No.10Журнал для тех,

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октябрь2013

HEALTH MATTERS

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ЖУРНАЛЫ ИЗДАТЕЛЬСКОГО ДОМА: Английский язык – А.Громушкина,Библиотека в школе – О.Громова,Биология – Н.Иванова,География – О.Коротова,Дошкольное образование – Д.Тюттерин,Здоровье детей – Н.Сёмина,Информатика – С.Островский,Искусство – О.Волкова,История – А.Савельев,Классное руководство и воспитание школьников – М.Битянова,Литература – С.Волков,Математика – Л.Рослова, Начальная школа – М.Соловейчик, Немецкий язык – М.Бузоева, ОБЖ – А.Митрофанов,Русский язык – Л.Гончар, Спорт в школе – О.Леонтьева,Технология – А.Митрофанов,Управление школой – Е.Рачевский,Физика – Н.Козлова, Французский язык – Г.Чесновицкая, Химия – О.Блохина, Школа для родителей – Д.Тюттерин,Школьный психолог – И.Вачков

Unless otherwise indicated images in this issue are from shutterstock.com

NEWS IN BRIEFDancing and Reading 'Good for Health' ............ 3

TEXTS FOR READINGNew Vaccine Signals Huge Advance

in Global Disease Control ................................. 4

Are You A Lucky Person? .............................. 50

METHODS OF TEACHINGRoyal Traditions ............................................... 5

ICT in Education:

ICT As a Tool for EL Teachers ......................... 6

Развитие критического мышления

при обучении иностранному языку

на старшей ступени средней школы ................. 7

CLASSROOM ACTIVITIESHealth Problems .............................................12

When We Are Healthy, We Are Happy ...........41

CREATIVE WRITINGLet's Talk About Health ..................................13

FOCUS ON LANGUAGEHealth Vocabulary ...........................................15

Health and Healthcare .....................................15

LESSON PLANSAn Apple a Day Keeps the Doctor Away ..........17

Health Is Above Wealth ..................................18

A Healthy Way of Life ................................... 20

Diet. Lifestyle ................................................ 23

Здоровый образ жизни ................................. 25

TOPICAL JOURNEYHealth Matters ............................................... 27

SCHOOL THEATREAt the Dentist's .............................................. 40

GOOD NEWSFLEX:

Программа обмена для старшеклассников .....46

PREPARING FOR EXAMSTopic: Health ................................................. 47

TESTSFive-Minute Tests .......................................... 47

YOUTH ENGLISH SECTIONBelieve It or Not!

A real story about how we became friends

with an English writer ...................................... 52

Between the Continents:

American Reality with Russian Eyes ................ 58

3EnglishNEWS IN BRIEF

October 2013 DANCING AND READING 'GOOD FOR HEALTH'

Activities such as dancing, reading and going to the theatre have a “positive impact” on the health of Scots, new research has suggested.

The Scottish government-commissioned study was based on data from the Scottish Household Survey 2011.

It found that people who take part in or attend culture events are more likely to report “good health and life satisfaction” than those who do not.

The research found that regardless of factors such as age, economic status, income, education and disability, cultural participation was positive for health and wellbeing.

Its key fi ndings included:• Those who attended a cultural place or event in the previ-

ous 12 months were almost 60% more likely to report good health than those who did not

• Those who participated in a creative or cultural activity in the previous 12 months were 38% more likely to report good health than those who did not

• Those who visited a library or a museum were almost 20% more likely to report good health than those who had not

• Those who visited a theatre were almost 25% more likely to report good health than those who did not

• Those who participated in dance were 62% more likely to report good health than those who did not

• And those who read for pleasure were 33% more likely to report good health than those who did notCulture Secretary Fiona Hyslop said in response to the

report, titled The Impact of Cultural Engagement and Sports Participation on Health and Satisfaction with Life in Scotland 2013, said: “Starting young, and being encouraged to take part in culture as a child, makes it more likely that the benefi ts of taking part will be experienced as an adult.

“That’s why this government has funded activities like Bookbug, Scottish Book Trust’s Early Years programme, which encourages parents and children to read together from birth, and the Royal Scottish National Orchestra’s Astar CD, which is helping parents in Scotland to introduce their babies to the joy of music.”

Latest researchThe Scottish Household Survey (SHS) is a continuous sur-

vey based on a sample of the general population in Scotland.Its aim is to provide representative information about the

composition, characteristics and behaviours of Scottish house-holds, both at national and local authority level.

A total of 14,358 households were interviewed in the 2010/11 survey with the questions on culture being put to about 75% of the total sample, giving a sample size of 9,683 adults.

The study found those who danced were 62% more likely to report good health than those who did not.

By Ed YongSource: http://www.the-scientist.com

Feeling a bit under the weather?

We will cheer you up with another topical journey and you’ll be feeling as fi t as a fi ddle in no time!

How are you feeling today? Perhaps you’re feeling a bit under the weather (not feeling well) or maybe you’re not quite yourself today (not in your normal mental or physical state). You might be coming down with something (about to get a less serious illness like a cold or fl u), especially if there’s some-thing going round (an illness like fl u or a stomach upset that a lot of people are catching and giving to each other). In any event, you’re going to have to call in sick (phone someone at your workplace to tell them you are too ill to come to work).

If you are genuinely ill (or have a hangover), you might feel a bit rough (not very well), or, in more serious cases, you might feel like death warmed up (feel absolutely awful). When it’s clear you have fallen ill, you are sick for sure. You might have caught a cold or got the fl u or “the bug” (meaning a virus). Then the advice you may be given will probably be: Feed a cold, starve a fever. While this proverb says that eat-ing more will cure the common cold, while not eating will cure a fever, most scientists say this isn’t necessarily true.

To say that you are OK (but are not in really good health) you can use ‘I can’t complain’. “I’ve had a bit of a cold, but I can’t complain.” And if you are feeling run down(very tired or exhausted) you might also be a bit out of sorts/ a bit off-colour/off-color. This might be because you have a splitting headache (a strong painful headache) or be/feel sick to one’s stomach.

A good proverb about health (also applied to other things in life) is “an ounce of prevention is worth a pound of cure”. When applied to illnesses, this means that it is better to take good care of yourself to prevent illness than it is to get one and try to treat it, e.g. with medication. Everyone knows that, when directly faced with a bad virus, your probability of pre-venting it is probably minimal; but, looking after yourself may increase your resistance.

Whatever has happened, you will simply have to take your medicine (accept the situation without complaining). Within a short period you will probably be on the road to recovery (starting to feel better) and in no time at all you might be feel-ing as right as rain (healthy again after an illness) and feel as fi t as a fi ddle (in very good shape).

If you are feeling great and healthy, you can say, I’m fi t as a horse. I’ve never felt better. I’m really fi ghting fi t. When you want to describe someone else’s condition, and they are very well, you can say they are the picture of health / in the bloom of health.

4English

October 2013

4English

NEW VACCINE SIGNALS HUGE ADVANCE IN GLOBAL DISEASE CONTROL

Advanced diagnostics:a cell infected

with foot-and-mouth virus.

Image: Pirbright Institute

TEXTS FOR READING

Scientists have developed a new way to pro-duce a vaccine for foot-and-mouth disease virus (FMDV) described as “close to the holy grail of foot-and-mouth vaccines.

Foot-and-mouth disease (Aphthae epizooticae) is an infectious and sometimes fatal viral disease that affects cloven-hoofed animals, including do-mestic and in the wild. Epidemics have resulted in the slaughter of millions of animals globally.

Because the new vaccine is all synthetic, made up of tiny protein shells designed to trigger optimum immune response, it does not rely on growing live infectious virus and is therefore much safer to produce.

Furthermore, these empty shells have been engineered to be more stable; making the vaccine much easier to store and reducing the need for a cold chain.

This British research is important because it rep-resents a big step forward in the global campaign to control FMDV in countries where the disease is endemic, and could signifi cantly reduce the threat to countries currently free of the disease.

Crucially, this new approach to making and stabilising vaccine could also impact on how viruses from the same family are fought, includ-ing polio.

The collaborative research was led by Pro-fessor David Stuart, Life Science Director at Diamond Light Source, the UK’s national syn-chrotron facility and MRC Professor of Structural Biology at the Department of Medicine, Univer-sity of Oxford, and Dr Bryan Charleston, Head of Livestock Viral Diseases Programme at The Pirbright Institute.

The Pirbright Institute, based in the UK, is a world leading centre of excellence in research and surveillance of virus diseases of farm animals and viruses that spread from animals to humans.

Dr Charleston, whose team at Pirbright has developed a detailed understanding of the immune response to FMDV in cattle and is leading the vaccination trials work, said: “The FMDV epidemic in the UK in 2001 was disastrous and cost the economy billions of pounds in control measures and compensation. As a result of the outbreak the Royal Society recommended new approaches should be developed to control the virus should it happen again.

“This important work has been a direct result of the additional funding that was provided as a result of the 2001 outbreak to research this highly contagious disease. Using our detailed knowledge of the immune responses to FMDV in cattle we were able to defi ne the characteristics that needed to be incorporated into the new vaccine platform to induce protection.”

Professor Stuart added: “What we have achieved here is close to the holy grail of foot-and-mouth vaccines. Unlike the traditional vaccines, there is no chance that the empty shell vaccine could revert to an infectious form.

“This work will have a broad and enduring im-pact on vaccine development, and the technology should be transferable to other viruses from the same family, such as poliovirus and hand foot and mouth disease, a human virus which is currently endemic in South-East Asia.”

Professor Stuart said: “Instead of using infec-tious virus as the basis for the vaccine, which is the main traditional method of vaccine development, the team using a methodology developed by Pro-fessor Ian Jones from the University of Reading synthetically created empty protein shells to imitate the protein coat that forms the strong outer layer of the virus.

“By using Diamond’s visualisation capabilities and the expertise of Oxford University in structural analysis and computer simulation, we were able to visualise something a billion times smaller than a pinhead and further enhance the design atom by atom of the empty shells. Through informa-tion gained at Diamond, we also verifi ed that these have essentially the same structure as the native virus to ensure an appropriate immune response.”

Fine adjustments have been made to the empty shell to improve stability to produce a vaccine that is inherently more stable than live virus based products. This makes transporting and storing the vaccine much easier, as the pre-clinical trials have shown it to be stable at temperatures up to 56°C for at least two hours. The disease is endemic in central Africa and some parts of the Middle East and Asia, so this is a major advantage over the traditional vaccine, which has to be produced and stored in a chilled and stable environment.

Dr Charleston added: “The ability to produce a vaccine outside of high containment and that does not require a cold storage chain should greatly increase production capacity and reduce costs. Globally there is an undersupply of the vaccine due to the high cost of production and this new devel-opment could solve this problem and signifi cantly control foot-and-mouth disease worldwide.”

Professor Stuart concluded: “Foot-and-mouth disease is one of the most economically important diseases in livestock worldwide. With approximate-ly 3 to 4 billion doses of vaccine administered every year, you can start appreciating the pertinence of our work.

“What we achieved is down to the continued support of our many funding agencies, the individu-al and collective perseverance of the entire collabo-ration and access to 21st century scientifi c tools to push the boundaries of scientifi c research.”

Nigel Gibbens, the UK’s Chief Veterinary Offi cer said of the work: “This vaccine is a major break-through that has the potential to be an invaluable new weapon in the fi ght to eradicate foot-and-mouth disease.

By Dick Meredith

5English

October 2013

Photo: www.people.com

METHODS OF TEACHING

This summer, together with a large portion of the world, I have been watching the news about the royal baby. 4:24 P.M. in the UK is 10:24 P.M. where I live, and four hours later is the middle of the night for us, so I saw the main announcement about the birth on the morning of July 23. Due to the same reason of the time difference, I clicked and watched the happy couple with their baby prince on the morning of July 24. This vicarious experience has shown us that waiting for a baby to be born, and seeing the lovely glowing faces of the proud parents, is much more exciting, uplifting and positively emotional than seeing and hearing only bad, frightening reports daily. I could not help but feel wonder and awe at the amazing possibili-ties the internet has brought into our lives. Why, exactly, did all those crowds gather to wait? Why did people around the globe click a computer, a TV or a smartphone on to check the same Lindo Wing Ward door for hours on end? The sensa-tion of “togetherness” with those who were actu-ally there, and the immediacy of the broadcasts streaming to anywhere on the planet, helped fos-ter a community spirit. Indeed, as the Duchess of Cambridge said, any parent could understand what they felt.

Psychologists, parents and teachers today talk about the high anxiety level in children due to the abundance of upsetting and scary news. Among other things, this past week has shown us that people are hungry for positive events. Good wishes are coming from many nations, and celebrations are held around the globe. As an EL teacher, I believe this whole story is a wonderful discussion topic for the fi rst days after the sum-mer vacation. Rather than making our students write the traditional “How I Spent My Summer” es-says, and trying to review the forgotten grammar, we can help them revive their speaking skills, and slide more easily back into the subject, by asking if they heard the news about the royal baby, and suggesting that we talk about the royal traditions in general.

For the senior classes, the role of ICT in spreading the news may be a welcome topic. We can divide them into pairs or groups and encour-age them to talk about their favourite sites. If we click on <people.com>, we can show them that there is a special page marked “Royals”. Why is it that in a democracy like the USA, mass media are so fascinated by the kings and queens? This will make teenagers think really hard! Adolescents will be happy to research the theme, and to build up an itinerary for the important announcements. They invariably like the fact that the royal family uses modern means of communication like Twit-ter and Facebook.

For the younger children, the whole story of the Town Crier may be enough. That great photo of Tony Appleton, 76, giving his awesome boom-ing “Cry”, is sure to rivet their attention. We can

quote an interview with Mr. Appleton, where he explains, quite unexpectedly, that nobody actually asked him to make that important announcement. It turns out that, in his own words, he “simply crashed it”! When he appeared near Lindo Wing in his traditional ancient uniform and all the rega-lia, with the scroll in hand, nobody even thought of stopping him, as everybody assumed he was part of the ceremonies. The tradition is probably several millennia old, so we can talk about that. It is especially interesting for the children who were born into the new era: for them, the Internet and ICT have always existed. Let us help them imag-ine that for thousands of years, the only way to relay the news was literally to shout it out!

Pupils of any age may like the idea of inventing their own memorial or ways to commemorate an important event in their town or in the life of their family. While younger children might prefer to do it in some form of a game or competition, the se-niors would probably compile lists and mark cool ideas or items versus boring.

What about that essay? “How I Spent My Sum-mer Vacation” will be fi ne either on day 2 of school in the classroom, or as their fi rst home task.

July 2013

By Nina M. Koptyug, Ph.D.,Novosibirsk

ROYAL TRADITIONS

6English

October 2013

METHODS OF TEACHING

In this section, we shall look at the various ways ICT can make a teacher’s life easier, as well as more exciting. We shall also look at the main diffi culties any teacher faces when using ICT in the classroom.

First of all, let us decipher the abbreviation. ICT means infor-mation & communication technologies. When the now common denomination appeared, it meant, roughly, computers and the In-ternet. Today, it includes e-boards, smart phones, ipods, et cetera. Any type of e-board with a good internet connection, for example, has virtually abolished the need for players, VCRs, TVs, maps & posters, textbooks, audios, and even the classroom. What remains unchanged are the two basic elements of the educational process: student and teacher. Whether we speak of any typical school, any classroom, or online/distance learning, we still need the subject and object, the eternal duo, the interaction between the one who can teach and the one who (hopefully) can learn. Remember this: if there is a power shortage, if there are no tools, we teachers can still conduct a lesson for students.

Secondly, let us try to defi ne the reasons why any teacher may need ICT in their work. How does the use of a computer and the Internet affect our life?

• Teachers need to take lots of notes, to fi ll in daily attendance charts, to grade papers, to mark areas of concern, to write term reports, to compose lesson plans… Most schools today require that a teacher do all that electronically, that is, learn to type, to format, to store and send various documents by email, or upload them to a certain site. These are purely technical skills which were not needed a generation ago. Today, they are a must for any subject teacher.

• ICT is a great tool for gathering information, for fi nding any number of teaching aids online. One can make a lesson brighter and more exciting by using videos and audios, texts and pictures from the web. Provided the connection is fast enough, one can quickly travel from site to site when needed. An English history lesson, to quote a recent example, may become completely inno-vative when one uses the web to explore the discovery of Richard III’s remains in 2012.

• ICT is the fastest, easiest and cheapest way to communicate with colleagues around the world. Whether one wants to establish an email correspondence, to conduct an international project, or to simply ask questions, one can use any and all the ways and means which are provided by practically all the educational sites. IEARN, International Education and Research Network www.iearn.org is a good place to visit if one wants to fi nd colleagues with similar inter-ests, or to take part in an international project. Any teaching site, any newspaper and magazine today have got a Contacts page, where one can type in a query or a message. Most sites have got Forums, where one can exchange opinions, discuss problems, or just read them to see what other people are saying on any given subject.

• Various Teacher Refresher Courses, professional develop-ments courses, webinars can be found at most educational sites. One of the problems today is, how not to be lost in the ocean of information which is just a click away. To this end, it is advisable to choose a few sites which one feels comfortable with, and to visit them regularly to see what’s new, what’s developing, to fi nd answers to pressing questions. Here is a selection which I fi nd extremely useful:

Teaching English, to stay in touch with the modern methodolo-gies, to obtain new teaching materials, to visit various professional blogs;

The Free Dictionary <thefreedictionary.com>, to enrich one’s vocabulary, to play with words and expressions, and to read the news of the day;

Google.com, or any other search engine.* ICT makes Student-Centered Learning and Teaching, or an

Individual Approach to Teaching, a reality. It is easy to assign each student a task or tasks according to their ability and interests, to

ICT IN EDUCATION:ICT AS A TOOL FOR EL TEACHERS

check their progress and grade their work, in a classroom where each student has got their own computer station. A teacher can download various materials in advance, so that an excellent stu-dent can do a dozen various exercises, while the weakest student will plod through just one or two of them. It takes a lot of time and organization, but it pays in the end.

• ICT can be a source of fun, which Heaven knows teachers do need. Here, I would suggest that one should choose a few sites which refl ect one’s own interests, and visit them when one has the time. My own personal favourite is PEOPLE magazine <people.com>. The English language is usually good, the qual-ity of pictures superb, there are no “indecent” advertisements. A few minutes of clicking along a photo gallery, marveling at the strange life of celebrities, or mentally trying on the latest in celebrity fashions, and one’s irritation, tiredness, frustration may slip away. The main role of such a site for an over-worked teacher is distraction, or plain escape from the daily grind. One does not have to think while clicking mechanically on images and/or stories.

• ICT helps us teachers understand our students’ needs and interests better. If they talk a lot about this or that topic, a new rock band, some incomprehensible new apps, sports and games, we can quietly check the information online to learn what it is that fascinates them. We may have the same curriculum, the same lesson plans for all the classes at a certain level, yet the classes themselves, the students may be vastly different. While one class may intend to continue their education at a higher education insti-tution, another one may only hope to get their GCSE somehow, while yet another one may not even consciously think about the future.

• ICT helps us disseminate our own experience. We can build our own sites, blog, post videos and audios online.

I have been using ICT as a source of information, a tool for communication, for professional development, and for fun, these two decades. As far as I can see, the main problems still remain the same. One can teach anybody how to use the computers, the e-boards and the Internet. Nobody can force anyone to actually use ICT in the classroom, or for oneself. ICT as a way to con-duct an international project, for example, is not included into any curriculum. There are plenty of individual sites, virtual guides, online courses. But usually, none of the offi cial curriculum guide-lines state that such and such a topic should be studied with the help of ICT. Teachers who fi nd a lot of new materials, who com-pose their own e-lessons, who take part in various online activi-ties, are usually not paid extra for doing an extra amount of work. ICT is the most fl exible, the most up-to-date tool, the only way to keep up with the furious pace of today’s life. Any textbook be-comes obsolete after a few years. One can create new lessons; fi nd new materials annually, even daily, with the help of ICT. The main problem, then, is a methodological one. How can we make ICT an integral part of teaching and learning? Is it at all possible to make the curriculum fl exible, so that this relatively new type of lesson, this exciting way of educating young people, is within any teacher’s reach, if they need it? And the biggest question of all: is it at all necessary?

Possibly, for the fi rst time in the history of education, teach-ers’ and students’ positions had shifted. Most teachers were born, grew up and were educated in the pre-Internet era. ALL the stu-dents belong to the <dot.com> generation: for them, the Internet has “always” existed. One cannot lead the young people into the future by lagging behind. No matter whether we use the new tech-nologies or not, we should know what they are, what role they play in our students’ lives.

By Nina M. Koptyug,Ph.D., Novosibirsk

October 20137EnglishMETHODS OF TEACHING

РАЗВИТИЕ КРИТИЧЕСКОГО МЫШЛЕНИЯпри обучении иностранному языку на старшей ступени средней школы

PART 4PRACTICING CRITICAL THINKING SKILLS IN

ANALYZING OPINIONS AND STATISTICS

Teacher’s comments: to learn to apply critical thinking strategies, we need to consider a problem from different an-gles.

Task 1a) In groups argue fi rst in favour of each statement, then

against it. Write down your arguments in two columns. • The Internet helps our studies. • Everyone is a moon and has a dark side which he does

not show to anybody (M.Twain). • Some books are to be tasted, others – to be swallowed,

and some few – to be chewed and digested (F.Bacon). • You never really know your friend until you take a vaca-

tion together.b) Form new groups and exchange your arguments. Discuss

them.c) Quickly write: write down your personal well-grounded

opinion on each issue.d) Read them aloud and ask each other questions for more

arguments and counterarguments.

Task 2a) Read the following statistics: 1. “According to one study, 27 percent of school-age kids

resist going to bed, and 11 percent can’t fall asleep. In the morning, 17 percent can’t get up (“U.S. News and World Report”. September 9, 2002).”

2. “Sixty-two per cent of sixth-through twelfth-graders said getting paid for better grades would motivate them a lot, according to a survey by Public Agenda, a nonprofi t scientifi c public-policy research fi rm (“Parents”, Septem-ber, 2004)”.

b) In two groups, discuss the data using the outline: 1. Why did the researchers set out to survey the topic?

What goals do you think they had? 2. What do their fi ndings reveal? Decide whether there is

a problem or not. 3. Pose a few questions which need to be answered to ex-

plore the problem (trend or characteristic). Then classify them (cause and effect). Decide whether you need some additional information for your research and why.

4. Brainstorm some possible reasons. Rank them in the order of their importance.

5. Make a list of some possible effects (on events, people, their behavior, relationships, state of mind, health, and at-titudes, etc.).

6. What solutions/actions do you suggest and why? What are the advantages and the disadvantages of each of them?

7. Survey your immediate environment: prepare a few questions and poll your classmates, parents, acquaintanc-

es concerning the subject-matter. Sum up their answers and observations. Compare your fi ndings with the statis-tics above. Draw your conclusions.

Task 3a) Choose a social issue which is widely talked about at

the moment. Articulate the opposing points of view on them.

b) Look for additional data and statistics in the Internet. Which side do they support?

c) Get ready to speak out for each side.d) Listen to each side and then draw your personal conclu-

sion.e) Join the group which shares your opinion. Prepare a pres-

entation of your position and speak in front of the class.f) Write down a summary of the arguments of the opposing

approach and get ready to argue with each of them.

PART 5PRACTICING CRITICAL THINKING SKILLS

IN PROJECT WORK

Teacher’s comments: an important part of any research work is a project.

Task 1a) How do you understand the meaning of the word

“project”? For one minute, jot down your ideas.b) Look up the meaning of this word in the dictionary (dic-

tionary.babylon.com) and compare your ideas with the defi nition you have found.

c) Write down your preliminary defi nition of the concept “project” (posters).

Task 2Why do people do projects? Brainstorm for possible rea-sons.

Teacher’s comments: project work requires careful plan-ning, information collecting, a detailed study, critical think-ing, drawing conclusions and presenting the results of your investigation. Project work consists of several stages.

Task 3Read the text and suggest the right sequence of the stages that project work requires.• Gather information (interviews, polls, an Internet and li-

brary searches, etc.).• Evaluate the project (refl ect on the subject matter ac-

quired during the project and make recommendations to enhance similar projects in the future).

• Determine the fi nal outcome of the project (e.g., bulle-tin board display, written report, debate, brochure, letter, handbook, oral presentation, video, multimedia presenta-tion, theatrical performance).

8English

October 2013

METHODS OF TEACHING

• Compile, analyze data and synthesize the information, identifying the most critical one for the completion of their projects.

• Prepare a presentation of the fi nal outcome of the project.

• Structure the project (consider your roles, responsibili-ties, collaborative work groups, and a deadline for project completion).

(Abridged from Alan Bulent and Fredrika Stoller)

Task 4Read the text about the presentation of project results and give your arguments explaining the importance of each stage.

The PRESENTATION of the PROJECT requires special attention. It is advisable to stick to the following guidelines:1. Defi ne purpose, goals, and scope (to inform, to persuade,

and to express your ideas, opinions, or arguments).2. Analyze the reader/listener (their background knowledge,

their attitude to the subject, and their possible response).3. Schedule time (your presentation should not be longer

than 10-15 minutes and you will need time to answer the audience’s questions and respond to their comments).

4. Study the subject (gather ideas and data from different sources, analyze them, determine trends, correlations, and conclusions, identify the major points, decide on exam-ples, statistics, and arguments).

5. Organize the presentation. There are a number of patterns: chronological – you relate a narrative of events in the or-der they occur; cause and effect – you relate the chain of events that led to a particular situation, problem, or solu-tion; categorical – you divide the subject into categories; priorital – you address priorities; topical – you answer who, what, when, where, why, and how. (Wolford and Vanneman). Consider the things the audiences like and dislike.

6. Draft and revise (make it clear, logical, accurate, and complete). Review the presentation with an audience’s eye (what will they understand? Not understand? What words need to be explained? In what order should the in-formation be presented so that they may best understand?) (Wolford and Vanneman). Remember that we can per-suade the audience by appealing to four human qualities: self-interest, reason, emotion, and ethics (importance for individuals and for society) (Wolford and Vanneman). Think how you can involve the audience into the discus-sion of the subject-matter and anticipate their questions.

7. Practice your presentation (intonation, clarity, pronuncia-tion) beforehand.

Task 3а) Willingly or unwillingly, parents strive to instill in their

children some certain values which will help their chil-dren get adjusted to the world around. Values are moral

principles, standards which guide our lives. Do you think that values are different in different countries? Do they keep changing with time? What affects the priorities we give to some values?

b) In 1924 a group of mothers from “Middletown”(Muncie, Indiana) chose three traits they wanted their children to develop, revealing a strong leaning toward conformity. The preferences of mothers 54 years later, in contrast, emphasized autonomy. Study the chart from “PSYCHOL-OGY TODAY” (October, 1988): describe their priorities and try to explain why they made those choices, keeping in mind the historical background.

THE TRAITS PARENTS VALUE

– percent in 1924 – percent in 1978

13/26 45/17 50/22 6/47 21/5 31/23 25/76

c) At the end of the 20th century “U.S. NEWS and WORLD REPORT” (August 1, 1994, adapted) asked some parents to speak about the values they consider important. Read a few extracts from their letters to their teenage children (one extract to one student). Decide what values they are writing about. Point out the reasons why they consider these values important.

Dearest Gabrielle,A few weeks ago, you came to the offi ce with me on Take

Our Daughters to Work Day. That day was not your fi rst glimpse into the world of work – you have lived my work with me your whole life.

Why do I work? I could afford not to. I don’t love what I do more than I love being with you. In fact, there is nothing that means more to me than you. Yet, day after day, I choose to work.

Work is critical to my sense of a fulfi lling life. It gives me variety, a mosaic of people and places. Working outside the home means the affi rmation of being more than wife and mother.

I do not live your life or live for you. I am here to support you, guide you, praise you, console you – and I do all this

loyaltyto church

social patriotism

independence

obediencemindedness

tolerance good manners

October 20139EnglishMETHODS OF TEACHING

better because I have another well to draw from for my own self-worth.Love,Mom.

Dear Emily,Honesty. Not honesty in the abstract, but honesty at home

between you and me. What is that like? Well, fi rst, it’s shout-ing, hurt feelings, one of us slamming doors. If this is hon-esty, who wants it?

Is a real display of feelings ever bad? I believe it is better to speak our minds than to stop free speech, as long as we keep trying to hear.It is the inability to speak, I think, that is more likely to lead to violence, to explosion.

Further, how can young people gain the self-respect cru-cial in hot disputes unless they have been listened to? So I go on speaking and trying to listen, as you do, believing that something will get heard.Love,Dad.

Dear Andrea and Ramiro,As teenagers, you have a lot of dreams, a lot of needs and

desires. But you’ll need to build a foundation from which these can be realized.

When I was a teenager, I joined a youth gang. Gradually, I lost sight of myself. I was drawn further and further into the atmosphere of violence.

The change came when I got involved with working with young people in the housing projects. I felt that they were look-ing to me for guidance and for answers. And pretty soon, it mat-tered to me that I was doing something important, that I had responsibility. I fi nally took control over my life. None of us are ever “done”. We are all in a constant process of becoming.

There are no perfect people, but there are people who, when confronted with the necessity of change, apply them-selves. Throughout history, there have been many women and men of profound spirit who have accomplished what seemed to be impossible. Learn from them, as I have. But ultimately you must make your own decisions and fi nd your way.Love,Your Dad.

Dear Miranda,I fi rst understood what intolerance does to people when I

was in high school. I discovered that the kindest boy in my class was called names because he was different. I found him crying in the locker room, and he told me he was going to quit school to get away from it all. The experience made me think about the prejudice that many people endure.

Most Americans belong to families who came to this coun-try from other places. We all look different.

If you ever hear someone say that one group of people is not as good as another, that’s intolerance. And you can’t let it slip by.

Miranda, have fun dancing the dances others can teach you. Sing the songs that they sing; taste the food they eat. And when they cry, cry with them. Then you’ll realize how much they are like you.With all my heart,Pop-Pop.

d) Discuss the following: What values do these parents stress? Do you share their opinion? What other values do many Americans appreciate?

e) Develop a chart which includes – a list of the most important values held by the Americans; – a few reasons why they think so; – a few examples of how these values are revealed.f) Compare your charts and expand on them. g) Survey how the values have been changing and try to ex-

plain what infl uenced those changes (in writing). Then discuss your conclusions all together.

i) Discuss the following: What values do you think the par-ents in your country would emphasize? Why?

j) Survey other students on what values they consider of great importance in modern Russia.

Task 4a) Learning to do project work: in pairs or groups, choose

a value that you consider very important and research it. Prepare a presentation.

b) Present your results and answer your group-mates’ ques-tions.

c) Refl ect on the way how you were doing your project work and decide on how to improve your skills.

Task 5How can you defi ne the word “project”? Compare your pre-liminary defi nition (posters) with the fi nal one. What role do critical thinking skills play in project work and case-study?

PART 6.DEBATE: “FOR AND AGAINST

CRITICAL THINKING”

TaskSplit into three groups – “for”, “against” and “audience”. The fi rst two groups prepare their presentations and speak out in front of the others. They are also supposed to come up with counterarguments after the presentation of the opposing team. The “audience” ask questions and at the end of the de-bate vote for or against their issue under discussion.

Елена Васильевна Борзова,Карельская государственная педагогическая

академия, г. Петрозаводск

See Notes for Teachers on CD.

СОЧИ 20-14КАЖДАЯ ШКОЛА РОССИИ ИМЕЕТ ШАНС

ВНЕСТИ СВОЙ ВКЛАД В ЗИМНЮЮ ОЛИМПИАДУ

*Акция поддержана Министерством образования и науки Российской Федерации

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12English

October 2013 HEALTH PROBLEMSМатериалы к урокам

CLASSROOM ACTIVITIES

READINGRead the following report and do the activities below:

Good and Bad Health HabitsA research has been recently made in one of Russian

schools. Teenagers were asked a few questions about their health habits. The results were not as good as expected. The majority of school-pupils smoke a lot. 72 percent have tried to smoke. Boys smoke more than girls. Many of the school-children have already tried some alcohol, mainly, beer or wine. More than thirty per cent drink beer just after lessons, school exams or at the weekend.

Almost eighty percent of school-pupils eat fast food at the cafes, such as Rostick’s, or McDonald’s.

On the other hand, about 91 percent do some sports. Boys adore football, basketball, swimming, cycling, and even par-cour, while girls prefer fi tness, aerobics, volley-ball and dan-cing. At least, 65 percent go to the gym, swimming-pool, or sports center.

Very few teenagers eat low-fat food or wholemeal bread. Girls like sweets and chocolate more, though some boys also love eating them.

Let’s discuss:1. What questions were Russian teenagers asked?2. Can you answer them about yourself frankly? What are

your answers?3. What health trends, according to the report, are frustrat-

ing? What is positive about schoolchildren’s health?4. Make a report about your school group and think of a few

more questions to illustrate your healthy life style.

VOCABULARY WORKLook at the chart below and fi ll it with some more words and expressions:

HEALTHGood Habits Bad HabitsLow-fat foodHigh-fi ber foodFresh juicesWholemeal breadFresh fruit and vegetables……………………………………………………….…………………

Fast foodEating at nightEating sweetsSkipping breakfast……………….……………….………………………………………………

LISTENINGListen to a few Canadian students talking about their at-titude to health.A. True or false:1. A lot of Canadians pay much attention to their health.2. The students have visited the doctor.3. One of the students has given up smoking.

4. All the students often go to fast food restaurants.5. Canadians often forget about healthy food products.B. Make your own dialogues based on the conversation you’ve heard about Russians’ attitude to health.

TAPESCIPTA: Well, our college professor has asked us to make a re-

port about healthy habits among the Canadians. What are your ideas, John?

J: I think, nowadays quite a lot of Canadians pay a lot of attention to their health, and only a few of our citizens simply forget about it. They just don’t visit the doctor regularly, at least, once a year.

B: Well, I constantly go to the doctor every year. It’s really important, I should say! What about you, Alan?

A: Oh, yes, Bill, I do the same.J: Me too. By the way, I’ve seen that you, Bill, smoke.B: Yes, that’s my problem, and I can’t give it up. My girl-

friend managed to do it one day, but I go on buying cigarettes. She got angry with me about my smoking when we went for a snack to McDonald’s last Sun-day.

J: Oh, you do go there! I think it’s not so good for your health. I don’t visit such restaurants any more.

A: Neither do I. I should say that Canadians quite often for-get about eating healthy food products as I see crowds of people going to all kinds of fast food. Let’s write about it in our report!

SPEAKING Make your dialogues based on the following situations concerning people’s health:1. You’ve got a sore throat, so you can hardly speak. Tomor-

row you’ll have to sing in a school choir at the concert. Consult your friend about what to do.

2. You’ve got food poisoning. You go to the doctor and ask him what food you should eat. The doctor wants to know what you’ve eaten these days. On Saturday you were at a birthday party, and on Sunday afternoon you were at Mc-Donald’s and in the evening ate some fi sh and potatoes at home.

3. One of your friends has put on much weight during the summer holidays. He asks you for some good advice. You fi nd out he doesn’t go in for any sports.

4. One of your classmates has started drinking beer almost every day. His school results have got worse. Speak to him about that problem and give some necessary recom-mendations.

5. Your biology teacher has asked you to make a report about health problems. What bad habits will you include in your report? Discuss it with your partner.

By Alexander Derbaremdiker,Polytechnic College No. 8, Moscow

October 201313

EnglishCREATIVE WRITING

LET’S TALK ABOUT HEALTHWriting about health inevitably involves writing about ill-

ness, which is a very sensitive issue for quite a few people. But as an Irish proverb says, “Every disease is a physician.” There is always something to be learnt from our painful ex-periences. Here are some creative writing prompts to do with health that will hopefully help your students craft the stories that will be revealing, healing and liberating.

1. Write a story about a time that you were injured, wheth-er it was a small injury or a more serious one. How did you deal with the problem and what kind of medical attention did you receive? If it was a long time ago and you don’t quite remember, fi ll in some made-up details.

2. What is the most sick you have ever been? What caused it and what did you have to do to recover? How did it change your attitude to life?

3. Write a story about a character who avoided Western medicine and found a cure with alternative methods, such as herbal remedies, acupuncture etc. Or you can show how it all went wrong and reinforced his or her faith in traditional methods of treatment. If you have never done anything like that, do a bit of research and craft a story involving such practices.

4. Write about your favorite and least favorite doctors throughout your lifetime. What made them so memorable as the best and the worst that you have had treat you.

5. Write a story that draws from an experience in which you (or an imaginary character) had to care for someone who was ill or injured. How did you help him or her to feel better and what did you learn in the process?

6. There are so many reports of deaths, injuries, and ill-nesses on the news, it sometimes feels like we’re desensi-tized to everything. What was one news story that truly af-fected you and made you think differently about your own life? If none has, pick a headline and run with it.

7. Create a character with a chronic pain or illness that requires daily maintenance. How does it change his life and how does he keep a positive attitude throughout it all? Is a cure possible? After all, as John Steinbeck wrote, “A sad soul can kill you quicker than a germ.”

8. Make a list of rules for a person, who wishes to be “healthy, wealthy, and wise”. Tell them what they should and should not do to fulfi ll themselves and live to be a hundred.

And remember that a good laugh and a long sleep are the best cures in the doctor’s book!

By Yulia Klimenova, MSU

IT COULD BE USI’m walking home.I drink the blueOf cloudless skiesWith hungry eyesThat have beenOn a diet of greySo long that they’re dimmed.

Few cars whizz by.No tooting hornsExplode the quietOf the street.It daydreamsSavouring a breakAnd calms its shattered nerves.

My brain is freeFrom every thought.And I am slowTo realizeThat I’ve just seenAn ambulanceRush by. Hard luck!

God help him who’sSubmerged in wavesOf fear and pain,Of sweat and smart...What’s that? I stopDead in my tracks.It pulls up near my house.

I’m bitten byAn ugly snake.Its poison robs meOf my strength.Now is the timeTo run and pray.I’m rooted to the spot.

It can’t be us!Misfortune isThe kind of thingWe pass each day.We know of othersWho collide with it –But we are spared.

What if todayIt’s our turn?The lift, like Fate,Will take its time.

My mum looks upWhen I come in,Surprised to see my tears.

14English РЕКЛАМА

October 201315English

HEALTH AND HEALTHCARE HEALTH VOCABULARY

This is a list of vocabulary items related to health and healthhcare.

– How to say you are ill: • I'm ill. • I feel really rough. • I'm shattered (meaning tired out or ex-

hausted) • I'm on my last legs (to be very tired, espe-

cially after a lot of physical activity or work. It also means to be going to die soon – 'the old man is on his last leg').

• I feel / look poorly / peaky / rough / bloody awful.

• I feel / look like death warmed up (very ill or appearing very sickly - Poor thing! She looks like death warmed up)

– How to say you are feeling OK: • Be alive and kicking (to continue to be well,

healthy or successful – Don't worry about your grandfather; he is alive and kicking)

• I feel good (used to talk about emotional state)

• I feel great / well • Be a picture of (good) health (be in a very

healthy condition – The doctor told him that he is a picture of good health)

• Be hale and hearty (be in a good health – In spite of her old age, she looks hale and hearty)

– Health problems • I have a headache / toothache / backache

/ stomachache / earache... • I have a pain in my back / tooth / head... • I have a broken / sprained / twist an ankle

/ wrist.

Word Meaningache noun/verb pain that won’t go awayacute adj quick to become severe/badallergy noun allergic adj

a body’s abnormal reaction to certain foods or environmental substances (eg causes a rash)

ambulance noun emergency vehicle that rushes people to a hospitalamnesia noun a condition that causes people to lose their memoryanaemia noun anaemic adj

occurs when the body doesn’t have enough red blood cells

antibiotics noun medication that kills bacteria and cures infectionsappointment noun a scheduled meeting with a medical professionalasthma (attack) noun

a condition that causes a blockage of the airway and makes it diffi cult for a person to breathe

bacteria noun a disease-causing organismbedsore noun wounds that develop on a patient’s body from lying in one

place for too longbenign adj not harmful (not cancerous)blood donor noun a person who gives blood to a blood bank or other personblood pressure noun

the rate at which blood fl ows through the body (high/low)

brace noun a device that holds injured body parts in placebroken adj a bone that is divided in two or more pieces as a result of

an injurycancer noun disease caused by the uncontrollable growth of cellschemotherapy noun

type of treatment used on cancer patients

chickenpox noun a virus commonly contracted by children, characterized by itchy spots all over the body

critical condition noun

requiring immediate and constant medical attention

crutches noun objects that people with injured legs or feet use to help them walk

deaf adj unable to heardefi ciency noun a lack of something necessary for one’s healthdehydrated adj in need of waterdiabetes noun type of disease typically involving insulin defi ciencydiagnosis noun medical explanation of an illness or conditionemergency noun a medical problem that needs immediate attentionfatal adj causing deathfever noun feverish adj

higher than normal body temperature

fracture noun fractured adj

broken or cracked bone

germ a micro-organism, especially one that causes diseaseheart attack noun instance in which blood stops pumping through the heartillness noun ill adj general term for any condition that makes a person feel sick

for a certain period of timeimmune system noun

the parts of the body that fi ght diseases, infections, and viruses

infection noun infected adj

diseased area of the body (viral or bacterial)

infl amed adj appearance (red and swollen) of an injured body partinjury noun damage to the bodyintensive care unit (ICU) noun

section of the hospital where patients get constant attention and doctors rely on specialized equipment

itchy adj feeling discomfort on the skin’s surfacelife-threatening adj when injuries and conditions are extremely serious

FOCUS ON LANGUAGE

October 2013

16English FOCUS ON LANGUAGE

HEALTH AND HEALTHCARE

• I have the fl u / a cold / runny nose / fever / high temperature / sore throat

• I feel sick. I'm feeling nauseous. • I have a bruise / cut / graze / wound.

– Health advice: • Exercise regularly. • Eat healthy food. • Brush yor teeth regularly. • Sleep early (= don't stay up late!) • Have regular medical check up. • Relax. • Go on a diet.

– Medicines • eye drops • cream • syringe • syrup • bandage • dose (of medicine) • drugs • shot / injection (give some an injection) • medicine (take medicine) • pain-killer • pill • plaster • tablet • tranquilizer

– Treatment • check-up • diagnosis • operation / surgery • prescription

– People • ophtalmologist • dentist • doctor / physician • general practitioner (GP) • midwife • nurse • patient • specialist • surgeon

– Places • doctor's • pharmacy / drugstore /chemist's • hospital • operating theatre • surgery (medical operation) • waiting room • ward (a geriatric/maternity/psychiatric

ward)

http://www.myenglishpages.com

light-headed adj feeling of dizziness and being off-balance, caused by lack of oxygen in the brain

malignant adj expected to grow and get much worse (especially related to cancerous cells)

newborn noun an infant that is less than three months oldnumb adj no feeling in a certain body partoperation noun operate on verb

a medical procedure that involves going inside a person’s body in an attempt to fi x a problem

pain noun strong discomfort in certain areas of the bodypain killer, pain reliever noun

type of medicine that takes away some or all of the discomfort of an illness or injury

paralyzed adj unable to move certain areas of the bodypatient noun a person staying in a hospital or medical facilitypharmacist noun a person who fi lls a doctor’s prescription and gives people

advice about medicationpharmacy, drugstore noun

a place where people go to buy medication and other medical supplies

physician noun doctorpoison noun poisonous adj

a substance that is very dangerous if it enters the human body

prenatal adj of the time period leading up to giving birthprescription noun prescribe verb

the correct amount and type of medication needed to cure an illness or relieve symptoms

radiation noun high energy X-rays that destroy cancer cellsroutine check-up noun

a doctor’s appointment to check a person’s general health

shock noun body not getting enough blood fl owside effects noun other symptoms that might occur as a result of a certain

medication or proceduresore adj painfulspecialist noun a doctor that is an expert in a certain kind of medicinesprain noun/verb an injury (less serious than a break) to a joint (ankle, wrist,

knee etc)stable condition noun

a patient is stable if their medical condition is no longer changing rapidly

swelling noun swollen adj

ligaments (parts that hold the joints together) growing bigger and rounder after an injury to a joint

symptoms noun pain or physical changes that occur because of an illness or disease

temperature noun amount of heat measured in a body; higher than normal temperature

therapy noun treatment aimed at improving a person’s mental or physical condition

transplant noun moving of an organ from one human to anotherunconscious adj alive, but appearing to be asleep and unaware of the

surroundingsvein noun the thin tubes that transport blood around the body and

back to the heartvirus noun a dangerous organism that causes the spread of minor and

major diseasesvisiting hours noun

time of day when friends and family are allowed to visit patients in hospital

vomit noun/verb discharge of a person stomach contents through the mouthward noun a section of a hospital or health facility where patients staywheelchair noun a chair on wheels used for transporting patients from place

to placewound noun wounded adj

injury to body («fl esh wound» means not deep)

x-ray noun/verb a photograph of a person’s bones and organs

Compiled by Tatyana Makhrina

17English

October 2013

AN APPLE A DAY KEEPS THE DOCTOR AWAYУрок в 2-м классе

LESSON PLANS

Оборудование: учебник (И.Н.Верещагина, К.А. Бонда-ренко, Т.А. Притыкина. Английский язык для II класса школ с углубленным изучением английского языка); карточки с зашифрованными пословицами (буквы заме-нены их порядковыми номерами в алфавите), в которых присутствуют названия частей тела или рекомендации, связанные со здоровьем; белый халат для ролевой игры “At the doctor’s”.

ХОД УРОКАTeacher: Good morning, boys and girls! Your homework is

to read the text “My Little Cousin Ann.” You know that Ann is ill. She doesn’t want to play. Her toys are very sorry.

Каждая из игрушек выражает свое огорчение по-своему. Давайте произнесем за них эти звуки и подготовимся к чтению.Her doll Barby says [əu], [əu]Her brown monkey says [oi], [oi]A yellow giraffe says [d3], [d3]A little white duck says [t∫], [t∫] A big black bear says [b], [b], [3], [3]A white dog says [r], [r], [gr], [gr]And then together [ai], [ai]

Teacher: Now we are ready to read.

Дети читают текст “My Little Cousin Ann” и выполня-ют упражнение: true/false.

Teacher: Now say what you do when you are ill.

Примерные высказывания детей.Pupil 1: When I am ill, I go to bed. I drink milk with honey.

The doctor comes to see me. He explains why I am ill.Pupil 2: When I am ill, I don’t go to school. I stay in bed. I

do what my doctor says. Pupil 3: When I have a headache, I don’t play with my toys.

I can’t read books. I can’t watch TV. Mum gives me tea with lemon.

Pupil 4: When I am ill, Mum asks the doctor to come. He comes to see me. He tells Mum why I am ill and what to do.

Teacher: You are doing well. Now get cards with secret messages, read them and match them with their Rus-sian equivalents, written on the blackboard.

Дети получают карточки с зашифрованными послови-цами (буквы заменены их порядковыми номерами в ал-фавите), читают пословицы и находят их эквиваленты на русском языке. 1. An apple a day keeps the doctor away.2. All work and no play makes Jack a dull boy.3. Keep your mouth shut and your ears open.4. In one ear and out at the other.5. All in good time. 6. To come out with clean hands.

A. Умей дело делать, умей и позабавиться.B. В одно ухо влетает, в другое вылетает.C. Все в свое время.D. Выпутаться, не замарав рук. E. Кушай по яблоку в день и доктор не понадобится.F. Держи рот на замке, а уши открытыми.

Key: 1. E; 2. A; 3. F; 4. B; 5. C; 6. D

Teacher: Let’s play a game “At the Doctor’s”

Примерные диалоги.1. P1: Oh, Doctor, can you help me? P2: What’s the matter with you? P1: I have a terrible headache. P2: Do you go for a walk in the afternoon? P1: No, I don’t. I do my homework. P2: Go for a walk after school. That will help you. P1: Thank you, Doctor2. P1: Doctor, I have a terrible stomachache. P2: Don’t eat your lunch. Drink a lot of water, instead. 3. P1: Doctor, I have a toothache. P2: Open your mouth, please. Do you clean your teeth

every day? P1: I don’t like to clean my teeth. P2: That is why you have a toothache. Clean your teeth in

the morning and in the evening.

Teacher: Thank you very much. You are very creative.

Подведение итогов урока, выставление оценок и обсуж-дение домашнего задания на следующий урок.

By Youdif Boyarskaya, School No. 814, MoscowPhotos by the author

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October 2013

LESSON PLANS

HEALTH IS ABOVE WEALTHУрок в 3-м классе (“Enjoy English 3”, авт. Биболетова М.З. и др.)

Тип урока: комбинированный с применением средств ИКТ.Оборудование: персональный компьютер, интерактив-ная доска, раздаточный материал по теме (Приложение 1; Приложение 2; Приложение 3), электронная презен-тация в программе “Power Point”, книга для учащегося “Enjoy English 3”, театральный реквизит (медицинский халат, очки, стетоскоп).Цель урока: введение, отработка и закрепление модаль-ного глагола “must” (утверд., отриц.) в устной и пись-менной речи.Задачи:Образовательные: развивать практические умения и на-выки устной речи: учить рассказывать o необходимости соблюдения правильного режима дня и питания, правил поведения во время приема пищи, используя модальный глагол “must” (утвердит., отрицат.); развитие навыков восприятия речи на слух и навыков чтения с целью по-нимания прочитанного; развитие навыков аудирования; повторение и закрепление Present Simple Tense.Воспитательные: формирование у младших школьни-ков отношения к человеку и его здоровью как ценности, а также выработки понимания сущности здорового обра-за жизни и практических рекомендаций по соблюдению здорового образа жизни.Развивающие: развитие самостоятельности, логики мышления, способности осуществлять продуктивные речевые действия, развитие памяти, внимания, быстрой реакции.

ХОД УРОКА

I. The beginning of the lesson (3 min.)Aims of the stage: To create a friendly atmosphere for speaking a foreign language.

Greeting RhymeGood morning.Good morning.How are you?I’m fi ne, thanks.And me too!

Teacher (T.): Good morning, dear pupils! I’m glad to see you today. It’s too early! Follow my instructions and … wake up!

Утренняя зарядка “Wake up!”.• Pull down the lobes of your ears (3 times).• Pull the helix up (3 times).• Pull the helix from the outside (3 times).• Circular motion of your helix clockwise/counterclock-

wise (3 times).• Keep smiling!

T.: Now you’re fi ne and ready to work, aren’t you? So, let’s start our lesson. Today we’re going to use the modal verb “must” and re-

vise the vocabulary for the topic “Health is above wealth” (Слайд 1).

II. Warm-up Brainstorming (2 min.)Aims of the stage: To introduce a problem through ques-tions; to encourage students to think about their health; to improve oral fl uency.

Somebody is knocking at the door. Dr. Health is coming in. Dr. Health: I’m sorry, Oxana Nikolaevna. I’m Mr. Health.

I’m a doctor from Great Britain. English boys and girls have got a lot of problems with their health. They don’t want to take care of their health! They are so lazy! Do Russian boys and girls take care of their health?

T.: Sure, they do. Please, Dr. Health, take your seat and make yourself comfortable.

III. Grammar (5 min.)Aims of the stage: To introduce the new rule; to improve grammar skills.

T.: So, my dear pupils. Let’s show Dr. Health how we take care of our health.

Look at the whiteboard. There is a new rule here. Listen, repeat and remember (Слайд 2).

The grammar rule is shown in the presentation. Pupils look it through and remember.

IV. Speaking (3–5 min.)Aims of the stage: To revise the vocabulary for the topic “Health is above wealth”; to revise the grammar (Must: af-fi rmative); to improve oral fl uency.

T.: Open your textbooks, page 37 ex. 2. Read Ms. Chatter’s advice and complete the list. Use the verb “must”.

P1: You must wash your … . P2: You must clean your … etc.

V. Speaking (5–7 min.)Aims of the stage: To encourage oral communication; to re-vise the vocabulary for the topic “Health is above wealth”; to revise the grammar (Must: affi rmative, negative); to develop physical coordination.

T.: Play the game Follow My Advice. You have to look through the pictures and advise your classmates to do some activities (Слайды 3–4). You should show under-standing through mime and physical response. Be care-ful!

Follow the advice if it’s good, e.g.

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EnglishLESSON PLANS

T.: …, you must eat many sweets every day.P1: I mustn’t eat many sweets every day. T.: … , you must run in the park.P2 (demonstrating the action): I must run in the park.

Children are grouped into 3–5 and sit in circles. Encourage every child to respond.

VI. Reading (5 min.)Aims of the stage: To improve reading skills; to revise the vocabulary for the topic “Health is above wealth”; to revise the grammar (Must: affi rmative, negative).

T.: My dear students! Dr. Health has a surprise for us. Please, open you textbooks to page 38, ex.6. You should read Dr. Health’s article “Would you like to be healthy?” and re-member what we must do to be healthy.

Children read the story.

VII. Writing (5 min.)Aims of the stage: To improve reading and writing skills; to revise the vocabulary for the topic “Health is above wealth”; to revise the grammar (Must: affi rmative, nega-tive).

T.: You’ve read the article “Would you like to be healthy?”. You have a fun chart to complete. Fill in the gaps with must or mustn’t. Do the task with the music. When it stops, you should fi nish. (*Инструментальная музыка)

Children sit down once their charts are complete. (Прило-жение 1)

T.: Now let’s check the answers. Look at the whiteboard. If you’d like to be healthy you … (Слайд 5).

VIII. Gym Sequence (1 min.)The aims of the stage: relax a little.

T.: Please, children, stand up and have a rest. Do the actions with the music (Музыка для физкультминутки).

Teacher gives instructions for a short gym sequence in a rhythmic way, e.g. Hands in the air. One, two! Touch your toes. One, Two! Bend to the left. One, two! Bend to the right. One, two! Run on the spot. One, two! Turn around. One, two! And sit down. One, two!

IX. Art Activities/Writing (2–3 min.)Aims of the stage: To listen and follow instructions; to make a personalized record of vocabulary; to develop memory skills.

T.: Let’s make presents for Dr. Health. You’ve got a sheet of paper and coloured pencils or crayons. You should write simple sentences and draw pictures to illustrate activities which promote health (Приложение 2). (Слайды 6–10)

X. The End of the Lesson (2–3 min.)Aims of the stage: The teacher thanks the pupils for their work.

Dr. Health.: Thank you, pupils. As I see, you’d like to be healthy and happy. Remember: “An apple a day keeps the doctor away”! Bye! (Слайд 11)

T.: Bye, Dr. Health! We don’t want to be lazy! We’d like to be healthy!

The actor is going out.

T.: Today you have learnt the modal verb “must” and revise the vocabulary for the topic “Health is above wealth”. It’s up to you to decide what advice to follow.

T.: According to the results of your work you get the follow-ing marks…

On your desks you’ve got three circles: green, yellow and red like in traffi c lights (Приложение 3). (Слайд 12)

The green one means you’ve understood everything; The yellow one means you’ve understood almost every-

thing; The red one means you’ve understood a little; Tomorrow is the weekend and there is no home task.

Thank you very much for your work in the lesson. You are so active and it’s great. Have a great weekend! (Слайд 13)

Goodbye RhymeTime to fi nish now.Stop our work and fun.See you on Monday,Goodbye, everyone!

By Oxana Dudina,School No. 1740, Zelenograd

See additional materials on CD.

October 2013

20English LESSON PLANS

A HEALTHY WAY OF LIFEУрок в 3-м классе

Дидактическая цель: создать условия для комплексного применения знаний и формирования умений в знакомой и новой учебных ситуациях и способствовать их реализации средствами системы уровневых заданий для практической работы.Цели по содержанию:Образовательные: создать условия для развития ком-муникативной и социокультурной компетентности школь-ников через создание речевых ситуаций, максимально приближенных к реальной для оптимального интенсивно-го общения; активизировать изученную лексику по теме “Здоровье”; развивать у учащихся умение творчески ис-пользовать усвоенный материал в новых ситуациях об-щения. Развивающие: создать условия для: 1) развития мышления, речи, познавательных способностей учащихся, коммуника-тивных и рефлексивных навыков; 2) развития воображения учащихся через выполнение ролевых функций, развитие умений сотрудничества и взаимопонимания;Воспитательные: создать условия: 1) для воспитания ин-тереса к предмету, учебной активности, культуры труда на уроке; 2) определения своего отношения к нравственным ценностям, позитивного отношения к здоровому образу жиз-ни, занятием спортом.Здоровьесберегающая: создать условия для сохранения и сбережения здоровья учащихся через: 1) самовнушение;2) оздоровительные упражнения для снятия утомляемости; 3) наблюдение за правильной посадкой учащихся.

Предварительная подготовкаДети должны знать слова по теме “Еда”, “Спорт”. Учитель готовит оформление класса и раздаточный материал, музы-кальное сопровождение презентацию к уроку.

ХОД УРОКА

1. Организационный момент. Приветствие

2. Основной этап. ЦелеполаганиеВведение в сюжет урока. Определение темы урока. Постановка задач.T: Люди в разных странах приветствуют друг друга.

Это звучит по-разному на разных языках. На рус-ском “Здравствуйте”, на немецком “Guten Tag”, на английском “Good morning!”. Что же этими слова-ми мы хотим сказать друг другу? Что хотим поже-лать?

Ответы учащихся.

T: Правильно, здоровья! И мы всем хотим сказать – учителям, гостям – Good morning! We are glad to see you! Сегодня на уроке мы с вами поговорим о самом важном в жизни человека, как вы думаете о чем?

Today at the lesson we shall speak about Health! And the theme of our lesson is Healthy Way of Life!

Давайте же поставим задачи нашего урока. Что же мы должны знать, уметь и применять на уроке?

Дети ставят перед собой задачи самостоятельно.Знать: слова по теме “Здоровье”, “Продукты”, “Спорт”.Уметь: составлять предложения по этой теме, отвечать на вопросы.Применять: предложения по этой теме в речи.

T: Look at the screen. You can see a proverb which Russian and English people have used from ancient times. Please, read and translate this proverb. Who wants to do it?

P: Prevention is better than cure.T: Предотвратить болезнь легче, чем её лечить. Мы по-

говорим о том, что же нам нужно делать, чтобы не заболеть. Today we are going to speak about what we must do to be healthy.

Сегодня на нашем уроке мы отправляемся в путеше-ствие в Страну здоровья. The Country of Health. Let’s go to this countrу!

3. Актуализация знаний и уменийФонетическая зарядка.T: Давайте же возьмем нашего друга попугая. It is a par-

rot. He speaks English. Oн говорит у нас только по-английский и повторяет все слова, фразы и предло-жения за нами.

Итак, в путь! Идем мы, идем по волшебной стране и кого же мы

встречаем? Who is this? Р: It’s a hare. He has a toothache. У зайчика заболели зубы.T: А попугай за нами повторяет: health – wealth – thank

– mouth – think). Возьмем зайчика с собой в страну здоровья? Идем дальше. Кого же мы с вами ещё встречаем? Who is this?Р: This is a boy. His name is Willy. He has a headache. У

Вилли болит голова. Why do you cry, Willy? Why do you cry? Why, Willy? Why, Willy? Why ,Willy? Why? (Where? What? Why? When? Wise – wash – wants) Давайте мы Вилли тоже возьмем с собой в страну

здоровья. Идем мы дальше, а на дереве сидят сороки и беседуют

между собой: T-d, t-d, t-d (must play, must eat, must clean teeth).

4. Применение знанийT: А вот и волшебная поляна цветов. Какие красивые

цветы на ней распустились. Но это не просто цветы, а цветы вежливости. А какие же мы вежливые слова знаем?

Р: Good morning! Good bye! Hello! Would you like…? Sorry! Help yourself! Good evening! Thank you!

T: От этих слов на душе становится приятно и повы-шается настроение, а это ведь самый первый признак

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October 2013

LESSON PLANS

здорового человека, значит, нужно быть…. вежливы-ми!

Какой глагол поможет нам сказать, что мы должны делать, чтобы быть здоровыми?

А эта схема поможет нам сказать. что мы не должны делать…. (Используются уже известные для детей схемы.)

На доске появляется надпись: WE MUST BE POLITE!

T: Идем дальше! И что же это такое? Это маленькая речка здоровья! It’s a small river! А на берегах, на камушках этой реки написаны слова. Чтобы перейти нам на другой берег нужно составить словосочетания из данных слов и построить мостики между словами.

Here are some words! Read them! (Читают индивиду-ально и хором.)

Т: Now please answer my questions: Can you ride a bike? Can you…? Do you like to ride a bike? Do you like to…? Is sport important for our health? We must go in for sport! (На доске появляется следующая надпись.) We must…

(Учащиеся составляют предложения по схеме.) Идем дальше. А чтобы нам было немного повеселей

давайте потанцуем. Do you want to dance?

Танец:1. STEP-STEP, CLAP-CLAP.2. BEND AND CLAP-CLAP (наклонись и похлопай)3. HANDS UP, CLAP-CLAP (руки вверх)4. HANDS ОUТ, CLAP-CLAP (руки в стороны)5. HANDS DОWN, CLAP-CLAP (руки вниз)

T: Что же мы видим? This is a wonderful tree! What is growing on the tree? Что же на нем растет? (milk, gar-lic, bread, fi sh, carrot, tomato, cake, sweets, apple, on-ion, cheese, potato, juice)

What do you like to eat ? What don’t you like to eat?

На доске схема:I LIKE _____.I DON’T LIKE _______.

T: Is healthy food important for our bodies? A как полезные продукты помогают нашему организму?

Is healthy food important for our life?Milk bonesGarlic is good for heartOnion nervesCarrots are good for eyes

T: А сейчас давайте споем песенку про то, что мы любим кушать. (Песня про овощи и фрукты.)

Какой совет мы можем дать этому мужчине и всем присутствующим здесь?

Р: Don’t eat too many sweets! Eat lots of fruit and vegeta-bles!

5. Проверка и контроль знаний и уменийT: А вот и мы пришли к избушке. Но кто же это стоит,

охраняет её? Стражники. Они пропустят нас, если мы ответим на их вопрос: What must you do to be healthy?

Учащиеся, опираясь на схемы на доске, отвечают на данный вопрос.

T: А ещё что? (Физкультминутка.) Wash your face! Wash your hands! Clean your teeth! Be healthy please!

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LESSON PLANS

А вот какая-то загадочная паутина! Оказывается, разгадав паутину-кроссворд, мы узнаем кто же правит страной здоровья. В кроссворде зашифрованы его друзья.

Key: dog; fox; cat; tiger; frog; rat. Word: doctor.

Т: Who is this? Yes, this is a doctor. His name is Айболит. He likes animals. And we have a present for him. (Инсценировка стихотворения “Little mouse!”)

Я думаю, что Айболиту понравился наш подарок и он нам написал волшебное письмо, в котором есть тай-ные советы что же нам надо делать, чтобы сохранить свое здоровье!

Let’s read them! (Учебник с.38 упр.6) Мы будем выполнять его советы? Айболит вылечил

нашего зайчика и мальчика Вили.)

А теперь давайте возвращаться в школу! Let’s go to the school!

Вывод: Полезным ли для нас был сегодня урок и почему?Продолжите предложение “На уроке мне больше всего понравилось….”Какой вывод мы с вами сделали после сегодняшнего нашего путешествия? (пословица)

6. Информация о домашнем задании.Дом. задание: с.26 упр. 3 (рабочая тетрадь)

7. Подведение итогов урока и рефлексия.

Teacher: А сейчас мы с вами возвращаемся к задачам, которые мы поставили перед уроком.

Today we have spoken about a healthy way of life. I liked your answers. I give you all excellent marks.

Thank you for the lesson. Good bye.

Елена Васильевна Емашова, МКОУ СОШ с УИОП № 3,

г. Яранск, Кировская областьФото предоставлены автором.

See presentation on CD.

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October 2013

LESSON PLANS

DIET. LIFESTYLEИнтегрированный урок (английский язык + математика)

Цель: активизировать потенциал знаний и умений, на-выков говорения у учащихся 5 класса, полученных при изучении главы “Diet. Lifestyle” учебника “Pacesetter. Starter” и 4 главы “Десятичные дроби” учебника мате-матики “Математика 5” под ред. И.И. Зубаревой, А.Г. Мордковича.Задачи: расширить лексический запас; расширить лингво-страноведческий компонент знаний учащихся; комбинировать известные алгоритмы деятельности в си-туациях, не предполагающих стандартного применения одного из них, мотивированно отказываться от образца деятельности, искать оригинальные решения; выпол-нить арифметические действия с десятичными дробями; закрепить умения пользоваться основными единицами длины, массы; решать текстовые задачи на дроби и про-центы; воспитать у учащихся уважительное отношение к партнерам по команде.Пути реализации поставленных задач: использование метода ролевых игр и драматизации, а также работы с интерактивной доской в системе “голосование”; созда-ние атмосферы неформального общения для снятия пси-хологического барьера; изменение роли учителя – статус “консультанта” и “помощника”.Используемые формы работы: групповая, соревнова-ние, индивидуальное первенство.

Подбор материала мы строили на следующих прин-ципах:• новизна материала (использование неизвестной для учащихся информации: текстовой, цифровой, лекси-ческой);

• посильности выполнения заданий (в основе лежит пройденный лексический и грамматический материал, тема, изученная по математике);

• минимизация письменных заданий.

Технология выполнения заданий.Ролевая игра – Клиника “Здоровый образ жизни”

Игра развивает навыки говорения и чтения у уча-щихся и расширяет их кругозор в области лингво-страноведческого компонента с использованием умений и вычислительных навыков.

Рабочие материалы для проведения игры:1. Письмо Miss Jane с просьбой помочь решить её про-блему

Dear doctors from Clinic Healthy Nutrition,My name’s Jane. I’m 32 years old. My height is 5 feet and

10 inches, my weight is 198 pounds. I’ve just found out that my favorite dress is a bit tight. I don’t like my fi gure. I’m not active. I don’t take any exercises. But I’m fond of eating junk food: crisps, bacon and eggs and fruit juice. Could you please help me?

P.S. My usual breakfast consist of crisps (100 g), bacon and eggs (100g) and a glass of fruit juice.

Miss Jane

2. Таблички с названиями команд: Doctors, Team Doctors, Dietitians.

3. Карточки с заданиями для каждой команды:Doctors.1. Read Jane’s letter.2. Count her personal daily amount in calories.

Dietitians.1. Read Jane’s letter.2. Count BMI (Body Mass Index).3. Give your advice about nutrition to Jane.

Team Doctors.Answer the following questions:a) How many calories did Jane have for her breakfast?b) What should she do to burn all these calories?c) Give your recommendation.

4. Калькуляторы для вычислений.

5. Таблицы с формулами:

PERSONAL DAILY AMOUNTIN CALORIES

W – weight (kg), E – main exchange

Age 18-30 31-…E 14,7×W+496 8,7×W+829

24English

October 2013

LESSON PLANS

Additional conditions

Personal daily amount in calories

You are not active

1,4×E

You are active 1,7×EYou take exercises

2×E

Calories

Food Quantity CaloriesCrisps 100g 270Kcal

Bacon and eggs 100g 510KcalFruit juice glass 250Kcal

Calories burned in a minute

Activities Walking Cycling Swimming JoggingCalories lost in a minute

53 8,3 11,1 20

Body Mass Index (BMI)BMI=weight (kg) : height² (m)

Keys:BMI<20 (you’re thin, forget about diets)20<BMI<24 (normal)BMI>25 (overweight)BMI>30 (extremely overweight)

6. Таблица мер веса:inch =0,0254mfoot =0,3048mpound =0,454kg

Технология проведения игры:• деление учащихся на команды;• раздача карточек с индивидуальными заданиями для группы;

• чтение письма;• выполнение в группах вычислительных заданий и получение ответов на вопросы карточки;

• получение выводов и сообщение их всем участникам игры.Во время игры учителя-консультанты помогают разо-

брать новые лексические единицы и, если нужно, помочь с вычислительными действиями.

Работа с интерактивной доской в системе “голосова-ние”Учащимся предлагается тематический тест. Такой ме-тод позволяет эмоционально увлечь детей новым видом

учебной деятельности и достичь более высоких резуль-татов в запоминании учебного материала.1. Do you take much pleasure in eating pies and cakes?2. Do you take exercise every day?3. Do you usually eat a large meal before you go to bed?4. Do you take sugar in tea and coffee?5. Do you eat fresh fruit and vegetables every day?6. Do you eat sweets and chocolate every day?7. Do you eat salted snacks (crisps, nuts) at least once a day?8. Do you eat at a fast-food restaurant more than once a

week?

Индивидуальное первенство и соревнованиеЗнаете ли вы что:• первой развлекательной книгой по математике счита-ется задачник, составленный в 8 веке английским ма-тематиком Алкуином;

• косой крест при умножении (×) был предложен англи-чанином Оутредом в 1631г.;

• знак (=) для обозначения равенства двух чисел или вы-ражений ввел англичанин Роберт Рекорд в 1557 г.;

• знаки < и > были предложены английским матема-тиком, географом, астрономом Томасом Гарриотом в 1631 г.;

• Чарльз Бэббедж предложил вычислительную машину – прообраз современной техники;

• первую вычислительную программу для счетной ма-шины составила в 1843 г. дочь великого английского поэта лорда Дж. Байрона – Августа Ада Лавлейс;

• все шифры английских монархических заговорщиков в 17 в. разгадывал один из лучших математиков того времени профессор Оксфордского университета Вал-лис. Он считал себя основоположником новой науки криптографии.

Сколько зашифровано слов, обозначающих продукты. Назовите их.

C U C U M B E RA U B E R G I N ER A D I S HR T B E E TO N I O NT M A I Z E

C A B B A G ETO

Т.Ю. Петрова,учитель английского языка,

Е.М. Черникова,учитель математики

October 201325English

ЗДОРОВЫЙ ОБРАЗ ЖИЗНИУрок в 8-м классе

LESSON PLANS

Цели урока:Образовательные: ознакомить учащихся с новыми лек-сическими единицами по теме “Здоровый образ жизни”; научить грамотно употреблять видовременные формы глаголов в косвенной речи (в специальных вопросах); научить учащихся строить высказывания (как устные, так и письменные) с использованием новых лексических единиц. Развивающие: комплексное развитие умений и навыков, а именно: развитие грамматических и лексических на-выков, развитие умения говорения и письма. А также, развитие памяти и мышления. Воспитательные: вызвать интерес к изучаемой теме; привлечь внимание к собственному здоровью, стиму-лировать учащихся к заботе о своём здоровье, показать важность здорового образа жизни; расширить кругозор; приучить к аккуратности, систематизации учебного ма-териала; привить учащимся нормы культурного обще-ния, научить слушать друг друга. Оснащение урока: учебник (Афанасьева О.В., Михеева И.В. Английский язык. Серия “Новый курс английского языка для российских школ”: 4-й год обучения. 8 класс: учебник для общеобразовательных учреждений. – М.: Дрофа); рабочая тетрадь № 2 (Афанасьева О.В., Михе-ева И.В. Английский язык. Серия “Новый курс англий-ского языка для российских школ”: 4-й год обучения. 8 класс: рабочая тетрадь № 2. – М.: Дрофа); аудиозапись к учебнику (Афанасьева О.В., Михеева И.В. Английский язык. Серия “Новый курс английского языка для рос-сийских школ”: 4-й год обучения. 8 класс: аудиозапись к учебнику. – М.: Дрофа).Раздаточный материал: карточки “Medical Chart”, Римкевичус Т.С. Карточки “What’s the matter?” и “Which medicine?”, Play Games with English (Word games for English, English Puzzles), Macmillan Publishers Ltd, 2002.

ХОД УРОКА

1. Организационный момент (приветствие и активиза-ция ранее изученной лексики)Teacher: Good morning, children? How are you feeling

today? What’s new? Who is absent today? Is he / she (still) ill? Have you done your best to do your homework? OK, let’s check it.

2. Проверка домашнего задания и активизация изу-ченного по теме “Здоровый образ жизни”“Questions in Reported Speech”. Учащиеся отвечают на вопросы, каким образом происходит сдвиг времён в кос-венной речи, вспоминают союзы (if/whether), которые позволяют передать общие и альтернативные вопросы в косвенной речи.

Рабочая тетрадь, с. 77, № 31 Nicky couldn’t enter the competition because his broken leg still hurt. Write what his friend John asked him when he came to see Nicky: 1) to follow all the doctor’s recommendations; 2) to take the medicine his doctor prescribed; 3) to give his leg enough rest; 4) to walk with a walking stick; 5) to give his leg enough exercise; 6) to keep to the diet his doctor recommended; 7) to eat enough dairy products and fi sh; 8) to speak to the doctor about the pain in his leg.

3. Ознакомление с построением специальных вопро-сов в косвенной речиWhat is a special question? What words do we use to form a special question? Необходимо использовать вопроси-тельные слова when/where/why/how/how many/much/what, etc. после глаголов ask, want to know, wonder. Пример:He asked his friend, “When did you buy a new car?” – Direct speech (прямая речь).He wanted to know when his friend had bought a new car. – Reported speech (косвенная речь).

Учебник, с. 188, № 5 (7–10) – письменно Report what John said. Use the verbs ask, wonder, tell, explain:7) Where did Aunt Polly go last night? 8) Why is Sarah keeping to a diet now? 9) What club did Larry join three days ago? 10) Where were his friends last month?

4. Ознакомление учащихся с новыми лексическими единицами по теме “Здоровый образ жизни”Учащиеcя произносят новые слова вместе с учителем и диктором, выделяют основные словосочетания, подчёр-кивают их и переводят (можно использовать словарь).

26English LESSON PLANS

Учебник, с. 190 № 7 Learn some new words. Listen to the tape and repeat. Work out collocations.Слова для запоминания: ache: a headache, a backache, a stomachache, a toothache; sneeze: to sneeze badly; cough: to cough badly; pain: to give somebody a lot of pain, to have a pain in the leg / etc. painful: a painful operation, painful words; hurt: hurt-hurt-hurt; to hurt badly; something hurts somebody to do something (Ex. It hurts me to walk.) swallow: to hurt to swallow; prescribe: to prescribe some medicines for something; prescription: a prescription for some medicine; to write out a prescription; examine: to examine a patient; cure: to cure somebody of something; complications: to develop complications, to have complications.

5. Выполнение тренировочного упражнения для от-работки новой лексики. Задание: “Заполнить меди-цинскую карту” (“Medical Chart”, см. Приложение)Учащиеся сначала раскрывают скобки, затем работа-ют в парах “доктор-пациент“ (меняясь ролями). Док-тор задаёт вопросы по карточке и отмечает необхо-димую информацию в карточке, а пациент отвечает. В конце урока несколько пар учащихся озвучивают свой диалог. В результате у каждого остаётся медицинская карта своего собеседника.

Medical Chart

Patient Name ______________________ Age ________

She/he often/seldom (catch) colds.She/he (feel) bad/awful when she/he has a cold.She/he (have) a headache, an earache or a stomachache when she/he has a cold.It always/sometimes/usually/never (hurt) to swallow.She/he always/sometimes/usually/never (sneeze) when she/he has a cold.She/he always/sometimes/usually/never (cough) when she/he has a cold.She/he always/sometimes/usually/never (have) high temperature when she/he has a cold.

Medicine prescribed:Dr. ______________

Now, answer my questions: Have you ever been a patient? What medical problem sent you to the doctor’s? Have you been to the doctor’s recently? Has the doctor examined you? Would you like to be a doctor? If you were a doctor, what illnesses would you like to treat?

Now, we are going to work in pairs and play a game. One of you is a doctor and the other is patient, who needs the doctor’s consultation. Work with your partner at his/her medical chart: 1) open the brackets, 2) ask the questions, 3) fi ll in the necessary information, 4) underline the necessary information.

6. Итоги урока. Выставление оценокОбъяснение домашнего задания: раздаточный мате-риал What’s The Matter? и Which Medicine? (см. Прило-жение); написать сообщение в косвенной речи о своём пациенте (доктор спросил, пациент ответил).

By Tatyana Rimkevichus,School No. 761, Moscow

See additional materials on CD.s

October 2013

27English

October 2013

TOPICAL JOURNEY

TOPICAL JOURNEY

History of Medicine ...............................28

Hippocrates ...........................................29

The Hippocratic Oath ...........................29

Language for Health ..............................30

Conversation Questions ..........................30

Health Symbols .....................................32

Health Phrases ......................................33

Doctor's Humour ..................................33

Human Body ........................................34

World Health Day .................................36

Health Facts ..........................................36

How to Be Healthy ................................37

Literary Health ......................................38

“ “

To keep the body in good health is a duty, for

otherwise we shall not be able to trim the lamp of

wisdom, and keep our mind strong and clear. Water

surrounds the lotus fl ower, but does not wet its petals.

Buddha

The greatest wealth is health.Virgil

In a disordered mind, as in a disordered body, soundness of health is impossible.

Cicero

Every human being is the author of his own health or disease.

Buddha

Physical fi tness is not only one of the most important keys to a healthy body, it is the basis of

dynamic and creative intellectual activity.John F. Kennedy

Those who think they have no time for exercise will sooner or later have to fi nd time for illness.

Edward Stanley

Health is like money, we never have a true idea of its value until we lose it.

Josh Billings

Time and health are two precious assets that we don’t recognize and appreciate until they have

been depleted.Denis Waitley

Health and cheerfulness naturallybeget each other.

Joseph Addison

Take care of your body. It’s the only placeyou have to live.

Jim Rohn

Health is not simply the absence of sickness.Hannah Green

My own prescription for health is lesspaperwork and more running barefoot

through the grass.The best doctor gives the least medicines.

Benjamin Franklin

The only way to keep your health is to eat what you don’t want, drink what you don’t like, and do

what you’d rather not.Mark Twain

To insure good health: eat lightly, breathe deeply, live moderately, cultivate cheerfulness, and

maintain an interest in life.William Londen

Health Matters

October 2013

28English TOPICAL JOURNEY

History of Medicine

Sources: http://www.historylearningsite.co.uk/

IBN SINA (AVICENNA) (980–1037)

Ibn Sina wrote many books on a wide range of topics including philosophy, mathematics and as-tronomy. He is perhaps most famous for his “Laws of Medicine” which contained sections on the formulation of medicines, diagnosis of disorders, general medicine and detailed therapies. It was translated into Latin and infl uenced the develop-ment of medicine for several centuries.

8000 BC: PREHISTORIC MEDICINEIt is diffi cult to imagine anything other than modern medical treatments but for

thousands of years humans have become ill and for the same amount of time people have tried to cure them. Our ideas about medicines in prehistoric times come from archaeologists who have excavated and explored ancient sites. Their fi ndings reveal a very different world to the one we experience today.

Cave paintings and symbolic artefacts found by archaeologists suggest the earliest humans believed in spirits and supernatural forces. Animals, the stars, the land in which they lived and dead ancestors all inhabited a spirit world that was connected to their everyday life. Special individuals, like Shamen, were thought to be able to contact the spirit world and seek their guidance when they entered mysterious trances. These men and women would call upon the spirits to bring good hunting or heal the sick and were possibly the fi rst doctors.

Spirit healers would perform ceremonies and cast spells to treat the sick. We also believe that they dispensed the fi rst medicines. Drinking the blood of a wild animal killed in the hunt would give hunters special powers or eating special plants known only to the shaman could treat sickness. It is possible that these treatments would sometimes have a benefi cial effect and it is thought that drugs like digitalis and morphine were fi rst discovered in this way.

2000 BC: EGYPTIAN MEDICINESReligious beliefs dominated the ancient Egyptians’ view of healing. Doctors were

often priests who were able to communicate with the gods responsible for the health of different parts of the body. Illness was due to the presence of evil spirits or poisons and removing these from the body with prayers to the gods would cure the disease. Medicines were used to help relieve pain but were not thought to play any other role in the healing process.

Egyptians believed in an afterlife. They mummifi ed the bodies of Pharaohs and important people. Embalmers would carefully remove body organs which were preserved in jars and buried with the mummifi ed body. They would have gained a knowledge of the internal structure of the body but this was not seen as important in the treatment of diseases which were thought to be caused by the gods.

450 BC–300 AD: GREEKS AND ROMANSThe Greeks were practicing medicine 1000 years before the birth of Christ. In the

‘Iliad’ by Homer, injured soldiers were treated by doctors and the Greek leader in the tale, Menelaus, was treated for an arrow wound by a doctor-in-arms, Machaon.

However, not all Ancient Greeks turned to physicians when ill. many still turned to the gods. The god Apollo was consulted at a temple in Delphi and by the sixth century B.C., many turned to the god Asclepios for help. Places called asclepeia were built for those in poor health. These were like temples and here people came to bathe, sleep and meditate.

500–1400 AD: THE MIDDLE AGESThe fall of the Roman Empire meant that many of their public hygiene practices were

soon lost. The Middle Ages in Europe saw most people without access to clean drinking water, regular bathing or a sewage system. This meant that health conditions were often worse than during the Roman occupation of earlier centuries. Most people were farmers and food was not as plentiful as today. Starvation and disease were common.

Medicine in the Middle Ages was dominated by religion. Sickness was believed to be a punishment from God for sins committed and the only way to cure someone was to pray for their forgiveness. Doctors in the middle ages were usually priests or other religious scholars. Hospitals often sprang up in monasteries and other religious establishments. The patients were given food and comforted by religious nursing staff but little else was done to cure their illness.

Traditional cures, using herbal remedies and potions were seen as witchcraft and outlawed by the church. Laws stated that only trained and registered people could practice medicine. Schools and universities began to educate wealthy individuals in religion, the arts, law and medicine. Generally men, and occasionally a few women, were trained and allowed to become physicians. As universities developed, more and more came from a non-religious background and eventually it was not necessary to be a cleric to practice medicine.

GALEN(131–201)

Galen studied medicine in Alexandria, Egypt and became the surgeon to a school of gladiators. Unusually, for a Greek, he moved to Rome where he revived Hippocrates’ view on diseases being caused by an imbalance in the four humors. Galen emphasised the need to make clinical observa-tions before devising a treatment to combat the symptoms.

GUY DE CHAULIAC (ca. 1300 – 25 July 1368)

Guy de Chauliac or Guigonis de Caulhaco was a French physician and surgeon who wrote a lengthy and infl uential treatise on surgery in Latin, titled Chirurgia Magna. It was translated into many other languages (including Middle English circa 1425) and widely read by physicians in late medieval Europe.

Hippocrates 29English

October 2013

TOPICAL JOURNEY

FATHER OF MEDICINEMedical historians generally look to Hippocrates as the founder of medicine as a

rational science. It was Hippocrates who fi nally freed medicine from the shackles of magic, superstition, and the supernatural. Hippocrates collected data and conducted ex-periments to show that disease was a natural process; that the signs and symptoms of a disease were caused by the natural reactions of the body to the disease process; and that the chief role of the physician was to aid the natural resistance of the body to overcome the metabolic imbalance and restore health and harmony to the organism.

Hippocrates was born on the island of Cos, off the southwest coast of Asia Minor, or present-day Turkey, around 460 B.C. His father was a physician-priest in the Asclepion at Cos, and his family could trace its lineage back to the legendary Asclepius.

Hippocrates lived a very long life and died at a ripe old age in the town of Larissa in Thessaly.

THE HIPPOCRATIC REVOLUTIONWhen Hippocrates began to practice medicine, the established school of medicine

was the Cnidian school. But this school’s approach to medicine had several serious fl aws, which were already becoming apparent and starting to cause a general dissatis-faction with the art of medicine.

The Cnidian school considered the body to be merely a collection of isolated parts, and saw diseases manifesting in a particular organ or body part as affecting that part only, which alone was treated. Their system of diagnosis was also faulty, relying ex-clusively on the subjective symptoms related by the patient, while totally ignoring the objective signs of the disease.

Hippocrates radically disagreed with the Cnidian school, countering that the human body functioned as one unifi ed organism, or physis, and must be treated, in health and disease, as one coherent, integrated whole. In diagnosis, not only the patient’s subjec-tive symptoms, but the objective signs of the disease must also be considered to arrive at an accurate assessment of what was going on.

As his main unifying theory for the holistic understanding of the human organism and how it functions in health and disease, Hippocrates used the concept of the Four Humors. Although the groundwork of humoral physiology and pathology had already been laid by his predecessors, Hippocrates fi nally brought the theory of the Four Hu-mors into its classical form.

Health is a harmonious balance of the Four Humors. Disease results from their dis-harmony and imbalance. The physician’s job is to restore health by correcting the im-balance and restoring harmony to the humors. To quote Hippocrates:

“The body of man has in itself blood, phlegm, yellow bile, and black bile; these make up the nature of the body, and through these he feels pain or enjoys health. Now, he en-joys the most perfect health when these elements are duly proportioned to one another in respect to compounding, power and bulk, and when they are perfectly mingled.Pain is felt when one of these elements is in defect or excess, or is isolated in the body without being compounded with all the others.” The Nature of Man

Hippocrates took his band of renegade physicians with him to the island of Cos. There, they set about to revolutionize the art of medicine and put its theory and practice on a truer, sounder footing.

HIPPOCRATIC MEDICINEHippocrates placed great emphasis on strengthening and building up the body’s in-

herent resistance to disease. For this, he prescribed diet, gymnastics, exercise, massage, hydrotherapy and sea bathing.

Hippocrates was a great believer in dietary measures in the treatment of disease. He prescribed a very slender, light diet during the crisis stage of an acute illness, and a liquid diet during the treatment of fevers and wounds.

Hippocratic medicine was constitutionally based, so its approach to diagnosis and treatment was quite fl exible. As a holistic healing system, Hippocratic medicine treated the patient, and not just the disease.

Hippocrates was the fi rst physician to systematically classify diseases based on points of similarity and contrast between them. He virtually originated the disciplines of etiology and pathology. By systematically classifying diseases, Hippocrates placed their diagnosis and treatment on a sounder footing.

www.greekmedicine.ne

THE HIPPOCRATIC OATHThe Hippocratic Oath is perhaps the most

widely known of Greek medical texts. It requires a new physician to swear upon a number of healing gods that he will uphold a number of pro-fessional ethical standards. It also strongly binds the student to his teacher and the greater com-munity of physicians with responsibilities similar to that of a family member. In fact, the creation of the Oath may have marked the early stages of medical training to those outside the fi rst families of Hippocratic medicine, the Asclepiads of Kos, by requiring strict loyalty.

Over the centuries, it has been rewritten of-ten in order to suit the values of different cultures infl uenced by Greek medicine. Contrary to popu-lar belief, the Hippocratic Oath is not required by most modern medical schools, although some have adopted modern versions that suit many in the profession in the 21st century. It also does not explicitly contain the phrase, “First, do no harm,” which is commonly attributed to it.

QUOTES• Everyone has a doctor in him or her; we just

have to help it in its work. The natural heal-ing force within each one of us is the greatest force in getting well. Our food should be our medicine. Our medicine should be our food. But to eat when you are sick, is to feed your sickness.

• Idleness and lack of occupation tend – nay are dragged – towards evil.

• As to diseases make a habit of two things – to help, or at least, to do no harm.

• Healing is a matter of time, but it is sometimes also a matter of opportunity.

• Prayer indeed is good, but while calling on the gods a man should himself lend a hand.

• A wise man should consider that health is the greatest of human blessings, and learn how by his own thought to derive benefi t from his illnesses.

October 2013

30English

Sources: http://iteslj.org; http://wiki.answers.com

TOPICAL JOURNEY

CONVERSATION QUESTIONS• Are you healthy?• Are your parents healthy?• How is your health?• Have you ever been ill?• What was wrong with you?• When was the last time you went to the doc-

tor/dentist/hospital? Why did you go?• When was the last time you had a bad cold or fl u? What were your symptoms?

• How often do you have a medical checkup?• Have you ever stopped doing something for

your health?• How often do you go to the doctor’s?• Why do you usually go to see the doctor?• Do think that you need to lose weight?• Do you always eat healthy food?• Do you catch a cold more than once a year?• Do you eat a lot of vegetables?• Do you eat lots of fruit?• Do you eat vegetables every day?• Do you ever get headaches?• Are you a member of a health spa or gym?• Have you had any of the children’s diseases

such as the measles, the mumps, chicken pox?• Are you allergic to anything?• What are the typical symptoms of the fl u?

What are the remedies?• Are you afraid of the swine fl u? What do you

know about it? How is it different from an ordi-nary fl u?

• When did you last go to the dentist’s? Were you afraid to go?

• Have you ever been to hospital? How long?• Have you ever broken a bone? What hap-

pened?• Should doctors always give all information to

the patient or should they tell white lies?• Do you think that doctors are sensitive enough

while treating their patients?• What’s your opinion about testing new medi-

caments on animals? • What are some of the diseases that currently

threaten the mankind? • Why are there so many obese children nowa-

days? What can be done about it?• What do you know about bulimia and anorexia?• What do you think about alternative medicine

(e.g. acupuncture, homeopathy, kinesiology)? Have you ever tried it?

• What health problems do you worry about the most?

• What diseases kill the most people worldwide?• Have you had any vaccines? If so, against

which diseases?• Are you afraid of needles?• What sports can be damaging to your health?

In what way?• In your opinion, what are the healthiest sports?• How is your mental health?• Do you know anyone with a mental disorder? • What is the average life expectancy in your

country?• Is it the same for men and women?• Is being a doctor or nurse a good job?• Would you like to do this job? Why or why not?• How can the environment be damaging to

someone’s health?• Does your country have good medical health-

care?• Is a doctor’s visit or a stay in hospital expen-

sive?

Language fPROVERBS ABOUT HEALTH • He who has health has hope; and he who has hope has everything. Middle Eastern

proverb• A good laugh and a long sleep are the best cures in the doctor’s book. Irish proverb• Fresh air impoverishes the doctor. Danish proverb• The best advice is found on the pillow. Danish proverb • He is young enough who has health and he is rich enough who has no debts. Danish

proverb• Butter spoils no meat and moderation injures no cause. Danish proverb• Every disease is a physician. Irish Proverb• A man too busy to take care of his health is like a worker too busy to take care of his

tool. Spanish proverb• A land with lots of herring can get along with few doctors. Dutch proverb• Better ten times ill than one time dead. Jewish proverb• Eat well, drink in moderation, and sleep sound, in these three good health abounds.

Latin proverb• The gem cannot be polished without friction, nor man perfected without trials. Chi-

nese proverb• A clever doctor never treats himself. Chinese proverb• The more you eat, the less fl avor; the less you eat, the more fl avor. Chinese proverb• Good health is the sister of beauty. Maltese proverb• When you are busy, you have no illness. Japanese proverb• Health comes before making a livelihood. Yiddish proverb• Do not refuse the body what it asks for. Mexican proverb• Old and tough, young and tender. English proverb

The length and precision of this 18th century proverb leave little room for interpretation as to its meaning. Like many improving mottos, for example ‘a rolling stone gathers no moss’ and ‘a stitch in time saves nine’, it was an encouragement to hard, diligent work. The earliest record of it that I can fi nd of it in print is in Poor Richard’s Almanack, which was an annual journal published by Benjamin Franklin under the pseudonym of Poor Richard between 1732 and 1758. It included the usual almanac fare of maxims, poetry, weather predictions and astrological ravings.

Early to bed and early to rise, makes a man healthy wealthy and wise is found in the 1735 edition. There’s good reason to believe that Franklin coined the expression himself; it is certainly in keeping with the numerous uplifting proverbs that were published in Poor Richard before they were seen elsewhere.

Given the social conventions of the day, Franklin wasn’t especially bothered when women got to work. The typographic conventions of the day also involved the use of the long ‘s’, which appears similar to a lowercase ‘f’. Present day transcriptions lead us to believe that getting a good night’s sleep will make us ‘healthy, wealthy and wife’. At least Franklin avoided ‘where the bee sucks, there suck I’.

Later American commentators have had some fun at Franklin’s expense. In 1928, Carl Sandburg suggested that ‘Early to bed and early to rise and you never meet any prominent people’. In the New Yorker, February 1939, James Thurber turned it round with:

Early to rise and early to bed makes a male healthy and wealthy and dead.

Early to bed and early to rise makes a man healthy and wealthy and wise.

31English

October 2013

See more on CD. Compiled by Tatyana Makhrina

TOPICAL JOURNEY

• Have you ever sprained your ankle?• Do you remember the last time you had a tem-

perature?• Do you ever get headaches? What do you

have to do/take?• Do you take vitamins or mineral supplements?

Why or why not?• Have you ever burned yourself with hot water?• Have you ever sprained your ankle?• What treatments or remedies do you follow

when you have a cold?• Which kind of medicine do you prefer to take

when you are sick?• What are some things people can do to keep

healthy?

HEALTHY LIFESTYLE• Do you think you have a healthy lifestyle?• Is it possible to have a healthy lifestyle in mod-

ern world?• Why do many people try to have a healthy life-

style?• What do you do to keep fi t and healthy?• What can cause overweighting? What are the

consequences of it? What are the ways of solving this problem?

• What is the best way of losing the weight and never putting on weight?

• Why shouldn’t we skip meals?• Do you pay much attention to what you eat? • Do you often eat fast food?• How often do you eat junk food? • Do you watch your weight? • What foods do you think are healthy?• What drinks to you think are healthy?• Do you agree with the saying: "Eat your break-

fast, share your lunch with a friend and give your dinner to your enemy"?

• Do you sleep well at night?• Do you use an alarm clock to wake up?• Do you try to go to bed and get up at certain

hours every day?• How many hours of sleep do you need daily?• How many hours of sleep do you get a night?• Would you like to get more sleep or less?• Do you usually get enough sleep?• What do you do if you can´t sleep?• Have you ever taken a sleeping pill to get to

sleep?• Why is it very important to get enough sleep? • What are the consequences of staying up

late?• If you don't sleep enough, how do you feel and

look?• Have you ever experienced insomnia?• What can you do to treat insomnia? What do

you think causes it?• What are the advantages of taking up the new

sport or hobby? • Does it help to cope with stress? Why?• What are the reasons of being stressed out

always? • How do you cope with this every day?• Do you agree with this statement «Laughing is

good for your health”? • Sitting around or at a desk all day is one of the

reasons of being tired. What other reasons do you know?

• Do you ever read magazines or news articles about health? If yes, what subject(s) do you fi nd the most interesting?

Compiled by Tatyana Makhrina

HEALTHNouns Allergy Appetite Cravings Diagnosis Diet Disease Eating disorder Infection Nutrition Obesity Stress Treatment Therapy Weight

Adjectives Allergic Chronic Harmful Healthy Infectious NauseousObese Overweight PainfulPersistent Regular Vital

Verbs Avoid Counteract Cure Eliminate Maintain Overdo Overeat Prevent Recommend Recover Reduce Treat

Healthy Activities/Habits taking regular exercise playing sport(s) (going) swimming (going) cycling going to the gym eating fruit and vegetables drinking water having a balanced diet

Unhealthy Habits smoking binge drinking taking drugs eating too much …. being overweight

Collocations to look after your health to take care of your health to maintain your health to be in good/poor health to regain your health to keep/stay healthy to feel healthy

alive and kicking to be well and healthyMy aunt is ninety years old and she is very much alive and kicking.

alive and well to be well and healthyThe worker was alive and well after the accident.

an ounce of prevention is worth a pound of cure it is easier to prevent something bad than to deal with the re-sultsAn ounce of prevention is worth a pound of cure and I decided to stay home and rest rather than go out in the cold with my sore throat.

back on one’s feet physically healthy againMy mother is back on her feet after being sick for two weeks.

fi t as a fi ddle in very good health Grandson: Are you sure you’ll be able to climb all these stairs? Grandmother: Of course! I feel as fi t as a fi ddle today.

feel fi t to feel well and healthyI feel fi t so I plan to go for a long walk this weekend.

feel on top of the world to feel very healthyI have been feeling on top of the world since I quit my job.

get well to become well, to become healthy againThe boy was sick but now he is getting well.

in good shape/condition in good physi-cal condition, functioning or working wellMy grandfather is in very good shape.

in the pink in very good healthMy grandmother is in the pink and is do-ing very well.

just what the doctor ordered exactly what is needed or wantedA nice hot bath was just what the doctor ordered after my long day at work.

look the picture of health to be in good health, to look very healthyMy uncle looked the picture of health when I saw him last week.

on the mend becoming better, becoming well, healingMy grandfather is on the mend after he broke his leg last week.

pull through to recover from a serious illnessThe car accident was very bad and I do not think that the driver will pull through.

HEALTH IDIOMS

e for Health

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Sources: http://humanism.med.ufl .edu, http://www.worldwidewords.org

TOPICAL JOURNEY

Health Symbols

Asclepius was a Greek hero who later become the Greek god of medicine and heal-ing. The son of Apollo and Coronis, Asclepius had fi ve daughters, Aceso, Iaso, Panacea, Aglaea and Hygieia. He was worshipped throughout the Greek isles. The main symbol of Asclepius is a physician’s staff with a snake wrapped around it; this is how he was depicted in the art of healing, and his symbol still survives to this day as the sign of the modern medical profession.

Hermes, the herald of the Olympian gods, is the son of Zeus and the nymph Maia, daughter of Atlas and one of the Pleiades. Hermes is the god of shepherds, land travel, merchants, weights and measures, oratory, literature, athletics and thieves, and known for his cunning and shrewdness. Most importantly, he is the messenger of the gods. Besides that he was also a minor patron of poetry. He too was worshiped throughout Greece.

WHY IS THERE CONFUSION OVER WHICH STAFF SHOULDREPRESENT MEDICINE?

In the seventh century, the caduceus came to be associated with a precursor of medi-cine, based on the Hermetic astrological principles of using the planets and stars to heal the sick. As a symbol for medicine, the caduceus is often used interchangeably with the Rod of Asclepius (single snake, no wings), although learned opinion prefers the Rod of Asclepius, reserving the caduceus for representing commerce.

Originally the caduceus was a rod or olive branch ending in two shoots and decorated with garlands or ribbons. Later the garlands were interpreted as two snakes entwined in opposite directions with their heads facing; and a pair of wings, in token of Hermes’ speed, was attached to the staff above the snakes.

The two snake caduceus became popular in America, perhaps because of its symmetry, but the majority of non-commercial and altruistic orga-nizations use the Staff or rod of Asclepius rather than Hermes’ staff to symbolize the humanistic qualities of their organization.

Today, two serpent motifs are commonly used to symbolize the practice and profession of medicine. Internationally, the most popular symbol of medicine is the single serpent-entwined staff of Asklepios (Latin, Aesculapius), the ancient Greco-Roman god of medicine. How-ever, in the United States, the staff of Asklepios (the Asklepian) and a double serpent-entwined staff with surmounting wings (the caduceus) are both popular medical symbols. The latter symbol is often designated as the “medical caduceus” and is equated with the ancient caduceus, the double serpent-entwined staff of the Greco-Roman god Hermes (Latin, Mercury). Many physicians would be surprised to learn that the medical

caduceus has a quite modern origin: Its design is derived not from the ancient caduceus of Hermes but from the printer’s mark of a popular 19th-century medical publisher. Fur-thermore, this modern caduceus became a popular medical symbol only after its adoption by the U.S. Army Medical Corps at the beginning of the 20th century.

BOWL OF HYGIEIABowl of Hygieia is one of the symbols of pharmacy.

Hygieia was the Greek goddess of hygiene, and the daughter of Aesculapius. Aesculapius' symbol is his rod, with a snake twined around it; correspondingly, Hygieia's symbol is a cup or chalice with a snake twined around its stem and poised above it.

The bowl of Hygieia has been used as a symbol of the pharmacy professional at least as far back as 1796, when it was used on a coin minted for the Parisian Society of Pharmacy.It has since been adopted by many more pharmaceutical associations worldwide.

Universal symbols are an important new innovative tool for health facility wayfi nding systems. Universal symbols help create dynamic systems where patients and visitors feel more comfortable and confi dent while navigating in a health care facility.

Cardiology

Care Staff Area

Diabetes

Mental Health

Pediatrics

Surgery

Source: http://www.hablamosjuntos.org/signage/symbols/default.using_symblos.asp

October 201333EnglishTOPICAL JOURNEY

http://www.ahajokes.com/medical_jokes.html;

DOCTOR’S HUMOURI eat an apple every day. The wife’s a doctor.

A doctor is talking to a car mechanic, “Your fee is several times more per hour then we get paid for medical care.”“Yeah, but you see, doc, you have always the same model, it hasn’t changed since Adam; but we have to keep up to date with new models coming every month.”

A patient walks into a doctor’s offi ce.Patient: Doctor, people ignore me.Doctor: Next!

Patient: How much to have this tooth pulled?Dentist: $100.00.Patient: $100.00 for just a few minutes work?Dentist: Well, I can extract it very slowly if you like.

As the doctor completed an examination of the patient, he said, “I can’t fi nd a cause for your complaint. Frankly, I think it’s due to drinking.”“In that case,” said the patient, “I’ll come back when you’re sober.”

Doctor: Did you take the patient’s temperature?Nurse: No. Is it missing?

Doctor: Have you ever had this before?Patient: Yes.Doctor: Well, you’ve got it again!

Doctor: Does it hurt when you do this?Patient: Yes.Doctor: Well, don’t do that.

– Doc, we have lost our patient.– What happened?– He recovered.

The best doctor in the world is the veterinarian. He can’t ask his patients what is the matter – he’s got to just know.

A note on dentists’ door: “Smile. You might be doing this for the last time”.

My doctor gave me two weeks to live. I hope they’re in August. A patient has a sore throat and goes to a doctor to get treatment for it.Doctor: Your tonsils gotta come out.Patient: I wanna second opinion.Doctor: Okay, you’re ugly, too.

A psychiatrist congratulates his patient with a progress in treatment. The patient: Do you really call it a progress? Six months ago I was a Napoleon and now I am nobody.Patient: Doctor, I think I need glasses.Teller: You certainly do! This is a bank.

A man, after being hurt, calls 911 for help.Man: Operator, operator, call me an ambulance!Operator: Okay, sir, you’re an ambulance!

If you trust Google more than your doctor than maybe it’s time to switch doctors.

Health PhrasesCLEAN BILL OF HEALTH MeaningHealthy, in good shape. OriginThis popular expression derives from the certifi cate once issued by a port authority con-fi rming that no member of a ship’s crew suffered from a reportable contagious disease, and that no contagion was known to be present in the ship’s port of departure. Where there was infectious disease aboard a ship or in port, the authorities issued a foul bill of health. As the term ‘a clean bill of health’ has come ashore, it generally means ‘in good shape,’ as when a company is given a clean bill of health on its fi nancial dealings.

PHYSICIAN, HEAL THYSELFMeaningAttend to one’s own faults, in preference to pointing out the faults of others.The phrase alludes to the readiness and ability of physicians to heal sickness in others while sometimes not being able or willing to heal themselves. This suggests something of ‘the cobbler always wears the worst shoes’, that is, cobblers are too poor and busy to attend to their own footwear. It also suggests that physicians, while often being able to help the sick, cannot always do so and, when sick themselves, are no better placed than anyone else.OriginFrom the Bible, Luke 4:23 (King James Version):And he said unto them, Ye will sure-ly say unto me this proverb, Physi-cian, heal thyself: whatsoever we have heard done in Capernaum, do also here in thy country.The text is usually interpreted to mean that Jesus expected to hear the proverb said to him in Naza-reth, and that the people there would expect him to work miracles in his hometown as he had in other places.

PHONE IN SICK“Phone in sick” or “call in sick” means to phone one’s workplace and excuse oneself from work for the day, saying one is ill. The same phrases are used when the worker is sick and when he or she is healthy and is lying.Faking a sick is also called “a mental health day.”

“TICKLED PINK”/”IN THE PINK”In the pink signifi es a state of well being; good health. The pink here has nothing to do with colour, rather with the same source as pinking scissors. They are both based on the old English pynca meaning “point”, hence “peak” or “apex”. Shakespeare in Romeo and Juliet (II, iv) speaks of “the pink of courtesy”.

I FEEL GOODIt’s an informal usage, particularly in the US, which dates back well into the nineteenth century, but is still regarded in some quarters as being non-standard. However, it is so common that we now have the adjective “feel-good” (or “feelgood”) formed from it. There is a small distinction of sense between the two forms, in that “feeling well” always refers to health, while “feeling good” refers more generally to one’s state of mind – to be happy, in good spirits, and not depressed. Contrast “feeling bad” in the sense of being embarrassed or unhappy about some situation, which is now regarded as being standard English.

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Sources: http://www.wellspringdaily.com

TOPICAL JOURNEY

Human BWEIRD FACTS ABOUT THE HUMAN BODY

The human body is an incredibly complex and intricate system, one that still baffl es doctors and researchers on a regular basis despite thousands of years of medical knowl-edge. As a result, it shouldn’t be any surprise that even body parts and functions we deal with every day have bizarre or unexpected facts and explanations behind them.

The human brain is the most complex and least understood part of the human anat-omy. There may be a lot we don’t know, but here are a few interesting facts that we’ve got covered.

Nerve impulses to and from the brain travel as fast as 170 miles per hour. Ever wonder how you can react so fast to things around you or why that stubbed toe hurts right away? It’s due to the super-speedy movement of nerve impulses from your brain to the rest of your body and vice versa, bringing reactions at the speed of a high pow-ered luxury sports car.

The brain operates on the same amount of power as 10-watt light bulb. The cartoon image of a light bulb over your head when a great thought occurs isn’t too far off the mark. Your brain generates as much energy as a small light bulb even when you’re sleeping.

The human brain cell can hold 5 times as much information as the Encyclo-pedia Britannica. Or any other encyclopedia for that matter. Scientists have yet to settle on a defi nitive amount, but the storage capacity of the brain in electronic terms is thought to be between 3 or even 1,000 terabytes. The National Archives of Britain, containing over 900 years of history, only takes up 70 terabytes, making your brain’s memory power pretty darn impressive.

The brain is much more active at night than during the day. Logically, you would think that all the moving around, complicated calculations and tasks and general interaction we do on a daily basis during our working hours would take a lot more brain power than, say, lying in bed. Turns out, the opposite is true. When you turn off your brain turns on. Scientists don’t yet know why this is but you can thank the hard work of your brain while you sleep for all those pleasant dreams.

Scientists say the higher your I.Q. the more you dream. While this may be true, don’t take it as a sign you’re mentally lacking if you can’t recall your dreams. Most of us don’t remember many of our dreams and the average length of most dreams is only 2-3 seconds–barely long enough to register.

The brain itself cannot feel pain. While the brain might be the pain center when you cut your fi nger or burn yourself, the brain itself does not have pain receptors and cannot feel pain. That doesn’t mean your head can’t hurt. The brain is surrounded by loads of tissues, nerves and blood vessels that are plenty receptive to pain and can give you a pounding headache.

80% of the brain is water. Your brain isn’t the fi rm, gray mass you’ve seen on TV. Living brain tissue is a squishy, pink and jelly-like organ thanks to the loads of blood and high water content of the tissue. So the next time you’re feeling dehydrated get a drink to keep your brain hydrated.

The primary means by which we interact with the world around us is through our senses. Here are some interesting facts about these fi ve sensory abilities.

After eating too much, your hearing is less sharp. If you’re heading to a concert or a musical after a big meal you may be doing yourself a disservice. Try eating a smaller meal if you need to keep your hearing pitch perfect.

About one third of the human race has 20-20 vision. Glasses and contact wearers are hardly alone in a world where two thirds of the population have less than perfect vision. The amount of people with perfect vision decreases further as they age.

If saliva cannot dissolve something, you cannot taste it. In order for foods, or anything else, to have a taste, chemicals from the substance must be dissolved by saliva. If you don’t believe it, try drying off your tongue before tasting something.

Women are born better smellers than men and remain better smellers over life.Studies have shown that women are more able to correctly pinpoint just what a smell is. Women were better able to identify citrus, vanilla, cinnamon and coffee smells. While

BODY RIDDLES• Why do we have two eyes, two ears and only

one mouth? (So that we can see and hear twice as much as we say.)

• What’s got a wave but no sea? (My hair.)• What part of your body disappears when you

stand up? (Your lap.)• What has a bottom at the top? (Your legs.)• What kind of teeth cannot bite? (The teeth of

a comb.)• What goes all over the house, but touches

nothing? (Your voice.)• What can you always count on, no matter

what? (Fingers.)• Who are the two brothers who live across a

path, but never see each other? (Eyes.)• What is it that no one wishes to have, yet no

one wishes to lose? (A bald head.)• I have 12 legs, 12 arms and 8 heads. What

am I? (A liar.)• Two mothers have fi ve sons each, and all

have the same name. What are they? (Fin-gers.)

• The more you take, the more you leave be-hind. What are they? (Footsteps.)

• What can you hold in your left hand, but not in your right hand? (Your right hand.)

• What has a neck but no throat? (A bottle.)• What has a face and two hands but no arms

or legs? (A clock.)• What are hands that cannot hold anything?

(The hands of a clock.)• Whose face needs no washing? (The face of

a clock.)• A thick forest which grows as fast as it is cut

down. What is it? (Hair.)• Without it you couldn’t say a word. What is it?

(A tongue.)• It always beats and hops, it never sleeps or

stops. What is it? (Heart.)• What runs but never walks? (A nose.)• Did you pick your nose? (No, I was born with

it.)• Why can’t a nose be twelve inches long? (Be-

cause then it would be a foot.)• What bone has a sense of humor? (Humor-

ous.)• What’s the most musical bone? (The trom-

bone.)• What makes music on your hair? (A head

band.)• What’s the best thing to put in a pie? (Your

teeth.)• What did the skeleton order for dinner?

(Spare ribs.)• Why didn’t the skeleton cross the road? (It

didn’t have the guts.)• Why didn’t the skeleton go to the party? (Be-

cause he had no-body to go with.)• How do you make a skeleton laugh? (Tickle

her funny bone.)• What do you call a fossil that doesn’t ever

want to work? (Lazy bones.)• What smells the best at dinner? (Your nose.)• Why is your nose in the middle of your face?

(Because it is the center.)

Compiled by Tatyana Makhrina

See more on CD.

Your body is a temple, but only if you treat it as one.Astrid Alauda

October 201335English

n BodyTOPICAL JOURNEY

Compiled by Tatyana Makhrina

women are overall better smellers, there is an unfortunate 2% of the population with no sense of smell at all.

Your nose can remember 50,000 different scents. While a bloodhound’s nose may be a million times more sensitive than a human’s, that doesn’t mean that the human sense of smell is useless. Humans can identify a wide variety of scents and many are strongly tied to memories.

Even small noises cause the pupils of the eyes to dilate. It is believed that this is why surgeons, watchmakers and others who perform delicate manual operations are so bothered by uninvited noise. The sound causes their pupils to change focus and blur their vision, making it harder to do their job well.

Here are a few things you might not have known about all different parts of your anatomy.

The colder the room you sleep in, the better the chances are that you’ll have a bad dream. It isn’t entirely clear to scientists why this is the case, but if you are op-posed to having nightmares you might want to keep yourself a little toastier at night.

Tears and mucus contain an enzyme (lysozyme) that breaks down the cell wall of many bacteria. This is to your advantage, as the mucus that lines your nose and throat, as well as the tears that wet your eyes are helping to prevent bacteria from infect-ing those areas and making you sick.

Your body gives off enough heat in 30 minutes to bring half a gallon of water to a boil. If you’ve seen the Matrix you are aware of the energy potentially generated by the human body. Our bodies expend a large amount of calories keeping us at a steady 98.6 degrees, enough to boil water or even cook pasta.

It is not possible to tickle yourself. Even the most ticklish among us do not have the ability to tickle ourselves. The reason behind this is that your brain predicts the tickle from information it already has, like how your fi ngers are moving. Because it knows and can feel where the tickle is coming from, your brain doesn’t respond in the same way as it would if someone else was doing the tickling.

The width of your armspan stretched out is the length of your whole body. While not exact down to the last millimeter, your armspan is a pretty good estimator of your height.

Disease and InjuryMost of us will get injured or sick at some point in our lives. Here are some facts on

how the human body reacts to the stresses and dangers from the outside world.Monday is the day of the week when the risk of heart attack is greatest.Yet

another reason to loathe Mondays! A ten year study in Scotland found that 20% more people die of heart attacks on Mondays than any other day of the week. Researchers theorize that it’s a combination of too much fun over the weekend with the stress of going back to work that causes the increase.

Humans can make do longer without food than sleep. While you might feel better prepared to stay up all night partying than to give up eating, that feeling will be relatively short lived. Provided there is water, the average human could survive a month to two months without food depending on their body fat and other factors. Sleep deprived people, however, start experiencing radical personality and psycho-logical changes after only a few sleepless days. The longest recorded time anyone has ever gone without sleep is 11 days, at the end of which the experimenter was awake, but stumbled over words, hallucinated and frequently forgot what he was doing.

A simple, moderately severe sunburn damages the blood vessels extensively.How extensively? Studies have shown that it can take four to fi fteen months for them to return to their normal condition. Consider that the next time you’re feeling too lazy to apply sunscreen before heading outside.

Over 90% of diseases are caused or complicated by stress. That high stress job you have could be doing more than just wearing you down each day. It could also be increasing your chances of having a variety of serious medical conditions like depres-sion, high blood pressure and heart disease.

HUMAN BODY QUIZ1. What is the largest organ in the human

body? a) the heart b) the lungs c) the skin2. How long is an adult’s digestive system? a) about 2 metres b) about 5 metres c) about 10 metres3. How much does the adult human brain

weigh on average? a) 1 kg b) 1.5 kg c) 2 kg4. The cerebrum is the largest part of the

brain. How many parts does it have? a) 2 b) 3 c) 45. How many teeth do young children have? a) 16 b) 20 c) 326. How many times a minute does your heart

beat? a) 25 b) 50 c) 707. How many bones are there in the adult hu-

man body? a) 106 b) 206 c) 3068. What job do the red cells in your blood do? a) attack germs b) carry oxygen c) help to heal cuts9. How many muscles do you have in your

body? a) around 160 b) around 360 c) around 600

10. When you breathe air reaches your lungs through…

a) your windpipe b) your muscles c) your diaphragm11. What is the coloured part of the eye

called? a) the pupil b) the iris c) the retina12. How many kilos of skin do you lose every

year? a) 2 b) 3 c) 413. When soundwaves hit your eardrum what

happens? a) you overbalance b) you can’t hear c) it vibrates and sends a message to your

brain14. How many blood cells do die every sec-

ond? a) 1 million b) 2 million c) 3 million15. What is the total length of all the blood ves-

sels in the adult human body? a) about 36,000 km b) about 65,000 km c) about 97,000 km

Answers:1. c; 2. c; 3. b; 4. a; 5. b; 6. c; 7. b; 8. b; 9. c; 10. a; 11. b; 12. a; 13. c; 14. b; 15. c (that’s twice round the earth’s equator!)

Compiled by Tatyana Makhrina

36English

October 2013

TOPICAL JOURNEY

World Health Day

Source: http://www.kidsrgreen.org

HEALTH FACTS• It might only take you a few minutes to fi n-

ish a meal but it takes your body around 12 hours before it has completely digested the food.

• The human body needs iron to help perform a number of important functions. Iron helps carry oxygen to parts of your body in the form of hemoglobin. Not having enough can lead to iron defi ciency and symptoms such as weakness and fatigue.

• Examples of iron rich foods include red meat, fi sh, chick peas, tofu, beans and lentils.

• Red blood cells are created inside the mar-row of your bones, they serve the important role of carrying blood around your body.

• Antibiotics can be useful in fi ghting off bac-teria but they are ineffective against viruses, this is because bacteria and virus are com-pletely different, both having unique charac-teristics that need specialized treatments.

• Viruses are usually around 100 times smaller than bacteria.

• Around 7 million people die every year from food poisoning out of a total of around 70 million cases. Careful food preparation and storage is vital in order to avoid dangerous toxins, viruses and bacteria.

• Food allergies are fairly common amongst adults and even more so among children. Around 2% of adults and 8% of children suf-fer from some type of food allergy where the immune system makes a mistake and thinks a certain food protein is dangerous and at-tacks it. Well known food allergies can in-clude unwanted reactions to gluten, seafood and peanuts.

• Access to clean drinking water can be taken for granted by people living in developed countries. In poorer parts of the world the quality water and pollution can give rise to dangerous diseases and bacteria such as cryptosporidium and e coli.

• Obesity can increase the chances of de-veloping diseases such as type 2 diabetes and heart disease.

• In recent times there has been a drop in the amount of physical activity both adults and children do. Some of the reasons for this include new technologies that require less physical labor and increased time watching TV. It has been suggested that at least 60% of the world’s population doesn’t do enough exercise.

• In 2007, heart disease was the leading cause of death in the USA.

• In 2007 around 13% of all deaths worldwide were caused by cancer. The branch of medi-cine related to cancer study and treatment is known as oncology.

• Infectious diseases such as AIDS, malaria and tuberculosis lead to around 26% of worldwide deaths in 2002.

WORLD HEALTH DAY (April 7th)The World Health Organization (WHO) defi nes health as a state of complete physi-

cal, mental and social wellbeing. 7 April has been designated as World Health Day. World Health Day focuses upon a different health theme each year. It is an inter-

national event to emphasize and work on important health issues or problems. Many countries around the world participate.

This day is marked by events around the world to mark the importance of health for productive and happy lives. Major activities on world health Day focus upon, aware-ness, education programs, and fund raising activities to help with the health issue for the year. Countries also work on resolving problems related to the theme.

Recent annual themes:2012: Aging and Health2011: Anti-microbial resistance2010: Urbanization and Health2009: Save lives. Make hospitals safe in emergencies2008: Protecting health from the adverse effects of climate change2007: Invest in health, build a safer future2006: Working together for health

The theme for World Health Day 2010 was Focus on Urbanization and Health.Over 3 million people globally live in cities today. While more than 50 per cent

people of the world are living in urban areas, these areas are also marked by problems of over-population, congestion, pollution and lack of adequate infrastructure (housing, sanitation facilities, transport, and other amenities), all of which have an impact on health.

The World Health Day Campaign was 1000 Cities, 1000 Lives. The global goals of the campaign were:1000 Cities: To open up public spaces for health activities. These could be activities

in parks, public meetings, clean-up activities, or closing up some streets to motorized vehicles.

1000 Lives: To collect 1000 stories of urban health champions who have taken ac-tion that have had a signifi cant impact on health in their cities.

You can join the global movement to make cities healthier. Start by fi nding out:• Does your city have any car-free zones?• Are there separate bicycle tracks on the roads?• Are there well-maintained pavements/sidewalks, and do many people use them?• Is there a public park in your neighbourhood?

Get together with neighbours and friends to plan a day of healthy activities in a nearby public space. Organize a healthy food fair; a day of traditional games, a music concert; a painting competition on the theme A Healthy City, and enjoy a happy, healthy day!

Submitted by Tatyana Makhrina

37English

October 2013

TOPICAL JOURNEY

http://www.wikihow.com/Be-Healthy

y

How to Be Healthy

Many people with serious illnesses would give anything for a single day of perfect health. To be healthy and make the most of what you’ve got, follow these recommenda-tions.

1. Stop engaging in risky behavior. Taking unnecessary risks is hard on the body and mind and can have devastating long-term consequences. Serious or established patterns of risk-taking can also be indicative of deeper psychological problems, in which case you should talk to a health care professional who specializes in a relevant fi eld.

2. Drink more water. Adult humans should be drinking a litre or more water per day; six eight ounce cups of water. That is in addition to diuretics like tea and coffee. Wa-ter keeps bodies at the correct temperature and removes toxins that are the inevitable result of metabolism and industrial life. Water-rich foods are an even better idea.

3. Eat well. A light organic breakfast is suffi cient and, when combined with a snack mid-morning, will see you through until lunch time. A good time for a healthy, easy-to-digest evening meal is between 5pm and 8pm depending on your work/study schedule; it is best to avoid late night snacks because they fi ll you with unnecessary calories and can disrupt your sleep. Once a steady eating pattern has been estab-lished, your body will feel more comfortable. Remember that not all fats are bad for you. Good fats can be found in oily fi sh like salmon and tuna, avocados, nuts and olive oil. These are essential to a well-balanced diet.

4. Bolster your immune system. Maintaining healthy habits and a high level of energy is diffi cult for anyone who constantly battles fatigue, colds, infections, or any other effects of a weakened immune system.

5. Improve your sleep quality. When you sleep, your body produces cells that fi ght infection, infl ammation, and stress – which means that getting too little sleep or poor-quality sleep not only makes you more prone to getting sick, but also increases the time you need to recover from illness. On top of that, a study conducted by The American Journal of Clinical Nutrition demonstrated that men who slept for 4 hours consumed 500 more calories than they did after sleeping for 8 hours.

6. Get in shape. In addition to helping you lose weight and gain confi dence, exercis-ing has a host of other benefi ts for your body and mind. For example, having good cardiovascular health has been linked to a decreased risk of Alzheimer’s. Exercising also boosts your immune system; even a change as minor as walking briskly for twenty to thirty minutes a day fi ve days a week can improve your immune system by increasing both your antibody and T-killer cell response. Exercising is also one of the absolute best ways to sleep better at night – which, as previously mentioned, can help you lose weight by keeping you from overeating.

7. Maintain your personal hygiene. Wash your hands often, especially after visiting the bathroom at home or using the restrooms in a public place. Floss and brush your teeth and tongue after eating; food particles are often the cause of bad breath and gum disease. Visit your dentist regularly for clean-ings and to catch any problems before they become serious.

8. Find emotional balance. Even if you master every other aspect of health, it won’t feel complete if you’re suffering from inner turmoil. Everyone needs a pick-me-up some-times, and there are many small things that you can do to feel better about yourself. If the problem extends deeper, you may need to learn to cope with emotional pain or even depression.

Once you have worked on yourself, you should work on your approach to interpersonal relationships. Learn how to recognize a manipulative or controlling relationship and, if necessary, deal with emotional abuse so that you can have a healthy relationship.

9. Exercise daily or if not possible twice or thrice a week. It will increase your metabolic rate and you’ll feel fresh the whole week.

FACTS ABOUTMAINTAINING GOOD HEALTHThe benefi ts of exercise are more than just for weight management. Exercise also combats stress, promotes better sleep and activates the immune system.

Research has shown that when people exercise by walking, they walk 30% longer if they walk to music.Touch stimulates the release of endorphins (the body’s natural pain killers). There are approximately 5 million touch receptors in our skin – 3,000 in each fi nger tip.

Drinking water before and after a spa treatment, reduces soreness and helps to fl ush the body of toxins released from the muscles.Gently massage the space between your eyebrows to induce a deep sleep.

Practice deep breathing to reduce blood pressure and muscle tension.

Laughter boosts your immune system and decreases stress hormones.

Each pound above your ideal weight lowers your life expectancy by 34 days.

Socialize up a storm. Connecting with a pal can boost your immune system.

A pessimistic outlook may make you four times more likely to catch a cold.

Two-thirds of people taking prescriptive allergy drugs may not have allergies.

Eating fi sh once a week could lower your risk of depression by 30%.

October 2013

38English

Sources: http://www.goodreads.com

TOPICAL JOURNEY

Literary From “The Final Diagnosis” by Arthur Hailey

In this episode, the characters argue on a philosophical question: ought medi-cine to interfere with nature’s laws?

Orden Brown and O’Donnell are hospital doctors; ‘the old man’ is Eustace Swayne, a millionaire who supports the hospital fi nancially.

The old man snorted. “There’s nothing to get away with. It’s a perfectly clear situ-ation. For years the natural balance of nature kept population in check. When the birth rate became too grеat there were famines to offset it.”

Orden Brown put in, “But surely some of that was political. It wasn’t always a force of nature.”

“I’ll grant you that in some cases.” Eustace Swayne waved his hand airily. “But there was nothing political in the elimination of the weak.”

“Do you mean the weak or the unfortunate?” Very well. O’Donnell thought, if you want an argument I’ll give you one.

“I mean what I say – the weak.” The old man’s voice had a sharper tone, but O’Donnell sensed he was enjoying this. ”When there was a plague or an epidemic, it was the weak who were wiped out and the strong survived. Other illnesses did the same thing; there was a level maintained – nature’s level. And because of this it was the strong who perpetuated themselves. They were the ones who sired the next generation.”

to perpetuate – to continue to exist for a long timeto sire –to be the father of

According to Swayne, epidemics have done a lot of good for humankind, haven’t they?

“Do you really think, Eustace, that mankind is so degenerate now?” Amelia Brown had asked the question, and O’Donnell saw she was smiling. She knows that Swayne’s enjoying this, he thought.

“We’re moving toward degeneracy,” the old man answered her, “at least in the West-ern world. We’re preserving the cripples, the weaklings, and the disease-ridden. We’re accumulating burdens on society, non-producers – the unfi t, unable to contribute any-thing to the common good. Tell me – what purpose does a sanatorium or a home for incurable serve? I tell who you, medicine today is preserving people who should be allowed to die. But we’re helping them to live, then letting them spawn and multiply, passing along their uselessness to their children and their children’s children.”Swayne believes it is no use trying to cure those who are incurable. What is your reaction to his ideas?

O’Donnell reminded him. “The relationship between disease and hereditary is far from clear.”

“Strength is of the mind as well as the body,” Eustace Swayne snapped back. “Don’t children inherit the mental characteristics of their parents – and their weaknesses?”

“Not all of the time.” This was between the old tycoon and O’Donnell now. The others sat back, listening.

“But a lot of the time they do. Well, don’t they?”O’Donnell smiled. “There’s some evidence that way, yes.”Swayne snorted. “It’s one of the reasons we’ve so many mental hospitals. And pa-

tients in them. And people running to psychiatrists.”“It could also be that we’re more aware of mental health.” Swayne mimicked him. “It could also be that we’re breeding people who are weak,

weak, weak!”The old man had almost shouted the last words. Now a bout of coughing seized him.

I’d better go easily, O’Donnell thought. He probably has high blood pressure.Just as if O’Donnell had spoken, Eustace Swayne glared across t him. The old man

took a sop of brandy. Then, almost malevolently, he said, “Don’t you try to spare me, my young medical friend. I can handle all your arguments and more.”

O’Donnell decided he would go on but more moderately. He said, quietly and rea-sonably, “I think there’s one thing you’re overlooking, Mr. Swayne. You say that illness and disease are nature’s levelers. But many of these things haven’t come to us in the natural course of nature. They’re the result of man’s own environment, conditions he’s created himself. Bad sanitation, lack of hygiene, slums, air pollution – those aren’t natural things; they’re man’s creation.

They’re part of evolution and evolution is a part of nature. It all adds up to the bal-ancing process.”

QUOTESYour body is just like a bar of soap. It gradually wears down, from repeated use.

Ritchie Allen,American baseball player

Will power. Intellect tires, the Will never. The brain needs sleep, the Will none. The whole body is nothing but objectifi ed Will. The whole nervous system constitutes the antennae of the will. Every act of the body is nothing but the act of Will objectifi ed.

Tom Landry,American professional football coach

We contain an internal world which is just as ac-tive and complicated as he one we live in. It is an interior of which we largely unaware, and one to which we have no personal access. We cannot be tourists in our own insides.

Johnathan Miller,British doctor and writer

If you want to live, you must walk. If you want to live long, you must run.

Jinabhai Navik,veteran Indian jogger

I have always said that exercise is a short cut to the cemetery.

John Mortimer

There is no human activity, eating, sleeping, drinking or sex which some doctor some-where won’t discover leads directly to cardiac arrest.

John Mortimer

All that is really necessary for survival of the fi t-test, it seems, is an interest in life, good, bad, or peculiar.

Grace Paley, American writer

The need of exercise is a modern superstition, invented by people who ate too much and had nothing to think about.

George Santayana,American philosopher

I spend up to six hours a day waving my arms about and if everyone else did the same thing they would stay much healthier.

Sir Malcolm Sargent

The best doctors in the world are Doctor Diet, Doctor Quiet, and Doctor Merryman.

Jonathan Swift

Doctors must hate apples cos an apple a day keeps the doctors’ money away.Germs? I have never seen one.

Florence Nightingale

39English

October 2013

TOPICAL JOURNEY

See more on CD. Compiled by Olga Sventsitskaya

y HealthIn Swayne’s views, most diseases are hereditary, so weak people ought not have chidren. What are O’Donnell’s arguments?

Admiringly O’Donnell thought: You can’t shake the old son of a gun easily. But he saw the chink in the other’s argument. He said, ‘If you’re right, then medicine is a part of the balancing process too.”

son of gun – AmE – a man you like or admire – used humorouslychink – a weaknessSwayne snapped back, “How do you reason that?”“Because medicine is a part of evolution.” Despite his good resolution O’Donnell

felt his voice grow more intense. “Because every change of environment that man has had produced its problems for medicine to face and to try to solve. We never solve them entirely. Medicine is always a little behind, and as fast as we meet one problem there’s a new one appearing ahead.”

“But they’re problems of medicine, not nature.” Swayne’s eyes had a malicious gleam. “If nature were left alone it would settle its problems before they arose – by natural selection of the fi ttest.”

“You’re wrong and I’ll tell you why.” O’Donnell had ceased to care about the effects of his words. He felt only that this was something he had to express, to himself a well to the others. “Medicine has only one real problem. It’s always been the same; it always will. It’s the problem of individual human survival.” He paused. “And survival is the oldest law of nature.”Why do you think O’Donnell stop worrying about the effects of his words? (About his opponent’s blood pressure?)

“Bravo”! Impulsively Amelia Brown called her palms together. But O’Donnell had not quite fi nished.

“That’s why we fought polio, Mr. Swayne, and the black plague, and smallpox, and typhus, and syphilis. It’s why we’re still fi ghting cancer and tuberculosis and all the rest. It’s the reason we have those places you talked about – the sanatoria, the homes for the incurables. It’s why we preserve people – all the people we can, the weak as well as the strong. Because it adds up to one thing – survival. It’s the standard of medicine, the only one we can possible have.”What is the last argument of the doctor?

For a moment he expected Swayne to lash back as he had before. But the old man was silent. Then he looked over at his daughter. “Pour Dr. O’Donnell some more bran-dy, Denise.”Who won the debate?How does the author tell us about O’Donnell’s victory?Have Swayne’s arguments given you food for thought? Do you feel there can be some truth in his views? Do you believe doctors ought to fi ght for their patient’s survival till the end? Imagine you are seriously ill. Would you like your doctors to treat you as best as they could?

Vocabulary developmentThe opponents keep polite despite the heat of their debate. Analyse the words they use to avoid rudeness at all cost? Which of the remarks are used to agree and which to disagree?Answers.“I’ll grant you that in some cases.” – agreement (up to a point).“You’re wrong and I’ll tell you why.” – strong disagreement“How do you reason that?” – asking for specifi cation‘If you’re right…’ – polite reasoning leading to disagreementDo you really think…? – polite asking for specifi cationDo you mean … – asking for specifi cation“But a lot of the time they do. Well, don’t they?” – asking for agreementO’Donnell smiled. “There’s some evidence that way, yes.” – agreementO’Donnell decided he would go on but more moderately. He said, quietly and reasonably, “I think there’s one thing you’re overlooking, Mr. Swayne. – polite disagreement.

Suggested activityTeacher may organize a debate of two groups, one of which may play devil’s advocate

pretending to disagree with the view that doctors ought to fi ght for patients’ survival?

Better to hunt in fi elds, for health unbought,

Than fee the doctor for a nauseous draught,

The wise, for cure, on exercise depend;

God never made his work for man to mend.

John Dryden

DO SOMETHING NOWA few tips to keep fi t

Did you realize that once you’ve passed the age of twenty, you start to die? Of course, it takes fi fty years or so in most cases, but it’s not some-thing you want to hurry, is it? Once past twenty, your body begins to wear out, very slowly. Or not so slowly, depending on the way you treat it. But you can slow the march of time to stay young longer and enjoy and active and healthy life for as many of those years as possible. And you cannot begin too soon. Teenagers fi nd it dif-fi cult – if not impossible – to imagine becoming middle-aged, let alone old. Young people are naturally fi t, but unless you get into the habit of taking regular exercise and conditioning yourself to do so, you will fi nd it more and more diffi cult as you get older.

So what are you going to do about it? First, I must emphasize that anything I write from now on applies only to people in normal health and with no medical problems.

For a start, check your weight. Jump up and down in front of a mirror. If everything wobbles, you’re overweight; if some of it wobbles, you’re still overweight! So watch your diet and burn off the excess with a fi tness programme which will prolong youth and life.

The easiest way to reach and maintain fi t-ness is through sport. It’s fun and it has social and psychological advantages. But if sport holds no appeal, you’ll have to do it the hard way – and it will require will-power. Not at the start, but in order to keep going when the novelty wears off.

It is vital to progress slowly. First, jog as far as you can. Then do some simple form of exer-cise – sit ups or press ups will do – for as long as you can. Set no targets. Simple discover your starting point. If you repeat your exercise daily, you will automatically make progress. What is unbearable the fi rst few sessions will gradually become within your scope.

How can you tell when you are fi t? When you can run three miles (slightly less for girls) without getting exhausted.

Dick Norman, From “Current”

Surgeons must be very carefulWhen they take the knife!Underneath their fi ne incisionsStirs the Culprit – Life!Emily Dickinson

40English

AT THE DENTIST’SScript for Role Play (9th Grade)

October 2013

SCHOOL THEATRE

PREFACELast month I gave an ‘open lesson’ in English. It was a class where other teachers, the headmaster, etc. come to observe your level of teaching profi ciency and evaluate your knowl-edge. For native English speakers it might be called an ob-servation lesson. Lesson observations are carried out for a number of reasons (including sharing good practice as in an exemplary lesson).The topic was “Fears and Phobias”. The students of Grade 9 were thoroughly prepared and divided into three groups. Then we did a role play.

ACT 1

Dentist Receptionist (answering her phone): Dr. Green’s offi ce, Good morning.

Ms. Smith: Good morning, Smith here. Could you put me through to the dentist, please?

Receptionist: What has happened?Ms. Smith: (with a tremble in her voice) My name is Fiona

Smith, my husband, Bill, has had a terrible toothache for two days! There’s something wrong with one of his upper teeth! His lip is swollen!

Receptionist: Come in, then, as soon as possible.

ACT 2

Mr. & Ms. Smith go to Dr. Green’s offi ce. Mr. Smith is not himself, he is trembling with fear. Mr.& Ms. Smith have en-tered.

Ms. Smith: (To the receptionist) Hello, we called you a half an hour ago, do you remember?

Receptionist: Hello. Yes, I remember. Come in, please. Make yourself comfortable. The doctor will see you right now, Mr. Smith, come into his private offi ce, please.

Mr. Smith comes in the dentist’s room.

Dentist: Hello, nice to meet you, Mr. Smith. Sit down in the dentist’s chair, please. Wait a minute, I must examine you. Open your mouth, please, let me see.

ACT 3

Ms. Smith knocks at the door to the dentist’s offi ce and asks to be allowed to stay with her husband, next to the dentist’s chair. She feels nervous. The dentist nods his approval.

Mr. Smith: I am afraid, doctor! My tooth aches so bad! Ah-ah-aha-ah!

Ms. Smith: (Whispers to her husband) You poor thing, calm down, darlin’, the doctor wants to help you. Please, calm down. (She strokes his head to calm him.)

The dentist has fi nished examining the patient, sits close by Mr. Smith.

ACT 4

Dentist: Sorry, Mr. Smith, your upper tooth is decayed and infl amed, I must extract it right now.

Mr. Smith: (feeling fear, clutches his heart. Exclaims) Ah ah, I am scared!!!

Ms. Smith (to her husband) Calm down, darlin’, the doctor will give you an injection. You won’t feel anything.

The Dentist is trying to administer a local anesthesia. Mr. Smith shakes his head. The injection is given and the Dentist waits a couple of minutes. Mr. Smith looks upset.

Dentist: I am going to pull your tooth out. Be quiet, Mr. Green, and don’t worry. Sit still, please. Open your mouth wide for me, please. Just a minute, please.

The dentist quickly extracts Mr. Smith’s bad tooth and shows it to him held in the dental forceps.

Mr. Smith: (looks at it and utters a frenzied scream. He jumps up and runs out into the street.)

By Lydia Galochkina,School No. 1171, Moscow

41English

October 2013

19 октября 2009 г. в МОУ лицее № 6 г. Тамбова прошёл традиционный ежегодный День Лицея, на котором был проведён интеллектуально-музыкально-спортивный ма-рафон “Когда мы здоровы, мы счастливы” (“When We Are Healthy, We Are Happy”). Особенностью данного ме-роприятия являлось то, что он был задуман и проведен творческой группой учителей лицея в сотрудничестве с учащимися 11Б класса, которые подготовили и провели праздник, и учащимися 6-х классов, которые сформиро-вали команды, подготовили приветствия и творческие домашние задания и активно участвовали в конкурсах.

Задачи: Обучающие: формировать языковые, речевые и комму-никативные компетенции при развитии и контроле сфор-мированности компетенций аудирования и говорения; формировать у учащихся устную коммуникативную ком-петенцию; формировать у учащихся социокультурную и культуроведческую компетенции.Развивающие: активизировать учебно-познавательную деятельность учащихся и расширить их кругозор; разви-вать навыки успешного самостоятельного решения про-блемы; развивать умения социального взаимодействия; развивать эмоциональную отзывчивость.Воспитательные: формировать осознанную потреб-ность вести здоровый образ жизни; воспитать актив-ность, самостоятельность, ответственность, культуру общения; формировать систему нравственных межлич-ностных отношений, навыки работы в творческой груп-пе; формировать доброе отношение друг к другу.

Music background The More We Get TogetherThe more we get together, together, together,The more we get together, the happier we’ll be (repeat).For your friends are my friends,And my friends are your friends.The more we get together, the happier we’ll be.

Presenters appear. Dramatizing the song “How are you?”Girl: How are you? How are you?Boy: I’m happy. How are you? How are you?Girl: I’m happy, too. How are you? How are you?Boy: I’m sad. How are you? How are you?Girl: I’m sad, too. How are you? How are you?Boy: I’m hungry. How are you? How are you?Girl: I’m hungry, too. How are you? How are you?Boy: I’m thirsty. How are you? How are you?

Girl: I’m thirsty, too. How are you? How are you?Boy: I’m sleepy. How are you? How are you?Girl: I’m sleepy, too.

Boy: Who can help us? I can see some students here. They look so sporty and energetic.

Girl: Maybe, they will help us. Let’s start our marathon with the song “If you are happy and you know it”.

(You can watch and listen to this song on the Learn Eng-lish Kids website: http://www.britishcouncil.org/kids-songs-olympics.htm)

Girl: Stand up, please, let’s sing and act out this song.

If you are happy and you know it, clap your hands, If you are happy and you know it, clap your hands, If you are happy and you know it, and you really want

to show it,If you are happy and you know it, clap your hands.

If you are happy and you know it, shout “Hurray”,If you are happy and you know it, shout “Hurray”,If you are happy and you know it, and you really want

to show it,If you are happy and you know it, shout “Hurray”.

If you are happy and you know it, stamp your feet,If you are happy and you know it, stamp your feet,If you are happy and you know it, and you really want

to show it,If you are happy and you know it, stamp your feet.

When We Are Healthy, We Are HappyИнтеллектуально-музыкально-спортивный марафон

CLASSROOM ACTIVITIES

42English

October 2013

Girl: Now we are going to sing the last verse again, but this time faster, a lot faster.

If you are happy and you know it, do all three,If you are happy and you know it, do all three,If you are happy and you know it, and you really want

to show it,If you are happy and you know it, do all three.

Boy: We’ve got three teams of sixth form pupils and our ex-perts from the eleventh form. We also have a respected jury who will help us to fi nd out which class is the most intelligent, sporty and musical.

Girl: It’s time for teams to present themselves. Team 1 present yourselves!

Background music. Team 1 enter.Team 1 “One, Two, Three” Captain: Our team is “One, Two,Three”. One –Team: for sport.Captain: Two –Team: for food.Captain: Three –Team: for mood.Captain: Our motto is: Lying on the sofa –Team: No, no, no.Captain: Chips and Coca-Cola –Team: No, no, no.Captain: Playing football, running –Team: Yes, yes, yes.Captain: Healthy food and drink –Team: Yes, yes, yes.”Captain: I want to introduce our team. Kate Ardatova – be careful with her: after four years

of doing taekwon-do, she can break a two- centimeter board with her foot.

Anna Panova and Zhenya Yefi mova. Dancing has made their bodies fl exible and beautiful.

Dera Curran makes our English-speaking team more English.

Dera: American, to be exact, as I speak American English.Kate: I’d like to introduce our captain, Ilya Chuprin. Playing

football and doing judo have helped him to become an excellent leader.

Team: Thanks for your attention.

Boy: Team 2, your turn!

Background music. Team 2 enter.

Team 2 “Vitamins”Team: Our motto is “Eat well stay healthy.”Pupil 1: We are vitamins.Pupil 2: We are important.Pupil 3: We give you energy and strength.Pupil 4: We give you happiness and health.Pupil 1: You can fi nd us everywhere.Pupil 2: A – in vegetables.Pupil 3: B – in fruits.Pupil 4: C – in oranges.Pupil 5: D – in oil of fi sh.Pupil 1: E – in different types of food.Team: If you eat us, your health will be good.

Music, dance.

Girl: Team 3, you are next!

Background music. Team 3 enter.

Team: Our team is “South Park.” Our emblem is “SS show”. Our motto is “We are friendly South Park and we love Linkin Park.”

Students dramatize the song.I Can Run (http://www.britishcouncil.org/kids-songs-olym-pics.htm)I can run, I can runI can run, and runAnd I’m having lots of funI can run, I can runCan you? I can hop, I can hop I can hop, and run And I’m having lots of fun I can hop, I can hop Can you?I can jump, I can jumpI can jump, and runAnd I’m having lots of funI can jump, I can jumpCan you? I can skip, I can skip I can skip, and run And I’m having lots of fun I can skip, I can skip Can you?I can swim, I can swimI can swim, and runAnd I’m having lots of funI can swim, I can swimCan you?

CLASSROOM ACTIVITIES

October 201343EnglishCLASSROOM ACTIVITIES

Boy: Health problems are very serious problems. It’s time to invite our experts. They will tell us very important facts. Expert 1, Shchukina Tatyana, will tell us about eating disorders.

Student is raising her hand.

Girl: What? Student: I would like to recite a poem: Life would be an easy matter If we didn’t have to eat. If we never had to utter, “Won’t you pass the bread and butter, Likewise push along that platter Full of meat?” Yes, if food was obsolete Life would be a jolly treat, If we didn’t – shine or shower, Old or young, ‘bout every hour – Have to eat, eat, eat, eat, eat – ‘Twould be jolly if we didn’t have to eat. We could save a lot of money If we didn’t have to eat. Could we cease our busy buying, Baking, broiling, brewing, frying, Life would then be oh, so sunny And complete; And we wouldn’t fear to greet Every grocer in the street If we didn’t – man and woman, Every hungry, helpless human – Have to eat, eat, eat, eat, eat – We’d save money if we didn’t have to eat. All our worry would be over If we didn’t have to eat. Would the butcher, baker, grocer Get our hard-earned dollars? No, Sir! We would then be right in clover Cool and sweet. Want and hunger we could cheat, And we’d get there with both feet, If we didn’t – poor or wealthy, Halt or nimble , sick or healthy – Have to eat, eat, eat, eat, eat, We could get there if we didn’t have to eat. Nixon Waterman

Shchukina Tatyana’s presentation.

Boy: Contest 1 for all teams.

Сейчас будет звучать песня, в которой упоминаются названия фруктов. В течение песни вы должны успеть нарисовать фрукты на ватманском листе. Чем больше упомянутых фруктов вы нарисуете, тем лучше.

Video clip It’s yummy, yummy yummy to my tummy, tummy, tummy (x2)Apples, apples, apples, applesI like apples, apples apples, ‘cause they’re yummy, yummy yummy to my tummy, tummy, tummy (x2)(repeat above with bananas and oranges, watermelons and strawberries)

Girl: Expert 2, Dronova Darya, will tell us about hypodynamia.

Dronova Darya’s presentation.

Boy: Now you will see a nice example how we can fi ght with hypodynamia. Our dancing group, we are wait-ing for you.

Dancing group.

Girl: Contest 2 for all teams.

Сейчас наша танцевальная группа покажет вам дви-жения под музыку. Смотрите, пожалуйста, внима-тельно, т.к. вы должны их повторить. Потом вы сможете использовать эту композицию для зарядки по утрам. (Head, Shoulders, Knees and Toes)

44English

October 2013

Boy: Expert 3 Kasyanova Olga will tell us about stars and how they became so beautiful.

Madonna’s videoclipKasyanova Olga’s presentation.

Girl: Contest 3 for all teams is a sports contest.

Мы приглашаем сюда по 4 представителя из каждой команды с листочками и ручками. Они должны постро-иться в ряд друг за другом.

Команды строятся.

Girl: Сейчас прозвучит песенка, в которой упоминают-ся виды спорта. Вы должны их записать. Когда пе-сенка закончится, представитель каждой команды по очереди должен назвать спорт, упомянутый в песне. Повторять название спорта нельзя.

Dream English Sports ChantSoccer, football, baseball, golf (repeat)Touch your head, touch your shouldersTouch your knees, touch your toes!

Basketball, ice hockey, rugby, fi eld hockey (repeat)Touch your eyes, touch your earsTouch your mouth, touch your nose!

Volleyball, badminton, ping pong, tennis (repeat)Say hello, say helloWave your hands and say hello!

Boy: Contest 4 for all teams is the last – their homework.

Background music. Team 1 enter. Team 1 presents their home task.

Hometask: The poster “The Way to Healthy Living”.

Student Boy: To be or not to be … healthy?Student Girl: Prince Hamlet asked the question, we’ll try to

fi nd the answer…If you want to feel OK,From the start of every day,Get up early, smile and shine,And the world will be divine.

Jumping, bending left and right,Make your sleepy body fi ght,With a cold, and ache, and fl u.Please, believe me, that is true.

What we need to move with ease?Drink some juices, freshly squeezed.Eat some bread, or fi sh, or meat,That, for sure, will keep you fi t!

When the bell has rung for class, Never sleep, don’t make a fuss.Better have your brain work hardYou’ll be very brisk and smart.

It ‘s fun to sit and watch a game, But it’s not the only aimFor your legs, and arms, and feet.They like to move, they hate to sit.

Smoking, taking drugs and drinkingAlways lead me to hard thinking:Why do people want to die?All their joy is the greatest lie.

Now we’re at the end of our day.And that’s what we want to say:Let’s be happy, healthy, and fi t,Clever, wise and lucky … a bit.(The answer is – TO BE!)

Background music. Team 2 enter. Team 2 presents their home task.

CLASSROOM ACTIVITIES

45English

October 2013

Eat Well to Stay Healthy(music + dance)

Pupil 1: A good meal is like wonderful music.Pupil 2: It can inspire us to do good things.Pupil 3: It makes us believe in success.Pupil 4: Today, we ate a very beautiful, wonderful salad but

now we would like to propose a Healthy Menu for you (presentation Menu Ideas). Look at it.

Salad Recipe Take a beautiful dish, fresh fruit, cut fruit, add cream, mix everything, Now- enjoy the salad.

Pupil 3: You should remember to eat well to stay healthy.

(Music + dance)Background music. Team 3 enter.Team 3 presents their home task – a combination of street dancing, classical dancing and rollerskating.Announcing results and winning prizes.

Girl: We are not sad.Boy: We are not hungry.Girl: We are not thirsty.Boy: We are not sleepy.Girl: We are healthy and happy.Boy: Let’s fi nish our wonderful marathon with the song

“We Are Going to Win”.

We’re Going to Win!(You can watch and listen to this song on the LearnEnglish Kids website: http://www.britishcouncil.org/kids-songs-ol-ympics.htm)One, two, three, four,How about another score?Two, four, six, eight,We’re going to win! Hey, here they come again, One in goal and then another ten. Shoot for a goal and get it in, Score the goals and we can win – Come On! One, two, three, four, How about another score?We’ll support our team forever,We don’t care about the weather.There’s no rival we will fear,Hear us shout and hear us cheer. Hey defender get that ball, Now the striker’s passed them all, At the front and tries to score. Yes! A goal and that’s one more – Come on!One, two, three, four,How about another score?Two, four, six, eight,We’re going to win!

КАРТОЧКА ДЛЯ ЖЮРИ

Конкурс 1. Приветствие – 10 балловКритерии оценки:1. Название, девиз, состав команды.2. PP презентация.3. Музыкальное сопровождение.4. Песня.5. Танец.6. Участие болельщиков.7. Газета.

Конкурс 2. “Фрукты”Критерии оценки: 1 фрукт – 1 балл

Fruit NumberApplesBananasOrangesStrawberriesGrapesWatermelon

Конкурс 3. “Head, Shoulders, Knees and Toes” – 5 баллов

Конкурс 4. Sportssoccer, football, baseball, golf, basketball, ice hockey, rugby, fi eld hockey, volleyball, badminton, ping pong, tennis

Конкурс 5. Hometask – 10 балловКритерии оценки:1. Наличие ключевой идеи “If we are healthy, we are

happy”.2. PP презентация.3. Музыкальное сопровождение.4. Песня.5. Танец.6. Участие болельщиков.7. Газета.8. Оригинальность.

Resources:1. Even more poems to enjoy. Collected by Anne El-Bolkany

and Su Taher, Macmillan Education Ltd. 1999 2. http://www.britishcouncil.org/kids-songs-olympics.htm3. http://www.dreamenglish.com4. http://www.Freeabcsongs.com

Учителя: С.В. Буданцева, А.Ю. Ивасутик,О.О. Кобзева, И.Ю. Старовойтова

Учащиеся 11”Б” класса: А.Абдукаримова,А.Басюк, Д.Дронова, О.Касьянова, М.Куприенко, Ю.Лемягова, Н.Попов, А.Сергеева, А.Хальзова,

А.Шишкина, Т.Щукина, МАОУ лицей № 6, г. Тамбов

Фотографии предоставлены О.Кобзевой

CLASSROOM ACTIVITIES

46English GOOD NEWS

October 2013

“FLEX: Программа обмена для старшеклассников” про-водится на территории СНГ уже двадцать второй год и предполагает, что все участники, успешно прошедшие конкурс, поедут на один учебный год в США. Они будут проживать в американских семьях и обучаться в государ-ственных средних школах США. Участие в программе бесплатно.

Кто может принять участие:• школьники 8, 9, 10 классов;• дата рождения с 1 января 1997 года по 15 июля 1999 года;• граждане РФ, которые не имеют препятствий для по-лучения американской визы.

Что нужно для участия:• паспорт;• фото 3х4;• согласие от родителей на обработку персональных дан-ных (fl ex.americancouncils.org);• ручку.

С октября по декабрь 2013 планируется тестирова-ния в следующих городах:

Абакан НовосибирскБиробиджан ОмскВладивосток Петропавловск-КамчатскийВоронеж Санкт-ПетербургЕкатеринбург СахаКалининград Свердловская обл.Красноярск СтерлитамакЛенинградская обл. ТомскМосковская городская Улан-УдэМосковской области УфаМурманск ХабаровскНижнекамск Элиста

Дополнительную информацию можно посмотреть на сайте: fl ex.americancouncils.org

Фото с сайтаhttp://www.americancouncils.ru

FLEX:Программа обмена для старшеклассников

47English

Five-Minute TestsI1

October 2013

I2

Topic: HEALTH

PREPARING FOR EXAMS TESTS

I. LISTENING1. Listen to the text and complete the sentences below with a word or phrase.

INDOOR POLLUTION

It has been known since ancient times that there is a link between pollu-tion and poor health. Many scientists believe our health is endangered be-cause we have been polluting the earth’s land, air and water for too long. But most citizens have the greatest contact with toxic pollutants not outside, but inside their homes, offi ces and cars.

The main sources of indoor pollution are right under people’s noses – dry-cleaned clothes, dusty carpets, paint, fumes from cooking and heating and cigarette smoke. Of course, this list is incomplete.

Indoor air and house dust contain poisons that can be tracked in on peo-ple’s shoes. Carpets are the most troublesome. They act as deep reservoirs for pollutants, dangerous bacteria and asthma-inducing allergens even if they are vacuumed regularly. Wiping one’s feet on a doormat reduces the amount of pollutant in a carpet by a factor of six. Removing one’s shoes before entering a home is even more effective than just wiping one’s shoes. These preventa-tive actions are very simple but effective.

1. It has been known since ancient times that there is a link between pollu-tion and __________.

2. Most citizens have the greatest contact with toxic pollutants __________ their homes, offi ces and cars.

3. The main sources of __________ are right under people’s noses.4. __________ are most troublesome.5. They act as deep reservoirs __________.6. Wiping one’s feet on a doormat reduces the amount of pollutant

__________ by factor of six.7. __________ before entering a home is even more effective than just wip-

ing shoes.

II. USE OF ENGLISH 1. Read the text. Use the word given in capitals at the end of each line to form a word that fi ts in the space in the same line.

GO FOR A RUN

Running is excellent exercise. Before you start running,you should warm up fi rst, using slow (1)__________ MOVEthat make all your muscles work. But be (2)_________ ! CAREIf you stretch when your muscles are cold you might do injury to (3)_________ . Always wear YOU(4)_________clothing and make sure your COMFORT (5)_______are in good shape. If you wear shoes TRAINthat give good support to your whole foot, you will put (6) ______pressure on your knees. You should LITTLEstart exercising (7)_______, at a pace you can keep SLOWup for about 15-20 minutes. Try to exercise on soft ground as this will (8)___________ your knees PROTECTIONand hips from too much stress.

Match the idioms with their meaning.1. at death’s door2. come down with (something)3. back on one’s feet4. pull through5. have a physical (examination)6. throw up7. head shrinker8. bring (someone) to9. take a turn for the worse

10. become run down

a. physically healthy againb. to recover from a serious illnessc. to become sick with something, to catch

an illnessd. to vomite. to restore someone to consciousness af-

ter anesthesia/hypnosis/faintingf. to become sickerg. very near deathh. weary, exhausted and in poor healthi. A psychiatristj to get a medical check-up

Key: 1. g; 2. c; 3. a; 4. b; 5. j; 6. d; 7. i; 8. e; 9. f; 10. h

Choose an idiom to replace the expression in the brackets:

1. When we arrived at the scene of the car accident, the driver was (near death).

a) hanging out his shingle b) drawing blood c) at death’s door d) going under the knife 2. After walking home in the rain, I (be-

came sick) with a cold. a) broke out b) came down c) took a turn for the worse d) blacked out3. My father is (healthy again) after his

recent illness. a) back on his feet b) under the weather

October 2013

48English TESTS PREPARING FOR EXAMS

Five-Minute Tests

2. Read the text below and think of a word which best fi ts each space. Use only one word in each space.

SPEND MORE TIME IN THE OPEN AIR

Most (1)_____ us live in large polluted cities. If we could get more fresh air, we would look healthier and (2)______attractive. A brisk walk is one of (3)______best things you (4)_______ do for your circulation and appear-ance. While walking slowly (5) ______ useful, a quick pace gets more oxy-gen (6)_____ your lungs. So don’t just go (7)______ a pleasant stroll, try and fi nd an area (8)______doesn’t have much pollution, and get moving.

3. Read the texts below and look carefully at each line. Some of the lines are correct, and some have a word which shouldn’t be there. If a line is correct put a letter R. If a line has a word which shouldn’t be there, write the word.

WHEN A COLD SEASON IS AROUND THE CORNER

1 A lack of vitamins and sunlight takes it toll on people causing2 them to come down with to colds and fl u. This year, as usual,

doctors 3 expect seasonal infl uenza. How should people to prepare

themselves?4 Very simply: by gradually building up of their immunity. Sunlight,5 fresh air, and water will help to you. An incremental decrease 6 in water temperature, contrasting showers( hot & cold), exercise

and 7 sunbathing will be your salvation. You have to get your body8 used to some radical temperature changes, and you should not be9 afraid of the cold and drafts. Contrasting showers are wonderful. 10 The body needs minor stresses: stand under a warm shower,11 then under a cold one for a few some seconds. 12 Do not forget to keep your immunity up. Take off normal doses 13 vitamin C as a preventive measure, but if you have feel you are 14 coming down with an illness, take an entire gram at a time.

4. Read the text and think of a word which best fi ts space. Use only one word in each space.

FOLK REMEDIES FOR COLDS AND FLUPreventive measures

Fresh garlic is very benefi cial. Eat two or three cloves every three hours (1)______ a preventive measure. Thanks (2)______ their high content of protein, nuts also increase resistance. Runny nose

Nose drops to stop a runny nose can (3) _____made from one part fresh-squeezed carrot (4)_______, one part vegetable oil, and (5)______ few drops of garlic juice, mixed together. Use several (6)______ a day.Coughs

Beet syrup works wonders. Wash the beet, clean (7)_____, cut it, remove the heart, fi ll the cavity (8)______ sugar, and place it (9)______ the oven. The resulting beet (10)_____is very tasty, and relieves a (11)______. Laryngitis

Take one tablespoon each of sea-buckthorn oil and olive (12)______, hold the mixture in the throat, and lie on your back (13)____ a short while. Colds

Mix fi nely minced garlic (14)_____ honey. Take one tablespoon every hour. For fl u, take one tablespoon (15)_____ bedtime, with warm water.

c) breathing his last d) having a physical4. Our secretary has been working very hard

and is (getting into poor condition). a) over the worst b) getting a splitting headache c) back on her feet d) becoming run down5. Although the man is very sick I think

that he will (recover). a) run a temperature b) throw up c) pull through d) fl are up6. I went to the doctor last week and (got

a medical check-up). a) ran a temperature b) had a physical c) felt on top of the world d) went under the knife7. After eating the seafood at the small

restaurant the man began to (vomit). a) throw up b) pull through c) fl are up d) break out8. The man was forced to (go to a psychia-

trist) after he began to act crazy at work. a) go to a head shrinker b) go under the knife c) breathe his last d) pull through9. The trainer was able to (restore the

boxer to consciousness) after he faint-ed and fell to the fl oor.

a) throw the boxer up b) pull the boxer through c) bring the boxer to d) black the boxer out

10. Last night my grandmother (became sicker).

a) went under the knife b) felt on top of the world c) breathed her last d) took a turn for the worse

Key: 1. c; 2. b; 3. a; 4. d; 5. c; 6. b; 7. a; 8. a; 9. c; 10. d.

Compiled by Youdif Boyarskaya,School No. 814, Moscow

PREPARING FOR EXAMS

October 201349English

5. Read the text below and decide which answer (A, B, C or D) best fi ts each space.

MISCONCEPTIONS AND FACTSABOUT HAY FEVER

Hay fever is a seasonal allergy to pollens; the term hay fever, (1)________, is a less than adequate description (2)________ an attack can be (3)________ on by sources other than hay-producing grasses. Hay fever is generally caused (4)______ airborne pollens, particularly ragweed pol-len. The amount of pollen in the air is largely (5)_________ on geographical location, weather, and season. In the east-ern (6)_________ of the United States, for example, there are generally three (7)________ when pollen from various sources can (8)_________ intense hay fever suffering: in the springtime months of March and April when pollen from trees fi lls the (9)______, in the summer months of June and July when grass pollen fi lls the air, and at the end of Au-gust when ragweed pollen is at its (10)_______ concentrated level.

1. A. though B. although C. however D. yet2. A. since B. because of C. despite D. in spite of 3. A. got B. given C. caught D. brought4. A. by B. with C. through D. of 5. A. infl uenced B. dependent C. achieved D. common6. A. position B. location C. section D. department 7. A. times B. terms C. periods D. months 8. A. cause B. achieve C. reach D. increase 9. A. environment B. surroundings C. atmosphere D. air

10. A. too B. most C. more D. much

III. WRITINGStudy the table below and write how to treat people with hypothermia.

Must do Mustn’t doTry to get medical help Let the victim walkMove the victim to a dry place

Warm the victim by rubbing his/her skin

Replace wet clothing with dry

Give the victim any alcohol

Give a warm (not hot) drink Warm the victim by applying direct heat

If the victim is well enough, place in a warm (not hot) bath

IV. SPEAKINGYour classmate doesn’t look well. He has a runny nose. It is probably a cold. But his temperature is normal and he doesn’t want to go to the doctor. He wants to use some folk remedies. You can advise something useful. You begin the conversation.

Example:You: You look ill. You have a runny nose, don’t you? Your

eyes are red. Have you taken your temperature?Classmate: I don’t feel well. But my temperature is normal.You: Evidently you have a cold. If I were you, I’d stay home

from school. Why don’t you go to the doctor? Classmate: I’d love to, but I can’t. We have a test in

maths. I have to write it.You: You’d better go to bed and take some medicine. Aspi-

rin, at least… Besides, it is contagious.Classmate: I don’t like tablets. I’d rather use some

home remedies… hot tea with honey and raspberry jam.

You: Then drink hot chicken bullion. It clears the head and the nose. They say it is good for a cold.

Classmate: What other useful home remedies do you know?You: Rub oil on your chest. I also know the recipe of nose

drops to stop a runny nose: mix together carrot juice with vegetable oil and garlic juice. Try to apply them several times in the evening and you’ll be much better tomorrow. I’m sure these drops work wonders.

Key:I. 1. 1. poor health; 2. not outside but inside; 3. indoor pollut-ant; 4. Carpets; 5. for pollutants; 6. in a carpet; 7. Removing one’s shoes.II. 1. 1. movement; 2. careful; 3. yourself; 4. comfortable; 5. trainers; 6. less; 7. slowly; 8. protect.2. 1. of; 2. more; 3. the; 4. can; 5. is; 6. into; 7. for; 8. that.3. 1. R; 2. to; 3. to; 4. of; 5. to; 6. R; 7. R; 8. some; 9. the; 10. R; 11. some; 12. off; 13. have; 14. R.4. 1. as; 2. to; 3. be; 4. juice; 5. a; 6. times; 7. it; 8. with; 9. in; 10. syrup; 11. cough; 12. oil; 13. for; 14. with; 15. at/before. 5. 1. C; 2. A; 3. D; 4. A; 5. B; 6. C; 7. C; 8. A; 9. D; 10. B.IV.Sample:Hypothermia means a very low body temperature (under 35 degrees). If you fi nd a person with hypothermia, you must get expert medical help. But you must begin fi rst aid imme-diately. Make sure that the victim is dry. You mustn’t try to warm him/her by rubbing or applying direct heat. Give the victim a warm drink – but you mustn’t give him/her any-thing alcoholic. Don’t allow victim to walk. If he/she is well enough, you should put him/her in a warm bath.(take out the speaking section here)

By Youdif Boyarskaya,School No. 814, Moscow

50English

October 2013 ARE YOU A LUCKY PERSON?A. Give the defi nition of luck. Are people born lucky?

B. Read the text ‘Are You a Lucky Person?’ and say what role luck plays in our lives.

Are You a Lucky Person?People often wish each other ‘Good Luck!’ and when some-

thing bad happens to them, they say ‘it was bad luck’. What is luck? And why are some people considered luckier than others? Luck is a belief in good or bad things that happen to people by chance. Our ancestors performed special rituals and made sac-rifi ces to please the gods and to earn their favor. Today some believe there is a power which causes all events, beyond human control.

People are usually divided into two groups: those who believe in luck and those who reject its existence. Psychologists say that ‘people who believe in good luck are more optimistic, more satis-fi ed with their lives, and have better moods’. Some individuals even believe that certain objects or rituals can bring them luck. For example they wear a ‘lucky’ sweater to attract good fortune, use a special pen during their exams, cross their fi ngers or pray. Luck is a form of superstition which is interpreted differently by different people.

Many psychologists and scientists have been trying to under-stand the essence of luck and to learn more about it. One of them is Richard Wiseman, an English psychologist who has discov-ered the four principles of luck. He is also convinced that he can turn any unlucky person into a lucky one. Wiseman has written a book ‘The Luck Factor: Changing Your Luck, Changing Your Life: The Four Essential Principles’ and has founded a Luck School.

According to the fi rst principle of luck, ‘lucky people are skilled at creating, noticing, and acting upon chance opportunities’. They are always open to new experiences and possibility and have a relaxed attitude to life. Lucky people are not stuck in routines and they always want something new. According to the second prin-ciple, lucky people listen to their intuition and gut feelings which help them make effective decisions. According to the third princi-ple, lucky people are not afraid of failure and diffi culties because they are sure that the future will be bright. They can learn from the mistakes of the past and keep on going in spite of obstacles. And, according to the fourth principle of luck, lucky people are good at coping with ill fortune and they can always take control of the situation. In other words, they successfully ‘turn bad luck into good’.

Finally, Professor Wiseman advises people to “think posi-tive, and you’ll be successful’. Don’t think about bad things and change your attitude to life. Look around and you will see that you have got a lot of opportunities. The more you persevere, the luckier you will be.”

Whether you believe in luck or not, you should remember that every person is the arbiter of his own destiny and should always rely on themselves instead of waiting for some good chance. We can believe in luck, fate and fortune, but we should always rely on our own powers, be industrious and persevering. As the fa-mous proverb says, ‘Put your trust in God and keep your powder dry’.

1. Complete each sentence (A–H) with one of the endings (1–8):A. Luck is a belief in B. Today some believe there is a power which C. People are usually divided into two groups: D. Luck is a form of superstition E. Lucky people are always open to F. Lucky people can learn

G. Lucky people are good at coping with ill fortune and they can always

H. The more you persevere

1. which is interpreted differently by different people.2. take control of the situation.3. from the mistakes of the past and keep on going in spite of all

obstacles.4. the luckier you will be.5. good or bad things that happen to people by chance.6. new experiences and possibility and have a relaxed attitude

to life.7. causes all events, beyond human control.8. those who believe in luck and those who reject its existence.

2. Match the following expressions with their meanings.a. to push one’s luck/to stretch one’s luckb. to take pot luck c. down on one’s luck d. sheer luck e. beginner’s luck f. worse luck g. dumb luck h. a run of luck i. a run of bad luck j. a stroke of luck k. bad/hard/tough luck l. the luck of the draw

1. unfortunately2. luck with no other feeling or quality mixed with it [= pure]3. to do something or ask for something, especially something

you have done or asked for before, when this is likely to an-noy someone or involves a risk

4. something lucky that happens to you unexpectedly5. a series of bad things which happened6. used to express sympathy when something unpleasant has

happened to someone7. to choose something without knowing very much about it,

and hope that it will be what you want; to have a meal com-posed of chance dishes or whatever has been brought to-gether by a group, rather than a planned menu prepared for the occasion

8. to have no money because you have had a lot of bad luck over a long period of time

9. the result of chance rather than something you can control10. a series of good things which have happened11. unusual success that you have when you start or try some-

thing new12. something good that happens in an unexpected way, espe-

cially when it is not deserved

3. Read the following proverbs and explain their meaning.• Luck seeks those who fl ee it and fl ees those who seek it. (Ger-

man Proverb) • There is no one luckier than he who thinks himself so. (Ger-

man Proverb) • What is bad luck for one man is good luck for another. (Ghana-

ian Proverb) • A lucky person is someone who plants pebbles and harvests

potatoes. (Greek Proverb) • After bad luck, comes good fortune. (Gypsy Proverb) • Luck is infatuated with the effi cient. (Iranian Proverb) • Good luck comes in slender currents, misfortune in a rolling

tide. (Irish Proverb)

TEXTS FOR READING

51English

October 2013

• To be lucky you need a little wit. (Italian Proverb)• If you are looking for bad luck, you will soon fi nd it. (Japanese

Proverb)• Luck is loaned, not owned. (Norwegian Proverb)• Change yourself, and your luck will change. (Portuguese Prov-

erb) • The luck of idle men sits next to them. (Romanian Proverb) • Bad luck is fertile. (Russian Proverb) • If you were born lucky, even your rooster will lay eggs. (Rus-

sian Proverb) • A person afraid of bad luck will never know good luck. (Rus-

sian Proverb)

4. Answer the questions.1. Why did our ancestors perform special rituals and make sac-

rifi ces?2. Why are people who believe in good luck happier?3. Do you believe that certain objects or rituals can bring you

luck?4. What has Richard Wiseman discovered?5. What have you learnt about the four principles of luck?6. Do you agree that if you think positive, you will be success-

ful? Why or why not?7. Do you agree that every person is the arbiter of his own

destiny? Explain your point of view.8. Do you think that you are a lucky person? Why or why not?9. Would you like to attend the Luck School founded by Profes-

sor Wiseman?10. What can people do to become luckier?

5. Read what well-known people say about luck. Do you agree with their points of view? Is there any connection be-tween fame and luck?• ‘I’m a great believer in luck and I fi nd the harder I work, the

more I have of it.’ Thomas Jefferson (1743-1826)• ‘You don’t just luck into things as much as you would like to

think you do. You build step by step, whether it is friendships or opportunities.’ Barbara Bush (1925)

• ‘I’m amazed that things have panned out the way they have. I always say I’m so lucky, though my mum always says, ‘You make your own luck.’ Orlando Bloom (1977)

• ‘People often remark that I’m pretty lucky. Luck is only impor-tant in so far as getting the chance to sell yourself at the right moment. After that, you’ve got to have talent and know how to use it.’ Frank Sinatra (1915–98)

• ‘You know, you should be an actor because you love to act. Don’t be an actor because you think you’re going to get fa-mous, because that’s luck.’ Whoopi Goldberg (1949)

6. Read the quotations below. Choose any quotation and comment on it.• ‘Those who have succeeded at anything and don’t mention

luck, are kidding themselves.’ Larry King• ‘We must believe in luck. For how else can we explain the suc-

cess of those we don’t like?’ Jean Cocteau• ‘Each misfortune you encounter will carry in it the seed of to-

morrow’s good luck.’ Og Mandino• ‘Men of action are favored by the Goddess of Luck.’ George S.

Clason• ‘Luck is what happens when preparation meets opportunity.’

Seneca• ‘I think luck is the sense to recognize an opportunity and the

ability to take advantage of it... The man who can smile at his breaks and grab his chances gets on.’ Samuel Goldwyn

• ‘I think the harder you work, the more luck you have.’ Dave Thomas

• ‘If people ask me for the ingredients of success, I say one is talent, two is stubbornness or determination, and third is sheer luck. You have to have two out of the three. Any two will prob-ably do.’ Fred Saberhagen

• ‘Luck is believing you’re lucky.’ Tennessee Williams• ‘Everything in life is luck.’ Donald Trump

Find 12 words in the table. Match the words with their defi ni-tions.

p a n b f i c h a n c e m e

r s q i n t u i t i o n c y

e u f y g k o e p r x n t n

m p r g c i r e m e e y f m

o e e r m s e v p d r o o t

n r k a r m a k i s e o i r

i s g n v e s c n i d k t f

t t i e t t n x y a t c c o

i i t d c i l h n d i a n r

o t a e o p o g i e s l i t

n i f c y q h c t t e o t u

l o a d o k c n s a b r s n

f n k v g l j p e f o i n e

z u d i a b e t d s u e i y

1. the things that will happen to you in your life (from Arabic)2. the belief that all the good and bad things that you do in this

life affect how good or bad your future lives will be, accord-ing to reincarnation

3. when two things happen at the same time, in the same place, or to the same people in a way that seems surprising or unusual

4. the things that will happen to someone, especially unpleas-ant events

5. chance or luck, and the effect that it has on your life; the good or bad things that happen in life

6. a belief that some objects or actions are lucky or unlucky, or that they cause events to happen, based on the idea of magic

7. something very bad that is going to happen, or the fact that it is going to happen

8. a time or situation which you can use to do something that you want to do

9. the things that will happen to someone in the future, espe-cially those that cannot be changed or controlled

10. a strange feeling that something, especially something bad, is going to happen

11. the ability to understand or know something because of a feeling rather than by considering the facts

12. a natural tendency to behave in a particular way or a natural ability to know something, which is not learned

Keys: 1. kismet; 2. karma; 3. coincidence; 4. fate; 5. fortune; 6. superstition; 7. doom; 8. chance; 9. destiny; 10. premonition; 11. intuition; 12. instinct.

Светлана Юнёва,Губернский профессиональный колледж

TEXTS FOR READING

October 2013

52English

1. HOW IT BEGAN (by Sabina Kiyamova)When our English teacher Marina Georgievna began the

lesson with the words: “We are going to start reading a won-derful book…” we couldn’t imagine the following events.

It was three years ago and we were 6th formers then. And the book was “Reader for the Students of the 5–6th forms of Secondary Schools.”

“Colin West, Colin West – she said thoughtfully, but I don’t know this author”. Here I should say, that Marina Georgievna Korsakova is a book-lover, even a bookworm. Besides she is a talented and experienced teacher. And she didn’t know! It was impossible!

“Is he modern? Where does he live? What are his other books?” – the teacher asked and it was the fi rst home task connected with Colin West. (Later there were more…). At the next lesson Julia, one of us, made a discovery! Colin West is a modern children writer and illustrator and he lives in Epping, not far from London.

Of course the fi rst sourse of information was the Inter-net! There was (and there is) a wonderful web site (http://www.colinwest.com)! You should see it! The funny colouful sections: Poetry, Picture books, Story books, Comical Char-acters. (Then one more appeared – Big Book of Nonsense Website). In the section “All about Colin West” we came to his biography and here it was suggested to send a message to the writer. And we did it! As a matter of fact, we didn’t expect any success. But now we are sure, that we were lucky. Colin West sent us a message!

From that time, more than three years have passed. We have exchanged about hundred messages, some parcels with English and Russian books, drawings, cards and posters. Co-lin’s words “To my Russian friends!” – make us proud and creative. More than that, we have got a lot of good practice in writing.

2. AND DO YOU KNOW ABOUT COLIN WEST? (by Julia Kudryavtseva)There is not much information about his biography. Why? Everybody knows, the English are conservative, modest and reserved.

Here are some facts from his offi cial web site: http://www.colinwest.com/

Colin West was born in 1951 and studied Graphic Design at Wolver Hampton Polytech-nic, and Illustration at the Royal College of Art, London.

Shortly after graduating in 1975, his fi rst book, a collection of nonsense verse was pub-lished. Since then he has written over fi fty more children’s books, and aims to continue till he runs out of ideas!

The Times Educational Supplement wrote:Anarchists uniteColin West’s The Big Book of Nonsense will surely enhance

his reputation as one of our most consistently witty children’s po-ets. This handsome book gathers West’s nonsense verse across two decades.

Liberally illustrated in color by West himself (he produces picture books as well as poetry), this book should be in every teacher’s personal library, on hand should an opportunity for fi ve minutes of off-message, anarchic laughter present itself.

TES PRIMARY Oct 2001

Colin lives in Epping in a house which once served as a laun-dry. He lists his interests as music, art, old buildings, and most of all, collecting other people’s books.

It’s interesting to read how he tells about himself, the writer does it with great humour and it’s really funny:

Colin West about himself: walker.co.uk›contributors/Colin-West-2122.aspx

As a child. I spent a 1950s childhood in the village of Coop-ersale, in Essex. I remember Teddy boys and rock ’n’ roll, school trips to London museums, motorbikes with sidecars, and cars without seat belts. I enjoyed drawing, copying bird pictures into notebooks, dressing up and riding my tricycle (which had solid rubber tires, so no punctures!). As the ’50s turned into the ’60s, and roller-skates gave way to hula hoops, I became even more interested in drawing. I loved the (then) new TV cartoon The Flintstones and a fi lm about the Vikings called The Long Ships.

As an adult. I left school as soon as I could, to go to art col-lege. It was a wonderful chance to experiment with different styles and media. I gravitated towards graphic art, and loved print-mak-ing, especially etching. The staff at Wolver Hampton Polytechnic were very good in letting me go my own way. At twenty-one, I re-alized how exciting the world of children’s illustration was. At the Royal College of Art, I started writing my own texts and poems to illustrate. My fi rst book was published the year after I graduated and since then I have kept busy with a variety of work.

As an artist. I like to write different types of books rhymes, stories and short texts for picture books. I always like the words to come naturally, and the best ones are those which practically “write themselves”. I also enjoy variety when it comes to illustra-tion – working in both color, and black and white. I try to give my drawings a spontaneous feel, often redrawing them many times until I’m happy. Although I’ve been illustrating for thirty years, I still consider myself a student – I’m still learning and discovering exciting work by new illustrators.

Things you didn’t know about Colin West1. I collect the little stickers you fi nd on fresh fruit. 2. At junior school I won a certifi cate for athletic skills, although

I’m hopeless at sport. 3. I live in a house that was once a laundry. 4. I’m distantly related to music hall star, Harry Champion, who

had a famous song, “Boiled Beef and Carrots”. 5. When I was young, I wanted to be an artist, magician, or an

actor in Westerns. 6. I’ve got three sheds and am thinking of getting another one 7. I prefer writing to illustrating, as it’s something you can do in

bed. 8. In the early 1970s I had shoulder-length hair and wore loon

pants. 9. I never have hot drinks and, even in winter, I like ice cubes.

10. I like watching old Fred Astaire movies.

When we read and translated Colin’s biography, we asked him many questions about his stories, poems, heroes, and even asked him to explain diffi cult expressions. He answered with pleasure.

3. AND THEN THE PERIOD OF CREATION HAS BE-GUN (by Nataliya Grigorieva)

We were inspired by Colin’s ideas. Every message was important, informative and led us to more discoveries.

The products of our communication have become: games, translations, poems, exercises, Illustrations, drawings, dic-

YOUTH ENGLISH SECTION

BELIEVE IT OR NOT!A real story about how we became friends with an English writer.

English

October 201353

tionaries, and booklets. We created an alphabet for British tourists made by Russian children and an ABC for the chil-dren of Yaroslavl. We put together a collection of useful and interesting materials based on the letters.

Here are some examples:

This is our fi rst letter: Yaroslavl Region, Russia January, 19th, 2010

Dear Collin,We are 12 year old Russian children. We read your funny

stories at the English lessons at school. They help us to learn English. The pupils of our class like your stories very much because they are funny, interesting and not diffi cult to read. They have a lot of illustrations that help us to understand the story better. Thank you for your books!

We’d like you to answer our questions after reading your site.

Please, send us your signature and some words for mem-ory.

Best WishesThe pupils of the 6th “A” form

And Colin’s fi rst answer:Hello everyone of the 6th A Form,

Thanks very much for your message. It was nice to know that my books are helping you to learn English. I must say you write a good email!

Here’s a picture of my house that’s been signed by me and my wife Cathie. Sorry the message is a little out-of-date!

If you let me know that you’ve received this, I’ll send a funny poem to you!

All the best,Colin West

Yaroslavl, Russia, January, 24th, 2010

Dear Colin,We were so happy to get your letter! Thank you very

much! We didn’t believe that you would send a letter to us. We could understand your letter without our teacher’s help. It was interesting to see your house too. It’ll be wonderful to read your poems. We read the poems on your site and tried to translate them into Russian. Are your books in Russian? At the lessons we read your stories “Jenny the Joker”, “Gran-ny’s Jungle Garden”, Uncle-and-Auntie Pat” and “Grandad’s Boneshaker Bicycle”. They are fi ne!

Best wishesNataliya, Alex

Colin West: July, 4th, 2010I remember promising you a poem. Well, here’s my latest

one which is so new it hasn’t been published yet! Apart from my wife Cathie, you’re the only ones who have seen it!

Round the Campfi reWhen I was a boy scout Sitting round the campfi re, We scared each other sillyWith stories of a vampire:A vampire on the look outFor boy scouts round a campfi reWho scared each other sillyWith stories of a vampire ...

That’s it! It was inspired by the tradition we have of boy scouts telling scary stories when they’re sitting round the campfi re! Here’s Colin’s illustration.

And here are the drawings, made by Amal Sultanov and Irene Shorohova, which were sent to England:

YOUTH ENGLISH SECTION

54English

October 2013

YOUTH ENGLISH SECTION

Yaroslavl Region, Russia, September, 23d, 2010

Now we are learning a lot of English adjectives, so our teacher advised us to compose a poem too. Here it is:Last summer was funny, Parents were crazy…The clouds were sunny, But the very bestTo relax was not easy – Was Colin West,Because the rivers were busy. He sent us a letterChildren were lazy, To make our summer better.

(You know, that summer was the hottest in Russia, so our poem is so true.)

Colin’s answer was: Thanks very much for your wonder-ful poem, I am truly honoured!

Once, When Colin sent us several maps of London, he wrote: “I hope everyone likes their map of the London Un-derground. I wonder if anyone has spotted where I live (Ep-ping) which is at the end of the Central Line (in red).”

It was the start of more useful work. We answered:

Dear Colin,Thank you very much for the maps of London. Thanks to

them we had a very useful lesson. With the help of the maps we could fi nd the sights and underground lines and stations to get there. So it was “a traveling to London” lesson. (The next will be to Epping). Now we are studying the grammar rules “Complex Object” and “Second Conditional”. While training the rules we made up sentences and then a poem was born. It consists of our ideas. We tried to fi nd the rhymes and to make them funny.• If I appeared in well-known London, I would go to Madame Tussad’s, Because to see wax fi gures It’s interesting a lot. And may be there in some time You’ll see a famous fi gure of mine. (Natasha)• If I came to merry London, I would visit the London Zoo, It’s rich in exotic animals, Wild birds and insects, too. English and Russian animals, are they Quite different or are the same? (Yuliya)• If I were in mysterious London, I would go to Baker Street, Because I am fond of Sherlock Holmes, There is a museum in it. I want to fi nd out all the crimes And to be famous for the times. (Alex)• If I visited Royal London, I would meet the English Queen, To meet Queen Elizabeth It is my oldest dream. We see her only on TV, But I want her to come to me. (Irene)

• If I took the London underground, I would start on the Central line, I dream to visit Epping To meet West Colin is fi ne. Because he is my English friend, My favourite writer, do you know that? (Sabina)

After that our teacher has received an honourable reply:Hello Marina,

The poems were wonderful! You did very well to get such good poems from your pupils. Once again, well done!

When I have time, I shall do some illustrations for the children’s poems.

Please thank them all for their hard work and send them my best wishes.

You are clearly a very dedicated teacher.

Have you ever seen such unusual alphabets? (by Julia Kudryavtseva)

An Alphabet of Horrible Habits is remarkable! First of all, there are the English names on the every letter of the English ABC. The children have horrible habits, they bully, tease, pick noses and make lots of noise. Besides it’s a poem! The amusing drawings are by the author. The second alphabet is ”tragic”. The people of different professions (for the every letter) have accidents: they sink and steal, knock down fl at and give kicks. It’s also a cheerful poem with comical illus-trations. We were glad to translate them.

Based on these alphabets we made unusual dictionaries.More than that, inspired by them we worked out our “Al-

phabet for British Tourists made by Russian Children” and “The ABC for the Children of Yaroslavl.” Colin appreciated them greatly.

October 201355

EnglishYOUTH ENGLISH SECTION

When Colin sent a booklet of the town, where he lives, the idea of interesting exercises came to our minds. For ex-ample:

True or False?1. The Cabinet works every day.2. It doesn’t work on Sunday.3. It works from 7 am to 8 pm.4. It has been working for over 30 years.5. It has three Local Branches.6. It’s for Pets and Farm animals.Find the answers:7. Choose diagnostic Systems8. Can you get vaccinations?9. What else can the doctor do?10. Can you come to the Cabinet at night?

Not long ago a surprising book “The Big Book of Non-sense” came to us:

“For my Russian friends! With Best Wishes, Colin West.” – The book with the author’s words is unique! And the book it-self is unique, too. It’s a collection of nonsense verse and con-sists of twelve parts: Funny Folks, Curious Creatures, Tricky Tongue-twisters…The book is really worth reading. Most of us think that the part “Hopeless History” – is great! Read and you’ll believe. And the rendering is of Irine Shorohova.

56English YOUTH ENGLISH SECTION

В одно мгновенье ПифагорРешить мог уравненье,А если б я его решал,Я б мучился неделями.

Мыслитель древний Диоген,Что в бочке проживал,Не мылся, в гости не ходил,Гостей не приглашал.К нему явился Александр.– Желанье загадай!Грек скромно попросил его:– Мне свет не заслоняй!

We know who these people are. Colin’s poems remind us of famous historical events. At fi rst, we only translated the sentences and then... We made an experiment and tried to do the same work.

This is one of our poems about famous Russians.Pushkin was a famous writer,He had a funny nurse,Who told him merry fairy-talesAnd sang him folk songs.He was so inspired,That he became the Great!… Pushkin liked ShakespeareAnd Byron’s poems sad.English, he could speak a little,That was fun for himself,Because he learned it without a teacherAnd nobody could him understand.(Alexander Pushkin was the greatest poet and novelist)

The work with this book can be endless. The 5th Form students of our teacher will begin to read the stories from “Reader for the Students of the 5-6th forms of Secondary Schools” soon. So Marina Georgievna suggested we tell them about Colin West. The students are very curious and inquisitive. They made drawings for his poems “New Term” and “Ben” from his wonderful book. For children it is an honor that their drawings will travel to England. They tried, they even drew portraits of the writer!

In one of our latest messages, we asked Colin’s permis-sion to write about our friendship.

And he answered: “Thank you very much for your email. And, yes, you’re very welcome to write about me in your teachers’ magazine. Good luck with that!”

And we did it!

You may see Colin West here:Author and illustrator Colin West discusses picture books on

Vimeo vimeo.com/62339300You can read about Colin’s interesting book here:

ReadItMD13 – “Children’s Poetry Week” readitdaddy.blogspot.com/.../readitmd13-childr.You can communicate with Colin West here:

colin west (mooseandmouse) on Twitter https://twitter.com/mooseandmouse ‎You can watch cartoons on Colin West’s stories here:

Monty The Dog – Monty and the Monster (Full Episode) – YouTube (www.youtube.com/watch?v=Zgt_6l9EaXU ‎)

club penguin chidora – Insides by Colin West (poem also in de-scription) – YouTube (www.youtube.com/watch?v=rp1vgsHXYuY)You can do useful exercises here. It’s a WebQuest of our English teacher Marina Georgievna Korsakova (http://middle-aged.wikis-paces.com)And here is a mini site of M.G.Korsakova, our favourite teacher (http://nsportal.ru/marina-korsakova)

Ученики МОУ Ивняковской СОШ,Ярославская область

Учитель Марина Георгиевна Корсакова

October 2013

57English

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РЕКЛАМА

58English

October 2013

YOUTH ENGLISH SECTIONcontinued from No. 9

BETWEEN THE CONTINENTS:American Reality with Russian Eyes

PROGRAMMED TO BE HEALTHYAmerican life doesn’t allow one to be sick. That’s why Ameri-cans take pills and go to work or to class.

I thought it didn’t make much difference in what part of the world you are in to be sick. I though it was no good anywhere. But when I woke up with a fever in my dorm room, miles away from home, I realized it matters.

The American way of life doesn’t allow you to be sick. For example, there are assignments in courses that students can’t make up for if they miss the class. There are assignments that push them to get up (ignoring high temperature and a head-ache), take some drugs to keep them walking and go. Maybe I am talking about responsible students, but I bet not many Americans ever missed a group presentation.

My friend cursed group projects that stole her weekend’s sleep and fun but woke up at 7 a.m. on Saturdays and Sundays and dragged herself to group meetings.

“Those group meetings last forever,” was another comment I heard from an international student.

However individualistic American culture might seem, group work makes you forget about individual needs, even if those needs are crucial for your health.

More pressure points to getting well are job and money, for sure. To be sick means to lose working hours and that is to lose money. So, it is not unusual to force the poor body to follow the “money” psychology.

“Everybody is sick,” said my boss when I told him I had a fever on the weekend.

I saw students in the classroom with warm scarves around their necks, hoarse voices and tissue packets. I heard other students complain about their sore throat, while taking part in group discussions about components of the speech act. But it is normal; that’s what surprised me most. I am not saying it’s normal to be sick. But it is usual in American culture to struggle through the illness and go to work or to class. People become robots that have been programmed to do the task, and they will strive to do it despite damaging themselves.

When I didn’t feel well in Russia and came to class, my course mates and professors advised me to go home and stay in bed. In the U.S. somebody offered me drugs for cold; one student suggested I should take the whole bottle of some medi-cine with a complicated name. But my body is not a machine in need of lubrication or a car that ran out of gas and needs refi lling. I don’t want to live “from pharmacy to pharmacy” like a car lives from gas station to gas station.

Russian-speaking international students, though, didn’t advise any drugs but hot tea, milk, more sleep and rest, eat-ing lemon and drinking more liquids. In Russia, many prefer natural “grandmother’s” methods to drugs, or at least use both in combination. I remember mother reading to me while I counted minutes under mustard plasters or cupping glasses when I was a child. I held my feet in hot water with mustard and inhaled hot steam from just-boiled potatoes when in kin-dergarten. And there was always a caring look and a cup of hot milk with honey when I went to bed.

I could have at least a cup of hot milk before sleep, I thought, walking along the hall to the microwave. Suddenly a door of one of the rooms opened, and a tall guy raced out of it. My milk made a picturesque zigzag in the air; the empty plastic cup rested on the carpet. He was really sorry; I know he didn’t mean it. But he did more than just spilled the milk. He showed me there is no place for “grandmother’s” slow time-consuming methods in the rush of the American reality. And I went to bed sipping apple-and-cinnamon anti-fl u powder with hot water, dreaming about the caring look and hot milk in the other part of the world.

RESERVED NORTH AND CAREFREE SOUTHSouth and North always opposing each other still differentiate Americans and defi ne their habits.

Welcome to the North. The cold Michigan wind and grey sky greeted Eastern Michigan students on the fi rst day of school after the break, making it harder to dive into the routine of work and classes. Especially if they spent that break among the palm trees under the caressing sun of Florida.

I heard a lot about the differences between the American North and South, but I could never think it is actually as big as it can be between the two opposite sides of the world, though belonging to one country. Reading Fitzgerald’s short stories, I saw careless young people driving to the beach in the South and the tragedy of a southern girl in “The Ice Palace” of the North. But only when I bathed in the calmness and warmness of the South did I realize what the great American writer wanted to say.

It’s not only the sun opposed to the Michigan winds. It’s the relaxed laid-back life, with people who lose their car and house keys or lock themselves out and ask their skinny eld-erly neighbors to get into the house through a small window. Southern carefree and friendly style surprised me when people gave the keys to their house to somebody they saw for the fi rst

October 201359EnglishYOUTH ENGLISH SECTION

time. Southern recklessness and informality made me smile when a man stopped our car driving out of the yard to ask about the weather in Michigan. He heard my friends and I had come from the North the night before and showed interest in our plans and asked whether we knew how to get to the right place, as if he knew us for ages.

People are closer and more open in the South; that’s why you begin to feel as if you have known them for ages. The police offi cer will show you the way to the house at night; the waitress at a restaurant will bring you a traditional dish to try if you are not sure what it is. Even a dog won’t bark at you to prove the Southern hospitality.

Southern slow pace took away all the troubles out of my mind when we played the game of dominos with southern “inhabitants” or waited for the burgers to get ready on the grill. The waitresses in restaurants took their time, but I didn’t see any impatient gesture or face. Impatience is not a southern guest; people take their time to enjoy food, conversation and fl ow of life, which is a great enjoyment in itself.

“The smell is different,” said Shunsuke Ito, 21, an Eastern Michigan student from Japan, describing his impression of the South.

Ito went to Miami and New Orleans for the break, running away from the Michigan winter like many other international students I know.

On the way back, Ito crossed the U.S. from south to north in the plane. He said he was looking out of the window all the time, and Michigan was the only place where winter was ruling.

“Oh, why I am here? It’s the only place where it is snow-ing,” Ito said, recalling his feelings upon arrival to Michigan after four sunny days in the south.

This short period was enough for him, nevertheless, to feel the difference of Southern people and Southern atmosphere. He said people in the south are very friendly and easy-going; they don’t care about anything. I guess they do, but they are defi nitely not in a hurry to solve the immediate problems and don’t let trouble frown their faces and steal joy from their lives. If freezing Michigan wind makes you pull the scarf to your nose and shiver under the thick coat, the warm soft Florida wind blows worrying thoughts away.

But this breeze won’t bring good grades or knowledge and won’t help pass fi nal exams. Though it was diffi cult to come back, Ito admitted Michigan is good for studying because there are no distractions such as inviting beaches or the fairy tale of the Magic Kingdom. When he came to Los Angeles to study English some years ago, he couldn’t study hard; there were too many things to see.

Well, students could not blame grey Michigan sky and cold wind for distracting them from studies; at least this was to Michigan’s advantage. Welcome to the North, with more cautious people, with more serious attitude to life.

By Anastasia Khodakova (Maslova)Photos by the author

to be continued

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