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SECOND SEMESTER

Lesson 33. Youth culture ...............................................................................131

Lesson 34. Grammar. Gerund ...................................................................... 133

Lesson 35. Youth culture .............................................................................142

Lesson 36. Youth culture .............................................................................145

Lesson 37. Youth culture .............................................................................148

Lesson 38. Youth culture .............................................................................151

Lesson 39. Grammar practice. Reported speech .......................................154

Lesson 40. Youth culture. Project..............................................................162

Lesson 41. Home reading .............................................................................163

Lesson 42. Exam practice.............................................................................167

Lesson 43. Science in technology in the

English-speaking countries ......................................................171

Lesson 44. Grammar. Past Perfect. Passive Voice ...................................176

Lesson 45. Science and technology in English-speaking countries       _181 Lesson 46. Science and technology in English-speaking countries .... 183

        Lesson 47. Science and technology in English-speaking countries              _188

Lesson 48. Cities of Great Britain ..............................................................193

Lesson 49. Cultural monuments of Great Britain ....................................203 Lesson 50. Cities of the USA.........................................................................207

Lesson 51. Home reading .............................................................................. 216 Lesson 52. Exam practice.............................................................................. 223

Lesson 53. Exam practice.............................................................................. 226 Lesson 54. Jobs and professions ..................................................................228 Lesson 55. Jobs and professions ..................................................................231 Lesson 56. Grammar. Modal Verbs..............................................................235 Lesson 57. Home reading .............................................................................. 247

Lesson 58. Jobs and professions ..................................................................250

Lesson 59. Jobs and professions ..................................................................253

Lesson 60. Jobs and professions ..................................................................257

Lesson 61. Jobs and professions ..................................................................260

Lesson 62. Jobs and professions ..................................................................263 Lesson 63. Assessing writing skills .............................................................266 Lesson 64. Home reading .............................................................................. 267

Lesson 65. Exam practice.............................................................................. 269

Lesson 66. Exam practice.............................................................................. 273 Lesson 67. Exam practice.............................................................................. 277 Lesson 68. Exam practice.............................................................................. 283

Lesson 69. Reserved........................................................................................287

Lesson 70. Reserved........................................................................................287

References..........................................................................................................288

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jumbled sentences. Put the words in the correct order. If you do it correctly, reading every third word you will find a message.

1)           class / will / you / to / and / tomorrow / come / 1. (You and I will come to class tomorrow.)

2)           travelling / I / on / not / am / usually / keen. (Usually, I am not keen on travelling.)

3)           to / give / chance / never / a / despair! (Never give a chance to despair!)

4)           person / a / you sociable / are / very ? (Are you a very sociable person?)

5)           the / it / in / to / was / sail / interesting / ocean? (Was it interesting to sail in the ocean?)

6)           for / this / work / person / does / Microsoft? (Does this person work for Microsoft?)

Message: I am a very interesting person.

This can be done in pairs or groups to save the time. In this case, it is not bad to think of a small prize for the winner.

2.     The game “My Word”

This is a competition, in which students try to score as many points as possible by continuing a story started by the teacher using a given set of words.

The teacher gives the handout to each student and checks if all the words are familiar. After that, the rules are explained: the teacher starts telling the story, and the students must continue it when the teacher stops using as many words from the list in their sentences as possible. Each word is assigned a certain number of points, and it may

be used only once. The student who gets the highest score wins.

The beginning of the story may be as follows (depends on the teacher): I’ve had a wonderful summer this year. First, I...

After the player is chosen (or appointed), he / she contributes a sentence to the story using as many words from the list as possible. Other students may question the suggested vocabulary. If the suggested words are agreed upon, the student’s score is counted, and another student takes the turn.

                                  1                                               2                                              3

Purple — 3                                Destroy — 3                       Computer — 1

Unhappy — 2                            Prevent — 3                      Bus driver — 2

Square — 3                                Enjoy — 1                           Kettle — 3

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3.     Introducing the topic

After the groups have produced their sentences, the teacher draws the students’ attention to the fact that not only adjectives (which is quite common) but also other parts of speech can be used for describing

both people’s appearance and character.

T. You have just used a great variety of words to describe mostly appearance and character. There is one more way of describing people but it mainly deals with telling the facts from people’s history and background. Such way of describing is called “biography”, and you know it quite well.

We are going to start this year with telling not about other people but about ourselves, and this is called “autobiography”.

Before writing autobiographies let’s practice describing biographies of other people by playing a game.

Game “Lifeswap”

The students are given the cards (one for each student). The teacher asks to imagine that they are the people in the cards and think a while how old they are, what their education and occupation may be, what they do every day, where they work, what their hobbies are, etc. There may be a need to prepare a certain questionnaire for the students to note down the answers. Then the students are told they would like to change their lifestyle. They have to think of what they really dislike about their present lifestyle, and what they are looking for. Then the students go round the class and talk to the others in search for the person with whom they would like to swap lifestyles.

See cards on the pages 9,10.

III.  Summary

IV.   Homework

Use 12 words (4 adjectives, 4 verbs and 4 nouns) not used in the class from the table to the game “My Word” to describe yourself.

LESSON 2

Autobiography. Vocabulary

Aims and objectives: introducing and practicing the vocabulary

developing basic skills

Equipment: writing paper, pictures, handouts

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

A Quiet Life

Felix Catt is a typical resident of Siberia Avenue, Surbiton. He looks gloomy, but in fact he is quite happy, and he leads a quiet life in this suburb of London. His wife Gertie looks after him carefully; she cleans the house regularly, and feeds him daily on well cooked meat and tinned vegetables. There is always a supply of fresh water for his whisky, and plenty of carpet space for putting practice, so he is very comfortable and content with suburban life.

Felix is very fond of his old dog, Sam. They go for walks together on Sundays. Today he is taking Sam to the local vet, because he is afraid that he is going blind. However, the vet is confident of curing him by means of a small operation. He is giving Sam an injection before operating on him, so that he will sleep peacefully the whole time and not feel any pain. There is even a pretty nurse standing by to comfort Sam in case he feels unhappy and lonely in the strange surroundings.

In general, both Felix and Sam think that they don’t have a bad life, and they have no desire to change it for anything more adventurous.

After the sentences have been discussed, the teacher asks students to reconstruct the text using the key words.

3.      Vocabulary practice

Analyze the examples of sentences with active vocabulary and make the ones of your own describing a person you know.

Examples

He said the job was hard, but, in fact, it was easy.

Good nurses look after their patients like mothers.

Rich people feed their dogs on the best cuts of meat.

Zoo keepers are usually content with their jobs.

Our cat went deaf when he was very old.

Tim is confident of finding the picnic spot.

You can do almost anything by means of hard work.

A team of surgeons operated on the patient. The police stood by in case of trouble.

The students produce their sentences and share them with the class.

4.        Across cultures

The teacher draws students’ attention to the word “suburb” and elicits the understanding of the difference between living in the sub­

First semester                                                                                                 13

urbs of a big city in Ukraine and English-speaking countries. The aim — to be able to make conclusions about the people’s status based on the area they live in.

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

Essential vocabulary

Biochemistry, chemistry, biology, lit. (literature), geography, warden, philosophy, physics, PhD, architecture, anthropology, sociology, PE (physical education), engineering, politics, agriculture, oceanography, economics, geology, technology, saxophone, violin, guitar, double bass, cello, drums, droning, bleeping, yowling, thumping, vi­

bration, grunt, yell, shouting, cheep, whistle, swearing, yapping, scream, barking, fitness freak / fanatic, opera buff, computer buff, folk dancing, unearthly hour, all hours of the day, a whole bunch, get worked up, just as well, keep the noise down, indescribable, get on with.

How to use the game

The game can be played with between 7 and 46 students — the more the merrier! If you have a small class, it’s a good idea to combine classes with another teacher for this game. You will need a fairly large space for this game. If you don’t have a large classroom or hall, it’s

best done outside.

Copy one role card for each student. The cards are printed in the order of the ‘floors’ in the tower block (page 1 = ground floor, page 2 = first floor, etc.) so if you have fewer than 46 students, make sure that you copy the cards in the order they are printed in the book (ie. if you have twenty-five students, use the first twenty-five cards). You will also need to prepare up to seven large sheets of paper with the words, GROUND FLOOR, FIRST FLOOR, SECOND FLOOR, etc. written on them (depending how many students, and therefore floors, you have in the ‘tower block’). These should be placed on the ground to indicate where the floors of the block are: etc.

SECOND FLOOR

FIRST FLOOR

GROUND FLOOR leaving enough space for students to assemble themselves in rows.

Give each student a role card.

Tell them they are all college students and live in a college hall of residence which is x floors high.

They have information on the card about themselves and their neighbours above and on either side of them. Several of their neighbours have annoying habits.

14                                                                                     Усі уроки англійської мови. 9 клас

Give them some time to read and absorb the information and ask you about problems.

The object of the game is for the students to use the information they have about their neighbours to arrange themselves in rows corresponding to the floors of the tower block.

To do this, they will have to get up and move around the class, asking questions and describing themselves and their habits so that they find their neighbours, and then find the right place on the right ‘floor’. (On every floor, there are about half the students who know the exact location of their rooms: the others should be able to locate themselves using them as reference points.)

When they are in the right places, ask them to complain to their neighbours about their annoying habits.

GROUND FLOOR

You live on the ground floor. You are a biochemistry student and you play a lot of tennis. No one lives on your left, but in the room on the right there is a history student who plays the saxophone, very often and very noisily. Above you there is a chemistry student who is a fitness fanatic and does early morning exercises at 6 a. m. every morning. With all this noise, it’s hard to concentrate on your work!

You live on the ground floor. You are a history student, but you’re very interested in jazz and you play the saxophone in a jazz band. To your right there are two art students — you don’t know much about them. To your left there’s a biochemist, sporty type, plays tennis. Above you there’s a philosophy student — there’s always a group of them there — you can hear their voices droning on and on late at night — you can’t think what they find to talk about for so long.

You study art and share a room with another art student. On one side of you there’s a student who plays the saxophone and on the other side of you there’s a student who plays the violin. And above you there’s a student with a computer — you can hear the wretched thing

bleeping away all night.

You study art and share a room with another art student, on the ground floor.

You are a music student (violin) and live on the ground floor. In the room next door on the left there are two art students and on the other side there’s an English literature student who has late night parties nearly every night. Above you there’s a biology student who plays the guitar terribly badly. You’re very sensitive about music and you can’t bear it. You’d like to move!

First semester                                                                                                 15

You are an English lit. student and live on the ground floor. You hate this place! Next to you there’s a music student who is always practising the violin and above you there are two students who are always quarrelling. And the other student next door... you haven’t said anything, but you’re sure there’s a cat in there — you can hear it yowling sometimes. It’s against college regulations to keep pets.

You study geography and live on the ground floor, in the end room. On your left there’s a very noisy English literature student, has parties all the time. And above you there’s a physics student. You don’t know what goes on in that room, but there are the most extraordinary noises coming from it at all hours of the day and night. You don’t like to complain though, since you have a secret — although it’s against college regulations, you have a pet — a kitten. You don’t think anyone knows and you don’t want to be found out.

FIRST FLOOR

You’re a chemistry student and a fitness freak. You don’t know the other students in the college very well, but there’s a philosophy student next door — usually a whole bunch of philosophy students actually, up till all hours, working out the meaning of life or whatever. At least there’s no one the other side (you have an end room) and above you there’s only the warden who’s very quiet.

You’re a philosophy student and you have a room in between two fanatics. One is a fitness freak and wakes you up at six every morning,

bouncing around doing exercises and the other is a computer buff and spends the whole time bleeping away on a stupid machine. As if that weren’t enough, the room above you is occupied by someone very strange, judging by the grunts and yells coming from that room. You’ve never met them, and you wouldn’t want to!

You’re a computer science student and you have a very noisy room on the first floor. On your right there’s a biology student who plays the guitar excruciatingly badly and on the other side there’s a philosophy student who has earnest and excitable discussions late at night. You can’t think what these philosophy students get so orked up about. And above you there’s some kind of amateur jazz musician.

You’re a biology student, but spend most of your time learning the guitar. In fact, you’d like to give up biology and study guitar. Your room is very noisy. On the left there’s a computer student, spends most of the time playing with a home computer and on the other side there are two French students who spend most of the time quarrelling. Above you there’s a fitness fanatic, a PE student who spends the whole time thumping up and down doing aerobic exercises.

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You study French and share a room on the first floor with another French student. You wish you didn’t as you don’t get on well.

You study French and share a room with another French student. You don’t get on very well. Next to you on one side there’s a guitar player, and on the other there’s a physics student. You don’t know what goes on in that room but there are some extraordinary noises coming from it sometimes. Above you there’s an Italian student who’s an opera buff...

You study physics and are doing a PhD in sound and vibration research. You have two very noisy neighbours in the room on your left: two very quarrelsome French students — you wish they’d leave each other alone. You have an end room on the first floor so there’s no one on your right, but above you there’s an architecture student who plays the double bass. Just as well you don’t work in your room. Most of your work is done up at the lab, though you do try out the tapes you need for your experiments back in your room occasionally.

SECOND FLOOR

You are the college warden and have an end room on the second floor. It’s pretty noisy in this college and you’re often having to tell the students to keep the noise down. Above you there are two foreign students from Africa — they play very odd music. And next to you there is an anthropology student — the noises that come from that room are indescribable! You thought there was something very odd going on there until you had a word about it and found out that the noises were tape recordings of grunts and yells of some tribe they’re researching in the Anthropology Department.

You study anthropology (you’re doing research into the war cries of tribes in the Upper Volta) and you have a rather noisy room in hall. On your right is a medical student who plays jazz very loudly late at night and above you is someone who plays the cello. At least your other neighbour is quite quiet — it’s the college warden.

You’re a medical student and have a room in college. College! It’s more like a zoo! Above you are some very noisy sociology students who have late night discussions and on your right there’s a PE student who does early morning exercises. Between them they completely ruin your night’s sleep. But the worst is the student next door on the left. You don’t know what is going on in that room, but you’ve never heard noises like that in your life... At least your interest (jazz) is harmless.

You’re a PE student and have a room on the second floor between a jazz freak and an opera buff. And above you there’s someone learning Chinese, practises tones all day long... the place is a lunatic asylum!

First semester                                                                                                 17

You study Italian and love Italian opera. You live on the second floor, between an architecture student who plays the double bass and a PE student who wakes you up at six every morning with noisy exercises. At least there’s no one living in the room above you.

You study architecture and play the double bass. You live in quite a musical corner of the college. Next to you, on the left, there’s an Italian student who’s an opera buff and above you there is a Russian student who likes folk dancing. You wish he / she wouldn’t practise it on your ceiling though... You have an end room so there’s no one the other side, thank goodness.

THIRD FLOOR

You are a Kenyan student and share an end room on the third floor with another African. Next to you there’s a maths student who plays the cello and above you there’s an engineer who has wild parties. You don’t mind the noise though.

You are a Nigerian student and share with another African student.

You study maths and play the cello. You have a rather noisy room and would like to change it. On your left there are two foreign students who play odd music and cook strange things and on your right there’s a sociologist who is forever having noisy discussions. You can’t understand why people get so worked up over ideas. Above you there’s someone who studies Greek and must be a fitness fanatic judging from the early morning thumps and thuds...

You are a sociologist and live in a room on the third floor between a cello player and someone who’s always doing strange voice exercises.

At least the room above you is fairly quiet.

You study Chinese and are having a lot of trouble with the pronunciation. You wish you had a quieter room so you could concentrate. On your left there is a sociologist and above you there’s a politics student. Both of these spend the whole time arguing and shouting and having endless heated discussions. The walls are so thin you can hear every word — and a lot of nonsense it all is. You’re heartily sick of the words ‘parameter’, ‘situation’, and ‘viable’. At least the room on your right is empty.

You study Russian and are particularly interested in Russian folk culture. You are learning several Russian dances. You have an end room on the third floor, and the room on your left is empty, so it’s fairly quiet.

FOURTH FLOOR

You study mechanical engineering and have the end room on the fourth floor next to someone who studies Greek and wakes you up at

18                                                                                     Усі уроки англійської мови. 9 клас

six every morning doing aerobic exercises. The two students above you, who study German, are always quarrelling, so it’s pretty noisy here.

You study Greek and have a room in college, but you wish you didn’t. Your left hand neighbour is a mechanical engineer who has wild parties every night and above you there’s a civil engineer who has card parties. Sometimes you can’t get to sleep till three or four in the morning and you have to get up at six to do your aerobics and learn your irregular verbs. On the other side there’s a nurse who’s pretty quiet.

You’re doing a nursing degree and are on night duty at the moment. At least most of the people are out during the day so you can get some sleep, but the student above you seems to have a dog: you can hear it barking during the day. It’s against the regulations of course, to keep pets. Your other neighbours are a Greek student on your left and a politics student on your right.

You study politics and live on the fourth floor between a nursing student and an education student. Neither of them give you much trouble, but above you there’s an agricultural student who gets up at about five every morning, God knows what for, to milk the cows or something probably. You’re a late-night person, so object to being woken up so early.

You study education and have a room between a politics student and an oceanographer. The politics student has heated late-night discussions with friends almost every night, keeping you awake till three or four sometimes. Why do politicians always shout so loud? The oceanographer is a harmless chap, but has a budgie (strange pet for an oceanographer) which cheeps and whistles early in the morning. So between the politics and the budgie, you don’t get much sleep. The student upstairs plays the drums every afternoon, so no chance of an afternoon nap either...

You study oceanography and have an end room on the fourth floor, next to an education student. Above you there’s an economics student who belongs to a morris dancing society and practises the steps, bells and all, right over your head.

FIFTH FLOOR

You study German and share a room on the fifth floor with another German student. Pity you don’t get on...

You study German and share with another German student. You quarrel a lot. You have an end room, but your neighbour on the right, an engineering student, is very fond of cards and has card parties most

First semester                                                                                                 19

evenings. There’s an engineering student below you too, who also has noisy late night parties. And above you there’s a Spanish student with a parrot. Worse than an alarm clock, that parrot, wakes you up at half past five every morning by swearing in Spanish.

You are a civil engineer and have a room between two bickering German students and an Arabic student with a noisy dog. It’s against the rules to keep pets. You’re surprised the warden hasn’t found out about it — it’s always yapping. But your worst neighbour is the one above you. You play cards till late most nights, so you like to lie in, but the student above you does early morning exercises, and thumps around on the floor for about an hour between six and seven every day.

You study classical Arabic and have a room between a civil engineer, on the left, who has noisy late night parties and an agriculture student, on the right, who gets up at half past five every day. The student above you has late night parties too. You never get any sleep. But you don’t like to complain because they might protest about your dog. It’s strictly against the rules to keep pets in the college and you don’t want the warden to find out.

You study agriculture and have a very noisy room on the fifth floor between a student who plays the drums and a student with a yap- py dog. You like to get up early and the student upstairs has a baby which cries at night and keeps you awake so you never get enough sleep. You know pets aren’t allowed in the college, surely babies aren’t either.

You study electrical engineering and play the drums in a local rock group. You have a room between an agricultural student and an economics student. Neither give you much trouble — anyway you’re usually too busy practising drums to hear anything. There are two accountancy students upstairs, but they’re very quiet.

You study economics and have an end room on the fifth floor. Your next door neighbour is an engineer who plays the drums very loudly in the afternoons — just when you want to put some folk music on and practise your morris dancing steps. Upstairs are some very noisy drama students.

SIXTH FLOOR

You study Spanish and have an end room on the top floor which you share with your parrot. You’re very proud of Pedro because you’ve taught him to swear in Spanish — he has a perfect accent. You like your room, the only problem is the food technologist next door who leaps around doing exercises at some unearthly hour in the morning and of course wakes the parrot who starts swearing in Spanish...

20                                                                                     Усі уроки англійської мови. 9 клас

You study food technology and have a room between a Spanish student and a pharmacist. The Spanish student has a rather rude parrot, but that’s no problem compared to the pharmacist’s late night parties. You like to get up early in the morning to do your fitness training, so resent being kept awake late at night...

You study pharmacy and have a room on the top floor between a food technology student (on the left) and a geologist (on the right). Neither are ideal neighbours — you go to bed late so you like to lie in in the mornings, but the food technologist gets up at about five and crashes around doing exercises, and the geologist has a baby which yells and screams all night and early in the morning. You’ve had a word with them, but all they do is moan about your parties.

You study geology and are having a hard time since you have a six month old baby. She shouldn’t be in college with you, but what else can you do? Just hope the warden doesn’t find out. Your right hand neighbours are two very quiet accountants but your left hand neighbour is a pharmacist who has noisy late night parties that keep the baby — and you awake.

You are an accountant and share a room on the top floor with another accountancy student.

You study accountancy and share a room with another accountant. You have noisy neighbours — a student with a screaming baby, on the left, and a group of hysterical drama students, on the right. You’re fed up.

You are a drama student and have an end room on the top floor next to a pair of dozy accountants. It’s so quiet in there you reckon they’ve probably sent each other to sleep! You’re working hard on a play at the moment and a group of you often have rehearsals in your room.

FLOOR PLAN

                1                       2                       3                      4                       5                      6

SIXTH FLOOR

Spanish          Food                Pharmacy    Geology        Two ac­          Drama

student         technology   student         student         countancy   student student            students

FIFTH FLOOR

Two Civil Classical Agricul­ Electrical Economics German engineering Arabic tural engineer­ student students student student student ing student

First semester                                                                                                23

The most common example of an autobiography is still the written form. And when writing an autobiography, you have two primary choices: you can start with a blank sheet of paper or a use a fill-in-the- blank format, basically a book (workbook) with questions, prompts and other activities to help you go back into your memory banks and pull out “memorable gems” that you’ve, perhaps, long forgotten about.

Nowadays, most autobiographies are written in the form of the so- called CV or resume. This is very close to the fill-in-the-blank form except for the fact that here you basically cover a few most important facts of your life. CVs are much shorter than traditional autobiography essays and are more convenient for employers to find out as much necessary information about the candidate as possible in a very short time.

The students share their guesses, the teacher encouraging them all and finally giving the correct answer (CD and video formats).

If the class is bright enough, the teacher may spend a few minutes having the class discuss the reasons for these new formats to appear.

T. There is a very important difference between the two most common autobiography formats. Read two sample autobiographies and find out what this difference is.

An Example of CV / Resume

1)       First name, middle name, family name — Barack Hussein Obama.

2)       Date of birth, age — 4 August 1961, 48 years old.

3)       Citizenship — USA...

4)       Family — married to Michelle Robinson (1992), children: Malia Ann (1998), Natasha (2001).

5)       Religion — Protestant Christian.

6)       Occupation — President of the United States of America...

7)       Job Experiences — U. S. Senator (2004-2008), Illinois State leg­islator (1996-2004)...

8)       Learning Experiences — Harvard Law School (1991) — Juris Doctor (J. D.); Columbia University (1983) — B. A. in political sciences...

9)       Hobbies and Leisure Activities — cooking, poker, spending time with his family, dancing, and talking on the phone with his wife, Michelle Obama...

10)    Sports — basketball.

11)    Travels and international experience — Afghanistan, France, Germany, Iraq, the U. K, Russia, Italy and others.

24                                                                                     Усі уроки англійської мови. 9 клас

12)   Awards — 2 Grammy awards for his 2 books; honorary doctorate from Weslyan University, honorary member of the Crow Nation, Native American tribe.

13)   Achievements — the first black President of the United States; has spread major political influence throughout the youth populations and activated interest in the political communities; steps towards change by motioning for environmental, educational and health care reforms; cut taxes for 95% of the American population.

14)   Additional information...

An Example of an Autobiography

I was born on a warm, sunny day in June in Sarasota, Florida.

I still live in Sarasota, Florida, and I go to school at Booker High School. I live with my mom, Kate; my brother, Jake; and my Aunt Molly. When I was born, my bother was fifteen-months-old and hid under the table from me. Jake is a sweet kid and he would do anything for me,

but like all brothers and sisters we fight like cats and dogs. Sometimes when no one was around, Jake would come up to me and bite my toes for no reason. I still love him but only because he is my brother.

Who I am in life

My name is Sally Friday. I started school when I was six years old. I went to kindergarten through fifth grade at Booker Elementary and while I was there, I won an award for perfect attendance. I also won an award for honor roll all four terms. Then I attended Booker Middle School, and there I also won a couple of awards: one for perfect attendance and two for being named Student of the Year — one in sixth grade and the other in eighth grade. I am now a senior at Booker High School. I plan on finishing school and maybe going to a community college.

What life means to me

Life to me means friends and family who you can trust and who trusts you. I am pretty much on the happy side of life, but like all teens I do have my “days of”. That means I do have some sad days or depressed days. I have a few friends here that sort of look out for me and when I am having a bad day, I have someone here at school to talk to. I make my school days go by thinking of either the next hour or what

I will do when I get home or on the weekend. I’m not seeing anyone now but when I did have a boyfriend, our favorite places to go were the movies and out to dinner. Sometimes we went to the beach. Only once we went to an amusement park: Universal Studios. We were together for twenty-nine days and then we broke-up; so no, I don’t think it was forever.

First semester                                                                                                25

What’s my outlook on the future

The year 2018 will make twenty years since I graduated from high school. I think I will probably be still living here in Sarasota. I will be quite comfortable with my living situation, meaning that I will be married to Paul Smith. We will have one child: Linda Teresa Smith, who at that point will be three years old and a little devil. Paul is a sweet guy; he will do anything for anyone. He is six feet tall and built well. He has baby blue eyes and blond hair. We will have been together for five

years and will be happy together — this is forever.

Conclusion

As I said in the beginning, I was born here in Florida and I’ve lived here my whole life. I would like to see more of the USA but unfortunately, I don’t have any money to leave Florida to go anywhere right now. I hope you have enjoyed reading my life story as much as I have enjoyed writing it for you. Try to get as much as you can out of school; you’re only there for twelve years and when you graduate, you’re home free. Here’s a tip for you to live or try to live by: If you think it, it can

be done.

The students share their ideas (expected answers: CVs are more formal and neutral, they just give information: essays are more emotionally colored, they give both information and attitudes).

4.      Relaxation

Game “Office politics”

Exponent

I          think that... In my opinion, etc. adjectives for describing character

Lexical areas

character, talents and abilities

Essential vocabulary

Punctual, efficient, inefficient, cheerful, grumpy, bad-tempered, hopeless at, precise, rigid, inflexible, flexible, organized, disorganized, decisive, indecisive, friendly, pompous, good-natured, down-to- earth, narrow-minded, kind, natural, careless, weak, open-minded, unpretentious, competent, miserable, standoffish, moaning, complaining, nice, shy, kind-hearted, forgetful, gentle, moody, muddled, tolerant, broad-minded, absent-minded, vague, rude, eccentric.

How to use the game

The game may be played with 8-16 players. If you have more than 16 students, play the game in two or more groups.

26                                                                                     Усі уроки англійської мови. 9 клас

Copy one role card for each student in your group / class.

If you play with 9 people, you will have to add the information about Gerry (just joined, very nice but rather shy) to Chris’s role card. If you play with more than 9 you will have to add the information about the last person in the series to Gerry’s role card, for example, if you play with twelve students then the last card in the series will be the twelfth card, Dani, and you will have to add the information about Dani (joined at the same time, nice, but absent-minded)to Gerry’s role card. You will also need sticky labels or pins for badges. Give out the role cards to the students. Ask them to make a badge for themselves with their name on. Tell them that they all work in the same office and that since their boss is leaving, one of them is eligible for promotion. Naturally, everyone has very strong ideas about who it should / shouldn’t be, which they want to communicate to as many people as possible.

However, the rule is: you can say as much as you like about the people behind their back, but never to their face.

The object of the game is to find out what other people think of you.

You can either set a time limit on the game and when it is up, see how many people discovered anything about themselves and whether they discovered one opinion or two conflicting ones, or make a rule that as soon as people discover an opinion about themselves, they should sit down, out of the game. It then gets progressively harder for those that are left to find anything out. The aim of the game then is not to be left in until last.

JO

Someone in your department is going to be promoted to supervisor. Naturally, you hope it’s going to be you.

You wouldn’t mind if Sam or Alex gets the job. Sam’s very efficient and Alex is a nice cheerful person. But you hope it’s not Terry or Pip. Terry’s very bad-tempered and Pip’s hopeless at figures.

Talk to people and find out what they think. Try to convince them of your opinion. Don’t tell anyone directly what you think of them, of course, but you can tell them what other people think of them, if you like. Your main aim, though, is to find out what other people think about you!

SAM

Someone in your department is going to be promoted to supervisor. Naturally, you hope it’s going to be you.

You wouldn’t mind if Alex or Terry gets the job. Alex is a cheerful sort of person and Terry is good-natured. But you hope it’s not going

First semester                                                                                                27

to be Pip or Robin! Pip is absolutely hopeless at figures and Robin is so rigid and narrow-minded.

Talk to people and find out what they think. Try to convince them of your opinion. Don’t tell anyone directly what you think of them, of course, but you can tell them what other people think of them, if you like. Your main aim, though, is to find out what other people think about you!

ALEX

Someone in your department is going to be promoted to supervisor. Naturally, you hope it’s going to be you.

You wouldn’t mind if Terry or Pip gets the job. Terry is very good- natured and kind and Pip is very careful and precise: very good with figures. But it would be a disaster to have Robin or Jan. Robin is so narrow-minded and Jan is so careless and disorganised. TaJk to people and find out what they think. Try to convince them of your opinion. Don’t tell anyone directly what you think of them, of course, but you can tell them what other people think about them, if you like. Your main aim, though, is to find out what other people think about you!

TERRY

Someone in your department is going to be promoted to supervisor. Naturally, you hope it’s going to be you.

You wouldn’t mind if Pip or Robin gets the job. Pip is very careful and precise: very good with the accounts and Robin is very flexible and open-minded. But it would be terrible if Jan or Chris got the job! Jan is totally disorganised and Chris is so pompous.

Talk to people and find out what they think. Try to convince them of your opinion. Don’t tell anyone directly what you think of them, of course,

but you can tell them what other people think about them, if you like. Your

main aim, though, is to find out what other people think about you!

PIP

Someone in your department is going to be promoted to supervisor. Naturally, you hope it’s going to be you.

You wouldn’t mind if Robin or Jan gets the job. Robin is a very tolerant and flexible person and Jan is very organised. But you’d hate to have to work for Chris or Jo! Chris is so unbelievably pompous and Jo is so indecisive.

Talk to people and find out what they think. Try to convince them of your opinion. Don’t tell anyone directly what you think of them, of course, but you can tell them what other people think about them, if you like. Your main aim, though, is to find out what other people think about you!

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ROBIN

Someone in your department is going to be promoted to supervisor. Naturally, you hope it’s going to be you.

You wouldn’t mind if Jan or Chris gets the job. Jan is very competent and organised and Chris is a nice, unpretentious down-to-earth sort of person. But it would be a disaster if Jo or Sam got the job. Jo is so weak and indecisive and Sam is very inefficient.

Talk to people and find out what they think. Try to convince them of your opinion. Don’t tell anyone directly what you think of them, of course,

but you can tell them what other people think about them, if you like. Your

main aim, though, is to find out what other people think about you!

JAN

Someone in your department is going to be promoted to supervisor. Naturally, you hope it’s going to be you.

You wouldn’t mind if it’s Chris or Jo. Chris is a very pleasant, down-to-earth person and Jo is a good decision-maker. But it would be dreadful if Sam or Alex were promoted! Sam is terribly inefficient and Alex is a grumpy, miserable sort of character: always moaning and complaining.

Talk to people and find out what they think. Try to convince them of your opinion. Don’t tell anyone directly what you think of them, of course, but you can tell them what other people think about them, if you like. Your main aim, though, is to find out what other people think about you!

CHRIS

Someone in your department is going to be promoted to supervisor. Naturally, you hope it’s going to be you.

You wouldn’t mind if Jo or Sam gets the job. Jo thinks clearly and is decisive, and Sam is a very efficient worker. But it would be awful to have Alex or Terry in charge! Alex is always so grumpy and Terry has a terrible temper.

Talk to people and find out what they think. Try to convince them of your opinion. Don’t tell anyone directly what you think of them, of course, but you can tell them what other people think about them, if you like. Your main aim, though, is to find out what other people think about you!

GERRY

You’ve just joined the firm and you don’t know many of the people yet. However, you don’t like Jo much — seems a rather weak and indecisive person. Sam seems more efficient.

First semester                                                                                                29

TONI

You’ve just joined the firm and you don’t know many of the people yet. However, you don’t like Sam much — seems very inefficient. Alex seems nice and cheerful, always making jokes. Gerry joined at the same time as you: very nice, but rather shy.

LESLIE

You’ve just joined the firm and don’t know many of the people yet. However, you don’t like Alex, who seems a miserable type: told you off for being late. Terry seems nicer: very good-natured and kind-hearted — showed you how the coffee machine worked on your first day. Toni joined at the same time as you: very nice but a bit forgetful.

DANI

You’ve just joined the firm and don’t know many of the people yet. However, you don’t like Terry, who is very bad-tempered and shouted at you on your first day. Pip seems nicer: much more gentle. Leslie joined at the same time as you: very nice but a bit moody.

PHIL

You’ve just joined the firm and you don’t know many of the people yet. However, you don’t like Pip much — seems to be very muddled and added up your wages wrong. Robin seems nice, very tolerant and broad-minded. Dani joined at the same time as you: very nice, but a bit absent minded.

BOBBIE

You’ve just joined the firm and you don’t know many of the people yet. However, you don’t like Robin much: a very narrow-minded and inflexible character. Jan, who showed you round on your first day seems very organised. Phil joined at the same time as you: very nice but not very punctual.

PADDY

You’ve just joined the firm and you don’t know many of the people yet. However, you don’t like Jan much — seems very disorganised to you. Chris was very friendly to you on your first day: very natural and not a bit standoffish. Bobbie joined at the same time as you: very nice but rather vague.

SANDY

You’ve just joined the firm and you don’t know many of the people yet. However, you don’t like Chris much — seems rather cold and pompous and was very rude to you on your first day. Jo would make

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a good supervisor: firm and decisive. Paddy joined at the same time as you: very nice but a bit eccentric.

After the game is over, the teacher asks the students to go back to the two autobiography samples and use the game active vocabulary to characterize the people.

5.     Listening

The students are given blank CV forms. Their task is to fill in as much information as possible while listening to the interview.

P r o f i le. Peter Parker

Interviewer. ...With us in the studio this morning is Peter Parker.

Good morning, Peter.

Peter. Good morning.

Interviewer. .. .Peter Parker is an English Language teacher. He was always good at languages at school, so he decided to take his degree in French and German. When he finished his university studies, he began teaching in a secondary school in England. Two years later, however, he met someone by chance who offered him a job teaching English to foreign students during the long summer holidays. His students were adults and he enjoyed the work immensely. He soon found he was more interested in teaching his own language to foreigners than foreign languages to English schoolboys.

Since then he has specialised in this work. He has found that one of the advantages of the job is that it enables him to find work almost anywhere in the world. First he went to Africa for two years and then he spent a year in Arabia. After this he went to Greece where he has worked for the last 3 years. He hasn’t been to South America yet but he intends to go there next. He has taught men and women of all ages and of various nationalities. He has also learned to get on with all kinds of people and to adjust to different ways of life. So far he has not regretted his decision to follow this career. Now then, Peter, tell me...

The students share their results eventually trying to reconstruct the text heard.

III.  Summary

IV.   Homework

Interview 5 people (relatives, neighbors, teachers etc.) and complete their CV forms.

First semester                                                                                                33

Essential vocabulary

Chewing gum, bike sheds, paper darts, share, fantastic, practical jokes, detention, chatting, tell tales, actor, businessman, dentist, model, politician, taxi driver, soldier, undertaker, vicar, dustman, TV interviewer, spy, pilot, accident prone.

How to play the game

Play the game with 8-16 players. If you have more than 16 in the class, divide the class into two or more groups.

Copy one role card for everyone in the class / group.

It is important to copy the cards in order, so if you have 9 people in a group, use the first 9 cards, if you have 10, use the first 10 and so on. Also see note below.

Make one copy of the questionnaire for every three or four people. If your class / group is smaller than 16, cut off the questions which are about the role cards you are not using.

You will also need sticky labels or pins for badges. Give out the role cards and ask each student to make themselves a badge with their ‘name’ on. Give them a few minutes to read and absorb the information on the card, then tell them that they are going to a school reunion — twenty-five years on.

They are very curious about what happened to their old school mates, and should try and mingle and find out as much as possible about what people are doing now.

When they have finished gossiping, regroup them into threes or fours and give each group a questionnaire to fill in.

The object of the game is to complete as many statements as possible.

The group that can answer the most is the winner.

Note: Because of the way the game is constructed, if you play with more than 8 people, you will have to add a piece of information on one role card. For example, if you have a group of nine, no one will have any information about the ninth person, Chris, so you will have to add on one role card (any one except Chris’s own) the information that Chris used to play practical jokes. If you have ten people, the information about the tenth person, Jan, will be missing and you will have to add that onto a role card. And so on up to the 16th person, Glen(da). (Gfen№) used to be accident prone.) It is always the information about the last person that is missing.

ALEX

You are a successful actor.

You’re very curious about what has become of the people you used to know at school. In particular you remember: Toni, who used to smoke in the bike sheds in the lunch hour.

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Sequence

I.    Warming-up

Jeopardy

In this game, everyone writes down a few (three to ten, depending on the time available, answers to questions about themselves. After writing down the answers, people have to form pairs or small groups and try to find out what the questions are.

Example: (answer = purple) “What is your favorite colour?” “Blue”. “What colour do you hate?” “Green”. “What colour is your underwear?” “Purple!” You can stop at three guesses if you want, or keep going until someone in the club can guess the question.

II. Main part

1.        Checking on Homework

The students read out their biography reports with the rest of the class guessing who the person is. Then, the students take turns until all the reports have been read out.

2.        Creative writing

T.              As you remember, CVs or resumes are mostly used by employers to get the necessary information about the potential worker. Now you’ll pretend you want to be employed by a certain company or firm. The first step is writing and sending out your resume (CV) to the company.

Here’s the list of your potential employers. Choose the company you would like to work for and write your CV so that the management would be interested in employing you.

“Coca-Cola”, “McDonald’s”, “General Motors”, “Microsoft”, “NASA”, “The New York Times”, “BBC”, “MTV”.

The students complete their CVs and submit them to the teacher. Then the class is divided into the groups according to the number of firms applied for. Each group receives its own set of CVs with the task of evaluating them from the point of view of potential employers. The results with explanations are shared in the class.

3.        Vocabulary practice

T.              As you remember, CVs are very close in format to the primitive fill-in-forms. They just give basic information about the candidate and are not more than a primary acquaintance with a potential worker. Today we are going to work with more complicated forms of autobiography — those, which require not only giving just information but also

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hopeless at, precise, rigid, inflexible, flexible, organized, disorganized, decisive, indecisive, friendly, pompous, good-natured, down-to- earth, narrow-minded, kind, natural, careless, weak, open-minded, unpretentious, competent, miserable, standoffish, moaning, complaining, nice, shy, kind-hearted, forgetful, gentle, moody, muddled, tolerant, broad-minded, absent-minded, vague, rude, eccentric.

Biochemistry, chemistry, biology, literature, geography, warden, philosophy, physics, PhD, architecture, anthropology, sociology, PE (physical education), engineering, politics, agriculture, oceanography, economics, geology, technology, saxophone, violin, guitar, dou­

ble bass, cello, drums, fitness freak / fanatic, opera buff, computer buff, folk dancing, get worked up, just as well, indescribable, get on with.

It is not bad to suggest a person everybody in the class knows well for completing the worksheet in his / her name for practice with the following discussion.

4.     Relaxation

Game “Crystal balls” Function practised making predictions

Exponent

will have will be

How to use the game

This game may be played with any number of students.

Divide the class into two: fortune tellers and fortune hunters.

Copy enough hunter cards for the fortune hunters and enough crystal balls for the fortune tellers, making sure that as far as possible, there is an appropriate crystal ball for every hunter.

Seat the fortune tellers behind desks in different parts of the room, and give them each a crystal ball.

Give the fortune hunters each a hunter card. Allow them some time to read the card and ask you about any problems.

Ask the fortune hunters to give back, or put away, their cards and the fortune tellers to turn theirs over so they can gaze into the crystal ball. Then ask the fortune hunters to visit the fortune tellers and ask about their future, until they find a fortune teller who will give them the news they want to hear.

The object of the game is for the fortune hunters to find a fortune teller to tell them what they want to hear.

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LESSON 6

Autobiography. Project

Aims and objectives:

developing all basic skills developing students’ creativity assessing students’ achievements

Equipment: computer lab, electronic images brought by students or, if unavailable, writing paper, markers, photos, glue

Sequence

I.    Warming-up

Broken Telephone

This is a listening and pronunciation activity that always gets people laughing. The teacher first must think of a sentence or phrase and whisper it to the person beside her. That person will then whisper what she heard to the next person. Each person can only say, “Can you please repeat that?” one time. When the message reaches the end of the chain that person must speak out loud. Oftentimes the message will be completely different when it reaches the end. Try to find out where the chain broke! In a big group you can send the message two ways and find out which team comes closest to the real message.

The suggested message is “Before too long he longed for that for four years, too”.

II. Main part

1.     Project

Since most of schools are equipped with computer labs, students may create their autobiography in an electronic format. If there are no computers available, the teacher should provide students with everything necessary for creating a paper-based autobiography (paper, markers, scissors, glue etc.) In both cases the project automatically includes using the home assignment, which allows not to check it separately.

The students are told they are to create their electronic autobiographies with the help of computer (suggested software: Microsoft Office Publisher, Microsoft Word or Microsoft PowerPoint depending on which of them the students and the teacher feel more comfortable with).

The teacher facilitates the process, helping the students to arrange the text and the pictures. Since the work is rather informal and

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

Interviewer. Thank you for answering my questions... (say the name)

Celebrity. .. .It’s been a pleasure. Good-bye.

II. Main part

1.        Checking on Homework

The students tell about the unusual hobbies to the class, the latter deciding which one was the funniest and most unusual.

2.        Conversation T—Cl

What is a “culture shock”? Have you ever experienced it in your life? What was it about?

What makes a nation’s culture?

Why is it important to know another nation’s culture?

What do you think brings misunderstanding between people of different nations? Is it the lack of the language or not knowing the culture?

After the discussion is over, the teacher provides an example of misunderstanding cultures. It may be as follows.

Somewhere in the 1970s a new Soviet diplomat in Britain invited his colleague from the Foreign Office for dinner. The dinner was very important for him, so his wife did her best to please the VIP guest and cooked a nice chicken. However, the guest seemed to be displeased with the dinner and left rather coldly.

The diplomat and his wife could not understand the reason for that. Some time later the diplomat found out that chicken was not the food to have at a VIP dinner while in the Soviet Union it was considered a nice dish for receiving guests.

The British diplomat being offered a chicken regarded it as lack of respect to him and so took it coldly.

It took the Russian much time and effort to make good relationship with that person again — all because of not knowing some basic cultural aspects.

Another example may be like this.

In the 1990s the USA started a wide range of exchange programs with Russia, Ukraine and other countries of the former USSR.

Every American leaving for those countries was given a booklet with instructions what to do and what not to do.

First semester                                                                                                49

One of them read, “Never put on white tennis shoes when going out — that will definitely indicate that you’re an American”.

You may imagine the Americans’ surprise when they arrived in Kyiv and saw 5 out of 10 Ukrainians dressed in white tennis shoes.

The students read and discuss the information, if possible, providing their own examples.

3.     Reading

Read the following passage and complete the table noting down the things that are different in the two cultures.

In America there is a strongly developed feeling of “privacy”, it means that every person has the right for “personal space’ or ‘personal bubble’, which must not be invaded, normally, it’s a circle of 60-70 cm around a person. During a conversation you shouldn’t try to get closer to your counterpart as this may be regarded as violating ‘personal space”, and cause the American to backup for keeping the distance. Therefore, those who love tapping people on the shoulders, grasping their buttons, etc. must realize this won’t be understood and accepted, and, most probably, will cause nothing but annoyance, sometimes it even may be regarded as an attempt of sexual harassment.

The right to ‘privacy is fundamental to Americans, and it extends into your personal space in the house, in response, it is expected that you will treat personal rooms of all the family members with the same respect independently on their ages. It goes without saying that it is your duty to keep your room (and your bathroom if you have a separate one) neat and clean.

Never ask questions concerning the financial state of americans as well as the cost of things — this is regarded as a brutal violation of ‘privacy’.

American children are generally much more self-reliant and independent than kids in the former Soviet Union. Most of them start working and earning their pocket money at 14-15. Be sure, the notion of “privacy’ regarded to children is kept as solidly as regarded to any adult inhabitant of america.

Addressing people may seem strange for a Ukrainian, it’s quite normal for kids to call adults by their first name (at school, however, it’s common to say “sir” or “ma’am”).

                                            USA                                                              Ukraine

First semester                                                                                                51

“So”, said the detective, “and is the mystery one that is absolutely unparalleled in the whole recorded annals of the London police?” “It is”.

“And I suppose”, said the detective, “that it involves names which you would scarcely dare to breathe, at least without first using some kind of atomiser or throat-gargle”.

“Exactly”.

“And it is connected, I presume, with the highest diplomatic consequences, so that if we fail to solve it England will be at war with the whole world in sixteen minutes?”

His secretary, still quivering with excitement, again answered yes.

“And finally”, said the Great Detective, “I presume that it was committed in broad daylight, in some such place as the entrance of the Bank of England, or in the cloak-room of the House of Commons, and under the very eyes of the police?”

“Those”, said the secretary, “are the very conditions of the mystery”.

“Good”, said the Great Detective, “now wrap yourself in this disguise put on these brown whiskers and tell me what it is”.

The secretary wrapped himself in a blue domino with lace insertions, then, bending over, he whispered in the ear of the Great Detective:

“The Prince of Württemberg has been kidnapped”.

The Great Detective bounded from his chair as if he had been kicked from below.

A prince stolen! Evidently a Bourbon! The scion of one of the oldest families in Europe kidnapped. Here was a mystery indeed worthy of his analytical brain.

His mind began to move like lightning.

“Stop!” he said, “how do you know this?”

The secretary handed him a telegram. It was from the Prefect of Police of Paris. It read: “The Prince of Württemberg stolen. Probably forwarded to London. Must have him here for the opening day of Exhi­

bition. 1,000 pounds reward”.

So! The Prince had been kidnapped out of Paris at the very time when his appearance at the International Exposition would have been a political event of the first magnitude.

With the Great Detective to think was to act, and to act was to think. Frequently he could do both together.

“Wire to Paris for a description of the Prince”.

The secretary bowed and left.

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

A visitor entered. He crawled stealthily on his hands and knees.

A hearthrug thrown over his head and shoulders disguised his identity.

He crawled to the middle of the room.

Then he rose.

Great Heaven!

It was the Prime Minister of England.

“You!” said the detective.

“Me”, said the Prime Minister.

“You have come in regard the kidnapping of the Prince of Württemberg?”

The Prime Minister started.

“How do you know?” he said.

The Great Detective smiled his inscrutable smile.

“Yes”, said the Prime Minister. “I will use no concealment. I am interested, deeply interested. Find the Prince of Württemberg, get him safe back to Paris and I will add 500 pounds to the reward already offered. But listen”, he said impressively as he left the room, “see to it that no attempt is made to alter the marking of the prince, or to clip his tail”.

So! To clip the Prince’s tail! The brain of the Great Detective reeled. So! a gang of miscreants had conspired to — but no! the thing was not possible.

There was another rap at the door.

A second visitor was seen. He wormed his way in, lying almost prone upon his stomach, and wriggling across the floor. He was enveloped in a long purple cloak. He stood up and peeped over the top of it.

Great Heaven!

It was the Archbishop of Canterbury!

“Your Grace!” exclaimed the detective in amazement — “pray do not stand, I beg you. Sit down, lie down, anything rather than stand”.

The Archbishop took off his mitre and laid it wearily on the whisk- er-stand.

“You are here in regard to the Prince of Württemberg”.

The Archbishop started and crossed himself. Was the man a magician?

“Yes”, he said, “much depends on getting him back. But I have only come to say this: my sister is desirous of seeing you. She is coming here. She has been extremely indiscreet and her fortune hangs upon the Prince. Get him back to Paris or I fear she will be ruined”.

The Archbishop regained his mitre, uncrossed himself, wrapped his cloak about him, and crawled stealthily out on his hands and knees, purring like a cat.

First semester                                                                                                53

The face of the Great Detective showed the most profound sympathy. It ran up and down in furrows. “So”, he muttered, “the sister of the Archbishop, the Countess of Dashleigh!” Accustomed as he was to the life of the aristocracy, even the Great Detective felt that there was here intrigue of more than customary complexity.

There was a loud rapping at the door.

There entered the Countess of Dashleigh. She was all in furs.

She was the most beautiful woman in England. She strode imperiously into the room. She seized a chair imperiously and seated herself on it, imperial side up.

She took off her tiara of diamonds and put it on the tiara-holder beside her and uncoiled her boa of pearls and put it on the pearl- stand.

“You have come”, said the Great Detective, “about the Prince of Württemberg”.

“Wretched little pup!” said the Countess of Dashleigh in disgust.

So! A further complication! Far from being in love with the Prince, the Countess denounced the young Bourbon as a pup!

“You are interested in him, I believe”.

“Interested!” said the Countess. “I should rather say so. Why,

I bred him!”

“You which?” gasped the Great Detective, his usually impassive features suffused with a carmine blush.

“I bred him”, said the Countess, “and I’ve got 10,000 pounds upon his chances, so no wonder I want him back in Paris. Only listen”, she said, “if they’ve got hold of the Prince and cut his tail or spoiled the markings of his stomach it would be far better to have him quietly put out of the way here”.

The Great Detective reeled and leaned up against the side of the room. So! The cold-blooded admission of the beautiful woman for the moment took away his breath! Herself the mother of the young Bour­

bon, misallied with one of the greatest families of Europe, staking her fortune on a Royalist plot, and yet with so instinctive a knowledge of European politics as to know that any removal of the hereditary birthmarks of the Prince would forfeit for him the sympathy of the French populace.

The Countess resumed her tiara.

She left.

The secretary re-entered.

“I have three telegrams from Paris”, he said, “they are completely baffling”.

He handed over the first telegram.

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It read:

“The Prince of Württemberg has a long, wet snout, broad ears, very long body, and short hind legs”.

The Great Detective looked puzzled.

He read the second telegram.

“The Prince of Württemberg is easily recognised by his deep bark”.

And then the third.

“The Prince of Württemberg can be recognised by a patch of white hair across the centre of his back”.

The two men looked at one another. The mystery was maddening, impenetrable.

The Great Detective spoke.

“Give me my domino”, he said. “These clues must be followed up”, then pausing, while his quick brain analysed and summed up the evidence before him — “a young man”, he muttered, “evidently young since described as a ‘pup,’ with a long, wet snout (ha! addicted obviously to drinking), a streak of white hair across his back (a first sign of the results of his abandoned life) — yes, yes”, he continued, “with this clue I shall find him easily”.

The Great Detective rose.

He wrapped himself in a long black cloak with white whiskers and blue spectacles attached.

Completely disguised, he issued forth.

He began the search.

For four days he visited every corner of London.

He entered every saloon in the city. In each of them he drank a glass of rum. In some of them he assumed the disguise of a sailor. In others he entered as a solider. Into others he penetrated as a clergyman. His disguise was perfect. Nobody paid any attention to him as long as he had the price of a drink.

The search proved fruitless.

Two young men were arrested under suspicion of being the Prince, only to be released.

The identification was incomplete in each case.

One had a long wet snout but no hair on his back.

The other had hair on his back but couldn’t bark.

Neither of them was the young Bourbon.

The Great Detective continued his search.

He stopped at nothing.

Secretly, after nightfall, he visited the home of the Prime Minister. He examined it from top to bottom. He measured all the doors and

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windows. He took up the flooring. He inspected the plumbing. He examined the furniture. He found nothing.

With equal secrecy he penetrated into the palace of the Archbishop. He examined it from top to bottom. Disguised as a choir-boy he took part in the offices of the church. He found nothing.

Still undismayed, the Great Detective made his way into the home of the Countess of Dashleigh. Disguised as a housemaid, he entered the service of the Countess.

Then at last a clue came which gave him a solution of the mystery. On the wall of the Countess’s boudoir was a large framed engraving.

It was a portrait.

Under it was a printed legend:

THE PRINCE OF WÜRTTEMBERG

The portrait was that of a Dachshund.

The long body, the broad ears, the unclipped tail, the short hind legs — all was there.

In a fraction of a second the lightning mind of the Great Detective had penetrated the whole mystery.

THE PRINCE WAS A DOG!!!!

Hastily throwing a domino over his housemaid’s dress, he rushed to the street. He summoned a passing hansom, and in a few moments was at his house.

“I have it”, he gasped to his secretary. “The mystery is solved. I have pieced it together. By sheer analysis I have reasoned it out. Listen — hind legs, hair on back, wet snout, pup — eh, what? does that suggest nothing to you?”

“Nothing”, said the secretary; “it seems perfectly hopeless”.

The Great Detective, now recovered from his excitement, smiled faintly.

“It means simply this, my dear fellow. The Prince of Württemberg is a dog, a prize Dachshund. The Countess of Dashleigh bred him, and he is worth some 25,000 pounds in addition to the prize of 10,000 pounds offered at the Paris dog show. Can you wonder that...”

At that moment the Great Detective was interrupted by the scream of a woman.

“Great Heaven!”

The Countess of Dashleigh dashed into the room.

Her face was wild.

Her tiara was in disorder.

Her pearls were dripping all over the place.

She wrung her hands and moaned.

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1)           Anne__her bike next week, (to repair)

2)           W e__________the washing by 8 o’clock, (to do) 3) She___ Paris by the end of next year, (to visit)

4)       I __this by 6 o’clock, (to finish)

5)       Sam    by next week, (to leave)

6)       She     this with her mother tonight, (to discuss)

7)       The police__the driver, (to arrest)

8)       They______their essay by tomorrow, (to write)

9)       Paolo_________________the teams, (to manage)

10)    If we can do that — then we__our mission, (to fulfil)

2. Relaxing

Game “Future Snap”

This game is played in groups of three or four. Copy and cut up one set of cards for each group. The cards should be shuffled and dealt out equally to all the players.

Player 1 should begin by taking any first half sentence, reading it out and laying it on the table. The other players should try to find a second half to complete the sentence.

The first player to find an appropriate second half may collect the two cards and keep them as a ‘trick’.

The object of the game is to collect as many ‘tricks’ as possible.

The player with the most at the end is the winner.

Several combinations of half sentences are possible, though some are more ‘likely’ than others. To score a ‘trick’, the combination must

а) make sense (for example, As soon as I arrive, I’ll tell him what I think of him is possible, but As soon as I arrive, I’ll have left the country is not) and b) be grammatically correct. In cases of dispute, the teacher should arbitrate.

Future snap Rules

1)       Play this game in groups of three or four.

2)       Shuffle the cards and deal them out equally to all players.

3)       Player 1: choose the first half of a sentence, read it out to the oth­ers and put it on the table.

4)       The other players must try to find a good second half for the sen­tence. The complete sentence must make sense and it must be grammatically correct. If you disagree, call your teacher!

5)       The first player to find a suitable second half-sentence can collect the two half sentences and keep them as a ‘trick’.

б)     The player with most ‘tricks’ at the end is the winner.

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While-listening

The students are to listen to the text, find out if their guesses were correct and identify the sentences with new vocabulary.

Since the text may seem quite difficult, the teacher may read it out more than once.

A NEW MOTORWAY

For some years now work has been in progress on a new motorway connecting the heavily-populated industrial Midlands to the holiday resorts on the coasts of South-West England. The general increase in traffic density, and in particular the mass migration of holidaymakers who flock to the south every July and August in search of a fortnight’s peace at the seaside, has strained the old road system beyond its limits. Car drivers frequently have to endure hours of waiting in long queues of vehicles before finally crawling to their destinations.

Some sections of the new motorway are already in use, and soon half of this much-needed stretch of tarmac will be open to traffic. Before the end of next year, the numerous construction gangs engaged in this work will have completed the entire project; and at last there will be peace for the inhabitants of the countless villages and small towns along the narrow, winding old roads. The new road will have freed them for ever from the constant, deafening roar of high-powered engines, and from the air pollution caused by dense exhaust fumes.

The completion of the road will be a relief even to the workmen. Some of them will have been working on the project for over seven years by the time they have finished.

After-listening comprehension check and practice

Answer the questions using the new vocabulary.

1)           How long has the people worked on the new motorway?

2)           What will the new motorway connect?

3)           What was the general need for constructing a new motorway?

4)           What is special about summer months in that area?

5)           Where do people search for peaceful rest in summer?

6)           How will the motorway be put into operation?

7)           How many construction firms work on the project?

8)           What useful will the new motorway bring to people?9) For how long will the changes take place?

If the students feel embarrassed about the text, they may be given the questions to look at them while listening.

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2.     Speaking

After the questions have been answered, the students may try and reconstruct the text in their own words using the new vocabulary. It may be done either in turns with the whole class or in groups, the object being to have the text reconstructed as close to the original as possible.

Conversation Cl-S

One (or several) student(s) pretend to represent the construction firms, and the rest of the class pretend to be the journalists asking questions about the construcyion at a press-conference.

3.     Grammar practice

Checking on Homework

Students in turns read their sentences, the class correcting possible mistakes.

Practicing expressing future actions

The teacher suggests adding information to the text heard by predicting the future of the new motorway, the people who live in the area, the holiday-makers and the construction gangs writing the four types of sentences.

The activity is done in groups and discussed in the class.

4.     Reading

Have students read the text, choose and explain one of the endings offered. Ask them to explain the heading of the article (the target answer being “Welcome to hell” or something like).

Using your background knowledge and the information above, read the article below and complete the dictionary entries.

HELLO, HELLNATION...

Every citizen of any modern urbanized city is being constantly affected by myriads of forms of pollution. Starting with the air we breathe. Did you know that every one of us is inhaling and processing through own lungs a tablespoonful of dust daily? Dare to count how much it will make in a year? Now, the water. Remember, your mom always used to tell you not to drink tap water? Open your teapot and look at its inside. Can you see a touch of rusty and ugly substance on the sides of it? Where do you think it comes from? If you drunk that water without boiling it, this stuff would be in your belly by now. Have you ever come home after a long day out having a headache and bothered by that constant nasty noise inside your head? Think about it,

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This activity should be done in groups or pairs. Ask students to make a table with the four types of pollution and fill it with the given activities. The answers should be then compared and discussed in class.

Suggested answers

Water pollution — oil spilt in oceans; hyperactive fishing, poaching;

Air pollution — cutting forests; car exhaust fumes; smoking; air venting; no change footwear in schools; burning leaves in spring and in autumn.

Soil pollution — burying waste or household trash; cutting forests; littering and spitting in the schools, streets, and woods, poaching.

Noise pollution — headphones, rock concerts, airport noise.

The answers may vary greatly, this is why attention should be paid more to the message rather than to the form.

In groups, discuss why the activities given avove may be harmful for the environment. Who should take care of them? Match the problem and the authority to handle it. Sometimes there may be more than one choice.

Global authorities —

Local authorities — I could do it myself —

Divide the class into groups and have them discuss the proposed questions. A discussion is absolutely necessary.

Suggested answers

1)       Global authorities — cutting forests; oil spilt in oceans; hyperac­tive fishing; air venting.

2)       Local authorities — cutting forests; air venting; burning leaves in spring and in autumn; rock concerts; poaching; airport noise; burying waste or household trash; littering and spitting in the schools, streets, and woods; no change footwear in schools; car exhaust fumes; smoking.

3)       I could do it myself — burying waste or household trash; littering and spitting in schools, streets, and woods; burning leaves in spring and in autumn; smoking; headphones; no change footwear in schools.

After students have finished matching pairs, have them discuss their results in class. Ask for grounding their opinions. You may come up with the question like “What conclusion can you make by the

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7) You are writing a letter to a good friend. You’ve made several mistakes and need to cross things out. What do you do?

a) Start the letter again on another piece of paper. (1)

b) Continue writing, your friend will excuse your mistakes. (3)

c) Continue writing, but if you make any more mistakes, start again. (2)

Add up your score and read the analysis.

7-10: You do not worry about the environment at all. You think pollution is someone else’s problem, not yours. You think recycling and saving energy resources have no sense.

11-17: You care about the environment and you have some good habits, which help save it. However, there are probably a few more things you could do.

18-21: You definitely care about the environment. You think about it when you make everyday decisions.

The teacher asks the students to compare the results of both quizzes.

II. Main part

1.        Checking on Homework. Speaking

The students first give their answers to task 1, then — task 2. The teacher encourages discussion in both cases. For task 2 there should be created some joint class decision, which would be nice to note down either on the blackboard or on an A3 paper and post in the classroom for further work.

2.        Group work

1)       Our whole planet is in trouble. Every day we hear more and more about the destruction of the environment. Make a list of the three most important problems facing the survival of our planet today.

2)       In groups compare and discuss your three most important problems connected to the Earth today. Try to reach a consensus on the top three problems. Then try to think of possible solutions to the problems. The solutions should be realistic (for example, “not

drive cars anymore” is not a realistic solution.)

3)       Read the following situations. What do you think of them? Are these situations problems or not? Write a sentence or two stating your reaction and any supporting idea.

a) The world’s population has already reached 6 billion and is expected to grow by another billion in about 10-12 years. About 93 per cent of this growth will be in the developing countries.

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III.  Summary

IV.   Home work

Developing the general competence. The students have to find examples (one each) of the already solved environmental problems and prepare a brief report.

1)       When did it happen?

2)       Where did it happen?

3)       What was the problem?

4)       How did it influence the environment?

5)       How was it solved?

LESSON 16

Home reading

HOW TO MAKE A MILLION DOLLARS

I mix a good deal with the Millionaires. I like them. I like their faces. I like the way they live. I like the things they eat. The more we mix together the better I like the things we mix.

Especially I like the way they dress, their grey check trousers, their white check waist-coats, their heavy gold chains, and the signet- rings that they sign their cheques with. My! they look nice. Get six or seven of them sitting together in the club and it’s a treat to see them. And if they get the least dust on them, men come and brush it off. Yes, and are glad to. I’d like to take some of the dust off them myself.

Even more than what they eat I like their intellectual grasp. It is wonderful. Just watch them read. They simply read all the time. Go into the club at any hour and you’ll see three or four of them at it. And the things they can read! You’d think that a man who’d been driving hard in the office from eleven o’clock until three, with only an hour and a half for lunch, would be too fagged. Not a bit. These men can sit down after office hours and read the Sketch and the Police Gazette and the Pink Un, and understand the jokes just as well as I can.

What I love to do is to walk up and down among them and catch the little scraps of conversation. The other day I heard one lean forward and say, “Well, I offered him a million and a half and said I wouldn’t give a cent more, he could either take it or leave it...” I just longed to break in and say, “What! what! a million and a half! Oh! say that again!

Offer it to me, to either take it or leave it. Do try me once: I know I can: or here, make it a plain million and let’s call it done”.

Not that these men are careless over money. No, sir. Don’t think it. Of course they don’t take much account of big money, a hundred

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thousand dollars at a shot or anything of that sort. But little money. You’ve no idea till you know them how anxious they get about a cent, or half a cent, or less.

Why, two of them came into the club the other night just frantic with delight: they said wheat had risen and they’d cleaned up four cents each in less than half an hour. They bought a dinner for sixteen on the strength of it. I don’t understand it. I’ve often made twice as much as that writing for the papers and never felt like boasting about it.

One night I heard one man say, “Well, let’s call up New York and offer them a quarter of a cent”. Great heavens! Imagine paying the cost of calling up New York, nearly five million people, late at night and offering them a quarter of a cent! And yet — did New York get mad? No, they took it. Of course it’s high finance. I don’t pretend to understand it. I tried after that to call up Chicago and offer it a cent and a half, and to call up Hamilton, Ontario, and offer it half a dollar, and the operator only thought I was crazy.

All this shows, of course, that I’ve been studying how the millionaires do it. I have. For years. I thought it might be helpful to young men just beginning to work and anxious to stop.

You know, many a man realizes late in life that if when he was a boy he had known what he knows now, instead of being what he is he might be what he won’t; but how few boys stop to think that if they knew what they don’t know instead of being what they will be, they wouldn’t be? These are awful thoughts.

At any rate, I’ve been gathering hints on how it is they do it.

One thing I’m sure about. If a young man wants to make a million dollars he’s got to be mighty careful about his diet and his living. This may seem hard. But success is only achieved with pains.

There is no use in a young man who hopes to make a million dollars thinking he’s entitled to get up at 7. 30, eat force and poached eggs, drink cold water at lunch, and go to bed at 10 p. m. You can’t do it. I’ve seen too many millionaires for that. If you want to be a millionaire you mustn’t get up till ten in the morning. They never do. They daren’t. It would be as much as their business is worth if they were seen on the street at half-past nine.

And the old idea of abstemiousness is all wrong. To be a millionaire you need champagne, lots of it and all the time. That and Scotch whisky and soda: you have to sit up nearly all night and drink buckets of it. This is what clears the brain for business next day. I’ve seen some of these men with their brains so clear in the morning, that their faces look positively boiled.

To live like this requires, of course, resolution. But you can buy that by the pint.

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Therefore, my dear young man, if you want to get moved on from your present status in business, change your life. When your landlady

brings your bacon and eggs for breakfast, throw them out of window to the dog and tell her to bring you some chilled asparagus and a pint of Moselle. Then telephone to your employer that you’ll be down about eleven o’clock. You will get moved on. Yes, very quickly.

Just how the millionaires make the money is a difficult question. But one way is this. Strike the town with five cents in your pocket. They nearly all do this; they’ve told me again and again (men with millions and millions) that the first time they struck town they had only five cents. That seems to have given them their start. Of course, it’s not easy to do. I’ve tried it several times. I nearly did it once. I borrowed five cents, carried it away out of town, and then turned and came back at the town with an awful rush. If I hadn’t struck a beer saloon in the suburbs and spent the five cents I might have been rich to-day.

Another good plan is to start something. Something on a huge scale: something nobody ever thought of. For instance, one man I know told me that once he was down in Mexico without a cent (he’d lost his five in striking Central America) and he noticed that they had no power plants. So he started some and made a mint of money. Another man that I know was once stranded in New York, absolutely without a nickel. Well, it occurred to him that what was needed were buildings ten stories higher than any that had been put up. So he built two and sold them right away. Ever so many millionaires begin in some such simple way as that.

There is, of course, a much easier way than any of these. I almost hate to tell this, because I want to do it myself.

I learned of it just by chance one night at the club. There is one old man there, extremely rich, with one of the best faces of the lot, just like a hyena. I never used to know how he had got so rich. So one evening I asked one of the millionaires how old Bloggs had made all his money.

“How he made it?” he answered with a sneer. “Why he made it by taking it out of widows and orphans”.

Widows and orphans! I thought, what an excellent idea. But who would have suspected that they had it?

“And how”, I asked pretty cautiously, “did he go at it to get it out of them?”

“Why”, the man answered, “he just ground them under his heels, that was how”.

Now isn’t that simple? I’ve thought of that conversation often since and I mean to try it. If I can get hold of them, I’ll grind them quick enough. But how to get them. Most of the widows I know look

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3)       If you have a car, drive alone less. Americans drive more than a trillion miles a year, with the average motorist driving more than 10,000 miles and burning up to 500 gallons (2,000 litres) of gasoline a year. Every gallon of gasoline burned produces 22 pounds (about 10 kilograms) of carbon dioxide (C02). Adding just one person to the cars would help to save more than 33 million gallons of gasoline a day.

4)       Bring your own grocery bag to the store. The idea seems so simple that you would not think it may be very important. However it is. It takes one 15-year-old tree to produce 700 paper grocery bags.

5)       Cut down on meat and increase the amount of vegetables and fruit that you eat. It takes seven pounds (about 3 kilograms) of grain to produce a pound (453 grams) of beef, by contrast, it takes only two pounds of grain to produce a chicken. Cows also use up a tremendous amount of water and produce methane gas, which contributes to the greenhouse effect.

6)       Putting a plastic bottle in toilets will not affect the toilet system but will save several hundred gallons of water a year per household.

7)       Turn off your water when you are brushing your teeth. This could save approximately 300 gallons (1,200 litres) of water per year per person. In America, this could translate roughly into more than 67 billion gallons (260 million tons of water each year. Isn’t it shocking, how such a small thing can have such a tremendous impact!

Which of those do you do in your family?

Which of those do you not do but will start doing?

Which of those do you believe are waste of time and effort? Which of those can not be done in this country?

The students discuss the facts in groups and answer the questions. Some calculations may also be done to produce concrete figures, which will definitely impress the students.

3.     Writing

The teacher has the students to revise the idea that to help save the environment much more can be done at a family or local level rather than wait for the national authorities to start doing something.

In this respect the groups are asked to think about, discuss and note down more things to do in their households to help the environment safe (turning off the lights, saving gas for heating etc.)

The results of the discussion could be used in the following pattern and then spoken out to the whole class.

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Group A

ENVIRONMENTAL PROTECTION IN GREAT BRITAIN

For more than a century Britain has been developing policies to conserve the natural and cultural heritage and protect the environment against pollution from industry and other sources. The environment White Paper “This Common Inheritance” published in 1990, was the first comprehensive statement by the Government on environmental policy. In 1992 Britain participated in the “Earth Summit” in Rio de Janeiro and signed the convention negotiated there to protect biological diversity and to guard against global climate change through the “greenhouse effect”. The Conference also adopted a statement of principles designed to promote environmentally sustainable development, and a declaration on forestry.

In Great Britain building of special architectural or historical interest are “listed”. It is against the law to demolish, extend or alter the character of any listed building without special permission.

A government body, English Heritage, is charged with protecting and conserving England’s architectural and archeological heritage. It manages over 400 ancient monuments, most of which are open to public. Similar organizations operate in Scotland, Wales and Northern Ireland.

The Government supports the work of voluntary bodies in the protection of Britain’s heritage by giving grants. The National Trust, a charity with over 2 million members, owns and protects 319 properties open to the public and 230,000 hectares of land.

Britain supports international cooperation on environmental protection. Britain’s legislation on pollution control sets out a wide range of powers and duties for central and local government, including controls over waste, air and water pollution, litter and noise. Britain also supports measures that help to improve the global environment. It stopped throwing waste at sea after 1990 and ended sea dumping of sewage in 1998. along with its European partners, it has agreed major cuts in emission of the main gases that lead to acid rains from large plants (such as coal-fired power stations).

Group B

UNITED STATES ENVIRONMENTAL PROTECTION AGENCY

In July of 1970, the White House and Congress worked together to establish the EPA in response to the growing public demand for cleaner water, air and land. Prior to the establishment of the EPA, the federal government was not structured to make a coordinated attack

First semester                                                                                                91

on the pollutants that harm human health and degrade the environment. The EPA was assigned the daunting task of repairing the damage already done to the natural environment and to establish new criteria to guide Americans in making a cleaner environment a reality.

EPA employs 17,000 people across the country, including our headquarters offices in Washington, DC, 10 regional offices, and more than a dozen labs. Our staff are highly educated and technically trained; more than half are engineers, scientists, and policy analysts. In addition, a large number of employees are legal, public affairs, financial, information management and computer specialists

EPA leads the nation’s environmental science, research, education and assessment efforts. The mission of the Environmental Protection Agency is to protect human health and the environment. Since 1970, EPA has been working for a cleaner, healthier environment for the American people.

WHAT WE DO

Develop and Enforce Regulations

When Congress writes an environmental law, we implement it by writing regulations. Often, we set national standards that states and tribes enforce through their own regulations. If they fail to meet the national standards, we can help them. We also enforce our regulations, and help companies understand the requirements.

Give Grants

Nearly half of our budget goes into grants to state environmental programs, non-profits, educational institutions, and others. They use the money for a wide variety of projects, from scientific studies that help us make decisions to community cleanups. Overall, grants help us achieve our overall mission: protect human health and the environment.

Study Environmental Issues

At laboratories located throughout the nation, we identify and try to solve environmental problems. To learn even more, we share information with other countries, private sector organizations, academic institutions, and other agencies.

Sponsor Partnerships

We don’t protect the environment on our own, we work with businesses, non-profit organizations, and state and local governments through dozens of partnerships. A few examples include conserving water and energy, minimizing greenhouse gases, re-using solid waste, and getting a handle on pesticide risks. In return, we share information and publicly recognize our partners.

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Teach People About the Environment

Protecting the environment is everyone’s responsibility, and starts with understanding the issues. The basics include reducing how much energy and materials you use, reusing what you can and recycling the rest. There’s a lot more about that to learn!

Publish Information

Through written materials and the Web site, EPA informs the public about our activities.

Group C

ENVIRONMENTAL PROTECTION IN UKRAINE

For many centuries the people who lived on our planet before us had been trying to make their life easier and more comfortable. They thought that resources of the Earth were endless. They used those resources without thinking about the generations that would come after them. Our ancestors chopped down the forests, killed animals that lived there and invented machines and instruments that polluted the water, the air and the soil.

In the 19th century the word “ecology” was born, but the idea of environmental protection was not clear yet, and did not seem urgent for either the majority of the governments or common people. People still considered themselves “lords and lings of nature” and used its riches only as consumers.

In the 20th century, the rapid growth of science and technology resulted in an increasing negative effect on the biosphere of the Earth. Huge industrial enterprises pollute the air we breathe, the water we drink and the land, which gives us bread, vegetables and fruit. Their discharge of dust and gas into the atmosphere returns to the Earth in the form of acid rains. It also destroys the ozone layer of the Earth and causes “greenhouse effect”. It affects forests, rivers, crops and people’s health. This leads to the reduction of the life-span of man. People die younger because of cancer, AIDS and other diseases which are directly connected with the polluted environment they live in. many species of animals and birds face extinction due to the pollution of the biosphere.

The world’s oceans are in danger, too. They are filled with poisonous industrial and nuclear waste, chemical fertilizers and pesticides. The Aral Sea in Russia is already dead, the Mediterranean and the North Sea are slowly dying.

The worst situation with air pollution is in big overpopulated cities. In Cairo and Mexico-City, for example, breathing is equivalent to smoking two packs of cigarettes a day. The big industrial cities in Ukraine like Zaporizhzhya, Donetsk, Kharkiv have the same situation.

First semester                                                                                                93

Another threat for the environment is nuclear power plants like

Chornobyl. In April 1986 that nuclear power plant just north-west of Kyiv suffered the worst nuclear accident in history: dozens died immediately, thousands were evacuated, while the long-term effects to human life are difficult to calculate. A large part of Ukraine, Russia and Belorussia was polluted by radioactive substances. Great damage was done to their economy, nature and people’s health. The problem of Chornobyl has not been solved yet because of the economic difficulties that Ukraine is having now. The power plant was closed in 2000.

Nowadays people of Ukraine, like most people in developed countries, realize that without solving environmental problems the life of the future generations will be in real danger. Many people join the Green Party of Ukraine to unite their efforts to save the planet where we live, to make our world healthier and more beautiful.

2.     Writing

Since the text about Ukraine has no information about what is done on the national level to help protect the environment, the students work in groups creating recommendations for the Ukrainian Government about what should be done on the national scale borrowing the ideas from British and American environmental policies and adding some of their own.

The teacher suggests using “should” for making recommendations. If the class is bright enough, Passive forms may also be used, if not — Active ones will do as well.

The students in groups discuss and note down their recommendations, which they will use at the next lesson.

III.  Summary

IV.   Homework

Revising the material, preparing for a group project.

LESSON 20

Topic Summary. Projects

Aims and objectives: revising the topic vocabulary and factual material developing skills of group work developing students’ creativity

Equipment: computer lab (if available), paper, markers, pictures, glue

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2.        Listening

Listen to these mini-conversations and monologues. Which speaker do you agree with most? Why?

I

A.              I hate watching TV. It’s such a waste of time, and most of the programs are quite boring.

B.              Really? I love TV. I watch quite a lot for relaxation — and I’ve learnt quite a lot from TV, too.

II

A.              Do you think Jimmy should be watching that program at his age? So much violence canit be good for adults, let alone youngsters.

B.              Oh, I don’t know. Even kids can tell the difference between TV and real life.

III

A. I don’t buy a newspaper every day, but I like to read one whenever something important has happened: it’s better than TV or the radio. B. I never buy them. You can’t believe half of what you read.

IV

I don’t read newspapers at all. They are all biased. They’ve been taken over by companies who have political interests. And in Britain most of the papers are right-wing. There are one or two that I think are a bit more objective, but I’d rather listen to the radio.

V

Actually, I don’t want to know about the details of all the troubles in the world — it’s all so depressing. I like human interest stories — stories about people, not wars and disasters. So my daily newspaper is a tabloid. The other good thing about a tabloid is that you can read it in ten minutes on the way to work. That’s all I want.

VI

I get a so-called quality newspaper on Sundays because it gives me a good Summary of world events, but I also buy tabloids two or three times a week. People are critical of the pictures and stories of the royals and their problems that have been published in the tabloids, but I don’t agree. Why shouldn’t we know how we are spending our money? They are public figures, and only the tabloids give you the details — the other papers are too respectful.

3.        Group work. Speaking

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

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5)               In the USA there are special TV and radio programmes for_____ .

6)               The so-called “yellow press” is known for uising_and__ .

7)               Big newspapers usually react to readers’ _.

8)               In democratic countries,_mass media often criticize the government.

9)               __brings a lot of money to newspapers or TV channels.

10)            To promote their brands, large information agencies often use__of newspapers.

11)            of a problem is much better than solving it.

The students fill in the gaps and share their ideas with the class. As a follow up, the teacher may ask to use the vocabulary to characterize the current national or local media.

2.      Reading

Pre-reading

The students brainstorm their ideas answering the question, “What do you know about mass media in Ukraine?” The answers should be noted down to compare with the information in the text.

While-reading

Jumbled text

The whole text is cut into paragraphs. The class is divided into groups according to the number of paragraphs. Each group works with its abstract and tries to arrange the paragraphs so that they make a complete text.

MASS MEDIA IN UKRAINE

The role of mass media in out everyday life is enormous. Where do we get most of the news? From TV or radio news programmes, or from newspapers. What forms public opinion? Mass media. So they bear great responsibility and should always give truthful and impartial information to their readers and viewers.

Ukrainian mass media, which include press, radio and television, are independent, and the state guarantees their economic independence. There are more than 4,000 periodicals in Ukraine now, and new radio and TV channels, newspapers and magazines appear practically every year.

In Ukraine there are several information agencies that supply the population of the country with the latest news. Those are “Ukrin- form” — Ukrainian National Information Agency, the UNIAN — the Ukrainian Independent News Agency, “Interfax-Ukraine” and some others. These agencies have reporters in any administrative region of

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our country and in all major foreign countries. They collect most interesting and important information for readers and viewers.

There are newspapers and magazines for all ages and professions, tastes, interests and hobbies. There readers can also find information about home affairs, culture and sports. Those publications deal with the burning problems of our present life and history, and at the same time there we can find amazing stories, crosswords and puzzles that will entertain you in your spare time. Sports fans, farmers, doctors and businessmen, scientists and gardeners — all have their special newspapers or magazines.

Some magazines are published every month, and they are called monthlies, some are published every 3 months, those are called quarterlies. Newspapers are usually published every day or every week, so they are called dailies or weeklies. Some people buy newspapers and magazines every day, others prefer to subscribe to them, and in this case the periodicals are delivered to their homes.

Television and radio networks in Ukraine are divided into government-run and private TV and radio companies. The State TV and Radio company operates two channels and includes the services that specialize in political analysis, socio-political programmes, current information, youth and sports programmes. Private channels tend to broadcast music and news programmes, a lot of advertising and talk shows.

After-reading

After the text has been reconstructed, the students look at their answers to the question “What do you know about mass media in Ukraine?” and compare the information from the text and their answers. Most probably, there will be a few différencies and additions, which should be paid special attention to.

3.     Speaking

Role-play

The class is divided into groups, each assigned a certain Ukrainian medium (TV channel, radio station, newspaper, magazine, Internet re- soerce, etc.). The students have to discuss and report the advantages of their medium, trying to persuade the others that their medium is the best.

III.  Summary

IV.   Homework

The students are to express what they spoke about in Activity 3 in written form.

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2)      Mammoths__100 years ago. (not live)

3)      Mammoths__a long time ago. (live)

4)      Some dinosaurs__in the air and some__ in the sea. (fly / swim)

5)      Mammoths__meat. They__ grass, (not eat / eat)

6)      They__two large tusks about three metres long, (have)

7)      He__some milk. He__ any water, (drink / not drink)

8)      She only__1 pound. She___3 pounds, (spend / not spend)

9)      I __some elephants. I __ any lions, (see / not see)

10)   They__in the sea, but__ in the lake, (swim / not swim)

Complete these sentences. Use one of these verbs in the past simple.

Clean — die — enjoy — finish — happen — live — open — play — rain — smoke — start — stay — want — watch.

1)           Yesterday evening I __TV.

2)           I only__my teeth four times last week.

3)           Bruce__20 cigarettes yesterday evening.

4)           The concert last night__at 7. 30 and__ at 10 o’clock.

5)           The accident__last Sunday afternoon.

6)           When I was a child I __to be a doctor.

7)           Mozart__from 1756 to 1791.

8)           W e__our holiday last week.

9)           Today the weather is nice, but yesterday it__.

10)       It was hot in the room, so I__the window.

11)       The weather was good yesterday afternoon, so we__tennis.12) William Shakespeare__in 1616.

Fill in the gaps in the sentences.

1)       He always goes to work by car. Yesterday he__to work by car, too.

2)       They always get up early. This morning they__up late.

3)       Bill often loses his key. He__it last Saturday.

4)       I write a letter to Jane every week. Last week I _______ two letters.

5)       She meets her friends every evening. She ___ them yesterday evening, too.

6)       I usually read two newspapers every day. I only__a newspaper yesterday.

7)       They come to my house every Friday. Last Friday they__, too.

8)       We usually go to the cinema on Sunday. W e___ to the cinema last Sunday, too.

9)       Tom always has a shower in the morning. Tom__a shower this morning, too.

10)    They buy a new car every year. Last year they__a new car, too.

11)    I eat an orange every day. Yesterday I __two oranges.

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12)    We usually do our shopping on Monday. W e__our shopping lastMonday, too.

13)    Ann often takes photographs. Last weekend she__some photos.

14)    We leave home at 8. 30 every morning. But yesterday we__homeat 8. 00.

Tell the story — in simple past

On Friday, the children__(talk) about a day out together in the country. The next morning, they__(go) to the country and___(play) with Dave. Ben and Dave__(have) kites. At lunch time, the two dogs

 (be) not there. Then, Bill (come) and (look) back to the stream. They (go) with Bill and (look) for Charlie. Charlie (be) in a hole behind a wall. Then Nick__(go) and___(fetch) the basket with some meat sandwiches. They__(need) the string of Ben’s kite for the basket. Jenny__(lower) the basket down into the hole. Soon they__ (pull) Charlie up in the basket.

Put the sentences into past tense.

1)           She wins the money. She__the money.

2)           They can eat. They__eat.

3)           She must go. She__go.

4)           We go shopping. W e__shopping.

5)           She runs to school. She__to school.

6)           I can walk. I __walk.

7)           We have to buy a new car. W e__to buy a new car.

8)           They want to leave. They__to leave.

9)           We must collect. W e__collect.

10)       You are allowed to eat. You__allowed to eat.

11)       Peter eats a hamburger. Peter__a hamburger.

12)       She has to wash it. She__to wash it.

13)       They want to go home. They__to go home.

14)       I close the windows. I __the windows.

15)       You must learn it. You__learn it.

16)       They can drive. They__drive.

17)       Sam likes to laugh. Sam__to laugh.

18)       Mary has to go home. Mary__to go home. 19) We write a letter. W e__a letter.

20) She opens the window. She__the window.

Fill in the correct simple past forms.

The pupils of class 8HM__(do) projects last week. First the pupils __(choose) what they wanted to do. Then they___(get) information from books and brochures and they__(talk) to a lot of people. They__ (find) some interesting photos in the library. Their teacher__(help)

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doubt was due the singular discrepancies as to my physical appearance which I detected in the London papers.

The young man who interviewed me immediately after breakfast described me as “a brisk, energetic man, still on the right side of forty, with energy in every movement”.

The lady who wrote me up at 11.30 reported that my hair was turning grey, and that there was “a peculiar languor” in my manner.

And at the end the boy who took me over at a quarter to two said, “The old gentleman sank wearily upon a chair in the hotel lounge. His hair is almost white”.

The trouble is that I had not understood that London reporters are supposed to look at a man’s personal appearance. In America we never bother with that. We simply describe him as a “dynamo”. For some reason or other it always pleases everybody to be called a “dynamo”, and the readers, at least with us, like to read about people who are “dynamos”, and hardly care for anything else.

In the case of very old men we sometimes call them “battle-horses” or “extinct volcanoes”, but beyond these three classes we hardly venture on description. So I was misled. I had expected that the reporter would say: “As soon as Mr. Leacock came across the floor we felt we were in the presence of a ‘dynamo’ (or an ‘extinct battle-horse’ as the case may be)”. Otherwise I would have kept up those energetic movements all the morning. But they fatigue me, and I did not think them necessary. But I let that pass.

The more serious trouble was the questions put to me by the reporters. Over in our chief centres of population we use another set altogether. I am thinking here especially of the kind of interview that I have given out in Youngstown, Ohio, and Richmond, Indiana, and Peterborough, Ontario. In all these places — for example, in Youngstown, Ohiothe reporter asks as his first question, “What is your impression of Youngstown?”

In London they don’t. They seem indifferent to the fate of their city. Perhaps it is only English pride. For all I know they may have

been burning to know this, just as the Youngstown, Ohio, people are, and were too proud to ask. In any case I will insert here the answer I had written out in my pocket-book (one copy for each paper — the way we do it in Youngstown), and which read:

“London strikes me as emphatically a city with a future. Standing as she does in the heart of a rich agricultural district with railroad connection in all directions, and resting, as she must, on abed of coal and oil, I prophesy that she will one day be a great city”.

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The advantage of this is that it enables the reporter to get just the right kind of heading: prophesies bright future for London. Had that

been used my name would have stood higher there than it does today — unless the London people are very different from the people in Youngstown, which I doubt. As it is they don’t know whether their future is bright or is as dark as mud. But it’s not my fault. The reporters never asked me.

If the first question had been handled properly it would have led up by an easy and pleasant transition to question two, which always runs: “Have you seen our factories?” To which the answer is:

“I have. I was taken out early this morning by a group of your citizens (whom I cannot thank enough) in a Ford car to look at your pail and bucket works. At eleven-thirty I was taken out by a second group in what was apparently the same car to see your soap works. I understand that you are the second nail-making centre east of the Alleghenies, and I am amazed and appalled. This afternoon I am to be taken out to see your wonderful system of disposing of sewerage, a thing which has fascinated me from childhood”.

Now I am not offering any criticism of the London system of interviewing, but one sees at once how easy and friendly for all concerned this Youngstown method is; how much better it works than the London method of asking questions about literature and art and difficult things of that sort. I am sure that there must be soap works and perhaps a pail factory somewhere in London. But during my entire time of residence there no one ever offered to take me to them. As for the sewerage — oh, well, I suppose we are more hospitable in America. Let it go at that.

I had my answer all written and ready, saying:

“I understand that London is the second greatest hop-consuming, the fourth hog-killing, and the first egg-absorbing centre in the world”.

But what I deplore still more, and I think with reason, is the total omission of the familiar interrogation: “What is your impression of our women?”

That’s where the reporter over on our side hits the nail every time. That is the point at which we always nudge him in the ribs and buy him a cigar, and at which youth and age join in a sly jest together. Here again the sub-heading comes in so nicely: thinks youngstown women charming. And they are. They are, everywhere. But I hate to think that I had to keep my impression of London women unused in my pocket while a young man asked me whether I thought modern literature

First semester                                                                                               111

owed more to observation and less to inspiration than some other kind of literature.

Now that’s exactly the kind of question, the last one, that the London reporters seem to harp on. They seemed hipped about literature; and their questions are too difficult. One asked me whether the American drama was structurally inferior to the French. I don’t call that fair. I told him I didn’t know; that I used to know the answer to it when I was at college, but that I had forgotten it, and that, anyway, I am too well off now to need to remember it.

That question is only one of a long list that they asked me about art and literature. I missed nearly all of them, except one as to whether I thought A1 Jolson or Frank Tinney was the higher artist, and even that one was asked by an American who is wasting himself on the London Press.

I don’t want to speak in anger. But I say it frankly, the atmosphere of these young men is not healthy, and I felt that I didn’t want to see them any more.

Had there been a reporter of the kind we have at home in Montreal or Toledo or Springfield, Illinois, I would have welcomed him at my hotel. He could have taken me out in a Ford car and shown me a factory and told me how many cubic feet of water go down the Thames in an hour. I should have been glad of his society, and he and I would have together made up the kind of copy that people of his class and mine read. But I felt that if any young man came along to ask about the structure of the modern drama, he had better go on to the British Museum.

Meantime as the reporters entirely failed to elicit the large fund of information which I acquired, I reserve my impressions of London for a chapter by themselves.

LESSON 26

Mass media in Great Britain

Aims and objectives: developing socio-cultural competence developing basic skills

Equipment: writing paper, handouts

Sequence

I.    Warming-up

The teacher may either use the warming-up activities desrcibed earlier or invent the ones of his / her own.

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II. Main part 1. Reading

Pre-reading

If possible, the teacher should either bring some British newspapers rnd magazines to class to show the students or print out some Internet pages of the most popular newspapers or, if a computer lab with the Internet connection is available, have the students go to their websites and have a brief discussion of the media contents based on the titles, pictures or rubrics. The students should come to the conclusion if the paper is a quality or a tabloid one and ground their opinions.

MASS MEDIA IN GREAT BRITAIN The British Press

Great Britain is really a newspaper reading nation. More national and regional daily newspapers are sold in Britain than in most other developed countries. National newspapers have a total circulation of 14. 2 million on weekdays and 16. 2 mln on Sundays. There are about 130 daily and Sunday newspapers, over 2,000 weekly newspapers and some 7,000 periodical publications. There are also more than 750 free distribution newspapers, mostly weekly and financed by advertising, and some 60 newspapers and magazines produced by members of the ethnic minorities. The press is free to comment on matters of public interest, subject to law (including that of libel). There is no state control or censorship of the press, which caters for a variety of political views, interests and levels of education. Newspapers are almost always financially independent of any political party. None of the main political parties own or publish daily newspapers. There is a Press Complaints Commission which deals with complaints by members of the public and provides a more effective press self-regulation and prevention intrusion into privacy.

All the national newspapers use computer technology, and its use in the provincial press is increasing.

Twelve national morning daily papers (5 “qualities” and 7 “popu- lars”) are available in most parts of Britain.

Broadcasting

British Broadcasting has traditionally been based on the principle that it is a accountable to the people through Parliament. It also em­

braces the principle of competition and choice. Three public bodies are responsible for television and radio services in Britain:

a)        the BBC — the British Broadcasting Corporation which broadcasts television and radio services;

First semester                                                                                               113

b)        the ITC — the Independent Television Commission which licenses and regulates the non-BBC TV services, including cable and satellite services;

c)        the Radio Authority which lisenses and regulates all non-BBC radio services.

Television viewing is Britain’s most popular leisure pastime: practically all households have TV-sets and most have video recorders.

The Government is not responsible for programme content, nor for broadcasters’ day-to-day conduct of business. The independence of broadcasters requires them to maintain certain standards: programmes must display a proper balance and wide range of subj ect matter, and impartiality in matters of controversy. They must not offend good taste.

The BBC has two national TV channels and five radio services. It also broadcasts in 37 different languages of the world and its audience is about 120 mln people.

After-reading

Decide whether the following statements about the text you have read are true or false.

1)       British people read more newspapers than people in the USA.

2)       All newspapers in Britain are sold and bought.

3)       Practically each ethnic minority in Britain publish their newspaper.

4)       Libel in mass media is persecuted by law.

5)       Both newspapers and TV broadcasting are censored by the state.

6)       Practically all British major political parties publish their own newspapers.

7)       The Press Complaints Commission is concerned with the prevention of intrusion into privacy.

8)       All activities of the BBC are based on the principles of choice and free competition.

9)       A Special Government commission is responsible for the content of the programmes and impartiality in matters of controversy.

2.     Speaking, writing

The students in groups discuss the texts and note down the main information about the British media. The lists are then discussed and corrected in class.

III.  Summary

IV.   Homework

Make special questions to the ideas noted down in the list.

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LESSON 27

Mass media in the USA. Reading comprehension

Aims and objectives: developing socio-cultural competence

developing basic skills

assessing students’ reading comprehension skills Equipment: writing paper, handouts

Sequence

I.       Warming-up

The teacher may either use the warming-up activities desrcibed earlier or invent the ones of his / her own.

II.    Main part1. Reading

Pre-reading

If possible, the teacher should either bring some US newspapers rnd magazines to class to show the students or print out some Internet pages of the most popular newspapers or, if a computer lab with the Internet connection is available, have the students go to their websites and have a brief discussion of the media contents based on the titles, pictures or rubrics. The students should come to the conclusion if the paper is a quality or a tabloid one and ground their opinions.

It would also be good if the students found the differences between

British and American press as stated by Stephen Leacock in the home reading, prior to reading and discussing the text.

AMERICAN PRESS

Americans are surrounded by information from the time they wake up in the n time they sleep at night. A typical office worker, for instance, is awakened by music from an alarm-clock radio. During breakfast he reads the local newspaper and watches an early morning news show on TV. If he drives to work, he listens to news, music and traffic reports on his car radio. In his office he reads business papers and magazines. At home after dinner, he watches evening news on tele­

vision. In bed he reads himself to sleep with a magazine or book.

Our typical office worker, like most Americans, takes all this for granted. This wide choice is the product of nearly 300 years of continual information revolution. Technological advance has speeded up the way information is gathered and distributed. And, because most of the news media in the United States are businesses which depend on adver­

First semester                                                                                               115

tising and sales, owners have always tried to appeal to the widest possible audience.

The “New York Times” is only one of many daily newspapers that have become significant shapers of public opinion. Other influencial publications are “The Washington Post”, “The Los Angeles Times”, “The Boston Globe”, and “The Christian Science Monitor”. Satellite technology has made possible the first genuinely nationwide newspapers — from the serious business paper, “The Wall Street Journal)) to the bright colours and personality orientation of the “USA Today”.

Another popular phenomenon is the appearance of supermarket tabloids, sold mainly at grocery stores. Although they look like newspapers, they carry little important news and pay much attention to gossip about celebrities, stories about children and pets, and diet and health tips. The leading tabloid, “The National Enquirer”, has circulation of more than 4 million.

Now the total number of daily newspapers in the USA is going down. There are several reasons for this. The movement of people from cities to suburbs led to growing popularity of local weekly newspapers. Working husbands and wives found they had less time to read. But the most important reason was probably the growing popularity of television including TV news like, for example, CNN, and also internet.

The same developments that have influenced newspaper circulation — faster printing methods, lower prices, advertising money — have also marked the beginning of mass appeal for American magazines. The most popular US magazines now are those which cater to Americans’ increasing leisure time and appetite for consumer goods. Some examples are “Cosmopolitan” and “The Saturday Evening Post”. The first weekly “Time” appeared in 1923 and was intended for people too busy to keep up with a daily newspaper. It was the first magazine to organize news into separate departments such as national affairs,

business and science.

A basic characteristic of the American press is that almost all editors and journalists agree that, as much as possible, news should be very clearly separated from opinion about the news. Most newspapers are careful to give equally balanced comment, and thus to protect their reputation for impartiality.

There are no official or government owned newspapers in the USA, and no state censorship, no “official secrets act”, nor any law that says that government records must be kept secret until several years have passed (though some “top secret” documents are protected). Courts and judges cannot stop a story or newspaper from being printed. Someone

First semester                                                                                               119

Listen to the text one more time and note down the reasons why Gordon Martin likes or dislikes certain TV programmes. Are the reasons the same as yours?

2.    Speaking Pair work

Ask you partner the following questions. Then compare your answers. If they are different, find out why.

Some people watch all TV programs, others choose what they like.

Which group of TV viewers do you belong to and why?

Our life is impossible without TV. Still some people strongly criticize it. What in your opinion can be done to make our TV better? Imagine that you will have to live some time without TV. Will you be very unhappy? What will you find to replace it with?

Some parents don’t allow their children to watch TV at all. Do you understand their reasons? Do you agree with them?

Imagine that you are asked to make a TV program for Sunday. What programs will you include in it?

Do you often listen to the radio? Do you have a favourite radio program? What do you like about it? Are there any programmes that you dislike? Which? What don’t you like about them? Do you belong to people who switch on the radio or TV as soon as they get up in the morning? If yes, why do you do it?

8) Which TV personalities are very popular in your country? Why do you think they are popular?

If you were invited to take part in one of the following TV programs, which would you choose and why?

a)      “Field of Wonders”

b)      “Who Wants to Be a Millionaire”

c)      “A Hidden Camera”

Group work

Read the following statements. Which of them do you agree with and which do you disagree with? Add your ideas.

What do you think will happen if there are more TV channels available?

1)       The quality of programs is likely to improve.

2)       There will probably be fewer differences between channels because they will all imitate the most popular ones.

3)       It will be good to be able to choose and watch the sports channel or the news channel.

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12)    The problems faced by the company I’ll look at in detail in a moment are being resolved.

13)    Let’s go through the main improving points__he made in his lecture.

14)    Julia’s father__is over 75 has just come back from a skiing holi­day in the Alps.

15)    The most interesting film __I’ve seen in a long time is the one about the artist__went to live in Spain.

16)    Our local MP promised to do everything__he could to help those__houses had been damaged.

17)    This is a film will be very popular with teenagers enjoy rock music.

18)    Martin__had been having lessons for months took his test when he was offered a job required a driving license.

19)    The first time I visited Spain I went to a village there had been a famous battle.

20)    Danielle__father is Italian has bought a holiday cottage in thevillage__her grandfather lived.

21)    Isabelle__Peter was engaged to applied for a job__ would entail her moving to Holland__the new company was based.

Join the following sentences using relative clauses. Indicate whether relatives can be omitted by placing them in brackets. There may be more than one way to join the sentences. Add commas where necessary.

1)       Steve and Lynn are Americans. They own the little restaurant on Bridge Street.

2)       Property prices are rising throughout Europe. This means many young couples cannot afford to buy their own home.

3)       Dr. Rowan has had to do all his own typing. His secretary resigned two weeks ago.

4)       She was greatly influenced by her father. She adored him.

5)       Pam read a novel. The main character in it was shipwrecked on a desert island.

6)       I gave Mark a paperweight as a birthday present. He is a writer.

7)       Harry is an engineer. His wife has just given birth to twins.

8)       Jenny has no brothers or sisters. Her parents spoilt her when she was a child.

9)       These drugs have been withdrawn from sale. They are used to treat stomach ulcers.

10)    Children do better in examinations. Their diets contain high levels of protein.

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11) Some teachers want a pay rise. They may organize a strike. 12) Alex has just married a teacher. She lectures in Politics.

Complete the sentences with whose, who, which, or where.

1)       Tom,__sister is a teacher, is in my class.

2)       The White House,__ the US president lives, is in Washington.

3)       My brother,__ works in Warsaw, earns a lot of money.

4)       Venice,__is in Italy, is a very old city.

5)       The Ritz Hotel,__ we stayed last year, is very expensive.

6)       John Lennon,__was born in 1940, was a member of The Beatles.

7)       My car,         I bought last month, broke down again.

8)       Molly, father is from Paris, speaks French very well.

Paying attention to grammatically correct usage, for each of the following sentences, fill in the blank with who, whom or whose. For example:

The person__owns the bookstore is my friend.

The person who owns the bookstore is my friend.

The singer to__we gave the bouquet will be performing again tonight.

The singer to whom we gave the bouquet will be performing again tonight.

The contestants __ names were announced should prepare to start.

The contestants whose names were announced should prepare to start.

1)       My best friend,__ I see every day, always has something new to tell me.

2)       Most students__ live in residence find it easy to make friends.

3)       Our neighbors, to __we lent our lawnmower, are conscientious and considerate.

4)       The volunteers, __ enthusiasm was obvious, finished the work quickly.

5)       The musicians__ we heard yesterday have played together for many years.

6)       Parents__ children do well in school usually consider themselves fortunate.

7)       Children__ like music are often good at mathematics.

8)       The student to __ the prize was awarded had an impressive record.

9)       My friend,__ I visited last week, is taking a holiday soon.

10)    The class treasurer, to__ we gave the money, announced the balance of the account.

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11)    The engineers__designed the building received an award.

12)    The townspeople, __ pride in their community is well-known, raised enough money to build a new town hail.

Paying attention to grammatically correct usage, for each of the following sentences, fill in the blank with who, whom or which. Use who or whom for antecedents which refer to persons, and use which for antecedents which refer to things. For example:

The woman__borrowed the books is a librarian.

The woman who borrowed the books is a librarian.

The key__opens this door is difficult to turn.

The key which opens this door is difficult to turn.

The children__we met are well-behaved.

The children whom we met are well-behaved.

The story__you heard is true.

The story which you heard is true.

The man to__you told the news is my brother.

The man to whom you told the news is my brother.

I have not yet received the letter to__you refer.

I have not yet received the letter to which you refer.

1)       The window__ is open is the kitchen window.

2)       The girl__recited the poem is my niece.

3)       The woman to__we were introduced was quite helpful.

4)       The opportunity to__she owed her success came unexpectedly.

5)       The man__they trusted was unreliable.

6)       The book__you read is the best book by that author.

7)       The Pacific Ocean,__may have been crossed by raft during the Stone Age, is the world’s largest ocean.

8)       His mother,__he visited frequently, ran her own business.

9)       The boy,__was friendly and intelligent, soon found work.

10)    Her husband, to __she told the story, was just as surprised as I was.

11)    The pictures,__were taken in Algeria, were very striking. 12) The newspaper to__we subscribe is delivered regularly.

Decide whether the following clauses are defining or non-defining clauses. Insert commas where necessary.

1)       The car which was a rare sports coupe was built in 1966.

2)       We invited the boy who Tom had met the week before to the par­ty.

3)       Our friends who we met at university are coming to visit next week.

4)       That is the building where they shot the film ‘Vanilla Sky’.

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5)       Mr Jackson whose son also goes to this school will be attending the party next weekend.

6)       The author’s latest book which has become a bestseller is about two children in Jamaica.

Work together to expand the following story by using as many nondefining relative clauses as you can. Feel free to make a funny story!

A man called Peter took an airplane to New York to visit his sister. When he arrived at the airport, a old man asked him a question. Peter gave a short reply and the man invited him for a drink. Peter accepted, and after he had the drink, caught the airplane to New York. When he got to his sister’s apartment, his sister invited him into the living room. As he entered the room, he was surprised to see the same man.

LESSON 32

Home reading

HOW TO LIVE TO BE 200

Twenty years ago I knew a man called Jiggins, who had the Health Habit.

He used to take a cold plunge every morning. He said it opened his pores. After it he took a hot sponge. He said it closed the pores. He got so that he could open and shut his pores at will.

Jiggins used to stand and breathe at an open window for half an hour before dressing. He said it expanded his lungs. He might, of course, have had it done in a shoe-store with a boot stretcher, but after all it cost him nothing this way, and what is half an hour?

After he had got his undershirt on, Jiggins used to hitch himself up like a dog in harness and do Sandow exercises. He did them forwards, backwards, and hind-side up.

He could have got a job as a dog anywhere. He spent all his time at this kind of thing. In his spare time at the office, he used to lie on his stomach on the floor and see if he could lift himself up with his knuckles. If he could, then he tried some other way until he found one that he couldn’t do. Then he would spend the rest of his lunch hour on his stomach, perfectly happy.

In the evenings in his room he used to lift iron bars, cannon-balls, heave dumb-bells, and haul himself up to the ceiling with his teeth.

You could hear the thumps half a mile. He liked it.

He spent half the night slinging himself around his room. He said it made his brain clear. When he got his brain perfectly clear, he went to bed and slept. As soon as he woke, he began clearing it again.

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Jiggins is dead. He was, of course, a pioneer, but the fact that he dumb-belled himself to death at an early age does not prevent a whole generation of young men from following in his path.

They are ridden by the Health Mania.

They make themselves a nuisance.

They get up at impossible hours. They go out in silly little suits and run Marathon heats before breakfast.

They chase around barefoot to get the dew on their feet.

They hunt for ozone. They bother about pepsin. They won’t eat meat because it has too much nitrogen. They won’t eat fruit because it hasn’t any. They prefer albumen and starch and nitrogen to huckle­

berry pie and doughnuts.

They won’t drink water out of a tap. They won’t eat sardines out of a can. They won’t use oysters out of a pail. They won’t drink milk out of a glass. They are afraid of alcohol in any shape. Yes, sir, afraid. “Cowards”.

And after all their fuss they presently incur some simple old-fash- ioned illness and die like anybody else.

Now people of this sort have no chance to attain any great age. They are on the wrong track.

Listen. Do you want to live to be really old, to enjoy a grand, green, exuberant, boastful old age and to make yourself a nuisance to your whole neighbourhood with your reminiscences?

Then cut out all this nonsense. Cut it out. Get up in the morning at a sensible hour. The time to get up is when you have to, not before. If your office opens at eleven, get up at ten-thirty. Take your chance on ozone. There isn’t any such thing anyway. Or, if there is, you can buy a Thermos bottle full for five cents, and put it on a shelf in your cupboard. If your work begins at seven in the morning, get up at ten minutes to, but don’t be liar enough to say that you like it. It isn’t exhilarating, and you know it.

Also, drop all that cold-bath business. You never did it when you were a boy. Don’t be a fool now. If you must take a bath (you don’t really need to), take it warm. The pleasure of getting out of a cold bed and creeping into a hot bath beats a cold plunge to death. In any case, stop gassing about your tub and your “shower”, as if you were the only man who ever washed.

So much for that point.

Next, take the question of germs and bacilli. Don’t be scared of them. That’s all. That’s the whole thing, and if you once get on to that you never need to worry again.

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If you see a bacilli, walk right up to it, and look it in the eye. If one flies into your room, strike at it with your hat or with a towel. Hit it as hard as you can between the neck and the thorax. It will soon get sick of that.

But as a matter of fact, a bacilli is perfectly quiet and harmless if you are not afraid of it. Speak to it. Call out to it to “lie down”. It will understand. I had a bacilli once, called Fido, that would come and lie at my feet while I was working. I never knew a more affectionate companion, and when it was run over by an automobile, I buried it in the garden with genuine sorrow.

(I admit this is an exaggeration. I don’t really remember its name; it may have been Robert.)

Understand that it is only a fad of modern medicine to say that cholera and typhoid and diphtheria are caused by bacilli and germs; nonsense. Cholera is caused by a frightful pain in the stomach, and diphtheria is caused by trying to cure a sore throat.

Now take the question of food.

Eat what you want. Eat lots of it. Yes, eat too much of it. Eat till you can just stagger across the room with it and prop it up against a sofa cushion. Eat everything that you like until you can’t eat any more. The only test is, can you pay for it? If you can’t pay for it, don’t eat it. And listen — don’t worry as to whether your food contains starch, or albumen, or gluten, or nitrogen. If you are a damn fool enough to want these things, go and buy them and eat all you want of them. Go to a laundry and get a bag of starch, and eat your fill of it. Eat it, and take a good long drink of glue after it, and a spoonful of Portland cement. That will gluten you, good and solid.

If you like nitrogen, go and get a druggist to give you a canful of it at the soda counter, and let you sip it with a straw. Only don’t think that you can mix all these things up with your food. There isn’t any nitrogen or phosphorus or albumen in ordinary things to eat. In any decent household all that sort of stuff is washed out in the kitchen sink

before the food is put on the table.

And just one word about fresh air and exercise. Don’t bother with either of them. Get your room full of good air, then shut up the windows and keep it. It will keep for years. Anyway, don’t keep using your lungs all the time. Let them rest. As for exercise, if you have to take it, take it and put up with it. But as long as you have the price of a hack and can hire other people to play baseball for you and run races and do gymnastics when you sit in the shade and smoke and watch them — great heavens, what more do you want?

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and AIDS don’t really bother me or my friends. The same I should say about (7)__. What we really care about is how to impress a cute (8)___ or an attractive girl. Of course I, like many other teenagers, have problems with (9)__. Some of my friends found a (10)___job in order to have an opportunity to earn some money. But despite all these problems, the life of a teenager today isn’t a (11)__, it is still fun.

Key: 1 — problems; 2 — grades; 3 — boring; 4 — appearance; 5 — spots; 6 — drugs; 7 — politics; 8 — guy; 9 — money; 10 — part-time; 11 — chore.

Do you have the same problems as the author? Do you agree or disagree with the passage?

Match the heading and the paragraph. One heading is unnecessary.

1)      Teenagers’ Interests 2)          Do Teenagers Have Problems?

3)           Typical American Teenagers.

4)           Are Teenagers a Problem?5) What is a Teenager?

A.       Officially, a teenager is anyone aged from 13 to 19 inclusively, but most people would probably think first of the younger age group and exclude 18 and 19-year-olds. After all, once you reach 18 you can vote, get married without your parents’ permission, and join the army. On the other hand, children are growing up and developing more quickly, and these days 11 and 12-year-olds would like to include themselves in the ‘teenager’ group.

B.       According to ‘the older generation’, teenagers are lazy, they wear ridiculous clothes, and are appallingly rude to their betters and elders; they find it impossible to be polite, helpful, constructive, caring or hard-working. What’s more, they spend all their time listening to awful music and watching unsuitable films.

C.       Teenagers are human so, of course, they have problems. It is a difficult time for them because it is a period of transformation. It isn’t quite as bad as a chrysalis changing into a butterfly, but it may seem like that. It isn’t easy to grow up, and the dramatic physical and emotional changes are often confusing and worrying.

D.       Typical American teenagers do not in fact differ from Ukrainians or Britons. They think their teachers make them work too hard; they love their parents, but are sure they don’t understand anything; and their friendships are the most important things in their

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Fill in the sentences with Gerund.

1)       I can’t help (feel)__worried about the situation in the Middle East.

2)       I think most people prefer (ride)__in comfortable cars to (walk)__ . 3) She loves (swim)__in the lake.

4)         There’s no (deny)_that he enjoys (listen)__ to his own voice.

5)         Don’t keep on (shout)___like that; you will wake up your mother.

6)         I enjoy (rest)__in the afternoon after (try)__ to finish (do)__ my English homework.

7)         She likes (begin)__pieces of knitting but hates (finish)__ them.

8)         I dread (take)__examinations for fear of (fail)__ .

9)         I couldn’t resist (buy)________________________ the lovely apples. 10) I wouldn’t miss (see)_____________ that lovely film for the world!

Complete the sentences by using a preposition and the words in brackets. Remember that verbs should be put into the gerund form as they follow a preposition.

1)       Stephen decided on chicken instead__(order / steak).

2)       I’m interested__(watch / film) by Ken Loach.

3)       He apologised__(be / late).

4)       I certainly can’t blame you__(not / want) to come.

5)       Magda’s thinking__(study / England).

6)       We are really very excited__(hike / Andes) this coming summer.

7)       Simon isn’t really used__(walk / work).

8)       We thanked them__(drive / us / home) after the football game.

9)       Could you please tell me who is responsible__(accept / applications)?

10)    I’m sure she has a good reason__(not / be / here).

Fill in the gaps with Gerund or Infinitive.

1)       I had to ask the boys (stop)__(ride)___their mini-scooters in the corridor.

2)       Don’t start (try)__(learn)___algebra before you have finished (learn)__(do)__ simple things in arithmetic.

3)       We can’t think of (buy)__a new house before (sell)___the oldone.

4)       I’d love (have)__the opportunity of (meet)__ you again.

5)       Our teacher has promised (help)__us (prepare)__ for next week’s test.

6)       I hate (get up)__early in winter and (get ready)__ in the dark.

7)       If you can’t fix that old thing, try (hit)__it with a hammer!

8)       I saw her (sit)__at the bus stop, and I heard her (tell)__ her friend not to wait for her.

Second semester                                                                                           137

9)       Poor Charles! The police suspected him of (try)__ (sell)____stolen bicycles.

10)    Can you manage (finish)__(pack)__ these parcels alone?

Fill in the gaps with Gerund or Infinitive.

1)       A student can’t learn (spell)__without (be)__ taught.

2)       On (hear)__ her (speak)__ everyone took her for a foreigner.

3)       Have you ever watched people (try)__ (catch)__ fish?

4)       If you dislike (peel)__onions, try (wear)___glasses and (hold)__ them under water while (do)__so.

5)       I promise to give you an opportunity (ask)__ questions before (leave)__the classroom after (listen)__ to my lesson.

6)       It’s stupid (risk)__ (break)__ a leg with those mini-scooters.

7)       I must remember (remind) __ the students that this grammar point needs (revise)__.

8)       We mustn’t risk (be)__ late for the concert.

9)       I don’t want (miss)__ (hear)__ the choir again.

10)    I advise you (wait)__ before (decide)__ (accept)____that position at the supermarket.

Complete this article from a magazine. Put in the Infinitive or Gerund.

Accept — argue — be — find — have — insist — lose — plug — repair — say — take — wait.

If you buy something from a shop, a new stereo for example, you usually can’t wait__it in and put some music on. And of course, you expect__the equipment in working order. But that doesn’t always happen, unortunately. If the thing doesn’t work, you should take it straight back to the shop. If you delay__it back, you will risk__ your rights as a customer. And you should prepare__on those rights. You may be one of those people who always avoid__with people, but in this case you should be ready for an argument. The assistant may prove__ a true friend of the customer- it’s not impossible- but first he or she will probably offer__the stereo for you. That’s all right if you don’t mind__a few weeks, but it isn’t usually a good idea. What you should do is politely demand__your money back inmedialtely. You may want to accept another stero in place of the old one, but you don’t have to. You should refuse__a credit note. Just keep on__ that you want your money back.

Choose the correct form of the verb.

I used to like going to our local cinema. It was old and rather uncomfortable, but it had character. Now they’ve stopped__films there.

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The owner would like to go on__the cinema, but he would need__ a lot of improvements, which would mean__tens of thousands of pounds. I remember__the last film at cinema. It was a murder mystery. It was five minutes from the end, and we were trying__out who the murderer was when suddenly all the lights went out and the film stopped. We sat in the dark for a few minutes, and then the owner appeared with a torch. ’I regret__you, 'he said ’that our electricity has failed. I don’t mean__you, but I’m afraid we can’t show you the end of the film. We’ve tried__the electricity company, but they say they can’t help. ’He went on__to the audience how the film ended. I didn’t understand the story. But I don’t regret__to the cinema on that last evening.

The following exercises include examples of both the gerund and the present participle. Either present participle or infinitive without to can be used after verbs of the senses. Put the verbs in brackets into a correct form. In some cases, more than one form is possible.

A

1)       You are expected (know) the safety regulations of the college.

2)       He decided (disguise) himself by (dress) as a woman.

3)       I am prepared (wait) here all night if necessary.

4)       Would you mind (show) me how (work) the lift?

5)       After (walk) for three hours we stopped to let the others (catch up) with us.

6)       I am beginning (understand) what you mean.

7)       He was fined for (exceed) the speed limit.

8)       The boys like (play) games but hate (do) lessons.

9)       I regret (inform) you that your application has been refused.

10)    I couldn’t help (overhear) what you said.

11)    Mrs. Jones: I don’t allow (smoke) in my drawing — room.

Mrs Smith: I don’t allow my family (smoke) at all.

12)    He surprised us all by (go) away without (say) ‘Good-bye”.

13)    Please go on (write); I don’t mind (wait).

14)    He wore dark glasses (avoid) (be) recognized.

15)    Before (give) evidence you must swear (speak) the truth.

16)    I tried (persuade) him (agree) with your proposal.

17)    Your windows need (clean); would you like me (do) them for you?

18)    Would you mind (shut) the window? I hate (sit) in a draught.

19)    I can’t help (sneeze); I caught a cold yesterday from (sit) in a draught.

20)    Do stop (talk);I am trying (finish) a letter.

21)    His doctor advised him (give up) (smoke).

Second semester                                                                                           139

22)    My watch keeps (stop). That’s because you keep (forget) (wind) it.

23)    Without (realize) it, he hindered us instead of (help) us.24) People used (make) fire by (rub) two sticks together.

B

1)           He hates (answer) the phone, and very often just lets it (ring).

2)           If you go on (let) your dog (chase) cars he’ll end by (be) run over.3) I prefer (drive) to (be driven).

4)           I advise you (start) (look) for a flat at once.

5)           Would you mind (lend) me ten pence?I went (make) a phone call.6) (Lie) on this beach is much more pleasant than (sit) in the office.

7)       She likes her children (go) to a dentist every six months.

8)       By (neglect) (take) ordinary precautions he endangered the life of his crew.

9)       An instructor is coming (show) us how (use) the aqualung.

10)    I have no intention of (go) to that film; I couldn’t bear (see) my favourite actress in such a dreadful part.

11)    I suggest (telephone) the hospitals before (ask) the police (look) for him.

12)    After (hear) the conditions I decided (not enter) for the competi­tion.

13)    Some people seem (have) a passion for (write) to the newspapers.

14)    He expects me (answer) by return but I have no intention of (reply) at all.

15)    1 tried (pacify) him but he refused (be pacified) and went on (grumble).

16)    By (offer) enormous wages he is persuading men (leave) their present jobs and (work) for him.

17)    He postponed (make) a decision till it was too late (do) anything.

18)    Imagine (have) (get up) at five a. m. every day!

19)    Try (forget) it; isn’t worth (worry) about.

20)    There is no point in (remain) in a dangerous place if you can’t do anything (help) the people who have (stay) there.

21)    The horse won’t be well enough (run) in tomorrow’s race. He doesn’t seem (have recovered) from his long journey.

22)    At first I enjoyed (listen) to him but after a while I got tired of (hear) the same story again and again.

23)    It is usually easier (learn) a subject by (read) books than by (listen) to lectures.

24)    It wouldn’t be safe (start) down now; we’ll have (wait) till the mist clears.

25)    After (discuss) the matter for an hour the committee adjourned without (have reached) any decision.

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26)    It’s not much use (have) a bicycle if you don’t know how (ride) it.

27)    He didn’t dare (leave) the house because he was afraid of (meet) someone who might (recognize) him.

28)    I distinctly remember (pay) him. I gave him J2.

29)    Did you remember (give) him the key of the safe?

30)    Please forgive me for (interrupt) you but would you mind (repeat) that last sentence?

31)    I know my hair wants (cut) but I never have time (go) to the hair­dresser’s.

32)    He made a lot of money by (buy) tickets in advance and (sell) them.

C

1)       When the painter felt the ladder (begin) (slip) he grabbed the gut­ter (save) himself from (fall).

2)       The snow kept (fall) and the workmen grew tired off (try) (keep) the roads clear.

3)       He offered (lend) me the money. I didn’t like (take) it but I had no alternative.

4)       What was in the letter? I don’t know. I didn’t like (open) it as it wasn’t addressed to me.

5)       Do you remember (hear) the bombs (drop)? No, in the last war I was too young (realize) what was happening.

6)       Did you remember (book) seats for the theatre tomorrow? Yes, I have the tickets here. Would you like (keep) them? I am inclined (lose) theatre tickets.

7)       Try (avoid) (be) late. He hates (be) kept (wait).

8)       I didn’t know how (get) to your house so I stopped (ask) the way.

9)       I wish my refrigerator would stop (make) that horrible noise. You can’t hear anyone (speak).

10)    This book tells you how (win) at games without actually (cheat).

11)    The enemy began (fire). He felt bullets (strike) the wall behind him.

12)    You don’t need (ask) his permission every time you want (leave) the room.

13)    The police accused him of (set) fire to the building but he denied (have been) in the area on the night of the fire.

14)    I left my door open. Why didn’t you walk in? I didn’t like (go) in when you weren’t there.

15)    It’s much better (go) to a hairdresser than (try) (save) time by (cut) your own hair.

16)    I’d rather (earn) my living by (scrub) floors than (make) money by (blackmail) people.

Second semester                                                                                           141

17)    Did you remember (lock) the door? No I didn’t. I’d better (go) back and (do) it now.

18)    You still have a lot (learn) if you’ll forgive my (say) so.

19)    It’s no use (try) (interrupt) him. You’ll have (wait) till he stops (talk).

20)    I’m for (do) nothing till the police arrive. They don’t like you (move) anything when a crime has been committed.

21)    He didn’t like (leave) the children alone in the house but he had no alternative as he had (go) out to work.

22)    Why didn’t you drink it? I didn’t like (drink) it as I didn’t know what it was.

23)    I’m very sorry for (be) late. It was good of you (wait) for me.

24)    I keep (try) (make) mayonnaise but I never succeed. Try (add) the yolk of a hard-boiled egg.

25)    Do you feel like (go) to a film or would you rather (stay) at home?

26)    She told me (look) through her correspondence and (take) out any letters that you had written her. I didn’t like (look) trough someone else’s letters but I had (do) as she said.

27)    He took to (get up) early and (walk) noisily about the house.

28)    I liked (listen) to folk music much better than (listen) to pop.

29)    The car began (make) an extraordinary noise so I stopped (see) what it was.

30)    You’ll never regret (do) a kind action.

31)    He decided (put) broken glass on top of his wall (prevent) boys (climb) over it.

32)    He annoyed me very much by (take) the piece of cake that I was keeping (eat) after my supper.

33)    He kept (ring) up and (ask) for an explanation and she didn’t know what (do) about him.

34)    We got tired of (wait) for the weather (clear) and finally decided (set) out in the rain.

35)    He made me (repeat) his instructions (make) sure that I under­stood what I was (do) after he had gone.

36)    I suggest (leave) the car here and (send) a breakdown van (tow) it to the garage.

37)    She apologized for (borrow) my sewing-machine without (ask) per­mission and promised never (do) it again.

38)    I didn’t mean (offend) anyone but somehow I succeeded in (annoy) them all.

39)    She claimed (be able) (tell) the future by (gaze) into her crystal ball.

40)    He never thinks of (get) out of your way; he expects you (walk) round him.

Second semester                                                                                           143

Read the following text and do the activity that follows it.

THE LIFE OF YOUNG PEOPLE IN UKRAINE

The life of any age, social or professional group is always determined by the economic, social and political situation of the country. So the economic crisis in Ukraine which followed the split of the former Soviet Union changed the lives of all groups of population including the young people. The unemployment rate among the youth is even higher than among other age groups because they lack working experience and knowledge. As a result the criminal situation in the country has changed for the worse.

All these factors made the Ukrainian government take special measures for creating youth organisations in our country which could help young people to find their place in life, to determine their vocations, to follow the right guidelines. Among these organisations is, for example, “The Students’ League” whose activity is aimed at solving various students’ problems, including economic ones. The members of this league organise youth forums, festivals and interest groups meetings. This organisation also has friendly ties with the Student Unions of many foreign countries.

A number of political parties in Ukraine have their youth wings:

Young Regions (Region Party), People’s Democratic League of Youth (People’s Democratic Party); Ukrainian Social-Democratic Youth (Social-Democratic Party of Ukraine (united); the Union of Agrarian Youth (Agrarian Party of Ukraine), Socialist Congress of Youth (Socialist Party of Ukraine), Leninist Communist Union of Youth of Ukraine (Communist Party of Ukraine), etc.

These youth organisations have been working under the guidance and along the lines of their political parties. They have proved to be active and influential participants in social and political processes in the country. For example, during the latest election campaigns young voters were very active.

A lot of young people in Ukraine are active in the “greens” movement. They organise various actions of protest against the pollution of the environment. Their main aim is to help the government and nongovernment organisations to protect and preserve a safe environment in our country.

There are some youth organisations that are based on common professional and educational interests, for example, All-Ukrainian

Association of Young Scientists, “Liege Artis”, Ukrainian League of Young Entrepreneurs, Union of Young Journalists, Association of Young Farmers, etc.

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A lot of work has been done by the “Young Prosvita” organisation to raise national self-consciousness and to promote Ukrainian culture in the country.

In the early 1990s the Union of Pioneer Organisations was set up in Ukraine. It unites children and teenagers from 10 to 15 years old. All pioneers wear scarves of seven colours as in a rainbow. The aim of this organisation is to help children to become worthy citizens of their country and members of the community. Pioneers give an oath to do good things, to respect grown-ups, to help the young and the old, to love our Motherland, and to carry on folk traditions. Pioneers practice sports together, do a lot of hiking, etc.

In addition there is a Boy Scout organisation in Ukraine that was organised on the principles of British and American organisations of this type.

After-reading

Decide whether the following statements about the text you have read are true or false:

There are few unemployed people among the youth of Ukraine, as it is easy for them to find jobs.

There are more crimes committed by young people now than before the economic crisis.

3)       Only political parties of Ukraine have their youth organisations.

4)       Young people did not show any political activity during the last elections.

A lot of young people unite on a professional basis or according to their interests.

The new Pioneer organisation is an exact replica of the one that existed in the Soviet Union.

The Ukrainian Boy Scout organisation and those, which work around the world, have different aims.

The students work in groups and create headings for each paragraph.

The students make any necessary additions or changes to the information provided.

3.     Speaking

Answer the following questions.

1)       Do you agree with what the article says in general?

2)       Do you belong to any of the organizations mentioned?

3)       Do you know anyone who is a member of any of them?

4)       Have you ever thought of joining one? Why / why not?

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The students give their answers.

Read the article and find the sentences, in which active vocabulary is used. Rephrase (or translate) these sentences.

THE LIFE OF YOUTH IN GREAT BRITAIN

Nowadays there are about 7.5 million young people in Britain between the ages of 10 and 19, is believed that this figure will grow to nearly 9 mln by 2010. These young people will represent Britain in the 21st century.

Almost every aspect of Government domestic policy, including education, housing, health, social security, law and order, environmental and national heritage, affects the well-being of young people and shapes their future.

Education and training are among the Government’s priority responsibilities for young people. Underlying Britain’s education policy is the principle that every young person should have the opportunity to get a good basic education until the age of at least 16. After 16, young people are encouraged to stay at school or college to achieve more advanced educational qualifications, or they are offered the chance to take part in a broad range of government supported training programmes leading to the achievement of specific vocational skills. In this way they are in some part prepared for adult life.

But the challenges that young people face at 16 and beyond, have as much to do with their ability to prosper in a rapidly changing world as they have to do with their knowledge of many basic skills. Learning how to live and behave in a multi-racial society, how to respect and support each other, how to make the most of opportunities, how to make a contribution, how to appreciate both spiritual and material qualities of life — these “life skills” and moral factors fall to parents, friends and peers, and to the very fact of life within the varied rural and city communities of England, Wales, Scotland and Northern Ireland, that give Britain its diverse culture.

Within these communities — at local, regional and national levels — hundreds of voluntary youth groups and organisations play an active role in the life of young people in Britain. The majority of these organisations have become established on a voluntary basis by groups representing the interests of a particular sector of the population.

They include: religious community groups — Christian, Muslim, Hindu, Buddhist;

ethnic minority groups-organisations of youth in diasporas;

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organisations providing for particular sporting and outdoor activities or hobbies, e.g. path-walkers, mountain-climbers, rockers, etc.; groups focusing on activities for people with disabilities, etc.

While parental influence at home is a key factor in every young person’s life, so is the wide social environment at school, and the whole lot of influences coming from “popular culture”, offering role models ranging from the stars of Australian soap-operas to icons of pop-mu- sic, punk or rave. A great many youth fashions, fads, likes and dislikes and ways of talking (e. g. “it’s really cool”, “he’s wild”, “wicked”, “dunno”, “sort of”) are absorbed and rapidly spread through popular TV channels and radio programmes.

Surveys show that only relatively few young people regularly attend youth clubs and organisations. Most of them are more interested in some activities that do not cost money and can be picked up or dropped with ease. Lack of their own money in the younger age group means that a great deal of their time is spent with friends, window- shopping in town, cycling or skate-boarding.

At 15 years old and above, young people try to find “Saturday jobs”, working as assistants in shops, cafes or restaurants. There are a great many things that young people wish to buy, including clothes and magazines, CDs and cassette tape music, computer games and jewelry. They save money for bicycles, motorbikes and, eventually, cars of their own, and to have enough money to go to the discos and dances.

Most young men and about half of young women in Britain take a passive interest in sport or actively take part in a sporting activity on a regular basis. Fitness is encouraged through school and by a great many outside organisations. Football, either in school teams or in rapidly assembled groups playing during the school break times, is highly popular. Outside school activities include darts, chess, bowling and many other more social games. Large commercial sports and leisure centres usually offer discount membership rates for young people.

After-reading

Decide whether the following statements about the text you have read are true or false.

1)       The British government encourages young people to get good education and training.

2)       Participation in different youth organisations and groups help young people to learn “life skills”.

3)       The work of most youth organisations in Britain is based on the active participation of volunteers.

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II. Main part

1.        Checking on Homework

The students in pairs exchange their encyclopedia entries. The task is to use the entry format as a thesis plan and make up a complete short story about the Scout organization described.

2.        Brainstorming

The students are informed they are going to discuss the life of youth in the USA. They are to brainstorm on this topic using their background experience (mostly American movies). The ideas are noted

down on the board.

3.        Reading

THE LIFE OF YOUTH IN THE USA

Young people in the United States have a wide variety of interests apart from their school. As children, both boys and girls play many of the same games. They swim, play basketball and baseball, and in recent years — soccer, go boating, and have fun in many kinds of sports and outdoor activities.

Numerous youth organisations give young people a chance to develop and broaden their interests, and to gain experience in working with others. Among these groups are the Boy Scouts, which serve more than four million boys. This organisation is for training boys in various useful skills such as lighting a fire, and for developing their character. Scouts traditionally carry a penknife, and their motto is “Be Prepared!”.

There are also Girl Scouts, with nearly three million girls, and the

Boys’ and Girls of America, with over one million participants. These and other groups are guided by adults who volunteer their services. Civic, cultural and religious groups also sponsor special programmes for young people.

In farm areas boys and girls learn to work together in agriculture, home-making activities and other activities through more than 150 thousand clubs which have more than 4 million members. In these clubs youths compete for prizes in raising farm animals and growing crops.

Secondary schools offer students a wide variety of activities to develop talents and skills. There are clubs for photography, music, theater, stamp collecting, natural sciences and debating. Schools often have orchestras, band and singing groups as well as a variety of competitive sports for both boys and girls.

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Many young people hold part-time jobs after school hours. Thousands earn money delivering newspapers or helping care for infants and young children (babysitting) in private homes. Later when they go to college, many youths continue to work part-time at a variety of jobs to help pay their expenses.

For several weeks during the summer vacation, about 5 million school age children go to camps where they get plenty of recreational activity and learn various arts and crafts and sometimes even computer skills. There are more than 10,000 camps operated by private citizens and organizations. College students often work as counselors at these camps.

Most schools and colleges have some form of student government with elections to choose class representatives. These elected officers speak for their fellow students at student council meetings with teachers and school officials. They also organize social activities and take part in such community projects as raising money for public welfare.

After-reading

Decide whether the following statements about the text you have read are true or false.

1)       Young Pioneers and Boy Scouts have the same motto.

2)       Boy Scout organisations accept only boys.

3)       Grown-ups often work with youth organisations on a voluntary basis.

4)       Youth clubs and organisations can be found only in the urban ar­eas.

5)       It is difficult for American schoolchildren to find clubs according to their interests

6)       It is not unusual for American children to have part-time jobs outside school.

7)       Summer camps in the USA teach children many skills necessary in the adult life.

8)       College students aren’t allowed to go to children’s summer camps.

9)       Schoolchildren and students can be elected to the USA govern­ment.

4.     Speaking

1)       In groups discuss the following question.

How has the life of children in your place changed after the split of the Soviet Union? Give your reasons.

2)       In groups, compare the information about the life of youth in Ukraine, Great Britain and the USA and complete the table. Upon completing, find the comparable things and make conclusions to voice in the class.

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2.     Reading

Pre-reading

Have you heard the term “youth culture” or “youth subculture”?

How do you understand it?

The students give their ideas.

Read the text and write a short definition of youth subculture in the form of an encyclopedia entry.

YOUTH SUBCULTURES

A youth subculture is a youth-based culture with distinct styles, behaviors, and interests. Members of a subculture often signal their membership by making distinctive and symbolic tangible choices in, for example, clothing styles, hairstyles and footwear. However, such elements as common interests, dialects and slang, music genres and gathering places can also be an important factor. Youth subcultures offer participants an identity outside of social institutions such as family, work, home and school.

Social class, gender and ethnicity can be important in relation to youth subcultures. Youth subcultures can be defined as modes of expression or lifestyles developed by groups in response to dominant systems.

Youth subcultures are often recognized by such elements as fashion, beliefs, slang, dialects, behaviours or interests. Vehicles—such as cars, motorcycles, scooters, skateboards, surf boards—have played central roles in certain youth subcultures. In the United Kingdom in the 1960s, mods were associated with scooters while rockers were associated with motorcycles. Many youth subcultures are associated with specific music genres, and in some cases music has been the primary characteristic of the group, such as with punk rockers, ravers, Metalheads, Goths, hip hoppers, emo and indie.

3.     Speaking

Discuss the following questions.

1)       Have you ever met somebody belonging to punk rockers, ravers, Metalheads, Goths, hip hoppers, emo and indie? If yes, what were your impressions?

2)       Do you know any youth subculture groups in your place? What are they?

3)       Do you know anyone who belongs to a subculture group? What group is it? Give a brief description of it.

4)       Why do you think teenagers tend to join subculture groups? Is your opinion different from that in the text?

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4.     Reading

Skim the text and note down its main ideas in the left column of the table. Where do you look for mail ideas in the text?

Today we often hear that habits and preferences of modern youth have changed completely. We also always hear that today’s teens don’t

behave in the same way like their parents did. Of course with the advent of the market economy our life has changed in many ways. That’s why our culture especially youth culture has altered too, because young people are more sensitive to all changes than older people. Youth culture consists of several different parts.

First, maybe the most noticeable of them is youth fashion. The clothes modern teens wear has changed completely. For example modern girls vibrate from one extreme to another. Now they wear either extremely long dresses or extremely short dresses. They also use a lot of makeup. Either boys or girls today dye their hair in bright colors, wear boots with high soles, they also wear bouffant clothes and wear sunglasses with glasses of different colors for example violet, yellow, green etc. Many modern juveniles don’t shave their faces and wear side-whiskers.

Second part of youth culture is music. Modern music consists of several styles and types: rap, pop, rave, techno, folk, hip-hop, rock, house, progressive house and so on. But the most popular music today is electronic music. This music is the main component of music in nightclubs. Usually this kind of music doesn’t have any words. Electronic music became essential part of youth day-to-day life. Modern teens can’t imagine their lives without it.

Sport, the third part of youth culture is still very popular among teenagers. But the reasons why people go in for sport today have changed completely. Most people today go in for sport because it has become prestigious. Tennis, for instance, is considered to be very prestigious kind of sport for well-to-do people and their sons and daughters. Next popular kind of sport is pool. Now there are many pool-bars in most Russian cities. And today more and more young people visit pool-bars and play pool.

Fourth part of youth culture today is modern movie theatres. With the advent of modern technologies cinema becomes popular again. Now modern movie theatres are equipped with all kinds of technical developments like wide-screen and cinemascope, 3D, Cinerama, Dolby surround sound, etc. Cinemagoers especially young people very quickly get accustomed to these technological advances and now they are used to going to the movie theatres. It’s part of their day-today’s life.

Youth culture consists of many parts of our life. Youth culture is changing so rapidly that in several years most of our modern things will be considered outdated.

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They have a vague understanding of the word “marriage” and only some young people can say that they are ready for a long relationship with the beloved one. Marriages is a serious step in life and requires a lot of courage and responsibility from the person who makes such a decision the majority of couples think that the desire and passion in love are enough reason to turn a new unknown page in there future. But very soon two lovers find out that they lack experience in a family life. The experience means that they, future husband or wife, should have or find out in the bottom of their soul peace, reverence, responsi­

bility endurance and desire for the compromise after long arguments with each other. I think this is something that matters if you want to build a strong and happy family and unfortunately only a few of us possess these qualities at early age. Furthermore, at the age of 18- 23 young people have a lot of carreer plans and hopes for a prosperous life in the future and they are full of energy and optimism to fulfil their plans. When you become a father you don’t have time for continuing your education and have to begin earning money to provide for the upbringing of a child. Pregnant ladies have to stop studying and pay attention to their help, as hectic life is rather dangerous for their future child. After a long break of half a year (or even more) it is almost impossible to return to studying and you have to care of your lovely baby. Then the young couple becomes completely dependent financially on their parents who on their part try to control their capricious children and interfere in their life of the newly-weds. Some guys marry to avoid the army.

EARLY MARRIAGE

The generation of today’s young people often shocks their grandparents: smoking and drinking openly; magazines with naked girls and muscular boys, kissing in public and listening to music — all that can drive the old mad. Add to this list early marriages, and the picture we’ve got nothing to do with the life of the young 50 years ago. Or does it?

I do agree that smoking, drinking and so on were not as popular before as they are now; but marriages, when the boys and girls under 30, were a common thing. If we go further and remember some pieces of literature, we’ll learn that Romeo and Juliet had no gray hair when they decided to get married. The same with Natasha Rostova from War and Peace by Tolstoy. Of course, you may object by saying that these are only invented characters; but let’s not forget that Shakespeare and Tolstoy did not write fantasy, but were quite realistic writers and reflected the real life of their epoch. Hence, we can conclude that early

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marriages were normal for people in Great Britain as well as in Ukraine.

In that case, why do we pay so much attention to young couple today, expecting their separation one or two weeks after the wedding (that is not hopefully obligatory today)? While young, people can become close to each other much more easily than people in their ‘30s-‘40s. Youth has abig advantage, consisting in flexibility of mind, while ‘grown-ups’ have their habits and traditions, which can not be simply sacrificed even for those whom they are deeply in love with.

Moreover, do not forget such an important factor as health which gives the possibility to give birth to healthy children. I suppose some­

body can say that having children when you are a baby yourself is a scandal, and I think I would agree with this point of view.

Nevertheless, people need to acquire some life experience, and without trying to act in this or that way it is impossible to become the personality. Children are good test of the love of the couple, because not every man and not every modern woman will be able to give 50% of his or her time to the family (the other 50 % for work).

Babies are an extremely interesting world and, having a small human in your hands, you not only show your experience with this newly

born creature, but learn lots of things about yourself. In other words, you get experience that will help you in the future.

And after many years, when the child grows up, his parents will still remain young and the gap, that often separates different generations because of the difference in their age, will not be visible. Consequently, it will result in comprehension and even maybe in friendship between children and parents, which is, in my opinion, one of the best thing in the world.

The students fill in the table noting pros and cons of early marriages as stated in the texts.

Early marriages

                                            Pros                                                   Cons

Comprehension check. True / false statements

Read the sentences and say if it is false or true.

1)       All young people can say that they are ready for a long relation­ship with the beloved one.

2)       Furthermore, at the age of 18-23 young people don’t have any carreer plans and hopes for a prosperous life in the future.

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3)       When you become a father you don’t have time for continuing your education and have to begin earning money to provide for the upbringing of a child.

4)       Shakespeare and Tolstoy wrote fantasy, were not realistic writers and didn’t reflect the real life of their epoch.

5)       Early marriages were not normal for people in Great Britain as well as in Russia.

6)       While young, people can become close to each other much more easily than people in their ‘30s - ‘40s.

Translation

Translate from English into Ukrainian. Pay attention to the language style.

1)       Marriages is a serious step in life and requires a lot of courage and responsibility from the person who makes such a decision the majority of couples think that the desire and passion in love are enough reason to turn a new unknown page in there future.

2)       Nevertheless, people need to acquire some life experience , and without trying to act in this or that way it is impossible to become THE personality.

Multiple choice

Choose the right sentence.

1)       Youth has a big advantage, consisting in flexibility of mind.

2)       Youth has no big advantage, consisting in flexibility of mind.

1)       Pregnant ladies have to stop studying and pay attention to their help, as hectic life is rather dangerous for their future child.

2)       Pregnant ladies have an opportunity to continue studying and pay attention to their help, as hectic life is rather dangerous for their future child.

Complete the sentences.

1)       After a long break of half a year (or even more) it is almost impos­sible __.

2)       Children are good test of the love of the couple, because__ .

3)       Babies are an extremely interesting world and, having a small hu­man in your hands, you not only show your experience with this newly born creature, but also__.

Answer the questions.

1)      What is the reason for early marriage?

2)      What age would you like to get married and why?

3)      What is more important for you — to get a career or get married?

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sound evidence. So scientific knowledge is always growing and improving.

Science has great influence on our life. It provides with base of modern technology, materials, sources of power and so on. Modern science and technology have changed our life in many different ways. During the present century our life changed greatly. Thanks to radio and television we can do a great number of jobs; it was radio and TV that made it possible to photograph the dark side of the moon and to talk with the first cosmonaut while he was orbiting the Earth. On of the wonders or our age is the “electronic brain”, or giant calculating machine, which can to some extent duplicate human senses. The desk computer is expected to function as your personal librarian, to carry out simple optimization computations, to control your budget or diet, play several hundred games, etc. further development of the computer is believed to lead to a situation in which most of the knowledge accepted by mankind will be stored in the computers and made accessible to anyone with the home computers. It is natural that the advent of minicomputers with extensive memories and possibilities will lead to a new higher level in information culture. Among other things, we shall be able to organize educational process in the country’s colleges and universities and also in the system of school education on a new basic. Knowledge is the most valuable wealth, and minicomputers will help us to make it accessible for everyone. Agricultural scientists develop better varieties of plants. The development of antibiotics and other drugs has helped to control many diseases. Studies in anatomy and physiology have let to amazing surgical operations and the inventions of lifesaving machines, that can do the work of such organs as heart, lungs and so on. Nuclear fission when a tremendous amount if energy is setting free is very important discovery.

Science improved the living standards, communications, promoted contact between people and government, knowledge and culture, made it possible to discover and develop new sources of energy, made it possible to prolong man’s life.

But science also has some disadvantages. Some scientific inventions increase the ecological problems, provide with new diseases like AIDS, increased the danger of violent death.

The aim and the main object of the greatest scientists of all times were always to find out the truth and no personal prejudices can be allowed. So the science grows and prospers and is the engine of progress.

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3.     Speaking

Class discussion

1)       Do you know any British or American scientists? What are they famous for?

2)       Do you know any inventions made by British or American scientists and inventors? Do you use them in your everyday life?

3)       The Nobel Prize is the highest award for achievement in science. Do you know any British or American scientists who got the prize?

The students discuss the questions. If they have no information on the topic, they may be assigned finding it as their individual homework.

4.     Reading

Pre-reading

The students brainstorm on the names of the scientists and note down their ideas to compare them with the information provided in the entries.

DARWIN, CHARLES R.

Charles Robert Darwin (February 12, 1809 — April 19, 1882) was an English naturalist who revolutionized scientific thought with the theory of evolution and natural selection. After studying at Cambridge University, Darwin served as naturalist on the ship HMS Beagle during its five-year voyage around the world traveling west (December 27, 1831 — October 2, 1836). On this trip, Darwin studied a tremendous variety of plant and animal life. Darwin’s book called “On the Origin of the Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle of Life” was published in November 24, 1859 (and sold out in one day). This world-shaking book outlined the gradual change in a species from generation to generation through natural selection. Alfred Lord Wallace independently proposed the theory of evolution the same time as Darwin. In 1871, Darwin published “The Descent of Man”, which focused on the origins of people. The theory of evolution has been debated since it was proposed, but most scientists accept evolution and natural selection as the method of species formation and the foundation of biology.

HERSCHEL, WILLIAM

Sir William Herschel (1738-1822) was a British astronomer and organist who built an improved reflecting telescope and used it to dis­

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LESSON 44

Grammar. Past Perfect. Passive Voice

Fill in Past Simle or Past Perfect Simple.

1)       After they__(see) the Tower they__ (go) to Westminster Abbey.

2)       He__(ask) me which animals I __ (hunt) in Africa.

3)       After Columbus__(discover) America he__ (return) to Spain.

4)       Before they__ (move) to Liverpool they__ (sell) everything.

5)       After he__(work) very hard he__ (fall) ill.

6)       She__(open) the box after she__ (find) the key.

7)       They__(go) to a restaurant after they__ (sail).

8)       Before they__ (start) the party they__ (invite) some friends.

9)       After she__(wash) the curtains she__ (clean) the windows.

10)    They__(go) for a sightseeing tour after the bus__ (arrive).

11)    Before he__(mow) the lawn he__ (pick) some roses.

12)    After he__(finish) school he__ (work) for a magazine.

13)    They__(drink) a cup of tea after they__ (finish) lunch.

14)    H e__(ask) me for her telephone number before h e___(phone) her.

15)    My sister__(eat) all the chocolate before my parents___(come) home.

Fill in Past Tense or Past Perfect Tense.

1)           After they__(open) the window it__ (become) colder.

2)           After we__(see) the film we__ (go) to bed.

3)           After he__(leave) she__ (start) to cry.

4)           As soon as it__(start) to rain she__ (take) her umbrella.

5)           He__(play) cards after he__ (do) his homework.

6)           Before she__(thank) me she__ (take) my present.

7)           W e_________________________ (see) the robbers after they_____(leave) the ban

8)           He_____________________________ (comb) his hair after he_____(brush) his tee 9) Before we__ (go) out we__ (put) on our new shoes. 10) They__(go) swimming after it__ (stop) raining.

11)       When we__(arrive) there the ceremony__ (start).

12)       Father__(start) to wash the car after mother__ (go) out.

13)       After she__(got) her new dress she__ (show) it her parents.

14)       He__(fall) from the balcony after he__ (take) away the railing. 15) He__(eat) the cake after he__ (ask).

Past Perfect or Past Tense

1)           He__(work) in a supermarket before he__ (work) as a postman.

2)           She________________________ (feed) the dog as soon as she_____(do) her homew 3) My sister__(live) in England before she__ (move) to Belgium.

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4)       After h e__(eat) all the sandwiches h e___(drink) some orangejuice.

5)       W e__(be) tired because we__ (work) all day.

6)       As I __(miss) the bus I __ (walk) home.

7)       After they__(install) a lamp they__ (can) go on working.

8)       He__(just start) to watch TV when the telephone__ (ring).

9)       Before she__(go) to bed she__ (listen) to her favourite CD.

10)    After he__(lose) all his money he__ (be) poor as a church mouse. 11) She__(have) a cup of coffee before she__ (write) the letter.

12)    My sister__(eat) all the jam tarts before our parents___(come) home.

13)    Tom    (be) very angry because Ann          (shout) at him.

14)    She__(go) home again as soon as she__ (do) her shopping. 15) They__(go) to a sightseeing tour after the bus__ (arrive).

Past Simple or Past Perfect

1)       John__(play) with the children after he__ (have) dinner.

2)       The farmer__(harvest) the apples before he__ (take) them to his neighbour to make cider.

3)       After it__(stop) raining the tennis match__ (can) start.

4)       After George__(swallow) his medicine he__ (begin) to feel much better.

5)       Before he__ (become) president he__ (work) as an actor.

6)       The tourists__ (jump) into the pool as soon as they___(unpack) their suitcases.

7)       They__(sell) their flat before they__ (move) to the Netherlands.

8)       He__(work) as a tourist agent after he__ (finish) school.

9)       After he__(call) the police he__ (call) the ambulance.

10)    W e__(leave) the cinema as soon as the movie__ (end).

11)    After Mary__(get) her new school uniform she__ (show) it to her parents.

12)    He__(see) the robbers after they__ (leave) the bank.

13)    When we __ (arrive) at the church the ceremony __ (already start).

14)    She__(need) help because someone__ (steal) her money. 15) She__(do) her homework before she__ (visit) me.

Fill in Past Simple, Past Progressive or Past Perfect Simple.

1)      When they__(sleep) thieves___________________(break) in and___(steal) th paintings.

2)      After he__(repair) his bike he_______(drive) to his grandparents.3) Before she__ (have) dinner she_____________(work) in the garden.

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2.     Reading

Read the following text and do the activity that follows it.

SCIENCE AND TECHNOLOGY IN GREAT BRITAIN

Britain has a long tradition of research and innovation in science, technology and engineering. Its record of achievements begins with the contribution of Isaac Newton to physics and astronomy in the 17th century (theory of gravitation and three laws of motion) and goes to Charles Darwin with his theory of evolution, and inventions of Michael Faraday in the 19th century (the first electric motor, generator and transformer).

This long record of achievement in science and technology has continued throughout the 20th century. Nobel prizes for science have been won by 70 British, more than for any country except the United States.

In the last three decades major contributions have been made by British scientists working in universities, research institutes and industry. These have included theories on black holes and the origins of the universe (Stephen Hawking); the discovery of genes linked to cystic fibrosis and other diseases; the development of monoclonal antibodies and scanning techniques for medical diagnosis (Godfrey Houns- field); the invention of DNA profiling to identify an individual from blood and tissue specimens; the world’s first combined heart, lungs and liver transplant; Brian Josephson’s research in superconducti­

vity; Martin Ryle and Anthony Hewish discoveries in radio-astrophys- ics and many others. Research is continuing in the fields of medicine and genetics.

The Government considers that public funding should support work in the basic sciences to advance knowledge and technological capacity and provide training for scientists. Industry is expected, however, to fund the commercial application of scientific advances. Many companies in major industries finance their own research and in their own laboratories.

Britain is involved in extensive programmes run by the EC to strengthen the technological basis of European industry and improve its competitiveness worldwide. Over 300 British companies and other organisations are involved in EUREKA, and industry-led scheme to encourage the development of high technology products throughout Europe. Britain’s National Space programme is concerned mainly with earth observation from satellites for commercial and environmental applications. British scientists have played a role in most European Space Agency missions, including the investigation of Hailey’s Comet in 1986 by the British-built Giotto spacecraft.

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Sequence

I.       Warming-up

The teacher may either use the warming-up activities desrcibed earlier or invent the ones of his / her own.

II.     Main part

1.     Listening

Listen to the text and compare the information with the chart of American inventions and inventors.

SCIENCE AND TECHNOLOGY IN THE USA

From its very first days as an independent nation in the 18th century, the United States has encouraged science and invention. It has done this by promoting a free flow of ideas, by encouraging the growth of useful knowledge, and by welcoming creative people from all over the world.

The USA constitution itself encourages scientific creativity. It gives Congress the power “to promote the progress of science and useful areas by securing for limited times to authors and inventors the exclusive rights to their writing and discoveries”. This law formed the

basis for the patent and copyright system which ensured that inventions and other creative works could not be copied or used without paying some kind of fee to the creator.

The most outstanding American scientist of the 19th century was Thomas Elva Edison (1897-1931) who made more than a thousand original inventions the most famous of which was an electric bulb. The Wright brothers became world famous when they built and flew a flying machine in 1903. Early in the 20th century Henry Ford revolutionized transportation patterns with the development of an economical automobile.

The American invention that was hardly noticed in 1948 has created a computer age. And the progress of that age is changing the way millions of people work, study, conduct business deals and do research.

In terms of basic scientific achievements, nations are usually judged by the number of Nobel prizes won by their scientists in physics, chemistry and physiology or medicine. The first American scientist to win a Nobel prize was Albert Michelson, who won the 1909 prize in physics for determining the speed of light. During the period from 1950 to the end of the 20th century, more American scientists have won Nobel prizes than the scientists of all other nations combined.

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At present the United States leads in many areas of theoretical science. These include nuclear physics, genetics, space exploration and some others. One of the most exciting current scientific developments is an attempt to construct a genetic map of humans. Scientists are using knowledge about human genes to treat different diseases. They hope that additional knowledge about human genes will lead to more effective treatment for many diseases.

2.     Reading

All the paragraphs in this story about James Watt are jumbled up. Work in groups and rearrange them into the correct order and read about this famous British scientist. The group, which does it first correctly wins.

JAMES WATT (1736-1819)

A.       James Watt also made some other inventions. One of them is a copying machine which was the predecessor of the typewriter. His other invention is a rotative engine that could run machines and became the basis of industry.

B.       At eighteen James decided to become a professional instrument - maker and moved to his uncle’s place in Glasgow. Then he continued his studies in London and returned to Glasgow as a skilled in- strument-maker.

C.       He liked mathematics and was fond of designing and making things. When he at last was able to attend school, he became one of the best pupils in mathematics and languages.

D.      James Watt retired at the age of 64, but he never stopped working in his workshop inventing new things. When he died in 1819, a monument to his memory was erected in Westminster Abbey.

E.       One day James Watt was asked to repair a small working model of an atmospheric-steam engine that was used for demonstration at the university lectures. He not only did that but also improved the model and made one of his greatest discoveries — a steam engine.

F.       His passion for engineering was born when the boy read Isaac Newton’s “Elements of Natural Philosophy”. His first engineering creation was a small electric machine with which he gave his friends shocks that made them jump.

G.      James Watt was born in 1736 in Scotland in the family of a ship­builder. The boy was not strong and suffered from terrible headaches, so he couldn’t go to school and his parents taught him at home. The boy had a very good memory and a natural love of work.

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H. When Glasgow University needed a qualified specialist to install new instruments in a new observatory, James Watt was invited and did that job brilliantly.

Several sentences(A-F) have been removed from the text and placed before it . Put them into the right places and read a story about one of the most famous scientists of America:

THOMAS EDISON — THE MAN BEHIND HIS INVENTIONS (1847-1931)

A.       On another occasion he almost drowned when he dived into the river and swam under a ship trying to examine its structure.

B.       The boy was saved by the conductor who caught him by the ears and pulled him onto the train.

C.       He had to work for thirteen months but finally he succeeded and produced the incandescent lamp.

D.      One day when Edison was 15, he saved the life of a child who was playing on the train tracks.

E.       Edison spent all his free time experimenting.

F.       Thomas’s mother continued his education at home, and the boy demonstrated a brilliant memory and great love of books and studies.

In 1877, an American, Thomas Alba Edison, made a recording on a little machine which he had invented, and played it back to himself. It was a historic moment — the first talking machine in the world had been invented. Next, Edison got interested’in the invention of an electric-light bulb for lighting streets and buildings instead of gas.__(1) His other inventions include the phonograph or gramophone, the cinematograph, an improved system of electric transmission and numerous other things.

Since his early childhood he had a difficult life. He was a very inquisitive child who always asked “Why?” and always tried out any idea he had. When he was six, Thomas decided to help a mother goose to

hatch eggs by sitting himself on the nest.__(2)

He went to school for only three months because his teacher said that the boy was stupid.__(3) One day he read in a book that balloons could fly because they had gas in them. So he thought that if he drank enough soda water and filled his stomach with gas he would be able to fly too. His flying attempt finished with his lying on the ground sick and the world spinning around him.

Edison began to work as a newspaper boy when he was twelve. One winter night the boy didn’t hear the conductor’s whistle and when the

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train started to move, it dragged Thomas along. __(4) After that something happened to the boy’s ears and he began to grow deaf. But it didn’t stop the curious child. He decided to produce his own newspaper and he set up his “publishing house” in a baggage car. The money he got for his paper he spent on books and laboratory equipment which he installed in the same baggage car. Everything finished with a fire which started when a bottle with phosphorus fell on the floor. That ended Edison’s career with the railway.

__(5) In gratitude the father of the child, a telegraph operator, gave Edison several lessons in telegraphy and in the next five years Thomas worked as a telegrapher in different cities of the USA and

Canada. But this career of his also ended with a scandal when a night inspector found Edison sleeping and his new invention, connected to the clock, working instead of him.

__(6) Even when he was an old man he never stopped working. Edison is believed to have said the following words, “Genius is ten cent inspiration and ninety per cent perspiration”.

III.  Summary

IV.   Homework

Answer the questions.

1)       What do you think the development of science depend on?

2)       How can a nation encourage science, invention and scientific creativity?

Do you think the development of science is encouraged now in Ukraine? Why?

Which do you think happens more often nowadays: individual discoveries or common efforts of people and government?

Do you know any outstanding scientists in your country? Name them. What discoveries did they make?

How important do you think is the international cooperation of scientists in the world?

How can the quality of life benefit from the work of scientists? Give examples.

8) Would you like to connect your life with science? If yes, what field of science interests you?

Have all the consequences of scientific and technological progress been positive (for the better)? Supply examples.

10) Which spheres of life have been influenced by the developments in science and technology most of all?

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CONTROVERSIAL ISSUES IN TECHNOLOGY

A.       Letters and phone conversations are private. It is against the law to open someone’s mail without permission or to secretly listen in on someone’s telephone exchange. Furthermore, the U.S. Electronic Communications Privacy Act of 1986 gave the same privacy protections to people who use e-mail. For instance, without a warrant it is illegal for the police to read the messages that a person has received or sent on a computer. Nevertheless, in several cases employees have complained about invasion of privacy on the part of co-workers or their employer. The law is not completely clear on this issue: First of all, each person has a secret password for his or her e-mail, but the company also keeps a complete list of these words. Second, an employer can say, “The company owns everything you have written during worktime because you are using our computer system. Therefore, as things stand right now, it is probably a good idea for computer workers to be careful about the messages they send; an e-mail system may not be the best place for personal thoughts or love letters.

B.       Electronic surveillance, i. e., a close watch over someone, is the cause of wide disagreement—depending on the purpose of the sur­

veillance. High-tech surveillance systems can be very useful in solving crime cases, in finding missing children, in looking for accident victims, and so on. However, detection devices such as tiny microphones, laser sensors, video cameras, etc., also make electronic surveillance possible in the workplace. In one case, a receptionist with a perfect fourteen-year employment record lost her job because of information collected by the company’s computer system. The new monitoring system, which checked on workers’ speed and performance, recorded that she was spending about nine minutes “too long” with each visitor or caller. The receptionist, who said she was helping company sales by being friendly to customers, sued her employer in a court of law. She complained that electronic surveillance at work not only causes unnecessary stress

but also invades people’s privacy.

C.       Since 1990, there have been hundreds of reports of mysterious electronic interference with the communications systems of airplanes. Because important flight information — about directions, plane temperature, wind speed, etc. — has disappeared from pilots’ computer screens, they have lost their way. Technicians haven’t found certain answers to these mysteries, but some people suspect that the cause may be passengers’ use of portable computers, electronic games, CD players, etc., inside the plane. Modern

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airplanes have so many sensors, chips, and wires that they are like “computers with wings”; electromagnetic radiation from entertainment equipment may send confusing signals to airplane antennas.

D.       Through biotechnology, scientists can create new foods in the lab­oratory. For example, they can change a tomato genetically so the fruit can stay on the plant longer, have more taste, and not get soft quickly. They can put a gene from a vegetable plant into a fruit, or even combine some animal genes with plant genes. But are these new foods safe? And what should the creators and growers have to tell the government, supermarkets, and consumers? Producers claim that genetically engineered products are not much different from traditionally grown foods; nevertheless, some people want to know exactly how scientists changed the DNA material, how many copies of a new gene are in the food, and what problems might come up. For example, will new DNA structures genetically strengthen the bacteria that cause disease?

Answer the questions

Answer the following questions about the paragraphs in the reading selection “Controversial Issues in Technology”. Then put together your answers to write the main ideas. Paragraph A is done as an example.

PARAGRAPH A

1)       What issue is the paragraph about? The privacy of e-mail.

2)       Why isn’t the law clear on this issue? Companies may keep lists of passwords and “own” what employees write.

3)       What is the main idea of the paragraph? Laws about the privacy of e-mail aren’t clear because companies may keep lists of passwords and “own” what employees write.

PARAGRAPH В

1)           What kind of computer system is the paragraph about?

2)           Why might people complain about this kind of system?3) What is the main idea of the paragraph?

PARAGRAPH С

1)           What situation is the paragraph about?

2)           How might this situation cause problems?3) What is the main idea of the paragraph?

PARAGRAPH D

1)       What kind of technology is the paragraph about?

2)       What are some people worried about?

3)       What is the main idea of the paragraph?

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Reading for main ideas

The following story tells about the writer’s experience with high- tech equipment.

Follow these steps for the story:

1)       Read it quickly and tell the main idea.

2)       Ask and answer questions of your own about the story.

3)       Tell your own opinions of the ideas in the story. For example, tell how you think the story will end.

4)       Tell or write about your own experiences with science and technology.

I’m always reading ads for new products, such as computer parts and software, wireless speakers and headphones for sound systems, compact camcorders, color laser copiers, electronic book players, and many others. Like thousands of other people, I’m interested in modern technological equipment and devices. Of course, I don’t always understand how a product works, and I certainly don’t know all the technological words in the ad, but somehow I’m fascinated, and

I want that machine! Occasionally, I buy it. As soon as I bring my new

“toy” home or to my office, I have trouble reading the long, complex manual or even the short booklet — the language just isn’t clear or simple enough for me. When my children help, however, I can usually figure out how to set up the new equipment or device. But then something happens to cause a mechanical or electronic problem. Because I don’t know how to fix it myself, I call the store where I bought it for advice. If the salespeople can’t help, I bring the product to a repair shop. However, even after paying for new parts and a repairperson’s time, I still can’t get the product to work the same way it used to. Eventually, I lose interest in the machine or device — or in any technological products at all. I start to read again — books and newspapers and magazines. Soon I see ads for new technological products that fascinate me, so...

3.     Speaking

In small groups, talk about your answers to the following questions.

1)       Do you use or have you ever used an electronic bulletin board or e-mail? If so, explain how they work.

2)       What electronic or computerized equipment or appliances do you have in your home? How do you use them?

3)       Have you ever been in an ambulance or a hospital during an emergency? If so, what do you remember about medical technology?

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The City

The City on week-days is the busiest place in London with its numerous banks, offices, insurance companies and different firms. Now you will probably not see the legendary clerk in a dark suit and a bowling hat there. They are in the past. But the City is still the country’s

business and financial centre and its streets are always full of hurrying people and transport, souvenir street vendors, tourists and policemen. Tourists are attracted by the Bank of England, the Stock and the Royal Exchange, the Old Bailey which is the popular name of the Central Criminal Court of London, the Barbican Cultural centre with the Museum of London and the London home of the Royal Shakespeare company. It is much quieter in the City at the weekend, as nobody lives there, but there are always a lot of people in St. Paul’s Cathedral which is the parisfi church of the British Commonwealth and one of the most beautiful buildings in the world. Its construction was completed at the beginning of the 18th century and it replaced the older cathedral that was destroyed by the Great Fire of London in 1666. The Cathedral is the masterpiece of the famous British architect Sir Christopher Wren whose tomb can be seen in the crypt. Besides its significance to the British believers and its beauty, St. Paul’s Cathedral has another unique attraction — the Whispering Gallery which runs right round the inside of the lower section of the dome. If someone who is standing near the wall on one side whispers some words, they can be heard near the wall on the opposite side, 32 metres away.

The Tower of London

One of the oldest, best-known and most impressive places of interest in the City is the Tower of London which stands on the north bank of the Thames. It was begun in the 11th century by William the Conqueror and was added to and altered by later monarchs. In the course of history it has been a fortress, a royal palace, a state prison, a citadel and an arsenal.

Now it is a unique museum in which you can feel the past centuries and touch the walls that witnessed the executions of Henry VIII’s two wives and Guy Fawkes, the creation of “History of the World” by Sir Walter Raleigh and the last minutes of the unhappy nephews of Richard III. It is also a living museum in which you can watch the Tower ravens, try on the knight’s armory and the king’s crown, and take a picture with the Yeomen Warders who still guard the Tower.

Westminster

Why not get on the Tour Bus again and go to Westminster where several most important government buildings are situated, among

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them the Houses of Parliament, Westminster Abbey and Buckingham Palace?

The Houses of Parliament which stand on the site of the burnt Palace of Westminster, built in the 14th century, is the seat of the British government. It is here that the House of Commons makes the laws and the House of Lords discusses and debates them. It is here that the most important decisions for the country’s policy are taken. Besides, it is a wonderful work of art with hundreds of paintings and sculptures worth seeing. Its Clock Tower is famous all over the world as a symbol of London and Britain as it contains a huge clock and a bell, known as Big Ben. The bell tolls every hour and its sound is familiar to millions of people.

Westminster Abbey is another leading landmark of London. Its ancient walls house the church where almost all British monarchs have been crowned, married and buried since the 11th century. There you can also find the Poets’ Corner which is the resting place of some outstanding men of letters like Geoffrey Chaucer, Robert Browning, Alfred Tennyson, Charles Dickens, Thomas Hardy and Rudyard Kipling. There are also monuments to other famous writers and poets who are buried elsewhere, such as William Shakespeare whose tomb is in his home town of Stratford-on-Avon. You can also see there the Tomb of the Unknown Warrior which commemorates all the soldiers and officers killed in the First World War.

The West End

Buckingham Palace is the official London residence of the sovereign. Though the building itself is not an architectural masterpiece, its interior decoration, paintings and furniture are really worth seeing. The weekly ceremony of the Changing of the Guard attracts many spectators with its music and soldiers’ traditional uniforms.

From Buckingham Palace it is a short walk to Trafalgar Square which may be called the main square and the geographical centre of London. It is not as old as some other places of the capital as it was designed in the middle of the 19th century to commemorate the victory of the British fleet headed by Admiral Nelson over Napoleon’s fleet at Trafalgar in 1805. Nelson lost his life in that battle but brought victory to his country so British people think of him as their national hero. Nelson’s column in the centre of the square is very tall with a statue of the Admiral on the top and four bronze lions, that symbolize the power of the British Empire, around it. Other attractions on the square are the National Gallery with a wonderful collection of arts and the beautiful St. Martin-in-the-Fields’ Church.

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Another 10 minutes’ walk can bring you to the heart of the West End — Piccadilly Circus. It is one of the busiest places in London, and if you want to see its focal point — the Statue of Eros closer, don’t risk crossing the street; use the underground crossing. Originally the statue was erected as a symbol of charity but now it has become one of the most popular meeting places of young people and punks who make money letting tourists take their pictures.

From Piccadilly Circus you can stroll along the richest streets of London — Regent, Oxford and Bond Streets — lined with expensive shops, restaurants and hotels.

London’s numerous parks are an all-year-round attraction both for Londoners and the guests of the city. The parks are called “the lungs” of London and they are true oases in the polluted and overcrowded city. Hyde Park and Green Park, St. James’s Park and Kensington Gardens are beautiful in any season and please the eye with their trees, bushes, flowers and ponds.

London museums are so many that it’s difficult to name them all. The most important are the British Museum with its unique archeological collections and the Library, the National Portrait Gallery, the Royal Academy of Arts, the Victoria and Albert Museum with fine collections of arts, the Science Museum whose main aim is to educate people and Madame Tussaud’s Gallery that displays the wax figures of famous people.

The East End

The East End of London used to be the poorest district of the city, but now it is a development area with new houses and a modern industrial centre. It has many interesting sights including an exact copy of Shakespeare’s Globe Theatre which was built on its original site and

London Dungeon which is very popular with children and adults who like horrors, and many other places of interest.

The Dome

London’s newest attraction is the Dome that was built in 1999 to mark the millennium of the new era. It is only 15 minutes from Central London, right next door to the North Greenwich underground station. Inside the Dome tourists will find “Skyscape”, a huge big screen cinema hall which can also be used for concerts and shows. They can visit the new world of “Learning” in a magical orchard and see the 21 Century Doomsday Book. They can experience the excitement of “Work” in the future and see how much it has changed from the past. In the section “Body” the visitors can have a journey of emotions through the

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human body and explore the opportunities and challenges that advances in science, genetics and medicine will bring. “The Shared Ground” will give a chance to observe British interior scenes and experience what could be done if people really joined together. “Living Island” will provide a trip to a typical British sea resort with a beach, bandstand, pier and lighthouse and games with hidden messages. “Home Planet” will take the tourists to the most amazing journey to the most incredible planet in the known universe — Earth — to find out what makes our planet unique. “Self Portrait” will show thousands of faces of the nation in the picture gallery and photo exhibition. “Faith” will help to get acquainted with the huge range of beliefs and religions which are part of the UK today. “Mind” will give you a chance to play mind games with robots and to explore your senses and perceptions working out how to create a better future. “Rest” will provide the visitors with a mental flotation tank where they can escape the hectic pace of the modern life and enjoy empty space packed with sound, light and shapes. “Money” will give you a virtual chance to blow a million pounds in a wild spending spree and find out what the City really does with the money.

Answer the following questions:

1)       If you happen to go to London, what will you do on your first day there?

2)       Would you prefer to take a tour bus or a tour boat to see as many sights in one day as possible?

3)       Name 5 sights of London that you would like to see (in the order of preference). Explain why you have chosen this order.

4)       What will you start with: the old part of London or the new attrac­tions which were built to celebrate the millennium?

5)       If you had only 3 days to stay in London which would you choose, to see as many sights as possible or to visit one museum but to explore it thoroughly? Why?

6)       Which of London parks would you like to go to and why?

Fill in the gaps with one suitable word and read about the second biggest city in Britain. Remember that more than one variant is possible.

BIG CITIES OF GREAT BRITAIN

Great Britain’s major cities besides London are Birmingham with the population of just over a million, Manchester with 430,800 Glasgow with 616,430, Edinburgh with 448,850, Belfast with 297,300 and Cardiff with 315,000 people who live there.

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Birmingham

Birmingham is the largest provincial__(1) in Great Britain. It stands in the centre of the upland area in the valleys of three small ri­

vers — the Tame, the Cole and the Rea. They all__(2) into the Trent, a big navigable river. The city is a county borough in Warwickshire, and it is the market__(3) of the Black Country. Birmingham is much younger__(4) most British cities.

Though its exact date of birth is not__(5) for sure, it seems certain that the settlement did not exist before Anglo-Saxon times. It is

__(6) that the Midland coal-fields led to its growth beginning with the 13th - __(7). The Black County got its name in the 19th century__ (8) to the intensive activity of the heavy industry in the region. At present the Black__(9) coal is almost worked out, iron ore is no longer melted and green__(10) with wild flowers grow on the old quarries.

Although primarily an industrial__(11), Birmingham has many pleasant residential suburbs and open spaces. The city is the__(12) of the cultural life of a large area. The University of Birmingham is proud of its departments of science, arts, medicine, commerce and law. It is __(13) a big research centre.

Birmingham is a big industrial__(14) with many modern factories, but its industrial pattern is mostly based on small firms. Birmingham __(15) manufacture brassware, silverware and other metal __(16), jewellery, small arms and plastics. It is also well__ (17) for its motor vehicles, electrical equipment and machine tools.

Fill in the gaps with prepositions and find out some facts about Manchester.

Manchester

Manchester is a large city__(1) the northwest of England. 11 is located (2) the River Irwell, a tributary (3) the big Mersey River, and is linked (4) it (5) the Manchester Ship Canal. Its position makes it one (6) the major ports (7) England. Manchester was formerly known__(8) its wool and cotton industries, but is now the financial and business centre (9) the area. When Britain was an Empire, Manchester was known as “Cottonpolis” because there were many large cotton mills__(10) the city and___(11) the small towns___(12) it. The northwest is still an important industrial area and still makes cotton textiles, but it is changing fast. The Manchester Business school is the best__(13) Britain. Many pop and rock bands come__ (14) Manchester, which is known__(15) its music industry and many nightclubs. It is also known__(16) its two football teams — Manchester United and Manchester City.

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Manchester is a beautiful city but unfortunately many__(17) its old buildings__(18) the city centre were destroyed__ (19) IRA bomb _(20)1996.

The citizens__(21) Manchester are called Mancunians.

Note: IRA — the Irish Republican Army, an illegal military organisation which wants Northern Ireland to leave the UK and become part of the Irish Republic. It was originally established in 1919 to fight for Ireland’s independence from Britain. From 1969 it was active both in Northern Ireland and in England, and was known for using violence and terrorist methods in order to achieve its aims.

Read the text about Glasgow and decide if the statements that follow it are true or false.

Glasgow

Glasgow is the largest city of Scotland with almost 1 million inhabitants. It lies only 50 miles from Edinburgh, near the west coast of Scotland, but most people would agree that the two cities could not be more different!

For many centuries Glasgow was little more than a cluster of cottages built on the river Clyde. In fact, the name itself means “dear, green place” in the Gaelic language and this is as true today as it was in the 6th century. In the middle of the 15th century the second university in Scotland was built in Glasgow, and the city became important as one of the educational centres. The discovery of America led to the start of the modern city with increasing import of tobacco, sugar and cotton and, consequently, a growing shipbuilding industry. Slowly Glasgow transformed itself into one of the richest and most successful cities in all of Britain.

However, in the 20th century, things started to go wrong for the city. The depression of the 1930s hit the city’s heavy industry particularly badly, and thousands of people lost their jobs. From its poverty the city soon developed a taste for left-wing politics — a taste which remains to this day as there is not a single Conservative MP in the whole city!

Glasgow and its neighbouring industrial towns are situated upon the Lancashire coal-field, while the city itself lies on the raised bank of the River Clyde. It dominates the whole region and every day many thousands of workers commute to the city. It is the centre of a great variety of manufacturing industries. Glasgow became a great port and manufacturing centre at the beginning of the 18th century. Today its leading industries are shipbuilding, iron and steel, machinery and chemicals, textile and clothing, marine and aero engines, road vehicles

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and machine tools, cotton and woolen carpets production. It is also known for its book-producing and publishing firms.

Today Glasgow is important as a cultural centre. In 1990 it became European City of Culture, ahead of cities such as Athens, Florence, Paris, Amsterdam and Berlin. Glasgow is full of interesting museums and art galleries: The People’s Palace telling the historical and social story of Glasgow; the Museum of Comparative Religion, exploring the world’s different faiths through art; Glasgow Cathedral, a wonderful example of Gothic architecture, etc.

However, Glasgow is perhaps most famous for the liveliness of its people. The Irish and Highland immigrants of previous centuries have added some of their own charm and wit to the “Glasgow melting pot”, making it the friendliest city in Scotland. In addition the shopping facilities are particularly good with many small speciality shops dotted around the main street.

Decide if the following statements are true or false:

1.        Glasgow is situated to the north of London.

2.        Glasgow and Edinburgh have much in common.

3.        Glasgow is known to have been founded in the 13th century.

4.        Christopher Columbus played an important part in the development of Glasgow.

5.        The citizens of Glasgow never helped the Conservative party of Great Britain to win elections.

6.        The heavy industry of Glasgow was the only one which did not suffer greatly during the 1930s economic crisis.

7.        Glasgow and Odesa have some common features.

Match the headings given below to the four paragraphs of the following text about Edinburgh.

A.       The Treasures in the Chest.

B.       The Facets of the Crown Jewel.

C.       The Present and the Past.

D.       The Great Minds of Scotland.

Edinburgh

__(1) Edinburgh is a jewel in Scotland’s crown. This jewel has many facets: classical architecture piled on hills and tree-filled valleys, medieval closes and sudden views of the sea from street corners. And the castle which looks so right that it might have grown out of the rock by some natural process. Edinburgh has several thousand buildings that are officially protected because of their architectural or historic importance — more than any other city outside London.

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Edinburgh is one of the longest continuously inhabited places in

Northern Europe; there is archeological evidence of human habitation there in the Bronze Age, about 1,000 BC. It’s a public reminder to Scots of their roots.

__(2) The Royal Mile leads from the Castle to Holyrood Palace which is another official residence of the Queen besides Buckingham Palace. The Palace is a museum itself, and it contains a number of museums. Among them are the Museum of Childhood with its unique collection of toys and games; the Writers’ Museum, a treasure house of items relating to Robert Burns, Sir Walter Scott and Robert Louis Stevenson, and the People’s Story Museum which tells the story of ordinary people of Edinburgh from the 18th century to the present day. If you ever go to Edinburgh, don’t miss other important sights: the Royal Museum of Scotland, St. Giles’s Cathedral, the National Gallery of Scotland and the Scottish National Portrait Gallery.

__(3) The city of Edinburgh has always been a great educational centre; it has three universities now. It boasts of such world famous scientists as the mathematician John Napier who invented logarithms and the decimal point, Adam Smith, the father of political economy, David Hume, a well-known philosopher and historian, Alexander Bell, the inventor of the telephone and James Clerk Maxwell, one of the greatest physicists in the world.

__(4) Much of Edinburgh’s charm is in the way in which past and present live easily side by side. But if you look only at the sights, you may overlook the fact that Edinburgh is also a busy modern city where more than 440,000 people live and work. About one fifth of the working population are employed in manufacturing industry: electrical and electronics engineering, paper printing and publishing, food and drink industry. Others work in a variety of service industries, especially financing services. Edinburgh’s importance as a financial centre is second only to that of London.

The capital of Scotland is-now the seat of the Scottish Parliament which has gathered there after a long break of about 300 years.

All the paragraphs in the text about Cardiff have been mixed up. Put them in the correct order and read about the capital of Wales.

Cardiff

A. Although Cardiff is an ancient town, it did not expand greatly until the 19th century when it became a centre of export trade in coal. But after the First World War and especially after the Second, when the demand for the Welsh coal both at home and abroad went down, the growth of the city practically stopped.

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B.       The Museum contains another of Cardiff s surprises: a world-class collection of impressionist paintings, one of the finest outside Paris and St. Petersburg .

C.       Cardiff is the capital of Wales. It is situated near the mouth of the river Taff, which flows into the English Channel. The site was first occupied by a Roman fort which was built there about A.D. 75. By the 3d-4th centuries a massive wall had been built around it, and its traces can still be seen at various parts of the modern city. When Roman forces withdrew from Britain, all the people probably left the fort. Only with the coming of Normans, about 700 years later, did people came to live there again.

D.      Recently the Cardiff Bay has been transformed into Millennium Waterfront with a massive freshwater lake. The National Assembly for Wales is situated there as well as the Millennium Centre, a theatre worthy of a city with European dimensions and ambitions.

E.       Nowadays Cardiff comes as a surprise to those who expect to see dirty docklands and provincial mediocrity. The first sight which will catch your eye will be the Castle. Although it is situated in the very heart of the city, it is surrounded by parkland and acres of greenery. The Castle with its Roman foundation, medieval core and richly decorated Victorian mansion is the best jewel in Cardiff’s crown. Other attractions of the city are the splendid neo-classical white-stoned architectural ensemble of the Civic Centre with the City hall, National Museum, Law Courts and University buildings.

F.       In Cardiff you can find modern shopping malls and Victorian shopping arcades, cafes, bistros and many places to taste the locally brewed Brains beer

G.      At first sight Cardiff may seem too Victorian, too formal, too dig­nified. But the second glance will show you that it is a relaxed city with a thriving cultural life. The New Theatre of Cardiff now houses the prestigious Welsh National Opera Company, and all kinds of music and entertainment can be found in St. David’s Hall.

Before reading the following text about Belfast, write down the facts which you know about this city and 5 things that you would like to know about it. then read the text and try to find out the answers to the questions you want to know.

Belfast

Belfast, the capital of Northern Ireland, stands at the head of the wide Belfast Lough, the inlet of the North Channel on the eastern coast

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of the island, where the river Lagan reaches the shore. The favourable geographical location of the city was the main factor for its development. More than two thirds of the population of Northern Ireland are concentrated in Belfast because it provides employment at its port, docks, factories and plants. Belfast is famous for its ship-building and aircraft building industries. Its ship-yards produce passenger liners and aircraft carriers of the largest size. The city also has the largest rope-works in the world, and food processing, tobacco and other consumer goods factories. As a port Belfast is of great importance for Northern Ireland because more than three quarters of the external trade goes through it.

Unfortunately the name of this beautiful city is associated with the “Troubles”. This name is used for the sectarian division between Roman Catholics and Protestants and terrorism in Northern Ireland which began in 1969. By the end of 1999 the “Troubles” had claimed over 3,000 lives including those of members of the British Army and innocent civillians.

2.     Project work

The students are divided into groups (or pairs) according to the number of the cities. Their task is to pretend each group is a tour agency and create a leaflet advertizing their city for tourists to be attracted. The projects then should be posted in the classroom or used for adding to the class / student portfolios.

LESSON 49

Cultural monuments of Great Britain developing socio-cultural awareness

developing basic skills

Equipment: writing paper, handouts

Sequence

I.       Warming-up

The teacher may either use the warming-up activities desrcibed earlier or invent the ones of his / her own.

II.     Main part

1.     Reading and project work

The students in pairs or groups scan through the texts and create a web-site about one of them aimed at attracting tourists.

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It would not be a bad idea to get a maps of Britain and London and have stundets find the locations of the sights.

A computer-based project would be welcome.

ST. PAUL’S CATHEDRAL

Built between 1675 and 1710, St Paul’s Cathedral is widely considered to be crowning achievement of the glittering career of Sir Christopher Wren.

The Whispering Gallery at this London cathedral is famous for its acoustics and is 30 metres above the cathedral floor, while below, in the elegant and spacious crypt, are the tombs and memorials of such historical luminaries as Admiral Lord Nelson and the Duke Of Wellington.

WINDSOR CASTLE

A must see for London visitors, Windsor Castle is the oldest and largest occupied castle in the world and official residence her majesty the Queen. The magnificent State Apartments are lavishly furnished with treasures from the Royal Collection, including masterpieces by Rubens, Holbein, Brueghel and Van Dyck. You can get there from London Paddington in around 30 minutes

While in Windsor you can also visit Eton College — one of the most exclusive educational establishments and Alma Mater to 19 former British Prime Ministers.

THE TOWER OF LONDON

The ancient stones reverberate with dark secrets, priceless jewels glint in fortified vaults and pampered ravens strut the grounds. The Tower of London is one of the world’s most famous fortresses and has seen service as royal palace, prison, armoury and even zoo! It is still home to the Crown Jewels and Beefeaters.

To celebrate the 500th anniversary of Henry VIII’s accession to the Throne, a stunning exhibition of the famous monarch’s personal arms and armour ever shown in the UK is included in your admission to the Tower. Henry VIII: Dressed to Kill includes original artefacts never previously displayed in the UK and is included in admission until 17 January 2010.

TOWER BRIDGE

One of the most impressive structures and sites in the capital, Tower Bridge in London has stood over the River Thames since 1894 and is one of the most recognizable landmarks in the world.

Learn about the history of the Bridge and how it was built. Interactive displays and videos provide an entertaining and informative

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guide to Tower Bridge in London and its place in the history of the River Thames.

At the Tower Bridge Exhibition you can enjoy the breathtaking views from the high-level walkways. There is a wealth of museums and historic buildings close to the Tower Bridge Exhibition including the Britain At War Experience, HMS Belfast and the Tower Of London.

WESTMINSTER ABBEY

Westminster Abbey is a Gothic monastery church that is the traditional place of coronation and burial site for English monarchs.

Westminster Abbey is a church owned directly by the royal family.

Located next to the Houses of Parliament in the Westminster neighborhood of London, Westminster Abbey is a must-see for any London visitor. With the oldest parts dating to the year 1050, the

Abbey contains some of the most glorious medieval architecture in London.

The coronation throne where monarchs of England have been crowned since the 1300s can be seen in the abbey. Fans of William Shakespeare, Charles Dickens, and other giants of literature will enjoy the Poet’s Corner full of memorials to these and others.

English history or Christian history buffs will enjoy seeing the tombs of the Protestant Elizabeth I and Catholic “Bloody” Mary as well as the tombs of David Livingstone and Charles Darwin. Closer to our own time, in 1998 ten 20th-century Christian martyrs such as Deitrich Bonhoeffer, Martin Luther King, Jr., and Oscar Romero were immortalized in stone statues over the Great West Door.

BUCKINGHAM PALACE

Buckingham Palace’s 19 state rooms are open to visitors during August and September while the Queen makes her annual visit to Balmoral.

The State rooms house some of the Royal family’s greatest treasures including paintings by Rembrandt, Rubens, Poussin and Canaletto. They are also exquisitely furnished with some of the finest French and English furniture.

Visit the spectacular Palace Ballroom and see the traditional horseshoe-shaped table decorated for a State Banquet.

The end of the tour takes you along the south side of the Palace’s gardens with views of the west front of the Palace and the lake.

The Changing of the Guard takes place in the forecourt of Buckingham Palace at 11. 30 every day in summer, every other day in winter, and lasts about 45 minutes.

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TRAFALGAR SQUARE

Trafalgar Square is the largest square in London and has been a central meeting place since the Middle Ages.

NELSON’S COLUMN

In the center of the square is the tall Nelson’s Column which was built to commemorate the victory of Admiral Horatio Lord Nelson over the French fleet at the Battle of Trafalgar on the 21st of October

1805. Nelson was fatally wounded during that famous battle off the Spanish coast. His body was taken back to London and buried in the St. Paul’s Cathedral.

NATIONAL GALLERY

Trafalgar square also contains a large number of statues and two fountains by Sir Edwin Lutyens, added in 1939. The square is surrounded by many great buildings. On the north side is the National Gallery, which houses a collection of more than 2,300 paintings, including work from Van Gogh, Renoir, Leonardo da Vinci and Claude Monet.

HADRIAN’S WALL

It is the wall across Britain that was named Hadrian’s Wall after him. Hadrian’s Wall was built, beginning in 122, to keep Roman Britain safe from attacks from the Piets of the north. It was the northernmost boundary of the Roman empire until early in the fifth century.

The wall, stretching from the North Sea to the Irish Sea, was

80 Roman miles (about 73 modern miles) long, 8-10 feet wide, and 15 feet high. In addition to the wall, the Romans built a system of small forts housing garrisons of up to 60 men every Roman mile along its entire length, with towers every 1/ 3 mile. Sixteen larger forts holding from 500 to 1000 troops were built into the wall, with large gates on the north face. To the south of the wall the Romans dug a wide ditch, with six foot high earth banks.

Today many of the stones have been carted away and recycled into other buildings, but the wall is still there for people to explore and walk along, although this is discouraged

STONEHENGE

Stonehenge is surely Britain’s greatest national icon, symbolizing mystery, power and endurance. Its original purpose is unclear to us,

but some have speculated that it was a temple made for the worship of ancient gods. It has been called an astronomical observatory for marking significant events on the prehistoric calendar. Others claim that it

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largest city in the USA. Its population is about 900 thousand people,

but it is, probably, the largest “one-industry city” in the world , and that industry is government. The city’s main product is law and government decisions. Besides, Washington isvthe residence of the President and the location of the Congress of the United States. The city is also unique in its architectural planning. It did not just grow up from a small village as many cities have. It was specially designed as a capital city, and its center was built on a radial plan; that is, many streets go out from circles like the spokes in a wheel. People who have been to Washington say that it is not difficult to find their way around there.

In 1790 George Washington laid the corner-stone of the Capitol — the most important and famous building in America — the place, where the US Congress meets to discuss the nation’s affairs. The Capitol has a huge white dome rising on a circle of columns which is a familiar sight; together with the White House they can be called the symbol of Washington. On the dome of the Capitol there is a bronze Statue of Freedom which symbolizes the main idea of the US constitution that free people may govern themselves. It is in the Capitol that the inauguration of the President and other events of state importance take place. The building itself is enormous and it is very easy to get lost in its vast halls and rooms full of beautiful paintings and statues which make it look like a big museum.

Pennsylvania Avenue joins the Capitol and the White House which is the President’s residence. The Avenue was intended to be the symbol of separation of powers under the Constitution and also of their joining in mutual understanding and cooperation. The building of the White House was started when the United States was very young. The first president to live in it was John Adams. The house had not been finished and was not white in those days. Its walls were of gray sandstone and it was called the “President’s Palace”. In 1814 the building was badly damaged by fire but was soon rebuilt and painted white to hide the smoke stains that showed on some of the walls. The house has been white ever since. It now has 107 rooms and 31 bathrooms. All American presidents have lived there except George Washington as the White House was not yet built at that time. The current president of the USA lives in the White House during his term and works in the Oval Office which is located in the White House building. The White House is open for tours and tourists can visit it almost any day a year. Annually about 1 mln people visit the White House. The best known room of the White House are the East Room, the Blue Room, the Green Room, the Red, Room, and the State Dining Room where a hundred guests can be seated.

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Other sights of Washington

Washington is a wonderful city; its fine parks, gardens and squares help to make the city beautiful. And one can hardly find a park, a square or an open area in it without a monument or a memorial. The most impressive and the best-known ones are the Washington Monument and the Lincoln Memorial. The Washington Monument, which looks like a very big pencil is not far from the Capitol, on the Mall, a long grass-covered area that extends from the Capitol to the Lincoln Memorial. When its cornerstone was laid, a speaker said, “Build it to the skies, you cannot outreach the loftiness of his principles”. The height of the Monument is 160 metres and it’s hollow inside. A special lift brings visitors to the top in 70 seconds and from it they can enjoy a beautiful view of the whole city.

The Lincoln Memorial is built in the style of a classic Greek Temple. But it is neither temple, palace nor tomb but embodies something of each. Its marble walls seem to hold the spirit of Lincoln’s character and his belief that all men should be free — free to think and express themselves, and free to apply their natural talents and ambitions to lawful enterprise. The Memorial has 36 columns that show the number of states in the Union in Lincoln’s time. Inside the Memorial there is a large white marble statue of the 16th President of the United States who was well loved by his friends and supporters and fiercely hated by the enemies of the Union who killed him in 1865. On the stone walls of the Memorial two of Lincoln’s most famous speeches are carved, one of which is the speech he made on his second inauguration.

Washington is an important scientific and cultural center. There are five universities there (the most famous are Georgetown University, George Washington University and Howard University), the National Academy of Science and the famous Library of Congress, one of the largest libraries in the world. Every book, magazine or newspaper produced in the USA have to give a copy to the Library to keep. It is paid for by the government and is open to the public. The Library contains more than 13 million books and newspapers and 19 million manuscripts, including the personal papers of the US presidents.

Another place of interest, though very solemn, is Arlington National Cemetery, which is on the other side of the Potomac River, opposite the capital. It is a resting place of many soldiers and leaders of the US military and other professions. The 35th President of the USA, J. F. Kennedy, the youngest and one of the most popular presidents of the country, killed in 1963 in Dallas, is also buried there. The Vietnam Memorial Wall, located on the Mall, has become a major attraction for the visitors of Washington.

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Washington is a city of museums and art galleries where one can see all kinds of things: the original of the Declaration of Independence, famous paintings and sculptures, the largest blue diamond in the world, the dresses of some presidents’ wives and the like. Washington’s most popular tourist attractions are the Air Space Museum which is part of the world famous Smithsonian M useum, Washington Museum of Arts, The Natural History Museum, and the Holocaust Museum which recollects the terrible World War II events.

There are no skyscrapers in Washington, because they would hide the city’s numerous monuments from view. Besides, no building in the city may be more than 40 meters tall, that is, it can’t be higher than the White House.

Answer the following questions:

1)       If you had a choice, where would you go, to Washington or to New York, and why?

2)       Some people say that the real capital of the USA is New York. What is your opinion?

3)       It is possible to say that Washington is, in some respect, different from all the other capitals in the world. Why?

4)       If you were asked to choose which place of interest to visit: the Washington Monument or the Lincoln Memorial, where would you go and why?

5)       Which in your opinion is more important and interesting to visit: the Capitol or the White House? Why do you think so?

6)       If you could spend only one day in Washington, which places of interest would you choose to see and why?

Read the following text about New York and then decide whether the statements given after it are true or false.

NEW YORK

The United States today is a nation of urban dwellers. Almost 80% of the national population lives either within the formal boundaries of the cities or in the huge suburban areas which surround them. The influence of cities in modern America is great. From urban centres into the smallest and most distant rural villages flow many social and economic values, ways of making a living, clothing styles and manners and a modern technological spirit. As a result, many of once sharp distinctions that could be made between rural and urban ways of life no longer exist.

The largest and the most famous city in the USA is, of course, New

York. It is also its main business centre and one of the most popular cities in the world. It has several famous landmarks, including the

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Statue of Liberty which greets every newcomer to the country, and the

Empire State Building which was the first American sky-scraper that had more than 100 stories. The area in and around Wall Street is the financial centre of the USA, and the city is also famous for its theater productions in Broadway.

When people talk about New York City they are usually really talking about the island of Manhattan which contains most of the city business establishments, theaters, museums, and many expensive shops and hotels for rich tourists. It is difficult to believe that the settlers bought this island from native Indians only for a handful of coloured stones and several looking-glasses. At the beginning of the 19th century Manhattan was mostly swamp, people lived in houses that were nothing more than rows of dark cages with no light, no running water or windows. According to police reports children died there simply from lack of fresh air. But by 1875 the population of New York was one million, 25 years later 3,5 million, and now it is one of the most populous cities in the world. The statistics are impressive: about 8 mln people live permanently in the city, another 8 million in its suburbs and another 4 million commute to it daily to work there while living elsewhere.

New York is really a cosmopolitan city, it has more Jews than Israel and more Italians, Chinese and other nationalities than any other city in the world. It is a city of immigrants so in its streets you can hear practically every world language.

New York is not just one city, but many cities or villages crowded together in one place. There are business cities that die at 5 o’clock every day, neon pleasure cities with restaurants, cafes, bars, theaters and cinemas full of noisy crowds, and sad cities with no trees and flowers along the streets. There are extremely rich parts and poor neglected districts like Harlem and parts of the Bronx and Queens.

For people who are interested in arts and culture New York is a never-ending source of enjoyment. For example, to see all the halls of the Metropolitan Museum with its rich archeological and arts collections would take you not days, but weeks or months.

Some people think that New York is too busy and crowded, but many people love it because of all its excitement, entertainment and culture. It is sometimes called the Big Apple or the city that never sleeps, because it is never quiet and many people either work or go out to enjoy themselves at night.

Decide if the following statements are true or false:

1)     More people in the USA live in cities than in the country.

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2)       The difference between the life in urban and rural areas is getting bigger with every year.

3)       New York is proud of having the tallest American skyscraper.

4)       Manhattan can’t be called a typical New York district. 5)    New York is the greenest city in America.

All the paragraphs in the text about Philadelphia have been mixed up. Put them in the correct order and read about this historic city of the USA.

PHILADELPHIA

A.       There are a number of “firsts” in Philadelphia history. The first newspaper in the Middle colonies was printed there. So was the first daily newspaper of the whole country. The country’s first hospital was built there. And the city was the home of the country’s first art centre.

B.       Philadelphia which is often informally called Philly, is the fourth largest city in the USA (more thanl,5 million), an important international port on the Delaware River, and an industrial and financial centre in the State of Pennsylvania. It was founded as a Quaker settlement in 1682 by William Penn, to whom the King of England gave the land later known as Pennsylvania (Penn’s woods), and very soon developed into a big city. The name Philadelphia comes from the Greek words meaning “brotherly love”.

C.       Philadelphia industries include food processing, mechanical engineering, chemicals, metallurgy, shipbuilding, publishing, textile, petroleum and many others.

D.       The city boasts of lots of museums, art galleries, theaters and con­cert halls. It is proud of its nickname, the Athens of America.

E.       In the early history of the USA Philadelphia played a very impor­tant role. Some of the greatest American patriots lived there: Benjamin Franklin was one of them. He was one of the authors of the Declaration of Independence of the former colonies from Britain that was signed in 1776 in Philadelphia. That city was the place of the First and Second Continental Congresses, and the Constitution of the USA was also adopted there. For 10 years the city of Philadelphia was the first capital of the new country.

F.       The city has one of the oldest educational establishments in the USA, the University of Pennsylvania, founded in 1791 and a number of interesting historic attractions like the courthouse, the State House or Independence Hall, where the Declaration was signed, and numerous beautiful private houses.

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You are going to read a text about another big American city. Several sentences (A-E) have been removed from the text. They are given below. Choose the most suitable places for them and match the number of the place with the letter of the sentence.

A.       The town became a city after railroads crossed the continent to the West Coast.

B.       Soon the village turned into a little town which became a trade centre of wheat, citruses, olives and other products of agriculture.

C.       Some people move to LA because they like the excitement and the warm weather.

D.       Now part of the city is taken by Hollywood, the motion picture and television center.

E.       Another major industry of LA today is the making of airplanes.

LOS ANGELES

The city was founded in 1781 by Spanish colonists who came to the west coast of America from Mexico. The village built by them was named “The Town of Our Lady, the Queen of Angels”.

(1)__By 1846, when the State of California became a part of the United States, the long name of the town was shortened to Los Angeles (nowadays it has been shortened even more — to LA).

__(2) Then the motion-picture industry was one of the first great industries to help Los Angeles to grow. The varied scenery and the sunny days were extremely good for the development of this industry.

__(3) Millions of tourists are attracted by the film studios and the legendary Beverly Hills, the area where the rich villas of film-stars and producers are located.

After oil was discovered near LA, the city became a great oil-refining center, producing large quantities of gasoline and fuel oil. (4) Weather conditions are good for working out-doors and for test flying. Now LA is a busy workshop in a beautiful setting. Much is added to its beauty by the largest artificial harbor in the world built near Los Angeles.

Now Los Angeles is the second largest city of the USA with a population of over 3,5 million people.__(5) Other people think that the city is full of strange and crazy people and call it “La-La Land”.

Fill in the blanks with one suitable word and read about Chicago. Remember that more than one variant is possible.

CHICAGO

Chicago is the third largest city in the USA. It is a metropolitan area with the population over 2. 7 million people at the south end of the

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Lake Michigan, the main city of the State Illinois. The__(1) always seems bustling with activity. Chicago’s main business section is one of the financial centres of the__(2). Here you can see the famous “Loop” and State Street — the great street where Chicago fame__(3). You can’t but admire the 80-storey Standard Oil Building, completely faced in elegant white marble, or Lake Point Towers, the world’s highest allapartment __(4) — an architecturally stunning piece of glass and curves. The World’s tallest building, Sears Tower, is also in Chicago, rising skyward to a__(5) of 1454 feet. From the Skydeck Observatory at Sears Tower you’ll see a panoramic view of the__(6) city, its famous skyline of skyscrapers, the river, the magnificent shoreline of Lake Michigan and a horizon that takes in four states.

Chicago is a very__(7) city due to its beautiful parks — Lincoln

Park, Washington Park, Grant Park, Botanical Gardens, Jackson Park and the Zoo. Near Grant Park there is the Shedd Aquarium — again the__(8) in the world! Chicagoans have quite a lot to boast of! Even the Chicago River was made to__(9) backwards by the world’s greatest engineering project. No wonder that in Chicago you can__ (10) a unique Museum of Science and Industry, a tribute to man’s ingenuity and inventiveness.

Chicago is a port with a large harbor opened to ocean traffic. It is the chief railroad__(11) for the USA and has one of the largest airports. Chicago is the biggest corn market, it__(12) grain, livestock, lumber and meat. It is a center of iron, steel and transformation equipment industry.

The University of Chicago is a private, coeducational establishment __(13) in 1890 with an excellent reputation in social sciences, education and nuclear physics.

The citizens of Chicago are also proud of their basketball team “The Chicago Bulls”.

Fill in the gaps with the necessary prepositions and read about Detroit.

DETROIT

Detroit__(1) the State of Michigan is the oldest___(2) the Great

Lakes cities. It was founded__(3) 1701 as a French fortress and a furtrading center__(4) the exploration of the Great Lakes area. Then it was a British settlement__(5) the land__ (6) which it stands became part__(7) the United States___(8) 1796. The origin___(9) the city’s name is French. Detroit is a port and stands__(10) the Detroit River,

__(11) Lake Huron and Erie. It is also connected___(12) the city___ (13) Windsor in Canada__(14) tunnels and a suspension bridge.

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Detroit is a major automobile manufacturing center, a leading steel producer and a great grain market. Its nickname is the “Motor City” and it is one__(15) the USA’s leaders__ (16) business and commerce. The famous Ford automobile empire originated__(17) here.

Henry Ford, its founder was not the first one to invent the cars, but the first who produced really popular cars__(18) both their size and relatively low price made them an idea model__19) a middle-class family. Ford’s ideas__(20) mass production and assembly lines were later introduced__(21) all spheres__ (22)industrial production.

Detroit is a beautiful city__(23) fine museums, shops, parks and an impressive waterfront which make it a great place to live and to work.

Read the text about Boston and answer the questions given below the text.

BOSTON

Boston, is situated on the Atlantic coast of the USA. It is one of the oldest cities and was first settled in 1630. At first it was inhabited by Puritans who wanted to build an ideal “city on the hill”. Puritan life was guided by the so-called “Blue Laws”, most of which were very strict. For example, it was prohibited to work or to have fun on Sundays. These were the days devoted to God and church services. Housewives didn’t even cook on Sundays, so what Bostonians ate on those days was mostly cold beans baked on Saturday. No wonder that the inhabitants of the city were later nicknamed “Baked Beans” and the city itself “Bean Town”. A number of families in Boston are proud of being descendants of the first colonists, feeling a bit superior to the later immigrants.

Now Boston is the capital of the State of Massachusetts. It is a port, an important industrial and commercial center, though many people think that it is less busy and more relaxed than other American cities. It is famous as a large learning center with Harvard University

being the oldest and the most respected among American universities. It is there that the first American public school and public library were opened. The city is also very important historically for the so-called Boston Tea Party — an incident that happened on December 16, 1773 in which 3 shiploads of tea were dumped into Boston Harbor by citizens demonstrating against British taxation of tea. The struggle against “taxation without representation)) led to the Revolutionary War of Independence (1775-1783).

Answer the following questions:

1) Which city is older Boston or Detroit?

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Again Hezekiah moved on. In a few moments he met a man whose tall black hat, black waistcoat and white tie proclaimed him a clergyman.

“Good sir”, said Hezekiah, “can you tell me...”

The clergyman pounced upon him with a growl of a hyena, and bit a piece out of his ear. Yes, he did, reader. Just imagine a clergyman biting a boy in open daylight! Yet that happens in New York every minute.

Such is the great cruel city, and imagine looking for work in it. You and I who spend our time in trying to avoid work can hardly realise what it must mean. Think how it must feel to be alone in New York, without a friend or a relation at hand, with no one to know or care what you do. It must be great!

For a few moments Hezekiah stood irresolute. He looked about him. He looked up at the top of the Metropolitan Tower. He saw no work there. He looked across at the skyscrapers on Madison Square,

but his eye detected no work in any of them. He stood on his head and looked up at the flat-iron building. Still no work in sight.

All that day and the next Hezekiah looked for work.

A Wall Street firm had advertised for a stenographer.

“Can you write shorthand?” they said.

“No”, said the boy in homespun, “but I can try”.

They threw him down the elevator.

Hezekiah was not discouraged. That day he applied for fourteen jobs.

The Waldorf Astoria was in need of a chef. Hezekiah applied for the place.

“Can you cook?” they said.

“No”, said Hezekiah, “but oh, sir, give me a trial, give me an egg and let me try — I will try so hard”. Great tears rolled down the boy’s face.

They rolled him out into the corridor.

Next he applied for a job as a telegrapher. His mere ignorance of telegraphy was made the ground of refusal.

At nightfall Hezekiah Hayloft grew hungry. He entered again the portico of the Waldorf Astoria. Within it stood a tall man in uniform.

“Boss”, said the boy hero, “will you trust me for the price of a square meal?”

They set the dog on him.

Such, reader, is the hardness and bitterness of the Great City.

For fourteen weeks Hezekiah Hayloft looked for work. Once or twice he obtained temporary employment only to lose it again.

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For a few days he was made accountant in a trust company. He was discharged because he would not tell a lie. For about a week he held a position as cashier in a bank. They discharged the lad because he refused to forge a cheque. For three days he held a conductorship on a Broadway surface car. He was dismissed from this business for refusing to steal a nickel.

Such, reader, is the horrid degradation of business life in New York.

Meantime the days passed and still Hayloft found no work. His stock of money was exhausted. He had not had any money anyway. For food he ate grass in Central Park and drank the water from the Cruelty to Animals horse-trough.

Gradually a change came over the lad; his face grew hard and stern, the great city was setting its mark upon him.

One night Hezekiah stood upon the sidewalk. It was late, long after ten o’clock. Only a few chance pedestrians passed.

“By Heaven!” said Hezekiah, shaking his fist at the lights of the cruel city, “I have exhausted fair means, I will try foul. I will beg. No Hayloft has been a beggar yet”, he added with a bitter laugh, “but I will begin”.

A well-dressed man passed along.

Hezekiah seized him by the throat.

“What do you want?” cried the man in sudden terror. “Don’t ask me for work. I tell you I have no work to give”.

“I don’t want work”, said Hezekiah grimly. “I am a beggar”.

“Oh! is that all”, said the man, relieved. “Here, take this ten dollars and go and buy a drink with it”.

Money! money! and with it a new sense of power that rushed like an intoxicant to Hezekiah’s brain.

“Drink”, he muttered hoarsely, “yes, drink”.

The lights of a soda-water fountain struck his eye.

“Give me an egg phosphate”, he said as he dashed his money on the counter. He drank phosphate after phosphate till his brain reeled. Mad with the liquor, he staggered to and fro in the shop, weighed himself recklessly on the slot machine three or four times, tore out chewing gum and matches from the automatic nickel boxes, and finally staggered on to the street, reeling from the effects of thirteen phosphates and a sarsaparilla soda.

“Crime”, he hissed. “Crime, crime, that’s what I want”.

He noticed that the passers-by made way for him now with respect.

On the corner of the street a policeman was standing.

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Hezekiah picked up a cobblestone, threw it, and struck the man full on the ear.

The policeman smiled at him roguishly, and then gently wagged his finger in reproof. It was the same policeman who had struck him fourteen weeks before for asking the way.

Hezekiah moved on, still full of his new idea of crime. Down the street was a novelty shop, the window decked with New Year’s gifts.

“Sell me a revolver”, he said.

“Yes, sir”, said the salesman. “Would you like something for evening wear, or a plain kind for home use. Here is a very good family revolver, or would you like a roof garden size?” Hezekiah selected a revolver and went out.

“Now, then”, he muttered, “I will burglarise a house and get money”.

Walking across to Fifth Avenue he selected one of the finest residences and rang the bell.

A man in livery appeared in the brightly lighted hall.

“Where is your master?” Hezekiah asked, showing his revolver.

“He is upstairs, sir, counting his money”, the man answered, “but he dislikes being disturbed”.

“Show me to him”, said Hezekiah, “I wish to shoot him and take his money”.

“Very good, sir”, said the man deferentially. “You will find him on the first floor”.

Hezekiah turned and shot the footman twice through the livery and went upstairs.

In an upper room was a man sitting at a desk under a reading-lamp.

In front of him was a pile of gold.

“What are you doing?” said Hezekiah.

“I am counting my money”, said the man.

“What are you?” asked Hezekiah sternly.

“I am a philanthropist”, said the man. “I give my money to deserving objects. I establish medals for heroes. I give prizes for ship captains who jump into the sea, and for firemen who throw people from the windows of upper stories at the risk of their own; I send American missionaries to China, Chinese missionaries to India, and Indian missionaries to Chicago. I set aside money to keep college professors from starving to death when they deserve it”.

“Stop!” said Hezekiah, “you deserve to die. Stand up. Open your mouth and shut your eyes”.

The old man stood up.

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There was a loud report. The philanthropist fell. He was shot through the waistcoat and his suspenders were cut to ribbons.

Hezekiah, his eyes glittering with the mania of crime, crammed his pockets with gold pieces.

There was a roar and hubbub in the street below.

“The police!” Hezekiah muttered. “I must set fire to the house and escape in the confusion”.

He struck a safety match and held it to the leg of the table.

It was a fireproof table and refused to burn. He held it to the door. The door was fireproof. He applied it to the bookcase. He ran the match along the books. They were all fireproof. Everything was fireproof.

Frenzied with rage, he tore off his celluloid collar and set fire to it. He waved it above his head. Great tongues of flame swept from the windows.

“Fire! Fire!” was the cry.

Hezekiah rushed to the door and threw the blazing collar down the elevator shaft. In a moment the iron elevator, with its steel ropes, burst into a mass of flame; then the brass fittings of the door took fire, and in a moment the cement floor of the elevator was one roaring mass of flame. Great columns of smoke burst from the building.

“Fire! Fire!” shouted the crowd.

Reader, have you ever seen a fire in a great city? The sight is a wondrous one. One realises that, vast and horrible as the city is, it nevertheless shows its human organisation in its most perfect form.

Scarcely had the fire broken out before resolute efforts were made to stay its progress. Long lines of men passed buckets of water from hand to hand.

The water was dashed on the fronts of the neighbouring houses, thrown all over the street, splashed against the telegraph poles, and poured in torrents over the excited crowd. Every place in the neigh­

bourhood of the fire was literally soaked. The man worked with a will. A derrick rapidly erected in the street reared itself to the height of sixteen or seventeen feet. A daring man mounted on the top of it, hauled bucket after bucket of water on the pulley. Balancing himself with the cool daring of the trained fireman, he threw the water in all directions over the crowd.

The fire raged for an hour. Hezekiah, standing at an empty window amid the flames, rapidly filled his revolver and emptied it into the crowd.

From one hundred revolvers in the street a fusillade was kept up in return.

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This lasted for an hour. Several persons were almost hit by the rain of bullets, which would have proved fatal had they struck anyone.

Meantime, as the flames died down, a squad of policemen rushed into the doomed building.

Hezekiah threw aside his revolver and received them with folded arms.

“Hayloft”, said the chief of police, “I arrest you for murder, burglary, arson, and conspiracy. You put up a splendid fight, old man, and I am only sorry that it is our painful duty to arrest you”.

As Hayloft appeared below a great cheer went up from the crowd.

True courage always appeals to the heart of the people.

Hayloft was put in a motor and whirled rapidly to the police station.

On the way the chief handed him a flask and a cigar.

They chatted over the events of the evening.

Hayloft realised that a new life had opened for him. He was no longer a despised outcast. He had entered the American criminal class.

At the police station the chief showed Hezekiah to his room.

“I hope you will like this room”, he said a little anxiously.

“It is the best that I can give you to-night. To-morrow I can give you a room with a bath, but at such short notice I am sure you will not mind putting up with this”.

He said good night and shut the door. In a moment he reappeared.

“About breakfast?” he said. “Would you rather have it in your room, or will you join us at our table d’hote? The force are most anxious to meet you”.

Next morning, before Hezekiah was up, the chief brought to his room a new outfit of clothes — a silk hat, frock-coat, shepherd’s-plaid trousers and varnished boots with spats.

“You won’t mind accepting these things, Mr. Hayloft. Our force would like very much to enable you to make a suitable appearance in the court”.

Carefully dressed and shaved, Hezekiah descended. He was introduced to the leading officials of the force, and spent a pleasant hour of chat over a cigar, discussing the incidents of the night before.

In the course of the morning a number of persons called to meet and congratulate Hezekiah.

“I want to tell you, sir”, said the editor of a great American daily,

“that your work of last night will be known and commented on all over

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the States. Your shooting of the footman was a splendid piece of nerve, sir, and will do much in defence of the unwritten law”.

“Mr. Hayloft”, said another caller, “I am sorry not to have met you sooner. Our friends here tell me that you have been in New York for some months. I regret, sir, that we did not know you. This is the name of my firm, Mr. Hayloft. We are leading lawyers here, and we want the honour of defending you. We may! Thank you, sir. And now, as we have still an hour or two before the court, I want to run you up to my house in my motor. My wife is very anxious to have a little luncheon with you”.

The court met that afternoon. There was a cheer as Hezekiah entered.

“Mr. Hayloft”, said the judge, “I am adjourning this court for a few days. From what I hear the nerve strain that you have undergone must have been most severe. Your friends tell me that you can hardly be in a state to take a proper interest in the case till you have had a thorough rest”.

As Hayloft left the court a cheer went up from the crowd, in which the judge joined.

The next few days were busy days for Hezekiah. Filled with receptions, civic committees, and the preparation of the brief, in which Hezekiah’s native intelligence excited the admiration of the lawyers.

Newspaper men sought for interviews. Business promoters called upon Hezekiah. His name was put down as a director of several leading companies, and it was rumoured that in the event of his acquittal he would undertake a merger of all the great burglar protection corporations of the United States.

The trial opened a week later, and lasted two months. Hezekiah was indicted on five charges — arson, for having burned the steel cage of the elevator; misdemeanour, for shooting the footman; the theft of the money, petty larceny; the killing of the philanthropist, infanticide; and the shooting at the police without hitting them, aggravated felony.

The proceedings were very complicated — expert evidence was taken from all over the United States. An analytical examination was made of the brain of the philanthropist. Nothing was found.

The entire jury were dismissed three times on the grounds of prejudice, twice on the ground of ignorance, and finally disbanded on the ground of insanity.

The proceedings dragged on.

Meanwhile Hezekiah’s business interests accumulated.

At length, at Hezekiah’s own suggestion, it was necessary to abandon the case.

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Reading

The students are divided into four groups (A-D). Each group works with its own passage.

Read the text paying special attention to the sentences with the active vocabulary.

CHOOSING YOUR WAY IN LIFE

A.       Mary Glass is thirty-nine years old and she is a doctor. She chose the medical profession because she wanted to help people and at the same time to make good money. When Mary was younger her wish was to become a teacher or a nurse but she soon realized that there was not much money in either of those professions. Mary’s parents were rather old-fashioned people and thought that a woman’s place is at home. So they wanted their daughter to become a secretary, marry a respectable young man, have several children and stay at home working about the house and bringing up the kids. When Mary applied to a medical college, her parents refused to give her any financial support and she had to work as a waitress in a restaurant to earn money for her college fees. She specialized as an optician, made a good career in the hospital she works, got married, had two children and is very much satisfied both with her family life and her business career.

B.       Billy Blackthorn left school when he was sixteen. He didn’t study well and had no qualifications. He just wanted to earn some money and got himself a job in a factory. He didn’t mind being a blue-col- lar worker, all he wanted was enough money to take his girl friend out on a Saturday night. But soon he and his fellow-workers were replaced by robots who could do their job and Bill was sacked. He was out of work for eighteen months and understood how terrible it was to be unemployed. The days seemed so long and the dole that he got was enough only for the cheapest food and second-hand clothes. Bill finally got a job as an unskilled labourer, working for a builder. He is twenty-five now and thinks that it is not too late to start attending night classes and get some extra training so that he can earn more money as a skilled worker.

C.       John Rushton is a businessman. He is fifty years old and he has been working for the same company for twenty-seven years. He thinks that he has a very successful career. He started working for the company as a poorly paid clerk and was one of those nine-to- five white-collar office workers who spend all day with a pencil in one hand and a telephone in the other. He hated it and asked to be transferred to sales where he became one of the company’s sales

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representatives. John travelled all over the country selling the company’s products and eventually became the most successesful salesperson on the stuff. In ten years he was promoted to manager of the sales department. He has got a good salary and benefits. He might retire in another ten years and then his pension will allow him to live comfortably in his country house enjoying his hobbies that he has no time for now while he still works.

D. Joan Evans: This month I am leaving school to face the real world. My main ambition is to live and work abroad. I want to work with people and see the world. I hope to go to college and do a tourism course. When I’m in college, I will learn at least two foreign languages. I think that by the time I’m 30 I’ll be married and have a baby. I don’t want to be rich and famous, but I do want to enjoy life. That’s all anybody can really ask.

Steve Taylor: My greatest wish is to be a manager for Rolls Royce. I will go to work for Rolls Royce as an apprentice, and after 2 or

4 years I will be an engineer. I’m not very ambitious but I’d like to become a manager in Rolls Royce. I’ll get married in my mid-twen- ties because I want to have children and my mother says that you need to be young to cope with them.

After-reading

Read the following statements on the text and decide if they are true or false:

1)       Mary’s parents didn’t want their daughter to become a doctor because there was not much money in this profession.

2)       Mary financially supported herself through the college by working as a secretary.

3)       Mary’s job is to test people’s eyes.

4)       To be a blue-collar worker means to work with a pencil in one hand and a telephone in the other.

5)       Bill was rather ambitious about his career when he finished school.

6)       Automatization of the factory was the reason of Bill’s unemploy­ment.

7)       Bill enjoyed his free time when he was out of work.

8)       John didn’t get much money when he started his career.

9)       John’s promotion followed his successful work as a sales repre­sentative.

10)    John hopes that he will be able to find time for hobbies when he becomes a pensioner.

11)    Both Joan and Steve are ambitious young people.

12)    Both Joan and Steve want to work and live abroad.

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4)       It__be as easy as you think.

can’t / couldn’t / might not / must not

5)       Don’t ring the doorbell when you get there. Maria’s little baby__ sleeping.

must be / should be / may be / may not be

6)       How did the robbers get in? — We don’t know yet. The old woman __to lock the door.

might forget / could forget / might have forgotten / must have forgotten

7)       I called her but there was no answer. She__left for New York already.

may have / must have / should have / has probably 8) When can I see him?__come back before 6 today? May he / Might he / Would he / Is he likely to

9)       I wonder who wrote that letter.__Jim have written it? May / Might / Could / Is it possible that

10)    He said that he__go to Italy in June or July.

can / should / might / would

Strong probability

Choose the most appropriate answer to express strong probability.

Strong probability means that you are about 90 % sure. It’s 10 a. m. He__in the office now. must be / may be / might be / can be They live in a very big house. They rich.

must be / are / may be / can be

Try calling him in the evening. He__home by 8.

must be / should be / is going to be / will be You__our report tomorrow.

must receive / should receive / are going to / will receive Let’s watch the film about meteorites on Channel 6. It__interesting.

must be / should be / could be / would be I can’t find my car keys. I__them in the office.

should leave / ought to have left / must have left / should have left There is no one by the name Lisa here. You__misdialed. may have / should have / ought to have / must have 8) I’m worried. He__two hours ago. Where can he be?

ought to arrive / should arrive / must have arrived / should have arrived

He__go to France next month.

should / must / ought to / will probably

10) I need to see him as soon as possible.__. come back soon? Should he / Must he / Will he / Is he likely to

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LESSON 57

Home reading

HOW TO BE A DOCTOR

Certainly the progress of science is a wonderful thing. One can’t help feeling proud of it. I must admit that I do. Whenever I get talking to anyone — that is, to anyone who knows even less about it than I do — about the marvelous development of electricity, for instance, I feel as if I had been personally responsible for it. As for the linotype and the aeroplane and the vacuum house-cleaner, well, I am not sure that I didn’t invent them myself. I believe that all generous-hearted men feel just the same way about it.

However, that is not the point I am intending to discuss. What

I want to speak about is the progress of medicine. There, if you like, is something wonderful. Any lover of humanity (or of either sex of it) who looks back on the achievements of medical science must feel his heart glow and his right ventricle expand with the pericardiac stimulus of a permissible pride.

Just think of it. A hundred years ago there were no bacilli, no ptomaine poisoning, no diphtheria, and no appendicitis. Rabies was but little known, and only imperfectly developed. All of these we owe to medical science. Even such things as psoriasis and parotitis and trypanosomiasis, which are now household names, were known only to the few, and were quite beyond the reach of the great mass of the people.

Or consider the advance of the science on its practical side. A hundred years ago it used to be supposed that fever could be cured by the letting of blood; now we know positively that it cannot. Even seventy years ago it was thought that fever was curable by the administration of sedative drugs; now we know that it isn’t. For the matter of that, as recently as thirty years ago, doctors thought that they could heal a fever by means of low diet and the application of ice; now they are absolutely certain that they cannot. This instance shows the steady progress made in the treatment of fever. But there has been the same cheering advance all along the line. Take rheumatism. A few generations ago people with rheumatism used to have to carry round potatoes in their pockets as a means of cure. Now the doctors allow them to carry absolutely anything they like. They may go round with their pockets full of water-melons if they wish to. It makes no difference. Or take the treatment of epilepsy. It used to be supposed that the first thing to do in sudden attacks of this kind was to unfasten the patient’s collar and let him breathe; at present, on

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the contrary, many doctors consider it better to button up the patient’s collar and let him choke.

In only one respect has there been a decided lack of progress in the domain of medicine, that is in the time it takes to become a qualified practitioner. In the good old days a man was turned out thoroughly equipped after putting in two winter sessions at a college and spending his summers in running logs for a sawmill. Some of the students were turned out even sooner. Nowadays it takes anywhere from five to eight years to become a doctor. Of course, one is willing to grant that our young men are growing stupider and lazier every year. This fact will be corroborated at once by any man over fifty years of age. But even when this is said it seems odd that a man should study eight years now to learn what he used to acquire in eight months.

However, let that go. The point I want to develop is that the modern doctor’s business is an extremely simple one, which could be acquired in about two weeks. This is the way it is done.

The patient enters the consulting-room. “Doctor”, he says, “I have a bad pain”. “Where is it?” “Here”. “Stand up”, says the doctor, “and put your arms up above your head”. Then the doctor goes behind the patient and strikes him a powerful blow in the back. “Do you feel that”, he says. “I do”, says the patient. Then the doctor turns suddenly and lets him have a left hook under the heart. “Can you feel that”, he says viciously, as the patient falls over on the sofa in a heap. “Get up”, says the doctor, and counts ten. The patient rises. The doctor looks him over very carefully without speaking, and then suddenly fetches him a blow in the stomach that doubles him up speechless. The doctor walks over to the window and reads the morning paper for a while. Presently he turns and begins to mutter more to himself than the patient. “Hum!” he says, “there’s a slight anaesthesia of the tympanum”. “Is that so?” says the patient, in an agony of fear. “What can I do about it, doctor?” “Well”, says the doctor, “I want you to keep very quiet; you’ll have to go to bed and stay there and keep quiet”. In reality, of course, the doctor hasn’t the least idea what is wrong with the man; but he DOES know that if he will go to bed and keep quiet, awfully quiet, he’ll either get quietly well again or else die a quiet death. Meantime, if the doctor calls every morning and thumps and beats him, he can keep the patient submissive and perhaps force him to confess what is wrong with him.

“What about diet, doctor?” says the patient, completely cowed.

The answer to this question varies very much. It depends on how the doctor is feeling and whether it is long since he had a meal himself.

Second semester                                                                                           249

If it is late in the morning and the doctor is ravenously hungry, he says: “Oh, eat plenty, don’t be afraid of it; eat meat, vegetables, starch, glue, cement, anything you like”. But if the doctor has just had lunch and if his breathing is short-circuited with huckleberry-pie, he says

very firmly: “No, I don’t want you to eat anything at all: absolutely not a bite; it won’t hurt you, a little self-denial in the matter of eating is the best thing in the world”.

“And what about drinking?” Again the doctor’s answer varies. He may say: “Oh, yes, you might drink a glass of lager now and then, or, if you prefer it, a gin and soda or a whisky and Apollinaris, and I think before going to bed I’d take a hot Scotch with a couple of lumps of white sugar and bit of lemon-peel in it and a good grating of nutmeg on the top”. The doctor says this with real feeling, and his eye glistens with the pure love of his profession. But if, on the other hand, the doctor has spent the night before at a little gathering of medical friends, he is

very apt to forbid the patient to touch alcohol in any shape, and to dismiss the subject with great severity.

Of course, this treatment in and of itself would appear too transparent, and would fail to inspire the patient with a proper confidence. But nowadays this element is supplied by the work of the analytical laboratory. Whatever is wrong with the patient, the doctor insists on snipping off parts and pieces and extracts of him and sending them mysteriously away to be analysed. He cuts off a lock of the patient’s hair, marks it, “Mr. Smith’s Hair, October, 1910”. Then he clips off the lower part of the ear, and wraps it in paper, and labels it, “Part of Mr. Smith’s Ear, October, 1910”. Then he looks the patient up and down, with the scissors in his hand, and if he sees any likely part of him he clips it off and wraps it up. Now this, oddly enough, is the very thing that fills the patient up with that sense of personal importance which is worth paying for. “Yes”, says the bandaged patient, later in the day to a group of friends much impressed, “the doctor thinks there may be a slight anaesthesia of the prognosis, but he’s sent my ear to New York and my appendix to Baltimore and a lock of my hair to the editors of all the medical journals, and meantime I am to keep very quiet and not exert myself beyond drinking a hot Scotch with lemon and nutmeg every half-hour”. With that he sinks back faintly on his cushions, luxuriously happy.

And yet, isn’t it funny?

You and I and the rest of us — even if we know all this — as soon as we have a pain within us, rush for a doctor as fast as a hack can take us. Yes, personally, I even prefer an ambulance with a bell on it. It’s more soothing.

Second semester                                                                                           251

1)       Are you interested in the causes of different diseases and their cure?

2)       Do you like to read critical articles after you’ve read a book?

3)       Do you like to take responsibility in organizing things (e.g. parties)?

4)       Do you like to read historical novels?

5)       Do you ever go to listen to symphonies?

6)       Do you like to explain to your classmates how to do a sum or write a grammatically correct sentence?

7)       Can you say that your first impulse when you see somebody hurt is to give first aid?

8)       Do you like to write poetry and prose?

9)       Do you like to observe people’s behaviour?

10)    Would you like to find out about the history of your family, the street you live in, your city, etc.?

11)    Are you fond of singing, reciting poetry, dancing, etc. in front of the audience?

12)    Do you enjoy spending time with kids, reading them books, play­ing with them, helping them, etc.?

13)    Are you irritated when your sick relatives ask you to help them?

14)    Do you soon get tired when you work with dictionaries or refer­ence books?

15)    Can you quickly switch from one job to another?

16)    Do you like to make reports on history?

17)    Do your hobbies include playing musical instruments, drawing or wood carving?

18)    Have you ever wanted to give a class instead of your teacher?

19)    Are you interested in people’s anatomy?

20)    Do you like to discuss books with your friends?

21)    Do you like to analyse the events that have happened in your or your friends’ and relatives’ lives?

22)    Are you interested in your country’s past?

23)    Do you enjoy reading about the history of arts?

24)    Can you say that you find more positive than negative sides in the work of a teacher?

25)    Have you ever wanted to work as a nurse during your summer holi­days?

26)    Are you interested in word origin?

27)    Do you keep a diary?

28)    Are you interested in the past of other countries?

29)    Do you like to watch one and the same film or play several times?

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Combine the pairs of sentences into one sentence using therefore or however.

Example

I need a job that doesn’t require lifting heavy objects. I can’t work for a moving company.

I need a job that doesn’t require lifting heavy objects; therefore I can’t work for a moving company.

1)      Sean wants to be a civil engineer. He is looking for an internship with an engineering company for the summer.

2)      Philip would like to go back to school to study business. He doesn’t have enough money to pay for his tuition.

3)      No one likes to clean out bathrooms. Some janitors have to do it.

4)      Business people can make quite a lot of money. Many of them have to work long hours for it.

5)      Mimi is a cashier. She wants to be an artist.

6)      Angela wants to travel. She would like to be a flight attendant.

7)      Thomas had no idea how to serve dinner. He had a lot of problems his first day as a waiter.

8)      Susanna often feels upset. She never lets her customers know it.

Practice with so and but

Write down the names of five people you know who are working. With a partner, discuss each person. Describe what they do at their jobs. Use so and but to talk about the person and his or her job.

Example: Andrew — Andrew is a busboy. He carries trays, sets tables and cleans tables, but he doesn’t serve food.

From Spoken to Written English

Now, write five of the sentences you have spoken in the previous activity. Decide whether to use so / therefore, or but / however in each sentence.

Recognizing Run-on Sentences

Run-on sentences are two or more sentences (independent clauses) written together without proper connecting words or punctuation.

Example Run-on Sentence: I like my job my manager is very fair.

One way to correct a run-on sentence is by simply adding punctuation to separate the independent clauses.

Example: I like my job. My manager is very fair.

Another way to correct a run-on sentence is by adding connecting words such as coordinating conjunctions, subordinators, or transitions.

Example: I like my job because my manager is very fair.

Second semester                                                                                           265

worker!) Another possible response is, “My coworkers and friends say I am too serious about my work because I always talk about it when I am at home. I always try to think of ways to do my job better”.

Of course, you should always tell the truth about yourself, but this is not the time to be shy or modest.

Prepare yourself for an interview. Write down two or three of your strengths and one weakness. Be sure to give examples and explanations if needed.

My strengths:

My weaknesses:

4.        Speaking

Step 8: Interview your applicants. You can do this in groups, or the whole class can observe each group interview. Then, have a short company meeting to decide who to hire. Announce whom you have hired and why.

5.        Story (Structure)

Read the story about Kim Tae Sam. In the blank spaces, write words that help to tell the story.

You can use these words: and, but, so, or, however, because, therefore, when, after, before, and although.

MOVING UP THE LADDER

Kim Tae Sam was born in a farming village in Chollado, South Korea.

__he was small, he used to help his parents plant rice in the field. He was a good student, his parents sent him to school in Kwangj u, a large city. He would visit his parents’ village on school vacations. The rest of the year he remained in the city to study. Tae Sam studied hard did well on the entrance examination for university. He attended a university in Seoul, far from his family. He only visited them in summer. During winter break, he studied English at a language school in Seoul.

Tae Sam chose to study computer science. He knew that there were many opportunities in this field__it was a new field. Tae Sam graduated from the university. His parents made the trip to Seoul to attend the graduation. They had never been to Seoul before. They felt uncomfortable. __the graduation, they went straight home. Tae Sam stayed in Seoul to look for a job. He got a job with an American company__he could speak English and he knew computers well.

__he had worked two years in Seoul, the company sent him to New

York to work in its headquarters there. Tae Sam was happy to have the

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LESSON 64

Home reading

THE LIFE OF JOHN SMITH

The lives of great men occupy a large section of our literature. The great man is certainly a wonderful thing. He walks across his century and leaves the marks of his feet all over it, ripping out the dates on his goloshes as he passes. It is impossible to get up a revolution or a new religion, or a national awakening of any sort, without his turning up, putting himself at the head of it and collaring all the gate-receipts for himself. Even after his death he leaves a long trail of second-rate relations spattered over the front seats of fifty years of history.

Now the lives of great men are doubtless infinitely interesting. But at times I must confess to a sense of reaction and an idea that the ordinary common man is entitled to have his biography written too. It is to illustrate this view that I write the life of John Smith, a man neither good nor great, but just the usual, everyday homo like you and me and the rest of us.

From his earliest childhood John Smith was marked out from his comrades by nothing. The marvellous precocity of the boy did not astonish his preceptors. Books were not a passion for him from his youth, neither did any old man put his hand on Smith’s head and say, mark his words, this boy would some day become a man. Nor yet was it his father’s wont to gaze on him with a feeling amounting almost to awe. By no means! All his father did was to wonder whether Smith was a darn fool because he couldn’t help it, or because he thought it smart. In other words, he was just like you and me and the rest of us.

In those athletic sports which were the ornament of the youth of his day, Smith did not, as great men do, excel his fellows. He couldn’t ride worth a darn. He couldn’t skate worth a darn. He couldn’t swim worth a darn. He couldn’t shoot worth a darn. He couldn’t do anything worth a darn. He was just like us.

Nor did the bold cast of the boy’s mind offset his physical defects, as it invariably does in the biographies. On the contrary. He was afraid of his father. He was afraid of his school-teacher. He was afraid of dogs. He was afraid of guns. He was afraid of lightning. He was afraid of hell. He was afraid of girls.

In the boy’s choice of a profession there was not seen that keen longing for a life-work that we find in the celebrities. He didn’t want to be a lawyer, because you have to know law. He didn’t want to be a doctor, because you have to know medicine. He didn’t want to be a business-man, because you have to know business; and he didn’t want

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to be a school-teacher, because he had seen too many of them. As far as he had any choice, it lay between being Robinson Crusoe and being the Prince of Wales. His father refused him both and put him into a dry goods establishment.

Such was the childhood of Smith. At its close there was nothing in his outward appearance to mark the man of genius. The casual observer could have seen no genius concealed behind the wide face, the massive mouth, the long slanting forehead, and the tall ear that swept up to the close-cropped head. Certainly he couldn’t. There wasn’t any concealed there.

It was shortly after his start in business life that Smith was stricken with the first of those distressing attacks, to which he afterwards became subject. It seized him late one night as he was returning home from a delightful evening of song and praise with a few old school chums. Its symptoms were a peculiar heaving of the sidewalk, a dancing of the street lights, and a crafty shifting to and fro of the houses, requiring a very nice discrimination in selecting his own. There was a strong desire not to drink water throughout the entire attack, which showed that the thing was evidently a form of hydrophobia. From this time on, these painful attacks became chronic with Smith. They were liable to come on at any time, but especially on Saturday nights, on the first of the month, and on Thanksgiving Day. He always had a very severe attack of hydrophobia on Christmas Eve, and after elections it was fearful.

There was one incident in Smith’s career which he did, perhaps, share with regret. He had scarcely reached manhood when he met the most beautiful girl in the world. She was different from all other women. She had a deeper nature than other people. Smith realized it at once. She could feel and understand things that ordinary people couldn’t. She could understand him. She had a great sense of humour and an exquisite appreciation of a joke. He told her the six that he knew one night and she thought them great. Her mere presence made Smith feel as if he had swallowed a sunset: the first time that his finger brushed against hers, he felt a thrill all through him. He presently found that if he took a firm hold of her hand with his, he could get a fine thrill, and if he sat beside her on a sofa, with his head against her ear and his arm about once and a half round her, he could get what you might call a first-class, A-l thrill. Smith became filled with the idea that he would like to have her always near him. He suggested an arrangement to her, by which she should come and live in the same house with him and take personal charge of his clothes and his meals. She was to receive in return her board and washing,

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about seventy-five cents a week in ready money, and Smith was to

be her slave.

After Smith had been this woman’s slave for some time, baby fingers stole across his life, then another set of them, and then more and more till the house was full of them. The woman’s mother began to steal across his life too, and every time she came Smith had hydropho­

bia frightfully. Strangely enough there was no little prattler that was taken from his life and became a saddened, hallowed memory to him. Oh, no! The little Smiths were not that kind of prattler. The whole nine grew up into tall, lank boys with massive mouths and great sweeping ears like their father’s, and no talent for anything.

The life of Smith never seemed to bring him to any of those great turning-points that occurred in the lives of the great. True, the passing years brought some change of fortune. He was moved up in his drygoods establishment from the ribbon counter to the collar counter, from the collar counter to the gents’ panting counter, and from the gents’ panting to the gents’ fancy shirting. Then, as he grew aged and inefficient, they moved him down again from the gents’ fancy shirting to the gents’ panting, and so on to the ribbon counter. And when he grew quite old they dismissed him and got a boy with a four-inch mouth and sandy-coloured hair, who did all Smith could do for half the money. That was John Smith’s mercantile career: it won’t stand comparison with Mr. Gladstone’s, but it’s not unlike your own.

Smith lived for five years after this. His sons kept him. They didn’t want to, but they had to. In his old age the brightness of his mind and his fund of anecdote were not the delight of all who dropped in to see him. He told seven stories and he knew six jokes. The stories were long things all about himself, and the jokes were about a commercial traveller and a Methodist minister. But nobody dropped in to see him, anyway, so it didn’t matter.

At sixty-five Smith was taken ill, and, receiving proper treatment, he died. There was a tombstone put up over him, with a hand pointing north-north-east.

But I doubt if he ever got there. He was too like us.

LESSON 65

Exam practice

1.     Talk about the climate of Ukraine.

Suggested grammar tense(s): PRESENT Where is Ukraine?

Ukraine is situated IN the... of Europe.