your english self 10 класс

Л. В. Калініна, І. В. Самойлюкевич
YOUR
ENGLISH SELF
Підручник для 10-го класу
загальноосвітніх навчальних закладів
(9-й рік навчання)
Академічний профіль
Рекомендовано Міністерством освіти і науки України
Київ
2010
УДК 80 ББК 81.2АНГ-922
К17
Рекомендовано Міністерством освіти і науки України
Видано за рахунок державних коштів. Продаж заборонено
Калініна Л. В.
К17 Your English Self: Підручник для 10-го класу загальноосвітніх
навчальних закладів/ Л. В. Калініна, І. В. Самойлюкевич. — К.: Наш час, 2010. — 367 с.
ISBN 978-966-1530-51-4
Підручник «Your English Self», розроблений для учнів 10-го класу за-
гальноосвітніх навчальних закладів, що обрали академічний профіль. Він відповідає новітнім вимогам викладання англійської мови. Підручник є складовою нового навчально-методичного комплекту з англійської мови, до якого також входять зошит та книга для вчителя. За допомогою підруч-
ника учні розвиватимуть свою мовну особистість засобами діалогу культур
між англомовними країнами та Україною.
У підручнику представлено матеріали з 6 розділів (Units). Кожен
з них — це цікава сфера спілкування, наприклад, «Твоє шкільне життя», «Мандрівки Великою Британією та Україною». По завершенню кожного
розділу, учні мають змогу перевірити отримані знання, виконуючи тестові
завдання «Test Yourself!».
ББК 81.2АНГ-922
© Л. В. Калініна, І. В. Самойлюкевич, 2010 © «Наш час», оригінал-макет
ISBN 978-966-1530-51-4 і художнє оформлення, 2010
CONTENTS
GETTING STARTED
1.Summing up Your Summer........................................ 9 2.School: Now for It! ................................................. 12
UNIT 1: Family and Friends
1.1.Relationships in the Family: Psychology .................. 18 1.2.Exploring Your Family: History ............................ 33 1.3.In a Teens’ World: Social Studies ........................... 42 1.4.Breaking the Ice: Communication Skills .................. 53 1.5.Test Yourself ..................................................... 60
UNIT 2: Your Schooling
2.1.Life after Kindergarten: Human Development .......... 64 2.2.A Social Gift: Foreign Languages ........................... 75 2.3.Your Learning Skills: Testing ............................... 84 2.4.Self-directed Learning: Communication Skills .......... 94 2.5.Test Yourself .................................................... 101
UNIT 3: Your Quality Time
3.1.Travelling is Worth Troubletaking: Geography........ 106 3.2.A Sportsperson or a Sports Fan: Health Studies........ 121 3.3.The “Thumb Generation”: Technology.................... 130 3.4.The Sound of Music: Communication Skills ............. 142 3.5.Test Yourself .................................................... 149
UNIT 4: Britain as You Know It
4.1.Home Sweet Home: Geography and Architecture ...... 153 4.2.Meeting the Young Royals: Social Studies ............... 168 4.3.Picturing Britain: Visual Arts .............................. 179 4.4.English Values: Communication Skills ................... 191 4.5.Test Yourself .................................................... 198
UNIT 5: You are from Ukraine, Right?
5.1.Lessons of the Past: History ................................. 203 5.2.From East to West: Geography ............................. 219
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5.3.Thinking Politically: Social Studies ....................... 227 5.4.Expressing Pride: Communication Skills ................ 237 5.5.Test Yourself .................................................... 244
UNIT 6: The World Around You
6.1.Geography VS People’s Lives:
Geography and Social Studies ............................... 249
6.2.Man and Nature: Biology and Social Studies ............ 265 6.3.Your Picture of the Universe:
Physics and Philosophy ....................................... 276
6.4.Expressing Tolerance: Communication Skills........... 286 6.5.Test Yourself .................................................... 292
RHYME AND REASON ......................................................297
A CROSS-CULTURAL READER .......................................306
TAPESCRIPTS ....................................................................325
KEYS ...................................................................................342
VOCABULARY ...................................................................353
УМОВНІ ПОЗНАЧЕННЯ
Go Ahead! мовленнєва зарядка
Rhyme and Reason фонетична зарядка
Your Helping Hand граматичний матеріал і трену- вальні вправи
Enrich Yourself! рубрика містить лексичний ма те- ріал і тренувальні вправи для по- глибленого вивчення мо
ви з ура-
хуванням міжпред метних зв’язків
Express Yourself! комунікативні функції і завдан ня для їх опрацювання
Work Your Wisdom! усна мовленнєва практика для по- глибленого вивчення іншо мовного соціокультурного матеріалу
Your Language Portfolio: Listening / Reading / Writing тексти для прослуховування і зав- дання для їх опрацювання; тексти для читання і завдання для їх опрацювання; поради щодо роботи з різними видами писемного мовлення
On your own творчі та пошукові вправи для поглибленого вивчення мови
Across Cultures соціокультурна інформація
Culture Comparison соціокультурні завдання порів- няльного характеру
Test Yourself! тестові завдання для самоконтро- лю і самокорекції
At Home завдання та творчі письмові зав- дання, що рекомендується вико- нувати вдома
BrE/ AmE лінгвістичний коментар щодо різниці у вжитку виділених у тек с- ті слів у британському та амери- канському варіантах англійської мови
завдання підвищеної складності
5
Dear English language learner:
Welcome back to school! This year you are going to study an
academic course of English.
We want you to enrich your knowledge in the subjects
across the Curriculum as well as to speak and to write their content. We hope you will enjoy practising your English through learning more from history, geography, social stu- dies, literature, computing, music, etc.
You can start with the revision of what you have learnt pre-
viously, using the introductory lessons “Check Yourself”. In each of the six forthcoming units, you will find contemporary academic and conversational English materials which will en- able you to develop your communicative competence in listen- ing, reading, speaking and writing. The conversation warm- ups “Go Ahead” and the pronunciation warm-ups “Rhyme and Reason” can help you to brush up your English on the basis of everyday situations, quotes and poems.
“Your Helping Hand” will truly appear your helping hand
in revising your grammar and learning new grammatical items. To upgrade your lexical competence, you are recom- mended to use the higher-level vocabulary practices in the parts “Enrich Yourself” and “Work your Wisdom”. Make sure you pay attention to the differences in meaning and form be- tween some British English (Br E) and American English (Am E) words. Your Language Portfolio is meant to assist you in developing your reading, listening and writing skills in dif- ferent domains (personal, public, educational and occupation- al). Try your hand at creating projects in various formats ranging from a poster to a brochure, from an SMS exchange to a house model. You can make them from the point of view of your future profession(s) — that of a historian, a geographer, a psychologist, a computer programmer, a philosopher, and the like.
Reading makes a full man, you know. With this coursebook,
you will certainly benefit from reading all sorts of authentic materials (popular and scientific articles, manual, announce- ments, journals, etc.). To analyse them thoroughly, please, use the tasks “In-depth Language Study” in your workbook.
6
There is ample opportunity for you to learn both language
and culture in the sections “Culture Comparison”, “Across Cultures” and “A Cross-cultural Reader”. Importantly, it may prevent you from behaving like a bull in a china shop abroad.
Do you want to test yourself in order to find out your level
of language acquisition? Then go to the “Test Yourself” sec- tion at the end of each unit.
Hopefully, this coursebook will help you to get a good com-
mand of Academic and Conversational English.
Thank you and
Good luck to you.
The Authors
............................. 1. Summimg up Your Summer
1. Summing up Your Summer
I Go Ahead!
On a sheet of paper, write one sentence which expresses your feelings after the summer holidays. Put it on the board and discuss it with your classmates.
II Rhyme and Reason
Read the “Summer Jazz Chant” on page 297 and practise rhythm and the sound /w/. How will you answer the questions of the jazz chant?
III Your Helping Hand
GRAMMAR REVISION
a) The Gerund A gerund is an ing-form of a verb, e.g. walking. We can use a gerund after some verbs.
Example: I suggested
enjoyed remembered
doing something
stopped
Look at the pictures and say what you and your friends enjoyed doing or started practising in summer.
roller-skating scuba diving bungee-jumping
9
Getting Started ............................................
computing designing
Example: I enjoyed roller-skating every other summer day.
b) The Past Simple, Past Continuous and Past Perfect Active
The Past Simple I travelled a lot last summer.
The Past Continuous I was travelling in the Crimea from early June to mid July.
The Past Perfect I had travelled in the Carpathians before I returned to Kyiv.
Describe an important event from your past holidays. Follow the pat- tern below.
Pattern:
Last summer I … I used to …
Once I … … recently.
Before that … When my friends saw me …
... when … My teacher said … by September.
Read Oksana’s letter home from Great Britain and open the brackets, using the present and past tenses. Look at the postcards of British views that she enclosed into her letter and say what you know about them.
10
............................. 1. Summimg up Your Summer
Eisteddfod Edinburgh Festival Bringhton
IV Express Yourself!
Make up a dialogue with your friend summing up your summer. Use the pattern.
11
Getting Started ............................................
Pattern:
Hey … , you look … ! Definitely you … , am I right? Exactly. I have.... I enjoyed … . Glad to hear it. You seem … . And how do you feel about … ? You won’t believe it, but … and … . Well, I heard … say that … ? That’s just it. I didn’t even realize it could be … . I’m still … . It sounds great! Did you … ? Sure. I’ve made … and bought … . Do you feel like … ? I’ll be delighted. I have … and … . Then, let’s … . Terrific. I believe … .
At home: Write a postcard to your friend about your
summer days.
2.
School: Now for It!
I Go Ahead!
Read the list of the tenth formers’ expectations about this school year and rank them in order of importance. Add your own expectations.
1
2
3
4
5
6
12
..................................... 2. Sсhool: Now for It!
List of expectations:
to get prepared for entering a college (University); to get prepared for a future job; to acquire general knowledge; to find out what I’m really interested in; to enrich my knowledge in a special sphere; to test my intelligence; to have fun; to socialize with my friends; to please my parents; to kill time; … ? … ?
II Rhyme and Reason
Read the part of Roger McGogh’s poem “School” on page 297 and practise sentence stress. Say what school children in the picture feel on their first day at school. How did you feel?
III Your Helping Hand
GRAMMAR REVISION
a) The Modal verbs “ought”, “should” or “must”, “have to” or “must”, “may”, “might”, “could”
Modal verbs express meanings such as necessity and possibi li- ty. We can use modal verbs to tell or allow people to do things; or we can use them to say how certain or uncertain we are.
Example: I have to go now. You should answer the letter.
Now you are a tenth former. Remember what your school life was when you were smaller and compare it with high school. How have things changed for you?
13
Getting Started ............................................
Example: When I was small, my parents made me do lessons
every day and didn’t let me hang out as much as I wanted. Now I may socialise with my friends much longer and sometimes they let me keep late hours.
b) Relative Clauses
A relative clause is a clause introduced by a relative pronoun like who or which.
Look at the pictures and say what TV programmes you enjoyed watch- ing with your friends in summer. Why do you like them?
talk show music program quiz show
soap opera sport program
Example: I love TV programmes that give me a lot of food for
thought. I remember one programme where a girl from our school was taking part. My friends and I enjoyed watching it and decided to participate in such a pro- gramme, too.
c) Questions for more information: will, be going to.
If the decision is accepted at the moment of speech, use will. If the decision is accepted earlier, use be going to.
14
..................................... 2. Sсhool: Now for It!
Example: How long will it take to get rid of the undesirable
effect of global warming?
How are you going to support the environmental move- ment.
Read the article published in the ecological newspaper by an envi- ronmental activist Paul Radley. Write 5 possible questions you would like to ask Paul. Say what you will do, or are going to do, to help the animals.
Ever since true humans ap-
peared on earth, they have lived in close association with animals. Time has come to protect them be- cause pollution affects animals more than humans.
In fact, we have more conscious
control over our environment. We can make choices about where to live or adjust the temperature of our housesand choose what to eat. Animals often become entangled with rubbish, which means that animals often get plastic or wire stuck in their jaws and cannot ea- sily be set free. As a result, they cannot function properly and may die.
BrE /hauziz/
Besides, for many animals plac- AmE /hausiz/
es where they live have become dangerous. The food chain can be affected by pollution in the places where certain species have been living for many ye ars and are used to being fed on certain food. For example, if the fish were poisoned they would starve. This could make a shortage of food for the animals higher in the food chain. So, as you see, it could take years and years to get rid of such unde- sirable effects. It’s a really great problem and we should take decisive mea sures.
15
Getting Started ............................................
Interview your friends and find out:
What new things they have learned this summer;
On what areas of learning they will focus this year;
What plans they have made for the future.
Report your findings to the class and say who you are with.
At home: Suppose you can’t decide on your future.
Write a letter seeking advice to a youth magazine.
Family and Friends
Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Family and Friends ........................................
Pre-test and engage yourself:
1. Can you analyse the relationships in your family?
Yes No
2. Have you ever explored history through your family?
Yes No
3. Can you explain the sense of otherness?
Yes No
4. Can you establish contact properly?
Yes No
Welcome to more of it!
1.1. Relationships in the Family:
Psychology
Academic English Conversational English
nuclear family extended family close-knit family vulnerable to share responsibilities to contribute to sth to feel lonely and neglected to be guaranteed to resolve conflicts to have a strong belief in something to enjoy dignity of one’s personality to be left unattended to have sympathy for sth / sb to provide a solution wealthy caring togetherness unavoidable to be placed in ahead of something to hear somebody out to be up to sth to rely on sb / sth to be an open secret to pour one’s heart out to put drive and value on something It goes further than that …
18
................................ Relationships in the Family Unit 1
I Go Ahead!
Look at the family photos and say what relationships the members of the families may have. What relationships are typical of your family?
II Rhyme and Reason
Read the poem “Family Having Dinner” on page 298 and practisethe rhyming words. Say who is who in the family picture and what is wrong with the family.
BrE to practice
AmE to practise
III Your Helping Hand
GRAMMAR REVISION
Indirect questions, Wh-questions
1. To report another person’s YES / NO questions use IF / WHETHER after the reporting verb.
19
Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Family and Friends ........................................
Example: — Have I seen you at the Collins’? — She asked me if / whether
f / she had seen me at the
Collins’.
2. To report Wh-questions, use the question word:
Example: — Where did you go?
— He wanted to know where I had gone.
Don’t Forget!
The word order in Indirect questions is the same as in state-
ments and there is no do /does / didauxiliary.
Example: — Where does your brother work?
— She asked me where my brother worked.
While reporting a question use common reporting verbs:
ask; enquire; want to know; wonder; question.
Example: — What is her father?
— She wanted to know what her father was.
Don’t use a question mark in Indirect Questions.
NEW GRAMMAR
Embedded questions
1. If you want to express something to which we don’t know the answer, or ask politely for information, use EMBEDDED QU ESTIONS — questions that are included in another sentence but do not report another person’s words.
Example: Can you tell me if your mum is in?
2. Introduce embedded yes / no y / questions with if / whether / .
Example: Do you know if she is still working?
3. Introduce embedded Wh-questions with a question word.
Example: My friend wonders how many sisters I have.
20
................................ Relationships in the Family Unit 1
Don’t Forget!
Use the statement word order in all embedded questions.
Example: Can you tell me where they live?
Don’t use DO / DOES / DID in embedded questions.
Example: I don’t know when his friend came.
Don’t leave out IF or WHETHER in embedded yes / no ques-
tions.
Example: Could you tell me if he will be at home at 6 p.m?
Use the question mark at the end of the embedded questions
and the following common phrases:
I don’t know (understand) … I’d like to find out …
I wonder … Do you know … ?
I’m not sure … Can you tell me … ?
I can’t remember … Would you show me … ?
I’d like to know … Who knows … ?
Let’s ask … Could you explain … ?
a) Your friend wants to know about your relationships with your family members and your friends. Report her questions to the class.
Example: — Do you live in an extended family? — He asked if I lived in an extended family.
1. Do you get along well with your brothers or sisters? 2. Who can you rely on? 3. What do you do when you feel lonely and neglected? 4. Who helps you when you need help? 5. What family values do you appreciate? 6. Who can you pour your heart out to? 7. Where do you socialize with your friends? 8. What character traits of your good friends do you like most?
b) You are going to visit your friend whom you haven’t seen for a long time. Change the direct questions into embedded ones. What other questions would you like to ask?
21
Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Family and Friends ........................................
Example: — I’m going to visit my old friend. — How can I find him if I go by car?
f f g y
— Please, tell me how I can find him if I go by car?
1. Can you tell me …
Does he live in the same street?
2. I haven’t seen my friend for 5 years. I’d like to know if …
Has he changed much?
3. My friend was interested in sport. Do you know …
What sport does she take?
4. He was good at tennis. I’m not sure if …
Does he still play tennis?
5. I’m going to present him with a new music CD. I don’t know whether I…
Is it in his list of likes?
6. His second hobby was music. Can you tell me … Why did he give up music?
7. I don’t know much about my friend’s new preferences. Please, explain …
How do teenagers pass their free time?
8. I want to stay at my friend’s place for some time. I’d like to find out … Where
do young people like to spend their time together?
с) Complete the second sentence so that it means the same as the first. Use the words suggested.
Example: — “Could you give me Helen’s telephone number?” —
said Peter.
asked
— Peter asked if I couldgive him Helen’s telephone number.
22
................................ Relationships in the Family Unit 1
1. “Would you invite your friends for the party?” —the mother asked her son.
questioned
The mother … to the party.
2. “Where did you see Ann?” Nancy asked Alice.
wondered
Nancy … Ann.
3. “Would you see who is at the door, please?”
requested
My principal … the door.
4. “Would you join our party?” Nelly asked her friend.
was interested
Nelly … .
5. “Do you know how many people are coming tonight?” Val asked his cousin.
couldn’t remember
Val … coming.
6. “Did you enjoy yourself at the concert?” the music teacher asked me.
questioned
The music teacher … at the concert.
7. “Have you been working hard at your English?” —my teach- er asked me.
enquired
My teacher … at my English.
8. “Are you still on friendly terms with Bob?” Helen asked me.
wondered
Helen … with Bob.
At home: Read the interview and fill in the journal-
ist’s report. Say if you feel the same or different about your friends and your family.
23
Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Family and Friends ........................................
A:What does a family mean for you? B:It means people who are ready to help each other in different
si tuations. You feel protected and safe in the family.
A:I see. Do your parents understand? B:You may say so. At least they always listen to what I’m try-
ing to say.
A:Do they share your views or interests? B:Not really. We sometimes even say angry and rude words to
each other. But in the long run their arguments make me think that they are right. They forgive me for being rude and unfair towards them.
A:And what is your relationship with your elder brother like? B:Well, we are very good friends. He supports me in all situa-
tions, no matter if I’m sometimes wrong. Dan tries to see life through my eyes and often gives me a piece of advice.
A:Do you have many friends? B:I do. A:And your friends, are they the most important people in your
life?
B:I love both my family and my friends. But I think family rela-
tions are much stronger than those among friends.
I asked Ann what family meant for her and she answered that r
she felt safe and protected there. Then I wondered … and learned that her parents were good listeners. Next I asked Ann … and Ann told me that though sometimes she disagreed with her parents but finally their arguments made her think that they were right. Then I wanted to know … and the girl
24
................................ Relationships in the Family Unit 1
told me that they were very good friends as her brother sup- ports her in everything and tries to see the world through her eyes. Also I wondered … . Ann said that she had a lot of friends. Then I enquired … and the girl said she loved both — her family and her friends.
IV Your Language Portfolio: Reading
a) Read what psychologists from different countries say about rela- tionships in the families and make a list of family values they suggest.
What Makes a Family?
Americans consider the family
to be an important institution, but often career, education and money are placed ahead of the family pos- sibly contributing to the social problems that America faces to- day.
In almost all families (except for
very wealthy or religious ones) both mother and father work full time, 40 hours per week. Since parents usually don’t arrive home from work until after 5 p.m., children are left unattended for several hours. Many psychologists believe this time left alone is the cause of many problems, especially for teenagers. They feel lonely and neglected and want their pa- rents to hear them out. They need to feel cared for — the feeling that they are important for their momand dad, so that the par- ents are interested in them, worried about them. Children like to talk about what’s happening, who’s doing what. “It’s lovely to have the family round you and to know they regard you as important so that you are careful not to harm them, treat them rudely” — many of them claim. It speaks for the respect of eve- ry member of the family and it’s an important family value.
Sam Brighton, the USA
BrE mum
AmE mom
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Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Family and Friends ........................................
I’d like to speak about the rela-
tionships in extended families. I believe more and more families turn to one kind of one-for-all-and- all-for-one style existence in the new millennium. According to psy- chological research, households of three or even four generations be- come typical. Naturally, in such families conflicts are unavoidable. They happen because people have different ideas, their values are
Susan Bricks, Australia
different. Sometimes they don’t listen to each other well. They think about what they want to say and don’t really hear what another member of the family is saying. In such situations un- derstanding is all they need. Everybody in the family should understand that. Each of them has the right to be different and must respect the right of other people to have ideas that differ from your ideas. Family members who respect each other’s ideas can resolve conflicts in a peaceful way. Decidedly, it leads to better relationships among all members of the family. And then the family becomes a shelter from the storm … a friendly port when the waves of life become too wild.
Many Canadian psychologists
put drive and value on trust. A strong belief in goodness and charity makes a good family. It be- comes a place where love and faith dwell, a place where all members can enjoy the dignity of their own personality. It goes further than that. In such families all their
members are confident and sup- portive. When something unple- asant occurs to one of them, the
Paul Rivers, Canada
family takes his / her word against anybody else’s. It means that they can rely on each other and be sure to be protected from
26
................................ Relationships in the Family Unit 1
the bad things that can happen to all of us. I think trust and comfort in the family is the basis of good relationships.
One of the worst things about
family relations that young people single out is lack of privacy. They often complain that even if they disappear into their room for some peace, it’s guaranteed that some- one will come after them, wishing to know what they are up to. With parents, brothers or sisters in one house they don’t have a chance to be alone, unseen or unheard. Some of them even say that their family members have no sympathy for their feelings. I believe that when families have such problems the first thing to do is to talk. Children must tell parents what makes them unhappy. Calm communication, without the words that hurt people, will definitely provide a solution. Teenagers are vulnerable and they need someone to talk to.
Sarah Simon, Great Britain
It’s an open secret that a family
is happy when it has things toge- ther … like dreams and hopes and possessions and memories and smiles. The relations of family members are based on mutual respect and understanding. But I’d like to stress one more family va- lue, which many families in Ukraine cultivate — sharing responsibili- ties at home. Every family member should have a family duty like taking a dog for a walk, doing the shopping or washing up, etc. If everyone in the family does his / her fair share, it will unite them and make a close-knit family.
Olga Kovalenko, Ukraine
27
Unit 1 Unit 1 Unit 1 Unit 1 ........................................
In such cases children and parents and other relatives that live in the house will help each other with any activity willingly. Togetherness becomes number one for all of them.
Family Values:
1. Caring 2. …….. 3. ……..
b) Analyse which country’s psychologists give the following solutions as
to family lifestyles. Say which of them are typical of your country.
Sharing responsibilities is one of the most important family values. Children often feel lonely and neglected. They need sympa- thy and caring. If three or four generations prefer to live together, they should learn how to avoid conflicts. Family conflicts should be resolved in a peaceful way. Children should have privacy. It’s important to enjoy the dignity of your personality. Family must protect its members. Trust is number one in family relationships.
c) In groups rank the family values, which are described by psycholo- gists, in order of importance. Give your reasons.
caring
1
2
3
4
5
d) Some psychologists suggest solutions as to how to improve relation- ships in your family. In groups, fill in the chart and give your comments.
Psychologists’ solutions Your commentaries
1) Talk to your family mem- bers and find out what makes them unhappy. 2) … I think it’s a good solution. If you know the reason for some- body’s unhappiness it is easy to help him / her out.
28
................................ Relationships in the Family Unit 1
e) Imagine that you are talking to a psychologist about the relation- ships in your family. Role-play the dialogue following the scheme below.
1. Tell the psychologist about the relationships in your family: 2. Express your attitude and ask about the problem:
Glad to hear … As I see it … Do you think …?
As for my family … My parents … So, I’d like …
3. Explain your problem: 4. Ask for more reasons or details:
What I lack is … I hate … I can’t bear …
Could you explain why … Why don’t you … ? Can you be more specific … ?
5. Tell him / her what you dislike about your rela- tions, behaviour. Give ex- ample: 6. Ask the teenager if she/ he tried to solve the prob- lem herself:
Why don’t you … Did you… Have you ever…
My mum is always … As for my dad … My brother never …
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7. Give more facts about your family’s lifestyle: 8. Comfort the teenager:
Don’t say die … I’m sure your family … As for your parents …
I lack… Besides… Nobody tries…
9. Thank the psychologist for being sympathetic and ask for advice: 10. Give the teenager a piece of advice:
At first … Then … I advise you …
I appreciate … Thank you for … Can you …
11. Express your grati- tude: 12. Express your hope for better family relations:
I’m so thankful … You are so kind … You’ve helped me … I hope … I think … Surely …
V Your Language Portfolio: Listening
a) Listen to the story about one family and say why Philip didn’t tell his news. b) Now listen again and match the characters to their thoughts.
1. I want to have a little talk
with you. Come and sit down.
2. I knew that the news would
be unexpected and I felt I would
need courage.
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3. The boy is delighted,
Sarah.
4. It makes no difference.
I’m delighted.
5. It seems to me that I’m falling
in love.
6. I’ve been in love with her
for a long time and it was only
yesterday that she agreed to
marry me.
7. Supper for three! It’s a surprise.
8. I wasn’t very pleased to hear
that someone would stay for supper.
On your own: think and decide what could have hap-
pened in the story the next day.
VI Your Language Portfolio: Writing
Formal Letters
Formal letters are normally sent to people in an official posi-
tion or people you don’t know well.
They are written in a formal style with a polite impersonal
tone.
They can come as letters of complaint, requests, application,
etc.
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How to write a letter of complaint
Content Tips Language Tips
Start with a formal greeting
(e.g. Dear Sir / Madam when you don’t know the person’s name or Dear Mr. Black — when you know the person’s name);
— I’m writing to complain about ... — I’m writing in connec- tion with … — I’m writing to express my unhappiness with …
In the opening remark state
your complaint, including details of what has happened;
In the main body present each
of the specific points you are com- plaining about. Start a new para- graph for each point and justify these points by giving examples;
In the closing remarks explain — I hope you will … — I hope that this conflict will be resolved. — I feel (believe) that …
what you expect to happen.
Write a formal ending (yours
faithfully — when you don’t know the person’s name; yours sincerely — when you know the person’s name + your full name).
Read the sample letter of complaint and say if the author managed to use the tips.
Sample letter of complaint:
Dear Sir / Madam, I’m writing to complain about the conflict with my roommate
in the hostel. I have no privacy in the room, because I share it with a young girl from Italy, who is very talkative.
In the morning when we get up she talks about her clothes
and her dates with boys. She keeps talking about it in-between the classes and even in the evening her talks about fashions and boys are unavoidable.
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All this prevents me from studying well. Besides, she invites
guests every evening and in addition to it, I can’t concentrate on my project which I am about to complete soon.
However, I tried to resolve the conflict and talk to the girl.
But she was very impolite and I was offended with her reaction. She refused to change her behaviour.
As you can imagine, I’m extremely upset and don’t know what
to do. I hope that you will find time to help us to resolve the con- flict.
Yours sincerely,
Susan Blake
VII Culture Comparison
1) What family relations of the English speaking countries mentioned in the text “What Makes a Family” are typical of Ukraine?
2) What other examples of family rela-
tions can be attributable to Ukrainian families?
At home: In your workbook, write a letter of complaint
to a psychologist about some of your family problems.
1.2.
Exploring Your Family: History
Academic English Conversational English
ancestors archive / references to live through a particular era to make something come alive to arouse in sb the desire to do sth to put someone in context to start out to have an inclination for
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