Do You Speak English PDF

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Table of Contents
1. Topic: My Family
Activity: Myself and My Family 20
2. Topic: My Family
Activity: Housewives 23
3. Topic: My House and My Flat
Activity: My Room 25
4. Topic: My House and My Flat
Activity: Types of Homes 28
5. Topic: My Day
Activity: My Days Off 30
6. Topic: My Day
Activity: The Working Day 32
7. Topic: Environment
Activity: Environmental Protection 34
Activity: Climate Change 36
Activity: Natural Disasters 38
10. Topic: Education
Activity: Jack London’s Education 41
11. Topic: Education
Activity: Teachers 43
12. Topic: Libraries
Activity: Libraries Today and In the Past 46
13. Topic: Healthy Lifestyles
Activity: AIDS 49
14. Topic: Visit to the Doctor
Activity: Medicine and Health 52
15. Topic: Food and Meals
Activity: Fruit and Vegetables 54
16. Topic: Food and Meals
Activity: Healthy Food 56
17. Topic: Shops and Shopping
Activity: Shopping in the USA 59
18. Topic: At the Post Office
Activity: Save Our Post Office 61
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Table of Contents
19. Topic: Everyday Services

Activity: At the Photo Studio 63
20. Topic: Everyday Services
Activity: At the Hairdresser’s 65
21. Topic: Traveling
Activity: Traveling by Train 66
22. Topic: Traveling
Activity: Traveling by Airplane 68
23. Topic: Cities, Towns and Villages
Activity: London 70
24. Topic: Sports
Activity: Kinds of Sports 72
25. Topic: Sports
Activity: The Olympics 74
26. Topic: Travelling Abroad
Activity: Packing Tips and Travel Hints 76
Activity: E-tickets 79
Activity: Visas 81
29. Topic: Famous People
Activity: Alfred Nobel 83
30. Topic: Famous People
Activity: Three Famous American Women 85
31. Topic: Art
Activity: Parts of a Theater 87
32. Topic: Art
Activity: Painting 91
33. Topic: Mass Media
Activity: News 93
34. Topic: Mass Media
Activity: Media Ethics 95
35. Answer Keys 97
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Acknowledgements
This supplementary textbook represents hundreds of hours of work on the part of dozens
of people. Without the time and dedication of each one of these individuals, it could not
have been done.
The project was enthusiastically supported by Mr. Jerrold Frank, Regional English
Language Officer, U.S. Embassy Kyiv. Ms. Alyona Sukhinina, Assistant to the Regional
English Language Officer, provided invaluable support every step of the way.
The teachers who attended the workshops in Kremenchuk, Ukraine, in September 2012
provided the source material and ideas for exercises for all the activities in this volume.
They are the collective authors of this work:
Iryna Boiko Kremenchuk Makarenko Pedagogical College

Yevgeniya Gapon Dnipropetrovsk Pedagogical College,
Dnipropetrovsk National Gonchar University
Zhanna Kaidash Berislav Pedagogical College
Anna Kovalenko Kremenchuk School No. 23
Kateryna Kulik Nikopol Pedagogical College
Larysa Migal Kremenchuk Makarenko Pedagogical College
Oleksanadra Naidon Poltava National Korolenko Pedagogical University
Мariana Navrotska Kremenchuk Makarenko Pedagogical College
Yulia Omelchenko Kremenchuk Makarenko Pedagogical College
Mariam Pauchkova Kremenchuk Medical College
Victoria Polshchikova Kremenchuk Institute,
Dnipropetrovsk University of Economics and Law
Іnna Ryshkova Kremenchuk Makarenko Pedagogical College
Nataliya Sereda Berislav Pedagogical College
Alvina Shulga Oleksandriya Sukhomlinsky Pedagogical College
Yevgenia Trishina Kremenchuk Medical College
Valentyna Vereshchaka Kremenchuk Makarenko Pedagogical College
Violetta Yatsyna Kremenchuk Makarenko Pedagogical College
Of these teachers, special thanks is owed to Yulia Omelchenko of the Kremenchuk

Makarenko Pedagogical College for her efforts in getting this project started, organizing
the workshops which took place in Kremenchuk, and following up on it throughout the
writing and editing process.
Several Peace Corps Volunteers also contributed substantial time:

Andrea Zimmerman wrote the initial proposal for the project. Andrew Cartwright and
Michelle Lampton assisted at the workshops.
James Legatt also wrote and piloted several of the activities at the Kremenchuk University
of Economics, Information Technology and Management.
Very special thanks to Peace Corps Volunteer Connie Kiehn at the Berislav Pedagogical
College, and Sarah Friedman of Komsomolsk Gymnasium No. 3 whose extraordinary
dedication to the project shines through in many of these activities.
Finally, thanks to Susan Iannuzzi, English Language Specialist, for conducting the
workshops on best practices in materials writing as well as editing and compiling this
volume.
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Best practices for teaching and
using this supplementary textbook
Strategies for presenting new language and concepts
*Note that words in bold appear in the Glossary of terms.
Changes in the language classroom:

The role of the teacher in English language classrooms has changed over the past sixty
years. This was partly due to changing objectives in foreign language teaching as a result
of the increased need for real communication skills in second languages. It has also
been the result of increased knowledge coming from the field of psychology about how
language learning takes place. Thus, the teacher’s role has changed from that of a lecturer
to that of a facilitator, whose job is to provide opportunities for students to use and
function in English.
The ideal language classroom is now a more student-centered classroom. This change is
supported by psychological research that has made clear some of the conditions that help
and support students’ learning. The goal of the teacher with communicative objectives may
be thought of as creating an interesting, active, student-centered classroom with activities
based on meaningful use of language.
The purpose of presentation:

The term presentation describes what we as teachers do to introduce new material. New
material may be grammar, vocabulary, or even the introduction of a text or a task. It is any
concept or new material that will be put to use. Presentation is usually followed by some
kind of practice of the new material to consolidate it, with the goal of developing mastery.
Traditionally, the teacher’s role in presentation was seen as the expert, or the giver of
information. This was compatible with the notion of the teacher as lecturer. The student’s
role was as that of receiver of the information, or the listener of the lecture. However the
information that the teacher presents is not always heard or understood. Unless the student
actually pays attentions, perceives and remembers the information, the student will not be
on the way to mastery, but will likely forget the information.
So, what is our role as teachers in the presentation? Of course, teachers are still the ones
with the knowledge to present, but we need to think of ways to be effective in getting this
information across to our students. To achieve this, we should try to do the following:
• Focus the students’ attention on exactly what we want them to know.

• Make sure they can clearly see or hear the material.
• Make the material relevant to the students’ background knowledge so that they
can understand or relate to it.
• Make the new material memorable, which can be done in a variety of ways,
which we will see below.
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Focusing and keeping the students’ attention:
The students have to become focused on the material / teacher to have any possibility
of taking in the information. Initially, the students have to be alert, watching and ready
for whatever is coming. Their expectations are raised; they have a need to know, and
hopefully, a desire as well.
According to studies on the attention span, there are peaks and valleys in students’
attentiveness. The first 10 to 15 minutes are often a period of strong attention, but after this
initial period, attention drops steeply. So, we need to work to keep our students’ attention
throughout the presentation of new material. In order to do this, we need to involve them
in it. One way we can do this is through elicitation.
Elicitation techniques:
Elicitation involves questioning and other techniques for getting students to contribute to
the learning process. Instead of the teacher giving the information, the students are part of
the information-giving stage as well. Consider this example:
Situation 1
Teacher: (pointing to a map) Look. This is a map. (says the word in Ukrainian).
Now say map. Can you say it?
Students: Map.
Situation 2
Teacher: (pointing to a map) What is this? Anyone?
Students: Map.
Even if the students don’t know the answer, elicitation still serves the purpose of getting
students’ attention. Furthermore, it is likely that in classes with mixed ability, one of the
students will know the word or concept being introduced. In this respect elicitation is
very useful for mixed-ability classrooms since those who know are not bored and can
participate.
Effective elicitation includes more than just asking direct questions. It includes the
following:
• Enough time to allow students to think.
• Prompts with half-finished sentences, for example: This map is not small. It’s …
(waiting for the response big).
• Emphasis on the incorrect part of a response by using question intonation, for
example: He have hung the map on the wall? He have hung?
• Prompts with gestures or facial expressions, for example: He looks at the map
yesterday. Teacher motions over her shoulder to indicate past time.
Helping students to perceive:

Students need to be able to see and / or hear the presentation clearly. Whether they can
see and hear the new material needs to be checked with them before going too far into
the presentation. In addition, it is preferable for many students to experience the material
through more than one sense and more than once. This increases the likelihood that
students will remember the material.
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Facilitating understanding:
New material, by definition, is something the students may not have encountered before.
In order to understand it, new information has to be linked to what students already know
about the language (perhaps grammatical forms) and what they already know about life
(the meaning). We as teachers provide the link by helping students make the connections
to things they already know.
Helping students remember:

Students need to be able to remember the material that has been presented until it has been
practiced and mastered. However, not all students respond to presented material in the
same way. For some learners, what they see is more memorable, but for others, what they
hear is more memorable. Some students respond to movement, such as gestures, miming,
or acting in order to remember something.
The more a presentation causes a personal response for the student, the more memorable
it will be. When material is colorful, unusual, or dramatic, it tends to have more of an
impact. For instance, supplementing the activities in this book with your own photos,
songs, or objects will make the lessons more memorable.
Best practices in reading instruction
The role of reading:
Reading has long been a part of the English curriculum. Reading has typically been
considered important because it is a way to gain knowledge about the world as well as
improve the students’ English through exposure to grammatical structures and vocabulary.
Traditionally, reading has been thought of as a passive skill. Students were given a text
and instructed to read silently and on their own. Reading passages were assigned as
homework so as not to waste class time on a silent and passive activity. When finished
with their reading, students would be asked various comprehension questions to check
their understanding of the content of the text. Alternatively, a text would be read aloud by
one students or the teacher, after which, the class would be asked to answer questions on it.
In both of these situations, the reading process was treated more as a test because students
were expected to get specific information from the text.
Characteristics of reading:
It isn’t difficult to see how this traditional idea of reading developed. There are natural
characteristics of reading that distinguish it from other skills. Obviously, in order to read,
there must be a written text of some kind. By its very nature, a written text is permanent,
so the reader can look at it repeatedly to review a word, a sentence, or even the entire text.
Because students can look again at a text, teachers often believe that the students should
be able to find the answers simply by looking at the text, again and again if necessary.
However, without skills and strategies for reading, students may not be able to fully
understand or interact with the text optimally.
Reading as communicative and interactive:

A more modern approach to reading views reading as an interactive process with
possibilities for teaching and learning with real communicative value. Obviously, students
will have to read alone during the reading lesson, but it is important to include activities
which enable students to interact with each, either in pairs, groups, or as a class. Through
interaction, students use other skills, such as speaking and listening, as part of the reading
lesson.
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It is helpful to think of reading as having three stages:
• Pre-reading stage
• During-reading stage
• Post-reading stage
Each stage has an important role. It is tempting to tell students to go ahead and read a text
silently, but this is not an adequate way of approaching reading in today’s classroom. In the
pre-reading stage, it is important to draw on the students’ own knowledge of the content.
In other words, we need to prepare them to read. By doing this, students can anticipate the
information in the reading and it is more likely that they will remember it, which is critical
to achieving mastery of anything.
In the during-reading stage, students should have a purpose for reading. Not all reading
is simply reading to understand the whole text, and teachers must be clear to specify
why students are reading and what students are expected to take away from the reading.
Sometimes students are reading quickly for the main idea. Sometimes, they are reading for
specific information. Sometimes, they are reading to determine the author’s opinion about
something.
Frequently, the post-reading stage is seen as simply a time for answer comprehension
questions. However, comprehension questions as just one of the activities that are useful at
this stage. The post-reading stage is an opportunity to focus on difficult or key vocabulary
as well as an opportunity for discussion of the main points, the author’s purpose, or even
key grammatical structures.
The supplementary reading activities in this book have been designed with flexibility
in mind. No two teachers and no two classes are the same, so the hope is that you will
tailor the activities to suit your needs. For example, in the Topic of Education, there is an
activity about the American author Jack London. The text can be used in a variety of ways
depending on the needs of the class.
Some teachers may choose to do a pre-reading activity on the stages of American

education, for example, asking students what they remember about a previous discussion
they have had on the concept of high school, or prep schools. Other teachers may use this
activity to highlight how education has changed in the years since London wrote this piece
in 1913. Other teachers may even choose to use this activity to supplement a different
curricular topic entirely, for example, famous people. In those instances, a pre-reading
activity could be related to what students know about other famous American authors. As
a result, there is no pre-reading task to fit all needs. The material in this book can be used
most effectively when you tailor it to your needs.
Similarly, the comprehension questions and vocabulary activities that follow are not
intended to be the final interaction students have with the passages. Again, suitable post-
reading activities depend on the classes that are being supplemented. As we saw with
the variety of pre-reading activities, there is an equal number of post-reading activity
variations possible for the Jack London Education piece. For example, the students could
be asked to debate the head master’s actions, with one side supporting London’s dismissal
and the other arguing against it. Students could be asked to write a letter or an editorial
from the author’s point of view asking to be readmitted to the school. Depending on your
needs, the students’ interaction with the text need not, and should not, end when the final
comprehension question is answered and checked.
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Interactive reading techniques:
There is often an assumption that students who are literate in their first language can read
as well in English. Unfortunately, this is not always true. Frequently, students need to be
shown how to use their existing reading skills. Similarly, students may need to draw on
their existing knowledge of the structure of different kinds of texts, for example, stories,
advertisements, etc.
One skill which students may already do in their native language is skimming. Skimming
refers to quickly running your eye across a whole text to get the main idea, or gist. This is
an important skill because it enables students to guess or predict the main idea or purpose
of the text. In essence, skimming gives students an advantage for the more focused reading
required in the during-reading stage.
Scanning is also a useful skill to use. Scanning involves quickly looking for a particular
piece of information in a text, for example, a name, a date, a definition, or key information.
Good scanning ability allows students to find specific details without taking the time to
read the entire text.
Vocabulary Development
In addition, teachers can encourage students to develop strategies for learning new
vocabulary. One effective technique is that of guessing the meaning of vocabulary from
context. It is tempting to simply ask students to translate English words into Ukrainian to
determine if they understand their meanings. However, this technique is less likely to lead
to mastery of the vocabulary in English. Students are less likely to remember the words
if they have only translated them. More importantly, students are missing the opportunity
to make their own associations for the words while they interact with the text. As a result,
there are no translation exercises in the supplementary activities. All the vocabulary
activities strive to develop students’ skills of guessing meaning from context, which in
turn will make it more likely that they retain the words and develop the ability to use them
meaningfully.
Best Practices in Listening Instruction

For practical reasons, listening activities were not included in this supplementary textbook.
Links to podcasts become corrupted or disappear, thus leaving us with exercises that are
no longer usable. However, most of us agree that listening is still an important skill that we
should include in our teaching.
The role of listening:

Listening is an important skill in language learning. Many approaches to language learning
have highlighted or relied heavily on listening, for example, the Audio-lingual and The
Direct approach, just to name two. Some studies have shown that listening accounts for
about 45% of our daily communication.
So, it is somewhat surprising that the teaching of listening strategies and techniques has
not received a more prominent place in many English curricula. This was often due to
the logistics of listening, dating back to when technology was not readily available and
the materials were harder to find. However, listening is becoming more integrated into
the daily lesson and it is receiving more attention from many teachers. As a result, it is
important to include some advice about it in these notes.
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The process of listening:
If we think about the various steps a listener goes through before he or she understands the
meaning of a message and acts upon it, we will realize the difficulties a student faces while
listening.
The student has to distinguish specific sounds from each other. The student then has
to divide the sounds into words and keep the meaningful pieces of the language in the
short-term memory. However, a listener is not a recorder. The listener interprets it in the
light of his or her background knowledge and the purpose for listening. The listener also
determines whether the information is needed in the long-term memory or only the short-
term memory.
Some of the difficulties a listener has include discrimination among distinctive sounds,
stress, rhythm, and intonation. Think about the difference in meaning between the
following examples, which, if spoken, would be expressed by rhythm and intonation.
“Julia,” said Alyona, “isn’t here.” Julia said, “Alyona isn’t here.”
The listener also has to recognize reduced forms of words, word order, and key words. He
or she has to guess the meaning from the context and adjust listening strategies to different
kinds of listening purposes. Above all, the listener has to use his or her background
knowledge and experience to make inferences, predict outcomes and understand
relationships among ideas. All of this shows just how complex and active listening is.
Listening and reading:

Both listening and reading draw on knowledge of language, including the vocabulary,
grammatical structures, experience or background of the listener and reader as well as the
situational or contextual clues in order to understand the meaning of the message. The two
skills are often thought of as passive, although as we have seen, they are more active than
many teachers may realize.
There are basic differences between reading and listening. The reader reads at his or her
own pace, pausing occasionally to consult a dictionary or the teacher. The listener does not
have these options. Listening is controlled by the pace of the speaker, the speaker’s choice
of vocabulary and grammar. The listener cannot be inattentive for one moment; otherwise
important parts of the message may be lost. There is no opportunity to go back to what has
been said, and sometimes it is impossible to ask for the information to be repeated.
Listening activities:
As with reading, listening can be divided in three stages:
• pre-listening
• during-listening
• post-listening
Again, there are similarities between these stages in the listening and reading lesson. In
the pre-listening stage, students should be introduced to the listening through activities
such as analyzing a title, picture, or diagram. They may discuss content, vocabulary, and
expectations of content. In the during-listening stage, they should be asked to focus on
the important ideas in the text. During the post-listening stage, students may answer
comprehension questions, but they should also be given opportunities to consolidate what
they have learned by linking it to other lessons or to their own lives or situations wherever
possible.
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For many of the activities in this supplementary textbook, you may be able to find
listening texts on the following sites:
http://americanenglish.state.gov
You Tube: www.youtube.com
TED: ideas worth spreading. This site offers lectures from experts and others on a
wide range of topics. www.ted.com
Free video lectures: This site offers university lectures from actual US universities and
international universities on a variety of subjects. freevideolectures.com
There are also free podcasts available from stable sites, including:
National Public Radio: current news programs as well as podcasts on economics,
politics, art, and science from the United States.
http://www.npr.org/rss/podcast/podcast_directory.php
Learn out loud: topics ranging from art and poetry to United States history.
http://www.learnoutloud.com/
Best Practices in Writing Instruction

The role of writing:
Writing has long been considered an important language skill, but unlike the other
three skills students practice, there is something permanent that results from writing.
Traditionally, the final product has been emphasized in writing classes; this is known as
the product-approach to writing. Teachers typically attempt to evaluate how correct or
accurate a piece of writing is, especially the grammar and vocabulary usage.
Modern approaches to teaching writing:

Although the final product of students’ writing is still important, including accurate
grammar and vocabulary usage, it is more beneficial to students to consider the process
of their writing. In other words, the students gain more when we focus on the steps to
writing a piece of work. This is called the process-approach to writing. There are several
elements in the process approach to writing, including:
• helping students to understand the composing process
• helping students to discover what they want to say
• giving students time to write and rewrite
• placing importance on the process of revision
• encouraging feedback from both the instructor and their peers
As mentioned above, an important feature of the process-approach to writing is the

revision process. This is an important element not only because it helps the students
to improve their writing and language skills, but also because it reduces the teacher’s
correction time. More importantly, it allows the teacher to comment specifically instead of
spending a lot of time addressing everything.
The writing activities in this supplementary textbook are structured according to the
process-approach. The writing prompts are thematically linked to the topic and vocabulary
of the reading and speaking activities. Furthermore, the writing prompts contain questions
or guidance about exactly what students should include in their writing prompts. These
guiding questions also suggest an organization structure for the students’ writing. By
including the guiding questions, students will not be staring at a blank piece of paper,
wondering what they should write and how to put it all together.
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In addition, many of the writing activities instruct students to exchange their papers with a
partner. Of course, not all students will feel comfortable doing this sort of peer evaluation,
but this is intended to be supportive. In other words, students should not feel that they are
marking or evaluating another’s work. They are collaborating and offering constructive
suggestions which improve the overall language skills of both students.
Best Practices in Speaking Instruction

The role of speaking:
In the past, the purpose of speaking instruction was to focus on correct pronunciation.
Similarly, teachers often interrupted students to correct each error they made, whether
meaning was affected or not. As a result, many students were afraid to speak in the
classroom.
Modern approaches to speaking instruction:

Nowadays, there is less of an emphasis on perfect pronunciation and grammatically
perfect speech. Of course, pronunciation is important in that if a speaker’s pronunciation
very difficult to understand, there may be communication problems. And, there may be
errors in grammar, such as incorrect use of tense or subject pronouns, which can lead to
miscommunication. However, many of the errors students make when speaking don’t have
an impact on their ability to communicate. As a result, it is often more helpful for students
if you allow simple errors to pass without correction. This will lead to more confident
students who are more willing to take risks with their speaking, and participate happily!
The speaking activities included in this supplementary textbook are intended to engage
students and make them want to speak. Students are asked to give their opinions on a
variety of topics related to the vocabulary and theme of the main reading.
Furthermore, students are typically asked to discuss the questions in pairs or in groups. By
allowing students to discuss amongst themselves first, teachers can move around the room
and listen to many students speaking. The teacher can then call on specific students, pairs,
or groups to share their ideas with the class, thereby generating a class discussion.
Mixed-Ability Classrooms
Mixed-ability challenges:
Mixed-ability classrooms present obvious challenges. Students who are more advanced
than the class average may finish quickly and become bored. They may then disrupt other
students and prevent them from finishing their work. Students who are not at the level of
the average may find themselves frustrated quickly and unable or unwilling to go further
with the assignment’s lesson.
Teachers of mixed-ability classrooms often find that they have classroom management
issues to attend to, and they may also find that they don’t have enough material to occupy
the advanced students while they help those who are struggling.
Mixed-ability solutions:
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Seating arrangements can help in mixed-ability classrooms. Although physical comfort
is essential, how students feel or think is more important. Students of all ability levels
are always in control of their own learning, and unless they feel they are active members
of one learning community with the teacher on their side, the value of meaningful
interaction will be minimized. Far too often, fixed seats in rows make it difficult for
students to see each other and work with each other. The rows force all students to look to
the front, thus encouraging the teacher to be the center of the class, not the students. By
arranging seats in a semi-circle or square, you can accomplish three important goals:
• a student-centered class, where students are focused on each other instead of you
• a cohesive learning community, where students can have meaningful interaction
with all class members, not just the one next to them
• a mixed-ability support arrangement in which more advanced students can work
with weaker students
If you seat your students so that stronger students are working with weaker students for
pair and group work activities, this will increase the likelihood of the weaker students
improving. It will also prevent the stronger students from racing ahead and finishing their
work far ahead of the others. More importantly, this will reinforce the idea of a learning
community in which all students of all levels participate and feel valued.
Of course, there are practical limits to the ability levels you can seat together, but this will
become obvious to you early on in the semester. You may find that it is as much as issue of
personality as language ability in finding successful seating arrangements.
Another way you can successfully manage a mixed-ability class is by using peer-teaching.
For example, if you are teaching a grammar point, use the more advanced students as peer
aids. They can assist you at the board, writing example sentences or helping other students
in the class. Some teachers may resist using peer-teaching because it may be seen as
undermining their role as the authority or expert in the class, but it is possible to use peer-
teaching and retain the respect of the students. You may do this by rotating students who
act as peer teachers or limiting their use.
It is also important to always have a more advanced activity ready for the more advanced
students. It is typically easier to make an activity more difficult. For example, add more
difficult vocabulary, or add another task, or include more reading for those more advanced
students.
The reading activities in this supplementary textbook take mixed-ability classrooms into
consideration. The comprehension questions in the activity after each reading passage
appear in the order of their answers in the text. Therefore, it is possible to ask weaker
students to only read half of the text and answer the first few questions. The average
and more advanced students can read the entire passage and answer all of the questions.
Because the comprehension activities are organized in this way, you will save time once
you become familiar with the supplementary material and how it can be split up to suit
your classroom needs.
The speaking activities have also been designed for use in mixed-ability classrooms. There
are multiple speaking prompts for each topic. Sometimes, you may wish to group stronger
students together and ask them to discuss all of the prompts while the average and weaker
students discuss only a few of them in the allotted time. Furthermore, because the speaking
prompts require students to consider their own opinions and ideas, you may also use them
as additional writing prompts for extremely strong students.
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Best practices Error Correction
Errors as a natural part of learning:
Making errors, or mistakes, is a natural part of the learning process. There may be
interference from the students’ first language which may result in a variety of errors,
including errors in pronunciation, spelling, grammar, and so on. However, other errors,
such as forgetting to add –s to third personal singular verbs, are typically made by many
students, regardless of language background. Additionally, errors may simply be the result
of a student’s individual progression of language development.
It is important for us as teachers to understand that all students will make errors no matter
how much they study or try not to make them. More importantly, teachers should help their
students understand that making errors is a natural part of learning. If students are afraid
to make errors, they may remain silent. As a result, they may not learn very much. On the
other hand, students who understand that making errors is natural are more likely to make
progress.
Techniques for correcting spoken errors:

There are several ways in which spoken errors may be corrected in the classroom. One
of the biggest challenges for teachers is to decide which method to use. It is important
that error correction be supportive. In other words, the students should feel that the error
correction is helping them to learn and is not simply pointing out every instances in which
they are wrong.
When a student makes a spoken error, you may stop the student and encourage him or her
to self-correct by gesturing or asking for repetition. You can further aid the student’s self-
correction by repeating the error with a rising or questioning intonation.
Self correction is an effective way for students to learn because must think about their use
of the language. It is more likely that they will remember how to avoid the error when they
are in a similar situation again.
Peer correction is another technique for correcting spoken errors. In peer correction, the
teacher calls on other students to correct the error. This is an effective way to correct errors
for several reasons:
• It keeps the rest of the class engaged while one student is speaking.
• It promotes a learning community atmosphere by showing that language learning is
cooperative and supportive because students can help each other to learn.
• It makes the class more student-centered and reduces the teacher’s domination of the
class.
Another option you may choose is drilling. Drilling is frequently used in the presentation
and practice of language. However, it is also valuable in error correction. You can drill
a language point with the whole class, rows of students, or individual students. This
technique is particularly effective for addressing an error made by many students, or when
you do not want to draw attention to the student who made the error.
Finally, you can correct a spoken error using the technique of expansion. In this technique,
you expand on a partially-correct or incomplete answer. For example, you may repeat the
answer and expand on it by adding important information at the end. This technique is
supportive because it acknowledges that the student was correct in some way, but it also
provides additional relevant information.
15
Techniques for correcting written errors:
Correcting written errors can be approached in much the same way as correcting spoken
errors. There are several techniques available to teachers.
Within the writing lesson, you may ask the students to first assess their own work. This
provides the opportunity for self-correction. It allows the students to catch any careless
mistakes, such as misspellings, omitted or duplicated words. It is also an opportunity for
students to notice things they aren’t sure of. Self-correcting is valuable because it makes
students think about their use of English, and they are more likely to remember correct
usage in the future.
Peer correction is another technique for correction of written errors. Peer correction is an
important step in the writing process. Before students give their writing to you for your
correction, there should be an opportunity for students to review each other’s work. This
helps students to take responsibility for their learning. It also reinforces that language
learning is cooperative. You can conduct per correction in different ways. Students can
work in pairs or groups. You can ask them to focus on the vocabulary, grammar, spelling,
and punctuation only, or you can ask them to focus on those elements as well as the ideas
and content. It all depends on the level of your class.
In addition to the traditional technique of the teacher correcting each piece of writing,
it is possible to use collective correction to address common errors. After you have
corrected all students’ work, you may notice frequent errors. You can take examples of the
frequently-made errors and put them on the board for the class to correct. It may be a good
idea to use this technique once you have established a supportive learning community
since some students may be sensitive about seeing their work on the board as an example
of an error!
Final Thoughts
Teaching practices:
Teaching is a demanding profession. Most teachers have too little time to do the things
that are expected of them, so the thought of doing anything extra or differently can be
very difficult. Moreover, it’s difficult to change! We are all creatures of habit and enjoy
our routines. However, no matter how long you have been teaching, you and your students
can benefit from trying new things, new approaches, or new techniques. Try one new thing
each month or each week, such as a new seating arrangement or presentation technique. If
it doesn’t work, think about why it didn’t work and if there’s something you can change.
Then, try again!
The supplementary textbook:

The materials in this volume are really just a starting point. You may like some of them,
but others may not fit well with your students’ needs. The material can be adapted further.
Activities can be added or changed as YOU see fit. Think about what you would like your
students to learn. In other words, what are the objectives of your lesson and goals of your
course? You can then add to the activities as necessary.
Best wishes to you all!
16
Suggestions for further reading
Brown, H. D., 2008. Teaching by Principles. White Plains, NY: Longman.

Celce Murcia, M., (ed.) 1991. Teaching English as a Second or Foreign
Language. Boston: Heinle.
Harmer, J., 2007. How to Teach English. Harlow, UK: Longman.
Lewis, M. and J. Hill. 1992. Practical Techniques for Language Teaching.
Hove, UK: Language Teaching Publications (LTP).
Nation I. S. P., 2008. Teaching Vocabulary. Boston: Heinle, Cengage Learning.
Nunan, D., ed. 2003. Practical English Language Teaching. New York:
McGraw Hill.
Nunan, D., 1999. Second Language Teaching and Learning. Boston: Heinle,
Cengage Learning.
17
Glossary of Terms
attention span: the amount of time a person can concentrate on a single
activity, object or idea
collective correction: a correction technique in which the teacher corrects common
errors with the whole class
context: a situation or the surrounding words found in a text
discrimination of sounds: being able to tell the difference between two sounds, for
example the difference in the sounds at the beginning of
the words tank and thank.
drilling: asking students to repeat a word or phrase several times
elicitation: getting something out of the students instead of giving them
something
expansion: building on something or making something larger
gestures: the movements of the hands, body, arms, or head to express
thoughts, ideas, opinions or emotions
interactive: a two-way or multi-way communication process or
experience in the classroom
learning community: a group who is learning together in a supportive
environment in which all participants feel they belong
long-term memory: information stored in the brain over a long period of time,
perhaps even a lifetime, that the person is able to recall
miming: acting something out using only your body
mixed-ability classroom a class in which there are students with a range of levels in
their English ability
pace: rate or speed
passive skill: a skill in which the student does not have to actively
participate
peer evaluation: a technique in which students check or evaluate each other’s
work, usually before the teacher looks at it
peer teaching: a technique in which a student or students explain or help to
explain or present information to the other members of the class
process-approach: an approach to writing which emphasizes the steps students
take to create a piece of writing
product-approach: an approach to writing which emphasizes the final piece of
writing
question intonation: the rising pitch of the voice when asking a yes / no question
reduced forms: shortened forms of words that are common in spoken
language, for example going to may be reduced to gonna
revision: editing or taking the time to review and make changes to a
piece of writing
rhythm: the pattern of stress in speech
scanning: reading quickly to find a specific piece or pieces of
information
self-correct: correcting something on one’s own
short-term memory: information stored in the brain for a short period of time,
after which it is forgotten
skimming: reading quickly to get the general idea
stress: emphasis
student-centered: a classroom in which the students are the focus of the
interactions and learning and their interests are of
main concern
18
Topic: My Family
Activity: Myself and my Family
ABOUT MYSELF AND MY FAMILY
M y name is Max Kovaliov, and I am seventeen years old. I want to tell you a few
things about my family. My family is small. I only have a mother and a father.
My mother teaches history in a college. She likes her profession. She is a good-looking
woman with brown hair. She is tall and slim. My father is a computer programmer in
an Ukrainian-German joint venture company. He is very experienced. He is a broad-
shouldered, tall man with fair hair and grey eyes. He likes music a lot. I guess you can
say “like father like son” because I also enjoy music. When we are at home and have some
free time, I play the guitar and my father and I sing together for the family. He is also
handy with many things. He knows all about new TV sets and likes to repair old ones.
When he was little, he liked to take everything apart. My grandmother told me a story
that once father tried to “repair” their kitchen clock. He managed to put out all the wheels
and screws and put them back again — but the clock did not work. They had to give it
to a repairman. But that happened a long time ago. Now he can fix almost everything: a
vacuum cleaner, a washing machine, a fridge, and whatnot.
My parents have been married for twenty-six years. They have much in common, but
they have different views on music, books, films and sports. For example, my father
likes horror films and my mother likes “soap operas”. My father is fond of tennis, and my
mother doesn’t like sports. But my parents have the same opinion about my education and
upbringing. My parents are hard-working people. My mother runs the house and takes
care of all of us. She is very good at cooking and she is clever with her hands. She is very
practical. My father and I try to help her with the housework. I wash dishes, go shopping
and tidy up our apartment. Although there are only three of us, we are a tight-knit family.
Comprehension
1. Read the text. Answer the questions.
1. In which ways are Max and his father similar?
2. Why is Max’s father handy?
3. In which ways are Max’s parents similar? In which ways are they different?
4. What does Max do to help around the house?
20
Topic: My Family
Vocabulary
1. Read the text above. Write bold phrases or words from the text with their meanings below.
Use a dictionary if necessary.
1. light in color
2. to be able to fix things and make simple repairs
3. able to make things or do things such as cooking and sewing
4. attractive
5. opinions that aren’t the same
6. knowledgeable and skilled as a result of practice
7. having wide shoulders
8. a business that is owned by two different companies, often from different countries
9. the time when a child is raised or nurtured before becoming an adult
10. thin but not too thin
11. to like someone
12. to have many similarities and shared preferences
Vocabulary / Writing: Proverbs

1. The following are proverbs about the family.
Think about what they mean and then match the parts of the proverb with the correct meaning.
Write the letter with the proverb’s meaning after it.
1. When the whole family is together, the soul is in place.

2. Little children, little sorrow, big children, big sorrow.
3. Whoever is ashamed of his family will have no luck.
4. In times that test, family is best.
5. Like father, like son.
6. Accidents will happen in the best-regulated families.
7. A large family gives beauty to a house.
8. As the family is, so is the offspring.
9. Every family has its black sheep.
A. You should be proud of your family.

B. Big families are a great thing.
C. There is always someone in the family who is different in some way.
D. Families who spend time with each other are always the happiest.
E. Children are like their parents.
F. Even bad things happen to families that are doing everything right.
G. It is better to be with your family when things are difficult in your life.
H. As children get older, things get more difficult.
I. Boys grow up to be like their dads.
2. Choose one proverb from exercise 1 above. Do you agree with it or not? Write a short paragraph
with an example to support your opinion. Include the following information in your paragraph:
A. The proverb you chose and what it means.
B. The incident, person, or situation that supports your opinion.
21
Topic: My Family
Speaking
1. With a partner take turns asking each other the following questions. If you can think of more
questions, ask those too!
1. What is your first name? What is your last name?

2. How old are you?
3. When is your birthday?
4. Do you have a large family? How many people are you in the family?
5. Do you have any brothers or sisters?
6. What do your parents do for work? Where do they work?
7. How long have your parents been married?
8. Do they have much in common?
9. Do you spend a lot of time with your family?
10. What sort of things do you do together?
11. Do you go out with your parents?
12. Who runs the house in your family?
13. What are your household duties?
14. What is your father’s hobby?
15. Can you describe your mother?
Below are more questions that can be used in classroom discussions about families.
Are friends more important than family? What do you think?

Are your parents strict?
Do you get along well with your family?
Do you often argue with your mother or father? What about?
What is the best memory you have of your family doing something together?
Who is the black sheep in your family? Why?
Who does the housework, your father or your mother or both of them?
What’s the best thing about your mom?
If you could have a different number of siblings, what would it be?
What is the perfect number of children to have?
What do you and your family like to do together?
What’s the best thing about your grandparents?
What’s the best thing about your dad?
Describe the perfect family.
22
Topic: My Family
Activity: Housewives
The Life of Two Housewives
Read the posts from a message board for housewives. Then answer the questions below.
1st Housewife
Hello to other housewives! This is my first time posting to this site.

I am a housewife living with my husband. I have a regular schedule. I wake up at 7:30 am and begin my
day of preparing breakfast (usually just toast) and lunch. I do other things as well, such as boiling milk,
and dusting the house. When I wake up in the morning, the first thing that comes to mind is what to make
for lunch. My husband likes to have two vegetables in his lunch every day. So, for the working week I
need to make 10 different types of vegetables. In the evenings we usually eat something different. My
husband leaves for the office at 9:30 AM, so I have 2 hours to do these things. Then I have the entire day
free because my maid comes to my home and does everything else for me.
I spend all day on my laptop surfing the internet, watching movies, and wasting time waiting for my
husband to come home. Lately, I have become bored of this, and don’t know how to cope with it. Soon
though, my life is going to change completely because I am 32 weeks pregnant. Hopefully it is going to
be bettter.
2nd Housewife
I wake up around 6:15 AM refreshed, and then I make coffee and breakfast for my husband. Lately, I have
started to sit down and relax with a cup of coffee for about 10 to 15 minutes, and then I pack lunch for my
husband. He has to leave by 7:40 AM, so I prepare a few things the night before.
After he leaves I do my regular cleaning jobs. I have a cleaning schedule I use. For example, on Mon-
days, I sort bills and clean my personal computer. On Tuesdays, I clean the hall and dining room. Each
day has its own schedule. In addition to these things, I must do the dishes and laundry.
After I am done with cleaning, I take a shower, say a short prayer, and then have breakfast. Then I chat
with my mom on the phone, and watch TV. I also spend my time doing arts and crafts. Most days though,
I find myself feeling a little lonely, and I need to talk to people. Unfortunately, I don’t have many friends
here to talk to, so I have found a website I use to visit with other housewives on this website.
Comprehension
1. Answer the questions.

1. How is the 1st woman’s schedule different from the 2nd woman’s?
2. How are they similar?
3. What is a problem the women have with being home all day?
4. How will the 1st woman’s life be changing soon?
23
Topic: My Family
Activity: Housewives
2. Read the texts again. Complete the daily schedule for each housewife. Don’t forget to use the cor-
rect form of the verbs.
Housewife 1:
She __________ at 7:30 AM and then she __________ breakfast. She also __________ milk and
__________ the house. Then she __________ the vegetables for her husband’s lunch. After her husband
leaves, she __________ the internet and __________ time. She is bored every day.
Housewife 2:
She __________ at 6:15 AM and then she __________ coffee and breakfast. Then she __________ with
a cup of coffee before she __________ her husband’s lunch. Her daily routine is different each day. On
Mondays, she __________ bills and then on Tuesday, she __________. She also __________ with her
mom and __________ prayers every day.
Speaking
1. Answer the following questions in small groups.

1. How do these schedules compare to other housewives you may know?
2. Talk about a few things the women do every day. Do you do any of these things? Explain.
3. Do you think these women are organized? If so, how?
Vocabulary
1. Read each story again. Find the bold word that has the same meaning as the definitions below.
The first one is completed for you.
1. solitary, lonesome lonely

2. slices of warmed bread _______________________
3. not doing something productive with your time _______________________
4. an act of worship _______________________
5. normal routine _______________________
6. looking at different pages on the internet _______________________
7. open or unscheduled _______________________
8. is remembered _______________________
9. going to have a baby _______________________
10. recharged or re-energized _______________________
Writing
1. Think about your own daily routine. Write a paragraph describing your daily or weekly sched-
ule. Answer the following questions in your paragraph.
A. What time do you wake up? What do you do first? What do you have for breakfast?
B. Where do you go? How do you get there?
C. What time do you get home? What do you do then? Who do you see?
D. What time do you go to bed? What do you do before bed?
24
Topic: My House and My Flat
Activity: My Room
Vocabulary
1. Read the sentences. Circle the correct word.
1. I have a big desk / bag in my bedroom. I have a computer on it.
2. The chair / sofa for my desk is made of wood.
3. I like my chair / bed. I sleep in it every night.
4. I have a large carpet / blanket on my bed.
5. There are two soft and fluffy pillows / stools on my bed.
6. I also like dictionaries / magazines. I like to read about fashion, sports and animals.
7. I have an aquarium / a bookcase with some little fish in it.
8. The curtains / rugs in my bedroom are long and they cover the windows well.
9. I have a small lamp and a clock on the pillow / nightstand next to my bed.
10. I am not messy / tidy! There are never things on the floor!
2. Match the vocabulary word with its definition. Write the correct letter after the word.
1. bedroom 4. magazine
2. stool 5. bookcase
3. chair 6. aquarium
A. a periodical publication containing articles, stories, photographs, and advertisements
B. room that has a bed in it and is used mainly for sleeping
C. container for fish to live
D. cabinet for storing books
E. seat with a back
F. a simple seat with three or four legs and no back or armrests

25
Activity: My Room
Speaking
1. Use the following questions to interview your partner and learn about each other’s room. Think
of 2 questions of your own to ask.
1. Describe your room. What is in it? What colors are these things?
2. What do you use your room for?
3. Do you have your own room, or do you share it with someone else? What’s that like?
4. How do you take care of your room? If you don’t take care of it, what should you do?
5. If you could have your dream room what would it look like?
6. What’s your favorite thing about your room?
Writing / Speaking
1. Your bedroom is your haven, a place where you can be by yourself or entertain friends. Imagine
that it’s been a while since it’s had a make-over. Write a description of what your new room will
look like when you are finished redoing it. Answer these questions in your paragraph:
A: Which furniture will you change? Why?
B: How will you change the paint or wall decorations?
C: What will you do to the floor, door, and windows?
2. Now exchange your paragraph with a partner. Underline any grammar or vocabulary mistakes.
Talk about them with your partner.
3 Present your paragraph to the class. If possible, find pictures from magazines or the internet of
things you would like in your new room. Use them to create a presentation.
26
Activity: My Room
Speaking
1. Read the list of rooms that may be found in a home. Discuss with your class/partner the importance
of having such a room. Which of these rooms does your home have?
Other (Extra) Rooms

Attic: (a room in the top of a home used to store things)
Ballroom: (a room in stately homes where rich people dance and concerts are held)
Cellar: (a room underneath the house used for storing food)
Cloakroom: (a small room where people put their coats)
Conservatory: (a greenhouse attached to a house for the display of plants)
Dining Room: (a room where people eat, separate from the kitchen)
Drawing Room: (a room in stately homes where rich people entertain)
Game Room: (a room in a large houses where games are played)
Hall: (the entrance passage to a house)
Library: (a room where books are kept)
Family Room: (a separate living area where people watch TV or spend time together)
Music Room: (a room where people play music)
Office/Study: (a room where people work)
Pantry: (a small room used to store kitchen and dining items)
Spare Room: (extra room in house used for guests or anything the family needs it for)
Guest Room: (a room where guests sleep)
Bathroom: (a room where people use the toilet and take a bath or shower)
Utility Room: (a room where appliances such as washing machines and dryers are used)
2. Which of these rooms are necessary? Choose the three most important rooms from
the list.
27
Activity: Types of Homes
G rowing up, I lived in a big house, but we would often go on vacation and stay in a
camper. As I watched my dad hitch it up to our car, I remember thinking how tiny
it was. However, it wasn’t as tiny as the room in the apartment which I shared with four
other girls during college! We each had our own bedroom, but we shared a kitchen and
bathroom. Now I live in a studio apartment that has been converted into two rooms. It’s
also very small, but there are only two of us living in it so I prefer to think of it as cozy!
My aunt used to live in a bungalow, which I always thought would be nice because you
don’t have to climb any stairs! But when I am older, I think I would like to live in a little
white cottage with yellow daisies around it, although I don’t think I will find one of these
in a city!
My least favorite thing to live in would definitely be a tent. Tents are freezing and there’s
always at least one spider living in them!
Comprehension
1. Read the text above. Answer the following questions.
1. Why is a camper different from other homes?
2. What room did the girls share in the apartment they rented during college?
3. Why did the author think it would be nice to live in a bungalow?
4. How did the studio apartment change after it was converted?
5. What are two reasons for not enjoying a tent?
Vocabulary
1. The article contains different types of dwellings. Unscramble the letters to find the
name of each home. Underline it in the text. Write the definition next to each scrambled
word.
1. tagecot
2. mneaartpt
3. tsudoi
4. ntet
5. mpcare
6. ngubawol
7. ushoe
Speaking
1. With a partner or in a group, answer the following conversation questions.

Do you like the place where you are living? Why or why not?
If you could change anything about your present home, what would it be?
Would you prefer to live in a house or an apartment? Why?
Which are the advantages and disadvantages of living in a small house/apartment? And
living in a big one?
28
Activity: Types of Homes
Vocabulary: Idioms
1. Read following idioms which use the word house. Write the correct idiom in the
sentences that follow.
To bring the house down – in the arts, when a performer does such a fantastic job that the
audience applauds and clamors for more:
“Her dancing was magnificent. Her performance brought the house down.”
To get along like a house on fire – two people get along like a house on fire; they like
each other a lot and get along very well:
“My roommate and I got along like a house on fire from the first time we met.”
A house of cards – a situation or plan that is weak or unstable and can easily be destroyed
or collapse
“Although the company appeared to be organized well, it turned out to be a house of
cards.”
To go round the houses – to waste time talking about unimportant things before you get
to the subject you want to talk about:
“There’s no need to go round the houses, just tell me what’s wrong.”
To be on the house – when a restaurant gives food or drink for free:
“Because your meal wasn’t satisfactory, your dessert is on the house.”
To put your house in order – to find solutions to your own problems:
“‘Put your own house in order before you start giving me advice.”
To be as safe as houses – to be totally secure or very safe:
“I’ve put your bag in the trunk of my car in my garage- it’s as safe as houses there.”
1. My brother and my husband are very good friends. They ___________________________.

2. That shelf is strong. You can put anything on it. It’ll _________________________ there.
3. She is finally starting to _______________________________ and take charge of her life.
4. It was an uncomfortable situation, and they obviously didn’t want to talk about it, so they
____________________________________.
5. We thought his idea was a great, but it turned out to be____________________________.
6. The concert was fantastic, especially the soloist. She _____________________________.
7. My brother knows the manager of this restaurant, so our drinks may be
___________________________.
Writing
1. Find a photo of an interesting home on the internet. Write a descriptive essay about
it. Include the following information in your essay.
A) Description of the home’s location. What country is it in? Is it in the countryside, in the
mountains, or somewhere else?
B) Description of its appearance. What does it look like on the outside? What does it look
like on the inside? If you can’t see from the photo, use your imagination.
C) Describe the furniture, appliances, and decor of the home. Again, use your imagination
if necessary.
D) Describe the type of person who lives in the house or who would live in the house.
What is his or her personality like? What is his or her job?
29
Topic: My Day
Activity: My days Off
7 Super Ways to Spend a Day Off
E verybody enjoys a day off from school or work. Even if you love your college or your
job, you still need a break from thinking about deadlines or projects.
All humans have basic needs, for example oxygen, food, water and sleep. These are among
the most obvious, but they are certainly the most important of all the needs. But, beyond
these, we all need some enjoyment once in a while. So, the next time you have a day off
from work or school, try one of these seven super suggestions!
1. Read a book:
This is very simple, but it’s one of the most fantastic things you can do on a day off. Read
something you like, and commit to finishing it. You don’t have to complete the entire book
in one day, but spend about half of your day reading the book, and finishing it in the next
few days. This allows your mind to escape from work and also enhances the creative part
of your brain.
2. Learn something new:
Take a short online course on another language like Spanish, French or Japanese. You
could also watch some cooking lessons, or learn how to build your own house. You can
try to learn sign language. You can do all of this online! You can improve your knowledge
base, get creative, and not have to feel guilty about using the computer for fun instead of
school or work.
3. Sleep all day:
For those who are too tired after a long week of school or work, you can opt to stay in bed.
You can sleep all day and not get up until evening. Many people take sleep for granted,
despite it being one of the most important things you must do to recharge.
4. Remove clutter:
We all have clutter in our homes and in our lives. This might be in the form of old junk, or
it could be from personal habits, like collecting things. Spend a day clearing out the clutter
from your home. Your mind will be more alert and you may even find you have more
energy.
5. Become internet savvy:
Businesses and entertainment are leaping into the online world much faster than ever
before. It’s not wise to stay behind the times. Information, entertainment, work, play and
shopping can now be found online, and you can experience all of them at the comfort of
your home through the Internet.
6. Start a good habit:
Take time to exercise, workout or learn something new on your day off. It may be hard at
first, but consistency is key. Try to do this in the morning on your day off so that you feel
that you have accomplished something positive immediately. Once you’ve harnessed the
power of good habits, you’ll find yourself on your way to a more fulfilling life.
7. Treat yourself:
After a long week, one of the best ways to spend a day off is by pampering yourself. Go to
a spa, get a massage, buy yourself a new scarf, or watch a movie. Supercharge yourself to
face another week by treating yourself like the king of the world!
30
Topic: My Day
Activity: My Days Off
Comprehension
1. Read the text. Answer the questions about the story.
1. What are two good reasons to read a book on your day off?
2. What can people do online in their free time?
3. Why is sleep important?
4. What are the results of removing clutter?
5. What are good habits a person could begin?
6. What is the key to establishing good habits?
7. What does the author suggest doing to pamper yourself?
Vocabulary
1. Match to following words from the story with the correct synonym.
1. commit A. regularity
2. enhances B. a hand communication system for the deaf
3. sign language C. attentive or prepared
4. take (something) for granted D. mess
5. recharge E. treating
6. clutter F. jumping
7. alert G. renew
8. leaping H. renew at an extremely high level
9. consistency I. promise
10. harnessed J. captured and used
11. pampering K. increases
12. supercharge L. not realize the value of something

Speaking
1. With a partner discuss the following questions.
1. Do you have a hobby?
2. When did you start being interested in it or doing it?
3. What was the reason you were interested in it or started it?
2. Below are other things you can do in your free time. Look at the list and
discuss with your partner any of these things you do on a day off. Why do you
do these things? If you don’t do them, discuss the reason.
1. spending time with your family 5. doing laundry
2. cleaning your home 6. washing your bike or car
3. cleaning the surroundings of your home 7. helping people in your community
4. helping in the kitchen 8. visiting those who are having a hard time
Writing
Write a paragraph about the best way to spend your day off. Answer the following
questions in your paragraph:
A) What are your options for a day off? What choices do you have as to how to
spend your day?
B) Why did you choose the activities you selected?
C) How do these activities benefit you? Do they help others? If so, how?
31
Topic: My Day
Activity: The Working Day
Read the article. Then answer the questions.
What Successful People Do With the First Hour of Their Work Day
D oes the first hour at work matter? It can be the hour you see everything clearly, get
one real thing done, and focus on the human side of work instead of your list of things
to do.
You may recall a time in your life when you had a few moments at the beginning of each
day to catch up with friends, think about your schedule, and maybe accomplish a few
things. It was called home room, and it left your life after secondary school. But many
successful people schedule a kind of grown-up home room for themselves every day. You
should too.
Avoid checking email for the first hour:

The man who started the internet company Tumbler says he tries hard not to check his
email until 9:30 or 10 a.m. “Reading emails at home never feels good or productive,” he
said. “If something urgently needs my attention, someone will call or text me.”
Gain awareness, be grateful:

Tony Robbins, the self-help guru suggests setting up an “Hour of Power,” which involves
light exercise, motivational incantations, and 10 minutes of thinking of everything you’re
grateful for in yourself, among your family and friends, and in your career. After that,
visualize “everything you want in your life as if you had it today.”
Do the big stuff first:

Mark Twain said “if you eat a live frog first thing in the morning, you’ve got it behind you
for the rest of the day, and nothing else looks so bad.” This means getting one thing done
before you wade into email, and you’ve got a day-to-day system in place. Here’s how to do
it:
At the end of your day, think about the most difficult thing you have to do tomorrow. Then,
write it on a piece of paper and put it on your desk so that you’ll see it when you arrive in
the morning. If you can, gather together the material you’ll need to get it done and have
that out, too.
Ask yourself if you’re doing what you want to do:

Feeling unfulfilled at work shouldn’t be something you realize months, or even years too
late. Consider making an attempt every morning at what the late Apple CEO Steve Jobs
told a graduating class at Stanford to do:
When I was 17, I read a quote that went something like: “If you live each day as if it was
your last, someday you’ll most certainly be right.” It made an impression on me, and since
then, for the past 33 years, I have looked in the mirror every morning and asked myself: ‘If
today were the last day of my life, would I want to do what I am about to do today?’ And
whenever the answer has been ‘No’ for too many days in a row, I know I need to change
something.”
32
Topic: My Day
Activity: The Working Day
Comprehension
1. Answer the following questions.
1. Do you agree that a person should not check email right away in the morning?
Why or why not?
2. What does it mean to visualize something?
3. According to Tony Robbins, what should you visualize?
4. Why does Steve Jobs say it’s important to enjoy what you do every day?
Vocabulary
1. Match the proverbs and their meanings. Write the correct letter after each proverb.
1. Early to bed, early to rise makes a man healthy, wealthy and wise.
2. Never put off till tomorrow what you can do today.
3. After dinner sit a while, after supper walk a mile.
4. Lost time is never found again.
5. An hour in the morning is worth two in the evening.
6. The early bird catches the worm.
A. Don’t waste your time because you can never get it back
B. Taking a stroll is the best thing to do after having the last meal of the day.
C. Success comes to those who are prepared well and early.
D. Carry out a task or duty as soon as you can, preferably today. If you leave it until tomor-
row, it may never be done.
E. The person who goes to sleep early, and gets up early to work will be successful, healthy,
and smart.
F. The person who gets up early to work will be more successful than the one who gets up
late and works late in the evening.
Speaking
1. With a partner, discuss what you do with the first hour of your school day to increase
your productivity and reduce stress?
2. Role play the dialogue below. Then be creative and change the dialogue to fit your
own day.
A Student’s Day
Paul: What time do you get up on during the week?
Bob: Around six o’clock.
Paul: Why so early?
Bob: Because I have a lot of things to do before I leave for the University.
Paul: What do you do?
Bob: As a rule, I exercise first. Then I make my bed, wash and so on.
Paul: Do you take a bath every morning?
Bob: No, as a matter of fact, I hardly ever take a bath. I prefer taking a shower.
Then I brush my teeth, comb my hair and get dressed.
Paul: Who makes your breakfast for you?
Bob: I usually make my breakfast myself. If my mother is up, she does. After breakfast I
usually help Mom clean up.
Paul: Good for you! And when do you leave home?
Bob: Generally at 8:30, because it takes me about twenty minutes to get to the University.
Paul: Do you walk or take a trolley-bus?
Bob: I always take a trolley-bus in the morning. But after classes I sometimes walk home.
Paul: Same with me.
33
Topic: Environment
Activity: Environmental Protection
Read the text. Then answer the questions.
Five Ways to Protect the Environment

P rotecting the planet is important, but we’re often too busy or too lazy to make big
changes that would save the environment without having a huge impact on our life-
style.
Below are 5 simple things you can do in your everyday life which will make a difference.
These ideas aren’t new, but if you follow at least some of these tips, you are participating
in the protection of the environment. Be proud of that!
1. Try compact fluorescent light bulbs:

While these bulbs are more expensive, they actually last longer than incandescent
bulbs. They can save energy, and in the long run, your electricity bill will be re-
duced.
2. Recycle by donating:
No doubt you have some shoes, clothes, handbags or other things you no longer
use. If these items are still usable, give them to someone who needs them. You
could also give them to charitable associations or religious organizations. These
associations or organizations may sell them and collect a little money. By donating,
you will not only be protecting the environment, but you will also be helping a good
cause.
3. Turn off your appliances and devices:
When you are not using a household appliance or an electronic device, turn it off.
For example, if you aren’t in the room watching TV, turn it off. You should also turn
off the lights when you leave a room. It’s an easy habit to get into which will protect
the environment and reduce your electricity bills.
4. Walk or bike:
Driving is one of the biggest contributors to pollution. If you want to take a taxi or
use your car, ask yourself if you really need to. Public transportation is always the
best option for the environment as well as your wallet. Walk or use your bike if your
journey is a short one.
5. Recover rainwater:
Rain or snow is a great natural source of water. It is possible to recover it in a rain
barrel. Although it may not be a good idea to drink this water, it can be used for
other purposes, such as washing cars, watering plants, or flushing toilets.
In addition to saving the environment, you may have noticed that all of these tips will
also save you money!
Comprehension
1. Write T if the sentence is True. Write F is the sentence is False.
1. Fluorescent light bulbs use more energy than incandescent bulbs.

2. You can make a lot of money by donating your unwanted clothes and shoes.
3. Turning off household appliances only benefits the environment.
4. Taxis and private cars are major causes of air pollution.
5. Rainwater is not always good for drinking.
34
Topic: Environment
Activity: Environmental Protection
Vocabulary
1. Match the following words or phrases with the correct definition.
1. Toxic gases expelled by cars.

2. The rise in temperature caused by gases in the atmosphere.
3. Animals which are in danger of becoming extinct.
4. The process by which the earth is heated when the atmosphere traps heat from the sun.
5. Polluted water falling from the clouds.
6. Pollution of the atmosphere.
7. It protects us from the sun’s ultraviolet radiation.
8. The natural world in which people, animals, and plants live.
9. The power that comes from coal, electricity, gas, etc. that is used for producing heat.
10. Cutting down trees over a large area.
11. To put used objects and materials through a process so that they can be used again.
12. A person who wants to protect the environment.
13. A chemical substance that is used for killing pests, especially insects that eat food
crops.
14. To harm rivers, ponds, streams, or the ocean by adding a chemical substance to them.
15. A large body in space that moves around the sun.
A. air pollution F. energy K. environmentalist

B. recycle G. endangered species L. greenhouse effect
C. ozone layer H. exhaust fumes M. pesticide
D. acid rain I. environment N. water contamination
E. global warming J. planet O. deforestation
Speaking
1. With a partner discuss the following questions.
1. What are some things we can do to help our environment today?

2. Do you ever do anything that may be contributing to the problem of pollution
in the world? Explain.
3. Have you ever taken part in a recycling program? Explain
4. How could you get your city to recycle if they don’t already?
5. Do you feel it’s important to have clean water for swimming and fishing?
How can you make this happen?
35
Topic: Environment
Activity: Climate Change
Read the article. Then answer the questions.
Climate Change and Global Warming

Climate change:
C limate is the combination of temperature, humidity, atmospheric pressure, wind, rain-

fall and other meteorological elements in a given region over a long period of time.
Climate may be variable from one year to another. This is normal and may be under-
stood based on documented scientific phenomena. For example, it is related to changes in
oceans, volcanic eruptions, solar radiation and other components of the climate system.
In addition, floods, droughts, hail, tornadoes and hurricanes may occur, and can also bring
some changes to climate. However, recently, the climate is becoming warmer across the
globe due to human activities and greenhouse gas emissions.
The greenhouse effect:

Carbon dioxide (CO2) forms a ‘blanket’ around the earth, trapping solar light and reflect-
ing it back to Earth. This may be enough to raise the earth’s temperature from 2° to 6°
Celsius. The greenhouse effect leads to the global warming, which results in the melting of
ice caps, floods, drought and the extinction of animals.
Effects of global warming:
• The increase of temperature on the earth by about 3° to 5° C (5.4° to 9° Fahrenheit)

by the year 2100 and the rise of sea levels by 25 meters by the year 2100.
• Sea levels are rising due to melting of land ice.
• The total annual power of hurricanes has increased since 1975 and may still be
increasing.
• Changes in temperature and precipitation patterns make other extreme weather events,
such as floods, droughts, heat waves, and tornadoes more likely.
• The extinction of plant and animal species is on the rise.
• Diseases (like malaria) will likely return to areas from which it had been eradicated.
Comprehension
1. Read the text. Write T if the sentence is True. Write F if the sentence is False.
1. Climate can be naturally variable.
2. The change in climate that has been observed over the last decades is natural.
3. Global warming is caused by CO2 emissions.
4. The Greenhouse effect has very little impact on the environment.
5. Natural disasters such as hurricanes, floods, and extreme temperatures are linked to
global warming.
6. Diseases that were once eliminated in some places are likely to come back due to
global warming.
36
Topic: Environment
Activity: Climate Change
Vocabulary
1. Complete the paragraph with the correct words from the box below.
temperature negative weather conditions

earth oceans rising
Climate describes the overall (1) ____________________ in an area or country. The

(2) ____________________ of the earth has naturally changed throughout history. In fact,
18,000 years ago ice that several kilometers thick covered the
(3) ____________________ and its (4) ____________________.
Recently, temperatures on Earth have been (5) ____________________ by a few degrees.
This has caused a lot of problems, so we can say that global warming has been a
(6) ____________________ process.
Speaking
Discuss the following questions in pairs or small groups.
1. Is preservation of the environment more important than the economic benefits that
increased manufacturing and industry give to society? Why or why not?
2. Do you think that there will come a time when the earth will be inhabitable? Why or
why not?
3. What do you think the role of government should be in stopping global warming?
Writing
1. Write a letter to your local mayor requesting the city to address a pollution prob-
lem in your community. Include the following information in your letter:
A. Identify the problem. Explain why this is a problem in your city.

B. Identify the source of the problem.
C. Include potential solutions for solving the problem. What are the benefits and
disadvantages of each potential solution?
D. Suggest which potential solution is the most practical and explain why.
E. Include the correct headings, date, and closing in your letter.
2. Exchange your letter with a partner. Read your partner’s letter and point out the
following:
A. Any grammatical errors.

B. Any punctuation errors.
C. Incorrect word usage.
D. Information that isn’t clear.
E. Something that you like about the letter.
37
Topic: Environment
Activity: Natural Disasters
Read the article. What is a tsunami?
Man and Nature: Natural Disasters
N atural disasters are disasters caused by nature, such as floods, volcanic eruptions,
earthquakes, tsunamis, avalanches, landslides, drought, hurricanes, tropical storms,
typhoons, tornadoes, winter storms, and wildfires.
An example of a natural disaster is a tsunami (pronounced soo-nahm-ee). A tsunami is

a series of giant waves that happen after underwater movement due to a variety of natu-
ral events such as earthquakes, volcanic eruptions, landslides and meteorites. The waves
travel in all directions from the area of disturbance, much like the ripples that happen after
throwing a rock into water. The waves may travel in the open sea as fast as 720 kilometers
per hour.
As the big waves approach shallow waters along the coast they grow to a great height and
smash into the shore. They can be as high as 30 meters. They can cause a lot of destruction
on the shore. Tsunamis generally appear in the Pacific Ocean. In the United States, Hawaii
is the state at greatest risk for a tsunami. They get about one a year, with a damaging tsuna-
mi happening about every seven years. Alaska is also at high risk. California, Oregon and
Washington experience a damaging tsunami about every 18 years. Other countries, such as
Japan, Thailand, and Indonesia, also experience devastating tsunamis. In fact, tsunami is a
Japanese word. Tsu means harbor and nami means wave.
If you are in an Asian country, in Hawaii, or in the Pacific Coast and you feel an earth-
quake, turn on a battery-powered radio to learn if there is a tsunami warning. If you hear
a tsunami warning, and it instructs you to evacuate, do this immediately. Your life may
depend on it!
Comprehension
1. Read the text again. Answer the following questions.
1. What causes a tsunami?

2. How fast can the waves of a tsunami travel in the open sea?
3. How high are the waves of a tsunami?
4. Which US states are at risk for tsunamis? Which state has the highest risk?
5. Where is a tsunami most likely to occur in the world?
6. What does the word tsunami mean in Japanese?
38
Topic: Environment
Vocabulary
1. Circle the correct word. Use a dictionary if necessary.
1. Uncontrolled fire in a forest, grassland, brush land, or land sown to crops is called a
volcanic eruption / wildfire.
2. A mass of snow, ice, rock or debris moving rapidly down a slope is an
avalanche / a sinkhole.
3. Any sudden shaking of the ground caused by the passage of seismic waves through
the Earth’s rocks is called a landslide / an earthquake.
4. Catastrophic ocean wave, usually caused by a submarine earthquake is called a
tsunami / a cyclone.
5. The visible discharge of electricity that occurs during the thunderstorm is called
lightning / thunder.
6. A severe lack of water that causes destruction of crops is called a famine / drought.
2. Match the vocabulary words with the correct definitions. Write the correct letter
after each word.
1. lightning 8. hurricane
2. precipitation 9. pressure
3. tide 10. thunderstorm
4. erosion 11. gravity
5. snow 12. rain
6. tornado 13. weather
7. hail
A. Electrical activity in the atmosphere that occurs between clouds, causing a flash of
light.
B. A shower of small ice pellets emanating from the clouds.
C. Water vapor that freezes in the form of crystals that descends from the clouds.
D. The natural force that makes objects move towards the center of the earth.
E. A storm often with heavy rain, gusting winds and lightning.
F. Condensed moisture that falls from the clouds in the form of drops.
G. When something gets broken down because of water, wind, or rain.
H. The changes that happen in the air because of natural conditions.
I. The distribution of moisture in the forms of rain, snow, sleet, ice or hail.
J. A very destructive but short-lived windstorm in the form of a funnel-shaped cloud
that moves close to the ground destroying whatever is in its path.
K. Exerting force on a surface or substance.
L. A severe tropical storm, accompanied by thunderstorms.
M. The rise and fall of the waters of the ocean that is a direct result of the
connection between the moon and sun.
3. Rewrite the following sentences by putting the words into the correct order.
1. suffers / Japan / tsunamis / from / often

2. may / in / happen / Avalanches / mountains / the
3. eruption / ago / in / volcano / Iceland / several years / The / happened
4. floods / of / The / from / part / Ukraine / western / suffers
5. in / Australia / often / Wildfires / happen
39
Topic: Environment
Speaking
1. Discuss the following questions with your partner or group.
1. How can you prepare for a natural disaster?

2. Have you ever experienced any type of extreme natural event?
3. If you did experience a natural disaster, how did you feel while it was happening?
4. If not, have you ever heard of a disaster on the news? What happened?
5. How can you and your family protect yourselves from natural disasters?
Writing
1. Read the following list of items recommended for every person to have in a Basic
Emergency Supply Kit. Then write an essay telling why these items are necessary
in case of an emergency. If you think more items should be added to the list, discuss
that as well.
Recommended Items to Include in a Basic Emergency Supply Kit
• Water – 4 liters of water per person per day for at least three days, for drink
ing and sanitation.
• Food – at least a three-day supply of non-perishable food.
• Battery-powered or hand-crank radio and a weather radio with tone alert and
extra batteries for both.
• Flashlight and extra batteries.
• First aid kit.
• Whistle to signal for help.
• Dust mask, to help filter contaminated air and plastic.
• Sheeting and duct tape to shelter-in-place.
• Hand sanitizer, garbage bags, and plastic ties for personal sanitation.
• Wrench or pliers to turn off utilities.
• Can opener for food (if kit contains canned food).
• Local maps.
40
Topic: Education
Activity: Jack London’s Education
T hree years was the time required to complete high school. I grew impatient. Also,
my schooling was becoming financially impossible. At this rate I would not be able
to finish, and I really wanted to go to the state university. When I had finished a year of
high school, I decided to attempt a short cut. I borrowed the money and paid to enter the
senior class of a “cramming joint” or academy. I was scheduled to graduate right into
the university at the end of four months, thus saving two years. And how I did cram! I had
two years’ worth of new work to do in a third of a year. For five weeks I crammed, until
simultaneous quadratic equations and chemical formulas oozed from my ears. And then
the headmaster of the academy took me aside. He was very sorry, but he was forced to
give me back my tuition fee and asked me to leave the school. It wasn’t a matter of schol-
arship. I did well in my classes, and if he had graduated me into the university, he was
confident that in that institution I would continue to do well. The trouble was that people
were gossiping about my situation. What! In four months I had accomplished two years’
worth of work! It would be a scandal, and the universities were becoming stricter in their
treatment of accredited prep schools. He couldn’t afford such a scandal, therefore I must
gracefully depart.
(adapted from American author Jack London’s John Barleycorn (1913). )
Comprehension
1. Why was the young man forced to leave the academy?

2. How is the academy he went to different than a regular high school?
3. Did he have to pay for his education at the academy?
4. How did the headmaster feel the young man would have done at the university?
5. Explain what the author meant by “…quadratic equations and chemical formulas
oozed from my ears.”
Vocabulary
1. Match the bold phrases or words with their meanings below. Use a dictionary if
necessary.
1. To prepare yourself for an examination by learning a lot of information quickly.

2. A large organization that is influential in the community, e.g. a college, hospital, or bank.
3. To succeed in doing something, especially after trying very hard.
4. University in the US which receives money from the state to help pay its costs
5. a statement in mathematics that is learned at school.
6. School in the US and Canada for children between 14 or 15 and 18 years old.
7. To obtain a degree, especially a first degree, from a college or university.
8. An educational institution devoted to a particular subject.
9. The last year of high school or college.
10. An amount of money that is a sum charged for instruction at a school or university.
11. A sum of money that is given to a student by an educational organization or an
individual to help pay for their education.
12. A representation of a substance using symbols for its constituent elements.
13. A private school in the US that prepares students for college.
41
Topic: Education
Activity: Jack London’s Education
Speaking
1. Interview someone that didn’t attend your school. (Possibly a neighbor or family
member) Ask them the following questions and then report back to the class.
1. What kind of secondary school did you go to?

2. How many pupils were there in your classes?
3. How much homework did you have?
4. Did you have to wear a uniform?
5. Which subjects were you good at?
6. Was discipline in your school very strict?
7. Did you have to pay tuition to attend your school?
8. How many years did it take you to graduate?
9. What type of a diploma did you receive?
10. If you could go back to secondary school, would you attend this same school,
or choose a different school?
11. Are you happy with the education you received?
12. What was your most memorable experience in secondary school?
Writing
1. Research secondary schools in the United States and Ukraine and write an essay
about the similarities and differences between the educational systems of the two
countries. Include the following information in your essay:
A. Information about the students: their age upon entering secondary school and upon
graduation.
B. The subjects: the required classes, any optional classes, the marking system, etc.
C. The typical school day: starting and ending times, class size, number of classes per
day, etc.
42
Topic: Education
Activity: Teachers
Who is a Teacher?
W hen we were in elementary school, we regularly had Show and Tell. I thoroughly
enjoyed the experience, taking in souvenirs from our vacations to the Grand Can-
yon and Philadelphia, as well as a macadamia nut from Hawaii. Some kids dreaded the
event, but others liked it so much they continued looking for things they could show and
share with others. When the Show and Tell bug bites a young person, that kid may one day
become a teacher. There are many good teachers we meet in life, and a few of them take it
up as a profession.
Why do some people love to teach? The best teachers find fulfillment in service: Know-
ing that one has contributed to the growth of others is a reward in itself. Perhaps excellent
teachers are also driven in the pursuit of knowledge. They just want to know why things
happen and they are often willing to go to great lengths to get the best information avail-
able.
Teachers are enthusiastic about their topic and delight in sharing what they have learned.
Sometimes it seems that they can go on forever about their specialty while denying the
idea that they are an expert. Good teachers will tell you they are still learning, in other
words, that they are students themselves.
These qualities are the distinguishing characteristics of a teacher: Love of knowledge and
a love of contributing to the development of others. At times these primary characteristics
become tainted by other ambitions, such as status, authority, exhibitionism and any of the
many human needs that make us less than who we want to be. Excellent teachers learn to
control these needs and to keep them out of the teaching arena as much as possible. Some
teachers are better at this than others, and they are better or worse teachers because of their
abilities to control the extraneous, non-teaching factors.
Contrary to many opinions, I do not adhere to the idea that a teacher is necessarily the
most skilled at his or her subject matter. For example, one of the things I enjoy in life is
playing pocket billiards and I have noticed that while world champions write books about
it, they often cannot pass on the how and the why of some particular point. They know
how they train and they think this is the best way for everyone to train. The best billiards
teacher I have found is not a world champion. His ‘hobby’ is a billiards school in Chicago
and champions go to him to refine their skills. This teacher is an extremely astute observ-
er; he is articulate, highly knowledgeable and, of course, an excellent player, but he is not
a champion and will likely never be one because he spends too much time doing what he
loves most, helping others become champions.
43
Topic: Education
Activity: Teachers
One of the signs of a good teacher, and I have had students go on to become excellent
teachers, is their initial response, “Oh, I’m not good enough to teach. Who would listen to
me?” There is a true humility. Often these future teachers must be encouraged and given
opportunities to show that others will listen to them. It may sound strange but most good
teachers are initially amazed that others want to listen to what they have to say. The knowl-
edge they have acquired goes a long way because of the way they present it. The right at-
titudes and being one step beyond the students are the ingredients for a good teacher.
All of us are good at some things and not good at others, and so teaching can be one of
those skills that you may or may not have. You will never know until you try. It may or
may not be a skill you will want to improve. For those of us who like to teach, the rewards
cannot be compared to anything else and it becomes a profession, a way of life, and indeed
part of the definition of what life is about the pursuit of truth in service to others.
Comprehension
Write T if the sentence is True. Write F if it the sentence is False.
1. Helping others is the only thing that is important to good teachers.

2. Some teachers are motivated by learning more themselves.
3. Good teachers may lose some of their effectiveness if their ambitions get in
the way of their teaching.
4. It is possible to be a champion or expert at something without being able to
explain why you are.
5. People who are experts or champions are almost always very good teachers.
6. Good teachers are often good observers.
7. People who eventually become good teachers always knew they would be
successful teachers.
8. People who are good teachers are not typically modest people.
9. The author believes that everyone has the skill to teach.
10. The author of the text enjoys teaching.
44
Topic: Education
Activity: Teachers
Vocabulary
1. Match the words in bold from the text with their definitions below. Write the bold
word from the text after its definition.
1. spoiled, ruined, or contaminated
2. perceptive, having good judgment
3. to perfect or make better
4. accepted as a regular part of something
5. frightened of or was anxious about
6. irrelevant or not on the subject
7. modesty or being humble
8. satisfaction or contentment
9. development of a passion for something
10. rejecting or disagreeing with something
11. a game played on a table in which players shoot a ball into other balls
12. small things kept as a reminder of something, mementos
13. to be determined or to have ambition or motivation to do something
14. unique or distinctive
15. believe or hold onto something
Speaking
Discuss the questions in groups. Share your group’s opinions with the class.
1. Do you agree with the author’s opinion about what makes a teacher a
good one? Why or why not?
2. Would you rather learn from a champion or expert or a less-accomplished
person who was a good teacher? Why?
3. Has the author’s opinion given you any ideas as to how to become a good
teacher? If so, what are they?
4. Think back to your time in your early school career.
Which teachers inspired you? Why?
Writing
Write an essay about a fantastic teacher from your youth. Include the following infor-
mation in your essay:
A. The teacher’s name; where he or she taught you; the subject he or she taught.
B. An example or story about the teacher that shows why he or she was a good teacher.
C. The effect this teacher had on your attitudes toward learning or school.
45
Topic: Libraries
Activity: Libraries Today and In the Past
Read the text. Then answer the questions below.
Libraries
T he word library comes from the Latin word liber, meaning book. This is a place where
information in print (books, manuscripts, periodicals and musical scores) and in other
forms is collected and arranged to serve people of all ages and interests.
Libraries started in ancient times, notably in Egypt, Rome, and Greece. Nowadays, the
library is a center for communication, with printed, recorded, and electronically-stored
books and periodicals available to the public. People go to the library to read, look, listen,
search, relax, discuss, learn, and think. Many libraries also have computer terminals where
people can work or do research. In some countries, libraries also provide important gov-
ernment information. For example, in the United States, forms to calculate tax payments
are available at many libraries.
Libraries are found in many places. There are libraries in small towns and large cities, and
there are libraries in schools, universities, colleges. Some of largest and the best known
libraries in the world are: The British National Library in London, the Library of Congress
in Washington and the Russian State Library.
The Central Scientific Library is the largest one in Ukraine. It is located in Kyiv. It was
founded in 1919 as the Ukrainian National Library. Today the Central Scientific Library
in Kyiv has about 10,000,000 books, and it also contains one of the most extensive collec-
tions of old Ukrainian books.
Libraries truly are an extremely valuable asset for any community or country.
Comprehension
1. Read the text. Answer the following questions.
1. Want kind of materials can you find at the library?

2. What is the origin of the word library?
3. Where were the first libraries in the world?
4. What are the names of the three famous libraries outside of Ukraine
mentioned in the text?
5. Do people go to the library only to read? What else can they do at the library?
6. Where can you find the greatest collection of books in Ukraine?
7. What do you think the author’s opinion about libraries is? How do you know?
46
Topic: Libraries
Vocabulary
1. Match the words or phrases with their definitions. Write the correct letter next to
each.
1. public library 8. card catalogue

2. scientific library 9. read silently to oneself
3. personal library 10. read aloud
4. children’s library 11. book review
5. national library 12. book talk
6. check-out books (from the library) 13. read from cover to cover
7. library card 14. bookmark
A. Something inserted between the pages of a book to keep the reader’s place.
B. An inventory of books in the library, made with a separate card for each item.
C. To borrow books from the library for a certain period of time.
D. Library established by the central government to serve as the most important

source of information for that country.
E. A form of literary criticism in which a book is analyzed in written form, based
on content, style, and quality.
F. To read a book from the very beginning to the very end.
G. To look at and comprehend text individually without using audible speech.
H. A library provided for the use of a community.
I. A small document or piece of plastic which shows your membership to the library.
J. Libraries with special collections of books intended for juvenile readers and
usually kept in separate rooms at public libraries.
K. To look at text and speak the words audibly.
L. A library that specializes in information about mathematics, physics, chemistry,

computers, astronomy, and geography.
M. An event in which a book’s author or a librarian lead a discussion of a book.
N. A library consisting of books that a person owns and keeps at home.
47
Topic: Libraries
Speaking
1. With your partner discuss the following questions in English.
1. Do you like reading books? What kind of books do you read most often?
2. Do you have a favorite writer? Who is he/she?
3. Do you have many books at home? Have you read all of them? What is the most
useful book in your home library?
4. What books do you think should be kept in every home?
5. Do you ever borrow books from the library? What libraries do you use? What kinds
of books do you usually check-out?
6. Why do we need libraries?
7. What is an e-book? What is an audiobook?
8. Do you think people will read printed books in the future?
2. Imagine that you are visiting the library. You and your partner are a librarian and
a patron. Write the following phrases on strips of paper. Then put the phrases in the
correct order to have a conversation. Practice the dialogue.
Reader
1. Thanks. How many books can I borrow at a time?
2. No, not yet.
3. Thanks very much for all your help today.
4. So, seven books total. How long can I keep the books?
5. OK. I’ll put the library’s number in my phone. Do you happen to have any
books on the American Civil War? I’m interested in American history.
6. Hello! We’ve just moved into this district and I’d like to borrow some books
from the library.
Librarian
7. Please fill in this form. Write your name and address, and here is your new
card.
8. Ten days. If you need them for a longer period you can renew them. You can
do it by telephone. You don’t need to come to the library for that.
9. Three fiction books and four non-fiction.
10. Great. Welcome! Have you got a library card?
11. You’re welcome.
12. I’ll show you the card catalogue. It’ll tell you which titles we have. I’m sure
you’ll find something.
Writing
Imagine that you are in charge of making the rules for your school library. Write the
rules for students to follow. You can write it in the form of a list, or make a poster.
48
Topic: Healthy Lifestyles
Activity: AIDS
Comprehension 1
Read the article about Ryan White. What do you think a poster child is?
Ryan White : Pioneer AIDS Activist
R yan White was a teenage boy who acquired HIV from a blood transfusion and later
died. Ryan had hemophilia, a genetic disorder which results in the need for frequent
blood transfusions. Ryan suffered tremendously after his diagnosis, both physically and
psychologically. After his diagnosis, he was expelled from school. He was just thirteen
years old.
In 1984, at the age of thirteen, he was told he had six months to live, although he sur-
vived for another five years. During that time, he became a poster child for the disease
and frequently appeared on television and in public to answer questions from people of all
ages about HIV/AIDS. He wanted to make others aware of how HIV, the virus that causes
AIDS, could and could not be transmitted.
Ryan made a special point of talking to children and teenagers because they identified with
a young person like him. As a result, they responded well to him. He also was particularly
concerned about teenagers because they are at an especially high risk—they are more
likely to experiment with sex and drugs. More than twenty percent of people who have
AIDS are diagnosed in their twenties, which means that they may have become infected
with HIV as teens.
Ryan believed that both HIV and prejudice against people with the HIV/AIDS are spread
by ignorance. He was convinced that education would reduce the number of AIDS cases—
and put an end to the prejudice that he and other patients have suffered.
It is especially important to educate people here in Ukraine because it has one of the fastest
growing HIV/AIDS rates in the world. In 2010, experts from the World Health Organiza-
tion estimated that about1.3 percent of the adult population of Ukraine was infected with
HIV. This is the highest infection rate in all of Europe. In 2011, it was estimated that the
number of Ukrainians living with HIV numbered 360,000. If people do not take steps to
protect themselves and others, this epidemic will only continue.
Comprehension
2. Read the text. Answer the questions below.
1. How did Ryan feel the number of AIDS cases could be reduced?
2. Why was Ryan particularly concerned about teenagers and AIDS?
3. How was he treated by his school when he found out he had this disease?
4. What was he trying to teach people by appearing on television and in public?
5. Why is it important to educate people in Ukraine about AIDS?
49
Activity: AIDS
Vocabulary
2. Complete the crossword puzzle using the following words:
antibody casual HIV needles AIDS

sexual virus pathogens immunity infected
intercourse semen saliva abstinence
HIV/AIDS
Across
4. The body’s ability to fight off harmful substances.
6. The type of pathogen that causes AIDS.
8. One of the main ways HIV is spread.
10. When drug users share ____________, HIV can be transmitted.
11. A protein that fights off foreign substances.
12. HIV is not spread through _________contact such as kissing or hugging.
Down
1. Microorganisms that cause infectious diseases.
2. The only sure way to avoid HIV and AIDS.
3. A virus disabling the immune system and eventually leads to AIDS.
4. A person who has a communicable disease is _____________.
5. A disease of the immune system caused by the infection of HIV.
7. The fluid ejaculated from the penis, which can carry HIV.
9. A body fluid in the mouth that does not transmit the AIDS virus.
50
Activity: AIDS
Speaking
1. Practice the following dialogue with your partner.
I’d Rather Stay Away from Him
Marta and Olga are friends and in the same class. Geno is also in their class. The
three of them get along well and sometimes meet after school to go for a walk. But a
few days ago, Geno suddenly left school. Marta and Olga wonder why.
Olga: I really don’t understand why Geno dropped out of school! I wonder what’s
wrong. I haven’t seen him since last week, and I don’t even know
where he lives.
Marta: I was wondering myself . . . he said he enjoyed coming to school. He didn’t
say a word, did he?—I mean about leaving . . . it’s not very nice on his part!
Olga: Have you heard anything about him?
Marta: Well, actually my mother mentioned something, but it’s hard to believe.
Olga: What do you know? Come on, tell me the whole story!
Marta: I don’t know if it’s true, but my mother said that his mother died.
Olga: Ah . . . I’m sorry . . . can you imagine how he must be feeling about that?
Marta: It’s hard. I can’t even think of it. He must be feeling very lonely. No one can
fill the love of one’s mother.
Olga: But his mother was quite young, wasn’t she? Was she ill?
Marta: According to what my mother was told, she died of AIDS, and Geno might
also be infected with HIV.
Olga: He lost his mother, and he is infected with HIV! It can’t be true. I’m really
concerned about him. He’s only 12 . . . I can’t believe it.
Marta: My mother told me to stay away from him. I really don’t know what to do...
perhaps we should avoid him! We might catch the disease.
Olga: Hmm . . . we learned that HIV can’t spread by meeting with infected people.
I think he needs our support. After all, he is our friend.
Marta: Maybe you’re right. How can we support him?
Olga: I guess we can just be there for him.
Marta: Yes, I would feel scared and lonely. Let’s not waste time ...
let’s go and meet him.
Speaking
2. With your partner discuss the following questions.
1. Do you think a person who looks healthy can have HIV/AIDS? Why or why not?
2. How can you educate someone who believes HIV/AIDS can be spread by sharing
cups?
3. What are other ways you have heard that HIV/AIDS can be spread? Do you agree?
4. What do you think Ukraine can do to help stop the spread of HIV/AIDS at such a
fast rate?
5. Why do you think that more than a third of all people living with HIV/AIDS are
under 25?
Writing
1. Watch the video In Memory of Ryan White “Gone Too Soon” (Part 1) at
http://www.youtube.com/watch?v=AzrPREXraR4&feature=plcp and respond
by writing a paragraph or essay about how you feel society’s view of people with
AIDS and HIV has changed since this time.
51
Topic: Visit to the Doctor
Activity: Medicine and Health
Medicine and Health
“Medicines are not meat to live by,” a German proverb says. There is no denying that fact. We can
only add that “good health is better than the best medicine.” And if your health is good, you are
more likely to be in a good mood. As the old Latin saying goes “A sound mind in a sound body.”
Taking medicine is typically not very pleasant. Even if it causes minimal side effects, it can be
expensive, and it is sometimes difficult to remember to take it. As a result, if you want to avoid
having to take medicine, you should try to keep yourself fit. Although being fit won’t ward off all
illness and disease, there is no doubt that if a person doesn’t exercise, he is more likely to become
ill, or suffer from chronic conditions, such as high blood pressure or diabetes.
Although medicine can’t cure everything, it has certainly improved the quality of our lives. A
hundred years ago there was no medicine for diphtheria, measles, scarlet fever, whooping-cough
or some other infectious diseases. A lot of people suffered but nobody could help them.
Today, the situation has improved and modern medicine has succeeded in vaccinating people to
protect them from terrible diseases, such as measles and diphtheria. Furthermore, modern medi-
cine can now treat patients who have some serious contagious diseases, such as tuberculosis. You
can always go and see a doctor to be examined and given advice when you are ill, and if you need
to have surgery, your doctor will likely send you to a hospital where all the necessary equipment
is available.
There are other types of special doctors that you can go to as well. If your teeth need to be
cleaned, filled, or extracted, then you go to the dentist. A dentist can also assist you with false
teeth, or dentures, should you need them.
If your eyes need to be checked, you go to the ophthalmologist, who will examine them, and test
your sight to see whether you are nearsighted or farsighted. If you are, the ophthalmologist will
write out a prescription, which you can take to an optician, who will then make the necessary
glasses for you.
I once had a friend, who at first appeared fine, but within two hours his unusual paleness attracted
the attention of his colleagues. It was obvious that something was wrong with him. We advised
him not to risk his health and to see a doctor at once.
While at the clinic, the doctor asked my friend what was the matter with him. He complained of
a headache and sore throat. The doctor took his temperature, and it proved to be high. Having
examined my friend, the doctor found he had a bad case of pneumonia. The doctor wrote a pre-
scription and told him to go home and stay in bed to avoid complications. My friend followed the
doctor’s instructions and in a couple of weeks he felt much better. He had made a full recovery.
So you see, following your doctor’s orders is also very important.
Comprehension
1. How can a person maximize their chances of not needing to take medicine?
2. Why are people sent to a hospital for surgery instead of the doctor’s office?
3. How has medicine changed in the past 100 years?
4. Where should you go if you think you may need glasses?
5. What illness did the author’s friend have?
52
Topic: Visit to the Doctor
Activity: Medicine and Health
Vocabulary
1. Read the text. Complete the cloze activity. Use a word from the box for each blank.
chronic extracted medicine vaccines ophthalmologist measles

temperature prescription recovery paleness complications doctors
1. No one likes taking ____________. If you want to avoid it, you should try to
keep fit.
2. There is no doubt, if a person doesn’t______________ he is more likely to
develop a _____________ condition.
3. A lot of people suffered from___________ and nobody could help them.
4. Doctors give ___________ to young children so they won’t contract measles.
5. There are other types of _____________ that you can go to as well.
6. If your teeth have to be ____________, you will need ____________ .
7. If you are having trouble with your sight, go to the___________. This doctor can
write a ______________ for eye glasses.
8. My friend felt very warm, so his ____________ was obviously very high.
9. The ____________ of my friend’s skin worried us. He usually had good color
in his face.
10. My friend followed the doctor’s orders, so he didn’t have any _____________ and
he was able to make a full ___________ fairly soon.
Speaking
1. With a partner or the class, discuss the following questions.
1. What did you do the last time you were ill? How did you recover?
2. Have you recently been to a doctor, dentist, or ophthalmologist? Talk about your
experience.
3. Do you usually get treated at a clinic or the hospital?
4. Have you ever had to stay overnight in the hospital? If so, what was it like?
5. The last time you saw a doctor, did you follow his/her orders? Was it difficult?
Discuss.
6. Have you, or anyone you know, had to have surgery? What happened?
7. Tell about a sick person you know. What was their appearance?
8. Have you ever had to assist someone at an accident? Describe the experience.
9. What do you do to cure a cold (a headache, toothache, etc.)?
10. How long do you think it takes you to recover from a cold?
11. What must we do to avoid complications after a cold?
12. Who usually writes prescriptions? Can a nurse or pharmacist do it?
13. When do you receive injections?
14. What do you feel like when you have the flu?
Writing
1. Write a story about a time you became ill. Answer the following questions in your
story:
What happened? How did you feel?
Did you go to a doctor? Why or why not?
Did you follow your doctor’s orders? What did you do to get over your illness?
How long did you need to recover?
What are you doing to make sure you don’t become ill like this again?
53
Topic: Food and Meals
Activity: Fruit and Vegetables
Fruits and Vegetables
M any people think vegetables are foods that are eaten as part of a meal’s main course
and fruits are foods that are sweet and are eaten for dessert or in a dessert. In actual-
ity, tomatoes, squash, cucumbers, and eggplant are all fruit, although people still think of
them as vegetables because of when they are typically eaten.
The distinction between produce, which is another word for fruits and vegetables, is based
on biological factors, which are outlined below.
Vegetables
Vegetables are plants, or the parts of a plant, used as food. They are plants grown for an
edible part, for example, the root of the beet, the stalks of celery, the tubers of potato, the
bulbs of onions, the leaf of spinach, the flower buds of broccoli or cauliflower. Spices are
considered of vegetable origin because they are often the leaves or seeds.
Fruit
Fruits are the edible part of a plant developed from a flower that can be eaten as food, and
many of them happen to be sweet. A fruit is the part of a plant that surrounds the seeds. It
protects the seeds. Apples, pears, peaches, and grapes are all examples of fruits. Fruit is the
only the part of the plant that develops from a flower.
Comprehension
Read the text again. Then answer the questions.
1. Which part of the meal are vegetables associated with?

2. Which part of the meal are fruits associated with?
3. What is produce?
4. Are stalks, roots, and bulbs considered to be fruits or vegetables?
5. Which vegetable is a leaf?
6. Which part of the plant is a potato from?
7. What does a fruit come from?
8. What are two examples of sweet fruits in the text?
54
Activity: Fruit and Vegetables
Vocabulary
1. Read the text again. Match the words to their definitions. Write the correct letter
after each word.
1. root 5. leaf
2. stalk 6. bud
3. bulb 7. flower
4. tuber 8. seed
A. An underground round globe from which a plant grows.
B. An outward growth from the stem of a plant that is usually green.
C. A part of a plant that grows down into the soil, holding the plant and absorbing
nutrients.
D. A small undeveloped part of a plant from which a blossom may develop.
E. A part of the plant that may be planted to grow another plant.
F. A fleshy, underground growth of a plant.
G. The stem or main connecting part of a plant that holds parts of the plant above
ground.
H. The blossom of a plant.
2. Separate the following into fruit and vegetables. Write F for fruit or V for vegetable
after each word.
1. persimmon 7. pear 13. asparagus
2. cucumber 8. pomegranate 14. melon
3. beet 9. pepper 15. mint
4. strawberry 10. orange 16. basil
5. potato 11. artichoke 17. apricot
6. banana 12. coconut 18. tangerine
Speaking / Writing
1. Search the internet for pictures of interesting or unusual fruits or vegetables.
Bring the pictures to class. See if your classmates can guess the following:

1. the name of the fruit or vegetable
2. where it is grown
3. how it is eaten
2. Discuss the questions or write a short paragraph.

1. What is your favorite fruit and vegetable? Why? How do you like to eat this food?
2. Do you eat more fruits or vegetables? Why?
3. How many fruits and vegetables do you eat each day? Is this a good balance?
4. Does your family grow its own fruits and vegetables?
5. What are the similarities between fruits and vegetables? Consider taste, nutritional
value, cost, etc.
6. Tomatoes, squash, cucumbers and eggplants are all fruits, but people think of them
as vegetables. Why do you think this happens? Do you think it matters if
we consider them vegetables when they are really fruits? Why or why not?
7. Which fruits or vegetables would you like to try? Why? Where did you hear about
or see these fruits or vegetables?
55
Activity: Healthy Food
Scan the text quickly. Which food can cause weight gain and tooth decay?
Healthy Food
E ating a healthy, balanced diet is an important part of maintaining good health, and can
help you feel your best. It can be simple too. Just follow these diet tips to get started.
There are two keys to a healthy diet: First, eat the right number of calories for how active
you are, so that you balance the energy you consume with the energy you use. If you eat or
drink too much, you’ll put on weight. If you eat too little you’ll lose weight. The average
man needs around 2,500 calories a day. The average woman needs 2,000 calories. Most
adults eat more calories than they need, and should eat fewer calories. Secondly, eat a wide
range of foods to ensure that you’re getting a balanced diet and that your body is receiving
all the nutrients it needs.
Get started by eating lots of fruits and vegetables. It’s recommended that we eat at least
five portions of different types of fruits and vegetables a day. It’s easier than it sounds. A
glass of 100% unsweetened fruit juice can count as one portion, and vegetables cooked
into dishes also count. Why not chop a banana over your breakfast cereal, or swap your
usual mid-morning snack for some dried fruit?
Also, eat more fish. Fish is a good source of protein and contains many vitamins and min-
erals. Aim for at least two portions a week, including at least one portion of oily fish. Oily
fish is high in omega-3 fats, which may help to prevent heart disease. You can choose
from fresh, frozen and canned; but remember that canned and smoked fish can be high in
salt. Oily fish includes salmon, mackerel, trout, herring, fresh tuna, sardines and pilchards.
Non-oily fish includes haddock, plaice, cod, tinned tuna, skate and hake.
It’s also important to cut down on saturated fat. We all need some fat in our diet. But it’s
important to pay attention to the amount and type of fat we’re eating. There are two main
types of fat: saturated and unsaturated. Too much saturated fat can increase the amount of
cholesterol in the blood, which increases your risk of developing heart disease. Saturated
fat is found in many foods, such as hard cheese, cakes, biscuits, sausages, cream, butter,
lard and pies. Try to cut down, and choose foods that contain unsaturated rather than satu-
rated fats, such as vegetable oils, oily fish and avocados.
Be sure to eat less sugar. Most people eat and drink too much sugar. Sugary foods and
drinks are often high in calories, and could contribute to weight gain. They can also cause
tooth decay, especially if eaten between meals. Cut down on sugary fizzy drinks, alcohol-
ic drinks, cakes, biscuits and pastries, which contain added sugars (this is the kind of sugar
we should be cutting down on rather than sugars that are found naturally in foods such as
fruit and milk). Food labels can help, read them to check how much sugar foods contain.
56
Eat less salt. Even if you don’t add salt to your food, you may still be eating too much.
About three-quarters of the salt we eat is already in the food we buy, such as breakfast
cereals, soups, breads and sauces. Eating too much salt can raise your blood pressure.
People with high blood pressure are more likely to develop heart disease or have a stroke.
Use food labels to help you cut down. More than 1.5g of salt per 100g means the food is
high in salt. Adults and children over 11 should eat no more than 6g of salt a day. Younger
children should have even less.
Get active and be a healthy weight. Eating a healthy, balanced diet, plays an important part
in maintaining a healthy weight, which is an important part of overall good health. Being
overweight, or obese, can lead to health conditions such as type 2 diabetes, certain cancers,
heart disease, and stroke. Being underweight could also affect your health. Most adults
need to lose weight, and need to eat fewer calories in order to do this. If you’re trying to
lose weight, aim to eat less and be more active. Eating a healthy, balanced diet will help:
cut down on foods that are high in fat and sugar, and increase consumption of fruits and
vegetables Don’t forget that alcohol is also high in calories, so cutting down can help you
to control your weight.
Physical activity can help you to maintain weight loss or be a healthy weight. Being active
doesn’t have to mean hours at the gym: you can find ways to fit more activity into your
daily life. For example, try getting off the bus one stop early on the way home from work,
and walking. Being physically active may help reduce the risk of heart disease, stroke, and
type 2 diabetes. If you feel hungry after activity choose foods or drinks that are lower in
calories.
Don’t let yourself get thirsty. We need to drink about 1.2 liters of fluid every day to stop
us from getting dehydrated. This is in addition to the fluid we get from the food we eat. All
non-alcoholic drinks count, but water, milk and fruit juices are the healthiest. Try to avoid
sugary soft and fizzy drinks that are high in added sugars and can be high in calories and
bad for teeth. When the weather is warm, or when we get active, we may need more.
Comprehension
1. Read the text. Write T next to the sentence if it is True. Write F next to it if it is
False.
1. Men need almost 50% more calories a day than do women.
2. Most adults should not eat fewer calories each day.
3. It is important to eat a variety of food so that your diet is balanced.
4. We should eat five portions of fruits and vegetables each day.
5. Fruit juice does not count as one portion of fruit for purposes of nutrition.
6. Oily fish can help keep you from getting heart disease.
7. The amount of salt in canned and smoked fish can be high.
8. Saturated fats lower the amount of cholesterol in the blood.
9. Unsaturated fats are preferable to saturated fats.
10. Sugary foods and drinks can cause several health problems.
11. Food such as milk and fruit naturally contain some sugar.
12. You won’t get too much salt if you don’t add it to you food.
13. Children over 11 should eat 100 g of salt each day.
14. Being overweight and being underweight can have an impact on your health.
15. You can lessen the risk of developing many health problems if you increase your
physical activity.
16. The amount of fluid we need to drink is influenced by the weather and our level of
activity.
57
Vocabulary
1. Read the definitions below. Write the bold word from the text after its definition
below.
1. beverages such as cola, orange soda, etc.

2. the amount of energy found in a food
3. a serving, or a fixed amount
4. liquid, such as water
5. reduce, or lesson
6. very overweight, very fat
7. to stop
Speaking
1. Discuss the following questions with a partner or in groups.
1. Do you often think about what you eat? Why or why not?
2. What do you do to stay healthy?
3. What does it mean to eat healthy food?
4. What are your food preferences?
5. What do you drink throughout the day?
6. Do you eat fish? Which type?
7. Which fruits and vegetables do you include in your diet?
2. Conduct a debate. The class splits into two groups. Each group argues one of the
following positions:
A: Maintaining good health is more dependent on good nutrition and

eating well.
B: Maintaining good health is more dependent on physical activity and
keeping fit.
As a group, list as many reasons as you can to support your position. Then try to
think of examples from your own life, other people you know, or from sources you
have read to support your reasons.
Writing
1. Write an essay persuading others that your eating habits are very good or need to
be improved. Include the following information in your essay:

A: A description of your eating habits, including examples of the types of food you
typically eat.
B: An explanation of why these foods are or are not healthy.
Get information about the nutritional value of the food from the internet or food labels if
possible.
C: A discussion of why this food is or is not healthy.
58
Topic: Shops and Shopping
Activity: Shopping in the USA
Shopping Tips for Shopping in the USA
Many tourists vacationing in the USA enjoy shopping for bargains. Fashion jeans, chil-
dren’s clothing, bath towels and fine bed linens are all popular items for shoppers from
other countries. You can find many bargains in the US if you know where to shop and how
to take advantage of the sales.
There are department stores and extensive shopping areas in most US cities. But the big
shopping malls and discount stores are usually located out in the suburbs. It is best to have
a car if you want to do any serious bargain shopping. Sometimes these areas are accessible
by public transportation, such as bus or subway.
The big department stores are parts of national companies, so you can find the same stores
selling the same items in many cities. Some well-known national department stores are
Lord & Taylor, Strawbridge’s, Macy’s, and Bloomingdale’s.
Most department stores offer a wide choice of things including fashion clothing and jew-
elry. They normally offer good quality things, well known brands and the latest fashions
at bargain prices. Also, they have seasonal sales with deep discounts. In July and August,
there are end-of-summer sales. In November, the Thanksgiving Day sale, which is the last
Friday of the month, is one of the biggest shopping days of the year. From December 26 to
mid-January, there are big after-Christmas sales.
Discount stores offer some good quality items at attractive prices and they also sell some
lower quality things at extremely low prices. Some national discount stores across the US
are K-Mart, Wal-Mart, Target and Caldor.
Remember that sizes in the USA are different! Clothing sizes in the USA are based on
inches standard. Check an online table for the size conversion before you shop. Also, if
you buy electronics in the US, remember that all electrical items are normally 110v and
60Hz. Before you purchase anything, make sure the item can be used in your country. US
televisions, video recorders and cell phones use different standards than most other coun-
tries, so these purchases are often best avoided.
Comprehension
1. What are the things that many tourists want to buy in the US?
2. Why do you need a car if you want to shop well in the US?
3. What are some examples of national department stores?
4. What do discount stores sell?
5. Which things should you avoid buying in the US? Why?
59
Topic: Shops and Shopping
Activity: Shopping in the USA
Vocabulary
1. Match the bold words or phrases from the text with their definitions. Write the let-
ter of the definition after each word or phrase.
1. discount store 5. shopping malls

2. discounts 6. items
3. in the suburbs 7. seasonal sales
4. inches standard 8. shopping for bargains
A. a large shopping complex with various stores, services and restaurants.

B. a unit of length based on imperial measures (1 centimeter ≈ 0.3937 inches).
C. a store which offers its products at a lower price than many other stores.
D. out of the city center.
E. periodical discount shopping times.
F. selling at a reduced prices.
G. searching for goods on sale at a lower price.
H. things, units of goods.
Speaking
Answer the questions in groups or pairs.
1. Are you interested in going shopping in the US? Why or why not?
2. Why do you think many shopping malls are located in the suburbs?
3. If someone were to visit your city or town, what would you recommend they
buy? Why?
4. What was the last thing you purchased? Did you buy it on sale?
5. Do you enjoy shopping? Why or why not?
6. Do you think it’s important to make a shopping list before you go shopping?
Why or why not?
7. Have you ever bought something you didn’t need? Why did you buy it?
What did you do with it?
60
Topic: At the Post Office
Activity: Save Our Post Office
T he post office in Marta Smith’s town is scheduled to close. The residents will have to
use a post office in a neighboring town. Marta wrote a letter to the Post Master to try
to convince him to keep her town’s post office open.
Formal vs. Informal Letters

1. Informal letters are for friends and family, and can be written in any style.
2. Formal letters are usually used in work settings, and require a specific formula.
How To Write A Formal Letter

1. The sender’s address is at the top right of the letter one line above the date.
Do not write the sender’s name or title, as it is included in the letter’s closing.
Include only the street address, city, and zip code.
2. Below this, write the date on the right side of the page.
3. Below the date, on the left side, include the name (with title) of the person to
whom you are sending the letter as well as the person’s address.
4. Begin the letter with: Dear Mr./Ms. ___ or To whom it may concern.
4. Under this, indent, and write what you would like to say.
5. End the letter with Sincerely, All the best, Best wishes, then write your name.
Align the closing with the name on the left of the letter.
Marta Smith
1021 Brookwood Dr.
Durham, CO 27707
October 21, 2013
Mr. Raymond Jones, Post Master
58 Main Street
Denver, CO 27789
Dear Mr. Jones,

I am writing to ask you to please keep our post office open. I understand that there is a
need for budget cuts in our city’s post office system, but I believe those cuts can be made else-
where. The post office in Durham is extremely important to the community.
As a community in the mountains, we experience very severe winter weather. There are
days when our roads are almost impassible. If the post office were to close, we would have great
difficulty traveling to another town to have our postal needs met. Many people rely on the post of-
fice for important services, such as the delivery of government benefits. Many of the people in our
community are elderly, so it would be difficult for them to travel.
I hope that you will reconsider your decision.
Sincerely yours,
Marta Smith
61
Topic: At the Post Office
Activity: Save Our Post Office
Comprehension
Look at the letter and read it. Then answer the questions.
1. What is the punctuation after the greeting?

2. What did Marta do at the beginning of each paragraph in the body of the letter?
3. How did Marta close her letter?
4. What punctuation did she use after the closing of her letter?
5. Why does Marta believe the post office in her town shouldn’t be closed?
Speaking
1. Do you use the Post Office?

2. Do you use e-mail?
3. Do you think there is a need for the Post Office to send letters today?
Writing
Imagine your post office is going to close. Write a formal letter to the authority in
charge. Give your reasons why your post office should be kept open.
Exchange letters with a partner. Review the following:
A. Punctuation: Is correct punctuation used throughout?

B. Addresses: Are the addresses in the correct places?
C. Date: Is the date in the correct place?
D. Reasons: Does the letter include good reasons? Do you understand them clearly?
62
Topic: Everyday Services
Activity: At the Photo Studio
Comprehension
1. Read the blog. Why does the photographer take so many photos of the boy?
Interesting Conversation at the Photo Studio
T wo days ago, we had some photos taken in a studio, mainly for my son, Lil J’s birth-
day, but we also threw my daughter Sarah in the mix for some pictures. They’re great.
We bought way too many photos and spent way too much money. It was our first time at
this place, and we’ll probably go back, but next time I will try harder not to be coerced into
buying so much. Lucky for me, I have lots of sisters who I’m sure would love some pics!
We had an interesting conversation with the woman who was taking the pictures. That’s
what I want to write about.
She got her room set up and put Lil J in different poses. She took about 10 shots and then
looked at the photos in her camera. I guess she was looking to make sure the light was
good, etc. She said, “Mom, he’s squinting in a lot of them.” I answered, “Oh, it’s fine,
don’t worry about it.”
She goes on to take many, many more photos. I think in the end she took 75! She kept
looking at the camera with some concern. When it came time to view all the photos on the
computer and choose the ones we wanted to buy, she said, “Mom, I’m sorry, but it seems
like I couldn’t get too many where his eyes were not looking slanted or squinty.”
I really had to laugh. The reason why his eyes were slanted and squinty in the pics is be-
cause his eyes are slanted and squinty ON HIS FACE!
Lil J is part Korean. He has blondish hair, blue eyes, and fair skin. Really the only thing
that looks kind of Korean is the shape of his eyes. And most of the time, you really can’t
tell. But, with a full smile, or a laugh, or when he is sick or tired, his eyes are slanted.
But, what made the conversation interesting is what happened after I told the photographer
that he is Korean. Here is the conversation [paraphrased]:
Her: His eyes are squinty in most of the photos.
Me: I know. It is because he is Korean, when he smiles big, his eyes look more
almond shaped.
Her: He is Asian? Would never have thought that. But? You are not Asian, right?
And the baby girl does not look Asian either. Hmm?
Me: Well, he was adopted. She was not.
It kinda went back and forth after that. She was never mean, nor did she say anything
hurtful. She was just confused, I guess.
Now, Lil J is not biological to me, but there ARE people in the world who marry and have
children outside of their own race. The thought never crossed her mind that I could have an
Asian husband or that he was not mine biologically.
I am not saying that it was a bad conversation, just an interesting one.
63
Activity: At the Photo Studio
Comprehension
2. Read the blog again. Then answer the questions.
1. Why did the woman go to the photo studio?

2. How many children were photographed at the studio?
3. Why did the woman laugh when she was talking to the photographer?
4. What background is Lil J?
5. What are Lil J’s physical features?
6. Why does Lil J look different from his sister?
7. What was the photographer’s feeling toward Lil J’s background?
8. What was the woman’s feeling about her conversation with the photographer?
Vocabulary
Read the text again. Pay special attention to the bold words in the text. Write a defini-
tion for each of the bold words in English.
1. in the mix
2. way too (many / much)
3. poses
4. squinting
5. back and forth
Speaking
1. Discuss the following questions in pairs.
1. How do you think the woman felt during her conversation with the photographer?
Why?
2. If Lil J had heard the conversation between the photographer and his mother, how
would he have felt?
3. Do you think people should adopt children who come from a different racial
background? Why or why not?
4. Do you think that the photographer was rude or insensitive to discuss the boy’s
background with his mother? Why or why not?
2. Pretend that you are going to have your photo taken at a studio. In pairs, play the
roles of the photographer and the customer. Perform your dialogue in front of the
class.
64
Activity: At the Hairdresser’s
At the Hairdresser’s
Speaking
1. Put the following dialogue in order. Write the numbers of the sentences in the cor-
rect order. Practice it with a partner.
1. Good morning, Mary.

2. Why don’t we change the color?
3. I’d like something a little different today, Mary.
4. Yes, but don’t take too much off.
5. OK. Great. I’m ready when you are.
6. No, I’ll just trim it to give it a bit of shape.
7. Highlights it is then. Shall I cut it as well?
8. Good morning, Mrs. Smith. What can I do for you today?
9. Oh, I don’t know. What color do you think would suit me?
10. Oh no. That’s too different. Well, perhaps a few red highlights.
11. How about red?
2. Write a dialogue of your own for going to the hairdresser’s.
3. Discuss the following questions with a partner.
1. How often do you get your hair cut?

2. Where do you get ideas for your hairstyles?
3. Which public figure do you think has very attractive hair? Would this hairstyle look
good on you? Why or why not?
4. Do you think it’s important to style your hair every day? Why or why not?
5. If your friend’s hairstyle isn’t very flattering, what do you say to her, if anything?
Why?
65
Topic: Traveling
Activity: Traveling by Train
Comprehension
Read the text and the timetable. Then answer the questions.
E urostar is a popular European train service. Eurostar is a train service that connects
London with Lille, Paris, and Brussels. Trains cross the English Channel through the
Channel tunnel. The French and Belgian parts of the line are high-speed rail, and since
September 2003, so is part of the route in England, the Channel Tunnel Rail Link.
London to Paris takes 2 hours 35 minutes. London to Brussels takes 2 hours and 20 min-
utes. The company that runs Eurostar is a partnership between Belgian, French and Brit-
ish railway companies. British Pounds and Euros may be used to buy refreshments on the
trains. The border between France and the UK is in the middle of the tunnel.
EUROSTAR DEPART ARRIVE
TRAIN NO LONDON BRUSSELS NOTES
9108 6:14 10:02 Mon-Sat
9110 6:53 10:37 Mon-Fri
9116 8:27 12:10
9124 10:27 14:05
9132 12:27 16:10
9140 14:23 18:02
9148 16:27 20:10
9152 17:19 21:06 Departs 17:23 Sat, 17:27 Sun
9156 18:27 22:10 Except Sat

9160 19:27 23:10
1. Which cities does Eurostar service 7. What time does train number 9116 arrive
connect? in Brussels?
2. How do trains cross the English 8. Does train number 9148 arrive in
Channel? Brussels at 2110?
3. How long is the journey from London to 9. Does train number 9108 run on Sundays?
Paris? 10. Does train number 9156 run on Sun
4. Which currencies can be used on the days?
train? 11. Which train number arrives in
5. Where is the British and French border? Brussels at 2210?
6. What time does train number 9108 depart 12. Which train departs London at 1227?
London?
66
Topic: Traveling
Activity: Traveling by Train
Vocabulary
1. Read the sentences. Match the words in bold with their definitions. Write the cor-
rect letter after each sentence. Use a dictionary if necessary.
1. The train can only go forward. It is very difficult for a train to back up.
2. It is cheaper to transport goods by locomotive than by truck, but not every city has a
railway station, so sometimes it is necessary to use a truck.
3. I lost my ticket, so I had to buy another one from the conductor on the train.
4. The engineer saw the tree on the tracks in time, so we were able to stop before we
hit it.
5. I think the fare from Kremenchuk to Kyiv has increased, so you may need more
money than that.
6. We took a journey across the country.
7. I talked to the passenger in the seat next to mine for an hour.
8. We had to stop because the signal was red.
9. The speed of some trains is higher than others.
10. From here, you can only get to Lviv via Kyiv.
A. A person on a train who collects or sells tickets.

B. A person who operates or is in charge of a train.
C. Another word for train.
D. To go backwards.
E. The price of a ticket.
F. By way of.
G. A person riding on a train, bus, airplane, etc.
H. The rate at which something travels.
I. Traveling in one direction.
J. Something that warns or gives a message at the side of a railroad track.
2. Write an original sentence in English using each of the bold words from exercise 1.
Speaking
Discuss the following in groups or pairs.
1. An experience you had traveling by train.

2. The quality and frequency of train service from your city or town to other parts of the
country.
67
Topic: Traveling
Activity: Traveling by Airplane
Comprehension
Read the airline schedule. Then answer the questions.
Airline Schedule: These flights leave Taipei and arrive in San Francisco.
Depart TPE Arrive SFO Arrive SFO Stop Trip Time
7:00 a.m. 8:45 a.m. Cathay Pacific Hong Kong 17:45

8:40 a.m. 8:35 a.m. Eva Osaka 15:55
9:15 a.m. 7:30 a.m. China Airlines Tokyo 14:15
10:30 a.m. 10:00 a.m. United Tokyo 15:30
4:35 p.m. 5:30 p.m. Cathay Pacific Hong Kong 16:55
8:20 p.m. 7:35 p.m. Japan Airlines Tokyo 15:15
10:55 p.m. 11:30 p.m. Singapore Air Los Angeles 16:35
1. What is the airport abbreviation for Taipei? What is it for San Francisco?
2. How many airlines fly this route?
3. How many daily flights are there?
4. Which is the earliest flight? Which is the latest?
5. What time does United depart Taipei?
6. What time does Eva Airlines arrive in San Francisco?
7. If you want to leave Taipei in the afternoon, which flight would you take?
8. If you want to leave at night, which flight would you take?
9. Which airline has the longest trip time? The shortest?
10. Are there any direct flights?
11. Where does Singapore Air stop?
12. Where does United Airlines stop?
13. How many flights stop in Hong Kong?
14. If you had to choose from these flights, which one would you pick? Why?
68
Topic: Traveling
Activity: Traveling by Airplane
Speaking
Discuss the following questions in pairs or in groups.

1. Do you prefer to travel by train or by airplane? Why?
2. What is the longest train journey you have ever taken? How long was it?
3. What is the longest flight you have ever taken? How long was it?
4. Why do you think more people are traveling by air these days than in years past?
Writing
Write an essay about the advantages and disadvantages of traveling by airplane. Fol-
low these steps:
1. In groups, pairs, or by yourself, brainstorm the advantages and disadvantages

of traveling by air.
2. Plan your essay. Choose the strongest advantages and disadvantages to
include in your essay.
3. Write your essay and then exchange it with a partner.
4. Check your partner’s essay. Is everything clear? Do you notice any
punctuation, grammar, or vocabulary mistakes?
5. Revise your essay.
List the results of your brainstorming here:
Advantages Disadvantages
69
Topic: Cities, Towns and Villages
Activity: London
Comprehension 1
Read the quotation below. What is Samuel Johnson’s opinion of London? How do
you know?
“Why, Sir, you find no man, at all intellectual, who is willing to leave London. No, Sir,
when a man is tired of London, he is tired of life; for there is in London all that life can af-
ford.”
— Samuel Johnson, London, 1777
Comprehension 2
S amuel Johnson’s famous saying is still true for the millions who live in the capital of the
United Kingdom as well as the millions of tourists who flock there every year.
London is a true megalopolis, the largest city in Europe and the third or fourth largest in the
world. However, within London, there is the City of London, known as The City, consisting of
the financial district and the heart of the capital. The City is actually one of the world’s small-
est cities. It measures only one square mile. Indeed the City is sometimes referred to simply as
the Square Mile. The Lord Mayor of London is in fact the mayor of The City only, and he has to
ask permission to travel officially to other parts of the capital, although as you can imagine, this
permission is rarely refused.
Within The City, there are dozens of theaters, museums, world-famous shops, and fine architec-
ture. From the East End, the old docklands, to the West End with its theaters, cinemas and glitter-
ing night life, London has something for everyone. Of course, one can’t forget the cosmopolitan
Soho, originally a French quarter and now packed with restaurants, including many establish-
ments offering Chinese cuisine.
London is a vast, bustling, exciting city so full of life that it is easy to forget that it has been
destroyed at least four times! When reconstruction began after the Second World War, there was a
conscious effort to make the city less congested. The concept of new towns was adopted to move
inhabitants and companies out of the center of London and into custom-built towns within easy
to reach of the capital. As a result, the population grew in some of the areas surrounding London.
But judging by today’s rush-hour traffic, the solution has only been a partial success.
London is a city where modernity and tradition rub shoulders with comfortable familiarity,
where the traditional uniforms of the Buckingham Palace Guards, mix with the often outrageous
fashions of the young hipsters in Camden Town. Although London is a city that is constantly
changing, it has maintained, if not increased, its appeal by welcoming visitors from all over the
world.
Write T for True or F for False.

1. The City refers to just one part of Greater London.
2. The City of London includes the financial district of the capital.
3. There is no Mayor for the City.
4. Soho was originally a Chinese quarter.
5. London has been destroyed several times.
6. The new town idea aimed to decrease the population in the center of London.
7. There hasn’t been much preservation of traditional things in London.
70
Topic: Cities, Towns and Villages
Activity: London
Vocabulary
Find a word or phrase that means the same thing as the definitions below. Write the
word or phrase next to its definition.
1. People who live in a particular area.

2. The time of day when there are many vehicles on the road and it takes a long time to
get anywhere.
3. Very busy and active, full of life.
4. People who set trends or determine the latest fashions and popular music, etc.
5. Intentional or on purpose, with much thought.
6. Go or gather somewhere, especially in a large group or groups.
7. International or sophisticated.
8. A huge urban region with several suburban areas or cities joined to each other.
9. Made up of or composed of.
10. To socialize together.
11. Impressive and sparkling.
12. Very crowded or dense.
Speaking
Discuss the following questions in groups or in pairs.
1. Would you like to visit London? Why or why not?
2. Why do you think London is so popular with tourists?
3. Do you agree with Samuel Johnson’s quote about London? Why or why not?
4. What other cities do you think are equal to London or better than London in terms
of interest and things to do?
Writing
Write a paragraph about a city in your country. Include the following information:
A. The name and location of the city.

B. A brief history of the city, including what it is known for.
C. Your opinion about the city.
D. Your reasons for your opinion.
Illustrate your paragraph with photos from the internet or your own photos.
71
Topic: Sports
Activity: Kinds of Sports
1. On your own, in pairs, or in groups, brainstorm a list of as many sports as you can
in a minute.
Comprehension
1. Read the text quickly. How many of the sports on your list are in the text?
Kinds of Sports
Combat sports:
These are sports in which two or more competitors try to win the game through some sort
of physical contact. Combat sports typically take place in a ring, a cage or on a mat, and
they are usually structured to be contested in rounds. Many combat sports have their ori-
gins in Asian countries and involve martial arts. Some combat sports are boxing, Judo,
wrestling, Karate, kick boxing, fencing, Kung-Fu, Taekwondo and Jiu-jitsu.
Extreme sports:
Extreme sports have an aspect of danger. They are performed in a variety of settings and
situations, indoors and outdoors, and in both winter and summer seasons. Extreme sports
enthusiasts are attracted by the thrill or excitement of the sport. They are often referred to
as adrenalin junkies because they crave the feeling of excitement or happiness that goes
with these sports. Unfortunately, there is also a high possibility of injury in these sports.
Some examples are BMX freestyle biking, hang-gliding, cliff diving, extreme rollerblad-
ing, snowboarding, skiing, extreme skateboarding, race car driving, and skydiving.
Water sports:
These sports take place in the water, which could be a pool, lake, river, or ocean. People
who participate in water sports need to be strong swimmers, although water sports do not
only include swimming and diving, but also water polo, surfing, white-water rafting, sail-
boat racing, kayaking, water skiing, and wakeboarding.
Traditional sports:
Many traditional sports are played with a ball. In the United States, the most popular sports
are football, baseball, soccer and basketball. Although ice hockey substitutes a puck for a
ball, it is a traditional sport that is played in the United States, Canada, Europe and Russia.
Some traditional sports, such as tennis, racquetball, or baseball, require an instrument to hit
a ball, such as a bat or racquet.
Track and field sports:

In these sports competitors race or compete against each other. These sports include run-
ning, jumping and throwing events. These sports date back to ancient times and were
among the events at the first Olympic Games in ancient Greece. These sports are still very
popular today, in part because there is no need for expensive equipment or many special
facilities.
72
Topic: Sports
Activity: Kinds of Sports
Comprehension
2. Read the text again. Answer the questions.
1. How many categories of sports are there?
2. From which part of the world do many combat sports come from?
3. Where are many combat sports played?
4. Why do people participate in extreme sports?
5. What does adrenalin junkie mean?
6. Do water sports only consist of swimming and diving events?
7. What are two characteristics of most traditional sports?
8. Where is ice hockey popular?
Vocabulary
Look at the list of sports you brainstormed. Write them in the correct list. Can you
add any additional sports to the lists?
Combat Extreme Water Sports Traditional Track & Field

Sports Sports Sports Sports
Speaking
Discuss the questions in groups or in pairs.
1. How many kinds of sports have you tried?

2. Which sport is your favorite? What kind of sport is it?
3. Do you dislike any kind of sport? Why?
4. Which sports are popular in your community?
5. Why do you think many people enjoy sports so much?
Writing
Write a paragraph describing a sport you know well or are interested in. Include the
following information in your paragraph.
A. The sport’s name, the kind of sport it is, where it is popular

B. The sport’s rules, how it is played, where it is played, how many players
C. The skills or qualities a person needs to perform well in this sport
73
Topic: Sports
Activity: The Olympics
1. Do you know of any famous Olympic athletes? What sports do they play?
Comprehension
1. Read the text quickly. How many rings are on the Olympic flag and what do they
symbolize?
The Olympic Games
T he original Olympic Games took place in 776 BC at Olympia in Ancient

Greece. The Olympic Games held competitions in track and field events, such
as discus throwing, running, chariot racing, and wrestling. Today, the Olympics
Games take place every four years in different countries around the world. It is a
great honor for a country to host the Olympics and it also brings in a lot of money
to the host country, so many countries compete for the honor. No matter where
the Olympics are held, the Olympic flag flies over the games. It s recognized all
over the world and is comprised of five different colored rings, representing the
five regions of the world brought together by the games: Europe, Asia, Africa,
Oceania, and the Americas.
The Olympics are the traditional “world championships” of athletics. The Olym-
pic committee includes new sports every year, which makes each Olympics more
exciting than the last. Sports that have been added in recent times include;
gymnastics, skiing, beach volleyball, snowboarding, and water polo.
There are two Olympic Games, one in the summer and one in the winter. Their
four-year cycles alternate so that there are Olympics to watch every two years.
The Winter Olympics are for sports such as skating and skiing. Summer Olym-
pics are for sports such as sailing and water polo. No matter the season, there is
something for everyone!
Comprehension
1. When and where were the first Olympic Games?

2. Was boxing one of the events in the first Olympic Games?
3. Why do countries want to host the Olympics today?
4. What are two sports that have been added since the Olympics first began?
5. How often are the Olympics held?
6. What are the two Olympic Games seasons?
74
Topic: Sports
Activity: The Olympics
Speaking
Do you agree or disagree with the following statements. Discuss your opinions in
groups or in pairs.
* Sports serve an important role in society. Children who participate in sports can learn
the value of teamwork, effective communication, leadership, and discipline.
* International sports competitions such as the World Cup soccer tournament and the
Olympics bring people from different nations together by letting them compete in a friendly
environment and show each country’s national pride.
Writing
Choose one of the statements above and write an essay expressing your opinion about
it.
Answer the following questions in your essay:
1. Do you agree or disagree with the statement in general? Why or why not?
2. What are the reasons for your opinion? Give specific examples to support it.
Now exchange your essay with a partner. Read your partner’s essay. Do you notice
any grammar errors? Punctuation errors? Do you understand all the vocabulary? Is
the writing clear?
75
Topic: Travelling Abroad
Activity: Packing Tips and Travel Hints
Comprehension
1. Imagine you are going on a trip abroad. Make a list of the most important things
to take with you. Then, read the packing tips section of the reading. How many of the
items on your list match the tips?
Packing tips for travelling abroad
Essential items to pack:

• Passport - valid for at least 6 months after date of travel (make a photocopy of
your passport before you travel in case your passport gets lost. Keep the photocopy
in a separate place).
• Ticket - or confirmation code for e-ticket.
• Visa – get it close to departure date to ensure it’s still valid.
• Suitcase/bag - with small combination lock. Pack an extra duffel bag inside in case
you need an extra piece of luggage for your return.
• Clothing - depends entirely on where you go....always bring swimsuit because many
hotels have heated pools that you can use in winter.
• Driver’s license – you may need an additional form of identification, or you may be
able to use it if you need to drive.
• Travel insurance – sometimes required for a visa, but also very useful if another
emergency arises, for example if you fall ill close to travel time, or if there is
political unrest at your destination and you want to cancel your trip.
Recommended items to pack
• Camera – with extra batteries and a memory card for digital cameras.
• Cheap cell phone with removable SIM card and a cellphone charger.
• iPod and headphones and charger.
• Electrical converter and appropriate adapters for the different plugs in foreign wall
sockets.
• Any medicines you take on a regular basis in their original bottles.
• Small flashlight and batteries.
• Toiletries, such as hand sanitizer, small packet of tissues, comb, etc.
• Sunscreen.
• Sunglasses.
• Small first aid kit – including band aids, antibiotic ointment, bandage, and
finger splint.
• Toilet paper.
• Rain poncho in its package or lightweight rain jacket.
• Cheap watch with alarm.
• Flip flops for the pool or cold floors.
• Guide books.
• Plastic bags.
• Extra passport photos.
• Pen to fill out landing cards on the airplane.
76
Travel hints for travelling abroad
Travelling abroad can be both exciting and stressful. These travelling hints will help to put
your mind at ease while you are away from the familiar surroundings of your home.
First, men should move their wallets from their back pockets to their front pockets. This
makes it more difficult for someone to to pick your pocket. It is also wise to take a jacket
which has an inside pocket to keep other important things, such as hotel keys or change for
buses or taxis. You should also remember to inform your bank or credit card company that
you are going to a foreign destination so they don’t deny credit card purchases while you
are abroad. Remember to tell them when you have returned so they can monitor any sus-
picious credit card activity from that destination.
Comprehension
2. Read the article again. Answer the questions.
1. For how long after your travel date should your passport be valid?
2. Why should you make a photocopy of your passport?
3. Why should you get your visa as close to the departure date as possible?
4. What is useful to pack in case you need an extra piece of luggage when you come
home?
5. Is it useful to bring a swimsuit on your trip if you are travelling in winter? Why or
why not?
6. What are the reasons it is useful to take your driver’s license?
7. What is travel insurance?
8. What are the reasons someone might purchase travel insurance?
9. Which piece of equipment should you remember for both your cell phone and
your iPod?
10. What are the examples of toiletries given in the article?
11. According to the article, what are you likely to find in a first aid kit?
12. What are the reasons you may need to take flip flops when travelling abroad?
13. Why kind of watch should you take when travelling abroad?
14. Where should men carry their wallets? Why?
15. Where does the text recommend keeping your hotel key?
16. Why should you tell your bank you are travelling abroad?
Vocabulary
1. Read the article again. Write the word in bold from the text after its definition.
1. disturbances or conflict
2. to steal something from your person, for example, from a pocket or handbag without
your knowledge
3. happens or occurs
4. intelligent or with much thought
5. official or legitimate
6. watch or check over a period of time
7. tell or give information to
8. become sick or unwell
9. extremely important or necessary
10. going away or leaving
11. setting or environment
12. knapsack or kit bag
13. to make sure
77
Speaking
Discuss the following questions in pairs or small groups.
1. Do you agree with the list of essential items in the text above? Why or why not?
2. Is there anything that is on the list that you don’t feel is essential? Is there anything
missing from the list? What are these things?
3. Have you ever travelled abroad? Where did you go? What did you do there?
4. Pretend someone is going to visit your town next month. What should they bring
with them? What will the weather be like?
5. What can you do to protect yourself when you travel abroad? For example, the
article advises men to carry their wallets in their front pockets. What else can people
do to protect themselves?
Writing
Pretend that a travel agent has asked for your help. Write an itinerary / schedule for
a tour group from abroad who is visiting your city or town. Use the internet if neces-
sary. Include the following:
• a list of places the group should visit

• why the places are historically or culturally significant
• the amount of time you recommend that they spend in each place
• the costs and operating hours for each places.
78
Activity: E-tickets
Comprehension
1. Look at the e-ticket. Which cities is the passenger travelling to and from?
Sample of confirmation code for E-ticket
Source: http://en.wikipedia.org/wiki/Electronic_ticket
Comprehension
2. Read the e-ticket. Answer the questions.
1. What is the booking number?

2. What is the airport code for Montreal-Trudeau?
3. What is the flight number for the flight from Frankfurt to Amsterdam?
4. What is the passenger’s name?
5. What are the passenger’s special needs?
6. How much is the passenger’s total fare?
7. How did the passenger pay for the ticket?
79
Activity: E-tickets
Vocabulary
Describe the following words in English. Use a dictionary if necessary.
1. aircraft 5. tax
2. status 6. surcharge
3. Frequent Flyer Number 7. non-endorsable
4. fee 8. non-refundable
Speaking
Discuss the following in pairs or in groups.
1. What are some of the advantages of booking an e-ticket instead of a paper ticket?
2. Do you think everyone should be required to have an e-ticket, or do you think paper
tickets should be regularly offered?
3. If you were travelling, what kind of special meal would you order? Why?
4. Do you think the airlines should pass the taxes and fees on to the passenger? Why or
why not?
5. Have you ever had to change an airline ticket? Why did you have to change it? Was
it easy or difficult?
6. What are the advantages of paying for an airline ticket with a credit card
instead of cash?
Writing
Plan a trip abroad. Use an airline website to do the following:
• Find the airport codes of the city you would travel from and the city or cities you
would want to travel to.
• Find the possible travel times and flight numbers.
• Find the flight times and the time differences (if any) between the cities.
• Find the fare, including how much you would pay in taxes, fees, and surcharges.
• Determine whether your ticket is non-refundable.
Now write a paragraph describing your plans. Use the information you found above
to compose your paragraph.
80
Activity: Visas
Comprehension
1. Read the visa information. Choose the correct answer.
Citizens of many … countries do not require a visa to enter Ukraine.

A. Asian B. European C. African D. American
A visa for entry into Ukraine is required for citizens of most countries. Visas are issued by
Ukrainian Consulates abroad. The visa to enter Ukraine cannot be obtained at Ukrainian
airports or at Customs. Therefore visas should be secured in advance.
Visas are not required for the citizens of the following countries:
Poland
Czech Republic
Slovakia
Hungary
Rumania
Bulgaria
The former USSR countries
EU Countries, Switzerland, Liechtenstein, Japan, and USA
Source: http://dinadis.ua/en/about_ukraine/visa
Comprehension
2. Read the visa information again. Write T is the sentence is True. Write F if the sen-
tence is False.
1. Citizens of most countries of the world do not need a visa to enter Ukraine.
2. The Ukrainian Consulates in other countries give visas to travelers.
3. It is possible to get a visa at the airport in Kyiv.
4. It is not possible to get a visa from the agents Customs.
5. If a person needs a visa, he or she should get it before travelling to Ukraine.
6. Citizens of Slovakia need a visa to come to Ukraine.
7. Citizens of France, Germany, and Spain do not need a visa to visit Ukraine.
8. Citizens of Japan need to get a visa to visit Ukraine.
9. Citizens of China need to get a visa to visit Ukraine.
10. The information provides the cost of securing a visa to Ukraine.
81
Activity: Visas
Vocabulary
Look at the numbers on the visa. Write the vocabulary terms below next to correct
number in the list. If you are unsure about any meanings, look them up in a diction-
ary.
valid date visa number passport number
last name number of entries nationality
place of issue first name date of birth
expiration date sex
type of visa destination
http://dsma.com.ua/Visa-Guidance39.php
1. 8.
2. 9.
3. 10.
4. 11.
5. 12.
6. 13.
7.
82
Topic: Famous People
Activity: Alfred Nobel
Comprehension
1. Scan the article quickly. Who invented the Nobel Prize?
The Nobel Prize and Nobel Prize Winners
T he Nobel Prize is an annual international award for excellence in physics, chemistry,

literature, economics, and medicine. There is also a prize for contribution to world
peace. Wealthy Swedish inventor Alfred Nobel created the prize in 1895 for those who
provide the greatest benefit to mankind in each of the aforementioned fields. The Peace
Prize is awarded in Oslo, Norway, while the other prizes are awarded in Stockholm, Swe-
den. Each winner receives a gold medal, a certificate, and a large sum of money.
Alfred Nobel was born on 21 October, 1833 in Stockholm, Sweden. He was a chemist,
engineer, and inventor. His most famous invention was dynamite. In 1888, Nobel was
astonished to read his own obituary, titled “The merchant of death is dead”, in a French
newspaper. After reading the obituary, which was obviously published in error since he
was very much still alive, Nobel was dismayed. He wanted to be remembered for some-
thing more positive, so he decided to create awards for those who helped mankind. Hence
the Nobel Prize was created. Nobel was successful in his endeavor to ensure he was known
for something other than the invention of dynamite, since today, many people have no idea
he is responsible for anything more than the prizes that bear his name.
Comprehension
2. Write T if the sentence is True. Write F if the sentence is False. Correct the false
sentences.
1. The Nobel prize is given for Physics, Chemistry, Literature, Peace, Economics, and
Medicine.
2. A Norwegian inventor established the Nobel Prize in 1893.
3. The Nobel Peace prize is awarded in Norway with the other prizes.
4. The winners of the Nobel prize receive a certificate, a medal, and a small sum of money.
5. Alfred Nobel invented dynamite.
6. Alfred Nobel died in 1888.
7. The incorrect obituary portrayed Nobel in a positive way.
8. Nobel created the prizes so that people would remember him for something positive.
83
Activity: Alfred Nobel
Vocabulary
Complete the sentences with the correct word below.
astonished international peace
awarded mankind receive
benefits obituary
1. The Nobel Prize is an … award, which means a person from any country in the
world can win it.
2. There are many … to having a good education, including a good job.
3. The Nobel Peace Prize is … for the promotion of peace throughout the world.
4. The opposite of … is war.
5. Another word for the human race or all people in the world is … .
6. People … a salary for their work.
7. When someone dies, his or her relatives often put an … in the newspaper.
8. I was … by my poor test grade because I had studied a lot.
Speaking/Writing Activities
1. Have you ever received an award, prize, medal, certificate or honor? For what?
2. Why do you think Alfred Nobel was called the “The merchant of death”?
3. What other awards do you know about? What are they? Why are they given?
4. Which of these “new” Nobel Prizes are best? Rank them from 1-9 (1 is highest).
Nobel Prize for Volunteerism Nobel Prize for Sports

Nobel Prize for Business Nobel Prize for Environmentalism
Nobel Prize for Environmentalism Nobel Prize for Bravery
Nobel Prize for Journalism Nobel Prize Television
Nobel Prize for Music
5. “Your new Nobel Prize.” Decide on a category for a new Nobel Prize and give three
reasons why it is important.
6. The Nobel Prize is given for Physics, Chemistry, Literature, Peace, Economics, and
Medicine. Which in your opinion are the most important and which is the least?
84
Activity: Three Famous American Women
Comprehension
1. Look at the headings quickly. What are the names of the three famous American
women?
Three Famous American Women
Meet Temple Grandin, Professor of Animal Science.
W ell known for her autism, and the movie that documented her life, also called Tem-
ple Grandin, Dr. Grandin has made her mark as a philosophical leader of the animal
welfare movement. Her business website has several sections on how to improve stan-
dards in meat factories and livestock farms. In 2004 she won an award as a visionary from
the organization called People for the Ethical Treatment of Animals. She has also been
featured on major television programs in the United States and around the world. Dr. Gran-
din is a designer of livestock handling facilities that have been used throughout the world.
All this from a woman who could not talk until she was three!
Meet Madeleine Albright, Former Secretary of State, now Mortara Distinguished

Professor of Diplomacy, Georgetown University Walsh School of Foreign Service,
Washington, D.C.
Madeleine Albright was the first woman ever to hold the post of U.S. Secretary of State.
She held this position from 1997-2001. Before this, in1982, she joined the faculty of
Georgetown University as a research professor of international affairs. She was also the
director of women students enrolled in the Foreign Service program at the university’s
School of Foreign Service. On May 13, 2007, two days before her 70th birthday, Albright
received an honorary degree from the University of North Carolina at Chapel Hill.
Meet Maya Angelou, American writer and Professor at Wake Forest University, Win-
ston-Salem, North Carolina
Angelou is an American autobiographer and poet who has been called “America’s most
visible black female autobiographer.” Angelou has been highly honored for her body of
work. Her book I Know Why the Caged Bird Sings, is read in literature classes across the
United States. She has been awarded over 30 honorary degrees and was nominated for the
prestigious Pulitzer Prize for her 1971 volume of poetry, Just Give Me a Cool Drink of Wa-
ter ‘Fore I Die. Since 1991, Angelou has taught at Wake Forest University as recipient of
the first lifetime Reynolds Professorship of American Studies, and since the 1990s she has
made around eighty appearances a year on the lecture circuit.
85
Activity: Three Famous American Women
Comprehension
2. Read the text again. Write the name of the woman described in each sentence.
1. She is African American.

2. She was Secretary of State.
3. She is dedicated to animal welfare.
4. She was the first woman to hold this prestigious job.
5. She did not speak before the age of three.
6. She is a writer, a poet and a lecturer.
Vocabulary
Write the words in bold from the text next to their definitions below.
1. A creative thinker with good ideas for the future.

2. Teaching staff.
3. A degree given to honor someone, not because they studied or completed course work.
4. Registered or attending something such as a course.
5. The well-being or best interests of something or someone.
6. A tour or trip from place to place to do one’s work.
7. To make something better.
8. The total output of a writer or an artist.
9. A developmental disorder often with communication problems.
10. Farm animals such as cattle, pigs, or sheep.
Speaking
Discuss the following questions in pairs or groups.
1. Which of the three women impresses you the most? Why?
2. Which of the three women would you like to see give a lecture? Why?
3. Which of the three women would you most like to be similar to? Why?
4. Can you think of another impressive woman? What did she do? Why does she impress
you?
Writing
Write an essay about a famous woman. Include one paragraph of each of the follow-
ing:
A. The woman’s name, nationality, date of birth, date of death (if applicable).
B. Her accomplishments, including why they are significant or important.
C. The reason(s) why you are impressed by her.
D. The ways in which the world would be different without her work or
accomplishments.
86
Topic: Art
Activity: Parts of a Theater
Comprehension
1. Read the text. In which part of the theater do the actors perform?
There are many parts of a theater the house, front of the house, stage, and backstage offstage.
House
The house is where the audience sits. It is any area that is not part of the stage, backstage
area or the front of the house. It includes the orchestra pit, auditorium and control booth.
Orchestra or Orchestra Pit: The Orchestra or Orchestra Pit is where the musicians play
during ballet, opera, and musicals. It is in front and below the stage in a pit, which is a large
opening in the floor.
Auditorium: The auditorium is the section of the theater for the viewing a performance.
This includes the main seating area, balconies, boxes, and entrances from the lobby.
Control Booth: The control booth is the part of the theater for the operation of technical
equipment, lighting, and sound equipment. It is located where there is a good view of the
stage, so the technicians can see the action.
Front of the House

The front of the house is any area that is not part of the house, backstage area or stage. It
includes the lobby, box office, and marquee.
Lobby: The lobby is where the audience enters the building from the street. Ticket counters,
coat checks, refreshments and restrooms are located in, or near the lobby.
Box office: A place where tickets are sold to the public for a performance.
Marquee: The sign with the name of the theater and the name of the performance at the
theater.
Backstage
The areas of a theater that are not part of the house, the front of the house or the stage are
considered part of backstage or offstage. These areas include dressing rooms, green room,
crossovers, fly systems and storage areas.
Dressing Rooms: Dressing rooms are where cast members apply wigs, make-up and
change into costumes. Often in larger theaters, cast members in lead roles have their own
dressing room, whereas those in supporting roles share with the other cast members.
Green Room: The green room is where actors and other performers wait when they are not
needed onstage or in their dressing rooms.
Crossover: A crossover is a corridor that allows performers to move from one side of a
stage to the other side of the stage without being seen by the audience.
Fly System: A fly system is a system of ropes, weights and tools designed to quickly move
set pieces, lights, and microphones on and off stage quickly.
Storage area: The storage area is where sets, costumes, and lighting and sound equipment
are stored.
87
Topic: Art
Stage
The stage is the part of the theater that is not the house, the front of the house or backstage.
The performance takes place on the stage. The stage is divided up into sections and is
based on the performer’s perspective to the audience.
Upstage: The area of the stage furthest from the audience.

Downstage: The area of the stage closest to the audience.
Stage Left: The area of the stage to the performer’s left, when facing downstage to the
audience.
Stage Right: The area of the stage to the performer’s right, when facing downstage to the
audience.
Center Stage: The center of the playing area.
Wings: Areas that the audience cannot see. Actors enter the stage from the wings. Also,
the wings hide technical, lighting and sound equipment.
Apron: The area of the stage in front of the playing area.
Comprehension
1. Read the text again. Write T if the sentence is True. Write F if the sentence is False.
1. The house includes the orchestra pit, auditorium and the stage.
2. The auditorium is the section of the theater for the viewing a performance and includes
the main seating area, balconies, boxes, and entrances from the lobby.
3. A place where tickets are sold to the public for a performance is called a box office.
4. The sign with the name of the theater and the name of the performance is called the
fly system.
5. The dressing room is where actors and other performers wait when they are not needed
onstage.
6. The storage area is where unneeded sets, costumes, and lighting and sound equipment
are kept.
7. The backstage or offstage areas include the box office and the auditorium.
8. The area of the stage furthest from the audience is downstage.
9. The area of the stage closest to the audience is upstage.
10. The area of the stage behind the playing area is the crossover.
88
Topic: Art
Vocabulary
1. Write the words after their definitions.
apron stage left

center stage stage right
cross over upstage
downstage wings
1. The area of the stage furthest from the audience…

2. The area of the stage closest to the audience…
3. The area of the stage to the performer’s left, when facing downstage to the
audience…
4. The area of the stage to the performer’s right, when facing downstage to the
audience…
5. The area in the middle of the stage…
6. Areas that the audience cannot see to the sides of the stage…
7. The area of the stage in front of the playing area …
8. The area behind the playing area which actors use to move around unseen…
Vocabulary
auditorium green room
box office lobby
control booth marquee
crossover orchestra or orchestra pit
dressing room storage area
1. The area where the musicians play during ballet, opera, and musicals.
2. The section of the theater for the viewing a performance.
3. The part of the theater for operating technical equipment, lighting equipment and
sound equipment.
4. The part of the theater where cast members apply wigs, make-up and change into
costumes.
5. The section of the theater where actors and other performers wait in when they are
not needed onstage.
6. A corridor that allows performers to move from one side of a stage to the other side
of the stage without being seen by the audience.
7. The area where unneeded sets, costumes, and lighting and sound equipment are stored.
8. The area where the audience enters the building from the street.
9. A place where tickets are sold to the public for a performance.
10. The sign with the name of the theater and the name of the performance.
89
Topic: Art
Vocabulary
backstage or offstage house

front of the house stage
1. The part of the theater that includes the orchestra pit, auditorium and control booth…
2. The part of the theater where the performance takes place…
3. The part of the theater that includes the lobby, box office and marquee…
4. The part of the theater that includes dressing rooms, green room, cross over, fly systems
and storage area…
Speaking
Discuss the questions in pairs or groups.
1. Would you like to be a performer? Why or why not?
2. Do you think that performers are brave? Why or why not?
3. Where are the theaters in your town? Describe how to get to the theaters in your town
from your school.
4. Does you school have a theater? Have you seen a performance there? Did you enjoy
the experience?
5. Would you rather work as a performer on stage or in the back of the house as a
technician? Why?
Writing
Write an essay or paragraph about one of the following:
1. A time you went to the theater. What did you see? Did you like it? Describe your
experience. Include:
A. The name of the play and the theater. The names of any actors you remember.
B. A description of the set and the costumes. Were there any special effects?
C. The quality of the actors’ performance.
D. The quality of the technical aspects, such as lighting, sound, etc.
2. What are the qualities of a good performer? Express your opinion. Include:
A. The names of some good performers you know about. The names of the plays, movies,
or shows they have been in.
B. Your impressions about their personalities, for example, are they outgoing? Quiet?
Opinionated? Intelligent? Why do you think this about them? Is it because of the
roles you have seen them play? Is it because of things you have read or heard about
them?
C. Your ideas about why these characteristics make them good performers.
For example, does it help to be intelligent in order to memorize their lines? Etc.
Now exchange your writing with a partner. Read your partner’s work and comment
on the following:
1. Did you notice any grammar mistakes? Punctuation or spelling mistakes?
2. Do you understand the ideas in the writing? Could your partner make the writing
any clearer?
3. Do you think anything needs more support? Would you like to see another
example to support an idea? Why?
90
Topic: Art
Activity: Painting
Comprehension
1. Read the text quickly. Where do you think this text is most likely to appear?
Choose the correct answer.
A. textbook B. blog C. museum report
2. Why did you choose your answer for question 1? What language in the text sup-
ports your answer?
In my opinion, it’s important to know that there are many kinds of art in the world. Most
people think of only paintings, but art can take many forms. Photographs, paintings, draw-
ings, and sculptures are all forms of visual art. When most people think of art, they often
forget about music, dance, theater, and film. It is even possible to make art out of found
objects or things that other people would consider to be garbage! That’s really unusual, but
also very creative.
I think that the most important part of art is that it can help people show the world what
they are thinking and feeling. Many people use art to either escape the world, or see it
more clearly. Without art, we would not be able to understand our world as well as we do. I
believe art helps us to grow and discover new things about ourselves and the world around
us. Everyone should take some time to enjoy some art, or even create it if they able to and
interested!
Comprehension
1. What are the examples of visual art that the author lists?
2. Which art forms does the author believe are typically overlooked?
3. What material is an unusual but creative material to make art from?
4. What does the author think is the most important part about art?
5. Does the author believe we can understand the world very well without art? Why?
6. Does the author believe it is more important for people to try to create their own art or to
simply appreciate art? Why?
91
Topic: Art
Activity: Painting
Vocabulary
1. Read the definitions of the types of paintings. Complete the sentences.
A landscape shows the outdoors and the things found in it.

A seascape shows the sea.
A portrait is a painting of a person, especially their face.
A still life is a painting of such unanimated subjects as fruits, flowers and other decorative
things.
1. A _____________ is a picture representing a piece of land and what may be on it.

2. A _____________ is a painting of objects that do not move, for example food on a
table, or a room without people.
3. A painting of your father’s face would be a _____________.
4. A painting of the Black Sea would be a _____________.
2. Match the following examples with the genre of painting. Write the word next to
the example.
1. A farm. 3. Albert Einstein.

2. Flowers. 4. The Atlantic Ocean.
Speaking
1. What makes art good?

2. Can art be good if it is not connected to your life or interests? Why?
3. Does art help people understand the world?
4. What is the purpose of art? Do you think society could function without it?
5. What types of art are you most familiar with?
6. Do you have a favorite style of art?
Writing
Search the internet for pictures of paintings. Choose a painting and describe it in a
paragraph. Include the following information:
A. The painting’s classification (portrait, still life, etc.). The name of painter and when it
was painted.
B. A description of the painting, including the colors, the things in the painting, etc.
C. How the painting makes you feel. Why?
92
Topic: Mass Media
Activity: News
Comprehension
1. Read the text quickly. How does David like to get his news? How does Vita like to
get her news?
Getting the News
D avid loves to watch TV. In fact, it is his favorite way to learn about what is happening
in the world. His favorite show is called Robert Talks. The host is a man called Robert
who has a special guest come to his show every day and speak about different ideas he or
she has about the topic of the day. As soon as the show goes on-air, Robert talks to the TV
audience and quizzes them about current events and the biggest news stories of the day.
He gives them prizes for answering correctly. Today’s special guest is a world-famous DJ
called Afrojack, who is from the Netherlands. Afrojack is on the show because he knows
a lot about the culture of youth and music, and there have been many stories in the news
about the connection between drugs and music in youth culture.
Vita likes reading the newspapers. She prefers the newspaper to online news because she
likes the feel of holding it in her hands. Her favorite newspaper is the Daily Globe. She
likes its articles because they are short and concise. She also believes writers for news-
papers tend to be more objective—they do not give their opinions on the matter they are
reporting. They also keep her up-to-date—so she always knows what is happening in the
world. When she is busy, she only reads the stories on the front page of the newspaper, or
looks for interesting articles. Some articles are very catchy and their headlines do a good
job of making her want to read the articles. Vita’s favorite section is the letters to the edi-
tor. She can read about different people’s opinions of the news and how well others felt the
newspaper reported it.
2. Read the text again. Match the questions and answers.
1. What is Robert Talks? A. The host quizzes the audience.

2. What happens first on Robert Talks? B. She only reads the front page.
3. Who is the special guest on the show? C. A disc jockey.
4. What is the Daily Globe? D. A TV news show.
5. What does Vita do when she’s busy? E. The letters to the editor.
6. What is Vita’s favorite section of the F. A newspaper.
newspaper?
93
Topic: Mass Media
Activity: News
Vocabulary
1. Write the bold word from the text next to its definition below.
1. Using as few words as possible to give the necessary information.

2. Somebody who presents and interviews guests on a radio or TV show.
3. Important political or social events of issues of the present time.
4. Attracts interest or attention, and is easily remembered.
5. Based on facts rather than thoughts or opinions.
6. Titles of newspaper articles.
7. A person who is invited as an honor or because everyone wants to see them.
8. Live on TV or radio.
9. Including the latest or newest information.
10. Somebody who composes rap or techno music using samples of recorded music.
Speaking
1. Do you have a favorite TV show? What is it? What is it about?

2. Do you think TV news is objective? Why or why not?
3. Do you ever read the newspaper? Why or why not?
4. Which newspaper is the most respected in your opinion? Why?
5. What is an important thing happening in the news today? What is your opinion
about it?
6. How do you get your news of the world? Why do you prefer this way of getting the
news?
Writing
Write an essay about the benefits of getting news from the internet. Follow these
steps:
1. Brainstorm a list of the positive things and a list of the negative things of getting
news from the internet.
2. Organize your ideas from your lists into your strongest and weakest points.
3. Write your essay.
4. Exchange the draft of your essay with a partner.
5. Comment on your partner’s draft. Do you notice any spelling, punctuation or
grammar errors? Are the ideas clear?
6. Revise your essay in light of your partner’s comments.
94
Topic: Mass Media
Activity: Media Ethics
Comprehension
1. Scan the text quickly. What are the four of the biggest issues in journalism?
Media Ethics
M edia ethics is an interesting and difficult topic for the world. Reporters need to give
fair and honest reports in the news without overstepping their boundaries.
Some of the biggest issues in journalism today are:

Truthfulness. Journalists need to be honest. Journalists can’t make-up reports. They
must tell true stories that are not intended to trick or deceive the audience. Sometimes
there are grey areas with respect to truthfulness. For example, reporting what some-
one said without accurately giving the context for their words. This can lead to misun-
derstanding and a perception that a news report is less than truthful.
Conflicts of interest. All journalists want to tell the truth, but the interests of the cor-
poration that owns a news organization for which they report may sometimes conflict
with the news story. Journalists need to be careful to protect their jobs, but also por-
tray their company in an accurate way to the public.
Sensationalism. News organizations sometimes emphasize interesting but unimport-

ant news, such as celebrity gossip. This happens when reporters place more of an
emphasis on attracting and pleasing an audience than on reporting the more important
but complicated problems of the day.
Authenticity of photographs. Photos are among the most viewed as controversial me-
dia materials. Images that have disturbing content may scare or disgust the audience,
but many people are attracted to such images out of a morbid curiosity of horrible
things such as car accidents or dead bodies. Photojournalists should never deliberately
edit their photos, so it can be difficult to know which images cross the lines of good
taste. If photojournalists change their photos with Photoshop, they will lose the trust
of the public, and people will not believe the newspaper is an honest newspaper in the
future.
1. Why are there grey areas with respect to truthfulness in reporting?

2. When is there a conflict of interests?
3. What is sensationalism?
4. Why do some reporters and news organizations use sensationalism?
5. Why shouldn’t photojournalists use Photoshop to change their images?
95
Topic: Mass Media
Activity: Media Ethics
Vocabulary
Write the word in bold from the text next to its definition below.
1. To differ from or be incompatible with something.

2. To stress or give importance to something.
3. An attitude or understanding based on what is observed or thought.
4. Difficult to understand or explain.
5. Upsetting, troubling or alarming.
6. Being appropriate for people of all ages to watch or see.
7. Situations when something is unclear or hard to define or classify.
8. To keep safe or preserve.
9. Causing disagreement or disapproval.
10. To mislead or deliberately hide the truth from somebody.
11. Interested in horrible things related to accidents, death, or murder.
12. To show or represent something or someone.
Speaking
1. Do you think most of the reporters for the newspapers that you know about are fair
and ethical? Why or why not?
2. Is it ever acceptable for a reporter NOT to tell the truth? Why or why not?
3. Do you think reporters should report negative things which are true about the
companies they work for? Why or why not?
4. Why do you think the public is so interested in the lives of celebrities?
5. How do you think the media can convince the public to be more interested in
important matters instead of sensational stories?
6. Do you agree that photojournalists should never digitally alter their photos?
Why or why not?
7. Have you ever seen a digitally altered photo in the news, either in print or on TV?
How did you know it had been digitally altered?
8. Do you believe most of what you read or hear in the news? Why or why not?
96
Answer Keys
Answer Key: Answer Key:
My Family My Family
Myself and My Family Housewives
Comprehension Comprehension
1. They both enjoy music; they both help his 1. Possible answers:
mother with the housework. 1. The first woman has more free time
2. Because he knows a great deal about because she has a maid. She gets up later.
repairing things, such as TVs, vacuum The second woman finds interesting things
cleaners, washing machines, and to do, such as arts and crafts, and finding
refrigerators. friends on a website.
3. Similarities: They both have the same 2. They both prepare meals for their
opinion about education and raising husbands. They both spend time on the
children. computer.
Differences: His mother doesn’t like sports, 3. One of the women feels bored, and
they like different movie genres. one feels lonely
4. He washes dishes, goes shopping, 4. She will soon be having a baby and she
and tidies up the apartment. will have childcare responsibilities to
fill her time
Vocabulary
1. fair 2
2. handy Housewife 1: wakes up, prepares, boils,
3. clever with her hands dusts, makes, surfs, wastes
4. good-looking Housewife 2: wakes up, makes, relaxes,
5. different views makes, sorts, cleans, chats, says
6. experienced
7. broad-shouldered 1. Vocabulary
8. joint-venture 1. lonely
9. upbringing 2. toast
10. slim 3. wasting time
11. fond of 4. prayer
12. have much in common 5. regular schedule
6. surfing
Vocabulary / Writing: Proverbs 7. free
1. D 8. comes to mind
2. H 9. pregnant
3. A 10. refreshed
4. G
5. I
6. F
7. B
8. E
9. C
98
My House and My Apartment My house and my flat
My Room Types of homes
Vocabulary Comprehension
1. desk 1. It has wheels, and is pulled behind a car.
2. chair 2. They shared the bathroom and kitchen.
3. bed 3. You never have to climb stairs.
4. blanket 4. It now has two rooms.
5. pillows 5. It is very cold, and there are spiders.
6. magazines
7. an aquarium Vocabulary
8. curtains 1. cottage (a small house, usually situated in
9. nightstand the countryside)
10. messy 2. apartment (a self-contained residence,
situated with other similar units in a larger
Vocabulary building)
1. B 3. studio (a one-room apartment)
2. F 4. tent (a collapsible movable shelter)
3. E 5. camper (a self-contained traveling home,
4. A pulled by a car)
5. D 6. bungalow (a single-story house)
6. C 7. house (a building made for people to live
in)
Vocabulary: Idioms
1. get along like a house on fire
2. be as safe as houses
3. put her house in order
4. went round the houses
5. a house of cards
6. brought down the house
7. on the house
99
My Day My day
My Days Off The working day
1. allows your mind to escape, enhances 1. Answers will vary.
creativity 2. To imagine it, or see it in your mind the
2. learn new things, find information, be way you want it to be.
entertained, do work, play, shop 3. Everything you want in life.
3. it recharges you 4. Because each day could be your last and
4. feeling more alert and energized you should do what you enjoy doing.
5. remove clutter, exercise, workout, learn
new things Vocabulary
6. consistency 1. E
7. go to a spa, get a massage, buy yourself 2. D
a scarf, or watch a movie 3. B
4. A
Vocabulary 5. F
1. I 6. C
2. K
3. B
4. L
5. G
6. D
7. C
8. F
9. A
10. J
11. H
100
Environment Environment
Environmental protection Climate change
1. F 1. T
2. F 2. F
3. F 3. T
4. T 4. F
5. T 5. T
6. F
Vocabulary
1. H Vocabulary
2. E 1. weather conditions
3. G 2. temperature
4. L 3. earth
5. D 4. oceans
6. A 5. rising
7. C 6. negative
8. I
9. F
10. O
11. B
12. K
13. M
14. N
15. J
101
Environment Education
Natural disasters Jack London’s education
1. They are caused by underwater movement 1. There were rumors about his situation. The
due to earthquakes, volcanic eruptions, head master didn’t want a scandal because
landslides, or meteorites. the universities were becoming stricter in
3. 720 kilometers per hour. their treatment of accredited prep schools.
4. In the state of Hawaii, Alaska, California, 2. The academy would allow a student to
Oregon, and Washington. graduate in 4 months, high school re-
5. Japan, Thailand, and Indonesia. quires 3 years.
6. Harbor and wave. 3. Yes, he paid tuition by borrowing the
money.
Vocabulary 1 4. He was confident that he would do well at
1. wildfire the university.
2. avalanche 5. He meant that his head was completely
3. earthquake filled with the knowledge of math, and
4. tsunami chemistry
5. lightning
6. drought Vocabulary
1. cram
Vocabulary 2 2. institution
1. A 3. accomplished
2. I 4. state university
3. M 5. quadratic equations
4. G 6. high school
5. C 7. graduate
6. J 8. academy
7. B 9. the senior class
8. L 10. tuition fee
9. K 11. scholarship
10. E 12. chemical formulas
11. D 13. prep school
12. F
13. H
Vocabulary 3
1. Japan often suffers from tsunamis.
2. Avalanches may happen in the mountains.
3. The volcano eruption in Iceland happened
several years ago.
4. The western part of Ukraine suffers from
floods.
5. Wildfires in Australia happen often.
102
Education Libraries
Teachers Libraries today and in the past
Comprehension
Comprehension
1. F 1. Books, manuscripts, periodicals and
2. T musical scores.
2. It comes from the Latin word liber.
3. T 3. In Egypt, Rome, and Greece.
4. T 4. The British National Library in London,
5. F the Library of Congress in Washington and
6. T the Russian State Library
5. No. They also go to look, listen, search,
7. F relax, discuss, learn, and think. They can
8. F also get government information.
9. F 6. At the Central Scientific Library in Kyiv.
10. T 7. The author thinks highly of libraries. The
final sentence expresses this opinion:
Libraries truly are an extremely valuable
Vocabulary asset for any country.
1. tainted
2. astute Vocabulary
3. refine
1. H
4. a way of life 2. L
5. dreaded 3. N
6. extraneous 4. J
7. humility 5. D
6. C
8. fulfillment 7. I
9. bug bites 8. B
10. denying 9. G
11. pocket billiards 10. K
12. souvenirs 11. E
12. M
13. driven 13. F
14. distinguishing 14. A
15. adhere
Speaking 2
The order is: 6, 10, 2, 7, 1, 9, 4, 8, 5, 12, 3,
11
Writing
Don’t make noise in the library.
Speak quietly.
Don’t bring food or drink into the library.
Turn off your cell phone.
Take good care of the books.
Don’t write anything on the pages.
Don’t tear the pages.
Don’t fold the corners of the pages.
Don’t lose the books
Return the books on time.
103
Answer Key:
Activity: AIDS
Comprehension 1
A poster child is a person or thing that represents a specific quality or thing. The origin
comes from the use of a good-looking child to sell something or from the image of a
happy but sickly child used to promote awareness of, or raise funds for an illness.
Comprehension 2
1. By educating people about the disease.
2. Because teenagers are at a higher risk of getting the disease from experimenting
with sex and drugs.
3. He was expelled (forced to leave) school.
4. He wanted people to know how the disease could and could not be spread.
5. Because the disease is spreading fast in Ukraine. It has the highest infection rate in
all of Europe.
Vocabulary
Across
4. immunity
6. virus
8. sexual intercourse
10. needles
11. antibody
12. casual
Down
1. pathogens
2. abstinence
3. HIV
4. infected
5. AIDS
7. semen
9. saliva
Speaking 1 - Students should speak fluently and with expression.
Speaking 2
1. TRUE. A healthy looking person can have HIV for many years before they get sick,
especially if they take special drugs to keep their immune system strong.
2. FALSE. HIV can only live in the human body. It dies quickly anywhere else so you
cannot get it through sharing cups, glasses, plates etc. The virus needs to enter your
body to put you at risk.
3. It can be spread through unprotected sex, sharing needles, from an infected mother to
her unborn child, and sometimes through blood transfusions.
4. Educate all people about the ways to prevent the disease.
5. More than a third of people with HIV/ AIDS are under 25 but it’s been proven that
education is the best way to cut down on the number of infections. The ages between
10-14 are best for educating young people about healthy habits and peer education is
also very effective as young people are more likely to listen to people their own age.
104
Visit to the Doctor Food and meals
Health and medicine Fruit and vegetables
1. By exercising, and staying fit. 1. the main course
2. Because the hospital has the necessary 2. dessert
equipment. 3. fruits and vegetables
4. vegetables
3. There are now vaccines and treatment for 5. spinach
infectious diseases. 6. tubers
4. Go to the ophthalmologist and get your 7. the flower of a plant
eyes checked. 8. apples, pears, peaches, or grapes
5. Pneumonia.
Vocabulary 1
Vocabulary 1. C
2. G
1. medicine 3. A
2. exercise, chronic 4. F
3. pain 5. B
4. vaccine 6. D
5. doctors 7. H
6. extracted, dentures 8. E
7. eyes, optometrist
Vocabulary 2
8. temperature 1. F
9. paleness 2. V
10. complications , recovery 3. V
4. F
5. V
6. F
7. F
8. F
9. V
10. F
11. V
12. F
13. V
14. F
15. V
16. V
17. F
18. F
105
Food and meals Shops and shopping
Healthy food Shopping in the USA
1. F 1. jeans, children’s clothing, towels, linens.
2. T 2. Because many of the stores with the best
3. T prices are outside of the city center in the
4. T suburbs.
5. F 3. Lord & Taylor, Strawbridge’s, Macy’s, and
6. T Bloomingdale’s.
7. T 4. They sell some good quality items at
8. F attractive prices and they also sell some
9.T lower quality things at extremely low
10. T prices.
11.T 5. Televisions, video recorders and cell
12. F phones because they use different stan-
13. F dards than most other countries.
14. T
15. T Vocabulary 1
16. T 1. C
2. F
Vocabulary 3. D
1. fizzy drinks 4. B
2. calories 5. A
3. portion 6. H
4. fluid 7. E
5. cut down 8. G
6. obese
106
At the post office Everyday services
Save our post office At the photo studio
Comprehension Comprehension 1
1. colon.
2. Indent the first sentence. She takes many photos because she thinks
3. Sincerely yours, there may be something wrong with her cam-
4. comma. era. She doesn’t understand why the boy’s
5. The winter weather is bad, so traveling to eyes don’t look the way she thought they
another town is difficult. There are many should.
elderly people in her community who rely
on the post office. Comprehension 2
1. To have photos taken of her son for his
birthday.
2. Two, the boy and his sister.
3. She laughed because the photographer
misunderstood the situation about her
son’s eyes.
4. He is part Korean and part something else,
probably European.
5. He has light hair, blue eyes and light skin.
His eyes are slightly slanted.
6. He is adopted. She is not.
7. She was confused and trying to under-
stand.
8. She thought it was interesting.
Vocabulary
1. added to the group or situation.
2. far too many / much than is necessary.
3. positions or stances, like a model.
4. narrowing the eyes.
5. from one side to another, physically or in
a conversation.
107
Everyday services Traveling
At the hairdresser’s Traveling by train
Speaking 1 Comprehension
ANSWERS: 1. London, Lille, Paris, and Brussels.

2. Through the Channel Tunnel.
1, 8, 3, 2, 9, 11, 10, 7, 4, 6, 5 3. 2 hours and 35 minutes.
4. British Pounds and Euros.
5. In the middle of the tunnel.
6. 6:14 am.
7. 12:10 pm.
8. No, (2010).
9. No.
10. Yes.
11. 9156.
12. 9132.
Vocabulary
1. D
2. C
3. A
4. B
5. E
6. I
7. G
8. J
9. H
10. F
108
Traveling Cities, towns, and villages
Traveling by airplane London
Comprehension Comprehension 1
Samuel Johnson has a very high opinion of
1. TPE (Taipei) SFO (San Francisco). London. He believes that anyone who is in-
2. 6. telligent and enjoys life would be interested
3. 7. in London. Someone who is not interested
4. Cathay Pacific, Singapore Air. in London is strange or depressed because it
5. 10:30 a.m. offers something for everyone.
6. 8:35 a.m.
7. Cathay Pacific.
8. Singapore Air. Comprehension 2
9. Cathay Pacific, China Airlines.
10. No. 1. T
11. Los Angeles. 2. T
12. Tokyo. 3. F
13. 2. 4. F
14. answers will vary. 5. T
6. T
Writing 7. F
Possible Advantages: saves time, safe mode
of travel, comfortable Vocabulary
Possible Disadvantages: costly, inconvenient 1. inhabitants

flight times, no airport nearby 2. rush-hour traffic
3. bustling
4. hipsters
5. conscious
6. flock
7. cosmopolitan
8. megalopolis
9. consisting of
10. rub shoulders
11. glittering
12. congested
109
Sports Sports
Kinds of sports The Olympics
Comprehension 2 Comprehension 1
There are five rings. They represent the five
1. 5. regions of the world: Europe, Asia, Africa,
2. Asia. Oceania, the Americas
3. in a ring, in a cage or on a mat.
4. They enjoy the thrill and excitement. Comprehension 2
5. a person who constantly wants the
excitement they feel when doing 1. 776 BC in Olympia in Greece.
extreme sports. 2. No.
6. Yes. 3. Because it is an honor and they can make
7. They use a ball and some sort of money.
instrument, like a bat or racquet. 4. Possible answers include: gymnastics,
8. the USA, Canada, Europe and Russia. skiing, beach volleyball, snowboarding or
water polo.
5. Every 4 years.
6. Summer and winter.
110
Travelling abroad Travelling abroad
Packing tips and travel hints E-tickets
1. 6 months Montreal, Frankfurt, Amsterdam, Munich
2. in case your passport gets lost
3. to make sure it is still valid Comprehension 2
4. a duffel bag 1. WXIKXI
5. Yes, because hotels often have heated 2. YUL
pools. 3. WK 2495
6. as an extra form of identification or in case 4. Mr. John Jones
you need to drive 5. vegetarian (VG) meal (ML) = VGML
7. It allows you to get your money back if 6. 809.39 Canadian dollars
you don’t go on your trip. 7. credit card
8. They may be required to, or they may
get it in case they get sick or there are Vocabulary
political problems at their destination. 1. the type of airplane
9. a charger 2. whether a flight is confirmed, on stand-by
10. hand sanitizer, small packet of tissues, a or cancelled
comb 3. It’s a special number a traveler gets if
11. band aids, antibiotic ointment, bandage, they travel a lot on a particular airline.
finger splint The traveler can accrue points based on
12. for the pool or cold floors how much they travel and then redeem the
13. cheap watch with an alarm points for awards such as free travel.
14. in their front pockets so that they aren’t 4. an amount that must be paid for a service
stolen 5. an amount that must be paid to the govern-
15. in the inside pocket of a jacket ment
16. so the bank doesn’t deny your credit card 6. an extra charge for something that is expe-
purchase and can monitor your riencing higher than normal prices
account after you return 7. cannot be put in someone else’s name,
even if the owner wants to do so
Vocabulary 8. cannot be exchanged for the money origi-
1. unrest nally paid for it
2. pick your pocket
3. arises
4. wise
5. valid
6. monitor
7. inform
8. fall ill
9. essential
10. departure
11. surroundings
12. duffel bag
13. ensure
111
Travelling abroad Famous people
Visas Alfred Nobel
B Alfred Nobel.
1. F 1. F (Swedish, in 1895)
2. T 2. T
3. F 3. F (the others are awarded in Sweden)
4. T 4. F (a large sum of money)
5. T 5. T
6. F 6. F (an obituary was published in error)
7. T 7. F (it was negative, calling him the
8. F “merchant of death”)
9. T 8. T
10. F
Vocabulary
Vocabulary 1. international
1. place of issue 2. benefits
2. valid date 3. awarded
3. expiration date 4. peace
4. visa number 5. mankind
5. number of entries 6. receive
6. type of visa 7. obituary
7. last name 8. astonished
8. first name
9. passport number
10. sex
11. date
12. nationality
13. destination
112
Famous people Art
Three Famous American Women Parts of the theater
Temple Grandin, Madeleine Albright, Maya The stage.
Angelou
Comprehension 2
Comprehension 2 1. T
1. Maya Angelou 2. T
2. Madeleine Albright 3. T
3. Temple Grandin 4. F
4. Madeleine Albright 5. F
5. Temple Grandin 6. T
6. Maya Angelou 7. T
8. F
Vocabulary 9. F
1. visionary 10. T
2. faculty
3. honorary degree Vocabulary 1
4. enrolled 1. upstage
5. welfare 2. downstage
6. circuit 3. stage left
7. improve 4. stage right
8. body of work 5. center stage
9. autism 6. wings
10. livestock 7. apron
8. cross over
Vocabulary 2
1. orchestra / orchestra pit
2. auditorium
3. control booth
4. dressing room
5. green room
6. cross over
7. storage room
8. lobby
9. box office
10. marquee
Vocabulary 3
1. house
2. stage
3. front of house
4. backstage / offstage
113
Art Mass Media
Painting News
B a blog David likes to get his news from a show on
TV called Robert Talks. Vita likes to get
Comprehension 2 her news from a newspaper called the Daily
A blog is the correct answer because the Globe.
writer is expressing an opinion using language
such as: In my opinion, I think, I believe, as Comprehension 2
well as modals of advice, for example people 1. D
should… 2. A
3. C
Comprehension 3 4. F
1. Photographs, paintings, drawings, and 5. B
sculptures 6. E
2. Music, dance, theater, and film
3. found objects or garbage Vocabulary
4. It can help people show the world what 1. concise
they are thinking and feeling. 2. host
5. No, because it helps us to grow and dis- 3. current events
cover new things about ourselves and the 4. catchy
world around us. 5. objective
6. It is more important to just appreciate art. 6. headlines
The author says people should try to 7. special guest
create art if they able and have the time 8. on-air
to do so. 9. up-to-date
10. DJ
Vocabulary 1
1. landscape
2. still life
3. portrait
4. seascape
Vocabulary 2
1. landscape
2. still life
3. portrait
4. seascape
114
Answer Key:
Mass Media
Media ethics
Comprehension 1
truthfulness, conflicts of interests, sensationalism, authenticity of photographs
Comprehension 2
1. when a reporter gives information without the context
2. when a reporter may want to be critical of the company he or she works for
3. emphasizing interesting but unimportant news
4. to attract an audience
5. so they don’t lose the public’s trust
Vocabulary
1. conflict
2. emphasize
3. perception
4. complicated
5. disturbing
6. good taste
7. grey areas
8. protect
9. controversial
10. deceive
11. morbid
12. portray
115

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1

19. Topic: Everyday Services

35. Answer Keys 97

Iryna Boiko Kremenchuk Makarenko Pedagogical College

Of these teachers, special thanks is owed to Yulia Omelchenko of the Kremenchuk

Several Peace Corps Volunteers also contributed substantial time:

Changes in the language classroom:

The purpose of presentation:

• Focus the students’ attention on exactly what we want them to know.

Helping students to perceive:

Helping students remember:

Reading as communicative and interactive:

Some teachers may choose to do a pre-reading activity on the stages of American

Best Practices in Listening Instruction

The role of listening:

Listening and reading:

Best Practices in Writing Instruction

Modern approaches to teaching writing:

As mentioned above, an important feature of the process-approach to writing is the

Best Practices in Speaking Instruction

Modern approaches to speaking instruction:

Techniques for correcting spoken errors:

The supplementary textbook:

Best wishes to you all!

Brown, H. D., 2008. Teaching by Principles. White Plains, NY: Longman.

ABOUT MYSELF AND MY FAMILY

Vocabulary / Writing: Proverbs

1. When the whole family is together, the soul is in place.

A. You should be proud of your family.

A. The proverb you chose and what it means.

B. The incident, person, or situation that supports your opinion.

1. What is your first name? What is your last name?

Are friends more important than family? What do you think?

The Life of Two Housewives

Hello to other housewives! This is my first time posting to this site.

1. Answer the questions.

1. Answer the following questions in small groups.

1. solitary, lonesome lonely

1. Read the sentences. Circle the correct word.

1. I have a big desk / bag in my bedroom. I have a computer on it.

2. The chair / sofa for my desk is made of wood.

3. I like my chair / bed. I sleep in it every night.

4. I have a large carpet / blanket on my bed.

5. There are two soft and fluffy pillows / stools on my bed.

7. I have an aquarium / a bookcase with some little fish in it.

A. a periodical publication containing articles, stories, photographs, and advertisements

B. room that has a bed in it and is used mainly for sleeping

C. container for fish to live

D. cabinet for storing books

E. seat with a back

F. a simple seat with three or four legs and no back or armrests

2. What do you use your room for?

6. What’s your favorite thing about your room?

A: Which furniture will you change? Why?

B: How will you change the paint or wall decorations?

C: What will you do to the floor, door, and windows?

Other (Extra) Rooms

Cellar: (a room underneath the house used for storing food)

Cloakroom: (a small room where people put their coats)

Conservatory: (a greenhouse attached to a house for the display of plants)

Drawing Room: (a room in stately homes where rich people entertain)

Game Room: (a room in a large houses where games are played)

Hall: (the entrance passage to a house)