АНГЛІСЬКА МОВА - GDZ4YOU€¦ · Кожен урок розділу містить новий лексичний та граматичний матері- ... здачі

©КалінінаЛ.В.,СамойлюкевичІ.В.,2019

©Видавництво«Генеза»,оригінал-макет,2019ISBN978-966-11-0971-0

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Навчальне видання

КАЛІНІНАЛарисаВадимівнаСАМОЙЛЮКЕВИЧІннаВолодимирівна

АНГЛІ СЬКА МОВА р ав а про и р в

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Рекомендовано Міністерством освіти і науки України

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ГоловнийредакторНаталія Заблоцька. РедакторІнна Лук’янчук.ГоловнийхудожникСвітлана Желєзняк.ХудожнійредакторOлена Мамаєва.ТехнічнийредакторЦезарина

Федосіхіна.Комп’ютернаверсткаЛариси Кулагіної.

3

ЛЮБИЙ ДРУЖЕТА ЛЮБА ПОДРУЖКО!

Передваминовийпідручникзанглійськоїмови.Вінмає5розділів Units,кожензякихознайомлюєзновоюцікавоютемою,наприклад, en orl , reatE ectations , lo al areness то о.Коженурокрозділуміститьновийлексичнийтаграматичнийматері-

ал,засвоєнняякогодопоможевамспілкуватисязісвоїмиоднокласникаминабудь-якузтем, овивчаються. к овивідчуєтетрудно іприви-вченні граматичногоматеріалу, скористайтеся розділом irst i it укінціпідручника,уякомувизнайдетепоясненнядомовногоматеріалу.Підручникміститьцікавіпошуковівправизвикористаннямінформа-

ційно-комунікаційнихтехнологій, одастьвамможливістьреалізувативласну інформаційно-цифрову компетентність під час вивчення англій-ськоїмови.Виконуючитворчівправипідручника,визможетепроявитисвоюкре-

ативність,висловитивласнуточкузорузрізнихпроблем,поцікавитисядумкамисвоїхдрузів,порівнятивласнідумкиздумкамиоднокласників.Усецедозволитьвамвільноспілкуватисяіззарубіжнимидрузями.Укінцікожногорозділувитакожзнайдетепакетзавдань( YourTest

Pack ),виконанняякихдопоможепоступовопідготуватисядоуспішноїздачіЗНО.Навасчекаєзустрічзцікавимилюльми,якірозкажутьпросебе,про

своїзахоплення,поділятьсясвоїмидумкамитаідеями.Визможетезна-йтивідповідінапитання,яківасцікавлять.

Good Luck!

Хай астить

УМОВНІПОЗНАЧЕНН :

– for inquisitive learners – for creative thinkers

– for digital natives – Culture Comparison

– for critical thinkers – at Home

– a diff erentiated task – a diff erentiated task

4

CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Unit 1. Me And My World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Unit 2. One Person’s Meat… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Unit 3. Ukraine At Large . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Unit 4. Great Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Unit 5. My Global Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

FIRST AID KIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Grammar in Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Writing Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Audioscripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

5

In this unit, you will learn how:

Unit 1

ME AND MY WORLD

• to describe rights and duties of the youth today;• to talk about your responsibilities in the family;• to discuss behaviour patterns of teenagers;• to integrate your skills on the topic;• to check the level of knowledge and skills on the topic,

getting ready for independent testing. getting ready for independent testing.

6

Unit One: Me And My World 1.1. What Rights and Duties are Right for you?

Word Bank Phrase Bank Communication Box

a reciation eers e ertise crucial to rotect ell- eing iolationgeneration otential ulnera le tolaunch

to a iliari eonesel ith... to oul thehistorhu anrightsacti it tochangeso ething or etter ci icacti it to ro ote alues rain rain inline ithso ething totakea antageo so ething to aintainhealth

ctuall ... ccor ingtoo i-nionsur e ...Surel ... Inthisregar ... urther ore...

I. Go Ahead!Look at the photos and say what rights the young people in them want to defend. What is your attitude to it?

E x a m p l e : I think young people gathered to defend their right to freedom. In my opinion nobody has the right to imprison innocent people. Everybody can express his/her point of view.

II. Readinga) Read the information from Ukrainian newspapers about the rights, duties and

problems of Ukrainian youth as different people see them. Say who you agree with and why.

7

1.1UKRAINIAN YOUTH: RIGHTS, DUTIES, PROBLEMS

Ithinkthene generationo Ukrainianswhich is educated igital,is oreconnecte tothe orl an ith an orerightsthantheir arentsan gran arentsen o e . ore a le, ha ing access to an in or ationan aterials ro a i ersit o nationalan international sources oung eo le gotthe o ortunities to a iliari e the sel esiththeli est leso their eers ro i er-

entcountries,their ro le s,the a sthe usetheirrights.Thus,the canco aretheirree o s, rights an uties ith those o teenagers a roa . But e shoul n’t orgetthataloto oung eo le,who were borninanin e en entUkraine,ha eature onthe asiso crisesan rotests. assi e artici ationo the

stu entsan the oungontheEuro ai anre olutionisthe i i e on-stration o their rights to ree o o thoughts an e ression o theirie san utiesto e en the utureo Ukrainean theas irationo theoung. ctuall ,therolewhich is played the oungasagentso oliticalan socialchangesinthecountr a earsto e an uch orethangoingoutintothestreets.But it isn’t eas toget ahea in olitics.The sociologists sa that the

oungha eagreat otentialto oul thehistor o theircountr , ut er-sistencean har orkarenee e ro the toachie eareal e ocrac .

u anrightsacti istsclai thatthe e olutiono ignit re resente aturning oint ora arto Ukrainian outh,who are eager to changetheli einthecountr or etter.The on’t antto eonl consu erso oli-tics, utalsocreatorsan acti e artici ants.

(The Ukrainian Journal)

* * * Sincethe e olutiono ignit an the

lateste entswhich took place in on ass,Ukrainian societ has itnesse a signi i-cant increase in acti is . lot o oungeo legettogether, oin oluntar organi-ationsan o oluntar ork,which is a

valuable part of the country’s population needs. n notonl that. ccor ingtoo in-ion sur e s, the le el o con i ence in thear ,whichen o sagoo re utationa ongthe outh,isratherhigh.No on er, hen

thear e con lictintheEasto Ukraine egan,the outh olunteere i -e iatel . an oung eo le elie eitto etheir ut to ointhear ithout eing orce .Surel , oungUkrainiansha etherighttotakeanacti e artinci ic

acti ities.Politicianse hasi e,thatthe rinci leareaso concernthat o-ti atethe to o itarethe ro isiono ai orchil reninhu anitariancrises an the e enсe o hu an rights. In this regar , Ukrainian outhlaunch ca aigns ro oting ci il alues suchastolerance an e ualit .Peo le shoul learnho togetalong itheachother.

(The Kyiv Post)

BrE e hasiseAmE e hasize

8

UNIT 1

* * * Ukrainian outhhastherighttoe ucation, utaccor ingtoe erto ser-

ationsa istur ingtren ,which includes the decline of general and voca-tional education,istaking laceno a a s.The cantakeeithero the i the ha achance.TheNation i estu ieso outho Ukraine2017sho thatonl 44 o oungUkrainiansaresatis ie iththe ualit o e ucationingeneral,an onl onethir elie ethatUkrainiane ucation eetsthenee so the o ernla our arket. orco arison,accor ingtotheEuro aro eterPollo 2014,73 o oung eo leintheEuro eanUnion(EU)agree thattheire ucation ro i e the iththeskillsthe nee e to in o sinlineith their uali ications. urther ore, in 2016 59 o oung eo leintheEUstate thattheirnationale uca-tionals ste s erea a te tothe o ernla our arket.The oung eo le anttoreali etheirrightsan get ro-oun kno le ge othatschoolan Uni ersities.That’sh the rotestagainst iolationso stu ents’rights ore ualit ine uca-

tion. u lico inion oll,which was commenced in2013sho e that62 o oungUkrainiansstate thatthee ucationalser ices onotcorres on tothecurrentstan ar s,60 na e lacko aterial,technical, inancialan other ro isiono theUni ersities. es itethis,stu entsstillstri e orhigh-er e ucation ecause the elie e that s ecial kno le ge an e ertise arei ortant actorsin in ing o .

(Destination.com.ua)

* * * YoungUkrainiansarea arethatthe

li einthecrucialti e ortheircountr ,henthe in o o o ortunit has een

o ene an thatthe ust ea letotakea antageo it.Theti ehasco etore-ali etheiras irations, rea san rights.

rticle24o theUnite Nations Con-entiononthe ightso theChil gi esthe therighttohealthan healthcare.That’s h oung eo le are concerne a out ro le srelate tohealth li ing:the en iron ent, ecolog , oor e icalcare,a useo s okingan taking rugs.The set u outh centres, chil ren’s

ca s,stu ents ortleagues,which promote healthyli est les,in ol e oungeo leinto i erentsocialan s ortacti ities.The ho enotonl to aintaintheiro nhealthan thehealtho others, utto e elo e istingUkrainiantra itions,achie e entso social rogra sto rotectagainstnegati ee ectso theglo alculturalintegration rocess,that led to change in attitudes, al-ues,social ell- eing o oung eo le.

oreo er,Ukrainian outh consi er nature rotection to e their ut .The ocusonthe urning ro le so en iron ental rotectioninthecoun-tr ,which in their view ill reser ethe eaut o nature or uturegenera-tions.Theirslogansaresi le utcon incing: No e orestationintheCar-athians , Sto ollutingair , on’tthro asteintotheri ersan lakes .Ithink,it’scriticall i ortantto a toun erstan oung eo le’s ro -

le s,a itionsan intentions,tokee in in theirrightsan uties, e-causethe outho 2018 ill ea ongthose, ho ill akeke ecisionsinUkrainein2025an later.

(The Business Today)

BrE la ourAmE la or

9

1.1

ACROSS CULTURES

A voluntary organization is an organi ationthatisorgani e orsu orte eo le hogi etheir one ,ser iceetc. ecausethe anttoan onotinten to akea ro it.

The United Nations (UN) alargeinternational organi ation thatal oste er countr inthe orl elongsto, hich asesta lishe in1945to akesurethatthereis eaceintheorl an that countries ork together to eal ith

international ro le s.

The European Union (EU) a olitical an econo icorgani ationesta lishe toencouragetra ean rien l relations et eenits e ercountries.

à) For inquisitive learners: to know more, use the sites:

htt :// . eter ont in .co /2010/12/teenagers-rights-an -res onsi ilities/ htt s://teens.lo etokno .co /Songs out ro ing Uhtt s:// . outhhoo .org/go ern ent/si in e .as

b) Read the texts again and fill in the chart with rights and duties of Ukrai-nian youth mentioned. Comment on their manifestations.

Rights Duties

the right to health and health care... .

III. Language TrackPhonetics in Context

In the texts, find and reproduce introductory phrases in context according to the pattern. Practise saying them in your own sentences.

P a t t e r n : Actually, the role which young people play as agents of political and social changes in the country appears to demand much more than going out into the streets.

Actually, young Ukrainians take an active part in the life of the country.

Words and Phrases in Context

From the texts, reproduce the sentences with the following vocabulary items – ‘any’ and ‘either’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the texts, reproduce nouns formed from the following verbs and make up your sentences with them.

Фото:будь-якаволонтерськаорганізаціявУкраїні

10

UNIT 1

E x a m p l e : to express – expression The youth have the right to freedom of expression. I believe, the right to freedom of expression is extremely impor-

tant for young people, because everyone should have his/her per-sonal opinion and be able to express it.

to demonstrateto participateto changeto achieve

to increaseto populateto provide

to defendto observeto educate

In the texts, find and reproduce sentences with the following words and word combinations in context. Add 2–3 logically connected sentences to develop the idea of the context.

E x a m p l e : to enjoy rights I think the new generation of Ukrainians, which is educated

digital, more connected to the world and with many more rights than their parents and grandparents enjoyed. They are digital natives and have access to different sites and programmes. Moreover, young people feel comfortable with new technologies and many of them have become their bare necessities.

crisisan rotestsagentso oliticalan socialchangetoen o agoo re utationto eco liant ithcurrentstan ar sto ro oteahealth li est le.

aturning ointeclineto ea a te totostri e or

BECOMING A DIGITAL NATIVE

а) Language SearchFrom the text, find and reproduce phrasal verbs below to fill in the diagram. Using the sites suggested find 3 more phrasal verbs with this verb, with dif-ferent meanings and give examples to show how to use them in your own contexts.

htt s:// .englishclu .co / oca ular / hrasal- er s-list.hthtt s:// . luentu.co / log/english/english- hrasal- er s/htt s://en.o or ictionaries.co /english

to get

ahead

11

1.1b) Information SearchSearch the Internet and find information about some well-known volunteer organizations in Ukraine. Focus on:

theirai s therolethe la intheli eo outhinUkrainethe artici ationo oungUkrainiansinthe .

Present your findings to the class and comment on the possible youth’s rights and duties in them.

Grammar in Context

1. From the texts, reproduce grammar constructions in bold in contexts and interpret their meanings.

2. Complete the instructions and illustrate them with your own sentences.

elati eclausescan edefining ornon-defining.I ou anttoi enti hich e ero agrou thesentencetalksa out,

use...I ou anttogi ea itional in or ationa outthenounitre ersto,

use...

oto ourFirst Aid Kit .169 or orein or ation

3. Read the pair of sentences below. Combine them by changing the second sentence into a relative clause. Use a relative pronoun and commas when necessary.

E x a m p l e : I bought the ‘Kyiv Post’. I can read it in the evening.I bought the ‘Kyiv Post’ I can read in the evening.

1. Ire e erthe a .I artici ate intheEuro ai anre olution.2.Thereare olunteers.The hel the o ulationintheEasto Ukraine.3.YoungUkrainians rea o eace.The can’tha eit henthereisa

arcon lictintheEast.4.No thereare oliticalo ser ers.The su l eo le ithtrue-to-li e

in or ation.5. eli einUkraine.Inourcountr theecono ican oliticalsituation

changesslo l .6. loto eo lesu er ro thea senceo agoo o .Those eo leli e

in i erent artso Ukraine.7. an oungUkrainiansarerea to oul thehistor .TheseUkraini-

ansarestu ents.8. loto teenagersareeagertogetasoli highere ucation.The can’t

o ithoutne technologies.9. ne outhclu has eco es ecialto e.Ico etoite er a .

oto our B or oree ercises

12

UNIT 1

IV. Communication Track

Speaking

Spoken Production

a) Food for ThoughtTo protect rights, the United Nation has worked out an international agree-ment called “The United Nations Convention on the Rights of the Child”. Read these rights and say which you fully enjoy and in what way. Are you deprived of any? Which rights do you hope to realize later?

Spoken Interaction

b) In pairs, look at the photo (p. 13), identify yourselves with the characters and com-plete the dialogue using the following useful phrases.

llchil renha etherighttonon-iscri ination( rticle2).

Chil renha etherighttoli e.State

artiesshoul ensuretothea i u

e tent ossi le to sur i al an

e elo ento achil ( rticle6).

Chil renha etherightstoe resstheir ie s reel ( rticle12).

Chil renha etherightto ree o o e ression, ree o to seek, recei ean i artthein or ationan i easo allkin s( rticle13)

Chil renha etherightsto ree o o thoughts, conscience an religion.State arties shoul res ect theserights( rticle14).

Chil renha etherightstoeetother

eo le.Chil rencanoinorgani atio

ns,

take art in eetings an eace ul

e onstrations hich o not a ect

other eo le’srights( rticle15).

Chil renha etherightto ri ac ,therighttothe rotectiono thela againsttheinter erence ithit( rticle16).

Chil renha e the ri

ght to

in or ation. State arties

shoul ensure that

the chil

hasaccess to in or

ationan

aterial ro a i ersit o

nationalan institution

al

sourceseseciall th

oseai e

at the ro otion o his/her

social,s iritual,

oral,

h sical an ental hea

lth

( rticle17).

Chil renha etherightstotheen o ent o the highstan ar so healthan healthcare( rticle24).

Chil ren ha e the right to

e ucation an e elo ent

( rticle28,29).

Chil renha etherighttorestan leisure( rticle31).

13

1.1

Useful phrases:

a e oue erthoughto ...Perha s oucoul ...oul oucareto...h not...

...iscrucial,isn’titI’ alittleuncertain...ecan’t...other ise...eshoul e initel ...unless...et’slookattheothersi eo ...It’sti eto...But itgoes uch urtherthanthat.

A. ...B. ...A. ithout ou t, oungUkrai-

niansha enotonl rights ututiestoo. o ouagree

B. Sure,I o. ctuall , an o the e onstrate it e er a .

A. ......B. ...A.B. ...

c) The nationwide poll “Youth of Ukraine 2017” states that Ukrainian “Genera-tion Z” acquires additional meanings in terms of attitudes, values and rights in the new Ukrainian context. In groups, discuss the statement above and come up with your ideas as to new challenges of rights and duties of Ukrai-nian youth.

Listening

a) Before you listenYouaregoingtolistentoa s chologist’so iniona out ro le so oungeo le.Sheentitle her ieceo in or ation YoungPeo le l Pro le s .Inthe holeclass,co entonthetitlean sa hat ro le so oungeo le the s chologist is going to touch u on an ho uch the areattri uta letoUkrainian outh.

b) While you listenListen to the information and mark true/false statements below.

1.To a arentso teenagers orr alota outincreasing iolence.2.Teenagers elie eit’seasiertoli einthe o ern orl .3.Theonl reason orteenagers’ ro le sis o ert inthe a ilies.4. So e s chologistsclai thatteenage ro le soccur henthe are

le talone.5.Teenagersnee orecarean attention ro a ults.6. hen teenagers can’t in the ans ers to the ro le s that orr

the inthe a il ,the getthe ro other eo le.7. ursociet elie esthatteenagersareol enoughto eres onsi le or

their or san ee s.8.Teenagersare ella areo theirrightsan res onsi ilitiesan can

co e iththe .9.The s chologistconsi ersthatteenagersarenotsureo their ecisions.10.The s chologist thinks that all orries, concerns an ro le s o

teenagers ill isa earinthe uture.

A. ...

14

UNIT 1

с) After you listenTheauthoro thearticleclai sthatso e eo leagreethatteenagersareol enoughto eres onsi le or hatthe sa an oan shoul egi enaloto ree o an rights.Theo ositegrou elie es that teenagersaretoooungto etakenseriousl .Ingrou s, iscussthese ointso ie an oice ouro inion.Inthe holeclass,co are ouro inionsan co eu ith our listso reco en ations ora ults.Begin ith: when you deal with teenagers...

Writing

а) Before you writeI ou anttoargue ith eo lea out ourrightsan utiesinUkrainean e ress ouro inion, riteano inionessa .Ingrou s, rainstor ith our rien s hatargu entsshoul ouressa contain.akealisto or san hrases oucanusein ouro inionessa to

soun con incing.

b) While you write

How to Write an Informal Opinion Essay

Content Tips Language Tips

Statetheto ican ouro i-nioninanintro uctor ara-gra h.ritet oor ore aragra hs

an resent se arate ie -ointssu orte ourrea-sons.estate our o inion in con-

clusion.

In ie ... In o inion... Tostart ith... nother a orreasonis... urther ore... Ina itiontothis... It’sargue that... Contrar to hat eo le a elie e... so ose tothea o ei eas... llthingsconsi ere ... Takinge er thingintoaccount...

oto ourFirst Aid Kit .187 oraSa leo an inionEssa

Culture Comparison Search the Internet and make a Culture comparison

hatrightsan uties o our eersa roa en o a e ougotthesa erightsan uties I notho othe i er

At Home: In your WB write an opinion essay on the rights and duties signifi -cant to you.

15

1.2

1.2. What Makes Teenagers Different and Alike?Word Bank Phrase Bank Communication Box

consi erate ell- annere ill- annere sel ish s ite ul tosociali e intuitionran o toinitiate tore laceacce ta le to ull re ar ing

toen o e er inuteo ... to u ge eo le ... to e eas or i icult to ealith...

to earealtreat cross-culturalco unicationontheoutsi e/insi eone ualter s toloseone’sheart tochange e on recognition totreatso e o ith ignit

ongti enoseeBasicall ...Butintheen ...B the a ... onestl ...

I. Go Ahead!Look at the photos and say how teenagers may differ.

E x a m p l e : I believe teenagers are different in their preferences in sport. Some like team sport, others prefer individual sport. It depends.

II. Readingà) Read the teenagers’ talk and say how much you agree with them.

Ann: e ,gu s,longti enosee o as ourInternational outhca i ouen o it

Alex: I ouask e,I i .Thoughallo us ere i erent,Ien o e e er inuteo s en ingti e iththe .

Ann: Ittakes an kin sto akethe orl as u sa s.If we were the same, life would be dull.Besi es, eare roughtu i erentl .

Діти-підліткизаймаються

різнимивидамиспорту

Однадівчинамрієстативчителем

(навчаєдітей),іншалікарем(лікує

тварин)

Підліткизастоломповодятьсебепо-різному.Однідобре,інші

погано.

Дітикупляютьрізнийодяг

16

UNIT 1

So eareconsi erate,rea il gi einan ell- annere ,othersaresel ishore ens ite ulan ne ergi eu .

Vasyl:Ithinknooneinthe orl lookse actl alikee eni enticalt ins.Iersonall ,ne er u ge eo le the a the look.The i erenceina earanceisnotthati ortant or e.I a ersoniseas to ealith,hasanicesenseo hu our,thenit’sarealtreatto ake rien sithher/hi .

Kate: True,true.Peo le eha e i erentl an act i erentl .There erechil ren ro an countriesintheca .So es oke i erentlan-guagesan ha i erentcultures.I it were not for our cultural and language differences, we wouldn’t get a great experience in cross-culturalco unication.

Ann: hat o ou eanKate: I eanthatthe ossi ilit toco unicate ithchil reno i erent

countries roa ene hori on,taught eto etoleranto thethingsthe on’tlikean acce tthei eathat i erent’ oesn’t ean a ’.

Ann: It asreall are ar inge erience.Alex: Ican’tagree ore. t irst e i n’tkno ho tosociali e ithteen-

agers ro Englan an erica.The looke goo ontheoutsi e, utersonalit ostl co es ro theinsi enottheoutsi e, oukno .

Ann: intuitiontells ethatif a person looks good, he/she will be al-ways kind and friendly.

Vasyl:Thereisso ethingin hat ousa .I a e rien s ith o an l-ice ro San ranciscoan learne a outa er interestingtren thatha starte in erica ran o actso kin ness.

Ann: I’ ene erhear a outit.Can outellusalittle orea outitVasyl:Basicall , ollo erso the o e entcalle The in ness e olution ,

ill ull an illingl co it senselessactso eaut ’, likegi inglo erstostrangers,s ilingatel erl eo le, ickingu litteretc.o sai thatit astheirteacher hohear a outanotherran o act

o iolenceonT an eci e tochangethe or iolence’to kin -ness’,thenthe holetoneo thestate ent aschange ro negati eto ositi e. lice sa s that ran o acts o kin ness are those littles eet,lo el things ou o ornoreasone ce tto eanicer erson.

Alex: I like this i eatoo.If you do something nice for someone, it will make you and them feel better. licean o organi e one a inourca un ertheslogan h notco itanacto ran o kin -nessto a .Sothene t a e enttothenearest illagean trie it.It as ust antastic Ittaught an o usnotto eonl kin , utoretolerantan res ect ultoothers.

Kate: No that ou’ e entione anacto ran o kin nessIre e ere the a o Positi eThinking initiate ourEnglish rien uth.Itlooke likeaga etore lacean negati ethoughts ith ositi eones.But in the en ithel e an sh chil rennot to lose theirhearts hile talking ith their eers ro a roa uttoco unicateone ualter s,tore ealtheiro nsel es.B the a , uth re-sente e iththe ooko eraPei er horotea out ositi ethinking.

Ann: Ithinkit’s uiteacce ta letotr it ithourclass ates. a eso eo ourgu s illchangetheir eha iour or etteran sto ull ingothers uttreatthe ith ignit an res ect.

Alex: Treatothersas ou antto etreate ,asthesa inggoes.Butif they had been with us in the International camps, they would have changed beyond recognition.It’snotthat i iculttoa a t our eha iourtothee ectationso others.

BrE eha iourAmE eha ior

17

1.2

ACROSS CULTURES

San Francisco a cit an ort inCali ornia kno n or eing a er eauti ulcit , uiltonhillsne ttoaa .

Vera Peiffer a ell-kno nEnglish s chothe-ra ist,theauthoro an ooks hosetu thePei er oun ationin1994tohel eo leintheirersonal e elo ent.

b) Team up with your friends. One team presents “An Act of Random Kind-ness”, the second team – “A Day of Positive Thinking” suggested by the children’s International friends. What is your attitude to these activi-ties? How do they help to change people’s behaviour?

For inquisitive learners: to know more use the sites: htt s:// . o ernghana.co /li est le/5465/theost-co on-ro le s-teenagers- ace-to a .ht l htt s:// .theguar ian.co /societ /2016/se /24/teenagers-generation-in-crisis htt s://greatergoo . erkele .e u/article/ite /ho teens to aare i erent ro ast generations

III. Language Track

Phonetics in Context

In the text, find and reproduce 10 words with the sounds / /, / / in their contexts. Practise saying them in your own sentences.

E x a m p l e : How was your international youth camp? I think youth is the future of the country.


From the text, reproduce the sentences with the following vocabulary items ‘next’ and ‘near’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the texts, reproduce words and word combinations with the opposite meanings. Illustrate them with your own examples.

E x a m p l e : the same – different People are different and we should respect them and treat with

dignity.

18

UNIT 1

cheer ulinconsi erateill- anneregenerousgoo -hearte

aturning ointtolookgoo ontheoutsi ee ilun rien lintolerantuselesse erience

From the text, reproduce words and phrases which are attributable to the description of different behaviour patterns to complete the word cloud. Use them to describe someone from the class and let your friends guess who you mean.


a) Language SearchFrom the text, find and reproduce phrasal verbs below to fill in the diagram. Using the sites suggested find 3 more phrasal verbs with this verb, with dif-ferent meanings and give examples to show how to use them in your own contexts.


to give

in

b) Information SearchSearch the Internet and find some information about typical behaviour pat-terns of teenagers in England and the USA. Focus on:

their eha iourco eatschooltheir eha iour ith arentsan a ults their eha iour itheachother.

Present your findings to the class and comment on the differences and similarities in your American and English peers’ behaviour.

19

1.2

Grammar in Context

From the text, reproduce grammar constructions in bold in contexts and interpret their meanings.

Complete the instructions and illustrate them with your own sentences.

I ou anttotalka outso ethingthatislikel toha eninthe uture,useI ou anttotalka outunlikel uturee ents,i aginar ori ro a le

situationsinthe resent,useI ou anttotalka out ossi lee entsinthe astthat i n’tha en,

regretsorcriticis ,use

oto our First Aid Kit .169 or orein or ation

Read teenagers’ advice seeking letters in the youth magazine and fill in the correct conditionals.

earE itor,Ia ritingaS Sletterto ou.I ou lookatthe hoto I ha e attache ou easil guess ro le .Io tenargue ith u ,ecause she ne er listens to e, ne er askshat I think or eel. I elie e i she e an ingan oretolerant, li e ha e eeneasier or e.Shegi es eor erse er a like: ou’ egotto earanother ress.I on’t ant outolooktoo il .I ou utonthis ress ou looklo el or Iinsiston ourgoingtothe art ith e.You’llgettokno ne eo le etc.ButI anttosociali e ith rien san eartheclothesIlike.I ou gi e ea ieceo a iceI ethank ulto ou.Sincerel ,

Ann

earE itor,Yester a Iha a er un leasanttalk ith

rien s. I I een tolerant o the ,ourtalk eco earo .The atteristhat rien s ante etogototheconcert iththe .Ire use tooin the ecause I as not intereste inrock- usic. I it another kin o usic I e initel go ith the . rien s got o en e an sai that i I go ith the e

e rien san longer.Ilo e rien ssoIga ein. onestl ,I i n’tliketheconcert:the usic astoolou an therockusicians erenote citing. I I to thisconcert I eltetter.But rien s erethrille an en o e e er inuteo it. i Iaketheright ecision as tolerance usti ie


20

UNIT 1


Speaking

Spoken Productiona) Food for ThoughtRead the examples of behaviour patterns. Choose those which seem unac-ceptable for you. Which are typical of teenagers? Which of them would you prohibit in public places if you could?

Sticking chewing gum everywhere .

Swearing in public places .

Not cleaning up after your dog .

Spitting in the streets .

Throwing litter everywhere .Drinking beer in the streets .

Talking on a mobile phone in public . Forgetting to say “Thank you” and “Sorry”

Coughing and yawning with your mouth open in public places .

Spoken Interaction

b) Pair up with your friends and discuss different behaviour patterns of teenagers in a form of a game “Look on the Bright Side”.

Guidelines Useful Phrases

ne o ou is a essi ist’ hoeelsnegati ea outall eha iouratterns an s eak onl a outro le s.The other is an o ti ist’ holooksatthe rightsi ean isa letoseethea antagesine er sit-uation. E en hen so ething isreall rong,he/shetriesto in the a out,gi esso egoo a -icetocheeru a essi ist.

Isu ortthei ea...Iha enothingagainst...Itsoun sstrangeto e...I’ a solutel againstthei eathat......irritate(s) eItis(not)necessar to...It’s(i ) ossi leto...I’ a solutel ositi e(negati e)that...I’ or... ecause......oneshoul n’t orgetthat.

Situation Cards

1.Yourtea lostthega e:ou la e the la ers, there ereean ourseloucongratulatetheothertea ontheir ictor .

2. So e o in our class is earingis atche clothes:ou isa ro ean critici ethe ersonit oesn’t akean i erenceto ou,ut ousa a e leasant or s.

3.You onotagree ith hat ourrien sa s:ouinterru tan sa thatheistalkingnonsenseou listen an sa thate er o has the right toe resshis/hero inion.

4.You alkho ean see ourclass-ates ighting:oustartgru linga outtheir a eha iouran orali ingoutr tosto the sa ingthatthe ustrecogni eeachother’srighttoe hothe are.

21

1.2c) In groups, comment on one of the statements:

It takes many kinds to make the world. Make some effort to understand others and be tolerant of them.

Everyone is special by being different. Respect his/her right to be who he/she is.

Everybody is different, but we are all equal. No one is allowed to be spiteful or arrogant to others.

Be proud of who you are and treat others as you want to be treated.

d) In the whole class, summarize your ideas in a poster “Behaviour Patterns Make a Man”.

Behaviour Patterns Make a Man

a e ar an trust ulrelations ith our a il an rien s....

Listening

a) Before you listenYouaregoingtolistentoastor ontolerance.In5grou s,thinkan eci e:

herethestor takes lacehothe aincharacterso thestor are

ho thecharacters e onstrate theirtolerance.

b) While you listenEachgrou one one illlistentoone arto thestor .ettogetheran arrangethestor intherightor er.

Inthe holeclass,listentothestor thesecon ti etochecki ouereright.

c) After you listenInthe holeclass,role- la aT sho TeensTalka outTolerance .Usethegui elines:

Sa hattoleranceis or ouan h itisi ortant.h toleranceises eciall i ortantto a .h eo leareintolerant.i ethee a leso inci ents ou akeu hichcanser ease a les

o intolerance.i einci ents ro ourli eor ro theli eo other eo le hichcan

ser ease a leso tolerance.

Writing

a) Before you writeI ou anttogeta ieceo a ice ro an eo le, riteana ice-seekingletter, hichis u lishe ina aga ineorane s a ersectioncalle etterstotheE itor .

22

UNIT 1

Brainstor ith our rien s: hat orriesteenagersintheir eha iouran eha iouro othersan h ou anttogetso eone’sa ice.akealisto or san hrases oucanusetoe ress our orr .

b) While you writeHow to Write an Advice-Seeking Letter


Start ourletter ithanintro-uctionin hichstatetherea-son or ritingrite 2 3 aragra hs escri-ing our ro le s ro i -erent ers ecti esaise uestionsthat orr ou

an gi e oure lanationssk oro inionrite so e closing re arks inour conclusion an ask orhel .

I’ ritingto ouinho e... There’snooneIcanturnto... Ne erin il est rea s... It oul e ostuse ultokno ... I oul e elight uli ... I usta ologi e or trou ling ouith re uest...

Thank ouina ance or ourkin coo eration... I oul liketothank ou or ourti e...

oto .187 oraSample of an Advice-Seeking Letter


1) hat ro le sin eha iour atterns orr Britishan ericaneers rethe thesa eas ours

2) hat o our oreign rien s otoresol econ lictsora oi the an eco etoleranto others o ou othesa e

At Home: In your WB, write an advice-seeking letter about someone’s behav-iour patterns that worry you.

1.3. What are your Household Chores?Word Bank Phrase Bank Communication Box

necessit tireso e ust inneat tore olt chaotica liancesentirelhousekee ing

househol chores totakea og ora alk totakeouttheru ish to einor er to ashu trunthehouse tokee thehouseti to eina ess toclearu the ess to akeso ethingarule

Ina or ...Thatcat on’t u I’llseetoit nthecontrar ... ...issuchahea ache nsecon thoughts...

I. Go Ahead!Look at the pictures and read speech bubbles. Say what household chores the teenagers have. Are they happy to do them? Are you the same or diff erent?

23

1.3

E x a m p l e : I think it is the girl’s duty to take her dog for a walk, but she is not willing to do it. I believe it has become a problem in the family.

II. ReadingOksana is a head of the children’s council in her school. She organized a competi-tion: “My Household Chores: a Headache or Fun” and asked the schoolchildren to share their experience in it, to illustrate them with photos.

à) Read what some children wrote about their domestic chores and say if you share their opinions.

ur a il israther ig, earesi altogether. grann , u , ol ersister, ounger rother an e. oreo er, arentsan gran-

n orke er a ,that’s h i i -inghousehol choresisanecessit .I on’tthinkthe aretireso eor

un leasant. eallhel one anotheran that’s h our lat isal a singoo or er.Ithink u isarole-o el orusastohousekee ing.Sheise tre el organi e an riseshal an

hour e orean oneelseinthe a il .Shesa sit’sher ut to akeallthechil ren,to re are reak astan gatherthe a il atthe orningta le.ter reak ast a lea es or orkan takesouttheru ishonthe a .It

ishisres onsi ilit tokee a ust ine t an clean. hile u is us ith little rother, sisteran earehel ingeach otherinthekitch-

en. orning utiesinclu e utting latesan cu s ackto their lacesan taking e oraalk. e alsohasa ut toguar thehousehene er o isa a .

* * *sarule, u runsthehouse

an kee sitti , utshe ants rotheran eto oourroo our-sel es ecause earenotlittleki sasshe sa s.

rotherNickis5 earssenioran I share the roo ithhi . ea eitaruletogetu an to ake

his e atonce,that’s h it isal-a sneat.Iliketosta in e longer

an henI u outo e Ilea eit

BrE ru ishAmE gar age,trash

24

UNIT 1

un a e ecauseI’ late.I’ es eratel tr ingto in hatclothesto utonan that’s h clothesareusuall thro no erthechairs.Ina or ,ourroo isinana ul esse er orning.

ne a rotherre olte : Thatcat on’t u ,Paul. urroo ischaotican isor ere .See for yourself.Clearu this ess Sincethis orn-ingit’ll e our ut to akea e an to oourroo e ore reak ast,an I’llseetoit .Ilo e rotheran ne ero ectto hathesa s.Thus,I othis ut

regularl an can’tsa thatitisun leasantan oring. nthecontrar ,thesighto theroo in er ector era ealsto e ost.

* * *I can o ten hear rien sa

thishouse orkisne er one.Thereis al a s so ething to o in thehouse .Iun erstan hatshe eelsa outherhousehol choresan on’tagree ithher.Cleaningthehouse,ashingclothes, ashingu tooka

lot o ti e hen eo le ha to ohousehol o s han . In the21st centur househol a liancesans ere er nee . I’ sure there are soan la our-sa ing e icesine er

house. ore a le, u oesn’tashclothes,linenan otherite sherself, uta ashing achine oesiter uickl . ut istohangthe ashingan thentoironit.I a e ut leasura le henI uton ear honesan oittothe usic.

hen eha ea art inthehouseit’s res onsi ilit to othesho -ing. u akesasho inglist or ean Igotothesu er arkettou ro ucts.Ien o myselfhel ing o inthekitchenusinga oo rocessor,ora i er.Itturnscookingintoa leasure.So,househol choresarenotonl oring.

* * *I’ anor alteenager.I anttogoout ith

rien san oteenagethings.But arentsin-siston oinghousehol chores. or e, it issuchahea ache I’ ha toha e o nroo ,hichlooks uite isor ere .The loorisco ere ith ooksan ileso a ers,socksan sli ers,

e en e t co ee cu s. So eti es I ish I asti ieran u o tencleanstheroo or e,ecauseshehatesit eing ess .Butonee iso echange attitu etohouse-

hol choresentirel . class ateca eto eonea an seeingaterri le isor erintheroo sai thattheroo re lects ersonalit . t irst,I eltasha e an con use , utonsecon thoughtsI eci e thatitisachallengetochange li est le.I a eageneralcleaningin roo by myself an sincethatti eI on’tonl o roo utkee the holehouses otless. oreo er,I ecorate roo ith lo er ots,ecauseI’ intereste in otan an thusIha egotane ut tolooka terthe .So,no I’ lease with myself.

b) Read the children’s information again and fill in the opinion chart with their attitudes to their household chores.

25

1.3Opinion Chart

+ –

eliketohel eachother. It’ssuchahea ache

III. Language Track


In the text, find and reproduce 10 words with the sounds / /, /h/ in their contexts. Practise saying them in your own sentences.

E x a m p l e : My parents work every day that’s why dividing household chores is a necessity.

Dividing household chores is a must in many families.


From the text, reproduce the sentences with the following vocabulary items – ‘duty-duties’ and ‘responsibility’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the texts, reproduce the household chores suitable to the following statements.

E x a m p l e : the room is in a mess – to clear up the mess

The latesan cu sare irt .The ust inis ull.Theclothesare irt .e’ erunouto ro ucts.

Theroo isin isor er.The ogisatthe oor.Itnee s reshair.I’ e inishe ashingthelinen.The lo er- otsare r .No the latesan cu sareclean.

From the text, reproduce words and word combinations which may be attributable to the description of the household chores in the following content areas:

kitchenroom clothes

Make up your own sentences with them.

26

UNIT 1




to put

back

b) Information SearchSearch the Internet and find some information about household chores of British and American teenagers. Focus on:

hathousehol choresaret icalo Britishan ericanteenagers ho regularl the otheirhousehol choreshatattitu etotheirchoresis.

Grammar in Context

From the text, reproduce grammar constructions in bold in contexts and interpret their meanings.

Complete the instructions and illustrate them with your own sentences:

henthesu ectan o ecto asentencere ertothesa eorthings,use...Inthe eaningo ‘alone’or‘without help’,use...henthesu ectan o ecto asentencere ertothesa e eo lean

these eo leha eat o- a relationshi ,use...henthesu ectis orethant o eo le,use...

oto ourFirst Aid Kiton .170 or orein or ation

Look at the pictures below, read and complete the mini-dialogues with reflexive pronouns.

27

1.3

hatanice ress ho a eit or ou

I a eitmyselfan sistere roi ere it. eo tenhel

.

ookat Youare irt again.

Ihel e a an gran a inthegar en. eal a shel

. n lookatthe ench,I a eit .

The roo is in er ect or er.i ouhel gran augh-

ter No,she i itall . reat on’t o it .

ethertr .

el tothecakes.I a ethe , .

i n’t ourgrann hel ou Usuall e hel , utthis ti e I a e the all

.



Speaking

Spoken Productiona) Food for ThoughtRead what people said about housekeeping. Think and decide if it is only parents’ responsibility to run the house.

Housekeeping ain’t no joke (Housekee- ping is not a joke) .

Louise May Olcott

“The whole process of homemaking, housekeeping and cooking, which ever has been woman’s special province, should be looked on as an art and a profession”.

Sarah Joseph Hale

28

UNIT 1

Spoken Interactionb) In pairs, discuss your household chores completing the dialogue. Use the phrases

below.Useful phrases:

h, It’sreall tireso e.h, ear,Ia sorr tohearthat.h, oor ou.

That’stoo a .h, hata it .h on’t ou...

I I erein ourshoes,I’ ...on’tsa ie ookatthe rightsi eo ...

You’ etter...

Discussing Household Chores

You see your friend with a big shopping bag, greet him/her and ask him/her where she/he was

going with such a big bag .

Agree to help your friend and ask him/her why she/he has such a

heavy bag .

Express your surprise and say that in your family parents do the shopping and ask her/him if she

likes this household chore .

Say about your responsibilities and your attitude to them .

Answer your friend’s question and ask her opinion about it .

Express your delight .

Greet your friend and express your joy of seeing him/her . Tell him/her that you did the shopping and ask

her/him to help you with a bag .

Tell your friend that it is your duty to do the shopping when your

family is expecting guests .

Answer in affirmative and say that it isn’t the only duty . You like to

help in the kitchen . Ask your friend about his/her household duties .

To keep the conversation say what you think about domestic

duties and ask your friend if he/she shares the duties in the family .

Tell your friend what you think about housekeeping and thank

your friend for help .

c) In groups, think and decide how labour-saving devices changed people’s attitudes to housework and turned many household chores into a pleasure.

Listening

a) Before you listenYouaregoingtolistento nna artin’sstor S ring ouseCleaning ,inhichshe escri esher e orieso this rocessinher a il intheUS .rou u ith our rien san sa :

i s ringhousecleaninghasgone ro o ernhousekee inghat e ories nna artinkee sa outthis rocesshat o esticchores nna ightha e urings ringhousecleaning.

29

1.3b) While you listenistentothestor an utthe ictures elo inthecorrectsuccessionasthe are entione inthestor .

c) After you listenIn grou s, iscuss s ring house-cleaning in our a il using the star-techni ue.

Who takes part in it?

When does this process take place in your family?

What do you do to make your work more pleasant?

Which spring cleaning chores do you do?

How often do you do spring-cleaning?

d) In the whole class, compare cooperation styles in housekeeping in the USA and in your country. Does it reveal the truth of the saying “Many hands make light work”?

Writing

Work in groups and design a creative project “The Portrait of Ukrainian Youth”.

1.Choosethe or at or our ro ect(a oster,aT sho ,asli e resen-tationetc).

2. in thenecessar in or ationa out outh’srights, uties, o esticchores, eha iour atternsetc.

30

UNIT 1

3.Collecttheresultso thenation i e olls, iagra as,sche es,ta-les, hotos, ictures, uotesan otherillustrati e aterialsto akeour ro ectattracti e.

4.Thinko aninteresting a o resentation our ro ect.5.E aluate our rien s’ ro ects,usingthee aluationcar elo .

Evaluation Card

Write Group 1 Group 2 Group 3

1.I the in or ation as su icientan con incing.

2.I theillustrati e aterial assuit-a lean essential.

3.I the or ato the ro ect asun-usualan interesting.

4.I the resentation assuccess ul.

Culture Comparison

Search the Internet and make a Culture comparison

in so ein or ationa out i erent a so housekee ingintheEnglishs eakingcountriesan co arethe ithUkrainianones.

1.4. Developing Integrated Skills

I. Suppose a charitable fund announced that it would donate 100 000 hryvnias for setting up a youth centre. Group up with your friend and come up with your ideas on such items.

Item I hatkin o acentre o ou anttosetu ho a ethe artici-antso thecentre hat ill eitsai san tasks

Item II hat uestions illthe oung eo le iscussintheir eetingshat outh ro le s illthecentretr tosol e

Item IIIo illthecentrelooklike hatshoul einthecentreo oul ou istri utethe one gi en hat ill ethe ain i-

nancial riorit

II. Look at the photos below. Pair up with your friend and discuss the advantages of promoting a healthy way of life in the family. Say if this lifestyle is present in your families.

31

1.4

III. You are going to have a press conference with Green Peace members. Team up with your friends.

Team 1 ill e oung Ukrainians, the e ers o the eco clu ho areintereste inthe ro le o en iron ental rotectionan anttheirgueststoans ertheir uestion.Team 2 ill la the artso reenPeace e ers, hoarerea togi eallthein or ation ou ant.Thecollage elo illhel thetea sto ocusonthe uestionsan ans ers.

The ecological situation in

Ukraine

Interesting eco-projects

The most important environmental

eventsThe role of

youth in nature protection

Global issues of environment

The most memorable events of the Green Peace members’

activities

32

UNIT 1

IV. In the whole class, make a mini-project: a class agreement on the “Basic Rules of Behaviour”. Think and discuss the following aspects.

The rights of others

Atmosphere in the class

The educational processRelationships

HealthSafety

Make a list of rules and present them to the whole class giving reasons for each of the rules. Follow these rules from now on.

1.5. Your Test PackA. Use of English

1. Read the text below. For questions (1–10) choose the correct answer (A, B, C, D). There is an example at the beginning (0).

Itistruethatthere0areso an ro le s acingteensto a .So eo rien sare 1 iththeirli ean turn 2 rugsan alcohol.

I think a ults shoul n’t e 3 to hat their chil ren o. nce oureachtheageo si teenorse enteen, our arentsthink ouol 4 toeci e or 5 an let ou o hat ou ant.

rien san I on’t o 6 e citing ut eusuall ha e un usteingaroun eachother. etr tohel eachotheri e 7 , ecausealot o the ti e, eing a teenager isn’t un. I think it’s a _8 . You

_9 gotoschoolan our arents ant outogetgoo arksan er o ten ou eal 10 ouro n ro le s.

A B C D

0 ere are ill e is

1 issatis ie lease satis ie ha

2 on to u on into

3 concerne ha lease in i erent

4 enough too uite er

5 oursel es oursel es the sel es oursel

6 so ething an thing nothing so e

7 can oughtto shoul ust

8 a o right ut leasure

9 ha eto a can oughtto

10 on o er ith

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1.52. Read the sentences and fill in the right word-form.

1. s an teens,I’ against iolenceonT .2. arents anttokno a out inli e.3. an oung eo leare o i erent outh

organi ations.4. ur eeting ith eco-clu e ers as the ost

.5. I I ere ou, I oul n’t rel on hi , he is er

.6. It’s i icult to eal ith her, ecause she is er

an losesherte ereasil .7.Un ortunatel , roo iso ten an

u can’tstan it.8. househol choresha e eco e .9. I eca eac uainte itha o hois

i erent ro rien s.10. I a eitarule,nottolea e e an

roo .

I ENTBITI US

P TICIP TE

EN Y

IEN

P TIENCE

ESSNECESS Y

ENTI EE

TI Y

B. ReadingRead the article and put the paragraphs in the correct order.

ter e ucation an stu ing co es the great challenge: entering thela our arket. In the case o Ukraine, the le el o une lo ent,

et een15an 17 ercent,isnotasshockingasinother artso Euro e(suchas reeceorS ain, itharoun 50an 44 ercent outh)une lo entres ecti el . o e er, although the le el o une lo ent is not alar ing, an

though te orar contracts are relati el unco on, aroun hal o Ukrainian outh onot orkin o sthatcorres on totheire ucationan training,an there isagreat ealo in or ale lo ent,together ithlittleen orce ento ork lacerightsan ,ingeneral, er lo ages(ana erageo aroun 150euros er onth). The a orit o oungUkrainians(aroun 80 ercent)o er hel ingl

re ertoseeke lo entinthe ri atesector, herethe thinkthe illha ea etterchanceo ahighersalar an oreo ortunitiesto e elo

their career. E en so, the a aila le sur e s o not resent us ith er ositi e iguresregar ingtherelationshi et eene ectationsan realit in aterialite s:onl eight ercento the oungsa the li eco orta l ,an onl one ercentthatthe ha ereache a esira le inancialstatus. E ertsagreethatit oul euse ultoanal securrentten enciesin

or er to a a t aca e ic e ucation etter to the la our arket, o erassistancesothat oung eo lecanchoosea ro essionalcareer orecare ull an ro i e oree ucation in the usiness iel . s tro ansk i ointsout, closeto38 ercento oung eo le oul liketosetu theiro nusiness .Isthe u licsectornotattracti eatall

Thereare eo le hoarealsointereste inthe u licsector, ho antto change things, e en ith the lo salaries, ut it oul a e e

hel ul to raise the a to ro i e ore oti ation sa s leksan rUst enko,arecentecono icsgra uatean re resentati eo theEuro eanYouthParlia entinUkraine.

B

E

C

I

G

34

UNIT 1

Inthisconte t,the ossi ilit e iststhatearlierin est entine ucationan thetalentso the ostrecentgenerations a es uan ere ,an

e uall that issatis actionat ork a lea tolo le elso ro ucti it .nothergreatriskisthat oung eo le hoare ettere ucate gra uates

or ith ost-gra uatestu ies a lea ethecountr insearcho ettero ortunitiesa roa . Ukraine has a long histor o igration, an there are su stantial

Ukrainian ias orasinse eral artso the orl .In2014,so e33,000oungUkrainians ereli ingintheEuro eanUnion,stu ingorun ertakingso e or o training.Canones eako a rain rain It e en s herethe go.I the stu inPolan , ore a le, here

it’seasiertogeta i lo a,the nor all co e acktoUkraine.I theestination is er an ,there isagreater ossi ilit thatthe illgoonstu an sta there ,clai sSta n . The a orit o oung eo le onot ant toe igrate, ut to a the

unsta leecono icsituation,thecon lictinthesouth-easto thecountr an thesearch orahigherstan ar o li ingarethe rinci al oti ationshenitco esto ackingone’s ags,an ill ro a l continueto esoin

the uture.

C. ListeningListen to a teenager’s experience of living in a new culture and tick off the sen-tences which she/he advises to bear in mind if you are abroad.1. It’si ortanttoa a t our eha iourtothecusto so thecountr .2.Youshoul orgeta out ouro nculture.3. es ecttra itionso thecountr ouarein.4. I ou on’t ollo the eha iour atternsattri uta letothe oreign

culture, ou’llgeta culturalshock’.5. on’tco aretheculturesortr to in i erencesan si ilarities

ith ours.6.Beinga roa oushoul re aino entoallne i ressionsan learn

ratherthan u ge.7.There’snonee to re are orli inginanotherculture e orehan .8.Thereisalotinco onincultures.9.Youshoul etolerantan un erstan ing hile einga roa .10. i inginanothercultureisal a sre ar ing.

D. WritingTo sum up what you’ve learned in this unit, write an essay “Me and My World”.

A

D

F

H


Unit 2

ONE PERSON’S MEAT...

• to talk about meals;• to discuss your preferences in food and recipes of your

favourite dishes;• to describe healthy and unhealthy food;• to integrate your skills on the topic;• to check the level of knowledge and skills on the unit,

getting ready for independent testing.

36

Грінки з сиром

UNIT 2: ONE PERSON’S MEAT…2.1. How much do you know about

meals around the world?Word Bank Phrase Bank Communication Box

isconce tionoats snackher segg lant la to ingessential re nants tos rinkle sauce

culinar highlight toshattera th toser eons ecialoccasions togro in o ularit to ea ir a ouritea ong... totreatso e o to... toha eas eettooth to einone’slisto likes tolooka eti ing togetri o ...

I ustcon ess...Poorguess Ie ecte as uchThanksto...Youaresuretolikeit

I. Go Ahead!Look at the photos and say what countries these drinks and food come from and what you know about their origin.

a hamburger Coca-cola Sushi a sandwich

E x a m p l e : I think a hamburger is from America. I tasted it in McDonald’s. There are different kinds of them – with meat and cheese.

II. Readinga) Teenagers of one school set up a cookery club “Pampushka” which is very popu-

lar in school because it holds different interesting activities. Today they have a cookery slide-show “Meals around the World” in which their international friends will take part. Read their information and say what historical facts about meals of the world you’ve learned about.

Yorkshire pudding

Huggis Welsh rabbit Irish stew

37

2.1PART I

et estart. I isite Britaint icean as intro uce toso ereall interesting ishes.I ustcon essthatthereareso e thsan isconce -tionsinUkrainea outthe oo an rinkinBritain.So eo us elie ethatEnglishcuisineis lan an itsculinar highlightisroast ee ,thattheYeo-en ar erso the uar attheTo ero on onarestillcalle Bee eat-

ers .I’ liketoshatterso e thsan resent outhe ost o ular ishesineach arto thecountr .It’struethatroast ee isatra itional ir a ouritea ong eo lethat

haslaste or eca es.You ro a l kno theancientCeltic ar erske taariet o ani alsan use their eatintheir eals.To a roast ee isser e asSun a unch.Tra itionall ,itiscalle Sun a roast.Itisalargeieceo ee ,cooke inano enan in an British a iliesitisusuall eaten ithYorkshire u ing. re ousur rise o outhinkitiss eet Poorguess It’sanationalBritish ish a e akinga i tureo lour,eggsan ilkin at,nor all inse arate ieceslikes allcakes.Youcanseeitinthe irstsli e.Itlooksa etising, oesn’titScotlan hasalso uchtoo er. an o oueat

orri ge or reak ast an think that it is a t icalEnglish eal, on’t ou Youare rong,it isatra itionalScottish oo ,eaten ithsalt.No a a s,those ho anttolose eight oiloatsin ateran addaloto i erent ruits.ButI’ liketointro uce ouanothertra i-tionalScottish ish huggis.Itis a e ro shee ’ssto achan re in seo ourUkrainian loo sausage, ut igger. English rien sa sthat

no huggisisonl ser e ons ecialoccasions.Inrecent earsane egetar-ian ersiono huggisisgro ingin o ularit .Youcanseeitinthesecon sli e.

n hatco esinto ou in hen ouhearthena eo the elsh ishelshra it’ Ie ecte as uch Youthinkit’sa ain eal,right I’

liketoreassure ou.This ishiseatenasas all ealoras arto a eal,consisting o rea ith cheese on it cooke un er heat until the cheeseelts.It’sareall satis ingsnack.InUkraine eo ten akesuchatoast

ina icro a eo enan callit ahotcheesesan ich’.No oukno thatthis ishca e ro ales.Itisinthethir sli e. n the ourthsli eise ote to Irelan an its a ous Irish ste .This ish is still regularatan ta lesinIrelan .Itsingre ientsare arious, ut otatoesan la are

theessentialsinthis ish.Ilearnta outIrishste henI asrea ing e-ro e . ero e’s a ousno el Three eninaBoat .Youre e erho three rien s eretr ingtocookIrishste togetri o allre nantso oo .I couldn’t help laughing readinga outit utin act,itsho sho o ularthe ish asatthatti ean to a it i n’tloseits o ularit .I ougotintereste inBritish eals,ourcooker clu illsharethereci es ith lea-sure. n no eetourinternationalguest ro reece.

Stuffed grape leaves Moussaka Baklava

BrE appetisingAmE appetizing

38

UNIT 2

PART II

ello, na eis n reasan I’ gla to ar-tici atein ourcooker sli e-sho .So eo ouro a l ha e ne er taste reek oo . So I’ heretocorrectthis istakean notonl tosho sli es, utsho ho tocookso eo thenationalishes.Inancient reececooking eca eahighl e-

elo e art an aster cooks ere the highestai eninthecountr .Throughtheircontactsith sia, reeks learne to ake their ietainl egetarian. Thanks to our geogra hical

ositionan a oura lecli ate, countr isrichin egeta lesan ruit,hich eusealotincooking.I ouha ene to ein reece ou’llnecessaril etreate tostu e

gra elea es ecauseitisatra itional reek oo .Ikno gra esgro sinUkraineso ou a alsocookthis ish. ookho I’ oingit.First and foremostIcho onionsthen addacu o ricean ince la .After that I s rinkleher slike intan asil.Now I i e er thingtogetheran rollu thegra elea es.Afterwards e’ll utthe ishintotheo en oranhouran ahal .B theen o oursho stu e gra elea es illha e eenrea .Soou’llhel oursel estothe ish.

ereinUkraineItaste ca agerolls.The are er elicious ut i erent.Inthesecon sli e ouseeanothernational ish hichisinthelisto likeso an tourists.Itis oussaka.E er reekhouse i ehashero nreci eo theish hichsheconsi ersto ethe est, utthereareso eco ulsor ingre i-ents egg lants, eat,cheesean her s.Youseethere’snonational ish ith-outher sin countr . n no akla a,the esttreat orki s.I ouha eas eettooth, ouaresuretolikeit.It’sa esserto thin, lak la erso astr ,hone an nuts. ookatitinthesli e.Iha e outh atere . n ou on’t eu set,I roughtso erea a e or ou. ere ouare.

PART III

Risotto Pasta Pizza

rien san Iha es enta eekinItal this earatthein itationo ourinternational rien s. nco ing ack e anttoshareouri ressionsa outItaliancuisine.Youkno o course,thatItal isho eo so e orl ’s ost o ularculinar

ro ucts. ongthe thereisItaliancheese,co ee, ar aha an e tra-irginoli eoil.Italiancuisinerelies onthe an other reshingre ientscooke onthes otan aco inationo egeta les, ruits,sea oo , ishan oli eoil.e’ elearne thatItalian ietis lant- ase innature, ithahea e hasis

on egeta les,grains,see san eans.Besi es,itischaracteri e itssi lic-it , ith an ishes,ha ingonl ro t oto our ainingre ients.

eli e inanItalian a il an ai attentiontothe actthat orItaliansealsareseenasati es en ith a iliesan rien s,thus ealsten to e

39

2.1longerthaninothercultures. nota leas ecto Italian ealsisthatthe ri oor irstcourseisusuall a illing ishsuchasrisottoor asta.In the 1-st sli e ou see risotto, hich con-

tains ai e,rice, ee an utter. iceiscare-ull re are to a sor the la ours o roth,ine, utteran oli eoil.on’ttakeit or illa hich eeatinUkraine

an hichhasriceasthe ainingre ient.Itonl lookslikeit utinrealit it’s i erent.Pastaisthe ishin hichnoo leso arious

length, i thsan sha esarethe ain oo .Inthesecon sli e oucansees aghettiser e ithto atosauce.I ouadd ince ee ona e o s aghetti, ou’llha eane ish s aghetti Bolo-

gnaise ,kno nas S agBol .Sonot ornothingItal-iansha eanickna e noo lelo ers’.But ith ourhel e antto akea ell-kno nin

UkraineItalian ish. uess hat ish e ean E actl It’s i a.Sur risingl enough, i aisnot urel Italianin ention. urItalian rien stol usthatinancient reekan Eg t eo leatelat ake rea ithto ingssuchas otatoes, egeta lesan Ital isres on-si le orsha ing i aintothecurrent or .Yousee an ancientculturesha eha ahan inthee olutiono i a,ha en’tthe It ill ealsointerest-ing or outokno thatthe irst eo le hotrie i a ere ingU ertoan ueen argherita.The lo e itan sincethatti eit eca eahita ongItal-ians.To a e’ll akethis er i a hichis a eina atrioticst le. atchusan guess h itiscalle atriotic.First, e ust akea latroun rea ,ut e a eit re iousl .Now e ill re areato ingan ill eelto atoesan thenslicethe .In the meantime, rien illcut o arellaintohal .terthat e ill akethesauce i ingcrushe garlican green asillea es.

Next, e’lls oothsauceo erthe ase iththe acko as oonan scatter o -arellaan to atoes.Finally, e ri le i a itholi eoilan utitintotheheate o en or8 10 inutesuntilcris .Whileour i ais eing ake canouans erour uestiona outits atrioticst le

oo stu ents ouare llcolourso the i a re to atoes, hite o -arellaan green asil lea esare thecolourso Italian lag. ur i a isrea .Last but not least e’lladd resh asil lea es an so e oli es toecorateit. el oursel toItalian i aina atrioticst le.

ACROSS CULTURES

Yeomen warders or Beefeaters agrou o enhoguar theTo ero on on.The earare

uni or ro the Tu or erio an are calle ee eaters’.

Jerome K. Jerome (1859 1927) anEnglish riter,est kno n or his hu orous no el Three en in aBoat .

Mozzarella aso t hiteItaliancheese,o tenuse on i as.

BrE la ourAmE la or

Jerome K. Jerome

40

UNIT 2

For inquisitive learners: to know more use the sites: htt s:// .in e en ent.co.uk/li e-st le/ oo -an - rink/reci eshtt s:// .tra elchannel.co / ust-eatoo s ro -aroun -the-orl

htt s:// . cgoo oo .co /reci es/categor /cuisines

b) Read the text again and make a list of dishes which have resemblance to those popular in Ukraine. Fill in a comparison chart and say how they differ.

Comparison Chart

The name of a dish Differences

Welsh rabbit the name...

In groups, compare and discuss your charts.

III. Language Track


In the text, find and reproduce introductory phrases in context according to the pattern. Practise saying them in your own sentences.

P a t t e r n : Traditionally, it is 'served with sauce. Traditionally, Ukrainian borsch is served with sour cream.


From the text, reproduce the sentences with the following vocabulary items – ‘food’ and ‘meals’, ‘taste’ – ‘flavour’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the text, reproduce verbs which are used to describe any recipe to compete the word cloud. Use them to describe any recipe from a slide-show.

41

2.1From the text, reproduce the following words and phrases and interpret their meanings. Make up your own sentences with them.

thisconce tion

tore in oas ecialoccasionasatis ingsnack

re nantso ooco ulsor ingre ientsrea - a elant- ase ieta illing ish


a) Language SearchFrom the text find and reproduce phrasal verbs below to fill in the diagram. Using the sites suggested find 3 more phrasal verbs with this verb with dif-ferent meanings and give examples to show how to use them in your own contexts.


to come

back

b) Information SearchSearch the Internet and find some information about 1–2 interesting na-tional dishes from any country to continue a cookery slide show. Focus on:

theiroriginthe a the arecookethe a the areser e .

Present your findings to the class and express your opinion.

Grammar in Context

From the text, reproduce grammar items in bold and interpret their meanings.


42

UNIT 2

I ou antto escri ethe rocessintheor eritha ene ,use...I ou antto ocusonti e,use...


Work in groups and make a recipe of a dish. Each member of the group describes his card of the recipe.

Group 1: How to make yogurt cucumber salad.

Group 2: How to make vegetable salad with avocado.

E x a m p l e : First we peel avocado.

oto ourWB or oree ercises


Speaking

Spoken Productiona) Food for ThoughtThere is a lot of food and drinks from different countries in Ukraine. Say which of them are popular in your country and why. What food or drink from abroad became your favourite.

43

2.1b) Spoken InteractionIn pairs, role-play the situation below. Use the useful phrases from the box.

Role 1: Your international friend from Japan is coming to you on a visit. It is his/her first visit to Ukraine and you want to please her/him with your national dishes and also say that some Japanese dishes are also popular in your country.

Role 2: You have an international friend in Ukraine. At his/her invitation you are coming to Ukraine on a visit. You know that he/she is a mem-ber of his/her school cookery club and you are bringing him/her a present – a Cookery Book with Japanese dishes. You also want to taste Ukrainian dishes and have a recipe of those you like the best.

Useful Phrases:

i......,longti enosee.o as ourtrihat o ousa to...oul oulike...o o ou in ...o o oucall(cook)...

The ishtastes...I’ ene ereatenan thinglikethat e ore.It’sincre i leThank ou orsharing...... asarealtreat.... ill ein listo likes ro no .

c) In groups, discuss the truth of one of the proverbs or quotes suggested be-low. Illustrate them with the examples of your personal experience.

Listening

a) Before you listenYou are going to listen to the talk of Philip Stewart who is going to cook his favourite dish for the greatest American holiday “Thanksgiving Day”. He talks with his wife Ellen and his son Robert. Look at the products and de-cide what dish the man is going to cook.

“Food is a dangerous article. Too much food makes you fat, too little food makes you dead”.

ark ar ing, Britishco e ian

“Every cook praises his own broth”.English ro er

Tastes differ.

Fasting comes after feasting.

Feast today and fast tomorrow.English ro er s

“Where you eat is sacred”.e isBur ell,

S anish il - aker

44

UNIT 2

Apples Flour Butter Sugar Walnuts Cinnamon

b) While you listenListen to the talk and correct mistakes in the statements below.

1.Phili eginstogetrea orcookingcounting one .2.Ellen orriesthatherhus an istoo uick.3. etakes utter ro theshel es.4. alnuts akehis ish a ous.5.Phili ’s i esai thatallthes icesareontheta le.6. sitturne outthe le tthecinna oninthesho .7.Phili ’sson o ielo esa lesinhis a ’s ish.8. o ieagreestohel his a outan goestothe arket.9. is u a ises o ieto utonahat, ecauseit’scol outsi e.10. o ieaskshis arentsnottoans er le an ra’scall.

c) After you listenIn the whole class, make a recipe of Philip’s dish. Try to describe the process of its cooking. Is this dish popular in Ukraine? If yes, what

ingredients do you put into it? On what occasions do you eat this dish?

Writing

a) Before you writeIf your international friend likes one of Ukrainian dishes and asks you how you’ve made it, give him / her a recipe.

Ingrou s, rainstor ith our rien s hat isho Ukrainiancuisineis o ular ith oreigners.akealisto ingre ients orthis ish.

b) While you writeHow to write a Recipe


akealisto ingre ients. Steps

Boil...Cut...Slice...Cho ...r etc.

oto ourFirst Aid Kit .188 oraSa leo a eci e

45

2.2Culture Comparison Search the Internet and make a Culture comparison

ericanscooks ecial ishes ortheirgreatholi a Thanksgi inga .SearchtheInternetan in outthereci eso these ishes.

Co are the ith the ishesUkrainians cook or s ecial occa-sions.

At Home: Write a recipe of your favourite dish.

2.2. What are your Food Preferences?Word Bank Phrase Bank Communication Box

nutritious toski to otherho e- a e lour- ase incre i le toassi ilateorganichigh-calorie

to uton eight to ineouta enturouseaters tosnackthroughthe a to issso ething a l i rinks toone’sheart’scontent to econcerne a outthe oo

It’sagessincee’ e et

ice ersa s ar as I re e -er...

I’ all orit I itisn’t lice ego

I. Go Ahead!Look at the photos and say what preferences in food these people may have. What makes you think so?

E x a m p l e : I think the man in the first photo prefers fattening food, because he has a weight problem.

II. Readinga) Read the conversation of teenagers discussing their preferences in food and say

whose opinion you share and why.

MEETING AFTER A LONG ABSENCE

Alice: i,gu s,I’ ack Vasyl: It’sagessince e’ e et I itisn’t lice Youlookterri ic. ustlike

areal ericangirl hen i ouco e ackAlice: e change rogra aso erthree a sagoan soI’ here.Ann: la to eet ou, lice. o as ourli eintheUSAlice: IlikeSeattlean school,thehouseIli e in e er thing,e ce t

oo .

46

UNIT 2

Helen: Itcan’t e Youlookasi ou’ e utonalittle eight,eatingtast nutritious oo .

Alice: arentssa thesa e Butit asi ossi leto atch eightecause host a il ha a solutel i erent re erencesin oo thanIha . s ellasthe ealsche ule.

Helen: hat o ou eanAlice: host u i n’t other ith reak astsatallan eha either

ast oo like a ha urger or i a or so eti es reak ast asski e entirel . ereinUkraineIgotuse to u ’shot reak astsan acu o co ee.

Vasyl: You said you studied in Seattle, didn’t you? n Seattleiskno nasa lace here eo lecanha egoo co ee.Irea a outitinso eaga ine. i n’t ou ineout

Alice: course e i . ericansarea entur-ouseatersan en o ethnic oo .The cansnackthroughoutthe a onchi s, renchries ut orthe ain ealo the a in-ner ost a iliesusuall gotoso erestaurant hich eaturesethnicoo like e ican,Chinese. host a il en o seatingTe - e ecause host u istheTai anese.

Ann: o interesting You liked Thai food, didn’t youAlice: ice ersa I re erho e- a e oo an isse u ’ssou san

cutletsan e en aren ksan ancakes a l .Ann: s arasIre e er,you didn’t like flour-based food, did youAlice: ight, ut ericane eriencesho sthatthereisnothinglike

holeso etast Ukrainian oo .Alex: I ouask eIha enothingagainst unkor

takea a oo .It’s a part of a ritual when you have an outing, isn’t it hen ougoout oucan eat shashl k, cris s, san iches, ha ei rinksan on’t othera out ourta le anners. oreo er,oucan enjoy the fresh air and scenic viewsan relax to your heart’s

content, can’t youVasyl: Youarean incura le ro antic, le .ButIa ersonall concerne

a outthe oo Ieat.Helen: course oushoul e You are a school champion, the best swim-

mer of the year, aren’t you?Vasyl: Ia ,an thisisthereason h I re er ell- alance iet ithall

kin so eat, ilk ro uctsan cereals.Food is the basic fuel of our life, isn’t it?

Helen: Soitis.But ou orgota out egeta lesan ruits.NotthatI’ aegetarian, utI re ertoeat eat ith egeta les. u sa seatis etterassi ilate iththe .

Ann: Your u isa octoran shekno s est.Besi es,i ou anttoatch our eightan sta slen er oushoul eathealth oo likeegeta lesan ruits.Ialsocan’t o ithoutallkin so egeta lean ruitsala s.

Helen: Theonl ro le isi the egeta les eeatareorganicanVasyl: ookhere,girls, oucangoontalkinga out our ietsnineteento

the o en.ButIha ea etteri ea. et’sgototheca ean reali eour oo re erencesthere.

Alex: I’ all oritAlice: etoo.Ann, Helen: gree then. ego

BrE chi sAmE rench ries

BrE takewayAmE takeout

47

2.2b) Read the text again and fill in the preference chart below. Comment on

teenagers’ food preferences.

Preference Chart

Food Preferences Reasons

o e a e oo ikesher other’s ishes

Ôîòî. elen,дівчинкасередьноїстатури

Ôîòî. le ,загорілийхлопець

elen

Ann

le

as l

lice

48

UNIT 2

ACROSS CULTURES

Seattle acit an ortin ashingtonStateintheNorth est o the US . It is also an i ortantusiness centre an a centre o the ock usicin ustr .

Tex-Mex relate tothest leo cooking ro theSouth esternUS, ase on ericanan e icanst les.

French fries longthin ieceso atatocooke eing rie inoil.

Taiwan anislan o theSEcoasto China.

For inquisitive learners: to know more use the sites:htt s:// .aca e ia.e u/31934941/ oo re erences arestrongl in luence cultural tra itionshtt s:// .science irect.co /to ics/ oo -science/ethnic- oo s

III. Language TrackPhonetics in Context

From the text, reproduce exclamatory sentences in context with a correct intonation, following the pattern.

P a t t e r n : Hi, gu s I’ ack

Practise saying them in chain.


From the text, reproduce the sentences with the following vocabulary items – ‘junk’ and ‘fast’. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.From the texts, reproduce adjectives which characterise food in context to fill in the table. Match them to their meanings and say which of them are attributable to you.

Organic a) oo hich akes ou uton eightb)naturall gro n,ha ingnoche icala iti esc)likel to ake ouhealthd)containing an use ulsu stancese) oo hichiscooke atho ef) oo that ou u atasho orrestauranttoeatatho eg) oo o littleorno alueh) oo relate toa articularnation.

49

2.2From the text, reproduce words and word combinations which can be used to describe food in the places in the logos below. Say which of them is your favourite.


a) Language SearchFrom the text find and reproduce phrasal verbs below to fill in the diagram. Using the sites suggested find 3 more phrasal verbs with this verb, with dif-ferent meanings and give examples to show how to use them in your own contexts.


to go

on

b) Information SearchSearch the Internet and find some information about food preferences of teenagers abroad. Focus on:

their ealsche uletheir a ourite oo an rinksherethe usuall ha ethe .

Present your findings to the class.

50

UNIT 2

Grammar in Context

From the text, reproduce grammar constructions in bold and interpret their meanings.

Complete the instruction and make up your own sentences.

I ou anttocheckthein or ation ou elie eto etrueorco entonasituation,use...


A radio chat show host is interviewing teenagers about their preferences in drinks. Complete the interview with appropriate question tags.

Host: llo ouha e i erent oo re erences,haven’t you?A Teenager:Certainl ,so an en,so an tastes.Host: But all teenagers like i rinks like so a ater an coca

cola,...A Teenager: Notallteenagers.I ersonall ne er rinkthe .Ithinkthe

oushar ,...Host: ight.I on’t rinkthe either.Your arentsalso on’t rink

the ... henthe ere ouragesuch rinks erenot o u-lar. n hat o ouusuall rinkto inish our eal- reak-astorlunch

Teenager 1: s or e,Iliketea.Teais oreuse ulthanco ee,... Teenager 2: It’s our a o lookingatit.Youareatea erson,...Teenager 1: Ia an ouareaco ee erson,... Peo le, holikeco ee,

sel o rinktea.Host: o an cu so teaorco eecan ouha e er a et’stake

our orning.Youha en’t an ,...Teenager: Iha eha t ocu so lackco ee.It’snor al,...Host: Who can answer your friend’s question? I see you have different opinions.

Let’s discuss your ideas.



Speaking

Spoken Productiona) Food for ThoughtDifferent teenagers have different food preferences. What are yours? Voice your opinion in a form of a poem.

“I Am” Poem

I am (two special characteristics.)Example: (I am an adventurous eater and a great admirer of fruits).I want (an actual desire).I understand (something you know is true).I say (something you believe in).

51

2.2I worry (something that really bothers you).I feel (a feeling about your food preferences).I hope (something you actually hope for).I am (the first line of the poem repeated).

b) Spoken InteractionMove round the classroom and interview your friends about their food pre-ferences. Summarise your findings and discuss them with your friend in pairs. Use useful phrases.

Useful Phrases:

hatare ourtastes( re erences)in oohat oo isto ourlikingre ouahea / ess /a enturouseater

The...is elicious,take a icean tasteit.I on’treall eellikeeating...Ican’tsa no’to......isthe oo toeat.Toeachhiso n.There’snoaccounting ortastes.

с) Suppose you have been given a chance to run your school canteen for a day.Ingrou s, lanthe enu orthe i a ealtakingintoaccount i -erent oo re erenceso schoolchil ren.Inthe holeclass,co are our enusan co eu ith our inalersion.

Listening

a) Before you listenYou are going to listen to a funny story how two little vegetables influenced the Emperor’s food preferences. Think and decide what vegetables they may be and what makes you think so.

b) While you listenListen to the story and mark true/false statements.

1.TheE erorlike toeat ellan aske the erchanta outhis a ou-rite ishes.

2.The erchantsai thatheha the inonesack.3.There ereonionsinhissack.4.TheE erorha ne erhear a outonionsan aske the erchanttocookthe .

5. eal ithonions as elicious,e ce tonesala .6.Thee eror ante to u theonionsan o ere the erchantasack

ullo one .7. henthe erchanto ene hissackhe oun gol ,ru ies, ia on san other reciousarticlesinit.

8. nother erchanthear thestor an eci e totr hisluck.9. eo ere theE erorgarlic utthelatter i n’tlikeitstaste.10.TheE erorthanke the erchant orhis ealsan ga ehi asack

iththe ost alua letreasure onions.

52

UNIT 2

с) After you listenIn the whole class think and decide why people’s attitude to food and drinks has been changing through centuries. What could influence their food preferences? Illustrate your ideas with examples.

Writing

a) Before you writeI ou antto escri e our re erencesin oo ,learnto ritea e-scri ti e aragra h.in theclass ates hoha ethesa e re erencesin oo an akeagrou .Thenthinkan eci e hat actors oti ate outochoosethisoo .

b) While you writeHow to Describe your Food Preferences


riteato icsentencetosu arisethei easo the aragra h.i e e a les or e lanations to

illustrate our ain oint.oi the etails that are not to

theto ic.

I’ liketo escri e......is ir a ourite ecause...I in this oo ecause...hatIlike ostinthis oo ...

... akes ou eel...

oto ourFirst Aid Kit .187 oraSa leo a escri ti eParagra h

2.3. What Food is Healthy and Unhealthy for You?


o esittore uceleanintake i re-richstarch hole- ealinso niatochenutritionist igesti e

toha eno ernightout ar signssugar snacktoincreaseone’senerg le el rotein-rich oo stocutinonso e oto eo entoe eri entsinstea oto eontheruntogo le eals o ntoin ulgeone’s ishes

The actis...The uestionarises...I ouarea areo it... n e oreI orget... saresult...Notonl thatSur risingl asit a see ...Conse uentl ...Inthe a o continua-tion...

I. Go Ahead!Look at the photos below and decide which of the columns in the table (p. 53) the food items should be put into. Say why you think so.

53

2.3

White bread Tea Sugar Jam Eggs

Yoghurt Biscuits Pasta Juice Coca-cola

Fried fish Chips Hot dog Rice Cake

Food you should eat because doctors recommend

Food which is said to be bad for you

Food you like

Fish

E x a m p l e : I think doctors recommend teenagers to eat more fish than meat because it contains protein and... .

II. Readinga) Suppose you have a chance to participate in the conference in which different

health professionals take part. Write 5 questions you’d like to ask them. Read what these specialists say to learn if you got answers to your questions.

IN FAVOUR OF HEALTHY FOOD

llli ingthingsnee oo , ecauseitisthe asic uelo li e.Itkee susar ,gi esusenerg an hel ski san teenagerstogro health .I on-er, hat ill ousa i ouask oursel es: hat oo isgoo orusan hatishar ul sa e iatricianIclai thatagoo ietislinke toa

goo health.Eatinga oor iethas eenlinke to a lot of illnesses. ore-o er, a eatingha itsareusuall ollo e igesti e ro le s,o esit an heart iseases.But ou ustrealisethatillhealth oesn’tha eno er-

54

UNIT 2

night. Itcantake an earsto e elo ,o tenithoutany out ar signs.Butun ante iseas-

escan e re ente changingtoahealth ietan li est le.E ena fewsi lechangescan utou on the right roa . irst an ore ost cuto noneatingsugar oo ssuchascakes, is-cuits, u ingsan s eetse en oras eet.The are a or our o , hicha sor ssugar er uickl .The actis,eatingsugar oo scangi eouani e iatesenseo energ an ell- eing.But, un ortunatel , it oesn’t last long. Thatha eeling is usuall ollo e a oo crash .Sothe uestionarises h eat oo sthat

ill ake ou eelhighan thenlo ustcutoutsugar snacks Instea ,have a few ieceso resh ruiti ou anttoincrease ourenerg le eluickl .I’ sure ou’ll eel much etter Eatplenty of resh ruitan eg-eta les atleast i e ortionsa a .Ialsoa ise outoeat ore oo sthatcontain rotein,like ish,chickenan eggs.Protein-rich oo sare satis ingan nutri-tious an can gi e ou the sa e ha eelings assugar.

* * *Sorr tocut inon ou,colleagues, utthere

area couple ofthingsI’ liketoa .Ikno that some teenagers re er unk oo likeha urgersan i as.Thereasonisthatournosean outharee tre el sensiti etothe la ouran s ello the oo eeat,es eciall i itlooksan s ellsgoo .I ouarea areo it, oushoul eatawide varietyo reall tast use ul oo stosti ulateall these senses. re ou o en to e eri ents Then a iceisinstea o unk oo tr cheeseor ruitsala s, ishor egeta lesou togi e ourtaste u satreat.Besi es,atotal amounto atoo s oueatshoul ere uce .Eat ore leaneatan oultr , ut ourintakeo i re-richstarch oo shoul ein-

crease . s anutritionist I a ise ou to egin our a ithhigh i rereak astcerealsan a hole- eal rea toastan acu o tea. on’tin-ulge our ishes.I ouin ulge oursel innothing, ouaresuretoha ero le s. n e oreI orget,li itthe uantit o salt outake usinglessincookingan attheta le. n re e er, eeattoli e

* * * highl res ecte health ro essionals o-

cuse onauni ersaltruth eathealth oo an ha e a health o . No ou t, a health ietakes ou h sicall health .ButI antto ra our attention to health oo or our rains.sloganis: Eathealth oo an ha eahealth in I ant to su ort i ea ith theU ental ealth oun ation’sresearchthatsho s

thatour ietsha echange alot. saresult,thele elo entalillnesseslike e ressionorinso -niahasincrease .Notonl that.Theirresearchsho sthathealth oo a ectsteenagers’ eha-

BrE s eetAmE essert

a nutritionist

a psychoterapist

a pedicatrician

55

2.3iour.The carrie outane eri entinoneo theEnglishschools herethe ser e onl health oo .Sur risingl asit a see , uttheteacherssai thattheirchil ren’s eha iourinclassha eenalot etter.The e-ca ecal eran the concentrate ore.Conse uentl ,the erelearningore.So, hat oallthee eri entsan researchessuggest oueatingToi ro e our e or ,eat ish,es eciall sal on.To ight’inso nia,

eatnuts.I e ressionisa ro le ,eat ro nrice,I ou orr a out ourlater ears,cookoli eoil. hate er oueator o,use our rainan sho or our entalhealth.

* * *Thereare many eo le hoareal a sonthe

runan ha elittleornoti etoeat.Italsoconcerns ou,teenagers, hoarego -

ling eals o non our a toschoolor uringthe reaks. I ou eat too ast an on’t che our oo ro erl , ou onotlea e enoughti eor the rain to sen the signal o satis actionacktothesto achan ,there ore, oueat orethan ou oul ha eeatenthesa ea ounto oo slo lier.Your outhhaslotso ner een -ingsthatsen a essageto our rain.Thissig-nalisi ortant ecauseit illlet oukno henouare ull.I our rain issesthesignal ougooneatingan eating.So,al a s aketi etosit o nan eat our ealsattheta le. Inthe a o continuationo hatother artici antso thecon erenceha esai ,I’ liketoa ise outotake oree ercise, hich illlea outoeatingtheright oo attherightti e.Notonl regulare er-cises ut an eringaroun arksorhillsor ountains illgi ea ro t eata lot of roteinalong ith i re-rich ruit, egeta lesan sala s.Thesesuggestions a nota ealto ou, ut ou’llget acktheenerg our o use u uringe ercises.So eighingall rosan cons, oushoul agreethatto econcerne a outthe oo oueatisa ust.

b) Read what health professionals say again and fill in the Healthy Food Chart.

Healthy Food Chart

The reasons of eating healthy food The negative consequences

Eat ore ish,lean eatan oultr . Eating unk oo ill lea ou touttingon eight.

In the whole class, comment on your charts.

ACROSS CULTURES

The UK Mental Health Foundation Brit-ish charita le organi ation, that ro i esin or ation,carriesoutresearchan ca -aigns to i ro e ser ices or eo le a -ecte o entalhealth ro le s.

a psychologist

56

UNIT 2

For inquisitive learners: to know more use the sites:htt s:// . entalhealth.org.uk/a out-us htt s:// . itness aga ine.co /reci es/health -eating/su er-oo s/the-ne -su er oo s/htt s:// .health24.co / iet-an -nutritionhtt s:// .cana a.ca/en/ser ices/health/health -eating.ht l

III. Language Track


From the text, reproduce sentences in context with introductory phrases with correct intonation, following the pattern. Practise saying them in your own contexts.

P a t t e r n : ' irstan ore ost'cut' o non'eating'sugar oo s.


From the textm reproduce the sentences with the following vocabulary items – ‘to wonder’ and ‘to wander’. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the texts, reproduce adjectives which can be attributable to the following photos in the photo gallery. Explain your choice.

E x a m p l e : Cut down sugary foods even for a sweet. I think many of us enjîy ice-cream and fizzy drinks, but none of us thinks how they may influence our health...

From the text, reproduce words and phrases to complete some advice of health professionals.

E x a m p l e : Cut down on eating sugary things.

57

2.3

Cutout...Instea ha e...Eat lent o ...Eat ore oo thatTr ...Begin our a ith...

i itthe uantit o ...Toi ro e our e or eat...To ightinso niaeat...Use our rains...aketi e...

Take ore...

In teams, summarize your completions in the form of a recommenda-tion list for teenagers who want to have a healthy lifestyle.




to cut

down

b) Information SearchSearch the Internet and find some information about possible healthy life-styles of teenagers abroad. Focus on:

hat oo the consi erhealthhat oo reco en e healths ecialiststhe eathattheirattitu etounhealth oo is.

Present your findings to the class.

Grammar in Context

From the text, reproduce grammar items in bold and interpret their meanings.Complete the instruction and make up your own sentences with them.If you want to speak about quantity of food, use...


58

UNIT 2

Oksana recently won the competition for teenagers “If you Want to Be Healthy”. Look at the picture prompts and say what recommendation Oksana gave her peers to become healthy, using quantifiers.

E x a m p l e : You should eat more vegetables because they are full of vitamins.



Speaking

Spoken Productiona) Food for ThoughtUnfortunately, many teenagers are unaware of the consequences of eat-ing unhealthy food. Work in groups. Take your cell phones and decode the words or word combinations in the QR codes suggested, attributable to the health problems. Think and decide how to avoid them. What advice can you give to those teenagers who prefer unhealthy food?

b) Spoken InteractionPair up with your friend and discuss pros and cons of healthy and unhealthy food. Complete the dialogue using useful phrases.

59

2.3Useful Phrases:

Are ouin a ouro ...on’t outhink eshoul eat...o an ti esa eek o oueat...re ouconcerne a out...hatarethea antageso ...

I I antasnack,Itake...Cut o n...or ou’ll eo er eight.I elie e eha etothinka outIthink...an ...isagoo co ination

rien sten to u resh oo an ...Take a icean ...

A:Isa ,...are ouin a ouro health ooB:Ina a Ikno , eha etothinka outourhealth.But or eit’seasier

sai than one.A:...

c) In the whole group, discuss the problem question: “Do you eat to live or live to eat?”

Listening

a) Before you listenThey say eating habits of people have changed a lot nowadays. You are going to listen to the description of eating habits in different countries. In groups, think and decide if these habits have changed for better or worse. Try to predict people of what countries stick to healthy lifestyle. What makes you think so?

b) While you listenListen to the information and complete the sentences.

1.Peo lesho oreinterestto a anese oo ecause....2. a anese oo contains....3. saresult a anese oo ....4.Thegreatest erican ar ecue....5. nthis a ....6. l oste er thingcan e ar ecue ....7.E er o orgets....8.Ine ita l ,a terthe ar ecue....9.Butitcan eguarantee ....10.Ukrainiancuisineis orthtalkinga out....11.I ouarehungr ,....12. oreigntourists elie ethat....

c) After you listenSay if you were right in your predictions.In the whole class, discuss the truth of the old saying “You are what you look”. Think and decide how the food you eat and eating habits can affect your look.

Writing

Work in groups and design a creative project in the form of the Internet page “Good Healthy Life”.

1.Thinkan eci e hatsections ou illinclu ein ourInternet age.2. in necessar in or ation ore er section.

60

UNIT 2

3.Collect illustrati e aterials ( hotos, ictures, uotes,resultso e -eri entsorresearches)to ake our ro ectattracti e.

4.Thinko aninteresting a o our ro ect’s resentation.5.E aluate our rien s’ ro ectsusingthee aluationcar elo .

Evaluation Card

Write Group 1

Group 2

Group 3

I thesectionso theInternet ageare ell-chosen.

I thein or ationisinterestingan su icient.

I theillustrati e aterial assuita lean essential.

I the resentation assuccess ul.


in thein or ationho eatingha itso eo lein i erentcoun-trieschange inthe21stcentur .Co aretheirchanges iththoset icalo Ukrainians.

2.4. Developing Integrated SkillsI. This year you will become a student or start working. Suppose you’ve got

your fi rst scholarship or salary and want to organize dinner for your family and friends. Say:

o uch one ouaregoingtos en onit( earin in thethescholarshi isgi enoncea onth).hat ishes ou’llcook orthe .hat ro ucts ou ill u to cook a ourite ishes o our a il e ersan rien s.

II. Look at the photos and together with your partner discuss how environmen-tal problems aff ect the food we eat. Is there any way out?

61

2.4III. The proverb goes: “A balanced diet is a cookie in each hand”. Look at the

pyramid below and in groups make a balanced diet. Have a display of your diets, discuss and compare them. Сhoose the best which will be the cookie in each hand.

IV. If you were a Minister of Healthcare in Ukraine, what measures will you take to promote healthy lifestyle in your county? In groups, make a list of propositions for the Verkhovna Rada.

In the whole class, summarise the ideas of the groups and present a final ver-sion.

62

UNIT 2


1. Read the text below. For questions (1–10) choose the correct answer (A, B, C, D). There is an example at the beginning (0).

A MEMORABLE VISIT

ustralians 0- A thoughtto ea art -going eo le.S ne 1 inthe art oo sinceCa tainCooksaile into 2 Botan Ba in1770an cele rate his 3___o oneo the inestnaturalhar oursintheorl .This a oranother, ut 4 agoo tra itionin an ustraliana iliestoorganise arties orchil ren.SoItook 5 inoneo the .It asreall e citingan unusual. ntheta lethe ut 6 rea - a eishes. 7 ustralian ishes ere 8 tastelikechocolatecrack-les,thePa lo aan air rea .Butoneo 9 astheice ole.It’ser 10 .Ien o e e er inuteo the art an tookso ereci es or o .

A B C D

0 are ha e is ill

1 is as has een ha

2 the a

3 isco er in ention search o ening

4 there as thereis ha e een ha een

5 lace role artici ation art

6 an an uch little

7 none alittle so e no

8 on in into to

9 est a ourite tast re arka le

10 elicious ar re reshing chill

2. Fill in the gaps in the recipe with verbs on the right.

Baked Potatoes with Oil and Parsley

1 the otatoesan 2 the .Then 3 alittleoli eoilinthe al so ourhan san ru o erthe ota-toes, coatingeachone lightl ithoil. 4 the onaaking ishan 5 o erso esalt. 6 ina reheat-e o en oronehour. 7 each otatoinhal an 8 holesineachhal . 9 arsle an 10 intheholes.

akeutscrus rinklerlacecutake

choill

63

2.5В. ReadingRead and complete the passage using the words from the box.

marmalade peanut creative staple delicious hot snack chips awaitfilled heart choice white diet eating customary food lunch includes bun

Break ast is anhonoure lace in the 1 o this count .Break ast2 , hichcan eregional, 3 col cereals ith ilk, acon,sausage,

ha , rie to atoes,eggs,toasts ith 4 .Toastsareeaten ith 5 utter.It a ea o ular 6 an ti eo the a ,an the 7 ieto Uni ersit stu ents.Break astisser e ith 8 o tea,co eeor ruituice.Ele ensesareser e ataroun 11a. . cake, iscuitora 9 can e

eaten ith the 10 cu o tea.This tea is calle 11 ecause it isser e ith ilkorcrea .Noshocks 12 ouat ealti e. orallthe i eoriginso the o-

ulation,it’stheEnglishculture hichhas or e thestructureo ealsan 13 ha its.The eatheralsohasa itto o ithit.Itisonl inthelastthirt earsthattheEnglish inall realise ho insaneit astoha ea

14 roast eal orSun a 15 allthroughthesu er. ost a iliesget ishan 16 atleastoncea eek, uttheroast inner ustlike u use to ake re ainstheall-ti e a ourite.

essertsareal a s 17 , utBananaS litis a ourite ithki san those oungat 18 .Itisa ananas litinhal length isean _19 ithice-crea ,tinne ruit,to e o ithnuts. hen akingthis essertoucan eas 20 as oulike.

С. ListeningListen to a part of a cookery programme on TV and choose the right answer to the question.

1. What does any member of the TV-studio bring for a cookery programme?

A.Threeite s ro theirkitchen.B.Three ollars.C.Threereci es.

2. Where does Nigel’s tastes in food lie?

A. e re ersne a anese ishes.B. eistra itionalin oo .C. elikestoe eri ent ith oo .

3. What food does chef’s dad enjoy?

A. een o e Chinese oo .B. elike s aghettiBolognaise.C. e re erre Britishcuisine.

4. What did Nigel bring to the show?

A. e roughtcereals.B. e rought a ourite oo o his a il e ers.C. e roughtahaggis.

64

UNIT 2

5. Why did Nigel bring porridge oats?

A.It’shislittle aughter’s a ourite ish.B. is i elike it, henshe asachil .C.It’sa o ular ishinthe a il .

6. Why is porridge unpopular today in Britain in chef’s opinion?

A.Peo le re ersan iches or reak ast.B.Peo leha enoti etocook reak ast.C.Peo leski reak asto er.

7. What food is to Nigel’s daughter liking?

A.Crea e tea.B.Porri ge.C.Cris s.

8. Who likes desserts in Nigel’s family?

A.Nigel.B.Nigel’s i e.C.Nigel’s aughter.

9. What was the 3-d Nigel’s item?

A.Cakes.B.Pu ing.C.Custar .

10. How much time does chef have to make a meal fit for a king?

A.15 inutes.B.25 inutes.C. al anhour.

D. WritingTo sum up what you’ve learned in the unit write a description of one of your usual midday meals.

65

2.1


Unit 3

UKRAINE AT LARGE

• to speak about public and political life in Ukraine;• to describe the cooperation of Ukraine with International

organizations;• to discuss Ukrainian science and technology and their

infl uence on the life of Ukrainians;• to present travelling options including ecotourism in

Ukraine;• to integrate your skills on the topic;• to check the level of knowledge and skills on the topic,


• to integrate your skills on the topic;• to check the level of knowledge and skills on the topic,

getting ready for independent testing.to check the level of knowledge and skills on the topic, getting ready for independent testing.getting ready for independent testing.to check the level of knowledge and skills on the topic,

66

UNIT 3: UKRAINE AT LARGE3.1. What, in Your Opinion, Determines Public

and Political Life in Ukraine?Word Bank Phrase Bank Communication Box

olltorein orcea isortocon e nnu erous or ercolleaguenegotiationstoenhanceongoingco it ent

to e eter ine ... ilitar threat oreign olic to ro i e technical / inancialassistance territorialintegrit to e lo a ission tolaunchre or sa isa- reeregi e riceincreases toto thelisto u licconcerns to eetco it ents

It’sano ensecretthat... In ie o allthat...That’s ustit Inres onseto...Tosa nothingo ...

I. Go Ahead!Look at the symbols below and say what role they play in public and political life of Ukraine.

OSCE the European Union Council of Europe

NATO the United Nations The Verkhovna Rada

E x a m p l e : I think OSCE helps our country to resolve the conflict with Rus-sian aggression. It organized a special monitoring mission in the East of Ukraine and gives reliable reports about the situation there.

II. Readinga) Read the opinions of participants of the forum “Focus Ukraine” discussing pub-

lic and political life in the country and say what all of them have in common.

67

3.1

Ôîòî. политобозреватель

PART I

It’sano ensecretthat oliticalan socialli eo an countr is eter ine itsinternationalsituation.Ithinkthe aine ternal actora ectingallareas

o Ukrainianli eisthecon lict ith ussia,inallitsas ects, ro the arin on as,tothe uestionso hoCri eabelongs to,togasan energ issuesan ore roa l , the econo . In ie o all that,

Ukraine is taking ste s ra ing the countr closeriththe est(theEU,N T ). u ging theresults

o the last oll, t o thir so Ukrainian o ulationsu ortUkraine’s e ershi intheNorth tlanticlliance,an su ort orentr intotheEUisnot arehin . I’m thinking about this situation a lot an agree iththose ho elie ethat ithoutthe in ol e ento othercoun-tries,it’ll ei ossi letosettlethe ro le o on asan Cri ea.

* * *That’s ustit.Ukraineappears to eontheheelso

the ilitar threats,that’s h o icial i olic istoursuecloserties ithN T .Ukrainea ro e ala onN T e ershi asastrategicai in ul ,2017.I thinkourcountr has oth ene ite an contri ute tothecoo eration eingaN T artner hohas ar-tici ate inallN T -le o erationsan issions.Inres onsetothecon lict,theN T hasrein orce

itssu ort orUkraine,strengtheningnationalca a-ilit to e en itsel ro i ing a i e range o a isor , technical, inancial assistance, con uctingtrainingsan oint ilitar e ercises. ecanhear theN T Secretar eneral ens Stolten erg ake re-eate state ents concerning theUkrainian- ussiancon lict. econ e ns ussian’sanne ationo Cri ea,

theentr o a ussianCon o intotheterritor o Ukrainean e ressessoli arit ithUkraine.Thelastsu it N T -Ukraine hichtook laceon ul 11,2018inBrussels ro e N T ’sintentionsonce ore.Thinkingo er hat ouha esai ,I’ liketosa thatinto a ’sglo ali e orl aninternationalcoo eration ro i eso ortunities ore er statetotake artina ressingco onchallenges. ntheonehan ,a e ershi ro i esastate ithatool o orstrengtheningits ositionontheinternationalarenaan akingin luenceonregionalan glo ala airs. ntheotherhan ,aninternational coo eration is a a to co ensate the lack o national re-sources( inancial,econo ic, olitical, ilitar etc).Beingane ual e ero theinternationalco unit issu ose too era itionalca a ilities ornational oliticsto eal iththeir o estic an e ternalissues.I’ gla thatUkraineis roa l integrate inthes ste o international

organi ationsan artici atesinnu eroussecurit initiati es.Its e er-shi in75internationalorgani ations ro esintentionso thenationalgo -ern ent to e an acti e an res onsi le e er o the InternationalCo unit .Itshoul ee hasi e ,thatthe a orit o statesan internationalor-

gani ations ha e si e ithUkraine ro i ing acti e oral, olitical,i lo atic, inancialan technicalassistance. lrea on27 arch,2014eneral sse l a o te aresolutione ressingsu ort or so ereignt ,olitical in e en ence, unit an territorial integrit o Ukraine ith itsinternationall recogni e or ers .

Stepan Dodur, a political observer

Ann Voitenko, a jorna list of the

newspaper

Ôîòî. журналістгазети

68

UNIT 3

* * *I’ like to su ort colleague an a that

Ukraine as also su orte the Unite Nations(UN) hichhas een onitoringan consi eringthesituationatallstages,tosa nothingo itshu ani-tarianassistance.The organi ation o Securit an coo eration in

Euro e( SCE)has eco eani ortant la erintheUkrainian ussiancon lictresolution.You ro a l re e erthatin arch,2014 SCE a ea ecisionto e lo as ecial issioninUkraine.No a a stheSCE onitoringisrecogni e asatrue-to-li esource

o in or ation.Ina itiontoit, SCEiscon uctinganu ero acti itiesai e at ro otinganationalialoguesu ortingre or san acilitatingthene-gotiationsin insk or at.

PART II

No a a sUkraineis appearinginane stageo its e elo ent,thestageo re or san econo icgro th. sahistorian,I’ liketo ra ouratten-tiontothe act thatsincethe2014 e olutiono ignit in Ukraine, the rogress on re or s haseen i e . erthe ast our ears,Ukrainehasachie e acroecono icsta ili ationan re or e or esta lishe se eral i ortant institutions, suchasthe olice,theSu re eCourt,thene anticor-ru tion agencies etc. The go ern ent has ushe throughi ortantstructuralre or so e ucation,healthcarean u lica inistrationan has egunaco rehensi e ecentrali ation rogra thathasenhance local u getsan roughtthe ost ene-itstothelocalregions.Thinking ack,I realize thatthesere or sarees-sential or the countr ’s long-ter ros erit as the also eter ine theoliticalan socialli eo Ukraine.

* * *Since 2014, Ukraine has launche an enacte orere or sthan uringthe rece ing25 ears.

Thego ern enthasesta lishe ran ne institu-tions,the usinessen iron enthasi ro e .Be-si es,thecountr hasits irste erenerg e icienc rogra an re or rogra sinthehealthcarean e ucation.It’se i entthatthere or sha ehel e toeli era isa- reeregi e iththeEU, hich eansthatUkraineno hasthehighest egreeo tra el ree-o o the or erSo ietre u lics.I’m thinkinga outthene tste so Ukrainiango ern ent. e initel ,

there is stilla long a togo ecausesocial issues in articular rice in-creases to thelisto u licconcerns.

* * *eallunderstandthatthe aintaskto a istosta ili ethesocio-econo -

icsituation,asoneo theke actorsthat eter ineourli e.Un ortunatel ,ussia’soccu ationo Cri eaan ongoingaggressionintheeastern arto

Helen Pushko, a philosopher

Oksana Voitenko, a historian

Olha Lutsenko, a bank manager

Peter Sidorenko, an economist

BrE sta iliseAmE sta ilize

69

3.1* * *

I’ like to su ort colleague an a thatUkraine as also su orte the Unite Nations(UN) hichhas een onitoringan consi eringthesituationatallstages,tosa nothingo itshu ani-tarianassistance.The organi ation o Securit an coo eration in

Euro e( SCE)has eco eani ortant la erintheUkrainian ussiancon lictresolution.You ro a l re e erthatin arch,2014 SCE a ea ecisionto e lo as ecial issioninUkraine.No a a stheSCE onitoringisrecogni e asatrue-to-li esource

o in or ation.Ina itiontoit, SCEiscon uctinganu ero acti itiesai e at ro otinganationalialoguesu ortingre or san acilitatingthene-gotiationsin insk or at.

PART II

No a a sUkraineis appearinginane stageo its e elo ent,thestageo re or san econo icgro th. sahistorian,I’ liketo ra ouratten-tiontothe act thatsincethe2014 e olutiono ignit in Ukraine, the rogress on re or s haseen i e . erthe ast our ears,Ukrainehasachie e acroecono icsta ili ationan re or e or esta lishe se eral i ortant institutions, suchasthe olice,theSu re eCourt,thene anticor-ru tion agencies etc. The go ern ent has ushe throughi ortantstructuralre or so e ucation,healthcarean u lica inistrationan has egunaco rehensi e ecentrali ation rogra thathasenhance local u getsan roughtthe ost ene-itstothelocalregions.Thinking ack,I realize thatthesere or sarees-sential or the countr ’s long-ter ros erit as the also eter ine theoliticalan socialli eo Ukraine.

* * *Since 2014, Ukraine has launche an enacte orere or sthan uringthe rece ing25 ears.

Thego ern enthasesta lishe ran ne institu-tions,the usinessen iron enthasi ro e .Be-si es,thecountr hasits irste erenerg e icienc rogra an re or rogra sinthehealthcarean e ucation.It’se i entthatthere or sha ehel e toeli era isa- reeregi e iththeEU, hich eansthatUkraineno hasthehighest egreeo tra el ree-o o the or erSo ietre u lics.I’m thinkinga outthene tste so Ukrainiango ern ent. e initel ,

there is stilla long a togo ecausesocial issues in articular rice in-creases to thelisto u licconcerns.

* * *eallunderstandthatthe aintaskto a istosta ili ethesocio-econo -

icsituation,asoneo theke actorsthat eter ineourli e.Un ortunatel ,ussia’soccu ationo Cri eaan ongoingaggressionintheeastern arto

Helen Pushko, a philosopher

Oksana Voitenko, a historian

Olha Lutsenko, a bank manager

Peter Sidorenko, an economist

BrE sta iliseAmE sta ilize

the countr a l a age econo ic gro th. Ins ite o this, the resent go ern ent anage toachie e icroecono icsta ili ationinthecountr .I believe the ainachie e ent is therestorationo econo icgro th. hile this is o estonl a out3 it is i ortant that the o n- ar tren , o -ser e in 2014 2015 has een roken. I certainl a ro eo thego ern ent olic onecono ics.In2016,theUkrainianecono returne tothe atho gro tha ter2 earso ecline.In o inion,signi icant rogress as a eon

re or s to ake the countr ore e ocratic,trans arentan ros erous, utstill orei ro e-ents are nee e inclu ing ighting corru tion,o erni ingthe ensions ste , ri ati ingstate

o ne enter risesetc.

* * *ccor ingto u lic olling,Ukraine’s iggest ro -

le s,inthee eso its eo leare:thecon lictin on-asan thesocial olic o thego ern ent. ithoutou t,Ukrainiancoo eration ith an countriesan internationalorgani ationsintheareaso e encean econo ics a ance in 2018, es eciall a ter the 20th Su it Ukraine EU in Brussels on ul 9,2018.Bothsi es accepted utualco it entsto e-elo aclosean lastingrelationshi ase onco onalues.E i entl ,the ainroleo theEUinUkraineisnotonl to ro i eassistancein ariousareas, utto aintaina ositi ee ternal ressureonthenation-algo ern entinor erto eetitso nco it entsan to eli er hatUkrainian eo leneed.Thei eao

eco inga art o Euro e is i el su orte allUkrainiansan haseco eakin o nationalinterest.I think thatUkrainestarte ane eraine ence-relate coo eration iththeEUthatshoul akeourcountr lessulnera letoe ternalthreats.Inregar tothecrisis,slo l utgra uall theEUhas e elo e its osi-

tionto ar sthecausesan artieso thecon lict,intro uce a e stageso sanctionsagainsttheaggressor.

ACROSS CULTURES

Jens Stoltenberg theN T Secretar eneralsincecto er1,2014.

Council of Europe is an internationalorgani ation hoseai istou hol hu-anrights, e ocrac an theruleo

la inEuro e.

Brussels theca italcit o Belgiu heretheCouncilo Euro ean thego ern ento theEuro eanUnionaresituate .

Oleh Rudenko, a sociologist

Åìáëåìà Ради Європи

70

UNIT 3

For inquisitive learners: to know more use the sites:htt s:// . ritannica.co /to ic/Euro ean-Unionhtt s:// .coe.int/htt s:// .nato.int/

b) Read both parts of the text again and fill in the chart in accordance with PMI technique where ‘P’ – plusses, ‘M’ – minuses, ‘I’ – important in rela-tion to the Ukrainian political and social life.

Plusses Minuses Important

coo eration iththeEU lacko healthcarere or

gro tho nationalecono


III. Language Track


In the text, find and reproduce introductory phrases in context according to the pattern. Practise saying them in your own sentences.

P a t t e r n : I’ ’liketo_a |thatUk’raine as’alsosu ’ orte the’Euro-ean Union. I’ like to a that olitical an social li e o Ukraineis eter ine an actors.


From the text, reproduce the sentences with the following vocabulary items – ‘policy’ and ‘politics’, ‘to assist’ – ‘to help’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the texts, reproduce the nouns formed from the following verbs and make up your sentences with them.

E x a m p l e : to enter – entry Judging by the results of the last poll, two thirds of Ukrainian

population support fast Ukrainian’s membership in the North Atlantic Alliance and support for entry into the EU is not far behind.

I, personally, am one of the supporters for my country’s entry into the EU.

toannetoin ol etocoo eratetosta ilisetoassisttoin luence

tointenttounitetointegratetoincreasetorestoretothreaten

From the text, reproduce words and phrases which are attributable to the political and social life of Ukraine to complete the word cloud. Use some of them in your own situations.

71

3.1


a) Language SearchFrom the text, find and reproduce phrasal verbs below to fill in the diagram. Using the links suggested, find 3 more phrasal verbs with this verb with differ-ent meanings and give examples to show how to use them in your own contexts.


to think

over

b) Information SearchSearch the Internet and find some information about the international or-ganizations Ukraine cooperates with. Focus on:

theirhistorical ackgrountheircoo eration ithothercountriestherolethe la inthecoo eration ithourcountr .

Present your findings to the class and express your opinion on the impor-tance and value of this cooperation.

Grammar in Context

From the text, reproduce the verbs in bold in contexts and interpret their meaning.

72

UNIT 3

Complete the instructions and illustrate them with your own examples. If you want to describe a state rather than an action, use the state verbs

which express...– If some of the verbs above describe actions and not state, they are used...


Look at the photos and complete the mini-dialogues using the Present Indefinite or the Present Continuous.

an eo le are thinking (think) a outUkraine’sentr intotheEU.I (think)the areright.UkraineisaEuro eancountr .

Ukrainians (enjoy)a isa- reeregi e. h,an e (enjoy)itno .

ook, the an (appear) to ener ous. e (be)a er e otional erson.I (think) he (feel) er in ignant.



Speaking

Spoken Productiona) Food for ThoughtWork in groups and take your cell phones and decode the words in QR codes suggested which characterize the international cooperation of Ukraine with other countries. Think and decide how you can characterize this coopera-tion. Say without what other factors our country will be unable to resist the multiple military and non-military changes for such a long confrontation.

73

3.1b) Spoken InteractionIn pairs, read the questions Ukrainians ask the Verkhovna Rada members or other politicians and try to discuss possible answers to them in your dialogues.

hatis our a o resol ingtheUkrainian- ussiancon lict

intheEasto Ukraine

hat o outhinka outtheentr o Ukraineinto

theEU

hat’s ourattitu e toUkraine’s e ershi

inN T

hat’s ouro iniona outthene re or s, articularl

one ucation

Use the following useful phrases:I ouask e...I, ersonall , elie e...Itsee sto e...Thisis a o lookingatit...ell, ousee hatI ean...

You a eright, ut...on’t ouagreethat...sIseeit...

Itstan storeasonthat...That’s ust hatI asthinking

c) In groups, use the template below and create a poem to express your vision of Ukrainian’s possibilities to become a well-developed European country. Give a title to your poem, compare and discuss your variants with your classmates.

P o e m T e m p l a t e : eare er strong- ille an enthusiastic. (t os ecialcharacteristics) e ant . (a esireo the a orit eo le) eun erstan . (so ethingthatnee se orts) etr . (so ething e antto e elo ) e rea . (so ethingthe eo leo thecountr rea a out) eho e . (so ething eallho e or) eare . (the1stlineo the oe )

Listening

a) Before you listenYouaregoingtolistentoa arto the inalstate ento the20thUkraine-EU Su it. ook at the hotos o 3 resi ents an tr to re ict hatuestionsrelate toUkraineha e een iscusse attheSu itan hattheoliticiansinthe hoto( .74) illsa .

74

UNIT 3

b) While you listenMark the true statements.

1.ThePresi entso theEuro eanCouncilan the resi ento theEuro-ean Co ission rea ir e their su ort o Ukrainian integrationiththeEuro eanUnion.

2.Both resi entsrecogni e the rogress a e Ukraineinitsre or rocess.

3.Butthe resi entssai thatthere or rocess astooslo .4. ll the three resi ents agree to continue their coo eration in the

areao en iron ent.5. ccor ingtothe inal ocu ento thesu it,the usinessin est-

entcli ateinUkrainelea es uchto e esire .6.The allagree onthei ortanceo coo erationinstrengtheningc -

ersecurit .7.TheEuro eanlea erscon e ne theUkrainiane ucational olic .8.The resi entsagree onthei ortanceo su ortingthe ost ul-

nera le eo leintheEasto Ukraine.9.TheEUe resse itsrea inesstocall ori e iatereleaseo i ris-

one Ukrainianciti ensinCri eaan ussia.10.TheEUinsistson e ia luralis inUkrainean con e nsthe iola-

tiono ournalists’rights.

c) After you listenll the three resi ents agree on the uture coo eration in the area o

en iron ent. rou u ith our rien san iscuss ossi leacti itieso theEUan Ukraineinrelationtoen iron ental rotection.Co eu ithachecklisto acti ities.

Writing

a) Before you writeI ou antto escri ea articular oliticalorsociale entin ourcountr thatiso interestto ouan ourclass ates, riteane sre ort or ourschoolne s a er, aga ineorra io/T rogra e.

Brainstor ith our rien san sa hat ieceo ne s ou ant ourrea ers/listeners/tele ie erstokno a out.akealisto or san hrases ou’llusein ourne sre orttocauseourrea ers/listenersinterest.

75

3.1b) While you write

How to Write a News Report


In the intro uction, su ari e thee ent, gi ing in or ation a out theti e, lacean the eo lein ol e .e elo the e ent in etail a out the

cause(s) o the e ents an the eo lein ol e inthe aragra hso the o .Inconclusion,co entonthee ent.

eal ith etaile accurateacts.on’t ention our ee-

lings.ention eo le’sco ents

on the e ent using irects eech.

oto ourFirst Aid Kit .188 oraSa leo Ne s e ort


o uch o oukno a outotherinternationalorgani ations ithhichUkrainecoo erateshati ortant ecisionsha e een a einthe rocesso Ukraine’s

coo eration ith i erentinternationalorgani ationsAt Home: In your WB, write a news report about any political or social event in Ukraine you were interested in.

3.2. How does Technological Progress Aff ectYou and the Environment?


toauto atetointer ea e iraculous essaging icro loggingtoo eruse estructiontrans issiona ance ent

u licutilities icro a eo en to ieout toin erconse uences to o nloa in or ation to ro setheInternet toha e rosan cons to ragso e o a a ro ... to eglue toso ethingsheer antas anne lightsintos ace

Nee lesstosa ... Innoti eatall... art ro ... It’su to e...

I. Go Ahead!Look at the photos below and say how the innovations of science and technology aff ect the life of Ukrainians and the environment.

76

UNIT 3

E x a m p l e : It’s convenient when computers and machines do a job.

II. Readinga) Science Discussion Forum invited Ukrainian teenagers to take part in their show

and to dispute the question of the influence of the science and technology on people with other participants.

Look at the photos of some teenagers, read their comments and say what they feel about it. Do you feel the same or different?

hataninteresting uestion I’ suresciencea ectsusalle er a ro theorning e ake, all a long an

through the night. s or e, I’m interested in ractical things that ha eco e ro science.The aresoamazingi co etothinka outit.Inthe orningthe igitalalar clock

ringsan akes eu .Igotothekitchento ake a toast in icro a e o en.The in entor ha to un erstan a outelectro agnetic a esto ea letoa l kno le geto ake li eeasier ThenIgotothe ri gean takecheese, ilkorruits. e eat i erent ro ucts e er

a , ecause eo lea lie sciencetogro ingcro san ar ani als hileothersuse scienceto akere rigeration ossi le. s a il stickstoahealth a o li e,eatingaloto arious egeta les, ruitan ish, eha ea uch iggerchoiceo oo this a .

I’m amazedho ee l scienceisinter o en ithourli es usttr toi agineone a ithoutscienti ic rogressan isco eries Youarelate orschool ecause the alar clock is out o or er an ou can’t arn ourrien sorteacherso einglate ecause ouha enocell hone.Youcan’tiron ourshirtoruseatra oratrolle us ecausethereisnoelectricit .It’ll eareal isaster Sothe o ern orl oul n’t e o ernatall ithoutsciencean technolog an theirin entions.

* * *I think one a or in luence o science an technolog lies in the area o e icinean healthcare.Scientistsha ei enti ie causeso an illnesses,

ho the ares rea , e elo e ,teste an ro uce e icinestocure iseases.henI allill,Itake e icinesthatkno le geo science a e ossi le.

So eo the are ust iraculous Iwas excited tokno that eanso rugs atalore en ea l iseasescoul econtrolle orcure .Itre in e eo anothergreate a leo ho sciencea ectsour ail li es,I ean

E ar enner’sre arka le isco er accinations, hichsa e hu anit

Andrew Vasylenko

Ôîòî. Підлітокнакухні.Настоліелектроннийбудильник.Віндістає

бутербродзмікрохвильовоїпечі,настолістоїтьмоло-

ко.

Helen Komarenko, Kyiv

77

3.2

E x a m p l e : It’s convenient when computers and machines do a job.

II. Readinga) Science Discussion Forum invited Ukrainian teenagers to take part in their show

and to dispute the question of the influence of the science and technology on people with other participants.

Look at the photos of some teenagers, read their comments and say what they feel about it. Do you feel the same or different?

hataninteresting uestion I’ suresciencea ectsusalle er a ro theorning e ake, all a long an

through the night. s or e, I’m interested in ractical things that ha eco e ro science.The aresoamazingi co etothinka outit.Inthe orningthe igitalalar clock

ringsan akes eu .Igotothekitchento ake a toast in icro a e o en.The in entor ha to un erstan a outelectro agnetic a esto ea letoa l kno le geto ake li eeasier ThenIgotothe ri gean takecheese, ilkorruits. e eat i erent ro ucts e er

a , ecause eo lea lie sciencetogro ingcro san ar ani als hileothersuse scienceto akere rigeration ossi le. s a il stickstoahealth a o li e,eatingaloto arious egeta les, ruitan ish, eha ea uch iggerchoiceo oo this a .

I’m amazedho ee l scienceisinter o en ithourli es usttr toi agineone a ithoutscienti ic rogressan isco eries Youarelate orschool ecause the alar clock is out o or er an ou can’t arn ourrien sorteacherso einglate ecause ouha enocell hone.Youcan’tiron ourshirtoruseatra oratrolle us ecausethereisnoelectricit .It’ll eareal isaster Sothe o ern orl oul n’t e o ernatall ithoutsciencean technolog an theirin entions.

* * *I think one a or in luence o science an technolog lies in the area o e icinean healthcare.Scientistsha ei enti ie causeso an illnesses,

ho the ares rea , e elo e ,teste an ro uce e icinestocure iseases.henI allill,Itake e icinesthatkno le geo science a e ossi le.

So eo the are ust iraculous Iwas excited tokno that eanso rugs atalore en ea l iseasescoul econtrolle orcure .Itre in e eo anothergreate a leo ho sciencea ectsour ail li es,I ean

E ar enner’sre arka le isco er accinations, hichsa e hu anit

Andrew Vasylenko

Ôîòî. Підлітокнакухні.Настоліелектроннийбудильник.Віндістає

бутербродзмікрохвильовоїпечі,настолістоїтьмоло-

ко.

Helen Komarenko, Kyiv

ro ing out. is great isco er a ehi a real hero o the centur . ithoutaccines, iseasesthat elonge tothe19th

20th centuries, oul still e here an eoul stillin ertheirnast conse uences.Nee less to sa , an eo le o e their

li estosciencean I’ er grate ultothee icalscientists orthatan orin luencing ecisionto eco ea octor.I’ rea ing

o aking o n isco er in e icine.

* * *I think technological a ance ents are not

onl exciting, the are re olutionar . Theire ectsarenoticea leinthe a es eak, riteoro ser e hat’saroun us.Ithinkthats eci icisco eriesan inno ati e esignsha ein luence our eha iour B sen ing essages e recei ethe in or ationan con e i eas inno ti eatall. So, e a sa that tra itional eans o co unications are re lace ne eralternati es.ThankstoSte e o s, hocreate ane erao o ileso t arean iClou ,theuserscan s nchroni e e- ail, ocu ents an e ia

acrossall lat or s.Thecreationo thesocialnet ork e site ace ook ark ucker erg, o ene a ne a or eo le to sta in touch an

co unicate,tou loa hotos,tosharestoriesan i eos. or e,it’saascinatingi ea I’ not ore . oreo er,theuseo instant essaging( ore a le, hats )an icro logging( ore a le,T itter)hasin luence e a lot It a e e rea an rite in short or s an it results in theo i icationo languagean thelanguageo rien s.Ican akea

loto ne or sor hrases henIshare ith rien s.I’ surei it asn’torscience, e oul n’tha ean o thethingsthat akeour o ern orl ossi le,an e oul n’te enkno hat eare issing.I’m thrilledatthei eao it

* * *E er thing I o is thanks to

science an e er a I t e onco uter an sen the ata aroun the orl i e e , I search theInternet to in the ans ers to theintriguing uestions that intereste,I o nloa thein or ationan

shareit ith rien s. sisterisfascinated so e intellectual T rogra s, ecause a an, na e ohnBair stu ie sciencean a etele ie ing ossi le. No it is notonl a eanso entertain ent utaeanso au io- isuallearning, hichisnotallboring.Iuse la to ,

E- ookan cell- honee er inute Inee it. art ro talking to istant rien ,Ican ro setheInterneton s art hone.I oul ustie ithoutthese

Vasyl Yanchuk, Myronivka

Oksana Stupchenko, Zhytomyr

78

UNIT 3

* * *In o inion, science has its great

ros an at the sa e ti e ithas an cons also. So e o rien s o eruseco uters an eco e depressed. It’si ossi le to rag the a a ro co uters,the are ustglue tothe .No rien l talk,norelaxingoutings nothing I’ eco etotheconclusionthati e ani ulate technolog thentechnolog also ani ulates us. Theorl is eingrun high-tech achines

an inno ations that e think it oul o us goo . But, un ortunatel , it haschange our holeli eso uchthat eno orget the si le things e were

pleased ith e ore. rien s lack con i ence in their a ilit to e ectchange in their eha iour. I’ tr ing har to hel the out. It’s a er unpleasant act,isn’tit

* * *Sciencecanan oesa ectourli esint o a s:

ositi e an negati e. n the one han , it createson ers al ost e er a an ro i es us ith a

relia le a o un erstan ing e er thing that isaroun us. It allo s us to co e u ith si le orco le i eas,gi esusthea ilit an con i encetoe lorene i eas. hat asoncesheer antas we were intrigued by, no is a realit irtue o achie e ents o scientists. or e a le, anne lightsintos ace,thetrans issiono hotogra hso enus, ars an other lanets s acecra t to the

Earth.Ithas eco e ossi le uetotheStateS acegenc o Ukraine hich artici atesintheinternal

s ace ro ects iththeEUan carriesouttheresearchin e lorationo outer s ace or eace ul ur oses.Science is in ol e ine er oneo these thingsthata ectsorchangesourli e or etter.Butontheotherhan ,scienceischangingourli es h sicall , entall an e otionall .I ou eco eacoach otatooraco utera ict,itcreatesa estruction.It’su toustochoosean eci e isel .

b) Read the text again, group up with your friends and fill in the chart with pros and cons of the influence of science on people.

Comparison Chart

Pros Cons

it akes our li e easier an oreco orta le

Analyse and compare your charts. Comment on your final results.

Maryna Zubko, Odesa

Denys Kulko, Lviv

79

3.2

ACROSS CULTURES

Edward Janner (1749–1832) anEnglishoctor ho irstuse accination.

John Logie Baird (1888–1946) aScottishin entoro irstearl or so tele ision.

Steve Jobs (1955–2011) aUSco uteresigner an usiness an ho togetherithSte e o nick, esigne an uilt

the irst real ersonal co uter an starte the leco uterco an .

Mark Zuckerberg (1984) an ericanoun ero thesite ace ook , ersono the earin2011(na e Ti e).

For inquisitive learners: to know more use the sites:htt s:// .the a ous eo le.co /in entors- osco erershtt :// .inno ation anage ent.se/2017/01/31/5- ost-in lu-ential-inno ators-o -the-21st-centur /htt s:// .thalesgrou .co /en/ orl i e/grou /case-stu /to -10-in entors-all-ti e

III. Language Track


In the text, find and reproduce the exclamatory sentences with correct intonation following the pattern. Practise them in your own contexts.

P a t t e r n : ’ hatan’interesting uestion

hataninterestingi ea


From the text, reproduce the sentences with the following vocabulary items – ‘invention’ and ‘discovery’, ‘to affect’ – ‘to effect’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

In the text, find and reproduce the words and phrases which characterize the influence of the items in the photos (p. 80) on teenagers’ lives. Use some of them to describe their influence on you.

Steve Jobs

Edward Janner

John Logie Baird

Mark Zuckerberg

80

UNIT 3

Smartphone TV Laptop

Fridge Medicines TV programmes

E x a m p l e : I love watching TV, it makes my learning interesting.

From the texts, reproduce the words or phrases with the same meaning in context as the ones given below. Practise them in your own sentences.

E x a m p l e : affect – influence Science affects us all every day. Science influences us all every day.

i erentto ethrilleillnessun leasant

thank ulrogresser uickl

esi estosearchtheInternetto euse ul


a) Language Search

From the text, find and reproduce phrasal verbs below to fill in the diagram. Using the links below, find 3 more phrasal verbs with this verb, with differ-ent meanings and give examples to show how to use them in your own con-texts.


81

3.2

to make

into

b) Information SearchOne of the teenagers mentioned the State Space Agency of Ukraine. Search the Internet and find more information that agency or other famous Ukrai-nian organizations, which cooperate with international organizations in dif-ferent sciences. Focus on:

the rancho scienceits aininno ations( isco eries)theircontri utiontothe orl science.

Present your findings to the class and express your opinion on the develop-ment of science and technology in Ukraine and its cooperation with interna-tional organizations.

Grammar in Context

In the text, find and reproduce the grammar constructions in bold and interpret their meanings. Are they the same or different?

Complete the instructions and illustrate them with your own examples.

I ou antto escri efeelings or reactions, use artici lesasa ecti esthaten ith...an ha e... eanings.I ou antto escri eso eoneorso ethingthatcausesa eelingorreactions,use artici lesora ecti esthaten in...I ou antto escri eso eone hoexperiences a eelingorreaction,use artici lesasa ecti esthaten ...


Read a part of the article and complete it with the correct form of the words in brackets choosing between -ed and -ing participles used as adjectives. Add more information to continue the article.

SCIENCE IN UKRAINEScienceisa a or actorallo ingUkraineto eranke a ongthe orl ’s

a ance countriesinthe21stcentur .You’ll e surprised(surprise)tokno that Ukraine co lies ith orl scienti ic stan ar s in athe atics,h sics,co uterscience, aterialsciencean anu ero other...(interest)tren s. eare...(satisfy with) anu acturinghightechscience intensi ero ucts hichincreasingl e ane a...(surprise)nu ero oreignscienti ic institutions an in ustrial ir s. or e a le, an ... (amaze)

82

UNIT 3

uni ue ilot lanthas een uilt hichsti ulatesthe...(astonish)e ecto outer s ace on s acecra t. er an an China ha e urchase this ...(interest) lant an the Euro ean S ace genc is using it or researchur oses.I asso...(excite)tolearna outthe lantan as...(inspire)toisittheinternationale hi itioninBerlin hich is la sso an other...(amaze)Ukrainianinno ations.Iho eit on’t ea...(disappoint)e ent.



Speaking

Spoken Productiona) Food for ThoughtLook at the logos below and say how these scientific discoveries influence the life of people in your country in terms of:

eco ing igitalnati esenlarging ourkno le gean outlookco unicating ithothers.

b) Spoken InteractionIn pairs, look at the photo, identify yourselves with the characters and com-plete the dialogue. Use the following phrases.

Useful phrases:It’s antastic hen...I’ a ull e cite ......isreall a a ing...a ect(s)ourli eIt’s i iculttoi agine......ha e(has) eco ea arenecessitCo are to/ ith...There’snoanalog et een......isreall i ressi e.Ien o ...

A: ook It’sa ran ne o elo aUkrainian lane.B:It’s antastic There’snoanalog et eenthisonean theoneIsa lastear.

Ôîòî. Двоєпідлітківрозглядаютьінноваційніекспонатинавиставцінауковихвідкриттів

83

3.2c) In groups, read the quotes of 3 great men, discuss them and decide to what

science our future will belong. How will it affect people’s life?

o hasnointentiono settingali ittothee ortso antocon uers ace .

(Pius XII)

ithnanotechnolog oucan ro uce steel that is100ti esstronger utsi ti eslighter .

(Jim Thomas)

Co uters ou le their er or ance e er 18 onths. So the anger is real that the coul e elo intelligencean takeo erthe orl

(Stephen Hawking)

Ïîðòðåò СтивенаХокинга

Listening

a) Before you listenYou are going to listen to two teenagers speaking about their first steps in scientific research and their attitude to new technological innovations. What are the possibilities for young promising researchers in Ukraine to demonstrate their innovations? What Ukrainian programmes for young tal-ented students can you boast of?

b) While you listenListen and match the sentences to the characters.

1. o isthiscorn i erent ro an otherkin2. o That’sa a ing3.ButI’ stillliketoha e o nlittlela .4.You’ elikeE isonorso e o5.It’s ran ne .6. o uch i itcost7.Icanhar l elie eho uickl ne thingsa ear.

8.Ire e er irstco utercost 400an asincre i l slo , ithno e or atall.

9. ne co utercosts 1500an isco letel i erent.10. etoo.

c) After you listenBill and Steve say that they miss the old days when science was more focused on big projects like “going to the Moon rather than making cool new gadgets to sell”. In groups, think and decide if you agree with the American teenagers. What big scientific projects are the most memorable for you? Say why.

Bill

Ôîòî підлітка

Steve

Ôîòî підлітка

84

UNIT 3

Writing

a) Before you writeIf you want to encourage young people for scientific research and participa-tion in the program “Tomorrow.ua” where they can demonstrate the results of their research, write a notice.

Brainstor ith our rien san sa hatin or ationa out ossi leiel so research ou ant ourrea erstokno .akealisto or san hrases ou’lluse ritinganoticetosti ulateourrea ers.

b) While you writeHow to Write a Notice for Joining a Scientific Research Society


Start iththe osti ortant elie orscienti ic rancheso this rogra e.Be recisecharacteri ingeacho the .Soun con incing, in itingan encou-raging.ea e ourcontacts.

I ouare...a e ougotan i eas...o ou eellike...re outheright erson...

Youaresureto anage...ithout ou t ou...

Belie ein oursel an ...

oto ourFirst Aid Kit .188 oraSa leNotice


In hat rancheso science oesUkrainesuccess ull coo erate ithEuro eancountrieshatUkrainianscienti ic isco eriesorinno ationsare i el use

inothercountries

At Home: In your WB, write a notice for joining a scientifi c society.

3.3. What Travelling Routes Round Ukraineare Attractive for You?


hecticroute eechal eral ine ea o estinationirresisti lekee saketo oast

togi e re erence or to orkout tou gra ekno le ge toresistte tationen angere s eciesatati e togeta a ro itall tosur asse ectations to eliste inthe e Booknotto issachanceo oinga reak ro thehustlean ustle to eco e artan arcelo ...

ne a oranother... Inan case...

85

3.3I. Go Ahead!Look at the photos of people and decide what kind of travelling round Ukraine they would prefer. What makes you think so?

Малюнки

Малюнки

E x a m p l e : I think elderly people would prefer to relax somewhere near the seaside or in a peace and quiet of nature. I believe they are tired of hectic life and would give preference to comfort and calmness.

II. Readinga) A Travel Agency announced a competition for the best project of a round-Ukraine

trip. Read some of the Ukrainian teenagers’ projects and say how they differ.

HOW TO GET A BREATHTAKING EXPERIENCE

Ukraine has a lot to o er or allkin s o tra elers e en ing on theirinterestsan ai s.So e eo lechooseleasureorholi a touris ,so een o s ortora enturetouris ,others e-ote theirholi a s tou gra ingtheirkno le ge an re er e ucational orculturaltouris .But e’ e orke outa route hich ill eet the re uire-ents o all kin s o tra ellers. e

guessno o canresistthete tationtoseethe laces hichareconsi ere the orl cultural an national eritageUNESC inUkraine.You’llgetunforgettablei ressionso isitingU han-

sk national ark hichisa arto the orl ’sonl Ukrainian-Polish-Slo ak Bios herePreser e EasternCar athians . s ousee,the arkisanintegral

BrE tra ellingAmE tra eling

Ôîòî. Колективнефотодітей-підлітківмашуть

фотографу

86

UNIT 3

arto the orl ’strilateralreser e.Isn’tita a ing You’llsee ouraltitu eoneso enchanting eaut inclu inga eech orest,anal er orestan a o e1,100 etresmajestical ine ea o san lo er-stu e e eral grass.You’llen o agorgeous panoramic ie o rares ecieso lants hichare rotecte at thenational le el.Se eral s ecieso il ani als likea re eeroraa gerareliste notonl inthe e Booko Ukraine utintheInterna-tional e istas ellasen angere .

Ôîòî. ФаунарізнихмаршрутівУжансько-гонаціонального

парку

Ôîòî. ФлораУжан-ськогонаціонального

парку

Inthe ark, oucanalso isco erthe arstca esan e enseethefamous n ah n ansk eteoritethat ell intheregion in1866.Youcanalsotr

cross-border e estriancrossings ithPolan an Slo akiaorchooseoneo se enteen long-term hiking trails or our favourite ecological ath. I ouchooseour routean co e to theCar-athians, on’t issachanceo isitingthe latestUkrainian an Slo ak trans-boarder o ect ancient an Pri e alBeech orests hich asinclu e intheUNESC orl natural eritagesiteinune,2007.It’ll ea er e citingtra el.The eech orests inclu e 10 se arateassi slocate along185k long or

the akhi ountainsan Chornohorari geinUkrainetothePolon n ri ge(Slo akia).You’llen o amazing ie so t onational arksan a ios herereser e iththeir aunaan lora. i erselan sca eo ersaloto outdoor acti ities ro ountain iking

an hill alkingtohikingan ca ing.ne a oranother,it ill eabreathtaking e eriencean so ething

ou’lltakeho ean share ith our rien s.

HAVE A TRY OF ECOTOURISM

I ouareanadventurousan enthusi-astic erson, hoen o ss ectacularnatu-ral surroun ings, resh air an cleanater, ho re erstoco ine3thingsat

ati e action,e ucation,rela ationtoork thenthisroute is or ou.Yourestination ill ethe2-n largest eltainEuro e the anu e elta,one arto hichisin o ania,an theotheroneis

in esao last.The eltaisahea en orwildlife lo ers, ir atchers, isher enan an one ho antstogeta a ro it

Ôîòî. Українсько-словаць-кийбіозаповідник«CхідніКарпати».

87

3.3all ora e a s.Itsirresistible eaut hasgota worldwide recognition.The eltaisthe ostincomparable laceinEuro e herenaturestilllea sitcourse, ith ini u hu aninter ention. oreo er, ou’lltr ecotou-ris ,sailing, oating,ra ting,e enhorseri ing orro antic eo le ithno o elsearoun . hereelsecan oue eriencesuchahealth a o li e ithout ou t,ecotouris isa reak ro thehustlean ustle, e-co ing artan arcelo il li e,e loringthe laces hereasingle oothasn’tste e e ore. oreo er,itisa o ulartra elo tion orlearningso ethingne o unkno nore ento urn ourcalorieson a esan hills.Inthe anu e elta,itisall ossi le.The orl Touristorgani ation( T ), hich eals ith ro otingtour-

is throughoutthe orl ,assists o aniaan Ukraineinthe e elo ento ointecotouris ro ects, hokno s a e ou’ll eluck to eoneo the irst artici antso this ointinternationaleco ro ect.Inan case, ourtra elling ill e impressive an e ora le.

Ôîòî. ПлаванняначовнахпоДунаю.

A TRAVELLING TO SURPASS YOUR EXPECTATIONS

The national net ork o touristroutes co ers arious tra itionalthe es like the Silk oute, ie anusculture,thehistor o Ukrainian

Cossacks etc or o ers to isit lacesconnecte ith renowned Ukrainianssuchas .Sko oro a,T.She chenko,.Ukrainka. You a choose one o these, o course. But i ou ant toeelUkrainian real colouring, to see,totaste’, tos ell’Ukrainiancusto san tra itions, to tra el in ti e an s ace thenourtouris or ou.

oinusattheopen-air useu o olkarchitecturean Tra itions,lo-cate onthepicturesqueoutskirtso i inP roho o.You on’tseebrand-new o ects here, ut en o the at os here o ancientwooden structurestrans orte ro i erentregionso Ukraine:the17than 18thcenturiesin ills ( itr ak ), uni ue illage houses (khatas) ecause o their age

(16thcentur )an the ariet o a oiningstructuressuchascattle- ensan henhouses,cellarsan arns, ater illsan ells. s ouenter, ou i -e iatel sensethehistor o the illagethroughthes all etailso easant

li eon is la .You’llha eachancetoseehandmade e roi er ,wooden an cera ichousehold utensilsan nationalcostu es.The ostexcitinge entisatra itional air, uring hich oucannot

onl atcha otter orkingata ug, uts inthe heel oursel an esigna ieceo otter asakee sake.You ill etreate tofantastic ho e a e

Ôîòî. Колективнефото.Діти-підліткиувишиван-ках,врукахукраїнськіпоробки гончарні,з

деревато о.

88

UNIT 3

Ukrainian ishesan taughtajollyUkrainian anceorapassionate song.I ouareluck enough, ou ighte en artici ateinatra itionalUkrainiane ingcere on .

earesure ourtra elling illsur ass oure ectationsan illlea ealastingi ressionon ou.So, on’t iss ourchance.

Ôîòî. Друзіпідвідкритимнебом

Пирогово.

Ôîòî. рмарка,майстер-клас

ACROSS CULTURES

UNESCO Unite NationsE ucationalscienti ican cultural organi ation a art o the UN, ase inParis, hich issionistocontri utetothe uil ingo eace an securit through coo eration et een thenationsine ucation,sciencean culture. neo theain international instru ents o

UNESC istheCon entiononthe ro-tectiono the orl culturalan natu-ral eritage.

WTO orl Tourist organi ation, esta lishe in1975 theUN.

World Heritage Site a laceorstruc-tureinclu e onano iciallist ro uce the orl eritage Co ittee o

UNESC .Places are chosen or the listecausethe areconsi ere to eo out-stan ing uni ersal alue an are there-ore reser e .

For inquisitive learners: to know more use the sites:htt s// . ritannica.co /to ic/ orl - eritage-sitehtt s:// .nationalgeogra hic.co /tra el/ orl -heritage/a out/htt s://e ition.cnn.co /tra el/article/11- ost- eauti ul- laces-in-ukraine/in e .ht l

b) Read the texts again. In groups, make a list of attractions for every tra-velling route.

89

3.3

Ukrainian-Polish-Slovak Biosphere preserve

“Eastern Carpathians”

The Danube Delta The open-air museum of Folk architecture

and traditions

Unique fauna and fl ora


III. Language Track


In the texts, find and reproduce ten words with the sounds /v/, /w/ in context. Practise saying them in your own sentences.

E x a m p l e : /v/ Some people enjoy sport or adventure tourism. As for me, I’m a great admirer of adventure tourism.


From the text, reproduce the sentences with the following vocabulary items – ‘travel’ and ‘trip’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the texts, reproduce descriptive words and phrases to complete the word cloud. Use some of them in your own description.

Use one of the sites below and design your own wo rd cloud with words and phrases attributable to the description of travelling routes to enlarge your vocabulary.

htt :// . or le.net/htt s:// or itout.co / or -clou /createhtt :// .tag e o.co /

Use your word cloud to complete a collage and to describe the travelling route suggested.

90

UNIT 3

TRAVELLING IN AN ECO-STYLE


a) Language SearchFrom the text, reproduce phrasal verbs below to fill in the diagram. Using the sites suggested find 3 more phrasal verbs with this verb, but with different meanings. Give examples to show how to use them in your own contexts.


out

to work

91

3.3b) Information SearchSearch the Internet and find some information about the World Heritage Sites protected by INESCO in Britain and the US. Focus on:

theirhistorical ackgrountheiruni uenesstheirattractions ortourists.

Grammar in Context

In the text, find and reproduce the adjectives in bold in contexts and interpret their meaning. Complete the instructions and illustrate them with your own examples.

I ou antto or ana ecti e,a re i es e orethe ,suchas...I ou antto or ana ecti e ro nounsor er s,a su i e totheen o thenounssuchas...I ou antto or aco oun a ecti e,use...

Complete the travel agency’s advertisements with suitable adjectives.

I ou are an a enturous erson,ha e a tour inthe Car athians. The lace has a

re utation or its eaut .You’ll geti ressions.

Contactnu ers:06715-24-404

This tra elling route lies in lace near the Bugh

ri er.You’ll ha e a chance to sees ecieso lora,en o

ie s o il li ean get o ortunitiesor oating an s i ing in

atero theBugh.

ingtheagenc on07538-74-813

holi a out inthe o en air is aa o eco ing oursel a ter a

li e in the cit . It’san o ortunit o

rest ith no o elsearoun .

oina sightseeingtourtoan cit o i .Itis calle a centreo Ukraine ith architecture. Its churches an cathe rals are reall

.

urcontacts:07654-10-813


Speaking

Spoken Productiona) Food for Thought

There are different kinds of tourism well-developed in Ukraine. Say which of them you will choose for a round Ukraine trip. Why? Give reasons for your choice.

92

UNIT 3

b) Spoken InteractionIn pairs, discuss your favourite travelling routes round Ukraine. Use the following phrases to complete the dialogue.

Useful phrasessI’ ... erson,Igi e re erencesto...

Incontrast ith ou...o ou ean...

That’s ustitIcanhar l i agine...Ishoul ne erha ethought...I’ ith ouonthatInan case...Toeachhiso n.

Discussing Travelling Routes in Ukraine

Summer has come at last and we are to choose a travelling route . Have you anything special . . .?

I personally… . . It’s a fantastic pastime to…

Do you mean…?

In contrast with you…

I’m with you on that and I think… ., isn’t it?

That’s just it . I’m a great admirer of …and… .

As I’m an adventurous person . . . . What do you think…?

Well, well, well . I can hardly imagine…

Sure I do . I should never have thought…

In any case, I’ll try…It’s necessary…

Definitely. Do you still…?

To each his own .

c) In groups, think and decide on 5 points of a successful travelling route round Ukraine. Rank them in order of importance.

1

2

3

4

5

93

3.3

Listening

a) Before you listenYou are going to listen to the presentation of an admirer of sightseeing tours. Brainstorm with your friends and say:

h eo leen o sightseeingtoursasa a o tra elling.hatsightsthea irerin uestionen o sthe ostan h .hat outhinka outsightseeingtra elling.

b) While you listenListen to the presentation and correct mistakes in the statements below.1.The ostareas ortra ellingaretheCar athiansan thecoaste re-

giono the o Sea.2.Ukraineiso tencalle alan o ancienthistor .3. ecent olitical,territorialan econo ic i icultiesa ecte thesights

o Ukraine.4. i ’ssightsinclu ethe ol en atesan St.So hiaCathe ral hich

a earinUNESC list.5. esaisconsi ere to eaUkrainianculturalca ital.6. s len i l To no i oastso its o ernarchitecture.7.Youcan’tlea e i ithoutha ingits a oustea.8. rchitecturelo ersin esacana ire othicChurchese er here.9.The eraan BalletTheatreo esaisitss ol.10.Pr orsk i oule ar isthestreetin esa hichrunsthroughthe

holecit .

Writing

a) Before you writeWork in groups and design a creative project for your international friends “Ukraine is the Country to Explore and Love”.Yourste s:1.Choosethe or at or our ro ect(a oster,a rochure,asightseeing

a etc.)2. orkoutaninterestingtra ellingroute.3. in necessar in or ationa outthe lacesin ourroute.4.Collect hotos, ictures, uotesan otherillustrati e aterialsto ake

our ro ectattracti e.5.Thinko aninteresting a o resentationo our ro ect.

Evaluate your friends’ presentations, use the evaluation card.

Evaluation card


I therouteo ere isinteresting.

I thein or ationissu icient.

I theillustrati e aterialisessential.

I the or ato the ro ectan theresentationisgoo .

94

UNIT 3


in so ein or ationa outthe ostinterestingtra ellingroutesin reatBritainan co arethe ithUkrainianones.

3.4. Developing Integrated Skills

I. In the 20th Ukraine-EU Summit in July 2018 the European Union made the decision to provide Ukraine with further macro-fi nancial assistance of up to EUR 1 billion. In groups, discuss and answer the following questions:

I it erein our o er,ho oul ou istri utethe onehat as ects o Ukrainian olitical, social, econo ic or cultural li e

nee in est ento canUkrainians ene it ro this inancialassistance

II. Look at the photos below. Pair up with your friends and discuss scientifi c discoveries and inventions in them. Say how they aff ect the environment.

Ôîòî

Димлятьміськітрубизаводіві

фабрик

Ôîòî

Вулицязвеликоюкількістюмашин

затор

Ôîòî

Забрудненіріки.Уводускидають

відходи

Ôîòî

Чорнобильськийреактор

III. Once after visiting Ukraine the president of France Charles de Gaulle (1959–1969) famously said: “I’ve seen many parks and gardens in diff erent cities, but it is the fi rst time I’ve seen a city in a garden”. Unquote the great man’s words. Try to predict:

hat laceCharles e aulle isite .hati resse hi so uchinthat lace.hatthe resi ent ishe heha inhiscountr .

IV. In the whole class, look at the photos of a travelling route in Ukraine (p. 95)and write a story on them. Focus on:

thecatchingtitleo thestortheins iring escri tiono the hotosthee citing resentationo thea antageso thistra ellingroute.

95

3.4


I. Read the text below. For questions (1–10) choose the correct answer (A,B,C or D). There is an example at the beginning (0).

A MEMORABLE VISIT

SoI( ) C the usto utsk or irsttri tothe 1 o Ukraine.Tra elling ith rien s is so 2 un. e ha so uch to talka out 3 the usto utsk.I’ reall looking or ar to 4 theeauti ulShatski akes.I 5 ucha outShatskiBios here eser ehich consists 6 so e 200 resh ater lakes, ri ers an strea s.

Ikno this lace 7 ,Ukraine’s ake isctictan its ee lakeS itia is a ealing to the ost 8___tourists ho are on o ca ing an ra ting.Ithink e illha eas len i chance 9 thelake ro i erent

10 an en o its a estic eaut .

A B C D

0 ent ca e oar e lan e

1 north- est south- est east- est north-east

2 an uch lots lent

3 into in on at

4 sa seen see seeing

5 ha erea rea illrea a rea ing

6 o in o on

7 iscalle na e iskno n a ous

8 luck courageous a enturous cle er

9 look seeing tosee ie

10 arts istanc as ects angles

96

UNIT 3

II. Read the sentences and fill in the right word-form.

1.Euro eancountriessu ortUkrainean ro i ethecountr ith assistance.

2.Thego ern entusesallthe tosettlethe ro le o on as.

3. Signi icant rogress as a eonre or sto akethecountr ore .

4.Youshoul eat egeta lesan ruittosticktoahealth a o li e.

5. I’ tothe e icalscientists ortheirgreat in e icine.

6.No a a s tele ision isnotonl or ,utu gra ing ourkno le geas ell.

7.Tra elling roun the countr I’ e got a lot o i ressions.

8. I ouarean ersonIa ise outotr eco-touris .

9.You’ll e a a e to see churcheso the17thcentur .

10.Sightseeingtoursarethe ost i ouareintereste inhistor an cultureo Ukraine.

IN NCE

P SSIB E

P SPE

Y

TITU EISC E

ENTE T IN

ET

ENTU E

E CITE

B. Listening Listen to the information about different projects for young scientists and gifted youth in Ukraine and choose the right answers to the questions.

1. What is the moral duty of Ukrainian government as to the self-realization of young scientists in Ukraine?

A.to ro i ethe outh ithscholarshi sB.tocreateallnecessar con itions orthis e elo entC.toorgani e eetings ith ell-kno nscholars.

2. Why is it necessary to support talented youth?

A.togi ethe ano ortunit orsel -reali ationB.to ro i ethe ithsu icientkno le geC.toteachthe tolearn ro eachother.

3. When did a meeting of president Poroshenko and talented students take place?

A.in ul ,2018B.in e ruar ,2018C.inSe te er,2018.

4. What did president Poroshenko stress in a meeting with gifted youth?

A.Ukrainenee stheirinno ationstosol ethecountr ’sissuesB.Ukraine ustha e oretalente eo leinthecountrC.Ukrainelacksscientistsin an ranches.

5. Who organized all-Ukrainian educational programmes for youth?

A.Presi entPoroshenkoB. ictorPinchukC. Bor s olesniko .

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3.56. How many educational projects for youth did the charitable organization of Bo-

rys Kolesnikov launch in the current year?

A.5 B.7 C.8.

7. What is the award for the winners of the project?

A.a igscholarshiB.agrant orstu inga roaC. atri to ro ile oru orl i e.

8. What do finalists of the educational projects do during their visits to other coun-tries?

A. othesightseeingtoursB. isitthee ositionso orl - a ous anu acturersC. ight orthe ri es.

9. What did Victor Pinchuk’s foundation focus on?

A.the ro le so e enseB.theecono ican oliticalissuesC.a inistrati e,en iron entalan socialchallenges.

10. What finalists of Zavtra.ua programme will go to study abroad?

A.those hogotagranttogeta aster egreeB. those hogotscholarshi sC.those honee gui ancetoi le enttheir ro ect.

C. ReadingRead about a world famous innovation competition and match the paragraphs (1–5) with the titles (A–F).

IMAGINE CUP MICROSOFT’S COMPETITION

A. irstSte stoSel - eali ingB.Sharingan earning C. NationalPri eD. No le iE. ere ortunities

I agine Cu , icroso t’s inno ation co etition, rings togetherstu ents ro allo erthe orl .The2018e itionchallenge tea sto

co eu ithanarti icialIntelligencesolution hichintegrate aso t areo ule ro the icroso t ureClou .You ro a l kno thattheai o I agineCu isto ro otean su ort

stu ents’ ro ects, a lications, e ices or ga es, hich ill change theorl . No ou t, I agine Cu E erience is a launching a that hel soungso t areinno atorsgetgui ancean e hate erthe antto einli ee entuall .

art ro inning a ar s or ri es at the re ier technolog rogra ean co etition orstu entstolearn, uil an co lete

ith inno ati e tools, lat or san ser ices, I aginecu e eriencehashel e so t are start-u s to net ork, learn ne skills, sho case theirsolutionsan e tensiongetgui ance ro aca e ic entorsthat illgoalong a in akingthe sel -reliantin entorsinthe21stcentur kno le gesociet .

1-

2-

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UNIT 3

tthee entthatattracte orethan87stu enttea s ro 71countrieshoha co ete inthe orl i e inalsa ter inninglocalan online

co etitions aroun the orl , icroso t a ar e cash an other ri esalue at ore than 1 illion throughout the ear long I agine Cu co etition,inclu inga ar s orthe inningtea satthe orl i e inals.Besi es stu ents sho case an resentations, there are also learning

sessions uringtheco etition. uringthelearningsessionsstu entscanakeen uiriesa outho toa l orI agineCu grants hich illhel

the actuali etheir rea sthrough icroso tgrant,so t arean in alua leconnections.

Cor orati e ice resi ento icroso t uggenhei ersai that ortheast11 ears,I aginecu has eena lace orins irationan inno a-

tion orstu entsaroun the orl .Thestu ents artici atinginthisco -etition e onstratethe er estininno ation ro theirho ecountriesan togetherarecreatingne a s,inno ationsan ser icesthat illchangethe a the orl orks,interactsan learns. n reall ,thesur i alo the21st centur liesinthehan so these eo letoengage ithtechnolog .

eare rou o Uklrainiantalente stu ents hotookto ositionsnot once. Thus, in 2012 in Si ne , ustralia, Ukrainian tea ro

onetsk on 25.000, resenting S art lo es hich coul talk’,trans or ing sign language into hu an s eech. This in ention ill sa eillionso eo le hocan’ttalk. earlateranothertea ona ri e or e elo ingtheso t arecalle

Ca Touch, hichcoul turnan sur aceintoaco uterscreen.This ear as also triu hant. So Ukraine can e reall rou o its

talente outh.

D. WritingThe title of the unit is “Ukraine at Large”. Write an encyclopedia entry focusing on the many sides of our country you’ve learned about in the unit.

3-

4-

5-

99


Unit 4

GREAT EXPECTATIONS

• to describe your feelings about graduation;• to talk about your ways to beat test anxiety;• to discuss artistic talents;• to integrate your skills on the topic;• to check the level of knowledge and skills on the topic,


100

UNIT 4: GREAT EXPECTATIONS4.1. How do you Feel about Graduation?

Word Bank Phrase BankCommunication

Box

career career ath-a

to a orinso ething to inorinso ething tohireso e-o

scartogra uateinso ething/ro so e-thingtoenrollinso ethingtoenterso e-thing isconcerting

tothinka outso ething ithi e eelings

to ealittleuncertaintoha eso ereser ationsto akethe istinctiono so e-thingtoha eso ethinginstore orso e oto e usictoso e o ’searstoo er ene itsto e luentin(alanguage)torea so ethingatonesittingto ehighlighte so ethingto ollo suitto e orththee orttohel one’s rea co etrueto eatone’s its’entogi e uchthoughttoso e-thingto ollo inso e o ’s ootste stosetso e o thinkinga out...to eco eathingo the ast

ctuall ,...Certainl ,... ccor ingtostatistics,... ccor ingtoso e o ’so naccount,...Ican’tkee ro ...

It a e a

Tohel re -e this ro -le ,thereare...

I. Go Ahead!Look at the photos and say in what sphere of life you can visualize yourself after school graduation. Why? If there is no suitable picture, add your own.

101

4.1E x a m p l e : I think I’d rather see myself in an office where I’m working with

official documents in English, as in Picture 4. I really want to do something important in the international context, for exam-ple, in the UNO or the UNESCO.

II. Readinga) Read what these school leavers think about graduation and say whose ideas and

feelings are similar to yours. Say why.

FEELINGS ABOUT GRADUATION

I a thinking a out gra uation ith i e eel-ings. ntheonehan ,Ia e cite – li ehas so an ne things,goo chances, an greato ortunitiesinstore or e ontheotherhan ,that’se actl hatakes ener ous.Intheirlast earo highschool,school atesa l to orethanonecollegeoruni-

ersit .I oul rathergotoauni ersit asitis ig-gerthancollege. na erageuni ersit rogra takesour earstoco lete. ost eo le ithauni ersit egree egin their careera ter the gra uate. (Uni-ersit gra uates ake the istinctiono startingacareer’an notha inga o ’ ) career ositionisai onasalar ( earl )ratean al a so ers ene-its.Career ositionsarealsoconsi ere long-ter co it ents iththeco an ororgani ationthathashire ou.Thatagrees ith isiono the orl ecause orkisa er i ortant arto ericani entit .

t resent,I’ consi ering hatuni ersit toa l or. s arasIkno ,eachuni ersit has itso nre uire ents ora ission. ostuni ersitiesusuall consi erthetestscoresas ellasana licant’shighschoolgra ese orethe eci e hetherornottoacce tastu ent. ll rien sha echosentogoa a ro ho e.Thatisthescar art lea ingho e. arentssa that o ingtocollegeis arto gro ingu asIha etolearntotakecareo sel an a o n ills.I on’t in utI’ alittleuncer-tain.I ustcan’tkee ro thinking.No Ia co ingtoun erstan thataking ecisions oes akeco ar so usall i Ican uote a oritea let’ssolilo u correctl .So or e,the uestionre ains:to eornottoeastu ent...

* * *You on’t elie eit utI on’tha ean i icult

inchoosing career ath a .ThereasonisthatIha e al a s een in lo e ith languages. u ,hois luentin er an,recalle thatIha aske her

toteach eso e er an or slong e oreschool.Itook u English an rench at school, an esi es,I’ e eenlearningItalianan S anish sel -e ort,onan o , ora hile. It’sno e aggeration to sa thatlanguagesare usicto ears.Theother a ,Ica eacrossthe ook o Ilearn

anguages ato o ,an rea itatonesitting.It a e a ,reall Theauthor asa ungarianinter reteran translator hoha aco an o si -

teenlanguages. erai stoac uiretheselanguages eretosatis herinter-est.Shecalle hersel alingua hile( eaningshelo e languages)an anauto i act( eaningthatshe e elo e hero nlearningstrategies).B the

Rob O’Leary

Kateryna Zabello

102

UNIT 4

a ,she ritesthat nooneis ustgoo atlanguages.Successinlanguagelearning is eter ine a si le e uation: In este Ti e Intereste - ness= esult . ereisthelinktoher ook:htt s:// .goo rea s.co /ook/sho /6290281- ol glot.

riginall ,shegra uate in h sicsan che istr , utherinterestsoonle hertolanguages. ccor ingtohero naccount,herlongli e ashigh-lighte not ri aril theco an o languages uttheactualstu o the .Throughher ooks,shetrie tosharethis o ithgenerations.I asso uchins ire here a lethatI eci e to ollo suit.Iho ethat ee interestinlanguagelearning illhel rea co etruean ,asaninter reter,I ill,like ato o , ea letogra uate ro atranslatortoasi ultaneous inter reter, isit i econtinents, seeo er ort countries,an e entuall re orta out e eriencesan a enturesin o n ook.

(Adapted from https://en.wikipedia.org/wiki/Kat%C3%B3_Lomb)

* * *rankl s eaking, I ha e gi en uch thought to

hatI antto oa tergra uation utIha en’t a ean concrete lans. ctuall ,I oul liketo a orino ernlanguagesan inorinart.ButIha eso e

reser ations.There ust on’t see to e an othercareero tionsa aila leotherthanteaching.Certain-l ,thereisnothing rong ithteaching. о isateacheran shelo esit Shesaysteachingisthe esto inthe orl .It ustsee slikealoto orkto ealithso an schoolchil ren.Then ouha etheschool

principal to ork ith an cro e classroo s an unintereste arents. E er one sa s that teacherson’tearnenough one orthea ounto orkthe

ha eto o.Ilikethei eao teachingchil renutI on’tkno i itis orththee ort. о suggeststhati Ireall anttoteach,

Ishoul n’t let the s all salar change in . o satis action is uch ore i or-

tantthan one ,isn’tit Itisgenerall not i iculttogetateaching ositioninСana a.Un ortu-

natel , ostschoolsarese erel un ersta e , hichislargel uetotheunfavorablere utationo teachingan teach-ers. To hel re e this ro le , there arese eral ne rogra s at uni ersities to en-couragestu entstoentertheteachingcareeriel .Theseprograms ro oteteachingasani ortant an re ar ing career. a eIshoul enrollinoneo the ...

* * *I’ at its’en .I on’tkno hatto ointhe uture, hat ro es-

sion to choose. ust a cou le o hoursago, I as a solutel ositi e thatIshoul ollo in arents’ ootste san eco eala er.ThenIrea aso e hat isconcertingarticle hichclai e that The21stcentur la ourarketis ast-changing,increasingl glo al,an technolog - ri en. Itsetethinkinga outthene sha eso eaningthe or career’isac uiring

these a s.Thei eao asingle,long-lastingcareeris eco ingathingo the ast.a e ouhear a outthe30- ear li elongcareer thatco anies ro ote

Sally Burton

BrE schoolhea aster/ hea istressAmE school rinci al

BrE un a oura leAmE un a ora le

BrE rogrammeAmE rogram

Phil Wright

103

4.1a ,she ritesthat nooneis ustgoo atlanguages.Successinlanguage

learning is eter ine a si le e uation: In este Ti e Intereste - ness= esult . ereisthelinktoher ook:htt s:// .goo rea s.co /ook/sho /6290281- ol glot.

riginall ,shegra uate in h sicsan che istr , utherinterestsoonle hertolanguages. ccor ingtohero naccount,herlongli e ashigh-lighte not ri aril theco an o languages uttheactualstu o the .Throughher ooks,shetrie tosharethis o ithgenerations.I asso uchins ire here a lethatI eci e to ollo suit.Iho ethat ee interestinlanguagelearning illhel rea co etruean ,asaninter reter,I ill,like ato o , ea letogra uate ro atranslatortoasi ultaneous inter reter, isit i econtinents, seeo er ort countries,an e entuall re orta out e eriencesan a enturesin o n ook.

(Adapted from https://en.wikipedia.org/wiki/Kat%C3%B3_Lomb)

* * *rankl s eaking, I ha e gi en uch thought to

hatI antto oa tergra uation utIha en’t a ean concrete lans. ctuall ,I oul liketo a orino ernlanguagesan inorinart.ButIha eso e

reser ations.There ust on’t see to e an othercareero tionsa aila leotherthanteaching.Certain-l ,thereisnothing rong ithteaching. о isateacheran shelo esit Shesaysteachingisthe esto inthe orl .It ustsee slikealoto orkto ealithso an schoolchil ren.Then ouha etheschool

principal to ork ith an cro e classroo s an unintereste arents. E er one sa s that teacherson’tearnenough one orthea ounto orkthe

ha eto o.Ilikethei eao teachingchil renutI on’tkno i itis orththee ort. о suggeststhati Ireall anttoteach,

Ishoul n’t let the s all salar change in . o satis action is uch ore i or-

tantthan one ,isn’tit Itisgenerall not i iculttogetateaching ositioninСana a.Un ortu-

natel , ostschoolsarese erel un ersta e , hichislargel uetotheunfavorablere utationo teachingan teach-ers. To hel re e this ro le , there arese eral ne rogra s at uni ersities to en-couragestu entstoentertheteachingcareeriel .Theseprograms ro oteteachingasani ortant an re ar ing career. a eIshoul enrollinoneo the ...

* * *I’ at its’en .I on’tkno hatto ointhe uture, hat ro es-

sion to choose. ust a cou le o hoursago, I as a solutel ositi e thatIshoul ollo in arents’ ootste san eco eala er.ThenIrea aso e hat isconcertingarticle hichclai e that The21stcentur la ourarketis ast-changing,increasingl glo al,an technolog - ri en. Itsetethinkinga outthene sha eso eaningthe or career’isac uiring

these a s.Thei eao asingle,long-lastingcareeris eco ingathingo the ast.a e ouhear a outthe30- ear li elongcareer thatco anies ro ote

Sally Burton

BrE schoolhea aster/ hea istressAmE school rinci al

BrE un a oura leAmE un a ora le

BrE rogrammeAmE rogram

Phil Wright

uringthelastcentur ell,accor ingtostatistics,onl 19 ercent o co anies still ha e tra itionalunctional career o els. To a , a college gra uatea ork or our to i e co anies in their irst

10 earsa tergra uation.ne a tothinka outcareersto a istoconsi ersel asur er:Icatchagoo a eearl in li e

asitcrestsan alls,Inee tolook orthene t a e.ro ost-e ucation to re-retire ent, in each ne a e,I illgainne skillsan ne e eriences,re-

trainingan e ucating sel alongthe a .an o the o s generation ill ea l ing or

a tergra uating ro college i not e ist henour arents egan theircareers.Theskills enee tosuccee inthe21stcentur inclu ecreati it ,inno ation,criticalthinking, ro le -sol ing,colla oration, ulti-culturalan glo alun erstan ing.Ikno thatthe osti ortantthing or eistoeci e o n uture.Butisn’titchallenging

(Adapted from: https://www.uh.edu/class/sociology/undergraduate/careers/21st_century_careers.pdf)

ACROSS CULTURES

Hamlet’s soliloquy To eornotto e istheo eningo asolilo u s oken Prince a letintheso-calle nunner sceneo illia Shakes eare’s la a let ( ctIIISceneI).

Kato Lomb (1909–2003) a ungarianinter reter,translator,an oneo the irstsi ultaneousinter retersinthe orl .Nati ein ungarian,she asa leto inter ret luentl innineorten languages (inour o the e en ithout re aration), an shetranslate technical literature an rea iction in si languages. She as a le to un erstan ournalis inurtherele enlanguages.

b) Read the texts again and fill in the chart with feelings about graduation mentioned. Comment on the reasons for them.

Positive feelings Negative feelings

E cite

III. Language Track


In the texts above, find and reproduce introductory phrases in context according to the pattern. Practise saying them in your own sentences.

P a t t e r n : ntheonehan ,Ia e cite . ntheotherhan ,that’se actl hat akes ener ous.

104

UNIT 4


From the texts above, reproduce the sentences with the following vocabulary items – ‘job’ and ‘career’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the texts, reproduce the nouns which are formed from the following verbs. Make up your sentences with them.

E x a m p l e : to graduate – graduation I am thinking about graduation with mixed feelings.

to istinguishtoco ittoi entitoa l

to eci etocreatetoretire

toe ucatetoretrainto eel

In the texts above, find and reproduce the sentences with the following words and word-combinations in context. Add 2–3 logically connected sentences to develop the idea of the context.

E x a m p l e : to be highlighted by something According to her own account, Kato Lomb’s long life was high-

lighted not primarily by the command of languages but the ac-tual study of them.

to ehighlighte so ethingto ollo suitto e orththee orttohel one’s rea co etrueto eatone’s its’entogi e uchthoughttoso ethingto ollo inso e o ’s ootste stosetso e o thinkinga out.


a) Language SearchFrom the text above, find and reproduce the verb below followed by different prepositions. Fill in the diagram and give examples to show how to use them in your own contexts.


To graduate

from . . . . . .

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4.1b) Information SearchSearch the Internet and find more information about 21st century careers. Focus on:

The iel sthe elongtotherolethe la intheli eo societtheskills ounee orthe .

Present your findings to the class and comment on the opportunities they can give to the new generation of school leavers.

Grammar in Context

From the texts above, reproduce the grammar constructions in bold in contexts and interpret their meanings.


Thereare i erent a so re ortings eech, ith i erent er s.I ou anttore ortanother erson’s or s ithare orting er (e.g.

sa ),use...I ou anttore orta ice ithare orting er (e.g.suggest),use...


Report the following statements using the reporting verbs in brackets.

E x a m p l e : I’ goingto eco ea riter, onikasai . (to announce)Monika announced that she was going to become a writer.

1. Yes,it asa i iculte a , theteachersai .(to admit)2. Youshoul sol ethe ro le oursel , athersai .(to insist)3. Nooneis ustgoo atlanguages, a o o roteinher ook.(to

state)4. The21stcentur la our arketis ast-changing,increasingl glo al,

an technolog - ri en, thearticlesa s.(to claim)5. I’ at its’en , Philsai .(to complain)6. ctuall ,I oul liketo a orin o ernlanguagesan inorinart.,

Sall sai .(to add)7. rien sa s, Teachers on’tearnenough one orthea ounto

orkthe ha eto o.(to warn)8. an o the o s generation ill ea l ing ora tergra uating

ro college i note ist henour arents egantheircareers, atesai .(to suggest)

9. It is generall not i icult to get a teaching osition in Сana a, Sall sai .(to boast)


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UNIT 4


Speaking

Spoken Productiona) Food for ThoughtThe world of careers is changing these days. Read about three components of the traditional idea of a career and answer the questions given about the possible changes in each of them.

et’se a ine hata career’reall is.Thetra itionali eao acareerhasthreeco onents:

A career represents our expertise, our profession, and ultimately our identity. It e ineswho we are an what we do. This or o sel -i entit akeschangingcareers auntingl i icult: hati es itchcareersan ail Then hoare eA career is something that builds over time and endures.Itgi esustheo ortunit to rogress,a ance,an continuousl eel rou . heneareaske tochangeourcareeror ath, hatha enstoall eha e

learne o ethro italla a rcan ecarr it or arA career gives us financial and psychological rewards. It akes li eeaning ul,gi esus ur ose,an a susenoughtoli e ell. hat

ha ensi ourcareersu enl eco esless alua le,e eni estillen o it Shoul econtinueto akeless one or u toane ath

(Abridged from: https://www.careercast.com/career-news/

7-strategies-build-successful-career)

Spoken Interaction

b) In pairs, look at the photo, identify yourselves with the characters and complete the dialogue using the following useful phrases.

Useful phrases

Ôîòî:

2підліткинаярмаркупрофесій

A. ...B. ...A. ...B. ...A. ...B. ...A. ...B. ...A. I’ stillalittleuncertain.B. The osti ortantthingis or ou

to eci e ouro n uture.

ctuall ,...Certainl ,...ccor ingtostatistics,

...ccor ingto

so t o ’so naccount,...rankl s eaking,...Ican’tkee ro ...It a e aTohel re e thisro le ,thereare....

107

4.1c) There is a general belief that work is a very important part of the American

identity. Americans spend more time working and talking about work than any other activity. Part of this is the drive and value that is placed on having and acquiring money.

In groups, discuss the statement above and come up with your ideas as to new challenges in the field of work for Ukrainian youth.

Listening

a) Before you listenYou are going to listen to two college students talking about what to do after graduation. With the whole class, discuss possible options for them.

b) While you listenListen to the information and mark true/false statements below.1.Both an aan lanha ee er thing igure out.2. an ahasn’tgotherBachelor’s egree et.3. lanisgoingto o etoChicago.4. an a oesnot a orinEnglish iterature.5. lan’s o isateacher.6. an ahasagoo attitu etoteaching.7. lanisa areo so e isa antageso teaching.8.Teenagersare ella areo theirrightsan res onsi ilitiesan can

co e iththe .9. one is orei ortant or lanthan o satis action.10. an agi eshi agoo ieceo a ice.

c) After you listenAmanda claims that job satisfaction is much more important than money. Dylan is not certain if teaching is worth the effort.

Ingrou s, iscussthese ointso ie an oice ouro inion.iththe holeclass,co are ouro inionsan co eu ith ourlist

o reco en ations orcollegegra uates.Begin ith: If you want your future to look good, ...

Writing

a) Before you writeIf you want to search for job in the future, write a resume. A resume is like a personal advertisement and will be used to convince a potential employer that the author is an outstanding candidate for the job,

Ingrou s, rainstor ith our rien s hatin or ation ourresu einclu es.akealisto or san hrases oucanusein ourresu etosoun

con incing.

108

UNIT 4

b) While you writeHow to Write a Resume


Inclu e ersonal ata.

istcareer-relate ata.

ista itional ataacti itiesan anage entan lea ershi skills.

istre erences.

Na eress

Phonenu erE aila ressE ucationorke erience

Skillsonoursan a ar scti itiesanage entan lea ershi skillsolunteere erienceanguagean co uterskillsaila leu onre uest

oto ourFirst Aid Kit .189 oraSa leo a esu e


hat o our eersa roa inclu eintheirresu e a e ougotthesa et eo aresu e I not,ho othe i er

At Home: In your WB, write a resume for yourself in fi ve-years’ time.

4.2. Are you Ready for the Coming Future? Word Bank Phrase Bank Communication Box

an ieta athcra ing to ocusonso ething toconcen-trateonso ething tosa leso ething u er toassignso ethingtoso ething i ter s inals reak- o n

toregaincontrolo onesel to la hi e-an -seekinso e o ’s rain tosta a a ro so e-thing to isci lineonesel to asterso ethinge er ste o the a to i actsinone’s in to e elo recalltechni ues toesta lishgoo stu ha -its to ecentraltoone’s uturelans

tore uire i erenta -roaches

toco ete ithso ethingorso ething

Sure, ouaregoingto...Betterthan...,take...E ectto o... on’t orr oursel intoh stericsa out...Talkto oursel :... on’tgi easecon ’sthoughtto...Concentrateonl on...Begin re aring or...Tr i erent a so ...Practise...

109

4.2I. Go Ahead!Look at the photos and say how these teenagers are preparing for their future. Are you going to do the same or different?

Ôîòî

Старшеклассницасосре-доточенноготовитсяктестузастолом,обло-женномкнигами

Ôîòî

СтаршеклассникзаполняетнакомпеанкетунаЗНО

Ôîòî

Подросткивуниверси-тетенапрофориентаци-оннойпрезентациипотеме 21stCentur

Skills

Ôîòî

Пареньв ходитизофиса,накоторомнаписаноInter ie ,адевушка

заходитвофиснасобеседо-âàíèå

E x a m p l e : I believe the schoolboy in the photo is absolutely immersed in his revision process. He looks stressed about test-taking. I, person-ally, usually master the material every step of the way and find it quite easy to focus on my studies.

II. Readinga) Read about some exam-related study strategies and match the following subtitles

to the tips below. Say what tips can be useful to you.

A. Start early.B. Be positive.C. Learn test-taking skills.D. Take a break.E. Eat light.F. Dress for success.G. Avoid distractions.H. No panic.I. Say ‘No’ to CaffeineJ. Work on memory skills.

TEN WAYS TO BEAT TEST ANXIETY:

Study Strategies from the Website of Willamette University

It’sthe orningo theBigTest.Inanhour, ou’ll etakingane a hoseresults illcount50 ercento our inalgra e.You eel like(a)

tr ingtoesca e ( )ha inganer ous reak- o n (c)cr inglikea a ( )allo thea o e.I ou eelan o thea o e, ouarenotalone.You’ egottestan iet ,a

earo orgettinge er thing ou’ elearntan not oing ellonatest. o

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UNIT 4

can ouregaincontrolo oursel o can oukee cal enoughtorecallallthosena es, atesan theore sthatare la inghi e-an -seekin ourrain ela . otso researchersha ee a ine those uestions. ere’sasu ar o hatthe ’ elearnt:tenti s orre ucingtestan iet to a ,to orro an ore er.

Tips for Short-term Relief

Sure, ou’regoingto oso elast- inutecra ingthenight e oreatest. ust on’t oit iththeai o uartso co eeortea.Thereason

isthatca einea stostress,an henti eco es, ou on’t ea letoocusonthe o in ronto ou.

ora cou leo hours e orea test, sta a a ro oo ,or, i ouust, ustsa leso e.Your igesti es ste ill eco eting ith

our rain oro gen-rich loo .Betterthaneating,takea alktogetthatloo o ingra i l through our o . etagoo night’sslee .

etco orta le. earclothesthat oucanrela inan orgeta out.n e re are .Sho u atthetestsite ithallthe encils, ens,

erasers,an calculators outhink ou’llnee .E ectto o ell. n on’t orr oursel intoh stericsa outho centralthisonetestisto our uture lans.Talkto oursel : It’sonl

ane a . Ican oit. Sta cool.on’t gi e a secon ’s thought to that in i i ual sittingne t to ouho’s riting t ice as ast as ou can think.

Concentrateonl on ouro ne a .Pause hene er ounee to reakthetension.Close oure esan racticehea rollsorother

rela inge ercise.

Tips for Lasting Relief

Begin re aring or i ter s an inals the irst a o class,isci lining oursel to asterthe ateriale er ste o the a .B

theti ethee a sco e, ou’ll erea an con i ent. n con i enceisoneo the a or u erso stress.

Tr i erent a s to i acts in our in . ake u lash car s.e elo recalltechni uessuchasassigningletterstoaserieso oints

ou anttore e erorassociatinga or itha act. in out hat orksor ou,an useittocreate ouro n ataretrie als ste in our in .

Esta lishgoo stu ha its.Cra ingincreasesthelikelihoo o anic.Concentrateon hat ou okno an tr tothinko likel uestionsto

easke .Therearetrickstotest-taking,an the can elearnt. ulti le-choicean essa testsre uire i erenta roaches.Practice takingtests,

an ou’lllearn h .n in :toolittlean iet (a ath )ortoo uchan iet ( anic)are oth

ro le atic. o erate le el o an iet gi es energ an i ro esconcentration.

(Adapted from: http://willamette.edu/offices/lcenter/resources/ studystrategies/beattestanxiety.html)

1_

2_

3_

BrE to ractiseAmE to ractice

4_

5_

6_

7_

8_

9_

10_

111

4.2

ACROSS CULTURES

Willamette University illa etteisanationall reno ne ri ateli eral arts uni ersit in Sale , regon, US . oun e in 1842,illa etteisthe irstuni ersit esta lishe inthe esternUS an

has eco eanationallea erinsustaina ilit an ci icengage ent.

Quart, written abbreviation qt aunit or easuring li ui , e ualto t o ints. In Britain, this is 1,14 litres, an in the US it is 0,95litres.

b) Team up with your friends. One team presents and illustrates with their own examples “Tips for Short-term Relief”, the second team – “Tips for Lasting Re-lief” suggested on the website of Willamette University. What is your attitude to these recommendations? How do they help to beat test anxiety?

III. Language Track


In the text above, find and reproduce 10 words with the sounds /æ/, /e/ in their contexts. Practice saying them in your own sentences.

E x a m p l e : Practice taking tests, and you’ll learn why. I think practice makes perfect.


From the text above, reproduce the sentences with the following vocabulary items – ‘focus’ and ‘concentrate’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the text above, reproduce the words and word-combinations with the opposite meanings. Illustrate them with your own examples.

E x a m p l e : to forget – to recall

How can you keep calm enough to recall all those names, dates and theorems that are playing hide-and-seek in your brain?

tokee caltorelai ter s

toincreaseanic

tolosecontrolo oneselto o eslo lulti le-choicetest

unco orta letoo uch

From the text above, reproduce the words and phrases which are attributable to the description of effective study strategies to complete the word cloud. Use them to describe your own study strategies.

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UNIT 4

recalltechni ues to practice taking tests associations

flask cards recall techniquesto try different ways

retrie als stegood study habits

recall techniques


a) Language SearchFrom the text above, find and reproduce the phrases below to fill in the dia-gram. Using the sites suggested, find 3 more phrases with these verbs and give examples to show how to use them in your own contexts.


To take

an exam . . . . . .

b) Information SearchSearch the Internet and find some information about good study strategies in the world of education. Focus on:

E a re arationtechni uesConcentrationtechni ues earningst les.

Present your findings to the class and share your experience of applying some of them.

Grammar in Context

From the text reproduce grammar constructions in bold in contexts and interpret their meanings.


If you want to report advice, use...If you want to report negative advice, use...


113

4.2Read the students’ pieces of advice on the notice board and report them

to your friends.

Advice about coping during the exam

ea irectionsan un erlinesign

i i-

cantinstructions.

(Gianna Hegarty)

Essa uestions takea e inutestoorgani e

our thought. ot the o nan start ith a

su ar sentence.

(Rob O’Leary)

our thought. ot the o nan start ith a

su ar sentence.

irst ans er th

e eas uestio

ns.

irst ans er th

e eas uestio

ns.

Thengo ack

tothe ore i

icult.

Thengo ack

tothe ore i

icult.

(Anna Martin)

hencon ronte ithe cessan iet , reakit oing so ething unusual: ask a uestion get arink che gu eat a iece o har can shar en encil tense an rela large usclegrou s takese eral ee ,slo reaths.(Kate Anderson)

grou s takese eral ee ,slo reaths.

ulti le Choice eli inate the

ulti le Choice eli inate the

i ossi le ans ers, then

ake as

goo anintuitieguessas

ossi le.

(Eric Bell)goo anintuitieguessas

ossi le.

on’trush aintainstea ace.on’trush aintainstea ace.(Ken Clark)

Advice about coping after the exam

Usethetestasalearningtool. terthe

e a iso er, on’ttorture oursel o er

istakes.(John Mason)

Take a reak an take note o ho ou ereteste . on’t o tostu har er. o tostu s arter.

(Emma Gonzalez)

e ie thee a looki

ng or the

e ie thee a looki

ng or the

t eso errors. (Alla Bilych)

114

UNIT 4


Speaking

Spoken Production

a) Food for ThoughtThe world of work is changing – and some jobs are changing faster than the others. According to the latest research, soon we’ll be as good as the skills we possess. But which skills are they, and how can we make sure we keep pace?Read the examples of the soft skills heatedly discussed at the World Eco-nomic Forum, choose those which seem acceptable for you. How can you prove that you possess them? How can you develop other important soft skills?

Creati it

Criticalthinking

Co le ro le sol ing

Peo le anage entCoor inatingithothers

Cogniti ele i ilit

Negotiation

u ge entan ecision aking

Ser ingothers

E otionalintelligence

Spoken Interaction

b) In pairs, discuss your readiness for the coming future in a form of a game “Look on the Bright Side”.

Guidelines Useful Phrases

ne o ou is a essi ist’ hoeels negati e a out the co inguture an s eaks onl a outro le s.The other is an o ti ist’ holooks on the right si e an isa letoseethea antagesine er situation. E en hen so ethingis reall rong, he/she tries togi eso egoo a icetocheeru a essi ist.

Sure, ouaregoingto...Betterthan...,take...E ectto o...on’t orr oursel into

h stericsa out...Talkto oursel :...on’tgi easecon ’sthoughtto

...Concentrateonl on...Begin re aring or...Tr i erent a so ...Practise...

115

4.2Situation Cards

1) On the eve of the big test: You’ egottestan ietYou kno ho to eat testan iet .

2) On exam day:You’ e ust talke to ourclass ates ho are an iet generators’Youlistenan a isetosteera a ro the ecause aniciscontagious.

3) After the exam:Youtorture oursel o er is-takesYou listen an a ise to usethee a asalearningtool.

4) After the test scores are made public:

You’ egot the i ulse to letour test scores ser e as aeasureo oursel - orth

You a ise our rien toresistthat i ulsee lainingthatit’sonl ane a .

c) In groups, comment on the last lines of Rudyard Kipling’s famous poem “If”:...I oucan illtheun orgi ing inuteithsi t secon s’ ortho istancerun,

YoursistheEarthan e er thingthat’sinit,n hichis ore ou’ll ea an, son

d) With the whole class, summarize your answers to this age-old question “Where do you see yourselves in 10 years’ time?” in a poster.

Listening

a) Before you listenYou are going to listen to a story on getting an education the hard way.

Inthreegrou s,thinkan eci e:herethestor takes lacehothe aincharactero thestor is

ho thecharactergotane ucationthehar a .

b) While you listenEacho thethreegrou ,one one, illlistentoone arto thestor .Thegrou s illgettogetheran arrangethestor intherightor er.Inthe holeclass,listentothestor the2-n ti etochecki ou ereright.

c) After you listenWith the whole class, role-play a TV show “Live and Learn”. Use the guide-lines.

Sa li e-longlearningis or ouan h itisi ortant.h li e-longlearningises eciall i ortantinthe21stcentur .h so e eo le a ha etogetane ucationthehar a .i ea iceto eo le hoaregettingane ucationthehar a .i einci ents ro ourli eor ro theli eo other eo le hichcan

ser ease a leso gettingane ucationthehar a .

116

UNIT 4

Writing

a) Before you writeIf you want to get accepted for a position with a company or organization, you will have to go through the interviewing process in which you will be asked a wide variety of questions. The whole point of this exercise is for the interviewers to determine if the applicant has the skills to do the job for which he/she is interviewed and if the interviewee is someone they would like to work with.

Brainstor ith our rien s hat uestions (ranging ro co onersonal uestionsto er challengingtechnical uestions) a easke an ho ou oul ans erthe .akealisto or san hrases oucanusetoe ress ourthoughts

inanorgani e an logical a .

b) While you writeHow to Write Job Interview Questions


Start our inter ie ithersonal uestions

ocus our uestions on theessential o unctions an re uire kno le gean skillsliste

Checkthecan i ate’sresu eor ro ects si ilar to orkounee one

Pre are ostl o en-en e uestions (those that re uireorethana esornoorsi leactualans er)

sk ollo -u uestions henounee orein or ation.

Tell ea out oursel .hat are our strengths n eaknesses

h i ou eci etoseeka ositionith...hat o ou kno a out our

co an

hat a or challenges ha e ouencountere an ho i ou ealiththehat o s ha e ou en o e theost Theleast h

h shoul ehire ouescri e an ethical ile a ou

resol e in orking ithgrou s.hatha eI orgottentoask ou



hat issues connecte ith the co ing uture orr British an erican eers rethe thesa eas ourshatare ourinternational rien srea to o ortheircareeran ork lacesuccess re ourea to othesa eor i erent

At Home: In your WB, write 20 job interview questions about the position you would like to get in the future.

117

4.3

4.3. Can you Appreciate Other People’s Talents?Word Bank Phrase Bank Communication Box

au io-gui e innocent to ar elatso ething la right vau e ille elo ra a io ic

to ea re uent isitortoso e-thing

to elo ingl kno nas... artisto ro ise to ursueone’sartistictraining totear o nthestereot es to akeso ething oreacces-si letoso e o

toca tureli e co ing-o -age o ents to e ictso e o ina elicatehu orous anner

to e ille ith ri ean o to oli rar research togain o ularit to earesoun ingsuccess too erhan s-one erience

Itca easasur-riseu on ethat...

I oul ne erha ethoughtthat... ish eluck Itstruck easunusualtosee... ... irstthingto-orro orning

I. Go Ahead!Look at the pictures and say what leisure activities these teenagers prefer. What do you think they value in them? What other people’s talents can you appreciate? Why?

E x a m p l e : I think the girl is keen on pictorial art. The masterpiece she is gazing at evokes mixed feelings in her. I believe she is greatly influenced by the mystery that lies behind Mona Lisa’s kaleido-scopic eyes. I adore portrait painting and I can’t but appreciate Leonardo da Vinci’s artistic talent.

118

UNIT 4

II. Readinga) Read about these people’s appreciation of artistic talents and say if you share

their opinions.

ueto o , hoa oresart,Iha e eenare uent isitorto icturegalleriessincechil hoo .Thatis h atthe er irst eeken o sta inNe Yorkasane changestu ent,I enttoseethe etro olitan useu o rt,lo ingl kno nasthe o .Theau iogui ethatIrente onthes ot ro i e

ackgroun , conte t an in or ation to all theaintingsI ie e .Ialsolearne thatthe ictorialarttra itionhasne er eenasstrongintheUS asithas eeninEuro e. ccor ingtotheco entar ,itcan eattri ute totheUnite States’relati eoungness an ossi l its less structure class

societ .Throughoutitshistor ,theUS hasgenerall i itate an arallele Euro ean art o e ents. The erican re resentati es ro such artisticerio s as I ressionis , Cu is , an ant ar e re ain relati el unkno n e ento ericans. ostartistso ro iseinthe astchosetolea etheUSan ursuetheirartistictrainingin ranceorItal .It asn’tuntilthe o art o e entinthe1950san 1960sthattheUS

rokea a ro theEuro eanartistice a le.The orkso n arhol,acksonPollock, a ichtensteinan other e erso the o art o e entatte te totear o nthestereot esthatha eal a se iste intheartorl an to akeart oreaccessi letothe asses.

ost elo e o all ericanartists asnota o artistatall.ThisartistisNor an ock ell. e as estkno n orhisillustrations ortheo ular aga ine TheSatur a E eningPost . ock ellca ture ericanli eas ericans ost ante toseeit:si le,honestan stillinnocent.lthoughso e eo lecritici e his ork or resentingli easha ierthan

itreall is, ock ellsaid that he painted life as he would like it to be. an o hisillustrations e icte teenagersatco ing-o -age o entssuchasairstkiss,a irst ateina elicatehu orous anner.

heart as es eciall ille ith ri e an o at the e hi ition o Ukrainianethnogra hica lie art hich ashoste the o atthatti e.The orkso artone hi itinclu e notonl those ro artists hoere ornan orke inUkraine utalso ro thoseartists holi e a roa .

So, orks Taras She chenko, as l Tro inin, kola P onenko,leksan r urashko,Nikolai e resente i erentartst lesan genres.

I ar elle , ithakin o gratitu e,atso ea stract aintings a i irale ich, ho asnati eUkrainian.The a e ethinkan seeagreateal orethantheo ects e ore e. ereinliesthe o ero art,I elie e.

* * *sahighschoolstu ent, Ia currentl oing li rar researchonthe

histor o erican ra a or ra aclass.Itca easasur riseu onethatonl inthe19thcentur erican la rights egan riting la soran a out ericansin ericansituations. ost o ular ere au e illesho s, elo ra as,an lightco e ies,thougha tertheCi il ar(186064) oreseriousan thought ul ra as egantogain o ularit . o e er,the ra aso thisti eare ainl orgottenno asarethe ra atiststhatrotethe .The irstreall a ous erican la right asEugene ’Neill. e as

concerne ith thenatureo ankin ,an egantoe eri ent ith the

Kateryna Sokol

Alex Nilson

119

4.3II. Reading

a) Read about these people’s appreciation of artistic talents and say if you share their opinions.

ueto o , hoa oresart,Iha e eenare uent isitorto icturegalleriessincechil hoo .Thatis h atthe er irst eeken o sta inNe Yorkasane changestu ent,I enttoseethe etro olitan useu o rt,lo ingl kno nasthe o .Theau iogui ethatIrente onthes ot ro i e

ackgroun , conte t an in or ation to all theaintingsI ie e .Ialsolearne thatthe ictorialarttra itionhasne er eenasstrongintheUS asithas eeninEuro e. ccor ingtotheco entar ,itcan eattri ute totheUnite States’relati eoungness an ossi l its less structure class

societ .Throughoutitshistor ,theUS hasgenerall i itate an arallele Euro ean art o e ents. The erican re resentati es ro such artisticerio s as I ressionis , Cu is , an ant ar e re ain relati el unkno n e ento ericans. ostartistso ro iseinthe astchosetolea etheUSan ursuetheirartistictrainingin ranceorItal .It asn’tuntilthe o art o e entinthe1950san 1960sthattheUS

rokea a ro theEuro eanartistice a le.The orkso n arhol,acksonPollock, a ichtensteinan other e erso the o art o e entatte te totear o nthestereot esthatha eal a se iste intheartorl an to akeart oreaccessi letothe asses.

ost elo e o all ericanartists asnota o artistatall.ThisartistisNor an ock ell. e as estkno n orhisillustrations ortheo ular aga ine TheSatur a E eningPost . ock ellca ture ericanli eas ericans ost ante toseeit:si le,honestan stillinnocent.lthoughso e eo lecritici e his ork or resentingli easha ierthan

itreall is, ock ellsaid that he painted life as he would like it to be. an o hisillustrations e icte teenagersatco ing-o -age o entssuchasairstkiss,a irst ateina elicatehu orous anner.

heart as es eciall ille ith ri e an o at the e hi ition o Ukrainianethnogra hica lie art hich ashoste the o atthatti e.The orkso artone hi itinclu e notonl those ro artists hoere ornan orke inUkraine utalso ro thoseartists holi e a roa .

So, orks Taras She chenko, as l Tro inin, kola P onenko,leksan r urashko,Nikolai e resente i erentartst lesan genres.

I ar elle , ithakin o gratitu e,atso ea stract aintings a i irale ich, ho asnati eUkrainian.The a e ethinkan seeagreateal orethantheo ects e ore e. ereinliesthe o ero art,I elie e.

* * *sahighschoolstu ent, Ia currentl oing li rar researchonthe

histor o erican ra a or ra aclass.Itca easasur riseu onethatonl inthe19thcentur erican la rights egan riting la soran a out ericansin ericansituations. ost o ular ere au e illesho s, elo ra as,an lightco e ies,thougha tertheCi il ar(186064) oreseriousan thought ul ra as egantogain o ularit . o e er,the ra aso thisti eare ainl orgottenno asarethe ra atiststhatrotethe .The irstreall a ous erican la right asEugene ’Neill. e as

concerne ith thenatureo ankin ,an egantoe eri ent ith the

Kateryna Sokol

Alex Nilson

or an contento the ra ainor erto et-tere lorehisthe e.Inthe1940st oo theost a ous erican la rights Tennes-

see illia san rthur iller rotetheirest la s.I’m proud to say that I’ve seen Wil-

liams’ Cat on a Hot Tin Roof on Broadway stage an as greatl i resse oth thelotan theacting.Iha ealsoseenThe Phantom of the Opera,

the a ous usical ro n re lo e -er.Itha ene in on on hereI entonastu -a roa rogra a earan ahal ago.The er or ancein er a est ’sTheatre asa solutel un orgetta le Base on aston erou ’sno elo thesa ena e,Phantomtellsthestor o astrange, is igure an holi esinthe o elso theParis era ouse. e eco eso sesse ithChristine,achorusgirl,an takesitu onhi sel to urtherhercareeratan cost e eni it eansur er.Ikno thatthesho asaresoun ingsuccess othin on onan

Ne York.B the a , hen iggingintotheli rar researchon to ic,Ica e

acrossso ereall e citing actsa outtheatreinEasternEuro e,na el ,inUkraine.I oul ne erha ethoughtthattheUkrainiantheatricaltra itionas rich in na es, genres an inno ations. The irst theatrical acts er-or e entertainerskno ninhistor assko orokh coul etrace acktothe11thcentur ontheterritor o Ukraine.The ere ollo e later actso religious ra aan esti itieso erte ,a olk u etsho , orin-stance,atChrist as.The oun ero theclassicalUkrainian ra a eca eI an otl are sk i hohea e oneo the irststationar theatres in theearl 19thcentur .Theconte orar artiststothis a turntothee eri-entalsearcheso es ur as hoco ine se eraltalentso irector,ac-

tor, la rightan inter retero orl literature ut asre resse uringtheStalinist erio inthe i 20thcentur .Thankstohisgenius,the orkso illia Shakes eare, enrikI sen, rie richSchilleran oliere ereconce tuali e ane ontheUkrainianstage.

llthatset ethinkinga out oingaco arati estu o ericanan Ukrainian ra a,atleastonas allscale. ka ,Inee totalkto ra ateachera outit irstthingto orro orning.

* * *na eis uliaParkan ro Cana a hereI

ork as a ournalist an rite il re ie s orThe Toronto Star.This su er, in late une, Iha ene to e inScotlan here I en o e notonl the o o a s ectacular E in urgh in therilliantsu ersunshine ut asluck toatten the72nde itiono E in urghInternational il esti al,orEI , orshort.Itisthe orl ’slon-gest continuall -running il esti al, ith aon er ul il rogra e.In2018,EI sho -

case 121 ne eature il s ro 48 countriesacrosstheglo e, orethan600 il akers ereinatten ancetosu orttheir il s.Therangeo Britishcine a as i ean e traor inar ro horrorto io icsan co e ies hiletheresto the rogra ehaile ro as arasTai an,Slo akia,Ne ealan an Colo ia.Nor i theau ienceli itthe sel estothecon entional ig latscreen or at. eha 3 ,0 ( es,this earthere’sa il consistingo soun onl ), igscreenT an

Julia Parkan

120

UNIT 4

ra iotoo lusarangeo u lice entso ering ehin -the-scenessecretsan han s-one erience ro e er le elo a il in ustr .Itstruck easunusualtoseet ooutstan ingScottishshort il s a e oung il akersage 14-18an 19-25as arto Scotlan ’s2018Year

o YoungPeo lecele rations. innerintheage14-18categor asGhost irecte eorgia resan Sa c onal an inthe19-25agegrou ,

Night’s out a e i ong.Bran ne na esso ar,I’ surethe icturesha e roughtthe star o o ernight.Ireturne toCana a ustinti e oranother igculturalha ening,TI

thisti e.Itstan s orTorontoInternational il esti al. sIco e ro aUkrainian-Cana ian a il ,Ial a s elco ean goo ne sa outculturee elo entsinUkraine.So oucani agineho ha I astolearnthatUkrainian il a s ere ack n ugust29 Se te er2nd, orthe irstti e in Cana a, the selection o recentl ro uce an classic Ukrainianeature il s ill e resente atthiss eciale ent hichisa arto Ukrai-nianNationalStan at43 TI .To e,it eans i e a so Ukrainian il screenings,alisto recentl release o iesintheUkrainianlanguage ithEnglish su titles, an in or al co unication et een the e ents ithUkrainian go ern ent, irectors an ro ucers. I ha e alrea ought aticket orDonbass,a il Serhi o nitsa. ish eluck

ACROSS CULTURES

The Metropolitan Museum of Art the osti ortantart useu intheUS,inNe YorkCit .

Impressionism ast leo ainting(use es eciall in rance et een1870an 1900 ainterssuchasonet,Ce annean Pissarro, hich ro ucese ects

(es eciall o light) useo colourratherthan etails o or .The rench i ressionists ainte irectl ro nature.

Cubism 20th centur art st le in hich the su ect atter isre resente geo etric sha es. Picasso an Bra ue are the osta ousartistsconnecte ithcu is .

Avant Garde the riters, ainters, usiciansetc. hose orkis ase onthene esti easan etho s.

Pop Art a or o o ern art hich sho s co on o ects ro e er a li e suchas a ertise ents, articles oun roun thehouseetc.,ratherthantheusualsu ectso art.

Impressionism Cubism Avant Garde Pop Art

The Metropolitan Museum of Art

121

4.1

Andy Warhol Jackson Pollock

Ôîòî

Norman Rockwell

Ôîòî

Eugene O’Neill

Andy Warhol aUSartist hoha ani ortantin luenceon o ernartan usic,es eciall inthe1960s. eiskno n orhis icturesinthe o artst le, hich ereor inar o ects,suchastheCa ell’sSou Can,oro a ous eo le,suchas aril n onroe.

Jackson Pollock aUSartistkno n orhis er largea stract aintingshichare ullo colour,alea ero a stracte ressionis . eo tena ethe uttingthe aintingonthe looran then alkingaroun

it,lettingthe aint ri ro sticks.

Norman Rockwell aUS aga ineartist ho re o er300co ers ortheSatur a E eningPost et een1916an 1963. is ictures, onein a realistic st le, ere ull o ar th an hu our an ere er o ular ith ost ericans.

Eugene O’Neill aUS ritero la s, ho ontheNo elPri e orliteraturein1936. is la sinclu e TheIce anCo eth an onga ’s ourne intoNight .

Tennessee Williams aUS riter, hose la sare ainl a outthee otional ro le so eo leli ingintheSoutho theUS .

Arthur Miller aUS ritero la sthat eal ith oliticalor oralro le s. is ost a ous la sinclu e TheCruci lea outtheSale itchcra ttrialsin17thcentur erica an eatho aSales an .

Andrew Lloyd Webber anEnglishco oseran i resarioo usicaltheatre.Se eralo his usicalsha erun or orethana eca e othinthe estEn ( on on)an onBroa a (Ne YorkCit ).

Henrik Ibsen aNor egian ra atistan oeto the19thcentur ,theost i ortant theatrical igure o his generation, hose la s

co letel change the aincurrento Euro ean ra aticliterature.

Tennessee Williams Arthur Miller Andrew Lloyd Webber

Henrik Ibsen

122

UNIT 4

b) Read the texts above again and fill in the fact files.

Fact Files

World-related facts Ukraine-related facts

Pictorial rt

Theatre

Cine a

III. Language Track


In the texts above, find and reproduce 10 words with the sound /r / in their contexts. Practise saying them in your own sentences.

E x a m p l e : I work as a journalist and write film reviews for The Toronto Star.


From the texts above, reproduce the sentences with the following vocabulary items – ‘artist’ and ‘actor’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

From the texts above, reproduce the sentences with the following words and word-combinations in context. Add 2-3 logically connected sentences to develop the idea of the context.

E x a m p l e : The works of Andy Warhol, Jackson Pollock, Ray Lichtenstein and other members of the pop art movement attempted to tear down the stereotypes that have always existed in the art world and to make art more accessible to the masses.

Friedrich Schiller anoutstan inger an oetan

ra atisto the18th centur .

Moliere a renchra atistan actoro the17thcentur ,authoro so eo the estco e iesinthehistor o theEuro eantheatre.

123

4.1

artisto ro isetotear o nthestereot esto akeso ething oreaccessi letoso e otoca tureli eto e ictso e o ina elicatehu orous annerto e ille ith ri ean otogain o ularitto earesoun ingsuccess.

From the texts above, reproduce the words and word-combinations which may be attributable to the description of works of art in the following content areas:

TheatrePictorial art Cinema

Make your own sentences with them.


а) Language SearchFrom the texts above, find and reproduce the phrases below to fill in the diagram. Using the sites suggested find 3 more phrases with these verbs and give examples to show how to use them in your own contexts.


To come

as a surprise upon somebody . . . . . .

To strike

as unusual . . . . . .

124

UNIT 4

b) Information SearchSearch the Internet and find some information about British and American art, theatre and cinema. Focus on:

thelatesttren s reno ne artists/actors/ irectorsa ous orkso artin i erent or so art.

Grammar in Context

From the texts above, reproduce the grammar constructions in bold in contexts and interpret their meanings.Complete the instructions and illustrate them with your own sentences:

If you want to report speech with a reporting verb in the present, use….If you want to report another person’s words some time after he/she said them, use…


Report the words of:

a) ater naSokola outher a ouriteartist) le Nilsona outthe a ous usical ro n re lo e erc) uliaParkana outheri ressionso t o il esti alssheatten e .


Speaking

Spoken Production

a) Food for ThoughtRead what great people said about art. Think and decide what role art can play in your life.

When one loves one’s art, no service seems too hard .

scar il e

“We all know that art is not truth. Art is a lie that makes us realise truth, at least the truth that is given us to understand”.

Pa loPicasso

Spoken Interaction

b) In pairs, talk about your appreciation of artistic talents completing the dialogue. Use the phrases below.Useful phrases:Itca easasur riseu on ethat...I oul ne erha ethoughtthat...

Oscar Wilde Pablo Picasso

125

4.1Itstruck easunusualtosee...... anage totear o nthestereot es.... a eart/theatre/cine a oreaccessi leto......ca ture li e.... e icte ...ina elicatehu orous anner

heartis ille ith ri ean o hen......gaine orl - i e o ularit .... asaresoun ingsuccess.

Talking about Appreciation of Artistic Talents

You see your friend at the theatre/exhibition/cinema, greet him/her and ask him/her about his/her

impressions of the play/paintings/film that he/she has just seen.

Tell your friend what came as a surprise upon you and ask him/her about his/her appreciation of artistic

talents .

Tell your friend about your favourite art form and ask what is his/her favourite genre of theatrical art/

pictorial art/film.

Answer your friend’s question and invite him/her to the coming cultural

event .

Give all the necessary information and say where and when you could

meet on the day of the event .

Express your delight .

Greet your friend and express your joy of seeing him/her . Tell him/her about your impressions of the play/paintings/film and ask her/him if he/she feels the same .

Tell your friend what art forms you prefer and why .

Say what may strike you as unusual about this genre .

Ask your friend about his/her favourite actor/actress/artist .

Accept the invitation and ask about the time and place of the

event .

Thank your friend and agree on the meeting details .

c) In groups, read Edvard Munch’s words about his painting and decide if different forms of art can help you to express yourself. If so, how can it happen?

“My art has its roots in thinking about the discrepancies between myself and life.”

E ar unch,aNor egian s olist ainter

Listening

a) Before you listenYouaregoingtolistentothecon ersationo t o erican ello -stu entstalkinga outtheir ra aclu . rou u ith our rien san iscuss hatskillsora ilitiesa ersonshoul ha eto eco eanactor/actress.

126

UNIT 4

b) While you listenistentothecon ersationan ans erthe uestionatthestar oints.

Who?

Why?

How?

When?Where?

What?

c) After you listenIngrou s, iscussthetrutho the ollo ingstate ents:

To be able to perform in a play, one should have not only a gift but a great desire.Participation in drama helps a person to express themselves.Drama classes at school add much to schoolchildren’s education.

d) Imagine you are talking to some members of an American school drama club. With the whole class, discuss the ways they have their rehearsals, costumes and set de-sign. Compare them with good practices in the Ukrainian educational setting.

Writing

Work in groups and design a creative project “Ukraine has got Talents”.

1.Choosethe or at or our ro ect(a oster,aT sho ,asli e resen-tationetc).

2. in thenecessar in or ationa outartisticall talente Ukrainiansan their o escri tions.

3.Collect iagra s,sche es,ta les, hotos, ictures, uotesan otherillustrati e aterialsto ake our ro ectattracti e.

4.Thinko aninteresting a o resentation our ro ect.5.E aluate our rien s’ ro ects,usingthee aluationcar elo .

Evaluation Card


1. I thein or ation assu icientan con incing.

2. I theillustrati e aterial assuit-a lean essential.

3. I the or ato the ro ect asun-usualan interesting.

4. I the resentation assuccess ul.

127

4.1Culture Comparison

Search the Internet and make a Culture comparisonFind some information about the greatest talents in the English speaking coun-tries and compare them with Ukrainian ones.

4.4. Developing Integrated SkillsI. Suppose a charitable fund announced that it would donate 1 000 000 hryvnias to

support a start-up company. Group up with your friend and come up with your ideas on such items.

Item I hatstart-u co an o ou anttosetu hat arket lacenee or ro le o ou anttoa ress

Item II hat o s ill oucreatein ourstart-u co anho ill oue lo orthese o s

Item IIIhat ill e our ain e elo ental riorito illthestart-u gro

II. Look at the photos below. Pair up with your friend and discuss the ways to get ready for the coming future. Say if these ways may work for you.

III. You are going to have a time slot for informal communication as a part of Ukrainian National Stand at 43rd Toronto International Film Festival. Team up with your friends.

Team 1 ill e oungUkrainians,the e erso thecine aclu hokno ucha outUkrainiancine atogra h an arerea toans erthe isitors’

128

UNIT 4

uestion.Team 2 ill la the artso TI isitors hoarerea to o ar ouithallsortso uestions.

Thein or ationchart elo illhel thetea sto ocusonthe uestionsan ans ers.

CYBORGS

КІБОРГИ / KIBORHY

eature/ ar ra aCo lete /Ukraine/110

in/2017

Itisastor o ase eral- eek-long ilitar ut inSe te er2014. grou o ilitar olunteersco estoonetsk ir ort orthe irst

ti e-the ir orthas eenhel Ukrainians or orethan our onthso ar.

CHRYSANTHEMUMS TIME

ЧАС ХРИЗАНТЕМ / CHAS KHRYZANTEM

eature/ ra aCo lete /Ukraine/70 in/2017

terlosingaclose erson, lgaisle talone ithhergrie . ithnoonetosharetheloss ith,sheu sacaran goesona ourne aroun i an itssurroun ings.nher a she eets eo lehoha elostthe sel es:so e

throughconstantlies,othersecauseo a a choice. lgahel sso eo the utlea estheothersintheirs a . ttheti eo chr santhe u s,shehastoreconsi erherli ean losstogoonli ing.

FALLING

СТРІМГОЛОВ / STRIMGOLOV

eature/ ra aCo lete /Ukraine/105 in/2017

stor a outthe ost-re olutionar generationo oungUkrainian eo lelooking ortheir laceinao ernUkraine.It ollo s

t o e il ere eo le hoeetatacrucial o ento

theire istencean e eriencee a so ha inesstogether.

SKY

НЕБО / NEBO

eature/ a il il Co lete /Ukraine/95 in/2017

arkoisanor inar i o .e eets shеaCri ean-Tatar

girl hoha o e ithhera il ro Cri eato i .Itishar or shetogetuse toherne li einthe igcit ,assheissesherhouseontheBlackSea

shore. arko ro ises shetouil agli er,sothe coul l toCri ea. arkoan his rien sstart uil ingthegli er,sothe cancli intothesk hereallchil ren’s rea s ateriali e.

129

4.1

TARAS. RETURN

ТАРАС. ПОВЕРНЕННЯ / TARAS. POVERNENNYA

eature/ ra aCo lete /Ukraine, a akhstan/120

in/2017

The il ocusesonthelast3 onthso e ileo TarasShe chenkoin a akhstan.Thatsu er,the oet,e ile or ilitar ser iceinthetsarist ussianar ,recei esa essage ro rien sinSt.Peters urg:heis ersonall ar one Tsar le an erII. o e er,the ilitar lea ershi o No o etro skortisinnohurr totellTarasa outthisan toissueaecreeo is issal. oreo er,asecretagent ro Peters urgtriesto oe er thing or oetnottolea eNo o etro sk.

WHEN THE TREES FALL

КОЛИ ПАДАЮТЬ ДЕРЕВА / KOLY PADAYUT’DEREVA

eature/Co ingo age, ra aCo lete /Ukraine,Polan /88

in/2018

Thestor un ol sinaUkrainianro incialsetting,an ocusesona i e earol littlere elliousgirl itka ithherteenagecousinar saan her o rien ,theoungcri inalScar. terherather ies ar sa’s utureisunsure.She antsaco letecontrolo erherli e, utsheiscon e ne the illage’sentireco unit orherlo etoScar.ergran other, hosacri ice

herlo e orso eone i erent a oungg s ortra itionalalues,isonl concerne ithhat eo le illsa an ar sa’sotheristoo s chologicall eaktosu orther aughter.ar saan Scar lantoesca ero thecri inalli e,theli eo anal e astation iser an theirrelati estogether.

( a te ro :htt :// rcgcusto ers.s3-eu- est-1.a a ona s.co /account2900674/556610 3. 0.6837042586876323)

IV. With the whole class, make a mini-project “Great Expectations: What future has in store for us”. Think and discuss the following aspects.

Exams 21st century skills

Appreciation of other people’s talents

Career Prospects Job descriptions

Career Choices

Make a list of expectations and present them to the whole class giving rea-sons. Good luck to you!

130

UNIT 4


I. Read the text below. For questions (1-10) choose the correct answer (A, B, C or D). There is an example at the beginning (0).Thereisone u ilin class hois er goo 0at ainting. here erego, le takeshissketch ook ithhi asheen o s 1 ra inge -

er thing he in s interesting. 2 ost o all he is e cite aintinglan sca es. le aints 3 naturean succee s 4 in inganunusualco ositionan coloursche e.Ican’t 5 a iring an o his orksan suggest 6 so eo the atourlocal icturegaller .I le rac-tises ainting 7 ,he 8 e elo hiso nst le.

A B C D

0 in on at ith

1 re to ra ra ing ra ings

2 But Because Thatis h And

3 to ro o a out

4 on o at in

5 take gi e hel ake

6 e hi it e hi iting e hi ite toe hi it

7 urther arther later earlier

8 ust hasto a ustn’t

II. Read the sentences and fill in the right word-form.

1. osto stu entsha etheambitiontoa anceintheircareer.

2. The anttoachie e...an securit orthe sel esan theiruture a il .

3. acko a itiongenerall resultsinlacko ....4. ition ust e ase onso e....5. Younee toreali ethatachie ingsuccessre uires....6. To esuccess ulatallcosts,ho e er,shoul not ethe...

roleinli e.7. onota an on....8. ...sel -estee isanotherlan arkon our ourne tosuc-

cess.9. neo the ain actorsthat... ourle elo sel -estee is

sel -un erstan ing.10.Success...the re are in .

BITI US

SUCCEE

C IE E

E ISTICC ITTEE E

PE ESS

IN

ECTI EU ITE

B. ReadingRead the article and put the paragraphs in the correct order. Thus,in2016 oroneo en acanc clai sonl onecan i ate.Ina ition,

orko so t are e elo eris ell ai :a eragesalar hereisa out15thousan U .

A

131

4.1 TheT P10o the ost restigious ro essionsalsoinclu e ankers,

octors, ilots an astronauts, engineers in arious iel s, as ell asecono istsan inancialo icials. siskno n,ashigh- restigearethose ro essions hichha enotonl

agoo salar , utalsoahigh u licstatus,areres ecte intheco unit an ha ein luence. Butstill oreo ten restigeo the ro essionis eter ine recisel

its a ent. These ata ereo taine resultso inter ie o 1770res on entsin

ugusto this ear. es iteconsi era leco etition(8s ecialist orthe acanc in ie ),

the ositiono thehea is esira le ortheUkrainians. The restigeo the ro ession,ontheonehan , e en sonthe egreeo

res onsi ilit an co le it , utontheother onthegreat e an ors ecialistsinthela or arket, hichinturn e en sonthe acroecono icsituationintheregionan thesocio- oliticalsituation. nthesecon laceintheratingo the ost restigious ro essions

to anage ent. E ressl the senior o icers an anagers ha eo ertaken one ositiono la ers, rosecutorsan e ensela ers. ccor ingtoasur e ,con ucte thee ertso the ortal ea unter,

no inUkrainethe ost restigiousisthe ro essiono IT-s ecialist,ecauseitise tre el ITs ecialists e an inthe o esticla our arket.

ccor ingto18 o theres on entsto ea usiness an isalsonotless restigious. nthe i th laceintheranking erethearchitectural

engineers.htt s://ac .ua/eng/ne s galu /to -10-high- restige- ro essions-in-ukraine

C. ListeningListen to the information about one style of Ukrainian art and correct the mistakes in the statements given. State ents1.ThePetr ki kast le asoriginate inthesoutho Ukraine.2. St leso aintingsi ilartothato Petr ki ka ereoncecalle Sur-

realis .3.Thisst le as oun e inthe19thcentur agrou o UkrainianCos-

sacks.4.Peo le ith oeticgi tsettle o ninPetr ki ka.5.Earl ecorati e aintingsinPetr ki ka ereeasel aintings.6.The olk oeticinter retationo the easants’li e asan isatthe

asiso thePetr ki ka ainting.7.Bir san ani alsarethe ost o ular oti so the aintings.8.The aincolourso thePetr ki kast learere ,orangean ark lue.9.The illageo Petr ki kaistheonl lace hichiskno n orits ain-

tings.10.Thelocalst leso other laces i erin asicele ents.11. rtcriticssa thatthePetr ki kast lehas uchto o ith ri iti e

art.

D. WritingTo sum up what you’ve learned in this unit, write an essay “Great expectations”.

B

C

D

E

F

G

H

I

J

UNIT 4


Unit 5

MY GLOBAL AWARENESS

• to describe Canada’s nature and culture;• to talk about best practices in Australia’s education;• to discuss New Zealand’s specials;• to integrate your skills on the topic;• to check the level of knowledge and skills on the topic,


133

UNIT 5: MY GLOBAL AWARENESS5.1. How do You Envisage Your Canada Trip?


criterion(criteria)to erecogni e so e o /so ethingto esignatetori also ething/so e oice iel olarregion il ernessa un ant il li esno -ca e hu anen ea oursite reser ation un

to allintocategories to ro ote heritageconser ation orl i e to ake so e o ’sa so ething

togetone’sna e ro ... to get ore eel o so ething to la a a orroleinso ething

It’sa rea oran to...

It’sa ust-see or... on’t iss achanceo ...

I. Go Ahead!Look at the map of Canada and say how varied the country’s territory looks to you. Compare it to that of Ukraine.

E x a m p l e : I think Canada has much to offer, both geographically and cul-turally. In my opinion, there is a lot to see and do there. Every-body can set their priorities and allow enough time to achieve them.

134

II. Readinga) Read the UNESCO information about two groups of world heritage sites

in Canada and make a list of their characteristics.

WORLD HERITAGE SITES IN CANADA

The orl heritagesitesrank iththe likes o the ra i s inEg t,the ala agosIslan san theancientcit o a ascusinS ria.The ha eeen recogni e the UNESC ,hich 2010ha care ull re ie e

an esignate onl 911suchintheorl .The sites all into t o categories:

natural an cultural. Natural sitescan be considered, ithnoe aggera-tion, to e outstan ing e a les o a orstagesintheearth’se olution.ongthe luaneNationalParkin

theYukonco es irst.Itiskno n orso eo the orl ’slargestice iel s

outsi e olarregionsan as ectacularrangeo ountainen iron ents.Thisrugge an agni icent il ernessco ers22,015s k inthesouth estcor-nero theYukon. luanegotitsna e ro theSouthernTutchone or orlake ith an ish .T othir so the arkisglacier ithinters erse itso alle s,glaciallakes,al ine orests, ea o san tun ra.Cana a’shighestountain, t ogan(5949 ),an thesecon highest, tSt.Elias(5488 ),

to erthere.nothernaturalsiteo signatureattraction,NahanniNationalPark,is

oun intheNorth estTerritories, ithnearl 5000s uarekilo eterso il erness. It inclu es the SouthNahanni atershe an can on s ste ,

tun ra-ca e ountains,ca esan the agni icent90- etre irginia alls,t icetheheighto Niagara alls.It’sa rea or an totakeaonce-in-a-li eti eri ertri , ithhots ringsan a un ant il li ealongthe a .Theculturalsitesin ol ehu anendeavour.The inclu e,in articular,ros orneNationalPark,Ne oun lan .Itmust be seen oritsscenic arie

geogra h : or sthatri alScan ina ia’s,the a es-tic arren lan s, san eaches, ountain hikingtrails.Thesitehas4500 earso hu anoccu ation,ro the Stone ge to isits rench an Bas uehalers, ac uesCartier,an Ca tain a esCook.

Nahanni National Park Gros Morne National Park, Newfoundland

BrE en ea ourAmE en ea or

Kluane National Park

135

5.1I ou ant toget et ore eelo

the i ast, on’t issachanceo go-ing to another ust-see, ’ nse au ea o sNational istoricPark,Ne -oun lan , since it is the sight o theol est kno n Euro ean settle ent intheNe orl .There ainso theset-tle entcreate ikings ro Scan i-na ia an reenlan , re licas o so uil ingsal osttrans ort ou ackinti e.The ikingsle ei Eriksson,son o Erik the e , uilt their o noats, saile allo er theNorth tlan-tic,lan e here,constructe houses, e the sel es, an the ere racticall all ust 20-so ething ears ol . lsoca ti atingisthestor o theNor egiane lorer elgeIngsta , ho is-co ere thesitein1960,en ing earso searching:alocalinha itant, eorgeecker, a eIngsta ’s a ointingoutthe oun so theterrain.Cana a la e a a orroleinsettingu the orl eritageCon ention,hichoutlinesho sitesarechosen,setsu asite reser ation un or123e erstates,an ro otesheritageconser ation orl - i e.

ACROSS CULTURES: CANADA

World Heritage Convention (the) con entionconcerningthe rotectiono the orl culturalan natural heritage it as a o te the UNESC eneral Con erence in Paris in 1972. The orl eritage Con ention ai s to ro ote coo eration

a ongnationsto rotectheritagearoun the orl thatiso suchoutstan inguni ersal aluethatitsconser ation is i ortant or current an uturegenerations. It is inten e that, unlike the se enon ers o the ancient orl , ro erties on theorl eritage istshould be conserved orallti e.

Yukon – (the)territor inNorth estCana a, hich asthesiteo thelon ikegol rushinthe1890s.

Niagara Falls – (the) er large ater allsonthe or er et eenCana aan theUS, o ular ithtouristsan use tosu l electricit .

Yukon Niagara Falls

World Heritage Convention

L’Anse aux Meadows National Historic Park, Newfoundland

136

UNIT 5

Newfoundland Tutchone

Newfoundland – a ro inceo easternCana aconsistingo theislan o Ne oun lan an thecoasto a ra or.

Tutchone – (the) a irst nation eo le nu eringse eralthousan ,area ongthe ostnu erouso theorethan7200Yukonnati eso In ianheritage.

Jacques Cartier (1491 1557) a rench e lorer o Breton origin ho clai e hat is no Cana a orrance. e asthe irstEuro eanto escri ean a the ul o Saint a rencean theshoreso theSainta rence i er, hich he na e The Countr o Cana as ,a tertheIro uoisna es orthet o igsettle entshesa atSta acona( ue ecCit )an at ochelaga( ontrealIslan ).

Captain James Cook (1728 1779) aBritishe lorer,na igatoran cartogra her,ulti atel risingto theranko Ca taininthe o alNa .Cook a e etaile a so Ne oun lan riorto akingthree o ages

tothePaci ic cean.

Erik the Red – Erik Thorvaldsson (950 1003 . ),kno nasErik the Red, is re e ere in e ie alIcelan ic saga sources as ha ingoun e the irstNor ic settle ent

in reenlan . The e ’ ostlikel re erstohishaircolor. ei Ericson, the a ous Icelan ic e lorer, isErik’sson.

For inquisitive learners: to know more use the sites:htt s// hc.unesco.org/en/states arties/C htt s://en. iki e ia.org/ iki/ ist o orl eritage sites inCana ahtt s:// .cana iana air.co / log/co lete-gui e-cana as-unesco- orl -heritage-sites/

Jacques Cartier

Captain James Cook

Erik the Red

137

5.1b) Read the text “World Heritage Sites in Canada” again and fill in the chart with

Canada’s natural and cultural sites mentioned. Say what makes them attractive to people.

Natural sites Cultural sites

luaneNationalPark...

III. Language Track


In the text above, find and reproduce numbers in context according to the pattern. Practise saying them in your own sentences.

P a t t e r n : 22,015s k t ent -t othousan an i teens uarekilo eters.luaneNationalParkco ersnearl t ent -t othousan an i teens uare

kilo etersinthesouth estcornero theYukon.


From the text above, reproduce the sentences with the following vocabulary items – ‘site’ and ‘sight’ in context. Using an electronic dictionary, analyse the difference in their meanings and use them in your own context.

From the text above, reproduce the verbs from which the following nouns are formed and make up your sentences with them.

E x a m p l e : recognition – to recognise Canada’s world heritage sites are recognized by the UNESCO.

re iein ol e entinclusiontrans ort

esignationoutlinero otionisco er

In the text above, find and reproduce the sentences with the following words and phrases. Add 2–3 logically connected sentences to develop the idea in context.

E x a m p l e : human endeavour The cultural sites involve human endeavour. They include, in

particular, Gros Morne National Park, Newfoundland. I think it is a must-see for its scenic varied geography: fjords that rival Scandinavia’s, the majestic barren lands, sandy beaches, moun-tain hiking trails.

a orstageso theearth’se olutionountainen iron entsagni icent il erness

a un ant il li eca ti atingstorto allintocategories

138

UNIT 5

to ro oteheritageconser ation orl i eto la a a orroleinso ethingto esignatetori also ething/so e o


a) Language SearchIn the text above, find and reproduce the phrasal verbs below to fill in the diagram. Using the sites suggested, find 3 more phrasal verbs with this verb with different meanings and give examples to show how to use them in your own contexts.


To point

out . . . . . .

b) Information SearchSearch the Internet and find information about some world heritage sites. Focus on:

herethe arelocateto hatcategor the elongh the arerecogni e theUNESC .

Present your findings to the class and comment on the possible impressions you might get of them.

Grammar in Context

From the text and the “Across Cultures” section above, reproduce the grammar constructions in bold in contexts and interpret their meanings.


elati eclausescan e e iningornon- e ining.

‒I ou antto or the assi e itha o al,use...


Read the guidelines for protecting the environment (p. 140) and complete the following memo for responsible travelers, using the passive with modals.

139

5.1GUIDELINES FOR PROTECTING THE ENVIRONMENT

TreatCana a’s orestsan nati e il li e ithres ect. a agingortakinglantsisillegalin ost artso thecountr .

e o e ru ish. itter isunsightl an canencourage isease. atherthan ur ingor urning,carr out hat oucarr in.

ee strea san lakes ure cleaninga a ro atersource.here ossi le,use orta le uelsto es. ee o en iress all,useonl

ea oo an akesurethe ireisout ousingit ith ateran checkingtheashes e orelea ing.

ee totracks here ossi le. et er ission e orecrossing ri atelan an o ecare ull aroun li estock.

A Memo for Responsible TravellersE x a m p l e : En iron entmust be protected. Cana a’s orests.... u ish.... Strea san lakes.... Porta le uelsto es.... en ires.... Per ission....



SpeakingSpoken Production

a) Food for ThoughtRead the selection criteria and explain what kinds of heritage, the UNESCO authorities think, have to be protected in Canada and around the world.

SELECTION CRITERIA

Untiltheen o 2004,there eresi criteria orculturalheritagean ourcriteria ornaturalheritage.In2005,this as o i ie sothatthereisonl oneseto tencriteria.No inate sites ust eo outstan inguni er-sal alue an eetatleastoneo thetencriteria.Cultural criteria

re resentsa aster ieceo hu ancreati egenius e hi itsani ortantinterchangeo hu an alues,o eras ano ti e,or ithinaculturalareao the orl ,on e elo entsinarchitectureortechnolog , onu entalarts,to n- lanning,orlan sca e esign earsauni ueore ce tionaltesti on toaculturaltra itionortoa

ci ili ation hichisli ingor hichhas isa eare is an outstan ing e a le o a t e o uil ing, architectural, ortechnologicalense leorlan sca e hichillustratesasigni icantstageinhu anhistor isanoutstan inge a leo atra itionalhu ansettle ent,lan -use,orsea-use hichisre resentati eo aculture,orhu aninteraction

140

UNIT 5

iththeen iron entes eciall henithas eco e ulnera leun erthei acto irre ersi lechange “is irectl ortangi l associate ithe entsorli ingtra itions, ithi eas,or ith elie s, ithartistican literar orkso outstan inguni ersalsigni icance .

Natural criteriacontainssu erlati enatural heno enaorareaso e ce tionalnaturaleaut an aesthetici ortance is an outstan ing e a le re resenting a or stages o Earth’shistor , inclu ing the recor o li e, signi icant on-going geologicalrocessesinthe e elo ento lan or s,orsigni icantgeo or hicor h siogra hic eatures isanoutstan inge a lere resentingsigni icanton-goingecologicalan iological rocessesinthee olutionan e elo ento terrestrial,resh ater,coastalan arineecos ste s,an co unitieso lantsan ani alscontainsthe ost i ortantan signi icantnaturalha itats or in-situ conser ation o iological i ersit , inclu ing those containingthreatene s ecies o outstan ing uni ersal alue ro the oint o ie o scienceorconser ation .

( a te ro theInternetsource:htt s:// hc.unesco.org/en/criteria/)

Spoken Interaction

b) In pairs, discuss with your friends possible sightseeing activities in Canada. Use the pattern.

Pattern:

A: i,... It’sgoo tosee ou.I isse outerri l hile ou eretouring... o asit

B: It asa rea co etrue:....A:No on er,....B: Itissai that....A: o ,thatsoun sreall goo .... n i ou an chance isit...B: o ou ean... Is ent...an isite ....A:It’sanice lacetoseean togetatasteo ....B: i oukno that...A:That’sincre i le o onearth i ou...B: I astol that... orinstance,....A:The orl eli ein Thereisso uchto on era outinCana a.It’snot

sur risingthat....B: E actl .

c) Compile a questionnaire and use it to find out how your friends promote heritage conservation Ukraine-wide. Use the word list below.1.Pu licrecognition.2.Cataloguing.3. un raising.4. il li e reser ation.5. i ite hu anoccu ation.

In groups, discuss the collected data and come up with your ideas as to new challenges of nature protection in Ukraine.

141

5.1

Listening

a) Before you listenYouaregoingtolistentot oCana ianstalkinga outCana a’s laceso interest.Brainstor hatthe ight in attracti ea outthenaturalan culturalsitesinCana a.

b) While you listenisten to the con ersation an correct the errors in the state ents gi enelo .

1. oroth astouringnorth.2. arrenthinksthat ntarioistheleast isite regioninthecountr .3.Bu aloisa o ularhone oonattraction.4.The ell-kno n eorgeBernar Sha esti altakes laceinToronto.5. otso historical lacesinCana aha ena esassociate ithnatural

soun s.6. anito ahasthelongest lace-na einthecountr .7.Cana ahastoo uchhistor .

c) After you listenAccording to Darren, there is so much to wonder about in Canada.In groups, read the following Canadian quotes and say what geographical and cultural information about the country they can reveal.

Cana ians...ha enosoutho hichthe cans eak ar l .

Priit J. Vesilind, National Geographic

henI’ inCana a,I eelthisis hattheorl shoul elike.

Jane Fonda

Cana a has ne er een a elting- ot orelikeatosse sala .

Arnold Edinborough

Cana ians ha e een so us e laining tothe ericansthat earen’tBritish,an totheBritishthat earen’t ericansthat eha en’tha ti eto eco eCana ians.

Helen Gordon McPherson

Cana a isan interesting lace theresto the orl thinksso,e eni Cana ians on’t.

Terence M. Green

142

UNIT 5

Ia aCana ian, reetos eak ithout ear, reeto orshi in o na , reetostan or hatI thinkright, reetoo ose hatI elie erong,or reetochoosethose hoshallgo ern countr .Thisheritage

o ree o I le getou hol or sel an all ankin . John Diefenbaker

(From the Canadian Bill of Rights, July 1, 1960.)

Writing

a) Before you writeI ou antto resentin or ationconcerningthe rogress hichhas eena eonanature rotection ro ect, riteanin or ati ere ort.

Ingrou s, rainstor ith our rien s hat acts ouressa shoul contain.akealisto or san hrases oucanusein ourre orttosoun

in or ati e.

b) While you writeHow to Write an Informative Report

Content tips Language tips

Paragraph 1:State the ur ose an contento ourre ort.

The ur oseo thisre ortistooutline...sre ueste ,thisisare ortregar ing...

Thein or ation elo su arisesthee entshichtook lace...

Paragraphs 2–3–4:Present ariousas ectso thesu ectun ersuita lehea ings.

Ina ition,...o e er,...

(Un) ortunatel ,...

Final paragraph:Su arise all ointsentione e ore.

Ia lease toannounce...It ust e ointe out...nthe hole,it oul e airtoconclu e...

oto ourFirst Aid Kit .190 oraSa leo anIn or ati e e ort

Culture Comparison Search the Internet and make a Culture comparisonCo erthe ollo ing oints:

hat i erences an si ilarities can ou s ot in thehistor an geogra h o Cana aan Ukrainehat orl heritagesitescan e oun inUkraine a e ou een

toan o the o ellarethe reser ehat o oukno a outUkrainian ias orainCana a

At Home: In your WB, write an informative report on Canadian Ukrainians to the historical society.

143

5.1

5.2. How About a Bit of Career Counselling from Australia?


(un) iasee osuretoso ething ersonalgro thintercultural e eriencee ucation en iron entaca e ic co it entcareer attain enttosu le entso ething ithso ethingtoi erse onesel intoso ethinghostschool

too eratrans or ationallearninge erience too eraglo all recogni e uali ication to orkinto a ’sglo alarket lace

torecruit irectl ro uni ersit toe lo o erseasstu ents tosei eano ortunit to e elo in e en ence/aturit

toseeissues ro i erenters ecti es

togainso ethingat ana or a le rice totakeanacti e art inone’so ne ucation to eco eane change stu ent tokee a ersonal log o so ething too enso e o ’se es toso ething to ea aunting ros ect

ur ri ar goalis... ight ro thestart...Thisensures...

I. Go Ahead!Look at the picture of Australian teenagers and say what educational opportunities they are considering for their near future. What are your options?

E x a m p l e : I believe these teenagers are considering different options for higher education. Some like Australian universities, others prefer studying overseas. I would rather become an exchange student.

144

UNIT 5

II. Readinga) Read the following pieces of information about studying in Australia and over-

seas and say what benefits and challenges they emphasize for prospective Aus-tralian and international students. Which of the educational opportunities de-scribed look most / least attractive to you?

I.

STUDYING IN AUSTRALIA

Stu ingin ustraliaoffersinternationalstu ents ore than aca e ic achie e entan aglo all recogni e uali ication.Itisaonce-in-a-li eti ee eriencethrough hichastu entcan e elo in e en ence, aturit ,anun erstan ingo othercultures,an thea ilit to see issues ro i erent ers ec-ti es.Stu in ustralia etterpreparesastu-

ent to ork in to a ’s glo al arket-lace.Thisis h se eral oreignco aniesrecruit irectl ro ustralianuni ersities

an ocational institutes. an internationalorganisationsan co aniese lo o erseasstu ents ith ustralian uali ications ecausetheire o-sure to the outsi e orl gi es the greater in e en ence an aturit .ithinternationaltra e arriers isa earing,greato ortunitiese ist or

those iththeskills,e eriencean kno le getosei ethe .In ustralia, international stu ents cangain this e erience in a sa e,

rien l en iron entan atana or a lecost.I Pgi esstu entsun iase ,co rehensi ein or ationtohel the choosetherightcourse,therightinstitutionan therightlocation ortheirin i i ual ro essionalan er-sonalnee s.

Education in Australia

ustraliaisthethir ost o ularstu estination in the English-s eaking orl ,ith ore than 200,000 international stu-ents in ustralian institutions across alle ucation sectors: higher e ucation, oca-tional e ucation an training, English an-guagecollegesan schools.The ustralian go ern ent in ests il-

lionso ollarseach earin e elo ing us-traliane ucationan inuni ersit research.Best ustralianinstitutions ustralianNa-tional Uni ersit , Uni ersit o el ourne,Uni ersit o S ne ,etc. made ita ointlongagotoha eaninterna-tional ocus ithin their coursesan acti ities.The e change sta ithinstitutionso erseas, artici ateininternational oru s,an ha e artner-shi san oint ro ects itho erseasinstitutionsan internationalresearchcenters.

ustralia’suni ersitieshave madei ortant reakthroughsin o erntech-nolog an science hile ustralia’s ocationaltrainings ste , hichis ase onin ustr stan ar s,isuse asa o el orother sia-Paci iccountries.Thereareuni ersitiesinall a or ustraliancitiesan throughoutre-

gionalareaso thecountr ranginginsi e ro aroun 3,000stu entsto

145

5.250,000 stu ents. out 20 ercent o stu-entsenrolle in ustralianuni ersitiesarero o erseas.

an internationalstu entsalsostu inocational e ucation an training collegesan institutesacross ustralia.Theseinsti-tutes o er uali ications that are recog-nizedinthe ork lace.International stu ents in ustralia also

stu English language through courses o ere ri ate organi ations, uni ersi-tiesan go ern ents in oun ationcoursesto re are the or uni ersit stu an ithin ustralianschools.The ustralian o ern entensuresthe ualit o ustralianinstitutions

an coursesinanu ero a s.Institutions ust eaccre ite an courseso ere to internationalstu ents ust ea ro e an liste onC IC S.uali ications o ere to stu ents ust it the ustralian uali icationsra e ork.

ustralianinstitutions e elo thecreati e,anal ticalan lateralthinkingskills o stu ents, an encourage in i i ualit . The ustralian e ucation

s ste also encourages res onsi ilit an aturit instu ents.Stu entstakeanacti eartintheiro ne ucationan are expected

to su le ent classroo stu ies ith in e-en ent stu in li raries, at ho e an intea s ithotherstu ents.The sta at ustralian institutions are

also er e erience in hel ing stu entsro other countries, an there are ell- esta lishe su ort s ste s in lace or internationalstu ents.

II.

WELCOME TO THE WONDERFUL WORLD OF WEP STUDENT EXCHANGE!

Stu o erseasin orethan20countries ith orl E ucationProgra ( EP) ustralia. urinternationalstu ente change rogra so er ouatrans or ationallearninge eriencehan -in-han ithunsur asse ualit o su ortan attentiontoe er stu entan a il .

ortunities to li ean stu o erseasarea aila le toall ustraliansecon ar stu ents hoen o achallengean are illingtoco letel i -ersethe sel esinto a -to- a li einanothercountr .Theseoutstan ing

e ucational rogra s o er ou the e erience o a li eti e an ro oteun erstan ingan eace et een eo le ro i erentcultures.

New Support Platform for WEP Students

ur ri ar goalat EP ustraliaisto ro i eas uchsu ort orouro ersease changestu entsas ossi le. earecurrentl rolling out ane su ort e site orourstu entsto interact itheachotheran toeasil connect ith EPsta . terco letiono thestu entorientation ro-gra e,oure changestu entswill be provided iththe acilit tokee aersonal logo theirtra ele eriences, artici ateina oru ithotherstu entsan uch orestu likethat.

146

UNIT 5

Student Exchange

Beco ingane changestu entisane citing a toenhance ourli e li inginanothercountr .Beingane changestu ent oesnotre uire oura il tohostastu entin ourhouse hile ouarea a .Stu ente change ith EP ustraliacano en oure estotheo ortu-

nitiesan on erso the orl .Su ortis providedtostu entsthroughouttheentiret o their rogra s. ight ro thestart, hen e irstrecei eanen uir ,allthe a to rogra co letion, EPans ers uestions ro stu entsan arents, aintainscontact ithstu ents hilethe areo er-seas,an acilitatesco unication et eenourinternational artnerorgan-isations, coor inators, host a ilies, host schools an e change stu ents.Thisensures ouwill havethe est ossi lestu ente changee erience.

llo erthe orl , EPhost a iliesareinter ie e an screene toensurethe will providesa ean caringho een iron ents oroure changestu ents.Yourhost a il illselect ou, ill e elco ingan ro a l i atient orourarri al,an will be interestedinlearninga out ouan ourli ein us-tralia.Be ore ou e art ro ustralia, ouwillalsobe adviseda outthehostschoolthathasacce te ou.Stu entsan teachersinhostcountr schoolsareal a sintereste inhearinga outli e ro ouruni ue arto the orl .I ouchooseanon-Englishs eakingcountr , ou illha ethe antastico ortunit tolearnane languagean s eakite er a . hilethiscan ea auntingros ectinitiall ,thelongter ene itso einga letos eakanotherlanguageillsta ith ou ortheresto ourli e.

ACROSS CULTURES: AUSTRALIA

IDP E ucation ustraliais ustralia’slea inginternationale ucationan e elo entorgani-ation. I P is an in e en ent, not- or- ro itorgani ation that re resents ore than 1,000ustralian institutions inclu ing uni ersities,

T Ean ocationale ucationinstitutes, usinessan s ecialstu iescolleges,Englishlanguagecolleges,an schools.I Phas eenhel inginternationalstu ents or orethan30 ears.Ithasso e70o icesglo all ithacti itiesin50countries.Traine counsellors ro i esu -ortan a icetostu entsinlocallanguages.

TAFE ( ronounce /teɪ /) In ustralia, technical and further education institutions ro i e a i erangeo re o inantl ocational tertiar e ucationcourses, ostl uali ingcoursesun ertheNationalTraining S ste / ustralian uali ications ra e-ork/ ustralian ualit Training ra e ork. iel s

co ere inclu ehos italit ,touris ,construction,en-gineering, secretarial skills, isual arts, in or ation technolog an co unit ork.In i i ualT Einstitutions(usuall ith an ca uses)arekno naseithercollegesorinstitutes, e en ingonthestateorterritor .T Ecollegesareo ne ,o erate an inance the ariousstatean ter-ritor go ern ents.Thisisincontrasttothehighere ucationsector,hose un ingis re o inantl the o aino theCo on ealthgo -

ern entan hoseuni ersitiesare re o inantl o ne thestatego ern ents.

147

5.1

WEP Australia orl E ucationProgra ustraliat is an in e en ent, incor orate , not- or- ro itustralian stu ent e change organisation registere iththee ucation e art entsin ,NS an IC.or e in2001incoo eration ith EPInternation-al, ( hichno haso ices inBrussels,Turin, ilan,on,Parisan osario), EP ustraliahasena le

thousan so stu ents too ena oor toa re ar ingan success ul uturethroughe ucationa roa .

CRICOS theCo on ealth egistero Institutionsan Courses or erseasStu ents.

Australian National University co onl a re iate toANU, is au lic teaching an researchuni er-sit locate inCan erra.TheUni er-sit as esta lishe an act o the Parlia ent o ustralia an ca e into eing on 7 e ruar 1947,iththelegislate ur oseo con uctingan ro ot-

ingresearchin ustralia.TheUni ersit isgo erne a15- e ercouncil. NU isa e ero se eraluni ersit alli-

ancesan coo erati enet orks,inclu ingthe rou o Eight( ustra-lian uni ersities), the ssociation o Paci ic i Uni ersities, thessociationo Uni ersities or esearchin strono an theInterna-

tional llianceo esearchUni ersities. NUinclu es i eNo ellaure-atesa ongitssta an alu ni.

University of Melbourne in or all el ourneUni,Uni el ,U or ust el ourne,isa u licuni ersit locate in el ourne, ictoria. oun e in1853,itisthesecon ol estuni ersit in ustraliaan theol estin ictoria.The ainca usislocate inPark ille,aninner su ur ust north o the el ourne CB . Theuni ersit also has se eral other ca uses locate across ictoria.el ourne is ranke a ong the to uni ersities in ustralia an theorl .Theuni ersit haso er35,000stu ents, hoare su orte

nearl 7,200sta e ers.In2008,itintro uce thecontro ersial el-ourne o el, a co ination o arious ractices ro erican an Euro eanuni ersities,ai e atconsistenc iththeEuro eanUnion’sBologna rocessan internationalrele ancean stan ing orits egrees.

University of Sydney in or all Sydney UniversityorUsyd,isauni ersit locate inS ne , ustralia.Itisthe ol est uni ersit in ustralia, ha ing een esta -lishe in1850. so 2009,theuni ersit ha 47,775stu ents, akingitthesecon largestin ustralia.The ainca usiscentere onlarge ri ge-ins ire groun s hich s rea across the su ur s o Ca er-o nan arlingtononthesouth- esternoutskirtso

theS ne CentralBusiness istrict.Ina ition,theuni ersit enco -asses a nu er o s all s ecial- ur ose satellite ca uses o taine ro otherorganisationso erthe ast20 ears,inclu ingtheS ne Conser atoriu o usican theS ne Collegeo the rts.

148

UNIT 5 5.2 For inquisitive learners: to know more use the sites:

htt s// .internationalstu ent.co /stu australia/ htt s:// .to uni ersities.co /stu ent-in o/stu ent- inance/ho - uch- oes-it-cost-stu -australiahtt s:// .i .co /australia/a out-australia/stu -in-australia/

b) Read the extracts again and find the information for the following chart.

Study in Australia Study overseas

Personalgro th

Interculturale erience

E ucationen iron ent

ca e icco it ent

Careerattain ent

Summarize the information and say how much these educational benefits are important for you and your friends.

III. Language Track


In the texts above, find and reproduce 10 words with the sounds / /,/ / in their contexts. Practise saying them in your own sentences.

E x a m p l e : / /qualification Studying in Australia offers international students a globally

recognized qualification.


From the texts above, reproduce the sentences with the following vocabulary items – ‘staff’ and ‘stuff’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.Match the beginnings and the endings of the expressions below. From the texts above, reproduce the sentences with them. Illustrate the expressions with your own examples.

E x a m p l e : Studying in Australia offers international students a globally recognized qualification.

1too er... A...co it ent

2 toe lo ... B...ano ortunit

3torecruit... C...aglo all recogni e uali ication

4e osure... D ... irectl ro uni ersit

5tosei e... E...e change

6to ork... F ...o erseasstu ents

7 aca e ic... G...into a ’sglo al arket lace

8stu ent... H...totheoutsi e orl

149

5.1From the texts above, reproduce the words and phrases which are attributable to the description of different opportunities for international students to complete the word cloud. Use them to describe education in Ukraine from an international perspective.

academic achievement a globally recognized qualification independence maturity an understanding of other culturesexposure to the outside world affordable cost


a) Language SearchIn the texts above, find and reproduce the word-combinations with the verb below to fill in the diagram. Using the links suggested, find 3 synonyms for this verb and give examples to show how to use them in your own contexts.

htt s:// .englishclu .co / oca ular /s non s-anton s.hthtt s:// . luentu.co / log/english/ htt s://en.o or ictionaries.co /english

To provide

support . . . . . .

b) Information SearchSearch the Internet and find some information about typical behaviour pat-terns of teenagers in England and the USA. Focus on:

their eha iourco eatschooltheir eha iour ith arentsan a ults their eha iour itheachother.

Present your findings to the class and comment on the differences and similarities in your American and English peers’ behaviour.

Grammar in Context

From the texts above, reproduce the grammar constructions in bold in contexts and interpret their meanings.

150

UNIT 5 5.2Complete the instructions and illustrate them with your own sentences.

I ou anttotalka out actsan regularactionsinthe resent,use...I ou anttotalka out astactionsan situations,use...I ou anttotalka out astactions ith resentresults,use...I ou anttotalka outo ersan ro ises,use...


Read about Australia in brief and fill in the correct verb forms.

AUSTRALIA IN BRIEF

ustraliais (to be)asta le,culturall i-ersean e ocraticsociet , ithaskille ork orcean astrong,co etiti eecono-. itha o ulationo orethan21 il-

lion, ustralia (to be)theonl nationtogo ernanentirecontinent.It (to be)theearth’s iggestislan an thesi th-largestcountr inthe orl inlan area.

ustralia (to have)10 ercento theorl ’s io i ersit an agreatnu ero

itsnati e lants,ani alsan ir se istno-here else in the orl . ustralia (to commit) to conser ing its

uni ueen iron entan naturalheritagean hasarangeo rotection ro-ce uresin lace,inclu ing orl eritagelistingsan an national arksan il li esanctuaries.

ustralia’s o ulation (to include) originalan TorresStraitIs-lan er eo lesan igrants ro so e200countries.Ino er60 earso lanne ost- ar igration, ustralia (to welcome) ore than6.5 illion igrants, inclu ing ore than 660 000 re ugees. uring thisti e,the o ulation (to triple) ro a out7 illion.

igrants (to bring) iththe languageskillsan otherca a ili-ties that are alua le in to a ’sglo al econo an ork orce. lthoughEnglishistheo iciallanguagein ustralia, orethan3 illion ustralianss eakalanguageotherthanEnglishatho e(2017). saresult, ustralia

(to offer)the a iliarit o a estern usinessculture itha ork orceca a leo o eratingin an i erent usinessen iron ents.



SpeakingSpoken Production

a) Food for ThoughtRead the international student’s voice from Australia. Would you do the same or different? Give your reasons.

151

5.1

hen I eci e to stu in ustralia, the irstthingI i astocontactI Pan toseekin or ationa out i erent rogra a aila ilit .I ascounselle er ro essional sta an the in or ationro i e the has gi en e the con i ence tostu in ustralia. I P has an o ice in S ne hich as er con enient or e. I I ha e an uestionstoask,Ikno I P illal a s ethere ore henInee hel .

Kin Fai Wong from Hong Kong

Spoken Interaction

b) In pairs, study the following chart about student exchange experiences in Australia and interpret the survey data.

Survey Item %

Full Year

% Fall

Semester

% Spring

Semester

% Summer

% Total

Personal Development

Increase sel -con i ence 98 95 96 97 96

Ser e asacatal st orincrease aturit

98 97 97 95 97

asha alastingi actonorl ie

97 95 94 92 95

Academic Commitment

Enhance interestinaca e icstu

81 80 79 84 80

In luence su se uente ucationale eriences

91 85 86 84 87

ein orce co it enttooreignlanguagestu

88 83 85 90 86

Intercultural Development

el e e etterun erstan o ncultural aluesan

iases99 97 97 95 98

In luence etoseekoutagreater i ersit o rien s

94 88 89 86 90

Continuestoin luenceinteractions ith eo le ro i erentcultures

97 93 92 92 94

Career development

c uire skillsetsthatin luence career ath

82 73 74 71 76

152

UNIT 5 5.3c) In groups, answer these how-questions about Australia-bound education:

1. How o ustralian uni ersities ensure their stu ents’ ersonalgro th

2. How can o erseas stu ents ene it ro their intercultural e eri-ences

3. Howcanane changestu entseeissues ro i erent ers ecti esinthe ustraliane ucationen iron ent

4. How oul oure eal ouraca e icco it enti ou ereaninter-nationalstu entin ustralia

5. How oul outr to e elo aturit i stu inga roa6. Howcanstu a roa in luenceastu ent’scareerattain ent7. Howcanclassroo stu ies esu le ente ithin e en entstu in

the ustralianaca e icsetting8. Howshoul oui erse oursel intointo a -to- a li einanother

countr

d) With the whole class, summarize your ideas in a poster “One who goes far, knows much”.

Listening

a) Before you listenYouaregoing to listen to t o ustralianhighschool stu ents, lanan enise,talkinga outgoinginternationala tergra uation.Brainstor hat

reasonsthe ightgi e ororagainststu inga roa .

b) While you listenInt ogrou s,listentoone arto the ialogue ConnectingPeo le ( rou 1‒ lan’slines rou 2‒ enise’slines).ettogetheran restorethecontento the ialogue.iththe holeclass,listentothe ialogue ConnectingPeo le orthe

secon ti etochecki ou ereright.

c) After you listenIngrou s,talka out our lansa tergra uation.Co erthe ollo ing ointsor iscussion:

ene itso enteringaUkrainianuni ersitene itso stu inga roai ortanceo connecting eo lethroughe change rogra es.

Writing

a) Before you writeI ou antto resentthe in ingso researchconcerningreactionstoane ucation rogra e, rite a sur e re ort hich can e u lishe in acareercounselling rochure.

In grou s, rainstor hat uestions school-lea ers coul e aske a outthe ene itso i erente ucation rogra es.akea list o or s an hrases ou canuse toanal se the sur e ata.

153

5.1b) While you write

How to Write a Survey Report


Begin with stating:the ur oseo there ortthecontento there ort.

Theai o thisre ortistoe a inetheresultso asur e in hich...There ortoutlinestheresultso asur e con ucte to eter inetheo iniono ...The ata inclu e in this re ort asgathere eanso a uestionnaire...

Continue with presenting:allin or ationcollecte onthe to ic in etail in theor o actsun ersuita lehea ingsgenerali ations.

... ercento the eo le uestione agree/clai /statethat... large ro ortion o those a are o ...ereo theo inionthat...

This is highlighte the act that t oouto i estate that...Thisin icates/suggests/i liesthat...

End with:su ari ing the ointsentione a o e

a ing our reco en a-tionsorsuggestions.

Inconclusion,thesur e i i l sho s...nthe asiso the in ings,it oul see

that...The results o the sur e re eal /e onstratethat...urreco en ation,there ore,isthat...

oto .191 oraSa leo aSur e e ort


retherean internationalstu entshoste inUkrainianuni ersi-ties I so, ro hatcountrieso can ou eco eane changestu ent

At Home: Conduct a survey “Student Exchange Opportunities for Ukrainians”. In your WB, write a survey report about your fi ndings.

154

UNIT 5 5.3

5.3. What’s On Your Agenda in New Zealand?Word Bank Phrase Bank Communication Box

agen aout oore loration ariti ecli ate sho - uste ountains

glacial alle s rain orests unelan s olcanic lateau a ortra el crossroa sa renaline- u ing ung u inga renaline- u ingcanoe/ka ak a enturecruise-shi reck (non-)thrillseeker

toho e ore otionala akening togi ethe uestionso eseriousthought toco e o nun er tore eala ie o ...tos . tothinko one’s riorities

toget irst-han e eriences to o arine- a alatching

to e o ara ount i ortance

Itis orth... In our in ’se e... art ro ... It’sagreat a to...Youaresureto... ..., ustto eonthesa esi e.

I. Go Ahead!Look at the pictures and guess where these films could have been shot. Say what you can learn from them about this part of the world.

The Lord of the Rings King Kong

The Chronicles of Narnia Moana

E x a m p l e : I have seen the cartoon “Moana”. I think it is based on the Maori culture myth, so the scene is laid in New Zealand. Judg-ing by the film, New Zealand has one of the most varied and spectacular series of landscapes in the world.

155

5.1II. Reading

a) Read the guide book entry “Destination New Zealand” about a prospective trip to New Zealand and match the photos to the proper parts of the text.

DESTINATION NEW ZEALAND

o o ouen isage ourNe ealan tri Itis orthgi ingthe ues-tionso eseriousthoughtin ourholi a lanning. re ouho ing ore o-tionala akeninginso e i eo ens aces, ith alkingan ushca inghighon ouragen a rin our in ’se e,isNew Zealandalla outsta -inginlu ur acco o ationan gettingac uainte iththe inest use-u san sho s Perha s,aco inationo allthea o e

llthingsare ossi lehere.Thereisalottoseean o,sothinko ourrioritiesan allo enoughti etoachie ethe .

When to go?

The ar er onths et eenNo e eran rilare i eal orout oore lorationo Ne ealan ’suni uescener .I ouareasno unn , isithenthe hitestu isthickonthegroun o er inter uneto ugust.

Ne ealan isinthe oaring ortiesan sohasa re ailing in lo ingo erit ro esttoeast ear-roun . e e erthatthecountr hasa ar-iti ecli ate, eaningthe eathercanchange er uickl .

Where to go?

Ne ealan hasoneo the ost arie an s ectacularserieso lan -sca einthe orl ,ranging ro sho - uste ountainsan glacial alle storain orests, unelan san another orl l olcanic lateau.I ,untilno , ourtra elsinNe ealan ha e eena outs allto ns

an thegreatout oors,sto inWellington(or ell , orshort).Co actan alka le,itissur risingl scenican ullo institutionsintegraltoitsroleo the er ectca italcit . art ro ellington’si ortanceastheseato go ern ent, it’sa a or tra el crossroa s et eentheNorthan SouthIslan s.

156

UNIT 5 5.3Ne ealan ’s largestouter islan isSte ar Islan ,orRakiuraas itsaorina e hich eans an o lo ingSkies .Itisonl 40k ro the

un ersi eo theSouthIslan ,an ou ill ere ar e itha ar el-co e ro theki isasit’soneo the e laces here oucans otthesesh ,nearl lin , lightless ir sinthe il .

How to go?

s all laneorahelico ter illtake ouonasightseeingtri (calle lightseeing’ the locals) all o erNe ealan . It’s agreat a to see

Mt (Mount) Cook,theBa o Islan s,Tongariro Na-tional Parkan thesouthern or s. hot-air alloonill re eal or ou the ost reath-taking ie so

the Southern Alps an contrastingCanter ur lains.Tra ing(that’s i i-s eak orhiking)isa ine a

toget irst-han e eriences ithinNe ealan ’snatural eaut .Therearethousan so kilometres o trackslea ingtoLake Waikaremoanaorthe Tas-man Seacoast. neo the ost o ulartracks theso-calle nine reat alks-isactuall ari ertri .I ou’ egot ourheartsetonit, ouaresuretoen o this145k , i e- a canoeorka aka enture o nthe Whanganui River.

What to do?

ornon-thrillseekers,gui e alks,scenic lightsan cruiseso enu theout oorso thecountr hile ariousa renaline- u ingacti ities ill ehighl a reciate those ho a ouranele-ento risk.Suchriskisun erline ina en-

ture s orts, articularl bungy u ing, a-rine- a al atching,an scu a i ing.Bung u ing o the a arau Bri ge

ro tsahea a renalinerush, ut ehin thescenesactioncoul har l e oreorgani e , ith u ersa et o iousl o ara ounti ortance.The ainattractiononthenortheastcoasto theSouthIslan is haleatching,an e en ingontheseason ou a see igrating lue hales,

hu ack halesan southernright hales. ther a als inclu ing ursealsan usk ol hins are rett uch ear-roun resi ents.S i ingith ol hins,an sealsisalso ossi lein aikoura. henin is orne, ou

cane ens i ithsharks,though itha rotecti ecageasacha erone ustto eonthesa esi e.The estscu a i inginNe ealan can ee erience nearthePoornightsIslan s,o theeastcoasto theNorthIslan , hich ererate

the great Jacques Cousteau a ongtheto 10 i ings otsinthe orl .Thearl oroughSoun sha eso einteresting i es,too,inclu ingthe Mikhail

Lermontov,thelargest i ea lecruise-shi reckinthe orl .

What to see?

I cra ingculturalacti ities, e tre e s orts, usinesso ortunities,ulticultural iningan a i rant usicsceneinto a an nightare our

thing,then ucklan is ourkin o lace.It akesiteas toen o allthat’sono er,an eser es itsre utationasthe true ca italo thecountr ,thoughitlostitso icialca italstatusto ellingtonlongago.In 1840,Ne ealan ’s irst go ernor na e the settle ent a ter his

co an ingo icerGeorge Eden( or ucklan ).Sincethe eginningo the20thcentur ucklan has eenNe ealan ’s astest-gro ingcit an its ain in ustrialcentre. ucklan , otharegionan a etro olis, assel - roclai e astheCit o Sails.

or an ,thehighlighto a isitto ucklan isthei ossi leto issSk To er:at328 itisthetalleststructureinthesouthernhe is here.

BrE kilo etreAmE kilo eter

BrE ungy u ingAmE ungee u ing

157

5.1S uee einthe ie ingo the ucklan rt aller e ore oar inga err to e on ort ora alku oneort oe tinct olcanoes. r,takea ustoell Tarlton’s ntarcticEncounter Un er ater orl herethe iggest

attractionisthe er anent inter on erlan hichinclu esa alkthroughare licao Scott’s1911 ntarctichut.

What to eat?

Ne ealan isaculinar a enture orthehungr tra eller.The aorihangi isanunusual etho o cooking oo in thegroun o erhotri erstones.Potatoes,kumara(s eet otato),carrots, u kin,onion,corn,ca -age, oultr , eatan isharethro nintogetheran stea e untilten-er,takingonso eo the la oro theearth.Hangi isa eatureo al ostan or al aorioccasion.

oastla orhogget isa o ularchoice ora a il eal.Theclassicegeta leacco ani entsareroaste otatoes,ku ara,greensan u -kin.To isitors,la eateninNe ealan can eare elation thereisso ethinga outeating oo inthe laceit’s ro uce .

i i ruittakes ri eo laceonto o theegg hitean sugar essertkno nas a lo a.Thiss eet eringuecakeistoogoo to e isse .

n soisNe ealan

ACROSS CULTURES: NEW ZEALAND

Roaring Forties – theocean et een40an 50south,kno n or er strong in s

Maori the original eo les o Ne ealan , no onl as all arto thePo ulation.

Kiwi-speak – (in or al) Ne ealan ’s arianto theEnglish anguage hich as e elo e un erastrongin luenceo the aorilanguages.

158

UNIT 5 5.3

Bush Mt Cook Bay of Islands

Bush hea il - oreste areasinNe ealan .

Mt Cook the highest ountain in ustralasia (3755 ). no n toaorisas oraki(Clou Piercer),thetent-sha e tCook asna e

a ter a es Cook (1728 1779), an English e lorer o the coasts o ustraliaan Ne ealan .

Bay of Islands (the) oneo Ne ealan ’s ost orth attractionsa e or its stunning coastal scener , 150 or so islan s an sailingestination.

Tongariro National Park Ne ealan ’s irstnational ark,esta lishe in1887.The ark’sthree eaks ereagi ttoNe ealan ro thelocal aori tri e, ho sa it as the onl a to reser e an area o s iritualsigni icance.Thena eTongarirooriginall co ere thethreeountains o the ark an co es ro tonga (south in ) an riro

(carrie a a ).

Tongariro National Park

Kaikoura Gisborne

Kaikoura ato nlocate northo Christchurchan a ecca or il li eenthusiasts.

Gisborne Ne ealan ’s ost easterl cit . Theaorina e orthearea,Tairawhiti, eans thecoast

u on hichthesunshinesacrossthe ater’.Sur ingthereisal osta an ator acti it .

Jacques Cousteau(1910 ) a renche lorero thesea, riter, roa caster,an akero il sa outli eun er ater. ealsoin ente scu a i ing.

159

5.1

Scott Robert Marlborough Sounds Wellington

Scott, Robert Falcon(1868 1912) ano icerintheBritishNa hole t o ourne stothe ntarctic,an ie hilereturning ro theSouthPole uringthesecon one heiso tencalle Scotto the ntarctic.

Marlborough Sounds thegate a totheSouthIslan hich eaturesan elight ul a s,islan s,co esan ater a s.Partso theSoun s

areno inclu e inthe arl oroughSoun s ariti ePark.

Wellington theca italcit o Ne ealan ,ontheNorthIslan ,thecountr ’sthir largestcit an a ain ort.

For inquisitive learners: to know more use the sites:htt s//en. iki e ia.org/ iki/Ne ealanhtt s:// .ne ealan .co /int/htt s:// . ritannica.co / lace/Ne - ealan

b) Read the guide book entry “Destination New Zealand” again and fill in the chart for the following geographical features of New Zealand. Speak about the one you’d like to explore if you had a chance.

For thrill seekers For non-thrill seekers

Cli ate

an

Sea

ir

ut oore loration

Cit e loration

VI. Language Track


In the text above, find and reproduce 10 words with the sounds /ʌ/, /aɪ/an /aʊ/ in their contexts. Practise saying them in your own sentences.

E x a m p l e : /ʌ/ ung u ing No doubt, bungy jumping is an adrenaline-pumping activity.

160

UNIT 5 5.3


From the text above, reproduce the sentences with the following vocabulary items – ‘scenery and ‘scene’ in context. Using electronic dictionary, analyse the difference in their meanings and use them in your own contexts.

Fill in the chart with the right forms of the words. From the text above, reproduce the sentences with the forms you have come across. Use other forms in your own contexts.

E x a m p l e : exploration – The warmest months between November and April are ideal for outdoor exploration.

Nouns Verbs Adjectives Adverbs

to explore

experience

luxurious

to reveal

surprisingly

protective

to seek

resident

actually

protective

From the text above, reproduce the words and word-combinations which may be attributable to the description of a prospective trip to New Zealand in the following content areas:

lan sea air

Make up your own sentences with them.


a) Language SearchIn the texts above, find and reproduce the word-combinations with the verb below to fill in the diagram. Using the links suggested, find 3 more word-combinations with this verb and give examples to show how to use them in your own contexts.

htt s:// .englishclu .co / oca ular /htt s:// . luentu.co / log/english/ htt s://en.o or ictionaries.co /english

161

5.1

To take

pride of something . . . . . .

b) Information SearchSearch the Internet and find some information about the New Zealandattractions in these photos.

Mt Cook Regatta Day at Ngaruawahia, near Hamilton

International Antarctic Centre,

Christchurch

Grammar in Context

From the text above, reproduce the grammar constructions in bold in contexts and interpret their meanings.Complete the instructions and illustrate them with your own sentences:

I ou anttotalka out eo le,use...article e oretheirna es.I ou anttotalka out laces,use...


Read the legend “The Story of Aoraki” and put in ‘the’ where necessary. Say what the story can help you understand about New Zealand’s history.

THE STORY OF AORAKI

... tCook,...Ne ealan ’shighest ountain,iscalle oraki ...aori. ccor ingto...legen , hiche lainsho ... ountain’sna eca e

a out, orakian histhree rothers ere...sonso akinui,...Sk ather.The ereona o agearoun Pa atuanuku,...Earth other, hentheircanoe asstran e a terstrikingaree in...ocean. orakian his rotherscli e on ... to si eo theircanoe. ... col south in hit the , ro ethe ,an turne the into...stone....legen sa stheircanoe eca e...Ne ealan ’sSouthIslan hich asthencalle Te akao oraki. oraki,...tallesto ... rothers,ga ehisna eto...highest eak. is rothersan e erso hiscre eca e... ountainso ...Southern l s.


162

UNIT 5 5.4VII. Communication Track

Speaking

Spoken Productiona) Food for Thought“All things are possible here”, the guide book claims about New Zealand. Think of your priorities for your New Zealand trip and rank them 1–5 in order of importance in the diagram below. Account for your choice.

1

2

3

4

5

Spoken Interaction

b) In pairs, ask and answer these questions about New Zealand. Use the phrases below.1. hati agess ringto in hen ouhearthecountr Ne ealan2. hatisNe ealan a ous or3. hat o oukno a outNe ealan ’shistor4. hat oul ou oi oucoul s en one eekinNe ealan5. hat o oukno a out i erent eo le holi einNe ealan6. hat things a out Ne ealan o ou think Ne ealan ers are

rou o7. hat o oukno a outnatureinNe ealan8. hat oul ouliketoaskaNe ealan era outNe ealan

Useful phrases:

Itis orth...In our in ’se e...art ro ...

It’sagreat a to...Youaresureto......, ustto eonthesa esi e.

c) In groups, read the following Maori words and find their meanings in the guide book entry and the “Across Cultures” section above. Use them to describe Maori culture.

hoggethangitongariro

TairawhitiAorakikumaraRakiura

Listening a) Before you listenYouaregoingtolistentothree eo legi ingtheiro inionsonNe ealan .rou u ith ourclass atesan su arise ouri easa outNe ealan ’s

geogra h ,histor an societ .

163

5.1b) While you listenisten to three ans ers to the uestion So, hat o ou think o Ne ealan an sa hicho the a elongto:

ageogra herasociologistahistorian.

i e ourreasonsan su orting etails.

c) After you listenIn airs, iscuss our ossi leans erstothesa e uestion,usingthestar-techni ue.

Who?

How?

Where?

What?

When?

d) With the whole class, design a creative project “New Zealand’ Profile” in terms of its past, present and future. Use the acrostic format.

N

E

E

A

L

A

N

Writing

a) Before you writeIf you want to present your impressions of a trip, write a report about your travel experiences. It is a formal or informal piece of writing that can be found in newspapers or magazines in article form, or part of a letter to a friend.

Brainstor hat in or ationa out ourtra ele eriences ou antourrea erstokno .akealisto or san hrases ou’lluse ritingare orttostir our

rea er’si agination.

164

UNIT 5 5.5b) While you write

How to Write a Report about Your Travel Experiences


In the introduction:statetheto ico ourre ortgi e in or ation a out thetri , atesan eo lein ol e .

ast...I entto...s I ha gi en so e serious

thoughtto holi a lanning...I set o n agen a hichinclu e ...

In the main body:resent all in or ation inchronologicalor erusesu -hea ings.

irsto all...Then...terthat...ttheen o ...nthelaste eningo ...

Thene t orning...

In the concluding part:su arise our ointsre er to our eelings, oo sorconse uences.

I ha a on er ul ti e an I ant...ooking ack, it’s o iousIshoul ha e...Butonthe hole...


hicho Ne ealan ’sgeogra hic eaturesaresi ilartothoseinUkraine hatsightseeingo ortunitiesaretherein ourho e lace o

can oucharacteri ethe

At Home: In your WB, write a report about your travel experiences which you could have built up during your imaginary trip to New Zealand.

5.4. Developing Integrated SkillsI. Suppose the World Heritage Convention announced that it would have

another round of review and designating sites to be conserved for all time. Group up with your classmates and come up with your ideas on places of such out-standing universal value in Ukraine. 1. Specify the title, naming two exceptionally significant places in Ukraine to be

nominated as:

a orl heritagenaturalsitea orl heritageculturalsite.

2. Find your classmates with the same preferences, collect information and photos to meet at least one of the selection criteria (see p. 140).

3. Design a poster proposal to the UNESCO and present your project to the class.

165

5.1II. Look at the photos below. Pair up with a classmate and discuss the advan-

tages of having an international student community in Ukrainian universities. Say how you could contribute to it culturally / academically / athletically.

III. Suppose you are going to take part in the international student party at a university of your choice where there are exchange students from New Zealand.

ea the ollo ing aoriculture th.Tea u ith ourclass atesan re aretorole- la thestor in u -licasa resent orthee changestu ents ro Ne ealan .ctitoutin ronto theclass.

...AND THEN ALONG CAME MAUI

longti ea terthecreationo the orl thereli e the e igo auiho ase ce tionall cle eran strong. ne a aui entout ishing ith

his i e rothers.The rothers a le theircanoes arouttosea, here auitook outhis agic ish-hook, tie it to a strong ro e an ro e it o er

166

UNIT 5 5.5thesi eo thecanoe.Soon auicaughtan i ense ishan ,strugglingightil , ulle itu tothesur ace.This ish eca etheNorthIslan o Ne ealan ,calle the isho auitheancient aori. ellington ar ouristhe ish’s outh,theTaranaki

an EastCoastareasareitst o ins, akeTau oisitsheartan theNorth-lan eninsulaitstail. ahia eninsulainthe a kesBa regionisthe ish-hooko aui the agichook ith hichhe ishe u theislan .TheSouthIslan askno nastheCanoeo aui thecanoein hichhe

stoo henhecaughtthe ish. aikoura eninsula as here aui race his oot hilehaulingu the ish,an Ste artIslan astheanchorstonethathel thecanoestea ashehaule inthegiant ish.

IV. With the whole class, do the project “Our Global Awareness Festival”. In groups, choose a region in the world that you would to understand better and research the following aspects.

Culture

Travel experience

HistoryGeography

Human relationsEducation

Make a list of features of the region of your choice and present them with illustrations (clothes, music, art, drama, etc.) to the whole class.

Go global from now on!


I. Read the text below. For questions (1–10) choose the correct answer (A, B, C or D). There is an example at the beginning (0).

PERMITS

You0may nee s ecial er itstoenter, assthrough,orca incertainareaso ustralia.

Aboriginal lands

Thela s ar onso elan s ou 1 assthroughon ainroa s orsto inaco unit or uel,onothers ou 2 tosho a er it ust to ut our little toe on 3 lan . I ou are on

4 organise tour,theo eratororgui e ill e 5 to eal iththat,other ise ou ill 6_____toa l ellina ancetothelan council.

National parks and desert parks

Youha e 7 o tainca ingan isiting er itsina ance.I ouare lanninga isitto it iraNationalParkinSouth ustralia, ou

8 nee a esert arksPass.You 9 urchaseoneat arioussho s in the northern art o the state, or through 10 SouthustralianNationalParksan il li eser ice.

167

5.1

A B C D

0 ere are a shoul

1 can coul asa le ha e eena le

2 ha ha ha eha ha ha e

3 a an the ( eroarticle)

4 a an the ( eroarticle)

5 a le can coul ust

6 nee e like nee nee s

7 too to at ro

8 allo e ust can ill

9 can are er itte to areallo e to oughtto

10 a the ( eroarticle) an

II. Read the sentences and fill in the right word-forms.

1.The orl eritagesitesinCana aha e een... theUNESC .

2.Cana a la e a...roleinsettingu the orl eritageCon ention.

3.Stu ingin ustraliao ersinternationalstu-ents orethanaca e icachie e entan a...recogni e uali ication.

4. ustralia’s uni ersities ha e a e i ortantreakthroughsin o erntechnolog an ....

5.Stu ente change ith EP ustraliacano enour e es to the o ortunities an ...s o theorl .

6.Ne ealan isinthe... orties.7.Tra ingis i i-... orhiking.8.Bung u ingo the a arauBri ge ...s a

hea a renalinerush.9. hat’sthe...o goinginternational10.Ithasgi en eagoo chancetoseethe orl

ro a... ers ecti e.

EC NITI N

ITY

BE

SCIENTI IC Y

N E U

SP EN

P PTEUSE ESS

I E

B. Reading

Read the first part of story written by Laura Crockett, an international student from the USA, about her cross-cultural experience in New Zealand and put the sen-tences in the correct order.The rien linesso the ri erisin icati eo theat os herehereinNe ealan . er irstinteraction itha i iinNe ealan as leasantan

setthetone ortheresto isit.Iha eenantici ating arri alinNe ealan or onths.

À

B

Ñ

168

UNIT 5

The i i us ri er ro etenuni ersit stu entstoourhostels,an i not ake e a e enthoughIha orgottento illoutthere uire

or orre uestingair ort icku .Thisallo s erican isitorsto eelco orta lein a iliaren iron entthatisalittle orerela e an elco ing.Thecultureo Ne ealan is la s an si ilaritiestothecultureo theUnite States.Thecultureo Ne ealan is la s an si ilaritiestothecultureo theUnite States.erthe ast ontho i ersing sel in i iculture,the ini al

cultural i erenceshereha eallo e etoreali ethatIa gro ingan changingasa erson.

C. ListeningListen to the continuation of the international student’s story and mark the follow-ing statements true or false.

1. aura oesn’tstu har inNe ealan .2. Shehasco etostu usinessthere.3. ca e ic English in Ne ealan is i entical to that in the US .

4. oststu ents otheir ersonal estinNe ealan .5.Ne ealan ers a uchattentiontos ort. 6. aurahaso erco eher earo talkingtostrangers.7.Thestu ent i ung u ing ackintheUS .8. aura’sN e eriencehel sherto e elo .9.Thegirl in sNe ealan ers er socia le.10. auraissatis ie ithherinternationale erience.

D. WritingTo sum up what you’ve learned in this unit, write an essay “My Global Awareness”.

D

E

F

G

H

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YOUR FIRST AID KITGrammar in Use

UNIT 1

1.1. Relative clauses can be defining and non-defining

a) To identify which member of a group the sentence talks about use a defining relative clause.

E x a m p l e : The problems which Ukrainian youth face are various.

b) If you want to give additional information about the noun it refers to, use a non-defining relative clause. It is usually separated from the rest of the sentence by commas.

E x a m p l e : The results of the poll, which was conducted in 2017, are evident.

c) You can leave out object relative pronouns in defining relative clause as well as ‘when’.

E x a m p l e : That’s the right that young people have. / That’s the right the young people have.

d) You cannot leave out relative pronouns in a non-defining relative clause as well as ‘whose’, ‘where’.

E x a m p l e : That’s the politician, who talks too often.

1.2. Conditional Sentences

The First ConditionalTo talk about something that is likely to happen in the future as a result of an action or situation, use the 1-st conditional:

If + Present Simple + will

E x a m p l e : If your manners are good, you won’t hurt anybody.

Don’t Forget!Youcanalsousebe going to, the Future Continuous, Future Perfect, Imperative, can, could, may, might, ought toan mustinthe ainclause.

E x a m p l e : You ought to respect your friend, if you want to be his/her real friend.

The Second Conditional

To talk about unlikely future events or imaginary or improbable situations in the present, use the Second Conditional:

If + Past Simple + would + infinitive without to

E x a m p l e : If I talked to my parents, they would understand me.Youcanuse wasorwereintheif clause a terI/he/she/it.

E x a m p l e : If I had a chance, I would join my friends.Youcanuseif I were you togi ea ice.

E x a m p l e : If I were you, I would be friendly with your younger brother.

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Youcanalsouse could/might + infinitive without toan would / could / might / + be + ing form inthe ainclause.

E x a m p l e : If I had more time, I could socialize with all my friends.

The Third ConditionalIf you want to talk about:

ossi lee entsinthe astthat i n’tha enregretsorcriticis ,

Usethethir con itional ithif + Past Perfect + would(‘d) + have + Past Participle.

E x a m p l e s : If many families had balanced a healthy lifestyle with other demands life threw at them, obesity wouldn’t have been on the increase during the last decade. (Possible events that didn’t happen).

If I had proven that easy, we’d all have become effortlessly fit and healthy. (Regret).

Don’t Forget!Inthe ainclause oucanalsousecould / might + have + Past Participle.

E x a m p l e : If we had had more time, we could have got more physically ac-tive long ago.

on’tusewould have intheif clause.

E x a m p l e : If I had been more tolerant, we could get along with him.

1.3. Reflexive pronouns1) When the subject and object of a sentence refer to the same people or things use

a reflexive pronoun.

E x a m p l e : I’ve done my job and I’m pleased with myself.

Don’t forget!

Subject pronouns Reflexive pronouns

I sel

You oursel (i thesu ectissingular)oursel es(i thesu ectis lural)

eShe

hi selhersel

It itsel

e oursel es

The the sel es

2) By + a reflexive pronoun eans alone’or ithouthel .

E x a m p l e : Nobody helped me, I did it all by myself.

3) Be+ a reflexive pronoun eans eha eintheusual a ’.

E x a m p l e : on’t orr , ust e oursel .

Reciprocal PronounsUse reciprocal pronoun when the subject and the object of a sentence refer to the same people and these people have a two-way relationship. Use each other’ when the subject is two people.

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Grammar in useE x a m p l e : We often help each other.

Useeither one another’ or each other’ hen the su ect is ore than t oeo le.

E x a m p l e : Our family is big and when we do the spring cleaning we help one another.

UNIT 2

2.1. Linking words

1. If you want to describe events / process / in the order they happened use linking words:

irstseconthennoatlastoncene then

later

e orea terthatinthe eanti einallhile

earlierean hilee orethatatlast

a ter ar sshortltheti ere iouslsu se uentlsi ultaneouslirstan ore ostlast utnotleaste orehan

E x a m p l e : First boil potatoes and then peel them.

2. If you want to focus on time, use adverbs of time which answer the question “when?” and usually modify verbs.

recentllatela ter ar s

e entuallinallust

ne tre iouslno

thento ato orro

E x a m p l e : Previously we bakes a flat bread for our pizza.

2.2. I ou ant to check in or ation ou elie e to e true or co ent on asituation,use uestiontags.

E x a m p l e : Apples are your favourite, aren’t they?

Don’t forget!I the er in the state ent is a ir ati e, the er in the uestion tag isnegati e.

E x a m p l e : You like tea, don’t you?

I the er in the state ent is negati e, the er in the uestion tag isa ir ati e.

E x a m p l e : You don’t like fettering food, do you?Noticethe uestiontag or“I am”

E x a m p l e : I am a messy eater, aren’t you?Inthe uestiontag,onl use ronouns.

E x a m p l e : Your mum bakes tasty pies, doesn’t she?henthesu ecto thesentencei this’or that’,thesu ecto the uestion

tagis ‘it’.

E x a m p l e : This is the tastiest salad, isn’t it?

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UNIT 3

3.1. State VerbsState er sare er s, hich escri eastateratherthananactionan there oreonotnor all ha econtinuoustenses.Theseinclu e:

a) er s hiche resslikesan islikes:like, love, hate, enjoy, prefer, adore.

E x a m p l e : I love my country.

) er so thesenses:see, hear, smell, taste, feel, look.

E x a m p l e : Everyone can see how the new reforms are developing.

c) er so therece tion: know, believe, understand, realise, remember, forget, no-tice, recognize, think, see.

E x a m p l e : I know Ukraine will be a prosperous country some day.

) so e other er s such as:be, contain, include, belong, fit, need, matter, cost, mean, own, want, have, require, wish, appearetc.

E x a m p l e : Ukraine owns many mineral resources.

So eo thea o e er sareuse incontinuoustenses henthe escri eactionsan notstates.

E x a m p l e : I am thinking about the plan (= am considering) or The country is appearing in a new role nowadays (= is taking

part).

3.2. Participles used as adjectives

1. Participles used as adjectives are adjectives that end with -ing or -ed. They usually describe feelings or reactions. The two forms have different meanings.

E x a m p l e: A: This discovery is amazing! B: Agreed. I was amazed by its uniqueness.

2. Participles used as adjectives that end with -ing describe someone or something that causes a feeling or reaction.

E x a m p l e: Unfortunately, the results of the experiment are disappointing.3. Participles used as adjectives that end with -ed describe someone who

experiences a feeling or action.

E x a m p l e : I’m really interested in science and technology.

Remember!

Co on airso artici lesuse asa ecti es.

-ed- -ing- -ed- -ing-

a a ea useanno eastonisheorecon usee resseisgustee arrassee cite

a a inga usinganno ingastonishingoringcon usinge ressingisgustinge arrassinge citing

ascinaterighteneins ireinteresteleasesatis iesur risetire

ascinatingrighteningins iringinterestingleasingsatis ingsur risingtiring

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Grammar in use3.3.

1. You can form adjectives with the help of prefixes. The meaning of the new word depends on the prefix that has been used.

Pre i es:Inter- international il- ( e ore l’)illogicalmulti- multinational im- ( e ore ’, ’)im ortalpre- prehistoric ir- ( e ore r’)irresisti lesuper- supernational um- un elie a lein- in e en ent

2. a) You can form adjectives from nouns:

-ous a e a ous -ful eaut eautiful-alculture cultural -less ( ithout) ruit ruitless-ic antas antastic -y health healthy-ivee ense e ensive -ly rien rien ly

b) Verbs:

ablelike likeable ibleresist resistible iveact active

3. We can form compound adjectives in a number of ways:a ecti e/a er ast artici le

an old-fashioned ideaa ecti e/a er ing’ or

a long-term routenoun a ecti e

a brand-new route a worldwide reputation

UNIT 4

4.1. Reporting Verbs It is not necessary to report all the words a person says: some verbs are used to provide a summary instead.

a)So ere orting er stakethein initi e:ask, advise, invite, encourage, persuade, offer, promise, refuse, remind, warn.

E x a m p l e : My teacher advised me to follow in my father’s footsteps and become a doctor.

)So ere orting er stakethegerun :apologise for, admit to, complain about, insist on, suggest, thank someone for.

E x a m p l e : My sister apologized for losing my umbrella.c) So e re orting er s are ollo e that co le ent clause: add, agree, announce, boast, claim, complain, insist, reply, respond, say, state, suggest.

E x a m p l e : My mother suggests that if I really want to teach, I shouldn’t let the small salary change my mind.

4.2. Reporting Orders, Requests and AdviceYoucanre ortor ers,re uestsan a ice ithare orting er in initi eithto.Thesere orting er sallnee ano ect.

I ou anttore ortinstructionsan or ers,usethere orting er tell:

E x a m p l e : The examiner said, “Concentrate only on your own exam.” The examiner told me to concentrate only on my exam.

I ou anttore ortre uests,usethere orting er ask:

E x a m p l e : My Mum said, “Please get a good night’s sleep before the exam.” My Mum asked me to get a good night’s sleep before the exam.

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Don’t forget!on’tusesay + totore ortre uestsoror ers.

I ou anttore orta ice,usethere orting er sa ise,tellor arn:

E x a m p l e : The teacher said, Concentrate only on your own exam.” The teacher advised me to concentrate only on my own exam.

I ou anttore ortnegati einstructions,or ers,re uestsan a ice,useverb not infinitive ithto:

E x a m p l e : The teacher said, “Don’t worry yourself into hysterics about how central this one test is to your future plans.”

The teacher warned me not to worry myself into hysterics about how central that one test was to my future plans.

Don’t forget!Change ronounsan ti ean lace or sinre orte s eech.

Pronouns and possessives, e.g. Words for time and place, e.g.

direct reported direct reported

you I/we this that

your my/our here there

yourself myself/ourselves now then

I he/she today that day

my his/her tomorrow the following day / the next day

myself himself/herself next week the following week / the next week

4.3. Reported Speech with Changed TensesI ou anttore orts eech ithare orting er inthe resent,usethesa etenses, utchangethe ronounsan er or s hennecessar :

E x a m p l e : le sa s, I’ eseen illia s’Cat on a Hot Tin Roof onBroa -a stage .

Alex says that he has seen Williams’ Cat on a Hot Tin Roof on Broadway stage.

I ou anttore ortanother erson’s or sso eti ea terhe/shesai the ,usea asttense er tointro ucethe ,an changethetenseo the er s.

E x a m p l e : ock ellsai , I aintli easI oul likeitto e . Rockwell said that he painted life as he would like it to be.

Don’t forget!

Original tense form Tense form in reported speech

Present Simple Past Simple

Present Continuous Past Continuous

Past Simple Past Perfect

Past Continuous Past Perfect Continuous

Present Perfect Past Perfect

Present Perfect Continuous Past Perfect Continuous

Modal verbs (can, will, must) could, would, had to

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Grammar in useDon’t change some verb forms:

Past Perfect = Past Perfect

Past Perfect Continuous = Past Perfect Continuous

Modal verbs could, should, would, mustn’t =

could, should, would, mustn’t

E x a m p l e : ock ellsai , I aintli easIwouldlikeitto e . Rockwell said that he painted life as he would like it to be.

UNIT 5

5.1. The Passive with ModalsI ou antto or the assi e itha o al,usemodal+be+past participle.

E x a m p l e : Polluting nature should be stopped.

I ou anttoe ress resenta ilit ,usecan iththe assi e.

E x a m p l e : Natural sites can be considered outstanding examples of major stages in the earth’s evolution.

I ou anttoe ress asta ilit ,usecould iththe assi e.

E x a m p l e : Kluane couldn’t be visited by tourists last month because of se-vere weather comditions.

I ou anttoe ress uture ossi ilit ,usecould, mayan might iththeassi e.

E x a m p l e : oresitesmay be reviewed theUNESC ne t ear.

I ou ant to e ress a isa ilit or necessit , use shoul , ought to, ha etter, have (got) toan must iththe assi e.

E x a m p l e s : Both natural and cultural sites should be protected. (a is-a ilit )

Funding has to be applied for in advance. (necessit )

5.2. Overview of Tense Forms: Present Simple, Past Simple, Future Simple, Present Perfect (Active and Passive)

I ou anttotalka out actsan regularactionsinthe resent,usethe Present Simple ( cti e/Passi e).

E x a m p l e s : Studying in Australia offers international students a globally recognized qualification.( cti e)

Support is provided to students throughout the entirety of their programs. (Passi e)

I ou anttotalka out astactionsan situations,usethe Past Simple (acti e/assi e).

E x a m p l e s : Best Australian institutions made it a point long ago to have an international focus within their courses and activities. ( cti e)

After completion of the student orientation program, the ex-change student was provided with all the facilities imaginable. (Passi e)

I ou anttotalka outo ersan ro ises,usethe future simple (acti e/ assi e).

E x a m p l e s : The long-term benefits of being able to speak another language will stay with you for the rest of your life.( cti e)

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Your host family will be interested in learning about you and your life in Australia. (Passi e)

I ou anttotalka out astactions ith resentresults,usethe Present Perfect.

E x a m p l e s : Australia’s universities have made an important breakthrough in modern technology and science.( cti e)

Australia’s vocational training system has been borrowed as a model for other Asia-Pacific countries.(Passi e)

5.3. Articles: People and Places

Articles: People

Use eroarticle e orethena eso articular eo le.

E x a m p l e : Maui was a typical Polynesian hero.

Usea/an e orea erson’sna ei ou on’tkno the erson oursel .

E x a m p l e : There’s a Dr Schmitz on the phone. Do you want to talk to him? (=Iha en’thear o hi e ore.)

Usea/anor eroarticle ithana eto eanthatso eoneelsehasor oesnotha ethe articulare cellent ualitieso the ersonna e .

E x a m p l e : Maui was a Prometheus in Maori mythology.

Usea/antore ertoa ainting a a ousartist.

E x a m p l e : I bet it’s a Van Gogh.

Usethe: hentherearet o eo le iththesa ena ean ou anttos eci hichone ouaretalkinga out

E x a m p l e : That’s not the Katherine Mansfield I went to school with.

hen ou anttoe hasisethata ersonistheonethate er one ro a l kno s

E x a m p l e : Do they mean the Paul McCartney, or someone else?

ithana ecti eto escri ea ersonortheir o

E x a m p l e : the Aboriginal writer Sally Morgan

hen outalka outa a il asa hole

E x a m p l e : The RobinsonsaretouringNe ealan atthe o ent.

Articles: Places

Usethe hen oukno thatthereisonl oneo a articularthing.

E x a m p l e : the North Pole

Use eroarticle iththena eso continentsan ostcountries.

E x a m p l e s : Australia New Zealand Canada

Usethe ithoceans,seas,ri ers,geogra hicalregions.

E x a m p l e s : the Pacific the Tasman Sea the South Island

Usethe hena hraseora ecti esuchasfirst / best / right / wrong / only i enti ies hich lace ouaretalkinga out.

E x a m p l e : The beach is the only place to be on a hot summer’s day.

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Vocabulary

Aa

abroad (n)/əˈbrɔːd/закордономabundant (adj)/əˈbʌndənt /ряснийacceptable (adj)/əkˈseptəbl/загальноприйнятнийaccess (n)/ˈækses /доступaccurate (adj)/ˈækjərət/точнийachieve (v)/əˈtʃiːv/досягатиachievement (n) /əˈtʃiːvmənt /досягненняactually (adv)/ˈæktʃuəli/фактичноadd (v) /æd/додаватиadult (n)/ˈædʌlt/дорослийadvancement (n) /ədˈvɑːns.mənt/просуванняadvantage (n)/ ədˈvɑ:ntɪdʒ /перевагаadventurous (adj) /ədˈventʃərəs /той,хтолюбитьпригодиadvisory (adj)/ədˈvaɪzəri /дорадчий,консультативнийaffair (n)/ əˈfeə(r)/справаaffect (v)/əˈfekt/впливатиaffirmative (adj)/əˈfɜːmətɪv/ствер-джувальнийaffordable (adj)/əˈfɔːdəbl̩/доступ-íèéagency (n)/ ˈeɪdʒənsi /агентствоagenda (n)/əˈdʒendə/порядокденнийalder (n) /ˈɔːldə /вільхаalliance (n)/əˈlaɪəns/союзalpine (adj)/ˈælpaɪn/альпійський,високогірнийalternative (v)/ɔːlˈtɜːnətɪv/альтернативнийancient (adj)/ˈeɪnʃənt/давнійannexation (n)/ænekˈseɪʃn/анексіяannounce (v)/əˈnaʊns/оголошуватиannual (adj)/ˈænjuəl/ орічнийapologise (v)/əˈpɒlədʒaɪz /вибачатисяappetizing (adj)/ˈæpɪtaɪzɪŋ/апетит-íèéapplause (n)/əˈplɔːz /оплескиapplied science/əˈplaɪd /прикладнанаукаappreciate (v)/əˈpriːʃieɪt /цінуватиappropriate (adj)/əˈprəʊpriət/відповіднийarchitecture (n) /ˈɑːkɪtektʃə/архітектураargue (v)/ˈɑːɡjuː/сперечатися

arrogant (adj)/ˈærəɡənt/над-міннийaspiration (n)/ ˌæspɪˈreɪʃən /прагнення,намаганняassimilate (v)/əˈsɪmɪleɪt/засво-юватиassistance (n)/əˈsɪstəns/допо-могаassurance (n)/əˈʃɔːrəns/запевнення,гарантіяattainment (n)/əˈteɪnmənt /досягненняattitude (n)/ ˈætɪtjuːd /ставленняattractive (adj)/əˈtræktɪv/привабливийattributable (adj)/əˈtrɪbjʊtəbl̩ /приписуванийaudio-visual (adj) / ˌɔːdiəʊˈvɪʒuəl / аудіо-візуальнийauthor (n)/ˈɔːθə(r) /авторautomate (v)/ˈɔːtəmeɪt/автома-тизуватиavailable (adj) / əˈveɪləbl / доступнийaverage (adj)/ˈævərɪdʒ/середнійavoid (v) /əˈvɔɪd/уникатиaward (n)/əˈwɔːd/нагородаawkward (adj)/ˈɔːkwəd /незграбний

Bb

background (n)/ˈbækɡraʊnd /походження,фонbadger (n)/ˈbædʒə /борсукbake (v)/beɪk /пектиbare necessity/beə nəˈsesɪti/першанеобхідністьbarn (n)/bɑːn/сарайbeech (n)/biːtʃ/букbeef (n) /biːf/яловичинаbehave (v)/bɪˈheɪv/поводитисяbelong (v)/bɪˈlɒŋ /належатиbenefit (v, n)/ˈbenɪfɪt/вигода,приноситивигодуblind (adj)/blaɪnd/сліпийblood sausage/blʌd ˈsɒsɪdʒ/кров’янаковбаса

vocabulary

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boast (v, n)/ bəʊst/хвалитися,похвалаboil (v)/bɔɪl /варитиborder (v, n)/ˈbɔːdə(r)/межувати,кордонboring (adj)/ˈbɔːrɪŋ/нуднийbother (v)/ˈbɒðə(r)/непокоїти,турбуватисяbottom (n)/ˈbɒtəm/дно,під-ніжжягориbrain drain/breɪn dreɪn /відтікмiзківbreakthrough (n)/ˈbreɪkθruː/ïðîðèâbreathtaking (adj)/ˈbreθˌteɪkɪŋ /захоплюючийbrief (adj)/briːf/короткий,стислийbrilliant (adj)/ ˈbrɪliənt/блискучийbroaden (v)/ˈbrɔːdən/розширю-ватиbudget (n) /ˈbʌdʒɪt/бюджетbully (v)/ˈbʊli/дражнитисяbun (n)/bʌn/здобнабулкаburning (adj)/ˈbɜːnɪŋ /дужеважливий

Cc

candy (n)/ ˈkændi/цукеркаcaptivating (adj)/ˈkæptɪveɪt/за-хоплюючийcatching (adj)/ˈkætʃɪŋ/захоплю-ючийcave (n)/keɪv/печераcellar (n) /ˈselər/льохceramics (n)/sɪˈræmɪks/кераміка,гончарствоcereals (n)/ˈsɪəriəls/крупаchallenge (n)/ˈtʃælɪndʒ/викликchaotic (adj)/keɪˈɒtɪk /хаотичнийcharitable (adj)/ˈtʃærɪtəbl̩/благодійнийcheerful (adj)/ˈtʃɪəfl /бадьорийchemical (adj)/ˈkemɪkl /хімічнийchew (v)/tʃuː/жуватиchop (n)/tʃɒp/відбивнаcinnamon (n)/ ˈsɪnəmən/корицяcivic (adj)/ˈsɪvɪk/громадянськийclaim (v)/kleɪm/стверджуватиclay (n)/kleɪ/глинаcoach potato (n)/kəʊtʃ pəˈteɪtəʊ/телеманcolleague (n)/ˈkɒliːɡ/колегаcommitment (n)/kəˈmɪtmənt /зобов’язання

common (adj)/ˈkɒmən/загальнийcompare (v) /kəmˈpeə(r)/порівнюватиconceal (v)/kənˈsiːl/приховуватиcondemn (v)/kənˈdem/засуджуватиconfess (v)/kənˈfes/зізнаватися,визнаватиconfidence (n)/ˈkɒnfɪdəns/впевненістьconsequences (n)/ˈkɒn.sɪkwəns /наслідкиconsequently (adv)/ˈkɒnsɪkwəntli /якнаслідок,отжеconsider (v)/kənˈsɪdə(r)/вважатиconsumer (n)/kənˈsjuːmə(r)/спо-живачcontent (n)/ˈkɒntent /змістcontribute (v)/ kənˈtrɪbjuːt/робитивнесокconvenient (adj)/kənˈviːniənt/зручнийconvey (v)/kənˈveɪ /переконуватиconvincing (adj)/kənˈvɪnsɪŋ/пере-конливийcooperation (n)/kəʊɒp.ərˈeɪʃən /співпрацяcorruption (n)/ kəˈrʌpʃən /корупція,розбе еністьcough (v, n)/kɒf/кашляти,кашельcreate (v) /kriˈeɪt /створюватиcriterion (n)/kraɪˈtɪəriən /критерійcross-cultural communication міжкультурнеспілкуванняcrossroads (n)/ˈkrɒsrəʊdz /пере-хрестяcrucial (adj)/ˈkruːʃl/вирішальнийcuisine (n)/kwɪˈziːn/національнакухняcure (v)/ kjʊə(r)/лікуватиcuriosity (n)/ˌkjʊəriˈɒsɪti/цікавість,допитливістьcurrent (adj)/ˈkʌrənt /нинішній,поточнийcustard (n)/ˈkʌstəd /підлива

Dd

damage (v, n)/ˈdæmɪdʒ/шкоди-ти,шкодаdecentralisation (n)/ˌdiːsɛntr(ə)lʌɪˈzeɪʃ(ə)n/децентралізаціяdecline (n)/dɪˈklaɪn/пониженняdeed (n)/diːd /вчинок

179

vocabularydeer (n)/dɪər/олень defend (v)/dɪˈfend/захи атиdelicious (adj)/dɪˈlɪʃəs/смачнийdelight (n)/dɪˈlaɪt/насолодаdemand (v, n)/dɪˈmɑːnd/вимагати,вимогаdeploy a missionрозгорнутимісіюdesignate (v)/ˈdezɪɡneɪt /призначати,позначатиdesirable (adj)/dɪˈzaɪərəbl̩/бажанийdeck (n)/ ek/палубакорабляdesperate (adj)/ˈdespərət /відчайдушнийdespite (adv)/ dɪˈspaɪt/недивлячисьíàdessert (n)/dɪˈzɜːt/десертdestination (n)/ˌdestɪˈneɪʃən/місцепризначенняdestruction (n)/dɪˈstrʌkʃn/руйнуванняdetermine (v)/dɪˈtɜːmɪn/визначатиdevoted (adj)/dɪˈvəʊtɪd/відданийdiary (n) /ˈdaɪəri/ оденникdignity (n)/ˈdɪɡnɪti/гідністьdisappear (v)/ˌdɪsəˈpɪə(r)/зникатиdisarmament (n)/dɪˈsɑːməmənt/роззброєнняdisaster (n)/dɪˈzɑːstə(r)/катастрофаdisease (n)/dɪˈziːz/хворобаdisorder (n)/dɪˈsɔːdə /безладdistribute (v)/ dɪˈstrɪbjuːt/розподілятиdisturb (v)/dɪˈstɜːb/турбуватиdive (v)/ daɪv /пірнатиdiverse (adj)/daɪˈvɜːs/різноманітнийdivide (v)/dɪˈvaɪd /ділитиdomestic (adj) /dəˈmestɪk/домашнійdoubt( ,n)/ daʊt /сумніватися,сумнівdownload information завантажуватиінформаціюdrag awayвідтягуватиdrugs (n)/drʌɡ /наркотикиdry (adj)/draɪ/сухийdull (adj)/ dʌl/нуднийdustbin (n)/ˈdʌstbɪn/бакдлясміттяduty (n)/ˈdjuːti/обов’язок

Ee

eco-club (n)/iːkəʊ klʌb /екологічнийклубedge (n)/edʒ /крайeducation (n)/ˌedʒuˈkeɪʃn/освітаeggplant (n)/ ˈeɡplɑːnt /баклажан

embroider (v)/ɪmˈbrɔɪdər /вишиватиemerald (n, adj) /ˈemərəld /смарагд,смарагдовийemotional (adj)/ɪˈməʊʃənl/емоційнийemphasize (v)/ˈemfəsaɪz/наголошуватиemploy (v)/ɪmˈplɔɪ /найматинароботуenchanting (adj)/ɪnˈtʃɑːntɪŋ/чарівнийendangered species/ɪnˈdeɪn.dʒəd ˈspiːʃiːz /види, озаходятьсяпідзагрозоювимиранняendeavour (n)/enˈdevə/старанняenhance (v)/ ɪnˈhɑːns/посилюватиenjoy (v)/ɪnˈdʒɔɪ/насолоджуватисяenough (adv)/ɪˈnʌf/достатньоentertainment (n)/ˌentəˈteɪnmənt /розвагиenthusiastic (adj)/ɪnˌθjuːzɪˈæstɪk /сповненийентузіазмуentry (n)/ ˈentri/вступenvironment (n)/ɪnˈvaɪrənmənt / наколишнєсередови еenvisage (v)/ɪnˈvɪzɪdʒ/уявляти,передбачатиepoch (n)/ˈiːpɒk/епохаequality (n)/ɪˈkwɒlɪti/рівністьera (n)/ˈɪərə/ераessential (adj)/ɪˈsenʃl/важливий,значу ийestablish (v)/ɪˈstæblɪʃ /встановлюватиethnic (adj)/ˈeθnɪk /етнічнийevaluate (v)/ɪˈvæljueɪt /оцінюватиevent (n)/ ɪˈvent/подіяeverlasting (adj)/ˌevəˈlɑːstɪŋ/вічнийevidently (adv)/ˈevɪdəntli /очевидноexchange (v)/ɪksˈtʃeɪndʒ /обмінюватисяexclamatory (adj)/eksˈklæmətərɪ /окличнийexhibition (n)/ˌeksɪˈbɪʃn/виставкаexist (v)/ɪɡˈzɪst/існуватиexpectation (n)/ˌekspekˈteɪʃn/очікуванняexperience (n)/ɪkˈspɪəriəns/досвід

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explore (v)/ɪkˈsplɔː(r)/дослідувати-ся,вивчатиexpose (v)/ɪkˈspəʊz /виставляти,розголошуватиexposure (n)/ɪkˈspəʊʒər/виставлян-ня,розголошенняexternal (adj)/ɪkˈstɜːnəl /зовнішнійextremely (adv)/ ɪkˈstriːmli/надзви-чайно

Ff

facilitate (v)/fəˈsɪlɪteɪt /полегшува-ти,сприятиfair (n)/feə(r)/ярмарокfamiliarize (v)/fəˈmɪliəraɪz /ознайомлюватисяfascinating (adj)/ˈfæsɪneɪtɪŋ/чарів-íèéfattening (n)/ˈfætənɪŋ /відгодівляfault (n)/ fɔːlt /вада,дефектfavourable (adj)/ ˈfeɪvərəbl̩/сприят-ливийfear (v, n)/ fɪə(r)/боятися,страхfeature (n)/ˈfiːtʃə(r) /характернарисаfinancial (adj)/faɪˈnænʃl/фінансо-âèé fizzy drinksгазованінапоїflavour (n)/ ˈfleɪvə(r) /присмакflour (n)/ˈflaʊə(r)/борошноflourish (v)/ˈflʌrɪʃ /процвітатиflower-studied (adj)/ˈflaʊə(r) ˈstʌdid/ вкритийквітамиfluency (n)/ ˈfluːənt /вільність,плав-ністьмовиfoam (n)/fəʊm/пінаfolk (adj)/fəʊk/народнийfolklore (n)/ˈfəʊklɔːr/фольклорfreedomo conscienceсвободасовістіfuel (n)/ˈfjuːəl /паливоfurthermore (adv)/ˌfɜːðəˈmɔːr /більшетого

Gg

garlic (n) / ˈɡɑːlɪk/часникgateway (n)/ˈɡeɪtweɪ/підхідgaze (v, n)/ɡeɪz /пильнодивитися,пильнийпоглядgeneration (n)/ˌdʒenəˈreɪʃn/поколін-няgenerous (adj)/ˈdʒenərəs/ едрийgenre (n)/ ˈʒɑ̃ːrə /жанр

gift (n)/ɡɪft /дарglacial (adj)/ ˈɡleɪʃəl /крижанийglobal (adj)/ˈɡləʊbl /глобальнийglorify (v)/̍ ɡlɔːrɪfaɪ /прославлятиglue (v, n)/ ɡluː /клеїти,клейgoal (n)/ɡəʊl /метаgobble (v)/ˈɡɒbl̩/ковтативели-кимиковткамиgood-hearted (adj)/ɡʊd hɑːtid/добросердечнийgorgeous (adj)/ˈɡɔːdʒəs /чудовийgovernment (n)/̍ ɡʌvənmənt/урядgradually (adv) / ˈɡrædʒuəli / по-ступовоgrapes (n)/ɡreɪp /виноградgratitude (n) / ˈɡrætɪtjuːd / вдяч-ністьgravy (n)/ ˈɡreɪvi /м’яснийсоус(підлива)growth (n)/ ɡrəʊθ/рістgrumble (v)/ˈɡrʌmbl̩/нарікатиguarantee (v)/ ˌɡærənˈtiː/гаран-туватиguide (n)/ɡaɪd /провідник,гід

Hh

hamburger (n)/ˈhæmˌbɜːɡər/гамбургерhandmade (adj)/ˌhændˈmeɪd/ручноїроботиharmful (adj)/ˈhɑːmfl/шкідли-âèéheadache (n)/ˈhedeɪk /головнийбільhealthcare reformмедичнареформаheated (adj)/ ˈhiːtɪd/підігрітийhectic (adj)/ˈhektɪk/суєтливийhedge (n)/hedʒ/живаогорожаheight (n)/haɪt /висотаherbs (n)/hɜːbz/лікарськітравиheritage (n)/ˈherɪtɪdʒ/спад инаhesitate (v)/ ˈhezɪteɪt/вагатисяhighlight (n) / ˈhaɪlaɪt /основниймоментhike (n)/haɪk/похідhoneymoon (n)/ˈhʌnimuːn/медовиймісяцьhonour (n)/ˈɒnə(r)/честьhook (n)/hʊk/гачокhorizon (n)/həˈraɪzən/горизонтhospitable (adj)/hɒsˈpɪtəbl̩/гостинний

181

vocabularyhospitality (n)/ ˌhɒspɪˈtæləti /гостинністьhost (n)/həʊst /хазяїнhostel (n)/ˈhɒstəl /гуртожитокhouse-cleaning (n) генеральнеприбираннявдомаhousehold choresдомашнісправиhousewife (n)/ˈhaʊswaɪf/hue (n)/ hjuː/відтінокhuman (adj)/ ˈhjuːmən/людськийhumanitarian (adj)/hjuːˌmæn.ɪˈteə.ri.ən /гуманітарнийhurt (v)/hɜːt /заподіятишкоду,пошкодитиhustle and bustle/ˈhʌsl̩ ənd ˈbʌsl̩/суєтатасуєта

Ii

idle (adj)/ˈaɪdl̩/лінивийimage (n)/ ˈɪmɪdʒ /образimmediately (adv)/ɪˈmiːdiətli/одразуimmerse (v)/ɪˈmɜːs /поринатиimplement (v)/ˈɪmplɪment/запроваджуватиimpressive (adj) / ɪmˈpresɪv/вража-ючийimprison (v)/ ɪmˈprɪzən /ув’язнюватиimprobable (adj)/ ɪmˈprɒbəbl̩ /неймовірнийimprove (v)/ ɪmˈpruːv /покра уватиincident (n)/ ˈɪnsɪdənt/випадок,інцидентinclination (n)/ɪnklɪˈneɪʃən /схильністьinclude (v)/ɪnˈkluːd/міститивсобіincomparable (adj)/ɪnˈkɒmpərəbl̩/незрівняннийincrease (v)/ɪnˈkriːs/збільшуватиindignant (adj)/ɪnˈdɪɡnənt/обуренийinevitable (adj)/ɪnˈevɪtəbl /невідво-ротнийinfer (v)/ɪnˈfɜːr /заключатиinhabitant (n)/ɪnˈhæbɪtənt/мешка-нецьinitiate (v)/ɪˈnɪʃieɪt/ініціюватиinnocent (adj)/ˈɪnəsnt /невиннийinnovative (adj)/ˈɪnəvətɪv/іннова-ційнийinquisitive (adj)/ ɪnˈkwɪzɪtɪv /допитливийinsane (adj)/ɪnˈseɪn/божевільнийinsist (v)/ɪnˈsɪst/наполягатиinsomnia (n)/ɪnˈsɒmnɪə/безсонняintegral (adj) /ˈɪntɪɡrəl/істотний,невід’ємний

intention (n)/ ɪnˈtenʃn/намірintercultural (adj)/ˌɪntəˈkʌltʃərəl/міжкультурнийinterfere (v)/ˌɪntəˈfɪər/заважатиinternal (adj)/ɪnˈtɜːnl/внутріш-нійinterpret (v)/ɪnˈtɜːprɪt/інтер-претуватиinterrupt (v)/ˌɪntəˈrʌpt/пере-риватиintervention (n)/ˌɪntəˈvenʃn /втручанняinterweave (v)/ˌɪntəˈwiːv/переплітатиintriguing (adj)/ ɪnˈtriːɡɪŋ/інтригуючийintroductory (adj)/ˌɪntrəˈdʌktəri /вступinvolve (v)/ɪnˈvɒlv/залучатиirresistible (adj)/ˌɪrɪˈzɪstəbl̩ / íåïåðåáîðíèéissue (n)/ˈɪʃuː /випуск,розділ

Jj

jam (n)/dʒæm/джемjealous (adj)/ˈdʒeləs/ревнивийjewelry (n) / ˈdʒuːəlri/дорогоцінностіjoin (v)/dʒɔɪn/приєднуватисяjoint (adj)/dʒɔɪnt /спільнийjoke (n)/dʒəʊk /жартjolly (adj)/ ˈdʒɒli /веселийjournalist (n)/ˈdʒɜːnəlɪst /жур-налістjourney (n)/ˈdʒɜːni/подорожjudge (v, n) /dʒʌdʒ/засуджува-ти,суддяjug (n)/dʒʌɡ /кухольjuice (n)/ dʒuːs /сікjust (adj)/dʒʌst/справедливийjustify (v)/ˈdʒʌstɪfaɪ/виправдо-вувати

Kk

keepsake (n)/ˈkiːpseɪk/сувенірназгадкуkey factorsключовіфакториknight (n)/naɪt /лицарknit (v)/nɪt /в’язатиknock (v, n)/nɒk /стукати,стукknowledge (n)/ˈnɒlɪdʒ/знання

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Ll

labour (n)/ˈleɪbə(r) /працяlabour marketринокпраціlack (v, n)/ læk/невистачати,нестачаlad (n)/ læd/хлопецьlamb (n)/læm /ягняlandscape (n)/ˈlændskeɪp/пейзажlaunch campaignрозпочатикампа-ніюlaureate (n)/ˈlɒrɪət/лауреатlaw (n)/lɔː /законleadership (n)/ ˈliːdəʃɪp/лідерствоlean (adj)/liːn /піснийlegend (n)/ ˈledʒənd/легендаleisure (n)/ˈleʒər/дозвілляlength (n)/leŋθ/довжинаlevel (n)/ˈlevl /рівеньlink (v, n)/lɪŋk /з’єднувати,ланкаlitter (n)/ˈlɪtə /сміттяloan (n)/ ləʊn/позикаlocal (adj)/ˈləʊkl/місцевийlong-term (adj)/lɒŋ tɜːm /довготри-валийloyalty (n)/ˈlɔɪəlti/вірність,відда-ністьluck (n)/lʌk/вдачаluxurious (adj)/lʌɡˈʒʊərɪəs/розкіш-íèé

Mm

magazine (n)/ˌmæɡəˈziːn/журналmagnificent (adj)/ mæɡˈnɪfɪsənt/чудовийmaintain (v)/meɪnˈteɪn/підтримува-ти,зберігатиmajestic (adj)/məˈdʒestɪk/величнийmajor (adj)/ˈmeɪdʒə(r)/головнийmajority (n)/ məˈdʒɒrəti /більшістьa al(n)/ˈmæməl/ссавець

maritime (adj)/ˈmærɪtaɪm/морськийmarketplace (n)/ ˈmɑːkɪtpleɪs/ринокmasterpiece (n)/ˈmɑːstəpiːs/шедеврmaturity (n)/məˈtjʊərɪti /зрілістьmeadow (n)/ˈmedəʊ/лугmeasure (v, n)/ ˈmeʒə(r)/міряти,міраmembership (n)/ˈmembəʃɪp/членствоmemorable (adj)/ˈmemərəbl̩/пам’ятнийmental (adj)/ˈmentl /розумовийmerchant (n)/ˈmɜːtʃənt /купецьmess (n)/mes /безлад

microwave (n)/ˈmaɪkrəweɪv/мікрохвильовапічmight (n)/maɪt/міць,могут-ністьmilitary (n)/ˈmɪlətri/воєннийminced (adj)/mɪnst /молотийmint (n)/mɪnt/м’ятаmiraculous (adj) /mɪˈrækjʊləs/дивовижнийmismatched clothesодяг,різнийпостилюmiss (v)/mɪs/скучитиmodern (adj)/ˈmɒdn /сучаснийmodest (adj) /ˈmɒdɪst /скромнийmutual (adj)/ˈmjuːtʃuəl/взаємнийmystery (n)/ˈmɪstəri/загадкаmyth (n)/mɪθ /міф

Nn

nasty (adj)/ˈnɑː.sti/неприємнийnature (n)/ˈneɪtʃə(r)/природаneat (adj)/niːt /охайнийneed (v, n)/niːd/потребувати,потребаneedlework (n)/ˈniːdl̩wɜːk/шиття,рукоділляneglect (v)/nɪˈɡlekt/нехтуватиnegotiations (n)/nəˌɡəʊʃiˈeɪʃən/переговориnervous (adj)/ˈnɜːvəs /нервовийnetwork (n)/ˈnetwɜːk/мережаnewlyweds (n)/ ˈnjuːliweds/молодятаnickname (n)/ ˈnɪ.neɪm /кличкаnoodles (n)/ˈnuːdlz/локшинаnoticeable (adj)/ˈnəʊtɪsəbl/помітнийnotorious (adj)/nəʊˈtɔːrɪəs/загальновідомийnowadays (adv)/ˈnaʊədeɪz/внашчасnumerous (adj)/ ˈnjuːmərəs /бага-точисельнийnut (n)/ nʌt/горіхnutritious (n)/njuːˈtrɪʃəs /пожив-íèé

Oo

oats (n)/əʊts /овесobesity (n)/əˈbiːsɪti /ожирінняobservation (n)/ˌɒbzəˈveɪʃn/спостереженняobserve (v)/əbˈzɜːv/спостерігати

183

vocabularyobtain (v)/ əbˈteɪn /одержувати,здобуватиobvious (adj)/ˈɒbvɪəs/очевиднийoccasionally(a )/əˈkeɪʒnəli/зрідка,інодіoccu (v)/ ˈɒkjupaɪ/займатиoccur (v)/əˈkɜː(r)/з’являтисяoffer (v, n)/ˈɒfə(r)/пропонувати,пропозиціяofficial (adj)/əˈfɪʃl/офіційнийoil (n) /ɔɪl /соняшниковемасло,нафтаon the contraryнавпакиongoing (adj)/ˈɒŋɡəʊɪŋ/безпе-рервний,тривалийonion (n)/ˈʌnjən/цибуляopportunity (n)/ˌɒpəˈtjuːnəti/мож-ливістьopposite (adj) /ˈɒpəzɪt/проти-лежнийoption (n) / ˈɒpʃn/вибірotherwise (adv)/ ˈʌðəwaɪz/інакшеouter spaceзовнішнійпростір,космосouting (n) /ˈaʊtɪŋ /вихіднапри-родуoutline (n)/ ˈaʊtlaɪn/планoutlook (n)/ˈaʊtlʊk /кругозірoutskirt (n)/ˈaʊtskɜːt /околицяoutward signsзовнішніознакиoven (n)/ˈʌvn /духовапічovercome (v)/ˌəʊvəˈkʌm/долатиoversea studentsзакордонністудентиoveruse (v)/ˌəʊvəˈjuːz/зловживати

Pp

pancake (n) /ˈpænkeɪk /млинецьparamount (adj)/ˈpærəmaʊnt /першочерговийpart and parcelневід’ємначастинаpassionate (adj)/ ˈpæʃənət/при-страснийpath (n) /pɑːθ /стежкаpeaceful (adj)/ ˈpiːsfl /мирнийpeanut butterарахісовемаслоpeasant (adj, n)/ ˈpezənt /селянсь-кий,селянинpediatrician (n)/ˌpidiəˈtrɪʃən/педіатрeers(n)/ pɪərz /однолітки

peninsula (n)/pəˈnɪnsjʊlə/півострівpermission (n)/pəˈmɪʃn /дозвілpersistence (n)/ pəˈsɪstəns /напо-легливість

picturesque (adj)/ˌpɪktʃərˈesk /мальовничийpity (v, n)/ ˈpɪti /жаліти,жалістьpolitician (n)/ ˌpɒləˈtɪʃn /політикpoll (n) / pəʊl /опитуванняpopulate (v) / ˈpɒpjʊleɪt /населятиportray (v)/ pɔːˈtreɪ /зобразитиpotter (n)/ ˈpɒtə /гончарpoultry (n)/ ˈpəʊltri /птиця(дляприготування)praise (v, n)/ preɪz /хвалити,похвалаpreceding (n)/prɪˈsiːdɪŋ /по-переднійprecise (adj)/ prɪˈsaɪs /точнийpreference (n) / ˈprefrəns /пере-вагаpreserve (v, n)/ prɪˈzɜːv /зберігати заповідникpressure (n) /ˈpreʃə /тискpriority (n)/praɪˈɒrəti /пріоритетprivacy (n) / ˈprɪvəsi /особистежиттяprivatising (n) /ˈpraɪvətaɪzɪŋ /при-ватизаціяprofound (adj) /prəˈfaʊnd /глибо-кий,багатостороннійpromising (adj)/ˈprɒmɪsɪŋ /перспективнийpromote (v) /prəˈməʊt /забез-печувати,сприяти,стимулюватиprompt (n) /prɒmpt /підказкаrosan consперевагитанедолікиprospective (adj)/ prəˈspektɪv /очікуваний,майбутнійprosperity (n)/prɒsˈperɪti /процвітанняprovide (v)/prəˈvaɪd/забезпе-чуватиpsychologist (n) /saɪˈkɒlədʒɪst /психологpumpkin (n)/ˈpʌmpkɪn /гарбузpurchase (v, n)/ ˈpɜːtʃəs /купувати,покупкаpure (adj) /pjʊə(r) /чистийpurpose (n)/ˈpɜːpəs /мета

Qq

qualification (n)/ˌkwɒlɪfɪˈkeɪʃn/кваліфікаціяquality (n)/ˈkwɒləti /якістьquarrel (v, n)/ˈkwɒrəl /сварити,сварка

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queer (adj)/kwɪə/дивний,дивакува-тийqueue (n)/kjuː/чергаquiet (adj)/̍ kwaɪət/спокійний,тихийquote (v, n)/kwəʊt /цитувати,цитата

Rr

random (adj)/ˈrændəm/випадковийreadiness (n)/ˈredɪnəs /готовністьready-made (adj)/ ˈredɪmeɪd /готовийreason (n)/ˈriːzn/причинаrecipe (n)/ˈresɪpi/рецептrecognise (v)/ ˈrekəɡnaɪz/впізнаватиrecruit (v)/rɪˈkruːt/найматиreduce (v)/rɪˈdjuːs/понижуватиreferee (n)/ˌrefəˈriː/суддяспортив-нихзмаганьrefugees (n)/ˌrefjʊˈdʒiː/біженціregret (v, n)/rɪˈɡret/жалкувати,жальregular (adj)/ˈreɡjələ(r)/регулярнийreinforce (v)/ˌriːɪnˈfɔːs /посилюватиrelationship (n)/rɪˈleɪʃnʃɪp /відносиниreliable (adj)/rɪˈlaɪəbl̩ /надійнийrelief (n)/ rɪˈliːf/полегшенняremain (v)/rɪˈmeɪn /залишатисяremnants (n)/ˈremnənts/залишкиrenew (v)/rɪˈnjuː/відновлюватиrenowned (adj)/ rɪˈnaʊnd/славетний,відомийreplace (v)/rɪˈpleɪs /замінюватиrepresentative (n)/ˌreprɪˈzentətɪv /представникreputation (n) /ˌrepjuˈteɪʃn/репутаціяrequest (v, n)/rɪˈkwest /звертатисязапроханням,проханняrequirement (n)/ rɪˈkwaɪəmənt/вимогаreserve (n)/rɪˈzɜːv/заповідникresolve conflictsвирішуватиконфліктиresource (n)/rɪˈsɔːs /ресурсrespectful (adj)/rɪˈspektfəl/поважнийresponse (n)/rɪˈspɒns /відповідьresponsibility (n)/rɪˌspɒnsəˈbɪləti /відповідальністьrestore (v)/rɪˈstɔː(r)/відновлюватиrevolt (v)/rɪˈvəʊlt/повставатиreward (n)/rɪˈwɔːd/нагородаrice (n)/raɪs/рисright (n)/raɪt/правоrival (n)/ ˈraɪvl/суперникroast (v)/rəʊst/смажитиrole-model (n)/rəʊl ˈmɒdl/прикладrope (n)/rəʊp/мотузка

route (n)/ruːt /маршрутrubbish (n)/ˈrʌbɪʃ/сміттяrule (v, n)/ruːl/правити,пра-вилоrun the houseзайматисягоспо-дарством

Ss

sack (n)/sæk/мішокsatisfy (v)/ˈsætɪsfaɪ/задоволь-нятиschedule (n)/ˈʃedjuːl/розклад,розпорядокscholarship (n)/ˈskɒləʃɪp /сти-пендіяsearch (v, n) /sɜːtʃ /шукати,пошукseed (n)/siːd/насінняseize (v)/siːz/захоплювати,схопитиselfish (adj)/ˈselfɪʃ /егоїстичнийsensitive (adj)/ˈsensətɪv/чутливийseparate (v)/ˈseprət /відділятиsettlement (n)/ˈsetl̩mənt /посе-ленняshare (v, n)/ʃeə(r) /ділитися,доляsight (n)/saɪt /вид,поглядsights (n)/saɪt/визначнімісцяsignificant (adj)/sɪɡˈnɪfɪkənt/важливий,значнийsimilarity (n) /ˌsɪmɪˈlærɪti/по-дібністьsimultaneously (adv) /ˌsɪmlˈteɪnɪəsli/одночасноskip (v)/skɪp /пропускатиslippers (n)/ˈslɪpərz/тапочкиslogan (n)/ˈsləʊɡən/лозунгsnack (n)/snæk/перекусsnow-capped (adj)/snəʊ kæpt /засніженийsocialize (v)/ˈsəʊʃəlaɪz/спіл-куватисяsociety (n)/ səˈsaɪəti/суспільствоsource (n)/sɔːs /джерелоspacecraft (n)/ˈspeɪskrɑːft /космічнийкорабельsparkle (v)/ˈspɑːkl̩ /сяятиspectacular (adj)/spekˈtækjʊlər/видови нийspeech (n)/spiːtʃ/промоваspin (v)/spɪn/крутитиspiritual (adj)/ ˈspɪrɪtʃuəl/духов-íèé

185

vocabularyspit (v)/ spɪt/плюватиspiteful (adj)/spaɪtʃʊl/злобнийstabilize (v)/ˈsteɪbɪlaɪz/стабілізуватиstarch (n)/stɑːtʃ/крохмальstate owned enterprisesдержавнаустановаstick to (v)/stɪk/дотримуватисячогосьstomach (n)/ˈstʌmək/шлунокstream (n)/strɪːm/потікstrengthen (v)/ˈstreŋθən/посилюватиstuffed grapesфаршированелистявиноградуsubstances (n)/ˈsʌbstənsɪz/речовиниsummarize (v)/ˈsʌməraɪz/підсумо-вуватиsupplement (v)/ˈsʌplɪmənt/допов-нюватиsupply (v)/səˈplaɪ/забезпечуватиsupreme courtверховнийсудsurpass (v)/səˈpɑːs /перевершуватиsurrounding (n)/səˈraʊndɪŋ/ото-ченняsurvey (n)/ˈsɜːveɪ/опитуванняsurvival skillsнавичкивиживанняsurvive (v) /səˈvaɪv/виживатиswear (v)/ sweə(r)/клястисяsympathy (n)/ˈsɪmpəθi/співчуття

Tt

takeaway food/ˈteɪk ə weɪ fuːd/їжазсобоюtechnology (n)/tekˈnɒlədʒi /технологіяtemptation (n)/ tempˈteɪ.ʃən/спокусаterritorial integrityтериторіальнацілісністьthough (adv)/ðəʊ/хочаthreat (n)/θret/погрозаthrill (v, n)/θrɪl/захоплюватися,захопленняthroughout (adv)/ θruːˈaʊt/скрізь,усюдиtinned (adj)/tɪnd/консервованийtiresome (adj)/ ˈtaɪəsəm/надокучли-вий,стомлюючийtitle (n)/ˈtaɪtl /заголовокtolerance (n)/ˈtɒlərəns/терпінняtongue (n)/tʌŋ/язикtough (adj)/tʌf/міцнийtrade (v, n)/treɪd/торгувати,тор-гівляtrail (n)/treɪl /маршрут,шляхtransmission (n)/trænzˈmɪʃən/пере-дача

transparent (adj)/trænsˈpærənt/прозорийtreasure (n)/ˈtreʒə/скарбtreat (n)/triːt/задоволенняtrend (n)/trend/напрямtriumphant (adj) /traɪˈʌmfənt /тріумфальнийtrumpet (n)/ˈtrʌmpɪt/труба(муз.інструмент)twice (adv)/twaɪs/двічі

Uu

ugly (adj) /ˈʌɡli/страшний,огиднийunderline (v)/ˌʌndəˈlaɪn/під-креслюватиundertake (v)/ˌʌndəˈteɪk/почи-нати,братисяunique (adj)/juˈniːk /унікальнийunity (n)/ˈjuːnɪti/єдністьuniversal (adj)/ˌjuːnɪˈvɜːsəl/загальноприйнятийunpredictable (adj)/ˌʌnprɪˈdɪktəbl̩/непередбачуванийunsurpassed (adj)/ˌʌnsəˈpɑːst/неперевершенийupgrade (v)/ʌpˈɡreɪd/підви-увати

uphold (v)/ʌpˈhəʊld/підтри-мувати,захи атиupload (v)/ʌpˈləʊd/завантажу-вати(інформацію)up-to-date (adj)/ʌp tə deɪt/су-часнийurgent (adj)/ˈɜːdʒənt /термі-íîâèéutensils (n)/juːˈtensɪlz/посуд,приладдяutility (n)/juːˈtɪlɪti/вигода,користь

Vv

vague (adj)/veɪɡ/невиразнийvalley (n)/ˈvæli/долинаvalues (n)/ˈvæljuːz /цінностіvegetarian (n, adj)/ˌvedʒɪˈteərɪən/вегетаріанець,вегетаріанськийversion (n)/ˈvɜːʃn/версіяview (n)/vjuː/видviewpoint (n) / ˈvjuːpɔɪnt / точказоруvillage (n)/ˈvɪlɪdʒ/селоviolate (v)/ˈvaɪəleɪt/порушувати

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YOUR FIRST AID KIT

violence (n)/ˈvaɪələns/жорстокість,насилляvirtue (n)/̍vɜː.tjuː/гідність,достойністьvisa-free regimeбезвізовийрежимvital (adj)/ˈvaɪtl /життєвийvivid (adj)/ˈvɪvɪd/яскравийvocational (adj)/vəʊˈkeɪʃənəl/профе-сійнийvocational education професійно-тех-нічнаосвітаvoice (n, v)/vɔɪs/голосvolcano (n) /vɒlˈkeɪnəʊ /вулканvoluntary (adj)/̍ vɒləntəri/добровіль-íèé voyage (n)/̍ vɔɪɪdʒ/морськаподорожvulnerable (adj) / ˈvʌlnərəbl̩ / безза-хисний

Ww

wages (n)/weɪdʒ/заробітнаплатаwaitress (n)/ˈweɪtrəs/офіціантwalnuts (n)/̍ wɔːlnʌts /грецькігоріхиwarn (v)/wɔːn /попереджуватиwaste (n)/weɪst /відходи(промислові)wave (n)/weɪv/хвиляweakness (n)/ˈwiːknəs/слабкістьwealthy (adj)/ˈwelθi /заможнийwedding (n)/ˈwedɪŋ/весілляweight (v, n)/weɪt /вага,зважуватиwelcome (v)/̍welkəm /ласкавопросимоwell (n)/ el/колодязьwell-balanced/wel ̍ bælənst/добрезба-лансованийwell-being (n)/ ˌwelˈbiːɪŋ/добробутwhale (n)/weɪl/китwheel (n)/wiːl/колесоwholesome (adj) / ˈhəʊlsəm / повно-цінний

width (n)/wɪdθ /ширинаwife (n)/waɪf/дружинаwild (adj)/waɪld/дикийwildlife (n)/ˈwaɪldlaɪf/дикапри-ðîäàwillfully (adv)/ ˈwɪlfəl /здоброїволіwillingly (adv)/̍ wɪlɪŋlɪ/іззадово-леннямwind mill (n) /wɪnd mɪl/повітряниймлинwine (n)/waɪn/виноwinner (n)/ˈwɪnə(r) /переможецьwise (v)/waɪz/мудрийwitness (v)/̍ wɪtnəs/бутисвідкомwonder (n)/ˈwʌndə(r) /чудоwonderland (n)/ ̍ wʌndəlænd /країначудесwooden (adj)/ˈwʊdn /дерев’янийworkforce (n) / ˈwɜːkfɔːs /робочасилаworry (v, n)/̍ wʌri/хвилюватися,хвилюванняworship (v)/̍ wɜːʃɪp /обожнювати

Yy

yawn (v)/ jɔːn/позіхатиyoghurt (n) /ˈjɒɡət/йогуртyouth (n, adj) / juːθ / молодь,молодий

Zz

zeal (n)/ziːl/завзятістьzero (n)/ˈzɪərəʊ/нульzone (n)/zəʊn /зона

187

Writing Samples

Writing samples

1.1. A Sample of an Opinion Essay

So e eo le elie ethat oungUkrainiansha ealoto rightsan ull en o the . thers isagreean clai thatUkrainian outhha e ore u-tiesthanrights.In o inion eha e othrightsan utiesan it’su toustousethe

thisorthat a . ut ersonalit ictatesthechoiceinan articularsituation.Ilo ethecountr Ili einan henEuro ai antook lace or ethereasnootherchoicethatto oin it. I asastu ent, usta eginner, ut I

thought,i itisn’t e hosu ortsthecountr an oesso ething, ho ill urther ore, henthe arcon lictintheEasto Ukraineoccurre I as

oneo the irst olunteerstohel oursol iersthere.Contrar to hat eo le a elie e,Iconsi ere itto e ut an

I’ ea surethatI’ right. an o rien s ollo e ean esetu ouro n olunteercentre.No o akesusa ress eo lean ask oras-sistance. e ringclothes, oo an e ui enttoUkrainiansol iersintheEastan eelha hen eseeho gla the aretoget hat e’ e rought.It akesusreali ethat eare oinga er i ortant o . llthingsconsi ere ,I elie e eareontheright a o en o ingour

rightsan er or ing uties, ecauseit akesisha .Choose ours

1.2. A Sample of Advice-Seeking Letter

earE itor,Ne erin il est rea sha eIe erthoughtthatI oul e ritingto

so eone ora ice.ButIha easituation or hichInee hel an thereisnooneIcanturnto.SoI’ ritingto ouinho e oucangi e eso ehel .The ro le isIlikes ortan tr toha eas an h sicalacti itiesas

Ican.But a il ’s li est lecanhar l e escri e asahealth one.Takeourlastsu er acation. es entitneartheri er:l inginthesunorhours,eatingtoourheartscontent,takinglongslee s. e i n’t la an s ortas a sai it astoohot. henIaske a togo oatingan theni ing ro the oatinthe i leo theri er,hegotangr ith e. esai that acationisnot ors ort, utI on’tthinkso. or esu eran s ortareinse ara le.

hatshoul I o Shoul Is en su erholi a s ith rien s Ithink a il on’tun erstan e.It oul egreati ougi e eaieceo a ice.Iho etohear ro ousoonan I oul liketothank ou or ourti e.Sincerel ours,le .

2.2. A Sample of a Descriptive Paragraph

How to Describe your Food Preferences

I’ liketo escri e re erencesin oo . sall e erso a il are on o s orts e re erhigh-calorie oo . eatis ir a ourite,ecauseIthinkitgi es eenerg or s ortacti ities. u usuall ser es eat ith egeta les,that’s h itiseasil assi ilate .ThoughIeateatan egeta lese er a I on’t uton eightan thisis hatIlikeost.I ou anttokee ittr this oo .

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YOUR FIRST AID KIT

2.1. A Sample of a Recipe

3.1. A Sample of a News Report

The20thUkraine-EUSu ittook laceon ul 9,2018inBrussels.There resentati eso orethan30countries artici ate intheSu it.

tertheSu it onal Tusk, resi ento theEuro eanCouncil, eanClau e uncker, resi ento theEuro eanCo issionan etroPoroshen-ko, resi ento Ukraineissue the inalstate ent.

onal Tuskan eanClau e unckerrea ir e theirsu ortan su -orto Euro eo Ukrainianintegration iththeEuro eanUnion.Euro eanlea ersonce orecon e ne ussianongoingaggressionintheeastern arto Ukraine an e an e ussia to sto its unacce ta le actions againstUkraine. The resi ents also agree on the i ortance o su orting theost ulnera le eo leinEasto Ukraine.The elco e there or rocess

inUkrainean e resse their elie sonitssuccess ulcontinuation.

3.2. A Sample Notice

Sample Notice for Joining a Scientific Society

re ouintereste insciencean technologa e ouan a itions orscienti icresearcho ou anttoreali e ourscienti ic rea

Then ouaretheright erson orourscienti icsociet .eo enthe oors or oue er Satur a at10o’clock,

17 ai an ru.Bea arean o oinus.

Ukrainian BORSHCH

189

Writing Samples4.1. A Sample of a Resume

Personal data Robert Valens321 E. Canto St.Jacksonville, FL 54321(123)555-4555ro ert. alens g ail.co

Education [2018–2022] Townson State University, Townson, MarylandBachelors of Arts, International Studies and Political Science

Work experience

[September 2022–June 2023] E.J. Krause&Assoc. Bethesda, MarylandMarketing Manager

Activities Four and a half year Member Townson State Rugby Football Club (TSRFC)Volunteer Assistant Couch of TSRFC after graduation

International experience

Worked in Scotland, traveled to Hong Kong, China, and throughout Europe

Languages and computer skills

Basic knowledge of Russian and Ukrainian. Proficient in all MS Office applications. Extensive knowledge of the Internet

References Available upon request

4.2. A Sample of Job Interview Questions

These are twenty five of the most commonly asked questions at a job in-terview.

1.Tell ea out oursel .2. hatare ourstrengths n eaknesses3. h i ou eci etoseeka osition iththisco an4. hat o oukno a outourco an5. hatis ouri eal o6. o oul ou escri e oursel7.In hat a s o outhink oucan akeacontri utiontoourco an8. hat a orchallengesha e ouencountere an ho i ou eal

iththe9. o ell o ou orkun er ressure10. hat oti ates outo ut orth ourgreateste ort11. hatha e oulearnt ro so eo the o s ouha ehel (i an )12. hat o ousee oursel oing i e ears ro no13. h i oulea e our re ious o (i an )14. hat o sha e ouen o e the ost Theleast h15.In hatkin o a orken iron entare ou ostco orta le16. h shoul ehire ou17. hatha e oulearnt ro our istakes18. hatt oorthreeacco lish entsha egi en outhe ostsatis ac-

tion h19. hatare oure ectations ro this o20. hat oul ethe irstthing ou oul oi hire21. hatare ourho ies22. o ou re erto ork oursel or ithothers23. hatsalar are oue ecting24. escri eanethical ile a ouresol e in orking ithgrou s25. hatha eI orgottentoask

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YOUR FIRST AID KIT

4.3. A Sample of a Job Description

Graphic ArtistFunction of work: Tocreateillustrati e ra ings,charts,gra hs, osters,o els,ta les,sli es, iagra s,ora ariet o other isual aterials.

Level of work: ourne anJob distinctions: i ers ro the e ical ra hic rtist a senceo re-s onsi ilit orcreating e icalillustrationsore hi its. i ers ro thera hic esignerinthat ra hic esignersareconcerne chie l iththe

technical esignan is la o isual aterialasa arto the rinting ro-cessan a notnecessaril re uireartistica ilit .Examples of work:

Consults ithclients,e itorsan rintersto eter inenee seter ines oste ecti egra hic esignesignsan e ecutestechnicalillustrations,art ork orsli es, a s,charts,

sche atics , ecals etc.Createsoriginalillustrations orco an u licationsPre aresla outo o co ,hea linesan art ork or rintingo ooklets,anualsan ulletinsetouches an re ro uces hotogra hsa su er isestu entartists

Minimum qualifications: T o earso eri ia lee erienceortraininginthegra hicartsin ol ingthe esigning, ra ing, ainting,inkingorla -outo gra hs,charts,technicalillustrations,certi icates, osters,signsorrelate art ork.Substitutions: Collegecourse orkin ra ing, ainting,la outan esignillsu stitute orthere uire e erienceonthe asiso ninese ester

hours orone earo e erience.Notes: journeyman erson ho has ser e an a renticeshi at a tra e schematics or s o esign decals ictures or esigns on s eciall re are a er ortrans ertoso eother e iu retouches akescorrec-tionsora s ore etailtoso ething,usuall a icture.

5.1. A Sample of an Informative ReportTo: r. a is, ea o theInternationalStu entE changePrograro : isa un or , ost-gra uatestu entSu ect:Cana ianI entitate: ece er,2,2010sre ueste ,thisisare ortconcerningthesu ecto Cana iani entit

hichisto einclu e intotheorientationkit orinternationalstu ents.Cana aisalan o ne eginning, oth orthenati e o ulationan or

generationso i igrants ro orethan150countries.Earl settlersga eCana aitsna e.Itisastrangena e orsucha astterritor the or anata intheIro uoisIn ianlanguage eans illage’.TheIn iansan

Inuitha eli e inCana a orthousan so ears.The ikingssaile acrossthe tlantic ceanan settle inNe oun lan o erathousan earsago.The erethe irstEuro eanstosettleinNorth erica.Cana a’s o ulationiso er31 ln.Therearea out554,000nati eIn i-

ans,41,000Inuits,210,000 etis(o i e a originalan Euro eanances-tr ). out35 o Cana iansareo Britishorigin a out20 are renchescen ants.Thethir largestethnicgrou is er an. ther a orgrou sareItalian,Chinese,Ukrainian, utch, reek,Polishan Scan ina ian.

ulti-ethnicCana ian o ulationislikeatosse sala ,each ingre ient’reser ingtheirculturesan contri utingtoCana iani entit .

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Writing Samples5.2. A Sample of a Survey Report

The Benefits of Study AbroadNew Study Confirms Significant Gains. «It ill change our li e. You’llco e ackane erson. or ears,the ene itso stu a roa ha e eenescri e inthese or s.E er oneinthestu a roa iel elie e itcoul greatl i acta stu ent’s li e, ut thee act long-ter ene its ereun-kno n untilno .The irst large-scale sur e to e lore the long-ter i act o stu

a roa onastu ent’s ersonal, ro essional,an aca e icli esho sthatstu a roa ositi el an une ui ocall in luencesthecareer ath, orl -ie ,an sel -con i enceo stu ents.TheInstitute ortheInternational Education of Students (IES)sur e e

alu ni ro allIESstu a roa rogra s ro 1950to2009. egar lesso herestu entsstu ie an orho long,the ata ro the orethan3,400res on ents(a23 ercentres onserate)sho sthatstu inga roa isusuall a e ining o entina oung erson’sli ean continuestoi actthe artici ant’sli e or earsa terthee erience.

Personal Growth. henaske a out ersonalgro th,97 ercentsai stu inga roa ser e asacatal st orincrease aturit ,96 ercentre orte increase sel -con i ence,89 ercentsai thatitena le the totoleratea iguit ,an 95 ercentstate thatithasha alastingi actontheir orl ie .

in ings also sho that stu a roa lea s to long-lasting rien shi sithotherU.S.stu entsan stilli actscurrentrelationshi s. orethan

hal theres on entsarestillincontact ithU.S. rien s et hilestu inga roa ,an 73 ercentsai thee eriencecontinuestoin luencethe eci-sionsthe akeintheir a il li e.

Intercultural Development. Stu a roa e ucatorso tenassertthatoneo thegoalso stu a roa istotrain utureglo allea ersto e oree ecti e,res ect ulo otherculturesan oliticalan econo ics ste s,an illingtotakeastan orthe orl ’s el are,not ust hat ene itsas eci iccountr .Thesur e in ingsin icatethatstu a roa issuccee inginits ission.

hen uestione a out intercultural e elo ent,98 ercento res on-entssai thatstu a roa hel e the to etterun erstan theiro ncul-tural aluesan iases,an 82 ercentre lie thatstu a roa contri ute totheir e elo inga oreso histicate a o lookingatthe orl .

Education and Career Attainment. hen uestione a outaca e ic ursuits,87 ercento res on entssai thatstu a roa in luence su se uente uca-tionale eriences,63 ercentsai thatitin luence their ecisiontoe an orchangeaca e ic a ors,an 64 ercentre orte thatitin luence theirecisiontoatten gra uateschool.Nearl hal o allres on entsha eengage ininternational orkor olunteeris sincestu inga roa .

A Lifetime of Benefits. e othere eriencesinli eha e ro entonetsucha ositi ean sustaina lei act. ithstu a roa o eringso an li e-changingan en uringaca e ic,career,intercultural, ersonal,an socialene its,stu entsshoul care ull consi erstu inga roa hensearchingor a college an uring their collegiate career. Stu ents shoul uestionotentialcollegesa outthestu a roa rogra sthe o eran in outho co etiti e thea lication rocess isan i gra esan inancialai trans er.Ina ition,colleges, arents,an e lo ersshoul encouragean ena lestu entstostu a roa .

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YOUR FIRST AID KIT

Audioscripts

UNIT 1.

1.1

YoungPeo le l Pro le sTo a itis ashiona letos eaka out oung eo le’s ro le s,es eciall

teenage ro le s. e earsagoalcohol, ights,killingsan otherkin so iolence ere ore ro le s ora ultsthan or oung eo le.Butteenagersto a ha ea lot oreto orr a outthantheir arents

e er i .Intheiro inion,the orl is eco inga er scar lace. iolence,teen regnancies, i scases, rugsare increasing. icialre ortsa it,that or an chil ren ro oor a iliesallthe ro le s entione areassociate ith o ert inthe a ilies. ecan’t en thatso e a iliesreall ha e a lo inco e, ut I elie e there is one reason. In al ost alla ilies oth otheran ather ork ullti e,a ro i atel 40hours ereek.Since arentsusuall on’tarri eho e ro orkuntila ter5 . .,

chil renare le tunatten e orse eralhours. an s chologists elie ethisti ele taloneisthecauseo an ro le s.I’ iththe onthat.Teenagers eellonel an neglecte an anttheir arentstoheartthe out.The nee to eelcare or the eelingthatthe arei ortant ortheiru an a ,sothatthe arentsareintereste inthe , orr a outthe .

Chil renliketotalka out hat’sha eningintheirli es, ho’s oing hat.The o tenseek ora iceortheans erstothe uestionsthat orr the .I the can’tget hatthe nee a l no the illtr to in itelse here,notal a sgoo an ositi e.Statisticssho sthathal o teenagersha eane erience ith rugs,alcoholan se intheirschool ears.Un ortunatel ,teenagers hoha e rugoralcohola ictional ostne er elie ethatthesethingsareo tenco ine ith a il an school ro le s.

hathasgone rong So es ecialistse lainthatthechangeso oursociet ,thes ste o ourli e orce oung eo letochoosetheiro nli e-st le. ntheonehan ,oursociet agreesthat15-17- ear-ol eo leareol enoughto eres onsi le or hatthe oan gi ethe uitealoto ree-o an rights. ntheotherhan , osta ultsthinkthatteenagersaretoooungto etakenseriousl .I elie ethis isun erstan ing,con usiono teenage orries ro ucethe ro le s. ro ointo ie , oung eo leare ell-a are o their rights, ut su er ro our in i erence to theirro le san the a sthe seethe orl .The anttokno i the areontheright a er or ingtheir uties. e eriencesho sthat an teen-agers get u set an e resse hen the can’t co e ith their ro le sthe sel es. acko con i encean in ecision akethe choosethe ronga out.No ou t,theteen’s ro le s illincreaseinthischanging orl . n

it’snotenoughtokno theirrights, utiesan concerns.The shoul eelthatthe arenotalone,the arecare or.

1.2.

On Tolerance

It asa ull intera ternoon.I as aiting orCarol, utshe asho e-lessl late.The eather i n’tencouragealong alk,soI ro e intoalittle ca e.Though it as racticall e t , theonl ta le, ro hich Icoul seethe ussto hereCarol oul a ear, asoccu ie . tall ello o a ro i atel age assittingthererea inga ocketsi e ook.

CanItakethisseat

193

audioscriptsYeah,sure. The ello glance at ean entonrea ing.I ai orso e oughnutstheca e as a ous oran sat o natthe

ta le.I aslookingthroughthe in o an thinkinga outarecentargu-ent ithCarol.She asreall angr ith e.sa ingthatI asthe orstersonto eout ithasIal a s ullie so e o ,gotinto ights,an al-a s anage tohurtso eone’s eelingsor orse.«She’sright,»Isai tosel ,«I on’tcare ucha outothers.ButI ocare orCarolan I on’tanttohurther eelings.That’s h I’lltr to enice, olite,an tolerant

o eo le.Carolsa saloto thesecle er or sassheisgoingto ea our-nalist.Shehasgotaloto i easonhu anrights,tolerancean e ualit ,eace akingan re entingcon licts.I shee er anagesto utallheri easintoactionthe orl oul e etterI et.»

sor e in thoughts,Iha n’tnotice henthe aitress rought e oughnuts. lateo the ,hotan stea ing, asalrea ontheta le

an ...the ello in ronto e asalrea tastingoneo the . e i n’te en sto rea ing. n a sent- in e ook or ... t an other ti e, Ioul n’tha e orgi ena erson ho asasking ortrou le.ButI’ ro -

ise to eniceto eo le.SoI reten e Iha n’tseenan thingan tookaoughnut or sel .The ello glancc at e ithsur risean tookan-otherone. ell,that eatse er thing ist asa outtostartits ourne to ar shische ing outh henIre e ere Carol’s or s:«So eti eseo le eha eina a ou on’tlike ecausethe ha eso ereason orit.»,he a ehungr an can’ta or to u the .Buthe ightha eat

leastaskeBoilinginsi e, ut ith acecool,Ike teating oughnuts.Thetall

ello iththeston ace as oingthesa e. e’ orgottena outhis ookan trie toeatas astas ossi le. ise es ere ullo angeran es air.

look astoughan concentrate :«1ha e ro ise toa oi con lictsan I on’tgi ein.»It ashe holostthega e. utteringso ethingan call-ing ena es,herushe outo theca e.I’ ust inishe thelastcake henthe aitress uta late ullo hot

oughnutsan acocktailin ronto e.’I’ sosorr ’shesai .’Ike t ouaitingalongti e. a ethiscocktail or reean thank ou or our a-

tiencean un erstan ing.»

1.3.

Spring House Cleaning

sI asgro ingu inNorth issourioneo theannuals ringritualsascleaningthehouse ro to to otto an insi eout.Thehouse i n’t

look irt to e, ut o sai there as inter irte er here,the loorsan oo orknee e to erene e an there ass okeonthecurtainsro the oo sto e.

ction starte in the e roo .E er closet as e tie o clothes an unk . lltheclothes erehungontheclotheslineout oors.The attresses

an coils ringsun erthe erere o e ro the e ,takenoutsi e herethe attresses ere eaten on oth si es to re o e the ust an the coils rings ashe ones ringatati e. ithallthe urnitureout,i i ingito ncoul notcleanthe all a er,ne a er as utono erthe ol .

otheran hersisteral a s orke togetherinthesecleaningen ea orsan eree ert a erhangers.Pasteuse tostickthe a ertothe alls asa e ro louran ater.Ne s a ers erelai o nonthe loorinan-

otherroo herethe all a errolls erecuttotherightlengthsan thenaste . terthene a er asin lace,the oo ork asattacke .So e-ti essoa an ater i the o hile inother ears it asnecessar toa l ne arnish. ccasionall the loorsnee e ane coato arnish.That

194

YOUR FIRST AID KIT

eant i erentslee ingarrange entsha to e a euntilthe arnish rie .akeshi t e s eresetu intheli ingor iningroo .I it as er ar

outsi e eso eti essle tonthe ront orch.Ithoughtthat asthe ost un.terthe e roo s,theli ingroo an iningroo eretackle . o n

ca ethecurtainsto e ashe ,starche an hungonthecurtainstretchersto r .The in o s ere ashe insi ean out. o those in o s i shinea ter all that ork.The lace curtains looke so eauti ul an reshhenhungo erthoses arkling anes.Thecar ets eretakenoutsi e, lung

o ertheclotheslinean strenuousl eaten itha irerug eatertore o eallthe ustan gri e.Noroo asle tuntouche .Inthekitchentheca inets eree tie ,

ne shel a era lie totheshel es,allthe ishes ashe , rie an utackin.Thelinoleu asscru e an a e .I it as a l ornane one as urchase tore laceit.Backintheearl e ression a sIre e erhenthere asno one to u ane loorco ering orthekitchen. oth-

eran hersister oughtso egra aintan a lie itttheol loor.Torightenitu acou leo s onges ere i e alternatel inre an lueainan a e o erthegra aint. oila ne loor.Thiss ringcleaningritualtook ro a eektoten a stoco lete e-

en ingonho uch all a eran aintha to ea lie . henourhouseas inishe , orthene t eek e ente er a to aunt’shouse here

thesa este s eretakento akeherhouse rightan shine.Iha eo ten on ere h s ringhousecleaninghasgone ro o ern

housekee ing.It asaloto ork utit assuchagoo eelingtos ellallthat resh aintan tokno thate er thing ass arkling oranother ear.

1.5.

It asa ull intera ternoon.I as aiting orCarol, utshe asho e-lessl late.The eather i n’tencouragealong alk,soI ro e intoalittleca e.Thoughit as racticall e t ,theonl ta le, ro hichIcoul seethe ussto hereCarol oul a ear, asoccu ie . tall ello o a ro -i atel age assittingthererea inga ocket-si e ook. CanItakethisseat Yeah,sure. The ello glance at ean entonrea ing.I ai orso e oughnutstheca e as a ous oran sat o natthe

ta le.I aslookingthroughthe in o an thinkinga outarecentargu-ent ithCarol.She asreall angr ith e,sa ingthatI asthe orstersonto eout ithasIal a s ullie so e o ,gotinto ights,an al-a s anage tohurtso eone’s eelingsor orse. She’sright, Isai tosel , I on’tcare ucha outothers.ButI ocare orCarolan I on’tanttohurther eelings.That’s h I’lltr to enice, olite,an tolerant

o eo le.Carolsa saloto thesecle er or sassheisgoingto ea our-nalist.Shehasgota loto i easonhu anrights, tolerancean e ualit eace aking an re enting con licts. I she e er anages to ut all heri easintoactionthe orl oul e etterI et.

sor e in thoughts,Iha n’tnotice henthe aitress rought e oughnuts. lateo the ,hotan stea ing, asalrea ontheta le

an ...the ello in ronto e asalrea tastingoneo the . e i n’te en sto rea ing. n a sent- in e ook or t an other ti e,I oul n’tha e orgi ena erson ho asasking ortrou le.ButI’ ro -ise to eniceto eo le.SoI reten e Iha n’tseenan thingan tookaoughnut or sel .The ello glance at e ithsur risean tookan-otherone. ell,that eatse er thing ist asa outtostartits ourne to ar shische ing outh henIre e ere Carol’s or s: So eti eseo le eha eina a ou on’tlike ecausethe ha eso ereason orit. ,he a ehungr an can’ta or to u the .Buthe ightha eat

leastaske

195

audioscriptsBoilinginsi e, ut ith acecool,Ike teating oughnuts.Thetall

ello iththeston ace as oingthesa e. e’ orgottena outhis ookan trie toeatas astas ossi le. ise es ere ullo angeran es air.

look astoughan concentrate : Iha e ro ise toa oi con lictsan I on’tgi ein. It ashe holostthega e. utteringso ethingan call-ing ena es,herushe outo theca й.I’ ust inishe thelastcake henthe aitress uta late ullo hot

oughnutsan acocktailin ronto e. I’ sosorr »shesai , Ike t ouaitingalongti e. a ethiscocktail or reean thank ou or our a-

tiencean un erstan ing.

UNIT 2.

2.1.

In the kitchen in the Stewart’s home on Thanksgiving morning. Philip is drinking coffee.

Ellen: ,Phili .Thisis ourthir cu o co ee. eshoul getto ork,or e on’t e inishe innerti e.

Philip: Iguess e ust.Ellen: e ust.Philip: . The eginningo a ousThanksgi ing ish. nea le.T o

a les.Threea les. oura les.Ellen: Co eon,Phili et us ith our a ous ish.There’s uch ore

to e one.Philip: No , the ingre ients. hat goes into ish esi es a les h,

es. lour,sugar, utter.Butter,nicean col an har . ,herearethe alnuts. ast utnotleast,thereason ishis a ous-cinna on.Cinna on...Ellen, here’sthecinna on

Ellen: I thereisan cinna on,it’sintheca inet iththesaltan e er.Philip: Salt, e er, ill ee ,garlic o er,cinna on.EllenEllen: Yes,Phili .Philip: Isit ossi lethat e orgotto u cinna onEllen: Yes,itis ossi lethat e orgotto u cinna on.Philip: ell,ho canI ake a ous ish ithoutcinna on [Robbie enters]Robbie: oo orning.Ellen: h,hi, o ie. oo orning.Philip: oo orning. o ie.Can ou o ea a ourRobbie: Sure, a . hatPhilip: e e er ishonThanksgi ing hat o oulo ea outitRobbie: Thea lesPhilip: No.Thesssss...Robbie: Cinna onPhilip: ight. e on’tha ean cinna on.Robbie: I’llgo o nto enr ’sgrocer . e’sal a so en.I’llgetso e or

ou.Philip: That’s o Ellen: h, ut ourhea acketon, o ie.It’scol outsi e.Robbie: le an ra ightcall.TellherI’llcallherright ack.Ellen: .Philip: Thanks,Son.

2.2. Dialogue

Woman: sal a s,a e ero ourau iencehas roughtin3ite s ro theirkitchencu oar ,an oure cellentche has15 inutesto

196

YOUR FIRST AID KIT

re areso ethinga etising orthat ersontoeat.Solet’s el-co eourguest orto a ,co eon o n,Nigel.

Woman: elco e,Nigel Youare ro Bra or ,aren’t ou Tellusa ita out oursel .

Nigel: Yes, I a I’ a uil er tra e, an a it tra itional hen itco esto oo .It’seither eatan t o eg’an out oracurr iththela s The i ekee s anting etotr so ethingsushi

an allthatne a anesestu , utit’snot or e Chef: h,atrueYorkshire an,throughan through Youkno a-

ther-in-la as ro Yorkshire,an helike his oastBee an YorkshirePu ing.I it asn’tontheta le orSun a lunchheasnotaha an ene er ante totr an thingelse. ei n’t ant to e en sa le i a, or Chinese oo , nothing eoul n’t e en ha e s aghetti olognaise. e oul al a s sa

« a ith our oreign oo ,gi e erealBritish eat ’Nigel: solutel lthoughI oliketotr otherthings,in o inion

there’snothing etterthan eatan eg iththickgra hh o el

Woman: ell, out ocoul sitan talkall a ,coul n’t ou Butthat’snot h e’rehere et’sgeton iththesho .Nigel,coul ousho us hat ouha e rought orusto a

Nigel: ell,there’sa ito a ersonalstor ehin eacho thethingsI’ eroughtto a I eci e to ring a ourite oo ,an the a ou-rite oo so i e,an ourlittlegirl.

Chef: h ear,I’ alrea gettingner ous here’s our i e ro Isshe ro Yorkshiretoo

Nigel: No,she’sScottish.Chef: hno Please on’ttell e ou’ e roughtahaggisNigel: Notthisti e That’snotreall thekin o thing ouha ela ing

roun inthekitchen No,the i ega e eso e orri geoats. eon’teatitno a a s, utshesai shelo e itasalittlegirl Shesai her ran ause to akethe est orri gee er, utsincerann ie ,shehasn’t ante toe entasteit So,sheaske ei

I coul ring inso e orri geoats, since shehas such reciouse orieso her ran.

Chef: rnrn Inee tostartthinking Porri geisn’tthat o ularto a ,isit on’tkno h .It’sa er health a tostartthe a Bute er one’sinsuchahurr no ,noonesto stocook reak-ast an ore. I on’t think ki s e en kno hat orri getasteslike

Nigel: ineneither So littlegirlaske eto ringinher a ouriteoo I on’tkno i ou’regoingtolikethis It’sa acketo -cris s,saltan inegar la our

Chef: Yes, ou’reright,so arI’ notlikingit Iho e ou’ e eenniceto e,Nigel hat i ou ring e

Nigel: ell,Ien o esserts or e,the u ingisthe est arto theeal.SoI rought ouso ecustar No eal oul eco leteithout u ingan custar

Chef: (Not er ha )Thank ou,NigelWoman: ell, enr ,I on’tkno hat ou’regoingto o ithallo this,

ut ouha e15 inutesto akea eal it oraking n ourarks,getset,

2.3. A Funny Story

ongti eago,a erchanttra elle an a s, eeks,an onthstosellhis ares. ne a hearri e atthecourto agreatE eror.Thee eror

197

like hisgoo san thetra ing asgoing ell hentheE erornotice alargesackthat asstan inga art ro theothers.TheE eroraske hatasinit.Nothings ecial’,re lie the erchant. Itissi l so ethingIuseincooking’.hatisitcalle ’aske theE eror.nions,Your a est ’.

Iha ene erhear o onions ’ rethe tast o o oucooktheInthatcase, a Io ertocookYour a est a eal ithonions ’sai

the erchant.The eal as elicious.It as eatser e ith rie onions,greensala ith reshonionsan stu e onions ith egeta lesan ince eat.

henthe eal aso er,theE erore clai e thatthis asthe ostelicious oo heha e erha an sai he oul u alltheonions. You illnot e isa ointe .I ill ill oursackinstea iththe ost alua letrea-suresthatIha e’,sai theE eror.

n , in ee , hen the erchant o ene his sack onhis a ho e,heoun initgol ,ru ies, ia on san other reciousarticles, hichheha ne erseen e ore.

henhearri e ho e, the or s rea a outhisgoo ortune in theara a lan an another erchant eci e totr hisluck. etootra elle alongti etothesa ecourtan , uringthetra ing iththesa eE -eror, he ut one sack a art. Sure enough the E eror aske a out thecontentso thesackan the erchantsai :

Nothings ecial,itisso ethingIusein cooking’.hatisitcalle ’arlic,Your a est ’arlic Iha ene erhear o garlic ’sai theE eror.E i entl ,there

erenos icesinhiscountr .Inthatcase, a Io ertocookYour a est a eal ithgarlicThe erchantcooke aste ith egeta lesan garlic, ake eat ith

garlican gra esinsi e.The ishess ellsogoo thatallthe eo leintheE eror’scourtha etheir ouths atere .

henthis eal aso er,theE erore clai e thatthis asthe ostelicious oo heha e erha an thathe oul u allthegarlic. You illnot e isa ointe .I’ll ill oursackinstea iththe ost alua letrea-surethatIha e’,sai theE eror.

henthe erchanto ene hissackonthe a ho e,he oun it ullo onions. asita oke No, ortheE eror’scountr onions erereall theost alua letreasure.

2.5.

Speaker 1

How Have Eating Habits Changed?

nce e eo leoutsi e a anha hear o sashi iorsushi. o e er,a anese oo has oine otherethnic oo s,suchasChinesean e ican,toeco eaco on eal or an intheUSan oneo the a ourite ishesinUkraine.

h are eo lesho ing ore interest in a anese oo nereasonisthatso e eo leareincreasingl concerne a outthe oo the eat.The area oi ing ast oo , such as c onal ’s ha urgers an entuck rie Chickenan unk oo s,suchas otatochi san can . tenthese oo sare atteningan notgoo ora erson’shealth. a anese oo ,ho e er,containsonl s alla ounto oilan at. resh oo ,notcanne or ro enoo ,isuse .Theresultisthat a anese oo iso tenrichin ita insan

audioscripts

198

YOUR FIRST AID KIT

inerals an lo in calories, an it is regar e as a health oo . Thus,a anese oo an ingre ientsare eingchosen oreo ten those eo lehoare atching hatthe eat.

Speaker 2

You can hear eo le sa that Bar ecues are s non s ith ericancuisine.Ithinki itisn’tas non , utitis e initel atra ition hichhasalonghistor .Thegreatest erican ar ecueison ul ,4 henthecountr cele rates

the a ackin1776 hen ericans ontheirin e en ence ro reatBritain. nthat a e er to nhasitslocal ara e,the an s la ,chil renarch, lags a ean illionso ice-crea cones isa ear o n r throats.

Thenco esthe ar ecue, hereas an rien san relati esas ossi legather ortheoccasion.

l ostan sorto eatcan e ar ecue . ot ogs,ha urgers,steaksan chickenarethe ost o ular,though anc ke a s, arinate shri orsal onsteaks a eonthe enu, e en ingontheco an .Thereareas an i erentkin so ar ecuesauce s ic ,e traonions,

noonions,an soon astherearet eso ar ecuegrills.So e a iliesha etheiro ns ecialreci es, hichthe are er rou o .Therearenoeatingli itsonthis a .E er o orgetsa outhealth

li est lesan en o se er inuteo thegreat eal.Ine ita l ,a terthe ar ecuethere ill estoriesonho an ha urg-

ersha e eeneaten,ho an chickens,ho uch ar ecuesauce.E er oneeelsa itasha e o sucha is la o o erin ulgence.Butitcan eguar-antee that thene tti e,all ericans ill eouttheregrillinga a onceagain,lo inge er inuteo it.

Speaker 3

Ukrainiancuisineis orthtalkinga out, ecausee uall ithtra itionalishes ou a en o ethnic oo like rench,Italian,Chineseor a anese.So e lacesha etheiro ns ecialt , hileothers ocusonthetra itionalUkrainian enu.I ouarehungr ou’ll e initel choose el ka o hka,orPu ata ha-

ta, ecausethechoiceo oo istra itionalthere.The ser e ishesthat ouightnor all eatatho e: orsch,cho s,holu tsi(ca agerolls), otato,uck heat orri ge, l ntsi( ancakes)an aren k stu e ithcottagecheeseorca age.So eUkrainians on’tliketoe eri ent ith oo an re er their usual oo , hich is the ost elicious or the . oreign touristsalsoliketoha etheir ealstheretogetani eao Ukrainiancui-sine.So eo the sa thatthe ishesare er tast uttoo attening orthe .ButIthinkthe si l gotuse toeatingthe oo o ularintheircountriesan einginUkrainethe in laceslike c onal ’san Celen-tano.Sotoeachhiso n

3.1.

The20thUkraine-EUSu ittook laceon ul 9,inBrussels. orethan30countriestook artinit.

tertheSu it onal Tusk, resi ento theEuro eanCouncil, eanClau e unckler, resi ento theEuro eanCo ission,an PetroPorosh-enko, resi ento Ukraineissue the ollo ingstate ent:

e,thelea erso theEuro eanUnionan Ukraine,gathere to a torea ir ourcontinuouse ortstostrengtheningthe olitical ssociationan econo ic integrationo Ukraine ith theEuro eanUnion. ealsocon ir e oursu ortan co it enttoUkraine’sin e en ence,so er-eignt an territorial integrit ithin its internationall organi e or-

199

audioscriptsers. e recogni e the su stantial rogress, hich is i ortant orUkraine’sciti ens. e elco e thelauncho thenu ero i ortantre-or stoi ro etheli ingstan ar so Ukraine’sciti ens,nota l intheareaso healthan ensions . e elco e thee ecti ei le entationo the isa- reeregi e,contri utingo e en ingrelations et eenoursociet-ies. eagree toe lore urtherintheareao en iron ent. ealsoagree onthei ortanceo coo erationinstrengtheningc ersecurit inEuro e.

elooke or ar tothe urthere ortsUkrainenee e toi ro etheusinessan in est entcli atean rotectintellectual ro ert rights. ithregar totheUkrainianla one ucation, eagree onthenee toensuretheres ect orrightso ersons elongingtonational inoritiesonthenecessit o asu stantial ialogue iththere resentati eso i erentnations.

e rea ir e our strong con e nation o the iolation o Ukrainianso ereignt an territorialintegrit theactso aggression the ussianar e orcessince e ruar 2014. ecalle orthei e iatereleaseo allillegall i risone Ukrainianciti ensinCri eaan in ussia.

ealsoagree ontheurgentnee tolea oursu orttothe ost ulner-a le eo leintheEasto Ukraine. e elco e ongoinginitiati es EUe erStatesto ro i eassistancetocitiesan istrictso thecon lict-

a ecte region .

3.2.

Bill: Ste e,ho as our orkto aSteve: i,Bill,it asgreat. e inishe our orkonane kin o corn.

No e ustha eto in outi e’ll eallo e tosellitto ar ers.Bill: h o isthiscorn i erentthanan otherkin Steve: ell,thiscorngro s henitnee sto e atere . ea e so e

genes ro ell ishtothecorn, utno eha etoseei thego ern-ent illletussellit.

Bill: o That’sa a ing.You oso eincre i lethingsthere.Steve:Yeah,Iguess e o, utI’ stillliketoha e o nlittlela an not

ha eto ork ora igco an .Can ou elie ethatan thingthatIisco er,in entorcreate elongsto e lo er

Bill: Yeah,that’stoo a ,Ste e.Ican ustsee ou orkingin ouro nla ,in entingcoolne things.You’ elikeE isonorso e o

Steve:That oul egreat, utit’s usttooe ensi e ora ri ate ersonto u allthee ui ent ounee to ogeneticresearch.

Bill: S eakingo e ui ent,look hatI ust oughtto a .Steve:Isthatas art hone I’ ehear a outthosene ones.It’s ran

ne .IcangetontheInternet,rea or riteE- ail,an sen es-sagesto rien s.Italsohas sche ule orthene t3 onths, a ressan honelist,an acou leo ga es.

Steve: o uch i itcostBill: littleun er 200.1think rett soonal oste er o illha e

onean the ’ll ro a l cost 20.Youre e erho irstcell- honesuse to erarean e ensi e No e enhighschoolki sha ethe

Steve:Ikno ,Icanhar l elie eho uickl ne thingsa earan ho chea an o er ulthe are.Ire e er irstco utercost 400an asincre i l slo , ithno e or atallreall . ne co -utercosts 1500an isco letel i erent.

Bill: Yeah,an ne t eekso e o ill utoutaco uterthat akesourne oneco letel o solete.

Steve: Ikno ,Ikno .So eti esIkin o isstheol a s, henscienceas ore ocuse on ig ro ectslikegoingtothe oonratherthanakingcoolne ga getstosell.

Bill: etoo.

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3.3.

i erselan sca eo Ukraineo ersaloto touristroutes ro oun-tain ikingan alkingintheCar athiansto ir atchinginthe anu eelta, ro c clingalongthe ni roto aters ortsintheBlackSea. s ou

seethe ostareas ortra ellingaretheCar athians,thecoastalregiono theBlackSeaan the ni rori er. ithout ou t,these laces resentitsenchanting ster an a eal.But I elie e an tra elling route shoul targets ecialgrou s. ore a le,i a ersonco estoUkraine orthe1-stti ehe/she ustgetagoo ictureo the lacesthecountr is rou o .In

o inionsightseeingtoursare ust orthis. n notonl that.Ukraineiso tencalle ali inghistor . a ingonl a eare onthe a in1991,thecountr has anage t o re olutionsan a ussian in asionalrea an ightingin on asisongoing. istor ancientan recentisallaroun ouinthisa a inglan , hetherit ea ongthe othicchurcheso i ,there nantso theonceani ate e ishcultureo estUkraineorso histi-cate uil ings o o ern architecture in i . E er one ho co es toUkraine ust a iliari ethe sel es ithourhistor . ecent oliticalter-ritorialan econo ic i icultiesa ecte thei ageo Ukraine.Ne erthe-less,Ukraine isaho e toa loto eauti ul laces ithagreatrangeo touristacti ities. et’s oa ito sightseeing. ereareso e lacesthat illake ou allinlo e ithUkraine.et’sstart ithUkrainianca ital i . ol en o eso su er churches,

alongan richhistor , o ernan ancientarchitecture ake eginago tos ot oralltra elers isitingUkraine.Itssights inclu e2UNESC orl eritagesites i -Pechersk a raan St.So hiaCathe ral.Ia ise ou

totakea oattri acrossthe ni ro,i ou anttoseetheca italinits righta est .Besi es, ro the ni ro’sle t anka agni icent ie o ensonto

thegol en- o e ense leancient uil ingso the i -Pechersk a ra.Thene t estionationis i , hichisconsi ere to eUkrainian’scul-

turalca italan ithasthe ost esternarchitectureo allthecountr ’scities. It oasts o a s len i UNESC - rotecte l to n reno ne oreauti ul narro streets, agni icent churches, ascinating useu s an char ingat os here.It’scos an elco ing, ith an the e restau-rants,cool arsan greatnightli e.Youcan’tlea e i ithoutha ingacu o a ous i co ee.IntheSoutho Ukraine esa itha eauti ulhistoric istrictisa ustsee

oralltra ellers.Ithas lent o treasures aitingto e isco ere .Thecul-tural arto thecit is acke ithsights ithuni ue len o uil ingst les.I I ere ouI oul seethes olo thecit thePote kinStairsan Pr -orsk Boule ar ,thestreet, hichrunsalongthesea.Inthee ening on’tissachanceo seeinga er or anceina orl a ous eraan Balletthe-

atre.It ill akea agni icenten ingo oursightseeingtourinUkraine.

3.5. Your Test Pack

Tocreateallnecessar con itions or oungtalente scientistsisa ust.Creating recon itions ortheecono ican socialsel -actuali ationo theoung eo leinUkrainean sto ingthe rain rainisthe oral ut o thego ern ents, usinessan u licorgani ations.ThustheUkrainianso-ciet hastocreate a oura lecon itionsan secure or ar otiono theoung,using arious echanis san tools,oneo hichislooking oran su orting gi te oung intellectuals. Presi ent Poroshenko in a eetingith gi te outh in e ruar 2018 un erline the necessit o creating

con itions or Ukrainian scientists not to lea e Ukraine. The resi entstresse that oungscientistsan stu ents ustha eano ortunit o sel -

201

audioscriptsreali ation, ecauseUkrainenee stheirinno ationstosol etheto icalis-sues. orthatthe outh ustha eaccesstotheinteracti elessonso theestlecturerso the orl ,ha e ell-e ui e la s, herethe cancarr outtheirscienti ice eri ents.The resi entalsoe hasi e thei ortanceo unitinge ortstostrengthentheecono an thecountr ’s e enseca a-ilitiesan the outh ustcontri utetothis rocess.

egi eachancetothethousan so e ucate ,talente oung eo letoreali ethe sel esinUkraine,theUkrainian3000Internationalcharita leun launche the Inno ati e Intellect o Ukraine ll-UkrainianYouthContest heretalente oung eo lecoul e onstratetheircreati e oten-tial.Besi es,so e oliticiansorgani e i erent rogra es orthe .

n a 2,2018theCharita le oun ationo Bor s olesniko su a-ri e the3-r all-Ukrainiane ucational ro ect ail a an2018 , hichheinitiate ortalente Ukrainian outh.950stu ents ro 23rail a an trans ortuni ersitieso thecountr took artinthe ro ect.The innerso the ro ect ill isittheInnoTrans hi itionin er an inSe te er2018.

tthee hi ition oungs ecialists illseealltheachie e ntso thein-ustr thatare in the orl to a , isit the e ositionso orl a ousanu acturers,ha e asterclasses iths ecialists,listentolecturesonthee elo ento in ustr .Thestu ents illnecessaril a l thee eriencegaine inthetri intheirnati eUkraine.Inthecurrentaca e ic eartheBor s olesniko oun ationhasi le-ente se ene ucational ro ects orstu ents agroan oo technologies,

a iation,architecture, ariti e,rail anan rogra er iththetri so the innersto ro ile oru s orl i e.

ortunatel ,thischarita le oun ationisnotalone. n une22 24,2018the ictorPinchuk oun ationhel the11-th nnualYouth oru in i herethe a tra.uascholars rogra e e elo e 15social ro ects ocuse

ona ressingen iron ental,a inistrati ean socialchallenges.Thise entroughttogether in i a out400scholarshi hol ers, inclu ing6 orl -i e stu iesgrantees ho ill stu a roa togeta aster egreeat theorl ’s estuni ersitiesan 100ne a tra.uascholars ho illgetaoneearscholarshi an recei esu ort ori le enting ro ectsinUkraine.

4.1.

Dialogue “What to do after graduation?”

Amanda: i, lan,are ougoingtoclassDylan: No,Iha ea reakthis erio . o ou anttogetso eco eeat

thestu entca йAmanda: Thatsoun sgreat et’sgoDylan: an a,ha e ou eci e hat ou antto oa tergra uationAmanda: ell, Iha e thoughta out it, ut Iha en’t a e an concrete

lans.I illha e architecture egreein a an unclehasa rien ho orksata largearchitecture ir inChicago. I’ ho ingIcangeta o there.

Dylan: Itsoun slike ouha ee er thing igure out.I ish uturelooke sogoo .

Amanda: on’t e e resse , lan.You ill in so ething to o a tergra uation. hat’s our a or

Dylan: I a ore in English iterature an inore in art. There uston’t see to e an other career o tions a aila le other thanteaching.

Amanda: hat’s rong ithteaching o isateacheran shelo esit Shesa steachingisthe est o inthe orl .

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YOUR FIRST AID KIT

Dylan: It ustsee slikealoto orkto eal ithso an schoolchil ren.Then ouha ethe rinci alto ork ithan thecro e class-roo san unintereste arents.Teachers on’tearnenough on-e orthea ounto orkthe ha eto o.Ilikethei eao teach-ingchil ren utI on’tkno i itis orththee ort.

Amanda:Youarerighta outschools eingo ercro e uti oureall anttoteach, oushoul n’tletthes allsalar change our in . o satis actionis uch orei ortantthan one . on’t outhink

Dylan: Youha eagoo attitu e. a e oushoul eco eateacher,too.Amanda: Iha ethoughta outit...

4.2.

Getting an Education the Hard Way

Part ne

c uiringa college e ucation isnot eas un er the esto con itions.The a Igot ine as ossi l un erthe orsto con itions.Itstarte outnor all the a it oes or oststu ents. terhighschoolIenrolle incollegethe ollo ing allatNortheast issouriStateUni ersit here otherha recei e herteaching egree.It asnotalong istancea a so arents eltIcoul co eho eo ten.The erenotrea toseetheir

littlegirl lea eho e.Things ent ellan Ico lete that irst ear.Nearingtheen o the

school earI eci e thatI ante tochangetoahighere ucationalinstitu-tion uch arthera a .This asnota leasingsuggestionto arentsan the insiste thatIteachschoolthe ollo ing earto a acktheloansIha takenout orthatinitial resh an ear.

PartT o

Beinga uti ul aughter,I i that, utIstillha lanstogothe ollo -ing eartoPhilli sUni ersit inEni , klaho a. hatI i n’t oresee asthatI oul eetthe an ho asto eco e hus an . e ere arrie in a a tertheen o that irst earo teaching henhe asonlea e ro the r .Thatlooke liketheen o college a s.

uringthethree earsa ter hus an ca eho e ro histouro ut threechil ren ere orn. collegee ucation i n’tsee to enee e to ea ar er’s i e.Takingcareo three a ies,ahouse,agar en,raising a chickens,an allthethingsin ol e in ar li ingoccu ie ti e orae ears.Inthe acko in I asnotsatis ie ith e ucationalachie e ents.Thereisso uchtokno an therearesucha e earsinli etolearna outthe .It asine ita lethatI oul longtoa to aca e icun ertakings.

PartThree

egionaluni ersitieso ere nightclassesan Ieagerl enrolle inso eo the .Corres on encecourses erealsoa e to gro inglisto col-legeen ea ors. se ester ass entatthelocal uniorcollege.B no itasagi enthatI asgoingto inishthatuni ersit e ucationthatIha

starte so an ears e ore.a ingreache theli ito hoursthatIcoul takeo -ca us,Iha to

enroll in courses at the nearest uni ersit , the institution I ha irst at-ten e .It aslocate si t iles ro our ar ho ean choice astori ethereeach orning,atten classesan ri eho ee er night.

s I look ackon that ear, I a a a e that I sur i e it, let alonestu , ake reasona l goo gra es, an gra uate at the en o the aca-e ic ear.

203

audioscripts4.3.

Dialogue

Emma: e ,Carl,ho ’s our ra aclassgoingCarl: i,E a.Prett goo , e’rerea ing eatho aSales an r-

thur iller.Emma: h,Ire e erthat, eha torea itinhighschool.It as oring

an e ressing.Carl: Ithoughtsotoo,at irst.Butrea ingitagain,I’ isco eringalot

o interestingi easan s olis init.Emma:That’sneat, utIstill re er StreetcarNa e esire .Tennessee

illia sreall kno sho to riteagoo la .Carl: i oukno theuni ersit ra aclu isgoingto er or Street-

carEmma: eall , henCarl: The ’rehol ingtr -outsto orro an o eningnightisinacou le

o onths.Emma:It oul ereall greattoseeit,ore en einit.Carl: h on’t outr au ition You on’tha eto ea e ero the

ra aclu to einthe la .Emma:I oul ne ergetselecte .I’ eonl eeninone la e er,an that

asin uniorhighschool.I la e oneo Santa’sel es ortheChrist-as la .

Carl: ell, oucanatleasttr . a e oucoul geta it art ithonl a e lines.

Emma:It oul egreattoseetheentire ro uction uttogetheralltherehearsals,costu es, akeu ,set esign. a eI illtr out.

Carl: u itionsareto orro at3 . . intheuni ersit theatre inthera a uil ing.That’sonthesouthsi eo theca us.

Emma: o ,thisis rett e citing E eni Ionl ha eas all art,I’llstilleanactress er or ing.

Carl: oahea .I’ sure ou’ll eselecte .

4.5.

Greater Reality

Thereare an heno enao olkartinUkrainianculture, hich akethiscultureuni uean originala ongothercultureso the orl osi cera ics,rugs ro Po ill a,e roi ere to elsan shirtscreate inallartso Ukrainearea ongthe . laceo honoura ongtheseartisticheno enaistaken aintingscreate inthe illageo Petr ki ka,inthelan o ni ro etro shch na.St leso aintingsi ilartothato Petr ki ka ereoncecalle agic

realis ore en thegreaterrealis (ater coine the ro inentnon-igurati eartist asili an inski )an are arto hatisusuall calle ri iti e olk art, though there is nothing reall ri iti e in this art.Pri iti e artists usuall ha e no or al art e ucation an the createithoutan constraintso the aca e ic ruleso art.ThePetr ki kast leo aintingisa er oetic ie o the orl aroun

us,orratheritisa orl initsel ,a orl hichis reetointer rettheusualthingsina er unusual anner.Tra itionhasitthatPetr ki ka as oun e agrou o UkrainianCos-

sacksintheeighteenthcentur an itsoha ene thatsoona terits oun a-tion,the illage, orso e steriousreasons, egantoattract eo le ithartisticgi ts hoca etosettle o nthere.Itis i icult,oral osti os-si letotellno hatthe er irst aintingscreate inPetr ki kalooke

204

YOUR FIRST AID KIT

like, ut ecan akeane ucate guess asingourconclusionsonthesur-i ing aintingso orerecentti es,an onthearto Petr ki kao to a .

sa attero act,thankstothe atercolours ainte Ye.E en akhin1911an 1913, eha ea rett goo i ea hatthePetr ki ka ecorati eaintingslooke likeinearlierti es.Intheinterior,thesto e(orrather,ich, hichinUkrainian easanthousesser e se eral ur oses orcook-ing oo , or ro i ing ar thincol seasons,an orrestingonit theichha ahori ontalsectionlikealargeshel ,on hichonecoul slee ), asarticularl la ishl ecorate .Earl ecorati e aintingsinPetr ki ka ere ostl uralsonthe alls

o the easants’housesratherthaneasel aintings.The olk oeticinter re-tationo thesurroun ing orl asan isatthe asiso thePetr ki kaaintings.St li e lo ersan guil er-rosearea ongthe ost o ular o-ti so the urals ithe enregularthistlesan other ee s eaturingrath-er ro inentl inthe aintings.Inalllikelihoo , oraconsi era lelengtho ti e, aintings ecorate

onl the alls e ore the egan to e one onother aterials a er,oo anelsorcan as. ineral ig ents ereuse or aking aintsan

instea o rushesshortlengthso ree stocks,t igsore en ingers ereuse toa l the aintontothe ri e alls,the ri er ostl eingathinla ero cla .Egg- ase aints ereuse inlaterti esto o aintingson a er.Threecolours ere re o inant re , ello (or ello -green),an ark- lue.It oul e rongtoassu ethatit asonl inthe illageo Petr ki ka

thatsuch ainting lourishe ecorati e aintingso a er si ilarst lecoul an stillcan e oun in an other illageso Ukraine.Thelocalst les i erincertain etails utthe all reser eanu ero asicele entsan eaturesthat akesit ossi letorecogni ethe as elongingtoonean thesa e asicst le, hich asgi enthena eo Petr ki ka ainting.

5.1. Dialogue

Wondering about Wonders

Darren: i, oroth It’sgoo tosee ou.I’ sogla ou’re ack.I isse outerri l hile ou eretouringsouth. o asit

Dorothy:It asa rea co etrue:Niagara’s antastic o ageonthe orl -a ous ai o the ist oatrightatthe otto o the alls,cruisingthe reat akes, ie ingTorontoan Bu alo ro theo ser ation ecko theSh lonTo er,tona e ut e attractions.

Darren: No on er, ntarioisthe osthea il isite regioninthecoun-tr . arents took e to see theCana ian orseshoe alls acou leo earsago. o goo the looke a an night,hencolour uls otlights lickere acrossthe ist oa .It asuiteas ectacle.

Dorothy:Itstillis,es eciall hen ouseehun re so ne l e sthere.Itissai thatNa oleon’s rotherro e ro Ne rleansinastage-coach ithhisne ri eto ie the alls.Ithas eenahone oonattractione ersince.

Darren: o ,thatsoun sreall goo .I’llkee thatin in , ustincase.a-ha. n i ou an chance isitNiagara-on-the- ake

Dorothy: o ou eanthes allattracti e illage,a out20k o n-strea ro the alls herethe ell-kno n eorgeBernar Sha esti altakes lace I s ent a eeken there an isite three theatreshich er or e the la so this riter,inclu ing ictorian ra-a, usicalsan ster la s.

Darren: It’sanice lacetoseean togetatasteo or er uietti es.

205

audioscriptsDorothy:Soisthelakein anito a hichI isite on a ack.Ithas

thelongest lace-na einthecountr Pek achna a kosk ask-a in anik. i oukno that

Darren: That’s incre i le Enough letters to t ist our tongue. o onearth i oure e erthat

Dorothy:I roteit o nan ractise har I ante toreall sur riseou

Daren: Youreall i here oesthena eco e ro ,I on erDorothy:I astol thatlotso geogra hicalna esinthis ro inceco e

ro theIn ianlanguagesan areassociate ithnaturalsoun s.orinstance,in ake anito athereisastrait herethe aterhitstheli estonee ges, akingano echoingsoun ,associate thenati eIn ians iththe reatS irit( anito ).

Darren: The orl eli ein Thereisso uchto on era outinCana a.It’snotsur risingthatPri e inister acken ie ingsai , ...i so ecountriesha etoo uchhistor , eha etoo uchgeogra-h .

Dorothy: E actl .

5.2. Dialogue

Connecting People

Alan: i, enise,are ougoingtoclassDenise: No,Iha ea reakthis erio . o ou anttogetso eco eeatthe

schoolca eteriaAlan: Thatsoun sgreat et’sgo.Denise: lan,ha e ou eci e hat ou antto oa tergra uationAlan: ell,Iha ethoughta outit utIha en’t a ean concrete lans.

a e ouhear The ha estarte astu a roa rogra e orun ergra uatestu entsin c asterUni ersit .

Denise: InCana a Isn’tita eso e It illgi estu entsso ee osuretotheoutsi e orl an itnessne things hicharenottaughtinclasses.

Alan: IthoughtIshoul n’t iss chancean a lie orat o-se esterstu ente change. hat o outhink

Denise: o , that’s great It ill e an e erience o a li eti e That’shere ou’lllearnho toco ean a a ttoano elli ingarrange-entan laceo stu .

Alan: I etI’llha eto.I allgoes ell,I’ll egoingtoCana ane t all.n racticalti s ro ou

Denise: Itsoun slike ouha ee er thing igure out. et ethink irst ieceo a iceistotakenotes.You ill esur rise ho an e eriences ou ill orgeti ou on’t ritethe o n.

Alan: n thesecon oneDenise: on’t orgettoe loree er thing oucan. n i ouha ean ho -

iesoracti itiesthat ou ursueatho e,thentr the a roa .That illlet ou eet orean oreinteresting eo le ho ill eour est e orieso Cana a’se erience.

Alan: Thanksalot.Ia reciateit. hatare our lans Denise:’ consi eringsta inginthiscountr .There’sno lacelikeho e, ou

kno .Icana l toa ro er ustralianuni ersit , NU, orinstance.Alan: o ou ean the ustralianNational Uni ersit , hich inclu es

i eNo ellaureatesa ongitssta an alu niDenise: E actl . hat’stheuseo goinginternationali stu in ustralia

etter re aresastu entto orkinto a ’sglo al arket laceAlan: athersa sso,too.Butthenheo tena sthatinso e a s,

he’sthe rong ersontoaska outthe ene itso stu o erseas.

206

YOUR FIRST AID KIT

Denise: h notAlan: Thoughhes entall our earso collegeinresi ence,heregrette it

so uchthathe eci e togoo erseasa terhegra uate . eha itinhishea thatareale ucationre uiress en ingso eti ea roa ,soI oun a o in oreaan s entthene tthree earsthere.

Denise: So hatAlan: Itga ehi agoo chancetoseethe orl ro a i erent ers ecti e.Denise: n hat o outhink ou ighten o ostinCana aAlan: Perha sthegreatestsatis action ro t ose estersin c as-

terUni ersit coul ethe eelingthatI illha eactuall acco -lishe so ethingtoconnect eo le.

Denise: I’ sure ou’llgetthe ostouto ourstu a roa rogra ean learna outa oreignculturei ouco inestu an ork.

Alan: That’sagoo i ea Thanksalot

5.3. Interviews

1

Q.: So, hat o outhinko Ne ealanA.:Ne ealan ’shistor isnotsolong, utitis ast.Inlessthanathou-

san earstheseislan sha e ro uce t one eo les:thePol nesianaorian Euro eanNe ealan ers.Thelatterarekno n their ao-

ri na e, Pakeha’ (thoughnot all like the ter ).Ne ealan sharesso eo itshistor iththeresto Pol nesia,an ithotherEuro eansettlersocieties, uthasuni ue eaturesas ell.Ne ealan eca eano icialBritishcolon in1840, utthe irst ocu-ente contact et een aorisan theoutsi e orl took laceal ostt o

centuriesearlierin1642,in ol enBa attheto o theSouthIslan .T outch shi s saile ro In onesia, thenna e the utchEast In ies, to

search orthelegen ar reatSouth an ’an an thing alua leit ightcontain.Theco an er, elTas an,anchore theshi sinthe a ,localaorica eoutintheircanoesto akethetra itionalchallenge: rien soroes isun erstan ingthis,the utchchallenge ack, lo ingtru -ets. hena oat aslo ere totakea art et eenthet oshi s,it asattacke . ourcre en erekille .Tas ansaile a a an i notco eack nor i an otherEuro ean or127 ears.Butthe utch i lea eana e: Nieu eelan ’or Ne ealan ’.

2

Q.:So, hat o outhinko Ne ealanA.:Theearl 21stcentur isaninterestingti e orNe ealan . ikeNe

ealan utteran la , il an literatureare lo eringasne er e-ore,an thene ethnic i iscreatingso ething er s ecialin o u-lar usic.The orl isco ingtoreali ethatNe ealan hasagreatculture,as ellasagreatnaturalen iron ent.Theol i ageo li einNe ealan asacultural esertnolongera lies.

To a N ’sisolation eansthat oungNe ealan ersin articularha e orso eti e eenhighl o ile E’(o ersease erience)isstillconsi ere ariteo assage, utthe ri ar estinationhas,inrecent ears, eco eustralia rather than Britain. ore an ore oung eo le go to stu

a roa herelearninge ten stothe orl e on theclassroo alls.

3

Q.: So, hat o outhinko Ne ealanA.: sI’ oneo thosetra elersins ire toco e o nun er thescener

o theRings o ies,Iha en’t een isa ointe . ackson’s ecisionto

207

audioscriptsil hereinNe ealan asn’t ere atriotis .No hereelseonearthill ou in such il l arie ,uns oile lan sca es.

Icertainl recogni e so e laces ro the il . ore a le, o iton(near ata ata), ount oo (instantl recogni a leasto eringNgauruhoe)orthe ist ountains(theSouthIslan ’sSouthern l s). sI asseriousa out in ingthee acts ots herescenes ere il e ,I ought“The Lord of the Rings: Location Guidebook», hich inclu e instructions, an e enPScoor inates. n I i in allthei ortantscenes

5.5.

auraCrockettucklan ,Ne ealan

Self-Discovery and Stereotypes in New Zealand

PartT o

E enthoughIonl ha etoearnCgra esinor ertorecei ecre it or classesinNe ealan ,I in sel stu ingan orkinghar in classes,hicharecalle a ershere,inor erto o ersonal est.So estu ents

here orkhar , utgenerall thestu entsare orerela e an lessconcerne a outgra esthanstu entsintheUnite States ecausethe ha eotheri -ortantthingsto osuchas la s ortsan s en ti e ith rien san a -il . neo i i rien sin organi ational usinessclassesco laine a outho he oul ha eto isshisrug ga e ecauseo our inale a .Iha ealsolearne thatIa a leto ush sel to e oreoutgoingan

tr ne things. enerall ,Ish a a ro talkingtone eo lean re ertore ainco orta lean sa e. o e er,Ireali ethatIcantalktone eo lean tr e tre ee entsthatchallenge etoo erco e a rehen-sion.Slo l ,Ia a letoo erco e earo startingcon ersations ithstrangers. rien l i is akethiseasieran soNe ealan has eenagreat lace or eto racticethisskill.Ialso ent ungee u ing,so ethingI asscare to o.Stan ingonthe

e geo a lankun erthe ucklan ar ourBri ge,I eltthes ello in in aceasIga e attheocean elo . sto acht iste astheinstruc-tor counte o n ro three, signaling u . I a a e sel henI o eo the lankintothinair,trustingthecor attache to ankletosto e ro lu etingintothe ater elo .

terone onthherein ucklan ,Iha elearne orea out sel thanIcoul inanentirese esteratho e.Thishas eenagreat a to isco er

strengthsan eaknessesasastu entan erson.Thise eriencehasalsoo ene e esto arious orl ie s li inginane culture.Ie -ecttogro an reali e uch orea out sel ,Ne ealan ,an the a in hichculturalstereot es o inateourglo alco unit .

208

YOUR FIRST AID KIT

KEYS1.5. Your Test Pack

A. Use of EnglishI. 1 2B 3 4 5 6 7 8C 9 10 .II. 2.a itious 3. artici ants; 4.en o a le 5.un rien l 6.i atient

7. ess 8.necessit 9.entirel 10.un a e unti .B. Reading 1 B; 2 E; 3 C; 4 I; 5 G; 6 A; 7 D; 8 F; 9 H.C. Listening 1,3,4,6,9.


I. 1C 2C 3 4B 5 6 7C 8 9B 10C.II. 1.scru 2. r 3. ut 4. lace 5.s rinkle 6. ake 7.cut 8. ake

9.cho 10. ill.

B. Reading 1. iet 2. oo 3.inclu es 4. ar ala e 5. eanut 6.snack 7.sta le 8. choice 9. un 10.custo ar 11. hite 12.a ait 13.eating 14.hot 15.lunch 16.chi s 17. elicious 18.heart 19. ille 20. cre-ati e.

C. Listening 1 A; 2 B; 3 C; 4 B; 5 B; 6 B; 7 C; 8 A; 9 C; 10 A.

3.5. Your Test Pack

A. Use of EnglishI. 1 2B 3C 4 5 6 7 8 C 9C 10 .II. 1. inancial 2. ossi ilities 3. ros erous 4. arious 5.grate ul, is-

co eries 6. entertain ent 7. un orgetta le 8. a enturous 9. oo en 10.e citing. B. Reading 1 D; 2 A; 3 E; 4 B; 5 C C. Listening 1 B; 2 A; 3 B; 4 A; 5 C; 6 B; 7 C; 8 B; 9 C; 10 A.


I. 1C 2 3B 4 5 C 6B 7 8C.II. 1. a ition; 2. success 3. achie e ent 4. realit 5. co it ent

6.lea ing 7.ho e 8.gaining 9.a ects 10. a ours.

B. Reading 1C 2 3 4I 5 6 7 8 9B 10E.

C. Listening 1 south east 2 Surrealis agic realis ’ 3 19th 18th 4 oeticartistic 5 easel aintings uralsonthe alls 6 he easants’li ethesurroun ing orl 7 ir san ani alsst li e lo ersan guel errose 8 orange ello (or ello green) 9 isisnot 10 in asicele ents in certain etails.


I. 1 2 3 C 4B 5 6 C 7 B 8 9 10B.II. 1.recognise 2. a or 3.glo all 4.science 5. on er(s) 6. oaring

7.s eak 8. ro t(s) 9.use 10. i erent.B. Reading C – H – B – D – A – G – F – E.

C. Listening 1 alse 2 True 3 alse 4 alse 5True 6True 7 alse 8True 9True 10True.

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