Міністерство освіти і науки України Сумський державний університет

2840 МЕТОДИЧНІ ВКАЗІВКИ

«ОБОВ’ЯЗКОВІ ДОМАШНІ ЗАВДАННЯ»

з навчальної дисципліни«Практичний курс англійської мови»

для студентів спеціальності 6.030507 “Переклад”

денної форми навчання

СумиВидавництво СумДУ

2010

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МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИСУМСЬКИЙ ДЕРЖАВНИЙ УНІВЕРСИТЕТ

До друку та в світ дозволяю на підставі“Єдиних правил”, п.2.614Заступник першого проректора - начальник організаційно-методичногоуправління В.Б.Юскаєв

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Методичні вказівки до обов’язкових домашніх завдань призначені для студентів 3 курсу спеціальності «Переклад» як додаткова допоміжна література до предмету «Практичний курс основної (англійської) мови». Структура методичних вказівок включає тексти на теми, що відповідають програмі 3 курсу, та систему вправ, повязаних з лексичним та граматичним матеріалом текстів. Вправи є добіркою додаткових завдань до занять, присвячених читанню англійською та усному обговоренню тем. Цілі даних занять наступні:

1) Формування та розвиток основних навичок читання, перекладу, а також вміння виділити основну думку тексту, його ключові слова та вміння аналізувати англомовний текст.

2) Ознайомлення на прикладі текстів з новими широковживаними англійськими лексичними одиницями та закріплення їх вживання в надфразових єдностях за допомогою лексичних вправ.

3) Введення в процес мовлення різних граматичних одиниць та закріплення навичок їх використання за допомогою граматичних вправ.

Тексти підібрані з англомовної періодичної та навчальної літератури та адаптовані для розуиіння студентами 3 курсу.

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UNIT ONEENGLISH SCHOOLING

Part 11 Opening

1) At what age do English children usually start going to school?

2) Which do you know about the following types of English schools:

3) Grammar schools4) Elementary and primary schools5) High schools and secondary schools 6) Middle schools7) Preparatory schools8) Private schools 9) Boarding schools10) Public schools11) What other types of English schools do you know?

Enumerate them.12) What compulsory exams do English pupils usually take?13) Explain meaning of the following abbreviations:

a) GCSEb) B.A., B.S.c) M.A., M.S.d) Ph.D

14) Work in pairs. Discuss with your partner the things that divert children from learning.

2 Read and translate the textThe British: a nation of illiterates

In Bulgaria they do it better than us. In the USA, where schools are terrorized by loner gunmen, they do it better, too. Why can't the English teach their children how to read, asked Martin Samuel in The Times. A new international survey of literacy levels among ten-year-olds puts Britain a lamentable 19th out of 45 countries. This, in the nation of Shakespeare and Dickens. Something, clearly, is very

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wrong with our school system, but instead effacing up to it, Education Secretary Ed Balls is blaming it on parents for letting their children play on computers, instead of reading a book.

It's not that Balls and his master, Gordon Brown, have no interest in improving literacy, especially among the disadvantaged; they're obsessed with it. They also realize, quite rightly, that the problem has to be addressed at a very early stage. Where they go completely wrong is in their policies, in particular their new plan for a compulsory curriculum for the under-fives, who are now to be tested on their basic literacy skills. What's wrong with this policy is that it ignores some basic facts about the human brain; namely, that when a small child is deprived of love and attention, it affects the prefrontal cortex of its brain — the area that controls the development of self-control and empathy. A distressingly large number of three-year-olds are so emotionally damaged that their brains are simply unreceptive to learning and it's pointless forcing them. Far better to target the parents — as they do in the highly successful "Olds Programme" in the US, which sends teachers and nurses round to give "emotional training" to vulnerable mothers. Studies of the programme have shown a remarkable improvement in the learning abilities of young children after their mothers have received such support.

But when it comes to the classroom, a different problem presents itself, said Francis Gilbert, a teacher at an Essex comprehensive, in the Daily Mail. The canker at the heart of our system is the ceaseless interference and micromanagement: there are so many boxes to tick and targets to meet, so many silly schemes, that there's no time left for basic teaching. The more general educational lesson that the Government needs to internalize is simply this: back off.

3 In Detail1) Explain the following words and word-combinations:2) loner gunmen, lamentable, disadvantaged, compulsory

curriculum, basic literacy skills, prefrontal cortex, empathy, emotionally damaged, to tick boxes, basic teaching, to back off.

3) Make up your own sentences with them.

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4) What stylistic device does the expression “The canker at the heart of our system” represent? What is its purpose in the text?

4 Answer the questions to the text1) Who is to blame for illiteracy of British children?2) What are some basic facts about the human brain?3) Why are some three-year-olds unreceptive to learning?4) What is the canker at the heart of their system?5) What is the general educational lesson for the Government?6) What would you propose to improve the situation with

education of children?

5 Popular wisdom: 1) Prove or disapprove the next sayings:

a) Ignorance is the mother of conceit.b) Doubt grows up with knowledge.c) Better untaught than ill taught.

2) Find Ukrainian equivalents to them.

6 Language excersises1) What verb tenses does the author of the article use?2) Underline the main verb in the following extracts:

a) But when it comes to the classroom, a different problem presents itself

b) Why can't the English teach their children how to read

c) Where they go completely wrong is in their policies

d) What's wrong with this policy is that it ignores some basic facts about the human brain

3) What are the peculiarities of indirect speech in the text?4) Find compound sentences in the text and analyze them.

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7 Find the British equivalents to the following Americanisms:

American English British English1) Seventh-grader/seventh-

grade boy(girl)2) high-school graduate3) freshman4) sophomore5) junior6) senior7) lecturer8) report card9) (highschool) graduation

party10) class11) semester12) schedule13) grade14) dormitory15) open house16) high-school diploma17) lecture hall18) principal

8 Composition1) What are the ways to interest a child in learning?2) Describe the educational problems in Ukraine. Compare them

with the problems in education in Britain.3) The structure of British post-graduate education.

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Part 21 Opening

1) What opportunities does the technological progress give us?2) Enumerate the new gadgets that have appeared in the world

recently.3) What electronic devises help us in education?4) Work in pairs. Discuss with your partner pros and cons of

letting pupils use computers and it’s role in their life.5) What may pupils be allowed to take to school with them:

a) Cell phone?b) iPod?c) Laptop?d) Cyberpet?e) eBook?f) Walkman?

6) What gadgets can be used by pupils as a means of cheating?

2 Read and translate the textBack to school gadgets:

When electronics are a no-go for schoolWhen and how to say "No"

Our world — and especially the world of school-aged kids — is more and more digital, but as your kids go back to school this fall, should they take their digital gadgets with them? Can you be sure that Nintendo DS will only be used during lunch breaks? Will your kid get in trouble for taking a cell phone call during school hours? In some cases, these decisions are made by schools, but if your child's school has a more open policy it can be difficult to know what rules you as a parent should enforce in regards to gadgets. Kids are "plugging in" at younger ages so these are issues that affect parents of just about any student.

Many devices nowadays do double duty as day planners, note takers, research assistance and much more — which is why it's wise to know exactly what that gadget actually does. Even with schools banning certain electronics, it's going to be difficult if not nearly impossible to keep every gadget out of your kids' hands. So you'll

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have to do your best to make sure your kid is doing what she should be doing while at school — learning. If that means a little help from an electronic planner, that may be the case. But you'll want to do what you can to make sure no games are getting snuck into classes under the guise of a day planner, note taker, etc. Teachers have enough on their hands without having to police every kid with a gadget.

Aside from the "could it get stolen" question, and putting school-specific rules aside, arguments have been made that iPods and gadgets of that sort should be an integral part of a learning experience. Beyond the aspect of potential theft, some schools choose to ban devices because they are afraid they will be used as a means of cheating. One teacher stated his point by saying that many students simply get through school by rote memorization — if instructors are creating tests that are so "basic" they can be cheated on by using an iPod, they're not really teaching kids how to think which is what school should be about. Of course, many of these decisions happen on the school board level and if your school has already banned iPods — or other electronics — there may be little you can do if you disagree besides voice your opinion to the board.

Cell phones can probably be one of the biggest problem areas between kids, parents and schools. Many people nowadays are giving up their home phone in exchange for cell phones and with all those great family plans out there, why not? This makes it a virtual necessity that your child has a phone, but it also may mean you'll have to fight some battles. In many cases it comes down to an issue of trust — giving your child the freedom to make their right choices about when to use their phone. Of course, you can always check up on them after the fact by checking your phone bill and statement of calls. This knowledge may be the extra boost they need when it comes to deciding whether or not to use their cell during school hours.

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3 In Detail1) What is the difference between iPod and iPhone? Mobile

phone and cell phone? Digital and electronic? Gadget and device?

2) What is Nintendo DS?3) Explain the following words and word-combinations:4) school-aged kids, lunch breaks, open policy, to plug in,

research assistance, electronic planner, under the guise of, to police, school board, extra boost, to check up on.

5) Make up your own sentences with them.

4 Answer the questions to the text1) What decisions are made by schools concerning electronics?2) What is double duty of most devices nowadays?3) What are the main dangers of bringing electronic devices to

school?4) What is one of the biggest problem areas between kids,

parents and schools?5) How can parents check up on their children?

5 Language excersises1) What is the purpose of inserting interrogative sentences into

the article? Find them in the text.2) Find the synonyms of the following words in the text: 3) to prohibit, fundamental, to object, point of view, to control,

stealing, worry, to urge, possible, mask.4) What is the difference in usage of the words especially and

specially, especial and special? Find examples in the text. Insert either especial or special (or a derivative) into the gaps in the following sentences:1) I’m in love – she’s really ______.2) Take ______care to choose correctly either the gerundive or infinitive form.3) It was _____ dangerous on the mountain, as the weather was changing.

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4) You’d better take _____notice of potholes on that lousy road.

5) That’s a _____ edition of the DVD – it’s got extra scenes added.

6) It was a rare example of medieval clockmaking and _____valuable.

7) The military results were not _____ glorious.8) He raises plants ______ for that purpose.9) He paid ______ attention to her that evening.10) She had an _____dislike of relatives.

5) Find phrasal verbs in the text and explain their meaning. Find synonyms to them in the dictionary.

6 Fill in the blanks below with the words in the boxclass

distractionseducation

publiccell

shortemergencyimmediatesymbols

ring

dropoffice

blackboardonuscool

uninterestedlockervideofail

downloaded

As a former New York City ____-school teacher, I can tell you that ____ phones don't belong in the classroom. A student with a cell phone is an _________ student, one with a _____ attention span who cares more about socializing than ________.

When I was teaching, all too often I turned around from writing something on the ______ to find students text-messaging or otherwise playing with their phones.

Come the end of the term, a handful of students would ____ the class and far too many would ___ out of school. The ___ for failure should be placed on _______ in the classroom, specifically cell phones.

Parents think of cell phones as a connection to their children in an ______. But I wonder what the last situation was that genuinely called for an _______ phone call to a child. In most cases, contacting the hospital or the police would seem more urgent. And parents can always call the schools main ____to reach their children.

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Cell phones are status _____ for teenagers because when their phone rings while the teacher is talking, everyone laughs. Because playing ____ games on their cell makes them look ____. Because text-messaging their friend in the next room is more fun than learning. So is listening to the new ___ tone they just _______ onto their cell.

And saying students can store their phones in the ____ is a joke. If they have cell phones, they're going to bring them to ____.—Jesse ScacciaFormer English teacher, Franklin D. Roosevelt High School, Brooklyn, N. Y.

7 Composition1) Propose your own school rules concerning usage of

electronics by schoolchildren.2) Write about the possible ways to persuade children not to use

unnecessary devices at school.

UNIT TWOBRINGING UP CHILDREN

Part 1

1 Opening1) What age do the following notions identify?

a) Newbornb) Babyc) Infantd) Toddlere) Kid

f) Teenagerg) Minorh) Juvenilei) Youthj) Adult

2) When do people in Ukraine come of age? What about other countries?

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3) What difficulties may young parents meet in bringing up their child?

4) Why are children naughty?

2 Read and translate the textCommon teenage problems

The teenage years are fraught with all kinds of problems, from low self-esteem and peer pressure to lack of motivation and chronic untidiness, but you can help your child through all of them.

One of the biggest worries for adolescents is their appearance. Changing body shape, hair in unlikely places, spots breaking out - no wonder teenagers spend so much time looking in the mirror.

If your teen isn't happy with what he sees - and few are - it can dent his self-esteem.

Try to avoid making jokes about your teen's appearance - even if it's meant in a light-hearted way. It's also a mistake to make light of something that worries a teenager, even though it may seem silly to you. He may be convinced that plastic surgery is the only solution for his nose, even though it looks absolutely fine to everyone else.

Try to explain that other people rarely notice the kind of detail we notice in ourselves.

The better teenagers feel about themselves, the higher their self-esteem and ability to cope with these temporary problems.

Some teenagers take failure - whether in sport, exams or relationships - in their stride and get over it relatively quickly, but for others it can seem like a major crisis. If your child reacts badly then you need to help him deal with his emotions before you help him deal with failure effectively.

Your need to reassure him that your love and support is not contingent on exam grades. If your teen doesn't get the grades expected, help him to keep it in perspective - everyone has some setbacks in life. He can always do resits. Reassure him that you're behind him 100 per cent, and help him to review all the options.

Some teenagers - boys in particular - have a less developed range of emotional expression to call on. Embarrassment, irritation and

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disappointment are difficult emotions to react to and anger is the way some teenagers express themselves.

If your teenagers is having difficulty identifying and articulating what he's feeling, asking "are you a bit upset?" may help you both to identify the type and extent of his feelings, and to find appropriate responses.

Some young people find vigorous activity, such as sport, helps them deal with their emotions. Others may just want space to chew over events, situations and disappointments.

Untidiness is one of the most common battlegrounds between parents and teenagers. If you're driven mad by the coat on the hall floor or the wet towels dumped in the bath, you're not alone. Remind yourself:

He's not doing it to annoy you, it's a reflection of the fact his thoughts are elsewhere most of the time

A teen's bedroom is his own private space and you should respect that - even the most untidy teenager gets sick of squalor and will probably decide to tidy up at some point

How to help your teenager:Explain all teenagers worry about how they look and few - if any -

are completely satisfiedContinue to give compliments about your teenager's appearance

and behaviourNever show up your teenager in front of his friends with remarks

such as "I told you to tidy that room" or "Surely you're not wearing that?"

Make it clear you're interested in hearing about school, friends or hobbies - if you don't, you can't complain when he doesn't tell you anything

Do all you can to keep communication open - respect your child's ideas and show that feelings can be expressed without them leading to arguments.

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3 Multiple-choice questions. Choose the best answer to the questions below and be prepared to justify you choice by quoting the relevant sections from the article

1) The biggest worry for adolescents is a) Moneyb) Futurec) Appearance2) What should a parent do, if his teen isn't happy with what he

sees in a mirror?a) One should make fun of itb) One should try to talk to the child and explain that it is

such a triflec) One should take the child to a plastic surgeon

3) If your teen doesn't get the grades expected:a) Never mind itb) Punish him badlyc) Soothe the child, help him to do resits

4) The most common battlegrounds between parents and teenagers is:a) Homeworkb) Friendsc) Untidiness

5) What is the reason of their chronic untidiness?a) Teens just want to annoy their parentsb) Their thoughts are elsewhere most of the timec) They do it in open rebellion, to make a protest against

something

4 Find words and phrases in the text which mean the same as the following explanations

1) between the ages of 13 and 19 inclusive2) respect for or a favourable opinion of oneself3) a remark or act expressing respect, admiration, etc4) a grown-up person5) to express coherently in words6) a person who is an equal in social standing, rank, age, etc

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7) endowed with bodily or mental strength or vitality; robust8) an examination taken again by a person who has not been

successful in a previous attempt9) right or suitable; fitting

5 Popular wisdom: 1) Prove or disapprove the next sayings:a) Spare the rod and spoil the childb) Nurture is stronger than nature.2) Find Ukrainian equivalents to them.

6 Negative prefixes. Make opposites for these words, using negative prefixes Expected, appointment, completely, interested, common, satisfied, effectively, ability, convinced, likely, tidiness, solution

7 Composition1) Retell about your teen time. How did your parents help you to

get over your problems?2) Write about positive and negative things connected with

teenage life3) New psychological trends in bringing up children.

Part 2

1 OpeningComment on the following parable.A boy asked the sun- Dear Sun, have you ever seen darkness?- No, - replied the sun, - never.- Would you like me to show you some darkness? - continued the boy. - I know an attic where is always very very dark.- Yes, I would love to, - replied sun, - that sounds very interesting.The boy and the sun went together towards the attic. As soon as the boy opened the door, the sun lit up the attic with its rays and asked:

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- But where is the darkness?

2 Read and translate the text The largest part of articles on bringing up children counts on a faultless pedagogue, on the ideal parent, who cannot find, who has no right to commit an error, being always full of importance and grandeur of his mission. (Although it is not clear at all why should be taught the one who is already perfect). Nevertheless, everyone makes mistakes in real life - teachers and doctors, and referring to them we are very severe - they have no right to commit a fault! - parents make mistakes as well as pedagogues, even the God makes mistakes when, throwing his thunders, he does not reaches the target, in this way punishing the good people. A joke is a joke, but speaking seriously, it is of no use to pretend being confident in your perfection as pedagogue. This is a difficult task to carry out, a task that we should learn, and we should better do it on studying other people's mistakes, although we cannot avoid even ours. I understand that you are a human being alive who can get furious, can lose control over his own behavior. Our children are far from being angels that could always mild our souls and bring happy smiles on our faces. More often they are able to charge your soul with a flock of devils and to twist your physiognomy from a sympathetic, as it usually is, to a furious one. But, in spite of all this unpleasant moments, they are little, vulnerable and precious to our heart, a body from our body, blood from our blood. They do not understand that it is dangerous to play with our feelings and emotions. That is why, if you feel like getting furious - just run away as far as possible from your child, lock yourself in a room and try to calm down. It is even better to go to the kitchen and to break as hard as possible a plate (better an old one). I can recommend you a magic, very old and very efficient, the one you should repeat until the effect is seen: This is my child, I love him crazily! What should I do without him?! And when you succeed to overpass your outburst storms, you can reconciliate and begin peace treaties, trying to find an adequate compromise for the whole family.

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Still, you have to remember once and forever: psychological terror is an approach in bringing up children. It is a powerful method that has to be used only by exception and taking great care. You have to keep in mind the child's sensibility. Do not bring a hell on the earth for the sake of bad marks or other similar reasons. It may happen that your ambitious expectations are a little exaggerated, that you want him to achieve what you did not succeed to do because of laziness or disorganization. Do not take a revenge on him for the sake of your failure, overequesting his physical and intellectual potential. More than that, do not use physical punishment - don't hope that the child will forget or will forgive you. In the climax of your wreath you can injure him not only physically, but psychologically, as well, and the child will hate you at the bottom of his heart. In any circumstances, keep in mind - you are obliged to create to your child such a psychological climate inside the family that he feels happy. Small inevitable family storms under such conditions will wash out all negative emotions and will clear the sky. And still, how should we bring up our children? In what way, from the initial material received form Mother-Nature, should we make what we wand to have: a good child, obedient, loving and sweet? The one who will meet all our hopes and expectations and will adapt very well into the social life of his fellows? If you get closer to the child in a wise way and with kindness, always being ready to do a hard and assiduous work, in this case you may have many chances to succeed.

3 Answer the following questions checking your general understanding of the text

1) Is it easy to find a faultless pedagogue or an ideal parent?2) Our children are angels that could always mild our souls and

bring happy smiles on our faces, aren’t they?3) What should you do to overpass your outburst storms?4) What is a powerful method that has to be used only by

exception and taking great care?

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5) Who is obliged to create to a child such a psychological climate inside the family that he feels happy?

4 Study the meanings of the phrasal verb “bring smb / smth up” and translate the following sentences Bring smb / smth up, (a) educate; rear: She has brought up five children. If children are badly brought up they behave badly. (b) vomit: ~ up one’s dinner. (c) call attention to : These are facts that can always be brought up against you, used as evidence against you. These are matters that you can ~ up in committee. (d) (mil) summon to the front line: We need to ~ up more tanks. (e) ~ for trial: He was brought up on a charge of drunken driving. (f) cause to stop suddenly: His remarks brought me up short /sharp / with a jerk.1. I thought you brought up a very interesting point at the end of the lecture. 2. Her mother died in childbirth and she was brought up by her father. 3. The war is going badly. We need to bring up more soldiers. 4. The journey was so bumpy that the baby couldn’t help bringing up her breakfast.

5 Insert one of the following combinations into the sentencesaway with on with down on up to back on in with up against out of away from

a) We’ve run _________ sugar. Could you buy some more?b) Please don’t let me disturb you. Carry ___________ your

work.c) We must try to cut ________ the amount of money we spend.

We just can’t make ends meet.d) Keep _____ me! I’ve got a terrible cold, and I don’t want to

give it to you.e) When I look _______ my childhood, I realize what a happy

time it was.f) She’s such a snob. She looks ____ people who have to work

for their living.g) The only people she looks _____ are her grandparents.h) Children grow __________ their clothes so quickly. It costs a

fortune to clothe them properly.21

i) The government have come _______ a big problem in their economic policy. The unions won’t co-operate, and management doesn’t approve of what they’re trying to do.

j) Face _______ the facts, Joey, and stop living with your head in the clouds. You’ll never get anywhere if you don’t work at it.

k) The antique table is very beautiful, but it doesn’t fit _____ the rest of the furniture, which is modern.

l) He tries to get ______ doing nothing around the house by charming everyone, but they’ve all learnt his tricks.

6 Read these letters and match a heading “Never been kissed”, “Food for thought”, “To dye, or not to dye?” to a letter and to advice. What can you advise in the similar situations?- I live on a farm, and I have started thinking about animal rights. Now I am a vegetarian. My problem is that my parents are furious. My Mum doesn’t cook anything different for me, so every night all I eat is vegetables and bread and cheese. I don’t think this is fair. Why can’t she cook me something tasty?- My parents went away on holiday recently, so I decided to dye my hair. I am blonde and I dyed my hair black. Now it looks awful and I don’t know what to do.- A couple of days ago my parents came home, and when my Mum saw my hair, she went completely mad. Now, as a punishment, she says I can’t dye it back. What should I do?- I’m 16 and I have never been out with a girl. I’ve never even kissed one. My friends have all had lots of girlfriends, but girls don’t seem to be interested in me. Now I tell everyone that I have a girlfriend in France, but I don’t think they believe me. What should I do?- I think you should dye your hair back to it’s original colour. Tell your mother first this is what you’re going to do if you want to, but I’m sure she’ll be pleased to see her ?old? daughter again. People of your age, especially boys, often tell stories about their experiences. I’m sure some of your friends are telling stories too! You shouldn’t tell lies, because that will make you feel more worried, and people will learn the truth sooner or later.

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- Don’t worry about not having a girlfriend. Your time will come. I think you’re being a little selfish. You chose to stop eating

meat, not your parents. Your mother is probably a very busy woman. I think you should cook for yourself. Baked potatoes are very easy!

7 Read the dialogue, translate it. Present the dialogue in class close to the text.- Do you spend your free time with your family?- Well, not always. I’m busy with my studies, so it takes a lot of time. When I have a break, I usually come to see my friends. Just to relax. - Do you discuss with them any serious problems? For example, your plans for future?- Of course. It’s not an easy task to make the right choice of a job. I need some good advice. Is it right?- Do your parents help you to choose your future profession?- Certainly, we have a lot of talks, but my choice I must do by myself. You understand that the time of your independence life and the beginning of a far more serious examination of your abilities and character has come. I think you will agree.- You know, children have a lot of dreams about their future : to become a superman or a policeman or a doctor. Parents help them to behave properly.- I’m sorry, but I’m of the different opinion. Sometimes parents work hard to protect young people from reality. It’s not correct, we must go our own way.- Maybe, why not. Can you get on well with your peers?- Yes, indeed. There are many problems which are common for all young people. We try to solve them together. Although the family is very important.

8 Popular wisdom: 1) Prove or disapprove the next sayings:

a)A broken hand works, but not a broken heart.b)A son is a son till he gets him a wife, but a daughter's a daughter the rest of your life.

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c) A teacher is better than two books.2) Find Ukrainian equivalents to them.

9 Composition1) Ideal parents.2) In what way, from the initial material received form Mother-

Nature, should we make what we wand to have?3) Why do young people start their family life later than their

parents?

UNIT THREEFEELINGS AND EMOTIONS

Part 1

1 Opening1) Do feelings and emotions help people in their life? Is it

possible to control them?2) Can you think of situations when feelings and emotions may

be dangerous?3) Would you like to be always cool and unmoved?4) Classify the feelings into positive or negative:

Cheerful Settled PuzzledIndifferent Amazed GrumpyFearless Infuriated ExcitedSerene Proud RegretfulNervous Petrified SureCourageos Modest GladAngry Upset DepressedMerry Shy JealousComposed Calm Annoyed

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5) Give examples of situations in which people can have such feelings.

2 Read and translate the textWhere did all the lust go?

It's a question that many couples ask when the first flush of love fades. Many of us were raised on romantic tales of fairy princesses and charming princes who fell in love at first sight and lived happily ever after. But everyone who has been in a relationship — with the odd exception — knows that love is hard work and the passion of that first encounter can be difficult to replicate years late.

Once it was described as the «seven-year itch» but now scientists have pinpointed the two-year mark as critical. The latest research from the University of Pisa has found that the chemistry which makes people sexually attractive to their partners lasts at most a couple of years. Scientists tested levels of lust hormones — neutrophins — in couples and found that while they were abundantly present in the early stages of a relationship, that by the two-year stage they had all but evaporated. These «lust hormones» were replaced in those couples, by the cuddle hormone, oxytocin.

But rather that signaling the failure of a couple to excite each other, the «cuddle stage» is a physiological inevitability. Experts believe that the waning of passion, as well as being inevitable, is essential for human survival.

Academic Christine Clear, who is writing a doctoral thesis on love at the Milltown Institute in Dublin, maintains that great romantic tragedies such as Romeo and Juliet were intended as allegories to spell out just how destructive obsessive love can be.

"These romances were written to instruct people in what happens when you go against society. Real love was about suffering and had a very anti-life message."

Ms Clear believes that this generation has elevated the personal experience of love and sex. While our parents may have accepted the ebb and flow of marriage as part and parcel of life, this generation elevates individual fulfillment.

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“Our parents didn't pump up romantic love," says Gear. "They didn't have that luxury. Their notion of love was much more rudimentary and practical. They put their role in society first — their role as a mother, as a daughter or a sister before their role as a wife. They were more civic-minded, which is essential if you are interested in creating a stable society.”

Today, however, surrounded by fluffy hearts, frilly knickers and frivolous trinkets, you would hardly connect love with civil-mindedness.

If St.Valentines Day is anything to go by, our concept of love is considerably different to the scientists' rather bald prognosis.

Even if cuddling is a biological inevitability, it doesn't stop couples fighting to maintain the romance.

Renowned psychologist Janet Reibstein, author of The Bat Kept Secret Mam and Women's Stories of Lasting Love, says lasting relationships need to "rekindle their original feelings or falling in love over and over again."

The cliché might be that fireworks spark passion but true love, if the scientists are to be believed, is more of a slow burner.

3 Match the pairs and give the context where the word combinations that you’ll have are used in the article

physiological cuddle frivolous fluffyromanticoriginalslowanti-life seven-year sparkfairyfirstabundantlyagainst

messagesocietyfeelingssurvivalpresentlovefulfillmentburnertrinketsflush of love passionof marriage itchinevitability

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parcelhumancharmingindividual frillyebb and flow

knickers heartshormoneprincesof lifeprincesses

4 Answer the questions to the text1) On what tales many of us were raised?2) In haw many years does the first flush of love fade?3) How neutrophins are also called? By what are they replaced

later?4) Why is the waning of passion essential for human survival?5) Can you remember any books and films that show us how

destructive obsessive love can be?6) What was the notion of love of our parents?7) What does lasting relationships need?

5 Popular wisdom: 1) Prove or disapprove the next sayings:

a) Master your passion lest it masters youb) Anger dies quickly in a good manc) Soon hot, soon coldd) Beware the fury of a patient man

2) Find Ukrainian equivalents to them.3) Find more proverbs about other feelings and emotions.

6 Language excersises1) Find phrasal verbs in the text that are synonymous to the

following words: to fancy, to pass, to over-stress, to explain 2) Make up your sentences with them.3) Look at the phrases below and match go, fall, spell, pump

with them:noairbe on the

Go the death of smth.abroada victim to smth.

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at onefor acasta capitalto ride for aWhat aprime thefrom the wordto work a

Fall

Spell

Pump

bakerpilgrimageof illnessamong philistinesagoa very little way with smb.ina muckerout

7 Composition1) Would it be better if people got rid of feelings and emotions

and lived only according to the common sense? What might be the consequences of that?

2) The ways to fight depression.3) Fears and Phobias. Where do they come from?

Part 2

1 Opening Read “The ABC of happiness” and say how these rules can help you in your life:• Aspire to reach your potential.• Believe in yourself.• Create a good life.• Dream about what you might become.• Exercise frequently.• First think, then speak.• Glorify the creative spirit.• Humor yourself and others.• Imagine great things.• Joyfully live each day.• Kindly help others.• Love one others.• Meditate daily.

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• Nurture the environment.• Organize for harmonious action.• Praise performance well done.• Queue up for tickets.• Regulate your behavior.• Smile often.• Think rationally.• Understand yourself.• Value life.• Work for the common good.• X-ray and carefully examine problems.• Yean to improve.• Zestfully pursue happiness.

2 Read and translate the text Some things in life cause people to feel, these are called emotional reactions. Some things in life cause people to think, these are sometimes called logical or intellectual reactions. Thus life is divided between things that make you feel and things that make you think. The question is, if someone is feeling, does that mean that they are thinking less? It probably does. If part of your brain is being occupied by feeling, then it makes sense that you have less capacity for thought. That is obvious if you take emotional extremes, such as crying, where people can barely think at all. This does not mean that emotional people are not intelligent; it just means that they might be dumber during the times in which they are emotional. Emotion goes on and off for everyone, sometimes people cry, and sometimes they are completely serious. Some things in life can identifiably cause more emotion than other things.1. Color causes more emotion than black and white. So anything with more color in it is going to be more emotional to look at, whether it is the difference between a gold or silver sword, or a gold or silver computer. In both cases the gold is going to be more emotional.2. Things that are personal are emotional, personal things that people like and that they feel are “close” to them. Things like home or

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anything someone likes actually. That is a definition of emotion after all, something that causes feeling. So if you like it, it is probably going to cause more feeling. Other things aside from liking something could cause emotions from it, such as curiosity, but usually like is one of the stronger emotions. You could say that the two are directly proportional, the more you like something, the more it is going to cause feeling. But there are things that people like that cause thought. You could like something and it causes you to think, and we previously defined emotion as feeling, not thought. Thoughts are separate from emotions because thought is a period of thinking. What exactly is thinking then? You can think about emotions, “how did I feel then?” etc. So is thought just a period of increased attention? Or is it a sharp spike in attention focused on one particular thing that is clear? It is hard to focus that much if you are feeling a lot, however. This makes me conclude that there is an overlap of feeling and thought, like a Venn diagram. But there are still parts of thought that don’t have feeling or emotion in them, and parts of emotion that don’t have thought in them. That means that thought requires more concentration than feeling does, since we defined thought as a period of increased attention. You can be emotional and have more attention, but usually if you are emotional you are going to be less attentive than you would be if you were thinking more. It seems that thought is more attention than emotion, however. Thoughts are really clearer than feelings. Thought and feeling may result in the same amount of attention to something, but thought is more precise. So, the more you like something (or hate something, or have any strong emotional reaction to anything), the more emotional it is, but that doesn’t mean that it might not also cause you to think about it. One can’t label everything in life as either emotion or thought however. Life isn’t a scale with emotion on one end and thought on the other. There are other factors involved, things like adrenaline and physical action, which might also cause increased attention that isn’t either emotional or thoughtful.

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3 Vocabulary notesFeelings refer to: 1.Emotional or moral sensitivity (especially in relation to personal principles or dignity) "the remark hurt his feelings"; 2.The experiencing of affective and emotional states "she had a feeling of euphoria"; "he had terrible feelings of guilt"; "I disliked him and the feeling was mutual"; 3.A vague idea in which some confidence is placed "what are your feelings about the crisis?"; "I had a feeling that she was lying"; 4.The general atmosphere of a place or situation and the effect that it has on people; 5.A physical sensation that you experience "he had a queasy feeling"; "I had a strange feeling in my leg"; "he lost all feeling in his arm"; 6.The sensation produced by pressure receptors in the skin "the surface had a greasy feeling"; 7.An intuitive understanding of something "he had a great feeling for music". Mind the difference between feeling and emotion: feeling is used to describe a physical or emotional sensation. You can feel pain from touching a hot stove, or feel loss when your friend moves away. Usually you describe that you feel something, and the something is the emotion (happy, sad, frustrated, lonely, elated, doomed, frightened, etc). “He has feelings for her” means that he has romantic feelings. Sometimes when the emotion is not stated, it suggests a romantic emotion. You can have “emotional intelligence” which is an awareness of how your internal sensations impact your mental capabilities. This is a different kind of intelligence than factual intelligence. Feeling = emotion = something that you feel in your mind: a feeling of hopelessness/relief. He felt a mixture of emotions: hate, jealousy and fear. Note: feeling, but not emotion, can also be used to talk about what you feel in your body: a feeling of hunger, I've lost the feeling in my legs.

4 Answer the questions to the text1) What is the difference between emotional and intellectual

reactions?2) Emotional people are not intelligent, are they?3) Is thought just a period of increased attention?

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4) Do all thoughts have feeling or emotion in them, and do all emotion have thought in them?

5) What may thought and feeling result in?6) One can’t label everything in life as either emotion or

thought, can he?7) What other factors are involved into life?

5 Match the pairs of antonyms gain expectationpatience stresssurprise securityhope losscourage angergenerosity privacyfear crueltytogetherness shameamusement cowardicerelaxation greedpride despairpity weariness

6 Match the words with their definitionsEnthusiasm An abnormal and overwhelming

sense of apprehension often marked by physiological signs

Confidence Intense sorrow especially caused by someone’s death

Grief A deep dissatisfaction arising from unresolved problems or unfulfilled needs

Frustration Pessimistic sense of inadequacy , lack of activity

Shame A strong excitement of feelingDepression Exaggerated positive evaluation

of oneself

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Anger Thoughts and feelings that occur when a person believes a valued relationship is being threatened by a rival

Jealousy Faith or belief that one will act in a right, proper, or effective way

Pride A condition of humiliating disgrace or disrepute

Anxiety An emotional state that may range in intensity from mild irritation to intense fury

7 Popular wisdom: Prove or disapprove the next quotes and sayings:

a) Happiness is not having what you want, but wanting what you have. Anon

b) He who controls others may be powerful, but he who has mastered himself is mightier still. Lao-Tzu

c) To hate and to fear is to be psychologically ill. H. A. Overstreet

Find Ukrainian equivalents to them.Find more proverbs about other feelings and emotions.

8 Language exerciseComplete the sentences with one of the following words: dumps, dejection, sadness, feeling, depression, blues, emotion, melancholy, sentiment, passion, gloom.

1) They look at him now with all the different ______death produces in varying temperaments, and with only one ______in common, aesthetic pleasure at the sight of such memorable dignity. 2) She burst into a hysterical _____ of weeping. 3) The _____ of pity, wonder, sternness, stamped upon their countenances. 4) He watched her until she was gone, and then he turned away slowly with a profound_____. 5) The beggar rocked to and fro, making sounds of _____ and _____. 6) When she came back she brought him a cup of hot

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coffee - one of her effectual devices for combating his moods of ______. 7) That miserable _____of spirits to which he was constitution subject nearly killed him. 8) She had collapsed in helpless, petrified, silent _____. 9) She always finds hard work the best cure for the_____. 10) He was in the _____.

9 Composition All of you going to university saw something, thought about something, felt something. And now let's speak about your feelings, thoughts and emotions on your way to university from the point of view of a sanguine, melancholic choleric and phlegmatic person.

UNIT FOURTALKING ABOUT PEOPLE

1 Opening1) Do you like your character? If not, what would you like to

change in it?2) Describe the traits of ideal character.3) Find antonyms and synonyms to the words in the list:

HonestLight-heartedLeaderExpertBraveConceitedMischievousDemandingThoughtfulKeenHappyDisagreeableSimpleFancyPlain

HelpfulSimple-mindedFriendlyShortAdventurousHard-workingTimidShyBoldDaringDaintyPitifulCooperativeLovablePrim

WittyFighterTirelessEnergeticCheerfulSmartImpulsiveLoyalIntelligentCompassionateGentleProudWildMessyNeat

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StudiousInventiveCreativeThrilling

ProperAbleQuietCurious

JoyfulStrongCourageousSerious

4) What person played the crucial role in forming of your character? Describe his/her psycological portrait.5) Does character influence the choice of future profession?6) What psycological classifications of types of character do you know? To what type do you belong?

2 Read and translate the textCan you manufacture good character?

What shapes our character? As traits such as confidence, responsibility and self-control become more important in individuals, the Victorian belief that good character can be manufactured is coming back into fashion.

But what makes people do the right thing rather than the wrong one? What makes us bad or good? The answer is a mixture of our genes, our parents and our peers - these are the ingredients of our character.

Character is of course a loaded term: it sounds Victorian, judgmental - and also, if we're honest, a bit dull. But a diverse range of politicians and scholars are interested in what makes us who we are, on the grounds that a good society needs good people.

Lord Baden-Powell described the Scout Movement he founded as "character factory", with the explicit aim of turning out young men of the right sort. The goal, in his words, was to instill "some of the spirit of self-negation, self-discipline, sense of humour, responsibility, helpfulness to others, loyalty and patriotism which go to make 'character'."

Similarly, the first headmaster of Buckinghamshire's Stowe school, JF Roxburgh, once described his aim as producing men who would be "acceptable at a dance and invaluable in a shipwreck".

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Character - and the various ways in which it could be manufactured - was an obsession of British politicians and writers for most of the 19th Century, and a good part of the 20th.

But it fell out of favour as a more egalitarian spirit was born. For socialists in particular, discussions of character were seen as a way to blame the poor for their poverty. But now those on the centre-left of politics are becoming interested in issues of character, even while strenuously avoiding the term. One reason for this is the evidence for a link between character and social mobility.

Julia Margo, associate director of the Institute for Public Policy Research, draws on the latest research on the links between child development and life chances.

"Over time, poverty has become more associated with differences in character development, so while in the past a poor, deprived child would have about the same chance of developing a good character as a more affluent child, our research suggests that children who were born in the 1970s, as opposed to in the late 50s, into deprivation were much less likely to develop good character than more affluent groups."

The family is the main character factory, and Ms Margo's work shows that some families are much more effective manufacturers than others. This is of course a potential problem in its own right: but there is another reason why those on the left are worried.

Certain personal traits - in particular confidence, responsibility and self-control - are becoming more important to an individual's life chances.

Ms Margo suggests that these non-cognitive skills - or character - have become significantly more important to career chances and future earnings. So character development has become an increasingly important factor in one of the most prized progressive goals: equality of opportunity.

Some scientists believe that much of our character is fixed at birth - that it is simply one of the cards dealt to us by our DNA. And there is certainly an impressive body of research showing the influence of genes. But it looks as if developing a good character is still more about the way we are raised, and the people we interact with.

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Stephen Scott, Professor of Child Health and Behaviour at King's College London and the Institute of Psychiatry, argues that improved parenting can have a dramatic impact on the development of children's character.

"There's an interaction between your genetic predisposition, your set of genetic characters, and then how you turn out according to the way you're raised," he says.

"When it comes to that character trait of being rather anti-social, aggressive, stealing and lying, there is a big interaction that goes on. If you have a rather twitchy, irritable, poor self-control temperament and you're brought up in a harsh way, it's bad news.

"For that group, the rate of criminality aged 17 is about 40%. If you have that twitchy character but you're brought up in a reasonably calming, soothing way, your parents don't overreact, they let you run around in the park after school - these kids will do well."

The person whose character we can have most influence on, except that of our children, is of course ourselves.

"It matters tremendously to keep up the endeavour of trying oneself to be a person of character and of good character. And of helping others to do that, of bringing up our children to do that," says the philosopher Anthony Grayling.

"Even if it turned out that it's a very uphill task - the uphillness being our genetic endowment - the hope and the aim of being able to do it has to be part of the human story."

3 Comment on the following1) "Over time, poverty has become more associated with

differences in character development…”2) “The family is the main character factory…”3) “…much of our character is fixed at birth…”4) “…developing a good character is still more about the way

we are raised, and the people we interact with.”

4 Translate the following sentences into English. 1) Потенційні риси нашого характеру закладені у нашому ДНК. 2) Гарне суспільство потребує гарних людей, тобто

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добрих, ввічливих, освічених та впевнених у собі. 3) Науковців усього світу хвилює питання, чи може людина сама виховати у собі необхідні риси характеру, якщо вони не закладені у її генах. 4) На формування характеру дитини впливає багато факторів, зокрема велику роль відіграє оточення, в якому вона зростає. 5) Часто діти наслідують поведінку людини, яку вони поважають. 6) Зазвичай авторитетом у дітей користуються кінозірки, спортсмени, старші впливові друзі. 7) На жаль, батькам дуже рідко вдається завоювати авторитет дитини, щоб вплинути на розвиток її особистості, бо це потребує багато моральних зусиль та часу.

5 Popular wisdom: 1) Prove or disapprove the next sayings:

a) The man that makes character makes foes.b) Short tempers go with long tongues.c) All the passions are extinguished with old age, self-love

never dies.d) He that is not strong should be cunning.

2) Find Ukrainian equivalents to them.3) Find more proverbs about other traits of character.

6 Match the words with their definitionsSelf-assured conscious of one's failings

Respectful having a vivid or creative imagination

Considerate having a strong desire for success or achievement; wanting power, money, etc

Imaginative full of, showing, or giving respect

Humble confident of one's own worth

Ambitious thoughtful towards other people; kindMake up your own sentences with them

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7 Choose the best fancy name to form an adjective that describes the person.1) Mr _____ would accomodate easily to living on a desert island.a)Proud b)Practical c)Polite d)Materialistic e)Cynical2) It is hard to upset Mr _____.a) Calm b) Cold c)Practical c) Rational d) Realistic3) Mrs _____ sees things as they really are.a)Aggressive b)Calm c) Rational d)Realistic e)Reasonable4) Mrs _____ is guided by her intellect and not by her emotions.a)Easy-going b)Logical c)Rational d)Realistic e)Ruthless5) Mr _____ will never say that 2+2 = 5.a)Realistic b)Rational c)Logical d)Demanding e)Calm6) Get out of the way of Mr _____ when he looses his temper.a)Aggres-sive

b)Malicious c)Materia-listic

d)Mercena-ry

e)Unscrupu-lous

7) Mrs _____ loves to see your blood on her hand.a)Violent b)Unscrupulous c)Truthful d)Rational e)Malicious8) Miss _____ can't stand anything in her way.a)Ruthless b)Reliable c)Rational d)Energetic d)Demanding9) Mr _____ is oblivious to what is honorable.a)Aggressive b)Rational c)Realistic d)Unscrupu-

louse)Violent

10) Mrs _____ seems to enjoy causing and wishing you evil.a)Spiteful b)Passionate c)Malicious d)Demanding e)Brave

8 Composition1) What are the necessary traits of character for a leader?2) “Pride goes before a fall”. And what goes before a rise?

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Part 2

1 Opening Agree or disagree with the following: “A man, as a general rule, owes very little to what he is born with. A man is what he makes of himself.” Alexander Graham Bell

2 Read and translate the textCharacter Is Often Better Described Than Defined

Heroes often die unnoticed but their virtues continue to live. Recently the death of Mel Cuba, a 99-year-old resident of Del Ray, Florida, went for the most part unnoticed, but his greatest virtues continue to impact the next generation. On August 8, 1933 forty orphanage residents were swept away by a wave while on excursion to the beach at Rockaway Queens, New York. Six lifeguards rushed in the water and rescued thirty-three of them. Mel Cuba may have performed the most heroic act of the six. He swam 100 feet out from the shore and grabbed four boys. Two were on his back and one on each arm and he somehow miraculously kept their heads above the water for several minutes before another lifeguard could maneuver a catamaran close to him. All six lifeguards were honored for their efforts, but Mel Cuba was thought to have performed the most amazing feat. What made Cuba such a hero was that he would not give up. He never gave up when he was nearly unconscious from exhaustion. Mel Cuba didn’t give up; he didn’t give, he just gave it his all. Persistence under pressure was his greatest virtue. In 1933 New York City honored Mel Cuba as a hero, but soon his story was forgotten except by the four children he rescued. Had Cuba given up, four children would never have seen adulthood nor would they have had had descendents. If the orphans he rescued are living today they are in their eighties and are grandparents and possibly even great grandparents. His character helped them experience life, and in them his virtuous actions live on. Character is not just about doing good things; it is about doing the right thing over and over again. Even when you are weary,

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discouraged and exhausted, continue to do what is right. While persistence under pressure may not make you a hero, it will take you one more step down the character path.

3 Answer the questions to the text1) How old was Mel Cuba when he died?2) What happened On August 8, 1933?3) Whom did Mel Cuba rescue?4) What made Cuba a hero?5) What was his greatest virtue?6) Was Mel Cuba’s story completely forgotten?7) What is character?

4 Popular wisdom: 1) Prove or disapprove the next sayings:2) Character develops itself in the stream of life. Johann

Wolfgang von Goethe3) Character is like a tree and reputation like a shadow. The

shadow is what we think of it; the tree is the real thing. Abraham Lincoln

Find Ukrainian equivalents to them.

5 Match the words with their definitionsLike chalk and cheese means 'other self', refers to a

very close and trusted friend who is very like yourself.

Not cut out for something a person who has a lot of power and influence in an organization.

Dressed to kill spends a lot of time sitting and watching television

Cat's whiskers wearing very fashionable or glamorous clothes intended to attract attention.

A couch potato you are not the sort of person to succeed or be happy in a

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particular activity.Alter ego is someone who gives advice

based on theory rather than practice.

Big cheese someone who considers themselves to be better than others in a particular area - beauty, sport, competence, intelligence, etc.

Armchair critic two people who are completely different from each other.

Make up your own sentences with them

6 Oral practice The shape of a person’s lips can say a lot about them: full lips say that a person is responsible, decisive and bossy. Thin upper lip with a full lower lip belongs to an energetic, ambitious and self-centred one. A person with thin lips is determined, careful and reserved. Lips with down-turning corners prove that a person is generous, intelligent and sensible. Tell us about people with full lips, with a thin upper lip with a full lower lip, with thin lips and lips with down-turning corners. Talk about your partner’s lips.

7 CompositionTraits of character, which attract or don’t attract me in people.

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UNIT FIVEMAN AND NATURE

Part 11 Opening

1) When did mankind start to think about ecology? What made people do that?

2) Why can’t we use the riches of nature forever?3) What do you personally do to improve the environment?4) Are there many cars in your city? What are the consequences

of their usage for nature?5) Can you imagine your life without any cars?

2 Read and translate the textECODRIVING

Many of us worry that driving our cars is adding to the rate of climate change. In fact, driving a car comes somewhere down the list of the most damaging things we can do to the climate. Air travel sits at the top of the list. One passenger hour in a plane is the equivalent of several thousand miles of car travel. Cutting down tropical rain forests comes next. This is followed by land conversion. Land conversion describes the way we change any habitat that helps reduce greenhouse gasses in a way that make it harder to reduce those gasses. Converting tropical rain forest into farmland is one of the most significant examples of this. Turning green fields into streets, houses and factories is another. There is a lot of political debate around all of these different areas. Each matters, but there may seem to be little that you can do to make a practical difference today.

With driving a car, the situation is very different indeed. How you choose to use a car is entirely up to you. Follow these guidelines to reduce your car's carbon footprint — the carbon dioxide emissions that cause climate change — by as much as 10%. Interestingly, this will also cut your fuel bills too. Eco-economists in Europe estimate that the average European driver will save around £200 a year as a result. Look closely at the guidelines to see why lifestyle economists

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believe the savings may be massively much greater than this.Walk, cycle or take public transport whenever you can. Short

journeys create a disproportionately large carbon footprint. A cold engine uses twice as much fuel as a warm one. A catalytic converter takes up to five miles' driving to become effective. Choosing to walk or cycle, by contrast, is good for your health and creates no carbon footprint whatsoever.

Drive a manual car. A manual car allows you to change gears to minimize your engine speed, the revolutions per minute (rpm) at which the engine is running. Change each gear up before the engine reaches 2500rpm for a petrol car and before 2000rpm for a diesel car.

Drive within the speed limit in the lowest gear possible. Driving at low speeds on city streets keeps your rpm below 2500rpm (petrol) and 2000rpm (diesel). This optimizes fuel consumption. This also means you have more time to react to traffic conditions. This reduces the chance of your having an accident or of causing serious injury or death if you do have a crash of some sort. Avoiding accidents of this kind represents the greatest possible saving any driver can make. Respect for others' safety, it seems, goes hand in hand with care for the environment.

On long journeys keep a petrol engine's rpm between 2500—3000 and a diesel engine's rpm between 2000—2300. Depending on your car, this delivers a speed somewhere between 55 and 70 miles per hour. Most countries' speed limits lie within this range. So driving for the environment also means driving within the law in most places.

Imagine you have a cup of water on your dashboard. Aim to drive so that you do not spill a drop of water at any point during your journey. This means you must drive smoothly. Anticipate road conditions so you do not need to accelerate sharply or brake heavily. This will also give you and your passengers a very comfortable ride. Interestingly, leaving room for yourself to manoeuvre like this also reduces the chances of road rage in other drivers. An ecodriver usually gets waves of thanks from other drivers rather than gestures of anger and aggression!

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3 In Detail1) Find terms connected with cars and explain their meaning.2) Look at the following words and divide them into categories in the table below according to their belonging to certain vehicle:3) Engine, wheel, dashboard, petrol cap, brake, pedal, chain, gear stick, horn, spokes, windscreen, handlebar, exhaust pipe, mudguard, headlight, pump, tyre, bumper, fork, reflector, clutch, hub, airbag, saddle, kickstand, side mirror, wiper, speedometer, fuel gauge, sidecar

Car bicycle motorbike

4) Find the odd word:a) Gasoline, petrol, oil, fuel, dieselb) Bus, tram, taxi, trolley-busc) Driver, mechanician, passenger, service station

attendantd) Plane, car, rocket, bicycle, liner

4 Answer the questions to the text1) What can driving our cars do to the climate?2) What does land conversion consist in?3) What are the ways to save environment and money?4) What types of engine exist? 5) Which type of car gives a possibility to change gears? 6) What can we do to avoid accidents?7) What can give you a very comfortable ride?8) Reassemble the portrait of an ecodriver. What are his driving

rules?

5 Popular wisdom: 1) Prove or disapprove the next sayings:

a) Nature abhores a vacuum.b) Self-preservation is the first law of nature.

2) Find Ukrainian equivalents to them.

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6 Language excersises1) What does the postpositive adverb “whatsoever” mean? With

what indefinite pronouns and determiners is it usually used? Find the sentence in the text with this word.

2) The phrases like “speed limit” are word-combinations with adjectival nouns. Find other similar phrases in the text.

3) Words like “lifestyle” are called compound. What is the way of their formation? Find other compound words in the text.

7 Composition1) Retell about the attempts to create alternative fuel. Which of

them seems the most effective to you?2) What do you know about Kyoto protocol? What did it

change?

Part 21 Opening

1) What is “greenhouse effect”? What was it caused by?2) What are the consequenses of climate change?3) What are the other important ecological problems? What do

people do to solve them?4) What will happen to the world if people continue to display

criminal negligence in their treatment of nature?5) What international organizations do you know that take care

of the state of ecology in the world?

2 Read and translate the textTHE GLOBAL WARMING DENIERS

Alarm over the prospect of global warming has seen increasingly vitriolic attacks on the minority of scientists who remain sceptical. Isn't a debate now closed?Politicians, journalists and the green lobby often claim that there's

virtually unanimous support among scientists for the global warming theory — the idea that the world is getting hotter owing to man's use of fossil fuels. Its adherents include the national academies of science

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of all the G8 countries, plus those of Brazil, China and India. Another adherent, the UN's Intergovernmental Panel on Climate Change (IPCC), even refers to a "consensus" on the issue.

What defines the consensus?Assent to the following three claims about the world. First: that the

average temperature of the earth's surface has risen 0.17C in each of the past three decades. Second: that most of the warming of the past 50 years is attributable to human activities, notably emissions of carbon dioxide and methane. Third: that if these "greenhouse gas" emissions continue unchecked, the warming will accelerate to such a degree that the world will be exposed to rising seas and extreme weather events (eg hurricanes).

Given the consensus, how can global warming be denied?The press tends to divide scientists into "pro" and "and" factions,

but there is in fact a spectrum of opinion among climate scientists ranging from those who think the world is on the verge of climate meltdown to those who deny there's a problem at all. Even in the mainstream, opinions differ: Mike Hulme, Director of the Tyndall Centre for Climate Change Research, fired a broadside against the "catastrophists", among whom he included Tony Blair and The Independent. Hulme accused them of using alarmist vocabulary to raise the stakes, induce fear and attract resources. "It is we, the professional climate scientists, who are now the (catastrophe) sceptics," he wrote.

But who actually repudiates the idea of global warming?The contest that the earth's climate is getting hotter; but a number

of scientists do insist that natural variation, not human agency, is the main cause. For most of its history, they note, the earth has seen huge natural fluctuations in temperature: 50 million years ago there was no ice on the poles and crocodiles roved Wyoming; 18,000 years ago there was ice two miles thick in Scotland. True, the climate settled to a relatively balmy, stable state 10,000 years ago, but even since there have been huge short-term temperature variations. In medieval times it was hot enough to produce good wine as far north as the Welsh Marches, yet by the late 14th century, when bread froze indoors, Europe had entered a little ice age.

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And what role did CO2 play in these fluctuations?An obscure and — sceptics like to say— contradictory one. Studies

of ice-age temperature variations show CO2 levels rising after warming rather than before. More recently — in the years 1940 to 1970 — global temperatures went down slightly even though CO2

levels went up.Why the lack of conclusiveness?Because the array of variables you can use to "model" the climate

is so vast that any climate or weather forecast, even tomorrow's, involves much guesswork. A big worry of global warming theorists, for example, is that the Arctic permafrost will start to thaw, in the process releasing huge amounts of methane and CO2. But that process could also stimulate the growth of plants and algae that would extract CO2 from the atmosphere. Do you include that in your model, too? And that's the problem with climate models, says the sceptic Richard Lindzen, a meteorology professor: they tend to be useless predictors.

But are these deniers reputable scientists?Yes, many are prominent within their professions — though this

hasn't stopped some politicians to call for them be put on trial for "climate change denial." A weightier charge is that they are "hired guns", and it's true that some do get funding, albeit indirectly, from "interested" corporations. But most doubters were sceptics long before massive funds for global warming research were on offer.

But most scientists still think the "deniers" are wrong?Yes. The vast majority of climate scientists conclude that the

warming of the past century cannot be explained away, wholly or mainly, by natural variability. They acknowledge that the earth has been going through regular cycles of glaciation and warmer periods for at least the last 800,000 years, probably driven by fluctuations in solar radiation, but what is happening now, they say, does not appear to be part of that cycle. The speed of the rise in temperature over the last 100 years — anywhere between 0.4C and 0.8C — has been too abrupt.

3 In Detail1) Explain the following abbreviations from the text and find

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Ukrainian equivqqlents to them: G8, UN, IPCC, CO2

2) Find equivqlents to the following words in the text:3) Possibility, consent, supporter, question, demand, to indict,

prediction, to incite, anxiety, sun, inconstancy, accusation, activity, to reject

4) Make up your own sentences with them.5) Who are "hired guns"? Why is theis expression used in

quotes?

4 Answer the questions to the text1) Who are the adherents of the idea about the global climate

change?2) What are three claims about global warming?3) What are two factions of scientists?4) What is the main cause of global warming?5) Why does any weather forecast involve much guesswork?6) What’s a big worry of global warming theorists?7) Why can’t the warming of the past century be explained away

by natural variability?

5 Read this article. For each of the numbers 1—21, underline the most appropriate word. There is an example at the beginning (0).

Nowadays, it is difficult to avoid (0) environment / envi - ronmental issues. We are always being told how (1) polluted / pollution is having an adverse effect on our (2) planet / earth. (3) Poisoned / Poisonous gases from factories destroy the (4) oxygen / ozone layer, contributing to the (5) hothouse / greenhouse effect which result in global (6) warming / heating. (7) Acidity / Acid rain is destroying forests. As more and more (8) rainforest / desert is destroyed, the threat to (9) wildlife / wildly life increases, with several (10) dangerous / endangered species already on the verge of (11) extinct / extinction. In brief, we are heading towards an (12) ecological / ecology disaster.

However, we can all do something to help protect the environment. For a start, we should try to (13) reserve / conserve energy (14) resources / resorts such as oil and coal, by turning down our central

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heating or making less use of our cars. Most cars use (15) leadless / unleaded petrol, but this still (16) injures / damages the environment. Secondly, since many everyday items such as glass and paper can be (17) recycled / recharged, we should try to re-use them rather than throwing them away. Thirdly, we can join (18) pressurising / pressure groups, which can be very effective in persuading governments to adopt greener (19) politics / policies, such as (20) subsidising / subsiding public transport and (21) protecting / defending wildlife.

6 Composition1) Easy come, easy go: why don’t modern people value what they have?2) Ecological problems in Ukraine and the ways our government solves them.3) The health hazards of modern-day life connected with ecological problems.

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Literature

1 Дубенко О.Ю. Англо-американські прислів’я та приказки. Посібник для студентів та викладачів ВНЗ. – Вінниця: Нова книга, 2004. – 416 с.2 Старко В.Ф., Пуфалт Д. Говоримо автентичною англійською. Учбово-методичний посібник. Вінниця: Нова книга, 2004. – 192с.3 “English Learner’s Digest”№ 10, 2009. – p.24 “English Learner’s Digest”№ 11, 2008. – p.25 “English Learner’s Digest”№ 2, 2008. – p.4-56 “English Learner’s Digest”№ 3, 2008. – p.117 “English Learner’s Digest”№ 3, 2009. – p.6-78 http://www.bbc.co.uk/parenting/9 http://www.nonstopenglish.com/lang/ru/10 Longman Dictionary of Contemporary English. Pearson Education Ltd., 2003. – 1950 p.

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