Self-study PE amended

CONTENTS

PREFACE................................................................................................................ 4

UNIT 1 FAMILY..................................................................................................... 5

UNIT 2 THERE’S NO PLACE LIKE HOME....................................................... 17

UNIT 3 MEALS AND COOKING/FIRST TERM FINAL.................................... 26

UNIT 4 STUDENT’S LIFE AND STUDIES......................................................... 37

UNIT 5 JOBS. CRIME AND PUNISHMENT....................................................... 46

UNIT 6 SEASONS AND WEATHER. MY PERFECT WEEKEND.................... 57

UNIT 7 PLACES. AT YOUR SERVICE............................................................... 66

LITERATURE USED............................................................................................ 78

PREFACE

The suggested manual is directed at providing supplementary exercises and individual practice for the first-year students in the course of Practical English. Its aim is to help and develop first-year students’ essential integrated skills in listening, reading, writing and using English vocabulary and grammar. The activities in this manual bring into focus the students’ individual practice of the studied in the classroom material and encourage them to fulfil individual tasks creatively.

It contains 7 units (each related to Robocha Programma by a theme and topic). Each Unit consists of 4 parts: Listening, Reading, Use of English and Writing.

Part Listening includes listening passages for gist (i.e. getting a general idea of a topic without understanding every word), listening passages for specific information (i.e. listening for specific pieces of information), listening passages for opinions (i.e. identifying different speakers’ opinions).

Part Reading is aimed at skimming (i.e. getting a general understanding of a text, reading through it quickly, focusing only on the main ideas), scanning (i.e. getting information you want in a text, reading the questions first, identifying the key words, and look for phrases in the text that express the same ideas).

Part Use of English is devoted to developing students’ grammar competence through structurally graded material. It contains the following exercises: open cloze, multiple choice close, word formation, error correction and tense revision exercises.

Part Writing is aimed at producing one piece of writing of 120 – 180 words which is either an informal letter, a story, a report, an article, an essay or a review.

Each part includes carefully graded exercises in terms of Year 1 key topics, vocabulary and grammar syllabus. All exercises are focused on student’s step-by-step progress.

We hope that the suggested material will help the learners overcome difficulties in acquiring vocabulary items and grammar structures as well as improve their listening comprehension, reading and writing skills and will make their communication in English easy and fluent.

UNIT 1

FAMILY

PART I. LISTENING

Task 1

You will hear an interview with a woman who's written a book about face-reading, the skill of judging a person’s character from the shape of their face. For questions 1-10, complete the sentences.

FACE READING

The skill of face-reading is believed to have come from 1______ originally.

The title of Lillian’s book is 2________.

Lillian explains that the face contains approximately 3_________ muscles.

Lillian says that when people look in a 4________, they usually manage to look their best.

Lillian says that people often feel 5_________ when they see themselves on video.

Experts say that the left side of the face is regarded as more 6________ by most people.

Lillian says that successful 7_______ are often people with wide cheekbones.

Lillian says that the shape of a person’s 8________ and________ may show how determined they are.

Lillian advises women against using too much 9__________ at interviews.

Lillian suggests 10_______ and _______ when listening to people at interviews.

Task 2

1. You will hear the five women talking about what it was like to grow up with a twin sister. For questions 1-5, choose from the list A-F the statement which best matches what each person says. Use the letters only once. There is one extra letter which you do not need to use.

A The way people regarded us used to annoy me.

B I always felt I was being compared to my sister. Speaker 1 __1

C I had frequent disagreements with my sister. Speaker 2 __2

D My sister and I had very similar tastes. Speaker 3 __3

E I was glad not to spend too much time with my sister. Speaker 4 __4

F My sister used to let me down occasionally. Speaker 5 __5

2. Listen again. Complete the phrases in the recording that express the key words in each statement A-F.

A the way people regarded us: ... but people just ________ us together people still got us ____________, which used to __________ me a lot.

С frequent disagreements: we used to ___________ at least once a day. We even had ______________, too.

D similar tastes: Emily and I were very much in _________ with each other. ... We'd have the same __________, about most things ... because we were a __________.

E glad not to spend too much time: ... we tried to keep ___________ each other's ______________.

F let me down occasionally: ... she didn’t always ________ my _________.

PART II. READING

Task 1

1. You are going to read a newspaper article about children who don’t have any brothers and sisters. Choose from the list A-H the sentence which best summarises each part (1-6) of the article. There is one extra sentence which you do not need to use. There is an example at the beginning (0).

A.A rise in the number of one-child families may have a negative effect on the way people behave.

B.Children with no brothers or sisters have to learn from an early age how to enjoy their own company.

C.In some places, there is official concern over falling family size.

D.There is no evidence that children without brothers and sisters grow up differently to other children.

E.The benefits of growing up with brothers and sisters may not always be obvious to a child.

F.It is too early to link the growing number of one-child families to people's changing values.

G.Smaller families are a logical result of the lives people now lead in some places.

H.The idea of the one-child family may seem an attractive fantasy to some people.

THE ONE AND ONLY

With birth rates falling across the West, Rebecca Abrams wonders how families and society will be affected by the rise of the one-child family.

0____________H_______________________________________________

To those of us brought up with brothers and sisters, the prospect of the one-child family sounds wonderful. Imagine it — never having to wait for people to listen when you have something to say, always having new toys and clothes, never doubting that your parents love you best, and always feeling confident that your toys will be where you left them. Wouldn’t that have been great?

1____________________________________________________________

Parents may concentrate on the positive reasons for giving their first-born child a brother or sister, but for the child the reality is usually a mixture of good and bad. Brothers and sisters may teach you about sharing, but they can teach you less useful lessons too — that love isn't always shared out equally and that some people always get blamed more than others.

2____________________________________________________________

Although in most parts of the world, people still believe that the ideal family size is two children or more. Across Europe, the United States and parts of South America birth rates are falling. More and more couples have just one child or none at all, and governments in some countries are actively trying to encourage larger families; some are even considering giving couples money to have a baby.

3____________________________________________________________

The rise of the one-child family in western society seems to be part of a much larger picture of changing family life. The increase in divorce rates in some cultures means that more children will be brought up as the only child in a family. As well as this, the difficulty of balancing a job and a family life means that an increasing number of women are choosing to have only one child, or leaving it too late to have any more.

4____________________________________________________________

Child psychologist Dr Richard Woolfson insists that there are no benefits in having brothers and sisters in terms of an individual’s personal development. “Compared to the general population, the only child does well educationally and is no more self-centred than other children. And today's parents are very good at compensating for any possible problems. Many of the children from one-child families have incredibly active social lives, for example.”

5____________________________________________________________

But, apart from economic factors such as a reduced workforce, does the trend towards one-child families pose a threat to society? Analyst Karen Stobart believes that there might be problems. “Sharing is life, and with brothers and sisters you learn that you can fight and survive it. We may become a community of people who don't know much about turn-taking and cooperating, and respond to problems either by fighting or walking away.”

6____________________________________________________________

30 years ago, the one-child family was unusual; now they’re fast becoming normal and the implications of this trend are still uncertain. It may suggest that children and family life are not so important as they once were, or it may mean exactly the opposite — that this is the best way that couples can find to be both good parents and effective working adults. Only time, and the children, will tell.

2. Write down the list of useful words and phrases. Make up your own sentences with them.

Task 2

1. You are going to read an extract from a book in which a famous writer recalls the time he left home. For Questions 1-8, choose the answer (А, В, С or D) which you think fits best according to the text.

The stooping figure of my mother, waist-deep in the grass and caught there like a piece of sheep's wool, was the last I saw of my country home as I left it to discover the world. She stood old and bent at the top of the bank, silently watching me go, one hand raised in farewell and blessing, not questioning why I went. At the bend of the road I looked back again and saw her; then I turned the corner and walked out of the village. I had closed that part of my life for ever.

It was a bright Sunday morning in early June, the right time to be leaving home. We had been a close family who always got on well together but my three sisters and a brother had already gone. There were two other brothers who had not yet got around to making a decision. They were still sleeping that morning, but my mother had got up early and cooked me a heavy breakfast, had stood wordlessly while I ate it, her hand on my chair, and had then helped me pack up my few belongings. There had been no fuss; there had been no attempt to persuade me to stay; she just gave me a long and searching look. Then, with my bags on my back, I’d gone out into the early sunshine and climbed through the long wet grass to the road.

It was 1934. I was nineteen years old, still soft at the edges, but with a confident belief in good fortune. I carried a small rolled-up tent, a violin in a blanket, a change of clothes, a tin of biscuits, and some cheese. I was excited, full of self-confidence, knowing I had far to go; but not, as yet, how far. I left home that morning and walked away from the sleeping village. It never crossed my mind that others had done this before me.

And now I was on my journey at last, in a thick pair of boots and a stick in my hand. Naturally, I was going to London, which lay a hundred miles to the east; and it seemed equally obvious that I should go on foot. But first, as I’d never seen the sea, I thought I’d try to walk to the coast and find it. This would add another hundred miles to my journey. It would also cost me several extra days of walking. Such considerations didn't trouble me, however. I felt that I’d get by, whatever happened.

That first day alone – and now I was really on my own at last – steadily declined in excitement. Through the solitary morning and afternoon I found myself longing for hurrying footsteps coming after me and family voices calling me back.

None came. I was free. The day’s silence said, “Go where you will. It’s all yours. You asked for it. It’s up to you now.” As I walked I was followed by thoughts of home, by the tinkling sounds of the kitchen, shafts of sun from the windows falling across familiar furniture, across the bedroom and the bed I had left.

When I judged it to be tea-time I sat on an old stone wall and opened my tin of biscuits. As I ate them, I could almost hear mother making tea and my brothers rattling their tea-cups. The biscuits tasted sweetly of home – still only a dozen miles away.

I might have turned back then if it hadn’t been for my brothers, but I knew I could never have put up with the teasing I would have got from them. So I went on my way.

When darkness came, I was too weary to put up the tent. So I lay down in the middle of a field and stared up at the brilliant stars. Finally, the smells of the night put me to sleep – my first night without a roof or bed.

I was awoken soon after midnight by drizzling rain on my face. I was cold and the sky was black and the stars had all gone. Two cows stood over me, moaning in the darkness. Those memories have stayed with me ever since. But when the sun rose in the morning, the birds were singing. I got up, shook myself, ate a piece of pie, and turned again to the south.

1 The writer left his home feeling that

A he would soon be back to continue his life in the village.

В life outside the village would be difficult.

С he could not stand the smallness of the village any longer.

D this was the end of an important part of his life.

2 In the writer’s family

A the rest of the children were still living at home.

В all the other children had left home.

С the boys had left but the girls had stayed.

D some of the boys had stayed but the rest of the children had left.

3 Before the writer left the house, his mother

A had looked at him to be sure that he really wanted to go.

В had let him make his own preparations to leave.

С had helped him to prepare for the journey but asked him not to go.

D had tried to persuade him to take his brothers with him.

4 As he walked out of the village, the writer felt

A sadness about leaving his mother.

В excitement about all the opportunities ahead of him.

С that many generations of young men had done the same thing before.

D that he should hurry because of the long journey in front of him.

5 The writer

A was worried that he might not find his way to the sea.

В did not care if he used time and energy to go to the sea.

С did not care if he did not get to London after all.

D wondered if he could walk all the way to London.

6 On the first day of his journey, the writer

A was followed by his brothers who asked him to come back.

В stopped for a meal only when he was a long way from home.

С did not turn back because his brothers would think he had failed.

D was thoroughly happy that he was finally free.

7 What the writer most clearly remembers about his first night alone is

A seeing two cows in a field.

В lying in bed and looking at the stars.

С having difficulty putting up his tent.

D waking up feeling wet and miserable.

8 The extract shows the writer looks back on his experience and

A regrets wasting so much time as a young man.

В feels a strong sense of love for his mother.

С feels he should go back and live in the village.

D is glad he does not live in the village any more.

2. Look back at the text. Find the words and expressions that mean the same as the following definitions.

1) had a friendly relationship................

2) found the time......................

3) the thought occurred to me.................

4) walk...........................

5) manage, whatever the difficulties............

6) alone, with no one to turn to for help..............

7) returned in the same direction...............

8) accept something unpleasant without complaining………….

3. Complete the following text using the words and expressions from the previous exercise. Make any necessary changes.

Even in families where parents and children (1) …………………… with each other, there can be some arguments when the children become teenagers. Parents find it difficult to (2) …………………. the bad moods some teenagers have. On the other hand, many parents seldom (3) ……………………….sitting with their teenage children to talk to them about their problems. It never (4) …………………….. of many teenagers that their parents were once teenagers themselves and they might be able to give them some helpful advice. Some parents, of course, worry a lot about their children's future, while the children just assume they will (5) ………………….in whatever they decide to do. Parents look at their teenage children's relaxed attitude to life and wonder if they will be able to survive (6) …………………….after they have left home.

PART III. USE OF ENGLISH

Task 1

For questions 1 - 15, read the text below and think of the word which best fits each space. Use only one word in each space. Explain your choice. There is an example at the beginning (0).

Date: 2015-01-29; view: 2110