a) healthful (a)	- здоровье - душевное здоровье - физическое здоровье - быть в добром здравии - иметь слабое здоровье - способствовать улучшению здоровья - восстанавливать здоровье - подрывать чьё-л. здоровье - Она занимается плаванием ради здоровья. - здоровый; полезный - целебный; полезный; оздоровительный
heredity (n)	- наследственность; унаследованные особенности
improve (v)        improve in health	- улучшать(ся), совершенствовать(ся) - поправляться
influence (n) positive influence negative influence influence (v)	- влияние, действие, воздействие - позитивное, положительное влияние - негативное влияние, пагубное воздействие - оказывать влияние, воздействовать
involve (v)	- включать в себя, вовлекать
ill (a) illness (n)	- больной, нездоровый - нездоровье; болезнь
keep (v)        keep to	- поддерживать; сохранять - придерживаться; следовать (чему-л.)
mind (n)  state of mind	- разум; умственные способности; ум; дух, душа - настроение, расположение духа
need (v)	- нуждаться; иметь надобность, потребность
necessary (a)	- необходимый, нужный, требуемый
nutrition (n)	- питание; пища
perform­ (v) performance (n)	- выполнять, исполнять, совершать - характеристика (работы); эффективность
quality (n)	- качество, свойство; особенность; характерная черта
shape be in good shape	- форма - быть в хорошей физической форме
vary (v)        various (a)    variety (n)	- изменяться; отличаться; варьировать - различный, разный, разнообразный - разнообразие; многообразие
withstand (v)	- устоять (перед чем-л.), выдержать (что-л.); противостоять, не поддаваться (чему-л.)
work out (v) work out in/at a gym twice a week	- заниматься спортом, тренироваться - тренироваться в спортзале два раза в неделю

         Word building

A LIFESTYLE “TO DIE FOR”?

Research has revealed some worrying trends in the way young people are leading their lives. Bad 1) ___ (eat) habits are at the top of the list, with many youngsters eating too much of the wrong thing. Health experts warn that the 2) ___ (consume) of large quantities of junk food puts children in danger of becoming obese¹ and creating serious health problems later on in life.

The sit-down lifestyle led by children today is also a major cause for concern. Preferring to sit for hours at a computer screen chatting instead of² actually going out and mixing with friends is a growing 3) ___ (tend) among young people, causing them to become more antisocial. Moreover, the 4) ___ (combine) of lack of exercise and too much sitting, with eating too much 5) ___ (health) food is a recipe for disaster.

There are, however, ways of 6) ___ (tackle³) these problems. For example, youngsters and their parents can make sure they have a 7) ___ (balance) diet consisting of five portions of fruit and vegetables a day. Moreover, children should limit their time on the Internet and take the chance to meet with their friends in their free time. They could even join a club or society where they could make new friends. One thing is for sure, a lifestyle of junk food and lack of exercise is certainly not one worth 8) ___ (die) for.

______________________

¹ obese –  тучный, страдающий ожирением

² instead of – вместо чего-л., взамен чего-л.; вместо того чтобы

³ tackle – пытаться найти решение (проблемы)

Adjectives / Comparisons

Present Perfect

I / You have (’ve) left / arrived. He / She / It has (’s) left / arrived. Have you left / arrived? Yes, I have. / No, I haven’t. I have not (haven’t) left / arrived. He / She / It has not (hasn’t) left / arrived.

Present Perfect Continuous

I / You have (’ve) been skiing. He / She has (’s) been skiing. Have you been skiing? Yes, I have. / No, I haven’t. Has he / she been skiing? I have not (haven’t) been skiing. He / She has not (hasn’t) been skiing.

SPEAKING

SOCIAL ENGLISH

Giving Opinions

PROJECT WORK

 

Ending the presentation

In conclusion let me remind you...

I’m sure you’ll agree that...

I therefore recommend...

Thank you for your kind attention (for listening)

I’ll be happy to answer all your questions at the end of my presenta­tion.

UNIT 5. FAMILY LIFE

                                                                     A happy family is but an earlier heaven.

                                                                                          George Bernard Shaw                                                                                                                                                                                                                                                                 

                                                                                                                                                        Lead-in

Belonging to a family

Belonging to the family is one bond almost everyone in the world shares. People usually value their families highly. They say, “Families give us strength and purpose. Our families show us where we are. The things we need most deeply in our lives: love, communication, respect and good relationships have their beginnings in the family.”

Families serve many functions. They provide conditions in which children can be born and brought up. Parents teach their children daily skills, common practices, customs, respect for elders, but the most important job for a family is to give emotional support and security.

 

The family in Britain

There are many different views on family life. Some people could not do without the support and love of their families. Others say it is the source of most of our problems and anxieties¹. 1 ....... .

2 ........ . This is of great concern to those who think a healthy society is dependent upon a stable family life. They see many indications that the family is in decline², in such things as the acceptance of sex before marriage, the increased number of single parent families, the current high divorce rate and what they see as a lack of discipline within the family. Some politicians blame social problems, such as drug taking and juvenile crime on a disintegrating family life.

3 ........ . In the nineteenth century many legislators and reformers were saying the same. It was also a concern between the two World Wars, and in the 1980s it became a continuous political issue.

There is no definition of a “normal family”. 4 ........ . That purpose is usually to provide shelter and food, and to bring up children.

5 ........ . In Britain it is more socially acceptable to have alternative lifestyles, relationships and ways of bringing up children than it has ever been. It is also easier to remove oneself from an unhappy family situation. In most social groups, divorce is no longer seen as taboo. Single parent families are common. Many children are given more freedom when young; when they move away from home, they move earlier (usually at 18), and go further. People experiment with relationships before committing themselves to marriage³.

6 ........ .

_________________________

¹ anxiety – беспокойство, тревога

² in decline – в состоянии упадка

³ commit oneself to marriage – связывать себя узами брака

VOCABULARY

relate (v)	- относиться, иметь отношение; состоять в родстве
relation (n) blood relation	- отношение, связь; родство; родственник/ца - кровный родственник; (кровное) родство
relationship (n)	- отношение, взаимоотношение;  родство, родственные отношения
relative (n) distant relative close relative	- родственник/ца - дальний родственник - близкий родственник
kin (n)  next of kin kinship (n) kinship ties	- родня, родственник(и); семья; родство - ближайший родственник - (кровное) родство - родственные связи
bond (n)	- связь, узы
generation (n)	- поколение; потомство, род
household (n)	- семейство, семья; домочадцы, домашние; все, кто живет в конкретном доме
care (n) care for somebody (v)	- забота, уход - заботиться о ком-л.
support (n)          support (v)	- поддержка; помощь; содержание,  материальное/финансовое обеспечение - поддерживать
adult (a)	- взрослый
bring up (v) (brought)	- вскармливать, воспитывать
grow up (v) (grew, grown)	- созревать; становиться взрослым; взрослеть
security (n)	- благополучие; уверенность (в будущем); чувство безопасности
concern (n)	- проблема; вопрос, требующий решения; забота; беспокойство
common (a) have something in common	- общий - иметь что-то общее
sibling (n) siblings	- родной брат или родная сестра - дети одних родителей
brother (n)	- брат
half-brother (n)	- брат по одному из родителей
step-brother (n)	- сводный брат
sister (n)	- сестра
half-sister (n)	- сестра по одному из родителей
step-sister (n)	- сводная сестра
parents (n)	- родители
mother (n)	- мать, мама
father (n)	- отец, папа
spouse (n)	- супруг или супруга (муж или жена)
husband (n)	- муж
wife (n)	- жена
son (n)	- сын
daughter (n)	- дочь
grandparents (n)	- дедушка и бабушка
grandmother (n)	- бабушка
grandfather (n)	- дедушка
grandchildren (n)	- внуки
granddaughter (n)	- внучка
grandson (n)	- внук
nephew (n)	- племянник
niece (n)	- племянница
cousin (n)	- двоюродный брат, двоюродная сестра
second cousin	- троюродный брат
in-laws (n)	- родственники со стороны мужа/жены
father-in-law (n)	- тесть, свекор
mother-in-law (n)	- теща, свекровь
brother-in-law (n)	- зять (муж сестры); шурин (брат жены); деверь (брат мужа); свояк (муж свояченицы)
sister-in-law (n)	- невестка (жена брата); золовка (сестра мужа)
daughter-in-law (n)	- жена сына, невестка, сноха
son-in-law (n)	- муж дочери, зять
aunt (n)	- тетя
uncle (n)	- дядя
only (a) only (adv)        an only child	- единственный - только, единственно - единственный ребенок
divorce (v) divorce (n)	- расторгать брак, разводиться - развод, расторжение брака
separate (from)	- расходиться (о супругах); жить врозь (без развода)

                  Word building

TYPES OF FAMILY

A	B
1 nuclear family	a) a family where the members have close relationships with each other
2 extended family	b) mother, father and children
3 single-parent family	c) a family where the members have serious problems with each other
4 close-knit family	d) a family which only has one parent
5 dysfunctional family	e) your entire family

 

· Which type of family are each of the families below? Decide in pairs.

 

 

 

 

 

READING

 

THE AMERICAN FAMILY

Most American families consist of a mother, a father, and three or four children living at home. There may be relatives – grandparents, aunts, uncles, and in-laws in the same community, but American families usually maintain separate households. This familial structure is known as the “nuclear family”. It is unusual for members of the family other than the husband, wife, and children to live together. Occasionally an aging grandparent may live with the family, but this arrangement is usually not considered desirable. Although the nuclear family unit is economically independent of the rest of the family, members of the whole family group often maintain close kinship ties. Visiting between parents and their married children and between married sisters and brothers is frequent when they live close to each other. If they live in different communities, they keep in touch by writing letters and by telephone.

In the American family the husband and wife usually share important decision making. When the children are old enough, they participate as well. Foreign observers are frequently amazed by the permissiveness¹ of American parents. The old rule that “children should be seen and not heard” is rarely followed, and children are often allowed to do what they wish without strict parental control. The father seldom expects his children to obey him without question, and children are encouraged² to be independent at an early age. Some people believe that American parents carry this freedom too far. Young people are expected to break away from their parental families by the time they have reached their late teens or early twenties. Indeed, not to do so is often regarded³ as a failure, a kind of weak dependence.

This pattern of independence often results in serious problems for the aging parents of a nuclear family. The job-retirement age is usually 65. The children have left home, married, and set up their own households. Elderly couples feel useless and lonely with neither an occupation nor a close family group. Many communities and church groups sponsor social centers for “senior citizens”. At these centers older men and women can make friends and participate in a variety of planned activities, including games, trips, lectures, and discussion groups. These programs may help some old people, but they do not provide the complete solution to the problems of old age.

______________________

¹ permissiveness – вседозволенность

² encourage – поощрять, поддерживать (в чем-л.)

³ regard (as) – расценивать, считать (кем-л. / чем-л.)

Your family tree

Your closest relatives are your parents: your mother and father; and your siblings (brothers or sisters). If your mother or father is not an only child, you also have aunts and / or uncles. An aunt is the sister of your mother or father, while an uncle is the brother of your mother or father. Your female child is called your daughter, and your male child is your son.

If your aunts or uncles have children, they are your first cousins. (In English, the word cousin is used, whether the cousin is female or male.) Your female cousin is your mother’s (or father’s) niece, while a male cousin is the nephew of your mother and father.

In-laws

When you marry, your husband’s (or wife’s) family become your in-laws. The mother of your spouse (husband or wife) is your mother-in-law and his or her father becomes your father-in-law. The term in-law is also used to describe your relationship with the spouses of your siblings. So the husband of your sister becomes your brother-in-law, while the sister of your husband becomes your sister-in-law. If you are a woman, you become the daughter-in-law of your husband’s parents, and if you are a man, you become the son-in-law of your wife’s parents. The same term in-law is used for all generations. The husband of your aunt is still your mother’s brother-in-law, for example.

Second families

If your mother or father remarries, you can acquire a new family and set of relatives. For example, if your father marries a second wife, she becomes your step-mother. Any children she already has become your step-sisters or step-brothers.

If your mother or father remarries and has children, they become your half-brothers or half-sisters.

You might also hear people talking about their biological brother / sister etc, to mean a brother who is related by blood, rather than by marriage.

21. Express the following in one word.

· the sister of your mother or father

· the children of your aunt or uncle

· the parents of your mother or father

· the child of your son or daughter

· the brother of your father or mother

· a son of your brother or sister

· a daughter of your brother or sister

· your husband’s/ wife’s father

· your mother’s second husband 

· your father’s second wife

· a brother who has either the same mother or the same father as you

 

The Simons

The Simons are a large family. There are four genera­tions of Simons alive today. The oldest person in Paul’s family is his grandfather, Mr Frank Simon. He is 78 and he is still full of life and energy. His wife, Mrs Olive Si­mon, is 5 years younger than him. She is very practical but, as Paul thinks, a bit stingy.

David and Karen Clark are Paul’s uncle and aunt. Karen Clark’s 48 years old, a good-looking 48, who looks 10 years younger than she is. She’s got well-kept, longish brown hair, a thin face and tanned skin. Karen is slim­mer than average and she’s quite tall. But she isn’t only the most beautiful in the family, she is a rather talented actress! David, her husband, is a film director. They work together for the same company.

Paul’s parents are in their fifties. His father, Mr Ter­ry Simon, is a bank manager. He is still quite handsome though he hasn’t got much hair. He’s six foot tall and very well-built. He’s got blue eyes and a strong face. Ter­ry Simon is clever, energetic, tolerant and broad-mind­ed. But in Paul’s opinion his father’s best point is his good sense of humour. Mrs Janet Simon, Paul’s mother, is a nurse. She works with her son-in-law, Ted, in a Med­ical Centre on the outskirts of Bristol. Janet has got short brown curly hair, brown eyes with long lashes and a straight nose. Ted and all the other doctors in the Centre like his mother-in-law very much. She’s not only an experienced nurse, she’s also an easy-going person.

Paul’s first cousin is a pilot and he can fly different kinds of planes. His job is dangerous but Michael is a brave man. Though Paul is six years younger than him, they are very close. In fact, they are best friends. Micha­el’s interested in rock music and when he isn’t busy with his job he plays the bass guitar in a disco club. His wife Brenda is a housewife because she looks after their little twin daughters, Joan and Tracy. Brenda’s a lovely girl and all the family is happy that Michael is married to her. She is balanced, kind and very sensible.

Paul’s second cousin is studying biology. Now she is at the University of London in her last year. She isn’t married yet as she thinks that education is more impor­tant for her now than family life. Pamela is very serious and industrious. She is fond of animals and at home she’s got three pets: two dogs and a cat.

Paul’s sisters are very talented. His elder sister Liz is keen on languages and she is a real polyglot. Liz can speak fluent French and Italian and she knows some Spanish and Russian. Liz is 26 and she isn’t married yet: she’s too independent! She lives in a small house not far from her parents in the same neighbourhood. Her sister Rachel, who is 2 years younger than her, is not like Liz at all. She is sympathetic, patient and sensitive. She isn’t as talkative and sociable as Liz but she is a much better listener. Of course, there’s quite a difference between Liz and Rachel but they look very much alike. They are almost the same height – Liz is just a bit taller. Their hair is almost the same colour, but Liz’s hair is redder. They are both in a very good shape as they do aerobics.

Paul’s nephew Patrick is a schoolboy. Like most of his friends he is crazy about cartoons and computer games. He is good at most subjects at school, near the top of the class, except in Mathematics. He just isn’t interested in it. Patrick is rather tall for his age. In fact, he is much taller than some of his classmates. He has got short red hair and brown eyes. He is very amusing and imagina­tive. No wonder he is one of the most popular boys in his school. In general, Patrick is a good boy but he can be very naughty at times.

This is the entire family. They are all friendly, nice and very interesting people.

SPEAKING

DESCRIBING PEOPLE

Only children

 

Is an “only child” special in some way? If children have no brothers and sisters, do they develop differently? Are they likely to be more intelligent? Or less confident? Or shier? Or more selfish? Or are they just the same as children from large families?

Statistics often show that only children are “achievers” – people who become very successful in their careers. But firstborn children in general (not just only children) tend to be “achievers”.

In the 1920s and 1930s the child experts used to say, “Being an only child is a disease in itself”. In fact, of course, it’s impossible to support this. Only children naturally have a very different experience in childhood. They are always the centre of attention. No younger brother or sister arrives to challenge this, and to share their childhood with them.

One modern-day child expert believes they may be more dependent. They may be less willing to share things. They may have more difficulty getting used to school. But the phrase “an only child” does not necessarily mean “a lonely child”.

The professor of Child Care at Sheffield Hospital, Ronald Illingworth, says: “There is one great advantage for an only child. He or she receives all the love parents have to offer. A loved child usually grows up into a loving adult”.

So the general opinion of the experts is: Only children are not very different from “non-onlies” in either emotions or intelligence.

The journalist Angela Lewis interviewed several famous and successful people who were only children. Among them Noel Edmonds (a BBC radio disc jockey and TV presenter), Sally Oppenheim (a Conservative MP), and Chris Bonnington (the Everest climber).

Sally Oppenheim: “My parents didn’t spoil me. In fact, they were stricter than many parents. As a child I used to talk to my dog for hours. (I think pets are very important to only children). Mostly I was bored. This has made me work hard in my career. I like to be busy. I married young – as an only child, I think I needed a close relationship with another adult. Even now I still don’t like being an only child. I have a horror of being alone”.

Noel Edmonds: “I was shy at school. I didn’t make many friends. I wasn’t used to being with other children. In the school holidays I used to play on my own. But I had a very good relationship with my parents. I don’t remember feeling lonely as a child, but I used to invent my own dream world. And I decided very early that I was going to be successful”.

Chris Bonnington: “I was shy. At times I was very unhappy especially when I was sent to a boarding-school at five. I didn’t make close friends until I was about thirteen. I became very good at being by myself. I had no-one to rely on, and no-one to ask for advice. That made me independent, and I’ve always solved my problems myself. My wife and I have two sons. We didn’t want an only child, because I felt I had missed a lot of things.”

REFERENCES

1. Базанова, Е.М. Английский язык. Учебник для студентов неязыковых вузов. Intermediate / Е.М. Базанова, И.В. Фельснер. – М.: Дрофа, 2002. – 400 с.

2. Harmer, J. The Practice of English Language Teaching / J. Harmer. – Longman, 2001. – 386 с.

3. Kay, S. New Inside Out Intermediate. Student’s Book / S. Kay, V. Jones. – Macmillan, 2009. – 159 p.

4. Byram, M. From Foreign Language Education to Education for Intercultural Citizenship / M Byram.  – Philadelphia, PA: Multilingual Matters, 2008. – 258 p.

5. http://www.lisabmarshall.com

6. http://www.inspirational-wisdom-quotes.com

7. http://www.learn-english-today.com/index.html

 

CONTENTS

ПРЕДИСЛОВИЕ …………………………………………...................................................		3
Unit 1.	Breaking the Ice …………………………………………............	4
Unit 2.	Daily Life …………………………………………………………...	38
Unit 3.	Lifestyle: Leisure for Pleasure …………………………..	71
Unit 4.	Lifestyle: Sport and Health ………………………………..	99
Unit 5.	Family Life ………………………………………………………...	129
References ...................................................................................................................		157

GENERAL ENGLISH

FOR UNIVERSITY STUDENTS

 

Учебное пособие

 

Челябинск

Издательский центр ЮУрГУ

2016

ББК Ш143.21-923

Ж479

 

 

Одобрено

учебно-методической комиссией

факультета лингвистики

Рецензенты:

к.п.н. Е.С. Глазырина, к.п.н. В.Г. Ульянова

Жежера, Е.А.

Ж479      General English for University Students: учебное пособие / Е.А. Жежера. – Челябинск:         

         Издательский центр ЮУрГУ, 2016. – 158 с.

 

Настоящее учебное пособие предназначено для аудиторной и самостоятельной работы студентов неязыковых специальностей. Пособие разработано на основе действующей учебной программы в соответствии с требованиями Государственного образовательного стандарта высшего профессионального образования и охватывает все компоненты содержания обучения иностранному языку: предметы речи (темы, проблемы, ситуации общения); языковой и речевой материал; процессуальный аспект содержания обучения, включающий в себя организацию деятельности общения на репродуктивном, рецептивном и продуктивном уровнях; интеграцию социокультурного аспекта во все компоненты содержания обучения.

Содержание, структура и методический аппарат пособия отражают деятельностный коммуникативно-когнитивный подход к обучению иностранным языкам. Предложенная в пособии система заданий – иллюстрация к пониманию того, как, используя смыслопорождающий потенциал содержания знаний, обеспечить перевод изучаемого материала из информативной в личностно значимую (смысло-поисковую) сферу деятельности, способствовать самоактуализации личности на уровне порождения творческой активности.

 

ББК Ш143.21-923

 

© Издательский центр ЮУрГУ, 2016

ПРЕДИСЛОВИЕ

В рамках учебного пособия намечена комплексная реализация практических, воспитательных, образовательных и развивающих целей обучения иностранному языку студентов высших учебных заведений.

Пособие имеет единую структуру и состоит из пяти разделов, каждый из которых включает систему тренировочных и творческих упражнений, ориентированных на развитие умений иноязычной речевой коммуникации и способствующих достижению основных целей обучения иностранному языку в неязыковом вузе.

Осуществление практических целей обучения предполагает взаимосвязанное развитие коммуникативных умений чтения, диалогического и монологического общения, умений дискутирования и аргументации, расширение и систематизацию активного словаря, обеспечивающего коммуникацию в рамках социально-бытовой, социально-культурной и учебно-трудовой сфер общения.

Интеграция всех видов речевой деятельности при освоении учебного материала обеспечивает внутреннюю, деятельностную логику уроков. Работа над каждой темой предусматривает стартовую актуализацию личностного опыта и лингвистических знаний студентов; презентацию и тренировку лексико-грамматического материала, отобранного на основе принципов семантической ценности и частотности; практику творческого использования приобретенных знаний, умений и навыков в продуктивных видах речевой деятельности.

Качество речевого творчества студентов достигается посредством организации упражнений, направленных на обучение правильному комбинированию изолированных языковых единиц, отдельных словосочетаний, предложений. Упражнения на развитие лексических умений находят свое логическое завершение в заданиях на развитие умений чтения и говорения.

Работа с аутентичным текстовым материалом нацелена на обучение разным стратегиям чтения (просмотрового, поискового, чтения с пониманием основного содержания, с полным пониманием прочитанного). Тексты сопровождаются до- и послетекстовыми заданиями, обеспечивающими проблемную подачу информации, включение студентов в диалоговое и полилоговое взаимодействие, в том числе дискуссии, диспуты, интервью.

Тематическое единство каждого из пяти разделов, преемственность в развитии грамматических и речевых навыков, создание психологического стимула для занятий английским языком входят в методический замысел учебного пособия.

При написании пособия автор руководствовался новейшими направлениями в отечественной и зарубежной методике и психологии, такими, в частности, как личностно-ориентированный, деятельностный, коммуникативно-когнитивный и социокультурный подходы к обучению иностранным языкам.

Автор надеется, что работа с пособием будет стимулировать сознательное отношение к изучению английского языка, содействовать развитию всех составляющих иноязычной коммуникативной компетенции студентов.

UNIT 1. BREAKING THE ICE

                                                                                         

                                                                                       To make the world a friendly place,

                                                                                       one must show it a friendly face.

                                                                                                                                                        Lead-in

Read the following words of wisdom. What do they mean?

· The world is a looking glass and gives back to each person a reflection of his attitude.

· Treat everyone with politeness, even those who are rude to you – not because they are nice, but because you are.

· True politeness is perfect ease and freedom. It simply consists in treating others just as you love to be treated yourself. (Chesterfield)

· Ceremonies are different in every country, but true POLITENESS is everywhere the same. (Oliver Goldsmith)