б 81.2Англ I К12 Министерство образования и науки Республики Казахстан Павлодарский государственный университет им. С. Торайгырова

COMMUNICATIVE ENGLISH FOR NON LINGUISTIC MAJORS

Учебно-методическое пособие для студентов неязыковых специальностей

Павлодар K-iL

Министерство образования и науки Республики Казахстан

Павлодарский государственный университет им. С. Торайгырова

Факультет филологии, журналистики и искусва

Кафедра практического курса иностранных языков

А.Т. Каббасова, А.Е. Байдильдина

COMMUNICATIVE ENGLISH FOR NON LINGUISTIC MAJORS

Учебно-методическое пособие для студентов неязыковых специальностей

Павлодар Кереку 2011 УДК 811 ББК 81,2(Англ)-я73 К 12

Рекомендовано к изданию учебно-методическим советом факультета филологии, журналистики и искусства Павлодарского государственного университета им. С. Торайгырова

Рецензенты: Д. Е. Капанова — кандидат филологических наук, доцент, Павлодарского государственного университета им. С. Торайгырова; М. С. Кулахметова - кандидат филологических наук, доцент, Павлодарского государственного университета им. С. Торайгырова; Ж. А. Тусельбаева — кандидат педагогических наук, доцент, Инновационного Евразийского Университета.

Составители: Каббасова А. Т., Байдильдина А. Е. К 12 Communicative English for non linguistic majors : учебно-метод. пособие / А. Т. Каббасова, A. E. Байдильдина. - Павлодар : Кереку, 2011.-179 с.

Данное учебно-методическое пособие,разработанное на основе аутентичных текстов, ориентировано на студентов владеющих навыками чтения, письма, аудирования и говорения на уровне Intermediate. Пособие содержит текстовые материалы страноведческого содержания, а так же упражнения , обеспечивающие совершенствование

За достоверность материалов, грамматические и орфографические ошибки ответственность несут авторы и составители Введение Предлагаемое учебное пособие предназначено для студентов первого и второго курсов неязыковых специальностей, преподавателей, а так же всех тех, кто владеет достаточными навыками чтения на английском языке и интересуется вопросами страноведения и культуры Казахстана, Великобритании и США. Авторы учебника исходили из тезиса, что совершенствование языковых навыков невозможно без формирования знаний о конкретных социокультурных условиях функционирования языка. Поэтому данное пособие состоит из оригинальных текстов страноведческого характера, предназначенных для формирования, развития и совершенствования коммуникативных навыков, а также для тренировки умения быстро и правильно ориентироваться в незнакомом тексте — находить основные смысловые опоры в тексте и ключевые идеи, понимать структуру изложения. Учебное пособие состоит из 5 разделов и двух приложений, материал которых подлежит активному усвоению. Каждый раздел состоит из 7 уроков, отражающих такие темы как: Казахстан, Великобритания, США, город. Каждый из 7 уроков включает основной текст, а так же задания, логически и методически связанные между собой, которые выстроены по следующим этапам: предтекстовые, текстовые и послетекстовые упражнения. Все тексты раздела для чтения носят актуальный характер и являются главным источником информации по каждой теме, а также основой для наблюдения за контекстуальным использованием лексики. В разговорную тематику включены, главным образом, отечественные реалии, в тематику текстов сведения о жизни в англоязычных странах. Системы лексических и текстовых упражнений строятся таким образом, чтобы в каждом виде работы присутствовала мыслительная задача, направленная на развитие и закрепление речевых навыков. Каждая глава снабжена системой заданий, рассчитанных на контроль понимания и закрепления прочитанного. Раздел Discussion направлен на совершенствование речевых навыков на основе проработанного материала и умения оперировать полученной информацией. Одновременно этот раздел служит расширению темы за счет привлечения тематически адекватных ситуаций, реализующихся в упражнениях дискуссионного характера и коллективного обсуждения. Подобные упражнения предусматривают выход в устную коммуникацию. Самоконтроль усвоения страноведческого и языкового материала, а также уровень владения речевыми навыками осуществляется через раскрытие содержания положений в разделе Discussion. Данный вид работы позволяет организовать

3 целешпр»и.'№ниую ргчснуш практику обучаемых на иностранном яшме, греиироику и (ггимшиим а ее рамках наимкоа и умений моиоло! ичеекой и диалогической речи, различных тилоа щаимолейс1 виа наргнероа но обшгамю, фармкромнмг и формулирование мнмпобркшш фуикщюишшшх типов мыска tu маний (описание, сообщение информации, д о ш л ш с п а , выражение мнения, согласна и i n.). Pauei Suppkmmiay Reading органически с алан с тематикой пособия и стами своей иеяио информационное дополнение а рамках темы, а тапка дальнейшее р а нни не социокультурной компетенции

4 1 Modern reading approaches 1.1 Theories of reading At first we will look at some of the shifts and trends in theories relating to reading. Then we will examine tips and guidelines for implementing a theory of reading which will help to develop our learners' abilities. - The traditional view - The cognitive view - The metacognitive view • Conclusion Just like teaching methodology, reading theories have had their shifts and transitions. Starting from the traditional view which focused on the printed form of a text and moving to the cognitive view that enhanced the role of background knowledge in addition to what appeared on the printed page, they ultimately culminated in the metacognitive view which is now in vogue. It is based on the control and manipulation that a reader can have on the act of comprehending a text. The traditional view According to Dole (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. Readers-are passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce meaning. According to Nunan (1991), reading in this view is basically a matter of decoding a series of written symbols into their aural equivalents in the quest for making sense of the text. He referred to this process as the bottom-up' view of reading. McCarthy (1999) has called this view 'outside-in' processing, referring to the idea that meaning exists in the printed page and is interpreted by the reader then taken in. This model of reading has almost always been under attack as being insufficient and detective for the main reason that it relies on the formal features of the language, mainly words and structure. Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced.

The cognitive view The 'top-down' model is in direct opposition to the 'boltom- up' model. According to Nunan (1991) and Dubin and Bycina (1991), the

5 psycholinguistic model of reading and the top-down model are in exact concordance. Goodman (1967; cited in Paran, 1996) presented reading as a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and so forth. Here, the reader rather than the text is at the heart of the reading process. The schema theory of reading also fits within the cognitively based view of reading. Rumelhart (1977) has described schemata as "building blocks o f cognition" which are used in the process of interpreting sensory data, in retrieving information from memory, in organising goals and subgoals, in allocating resources, and in guiding the flow of the processing system. Rumelhart (1977) has also stated that if our schemata are incomplete and do not provide an understanding of the incoming data from the text we will have problems processing and understanding the text. Cognitively based views of reading comprehension emphasize the interactive nature of reading and the constructive nature of comprehension. Dole et al. (1991) have stated that, besides knowledge brought to bear on the reading process, a set of flexible, adaptable strategies are used to make sense of a text and to monitor ongoing understanding. The metacognitive view According to Block (1992), there is now no more debate on "whether reading is a bottom-up, language-based process or a top-down, knowledge- based process." It is also no more problematic to accept the influence of background knowledge on both LI and L2 readers. Research has gone even further to define the control readers execute on their ability to understand a text. This control, Block (1992) has referred to as metacognition. Metacognition involves thinking about what one is doing while reading. Klein et al. (1991) stated that strategic readers attempt the following while reading: identifying the purpose of the reading before reading; identifying the form or type of the text before reading; thinking about the general character and features of the form or type of the text. For instance, they try to locate a topic sentence and follow supporting details toward a conclusion; projecting the author’s purpose for writing the text (while reading it); choosing, scanning, or reading in detail; making continuous predictions about what will occur next, based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Moreover, they attempt to form a summary of what was read. Carrying out the previous steps requires the reader to be able to classify, sequence, establish whole-part relationships, compare and contrast, determine cause-effect, summarise, hypothesise and predict, infer, and conclude.

1.2 Text characteristics Now we can examine tips and guidelines for implementing a theory of reading which will help to develop our learner's abilities. - Text characteristics - Pre-reading tips - During-reading tips - After-reading tips These tips can be viewed in three consecutive stages: before reading, during reading, and after reading. For instance, before starting to read a text it is natural to think of the purpose o f reading the text. As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as an after­ reading activity. These tasks and ideas can be used to enhance reading comprehension. Good readers expect to understand what they are reading. Therefore, texts should contain words and grammatical structures familiar to the learners (Van Duzer, 1999). In texts where vocabulary is not familiar, teachers can introduce key vocabulary in pre-reading activities that focus on language awareness, such as finding synonyms, antonyms, derivatives, or associated words (Hood et al., 1996; cited in Van Duzer, 1999). The topics of texts chosen should be in accordance with the age range, interests, sex, and background culture of the students for whom they are intended. Pre-reading activities that introduce the text should encourage learners to use their background knowledge (Eskey, 1997; cited in Van Duzer, 1999). Class members can brainstorm ideas about the meaning of a title or an illustration and discuss what they know. Pre-reading tips Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading more comprehensible. It is necessary to provide the necessary background information to the reader to facilitate comprehension. In addition, as stated by Lebauer (1998), pre- reading activities can lighten students' cognitive burden while reading because prior discussions will have been incorporated. Teacher-directed pre-reading (Estes, 1999) Some key vocabulary and ideas in the text are explained. In this approach the teacher directly explains the information the students will need,

7 including key concepts, important vocabulary, and appropriate conceptual framework. Interactive approach (Estes, 1999) In this method, the teacher leads a discussion in which he/she draws out the information students already have and intetjects additional information deemed necessary to an understanding of the text to be read. Moreover, the teacher can make explicit links between prior knowledge and important information in the text. Purpose of reading It is also necessary for students to become aware o f the purpose and goal for reading a certain piece o f written material. At the beginning stages this can be done by the teacher, but as the reader becomes more mature this purpose, i.e. awareness-raising strategy, can be left to the readers. For instance, the students may be guided to ask themselves, "Why am I reading this text? What do I want to know or do after reading?" One o f the most obvious, but unnoticed, points related to reading purpose is the consideration of the different types of reading skills. Skimming: reading rapidly for the main points; scanning: reading rapidly to find a specific piece of information; extensive reading: reading a longer text, often for pleasure with emphasis on overall meaning; intensive reading: reading a short text for detailed information. The most frequently encountered reason as to why the four skills are all subsumed into one - intensive reading — is that students studying a foreign language feel the urge to look up every word they don't understand and to pinpoint on every structural point they see unfamiliar. To make students aware of the different types of reading, ask them about the types of reading they do in their first language. The type of text The reader must become familiar with the fact that texts may take on different forms and hold certain pieces of information in different places. Thus, it is necessary to understand the layout of the material being read in order to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication o f a text, if applicable, may aid the reader in presuppositions about the text as can glancing at the name of the author. Steinhofer (1996) stated that the tips mentioned in pre-reading will not take a very long time to carry out. The purpose is to overcome the common urge to start reading a text closely right away from the beginning. During-reading tips What follows are tips that encourage active reading. They consist of summarizing, reacting, questioning, arguing, evaluating, and placing a text within one's own experience. These processes may be the most complex to develop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. Interrupting this routine and encouraging students to dialogue with what they are reading without coming between them and the text presents a challenge to the EFL teacher. Duke and Pearspn (2001) have stated that good readers are active readers. According to Ur (1996), Vaezi (2001), and Fitzgerald (1995), they use the following strategies. Making predictions: The readers should be taught to be on the watch to predict what is going to happen next in the text to be able to integrate and combine what has come with what is to come. Making selections: Readers who are more proficient read selectively, continually making decisions about their reading. Integrating prior knowledge: The schemata that have been activated in the pre-reading section should be called upon to facilitate comprehension. Skipping insignificant parts: A good reader will concentrate on significant pieces of information while skipping insignificant pieces. Re-reading: Readers should be encouraged to become sensitive to the effect of reading on their comprehension. Making use of context or guessing: Readers should not be encouraged to define and understand every single unknown word in a text. Instead they should learn to make use of context to guess the meaning of unknown words. Breaking words into their component parts: To keep the process of comprehension ongoing, efficient readers break words into their affixes or bases. These parts can help readers guess the meaning of a word. Reading in chunks: To ensure reading speed, readers should get used to reading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. Pausing: Good readers will pause at certain places while reading a text to absorb and internalize the material being read and sort out information. Paraphrasing: While reading texts it may be necessary to paraphrase and interpret texts subvocally in order to verify what was comprehended. Monitoring: Good readers monitor their understanding to evaluate whether the text, or the reading of it, is meeting their goals. After-reading tips It is necessary to state that post-reading activities almost always depend on the purpose of reading and the type of information extracted

9 from the text. Barnett (1988) has stated that post-reading exercises first check students' comprehension and then lead students to a deeper analysis of the text. In the real world the purpose of reading is not to memorize an author's point of view or to summarize text content, but rather to see into another mind, or to mesh new information into what one already knows. Group discussion will help students focus on information they did not comprehend, or did comprehend correctly. Accordingly, attention will be focused on processes that lead to comprehension or miscomprehension. Generally speaking, post-reading can take the form o f various activities as presented below: - discussing the text: Written/Oral; - summarizing: Written/Oral; - making questions: Written/Oral; - answering questions: Written/Oral; - filling in forms and charts; - writing reading logs; - completing a text; - listening to or reading other related materials; - role-playing. Making reading communicative If telling my students "And now we're going to practise listening," elicits looks of dread and fear, announcing reading practice can often elicit yawns, heads descending to desks, or eyes ascending heavenwards. And these reactions are from my adult students. My young learners' reactions may be even more extreme. "I can read at home, I come to lessons to speak!" more than one of my students has told me. Many students do seem to regard reading as a waste of class time but how many of these students will read outside class without encouragement inside? The aim of this article is to consider a few approaches to making classroom reading more communicative, by which 1 mean integrating it with other skills work, so that students can see its value. - can reading be communicative? - strategies I use for communicative reading; - pre-reading tasks; - while-reading tasks; - while-reading tasks leading into post-reading tasks; - post-reading tasks; - conclusion. Can reading be communicative? Communication suggests interaction of some sort, perhaps in many students' minds between speaker and listener. Is reading, therefore, since it

10 is often a solitary activity, a non-comtnunicative activity? Surely not since the reader is interacting with the writer, albeit in a less direct way than speaker and listener. Reading is, of course, just as communicative as any other form of language use and as teachers our aim is to bring out that communicative element. For example by establishing direct communication between reader and writer by exploiting students' written work for reading practice (see below for ideas). Another feature of real reading is that while we may read alone we communicate what we read to others constantly. Talking about what we have read is a rich source of classroom possibilities. Strategies I use for communicative reading One of the things to bear in mind when lesson planning is that classroom reading is not the same as real reading. Classroom reading aims at helping students develop the skills they need to read more effectively in a variety of ways (the same variety of ways as they can employ in their own languages, of course). To enable this we plan 'pre-reading', 'while- reading', and 'post-reading' stages. These stages can help us make reading more communicative. Pre-reading tasks Pre-reading tasks often aim to raise the readers' knowledge of what they are about to read (their schematic knowledge) as this knowledge will help them to understand the text. In our LI we use this knowledge subconsciously and as a result need to raise it consciously in an L2. This raising of awareness is most effectively done collaboratively. Approaches I use include: - tell your partner what you know about the topic; - do a quiz in pairs to find out what you know about the topic; - look at some pictures related to the topic; - skimming the first paragraph for gist and then predicting. When reading in our LI we are constantly using our schematic and linguistic knowledge to predict content (both related to the topic and the language itself). In class, predictions can be communicated to colleagues, of course. Some examples of what predictions can be based upon include: a) a title; b) visuals; c) knowledge of the author; d) a skim of the first paragraph; e) a set of keywords from the text; f) reading the end, predicting the beginning; g) reading the middle, predicting the beginning and the end. While-reading tasks

11 Although reading is often a solitary activity and the idea of 'reading in pairs' seems odd, reading can be collaborative. Approaches 1 use include: Running and reading: this approach especially lends itself to scanning as the idea is to encourage the students to read as quickly as possible in a race. 1. divide the class into student A and student В pairs. Student A sits at one end of the classroom; 2. stick the text to be read on the wall at the other end of the room. 3. give student A a list of questions; 4. student A reads the first question to student В who has to run down the classroom to find the answer in the text, and then run back to dictate the answer to student A, who then tells В question 2 and so on; 5. the first pair to answer all the questions wins. (I ask the students to swap roles halfway through so everyone gets a chance to scan). Slashed / Cut up texts: This is a genuinely collaborative reading approach: 1. photocopy a suitable text and cut it diagonally into four; 2. seat students in fours. Give a piece of the text to each student. They mustn't show their piece to the others; 3. give each group a set of questions; 4. the group have to work collaboratively to answer the questions since no one has the whole of the text; 5. groups can compare answers when they have finished. Using websites: if you have a computer room available this is a very effective way of promoting communication as students can work on a reading task in pairs reading from the same screen. While-reading tasks leading into post-reading tasks Jigsaw reading is an old favourite but perennially effective. 1. divide a text into two parts or find two (or three) separate texts on the same topic; 2. students A get one text and a related task, students В get the other text and task; 3. students A complete their tasks in a group. Students В likewise. Compare answers in A & В groups; 4. students get into A & В pairs and tell each other about their tasks. Creating a class text bank: I encourage students to bring in interesting texts that they have found (perhaps as a homework task using the Internet) which can be submitted to the class text bank. For weekend homework each student selects a text to take away which they then discuss

12 with the student who originally submitted it This is, of course, what readers do in real life. Exploiting graded readers: this is a good way to help with detailed reading since this implies reading for pleasure. I have used two approaches: 1. using a class set of the same reader so that everyone reads the same book. This leads into class discussions of what everyone has read; 2. students read different books and then recommend their book (e.g. by writing reviews) to their colleagues. Exploiting students’ written work: I often put students written work up on the walls for the others to read. Tasks can include guessing who the author is, voting on which is the most interesting, selecting some for a class magazine. Post-reading tasks As mentioned above, telling someone about what we have read is a very natural reaction to a text. 1 have already mentioned a few in connection to 'while-reading' (e.g. recommending readers to the class) but other ideas I have used include: a) discussions about the text; b) summarising texts; c) reviewing texts; d) using a 'follow-up' speaking task related to the topic; e) looking at the language of the text (e.g. collocations).

1.3 Using texts constructively: what are tests for? Text use may seem a dull topic after all the exciting matters that other guest writers have dealt with recently. However, language learning is, after all, learning language, not just doing fun things with it. And texts can, if they are used properly, play an important part in the learning process. Three kinds of input Let's start by looking at the overall structure of language learning. It is useful to identify three kinds of useful input: extensive, intensive and analysed. Children learning their mother tongues receive massive extensive input from the cloud of language that surrounds them, some of it roughly attuned to their level of development, much of it not. They also receive substantial intensive input - small samples of language such as nursery rhymes, stories, songs, the daily mealtime and bedtime scripts, and so on, which are repeated, assimilated, memorised, probably unconsciously analysed, and/or used as templates for future production. And children receive analysed input: explicit information about language. Although they are not generally told very much about grammar and pronunciation, they

13 constantly demand explanations of vocabulary: 'What’s a ...?*; ‘What’s that?’; ‘What does ... mean?’ Second-language learners are no different in principle from small children in these respects. They, too, need extensive input — exposure to quantities' of spoken and written language, authentic or not too tidied up, for their unconscious acquisition processes to work on. Equally, learners need intensive engagement with small samples of language which they can internalise, process, make their own and use as bases for their own production. And since most instructed second-language learners have only a fraction of the input that is available to child first-language learners, the deliberate teaching of grammatical as well as lexical regularities — analysed input - helps to compensate for the inadequacy of naturalistic exposure for at least some aspects of language. Three kinds of output Input is only half the story. People generally seem to learn best what they use most. Children produce quantities of extensive output, chattering away as they activate what they have taken in. They also recycle the intensive input they have received, repeating their stories, nursery rhymes and so on, and speaking their lines in the recurrent daily scripts of childhood life. And some children, at least, seem to produce certain kinds of analysed output, naming things or rehearsing and trying out variations on structures that they have been exposed to, like more formal language learners doing ‘pattern practice’ Adults, too, need opportunities to produce all three kinds o f output. They must have the chance to engage in extensive, ‘free* speech and writing; they must be able to systematically recycle the intensive input that they have more or less internalised (and thus complete the process of internalisation); and they need to practise the analysed patterns and language items that have been presented to them, so that they have some chance of carrying them over into spontaneous fluent production. A properly-balanced language-teaching programme, then, will have these three ingredients — extensive, intensive and analysed - at both input and output stages. While all the ingredients are important, the proportions in a given teaching programme will naturally vary according to the learners’ needs, their level, and the availability of each element both in and out of class. What can texts do? So where do textbook texts - relatively short continuous pieces of spoken or written language - come into all this? Clearly they can contribute in various ways to the three-part process outlined above. They can provide material for practice in receptive skills, and thus facilitate access to

14 extensive input. They can act as springboards for discussion, role play, or other kinds of extensive output work. They can support analysed input by contextualising new language items. A further role — and a very important one — is to provide the intensive input that all learners need: short samples of appropriately selected language which are carefully attended to and partly internalised, and which can then serve ^as a basis for controlled production. What do texts usually do? Unfortunately, this aspect of text use is often neglected or ineffectively put into practice. A language-teaching text may simply be seen as something to be ‘gone through’ in one way or another, without any clear definition of the outcomes envisaged. (Text-work is an awfully convenient way of filling up a language lesson, and teachers often feel that any text-based activity is bound to be beneficial. This is not necessarily the case.) One approach to ‘going through’ is the traditional pseudo-intensive lesson where the teacher uses a text as the basis for a kind of free- association fireworks display. He or she comments on one word, expression or structure after another, elicits synonyms and antonyms, pursues ideas sparked off by the text, perhaps gets the students to read aloud or translate bits, and so on and so on. Meanwhile the students write down hundreds of pieces of information in those overfilled notebooks that someone once memorably called ‘word cemeteries’. When the end of the 'lesson' is approaching, students may answer some so-called ‘comprehension questions’. Students then go away to write a homework on a topic distantly related (or even not at all related) to that of the text. This kind of activity tends to fall between two stools: the text is too short to contribute much to learners' extensive experience of language, but the work done on it is not really intensive either. At the end of the cycle the students have been given much too much input, have engaged with it too superficially to assimilate much of it, and have used (and therefore consolidated) little or none of it. They have been taught - inefficiently - one lot of language, and then asked to produce a substantially different lot. Another approach which has been fashionable in recent decades is to use a written text to teach 'reading skills'. The text is typically accompanied by a battery of exercises which require students to predict, skim, scan, identify main ideas, match topics to paragraphs, sort out shuffled texts, and so on. There is an implicit assumption that even perfectly competent mother-tongue readers actually need to learn to process text all over again in a new language. Here again, students may spend substantial time working through a text without any very identifiable payoff in terms of increased language knowledge or genuine skills development.

15 While texts can undoubtedly be valuable in various ways, I believe they are best used with a clear purpose in mind, and a reasonable certainty that they will help to achieve this purpose. In a second article 1 will focus on the intensive input-output cycle referred to above, which 1 believe is centrally important, and I will consider ways in which texts can be exploited efficiently to support this aspect of language learning. Alternatives to comprehension checking So what can you do after telling the class a story? You can offer the students questions that help them explore each others’ elaboration, you ask the students to go through the questions below and cross out the ones they do not relate to. Once this deletion is effected you pair them and ask them to use the questions they have retained to get an idea of their partner’s elaboration. Here is a set of such questions: In which sort of country did you imagine the story? What kind of pictures did you get as you listened. Did you create a sort of film from the story? Were you ever actually in the same space as the character in the story? What feelings did you have during the telling? Did you become any of the characters? What, for you, is the moral of the story? Did this story remind you of other stories you know? Did any of the characters seem like people you know? Can you think of someone in this group who may have disliked the story? Would your brother/mother/daughter/father like this story? Why would they like it? At which point in the story did you really start listening? Which was the most vivid bit for you? At which points in the story did you drift off and think of other things? The list of questions could be much longer and more detailed, but you will notice they all focus on the students’ elaborated text and on their reactions to the text. None are about details of the original text. “Very nice” I can hear some readers saying” but what if the students did not understand the language during the telling?” My answer to this is that the teacher/teller needs to make sure she gets her meaning across by using mime, drawing and LI glosses on words or phrases that may be hard for students. It is the teller’s job to ensure language comprehension as she tells, and I believe minimal, disciplined recourse to LI is natural in this situation. By the time you get to this point in your reading, the lines you have read will have undergone deletion, elaboration and transformation in your mind. As you get up to get yourself a coffee and think back over these lines, you carry in your head your own unique reading of this text. Thank

16 God you are a normally creative reader and not a tape-recorder with the ‘Record’ button down. Do 1 really need to write comprehension questions on your behalf? A four stage methodology for reading. It has been proposed a four stage methodology for teaching reading: - Priming - Reading - Form focus - Recycling Quizzes for priming Priming prepares learners to tackle a text by providing a context and a purpose for their reading and by introducing the vocabulary they will need to handle the text. Before our text on United Kingdom there was a brief teacher-led discussion of the question “What is lifestyle in the UK?” Learners were then given a quiz in the form of a of true/false questions about UK. By the end of this priming stage learners will have engaged their knowledge of UK and will have a clear idea of what they expect to team from the text. Instead of true/false quiz questions we could have used multiple-choice or open-ended quiz questions. All these modes of questioning have different advantages and. disadvantages. In deciding which to use we need to keep in mind the purpose of the priming stage: to prepare learners for the reading in terms of both content and key vocabulary. Prediction and jigsaws We can often ask learners to predict the content of a text. Once they have done the text on a certain topic they will have a good idea as to what to expect from a similar introductory descriptive text.. The students can be given a task to write down five questions about the facts which you think will be answered in the passage. How many of the questions can you already answer? Then you can ask them to read out their questions at the beginning of the next lesson, and you can lead a class discussion speculating on the answers. Or you can take some of their questions and ask them to answer these questions in groups before they read the passage. The priming activity will depend on the kind of text you are preparing for. Let's imagine you are going to read a text entitled How to survive an earthquake. You could give learners a number of verbal cues and ask them to predict the content of the text: £) /2» О ^ Л You are going to read a text entitled How to survive an earthquake. Work jn-jgroijipfi afpF try Ш think of three things you should do before, durin академик С.Бейсем^ j! атындагы fwnui f 1 7 К1ТАПХАНАО I Here are some words and phrases to help you: away from windows; gas water and electricity; in a doorway; first aid; survival kit; radio; public authorities; emergency procedures; heavy objects; under a table; trees; power lines; damage to buildings; emergency telephone numbers; dangerous spills; keep calm; turn off; shelter; check. You could then lead a brief class discussion before asking learners to read the text. As an alternative you could jigsaw the clues. There are fourteen phrases given above. You could divide the class into five groups and give each group six of the clues to help them with their discussion. They would be allowed to use dictionaries to help them understand their clues. You could then lead a class discussion and make notes on the board to pool their ideas. All these techniques involve discussion to prepare learners for the reading task, and these discussions will provide exposure to the sort of language they will need to process the text which follows.

1.4 Reading for information: Motivating learners to read efficiently What is efficient reading? What happens when you read a book, a newspaper or magazine for information on a topic that interests you, or when you are reading as part of a course of study? If you are a good reader you almost certainly don't read every word carefully. You read with a purpose, and as your eye skims over the page you take from it whatever you need, predicting what is likely to come next and adjusting your predictions as you go along. We want our students to learn to read like this in English. We want them to be able to skim through pages on the worldwide web identifying relevant information with speed and efficiency. We hope that one day many of them will read quickly and efficiently enough in English to use the language as a medium of study at university level or beyond. More and more schools and Ministries of Education are interested in Content and Language Integrated Learning (Clil),recognising the importance of learning a language, in our case English, as a means to studying other subjects more effectively. If we want to encourage this kind of reading in the English language classroom we need to provide a reason for reading and we need to recreate the circumstances in which readers operate in the real world outside the classroom. I am going to look at a task-based approach to reading which will enable us to do this. Providing a context and a reason for reading

18 First we need to provide a context. When we read in real life we usually have some expectations about what we are going to read. Perhaps we know quite a lot about a topic and we want to check on a few details. Or perhaps we have just heard about something and are curious to know more about it. We rarely set out to read something without knowing anything at all about the topic and without having any expectations about what we are going to read. So in the classroom we need to provide learners with a context Before they begin to read they will have some idea what it will be about and what to expect from it. Secondly we need to provide a reason for reading. Sometimes in our reading we are looking for very specific information. We may have certain beliefs which we want to confirm or perhaps to reconsider. Or perhaps our curiosity has been aroused by a newspaper headline or the title of an article in a magazine, and we want to satisfy that curiosity. We should try to put our students in the same situation when they approach a reading. What exactly do they expect to get out of the reading? What gaps in their knowledge do they want to fill? What expectations do they have which they want to check against their reading? Let's set up a reading activity like this for learners. One which provides a context and a reason for reading. Let's start by asking the question: “What is lifestyle in the UK?” The fact that we start with a question is interesting in itself. It provides one reason for reading: to find an answer to the question. But it may be that some of our learners know the answer already. We can begin by asking them to work in pairs or groups to answer the question on the basis of their general knowledge. Then we can lead a class discussion to share the results of this pair/group work. They may give examples. But it is also likely that their discussion will raise more questions than it answers. Why are people living longer? What job area is growing fast? How long do young people stay with their parents? Let's move on to provide a questionnaire which will focus on some of these questions: Here are eight statements about sharks. Say whether each one is true or false. On average women live 10 years longer than men. 75% of men between 55 and 64 are overweight. Over two third of women go to work. Nearly a third of the population live on their own. We will go through these questions to make sure they have been properly understood, but without giving any clues as to the answers, then we will ask learners to discuss the questions in pairs or groups. Finally we

19 will review their answers and find out how many pairs or groups answered true and how many answered false on each question. And what is the answer to the big question? What is lifestyle in the UK? Priming before reading Let's review what has happened in our lesson so far: We have introduced a topic and provided a context by getting our learners to engage their own knowledge the lifestyle in the UK. We have provided a reason for reading in two ways. First we have aroused their curiosity. It is quite likely by now that they are eager to know whether the eight statements given above are true or false. Secondly we have probably aroused a spirit of rivalry. Some pairs or groups will have offered one answer, others will have offered quite a different answer. They will be anxious to know who is right and who is wrong. We have covered most of the vocabulary which the learners will come across in the reading which is to follow. We will have done this in two stages: first in discussing the general question: What is lifestyle in the UK?”; and secondly in introducing the statements and making sure learners have understood them. Learners have had a good deal of language practice centring on the topic to be covered in the reading. We have had pair/group discussion and general class discussion led by the teacher. These things make up what I think of as the Priming stage of the reading lesson: getting learners ready for reading by providing a context, a purpose and necessary language input. It is important to note that even though this is a preparatory stage there has been a lot of student participation and that all of the language used in these activities has been used with a purpose. Learners can now go on to read the text. After learners have finished reading you will be in a position to lead a class discussion on the text. Check the answers with them. How many answers did they get right? Have they learned anything else from the text? Is there anything else they would like to know about lifestyle? We have now achieved quite a lot of language use, finishing with reading and discussion. But there are two things we have not done - two things that we need to do after the reading. First we need to provide a focus on language by looking at some important linguistic features of the text, at the grammar and vocabulary. Secondly we need to do something to make the text memorable. All too often learners read a text and then forget all about it. If we can recycle the text in a way that makes it memorable they will remember not only the content of the text, but also some of the language it contains.

20 1.5 Interacting with texts - Directed activities related to texts (DARTs) Good readers use what they know about language and the world to interact with what they are reading. This helps them create meaning from the words on the page. Classroom activities that encourage interaction with texts, like directed activities related to texts (DARTs), improve students’ reading comprehension. - What are directed activities related to texts (DARTs)? - What types of activities can you use in DARTs - What type of texts can you use in DARTs? - What are the advantages of using DARTs? - How can you develop your own DART? What are directed activities related to texts (DARTs)? DARTs are activities which get students to interact with texts. Their aim is to improve students' reading comprehension and to make them critical readers. They can be done by individual students or in groups. What type of activities can you use in DARTs? DARTs can be divided into two groups: reconstruction activities and analysis activities. Reconstruction activities Definition: activities that require students to reconstruct a text or diagram by filling in missing words, phrases or sentences, or by sequencing text that has been jumbled. Texts used: modified texts - the teacher modifies the original text, taking out words, phrases or sentences, or cutting the text into segments. Types of activities: - Text completion (Fill in missing words, phrases or sentences.) - Sequencing (Arrange jumbled segments of text in a logical or time sequence.) 1 Grouping (Group segments of text according to categories.) - Table completion (Fill in the cells of a table that has row and column headings, or provide row and column headings where cells have already been filled in.) - Diagram completion (Complete an unfinished diagram or label a finished diagram.) - Prediction activities (Write the next step or stage of a text, or end the text.) Analysis activities Definition: activities that require students to find and categorize information by marking or labelling a text or diagram. Texts used: unmodified texts

21 Types of activities: - Text marking (Find and underline parts of the text that have a particular meaning or contain particular information.) - Text segmenting and labelling (Break the text into meaningful chunks and label each chunk.) - Table construction (Draw a table. Use the information in the text to decide on row and column headings and to fill in the cells.) - Diagram construction (Construct a diagram that explains the meaning of the text. For example, draw a flow chart for a text that explains a process, or a branch diagram for a text that describes how something is classified.) - Questioning (Answer the teacher’s questions or develop questions about the text.) - Summarizing What type of texts can you use in DARTs? You can base a DART on traditional language texts like poems and extracts from short stories, novels and plays. You can also base them on extracts from magazines, newspapers, pamphlets etc, and passages from history, geography, science etc textbooks. What are the advantages of using DARTs? When students interact with texts, their reading comprehension improves. They also become more aware of how texts are constructed. This makes them more critical of texts. They begin to ask questions about the information that has been included in, and excluded from, the text. And about the words and sentence constructions that the writer chose. As students' understanding of how text is constructed improves, so too does their own writing. Research has shown that interacting with Texts also improves students' cognitive development. You don’t need fancy equipment and resources to use DARTs. You can use textbooks from various subjects. Therefore, DARTs can be used in under- resourced schools. DARTs can make your students' textbooks more interesting. If you teach English in a context where English is the medium of instruction but it is not the students' first language, using DARTs based on passages from the students' textbooks will help prepare them for the texts they will encounter in other subjects. It will also help prepare them for the types of tasks they will encounter in other subjects. For example, filling in tables, labelling diagrams, completing Venn diagrams etc. DARTs also help students learn how to use texts without plagiarizing them.

22 And they help students learn how to produce their own graphic information like tables, flow charts, branch diagrams etc. How can you develop your own DART? Here is one method you could use: Once you have chosen the text, read it carefully. As you read, interact with the text. For example, underline or circle important information, write questions which you think the text raises or doesn't answer, list the main ideas and the supporting detail, draw a table or a diagram etc. Take note of how you interacted with the text. Did the text lend itself to a particular type of interaction. For example, it is often quite natural to develop a graphic organizer when we are reading and interacting with some

you may have If the text... developed ... a table or Venn ... compared and contrasted two or more things diagram ... described a process a flow chart. ... described a fictional or non-fictional sequence of a flow chart. events ... described how something can be classified a branch diagram. .. 8 described an object a labeled diagram. a spider diagram or ... presented an argument mind map

Decide whether you want your students to do a reconstruction activity or an analysis activity. Use how you interacted with the text as a basis for your DART. For example, if you developed a flow chart while reading the text and you want your students to do a reconstruction activity, develop a relevant flow chart and then delete some of the information from the chart. Your students must fill in the missing information as they read. Write the instructions for the task. Or, if you developed a flow chart while reading the text and you want your students to do an analysis activity, write the instructions that will help them construct their own flow chart. There might be several steps in this activity. Firstly, you might ask your students to underline the steps in the process that is being described. Then you might ask them to draw a flow chart and fill this information in to it.

23 In this part we look at the guidelines which can also be used as general ideas to aid students in reading and comprehending materials. These tips can be viewed in three consecutive stages: before reading, during reading, and after reading. For instance, before starting to read a text , it is natural to think of the purpose of reading the text. As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as an after­ reading activity. These tasks and ideas can be used to enhance reading comprehension. It is important to mark the value of reading as a way to develop their language independently of the classroom but equally saw the value of investing class time in becoming more effective readers in English. They were willing to make this investment because they realised that reading could be fully integrated into other skills work and thereby be just as communicative as any other classroom practice.

24 2. Making reading communicative 2.1 Kazakhstan Lesson 1 Great People of Kazakhstan

Task 1 Answer the following questions. 1. What famous people of the past can you name? 2. Why are they remembered? 3. Who was the founder of Kazakh state? 4. How are “heroes” called in the Kazakh language?

Task 2 Read the text and check your guesses.

Ablai Khan

Ablai (Abilmansur) Khan (1711 - May 23, 1781) was a Kazakh khan of the Middle juz. Bom as Abilmansur, Ablai Khan belonged to the senior branch of descendants of the 15th century founder of the Kazakh state, Janybek Khan. In the first half of the 18th century, Ablai Khan proved to be a talented organizer and commander as he headed detachments of the Kazakh militia fighting the Dzungars. He participated in the most significant battles against the Dzungars from the 1720s to the 1750s, for which he was declared a "batyr" ("hero") by the people. Ablai's activity aimed to create a strong and independent Kazakh state. He headed the unified forces of the Kazakhs and furthered the centralization of state power in Kazakhstan. Until his election as the khan of the three jtizes, Ablai had to compete with Khan Abul Mambet and his descendants of Middle juz for leadership. Initially, Russia recognized Abul Mambet as the Khan of Middle jQz, while Ablai was supported by China. Ablai's talent in playing China against Russia gradually made him the unrivalled Khan of the steppe. Unlike Abul Khair Khan of Little jQz, Ablai never submitted to Russian rule. In 1771, at the meeting of the representatives of the three jiizes, Ablai was elected as the Kazakh khan. Russian Empress requested that the title of khan should be recognized and officially approved by Russia. To that end, she sent an official letter to Petropavl, where Ablai was expected to receive the title in 1779. He never showed up at the fort, declining Russia's request to appoint him as the khan of Middle jtiz. In contrast to Ablai, other khans and sultans had been competing for the lavish gifts and stipends of the Emperors of Russia in return for their submission.

25 During the Qing campaigns against the Dzungars, Ablai Khan chose not to take sides in the Dzungar-Chinese conflict. Once the conflict was settled, Ablai offered his submission to the Qianlong Emperor. Ablai was confirmed as Kazakh khan by both the Chinese and the Russians. He led numerous campaigns against Kokand Khanate and Kyrgyzs. In the last campaign his troops liberated many cities in Southern Kazakhstan and even captured Tashkent. Then he proceeded to present day Kyrgyzstan and won the furious battle with troops of local warlords. Upon his death in 1781 he was interred in the Mausoleum of Khoja Ahmed Yasavi in Hazrat-e Turkestan. Shokan Walikhanuli (1835-1865), a Kazakhstani scholar and historian, is a descendant of him. The life of Ablai Khan is the subject material for the 2005 Kazakhstani film The Nomad.

Task 3 Are these sentences True or False according to the text? 1. Ablai Khan was a Kazakh khan of the Senior juz. 2. Ablai Khan was an adviser of the first Kazakh Khan. 3. Ablai Khan was never elected as the Khan of three juzes. 4. Abul Mambet was elected as the Khan in 1771. 5. Abilmansur had chosen the Chinese side in the Zhungar-Chinese conflict 6. Ablai in his last battle conquered Tashkent 7. Ablai Khan was buried in Turkestan.

Task 4 Complete each sentence with one of the words from the box.

I______compete liberate win submit approve support capture____

1. If you ... somebody, you encourage him 2. If you ... a person, you set him free. 3. If you ... a battle, you defeat an opponent. 4. If you ... somebody, you catch him and stop him from escaping. 5. If you __, you accept somebody’s power over you. 6. If you ... with somebody, it means that you try to win him. 7. If you ... somebody’s behavior, you think that it is good.

Task 5 Discussion Divide into two groups. Group A gives positive influence of joining Kazakh khanate to Russia Group В gives negative influence of joining Kazakh khanate to Russia

26 Task 6 Debate on the following statement. Nowadays unknown names appear as persons who made an important contribution to the history of Kazakhstan.

Lesson 2 The Grand Silk Roaid Task 1 Which of this statistics about the Great Silk Road do you think are true? 1. The Great Silk Road ran through China, Iran and Georgia. 2. The Great Silk Road was the cause of wars. 3. The Great Silk Road started in the first century B.C. 4. Caravan sarays were the places where people could relax during their long journey. 5. Caravan routes on the Great Silk Road were never changed.

Task 2 Read the text and check your guesses. The Great Silk Road The Great Silk Road is the trading caravan way from China to the capital of Rome Empire. Existed from the 2nd century B.C. till the 16th century A.D. the total length of the route was about 7 thousand km. It got its name from the first item of transit trade - Chinese silk, later beside silk, appeared other goods: jewellery, glass, iron etc. The main route of the Great Silk Road went through the territories of China, over Pamir and Tien-Shan mountains, Central Asia, Afghanistan, Iran, along the eastern shore of Mediterranean and farther to the main trade centres of Near East, North Africa and Europe. The Great Silk Road played an important role in lifestyle of many nations of Eurasia. It was an important artery in ancient and middle aged time, the source of trade and information, cause of many conflicts and wars. Along the route appeared, reached the golden ages and died many nations and cultures, trade centres and many capitals of world empires. In the 2nd century B.C. people took many attempts to cross the Tien- Shan barrier, some scientists suppose that this part of the Great Silk Road already functioned in the 4th century B.C. In any way the territory and nations of ancient Tien-Shan were located in the heart of this huge economical and cultural phenomenon. Many caravan routes on the Great Silk Road were changed by time, and

27 only the main directions from the East to the West and back were kept originally. Caravan traffic was very slow, in good day the caravan consisted from 100 to 10 thousand camels. They covered 8 farsah (50 km), in nasty days - 4 farsah (25 km). Along the route the one could take a rest in Caravansarays. The Great Silk Road promoted the transition to settled style of life, and developing of animal breeding. There were no similar phenomenon in the history of humanity with the same economical and cultural importance. The Great Silk Road put the Order, Commonwealth and Peace in general chaos of the Middle Ages.

Task3 Read the text again and answer these questions 1. What animals were used to carry luggage? 2. What was the total length of the Great Silk Road? 3. Why was it an important artery in the ancient times? 4. What was the first item of transit trade? 5. Did the route go along the eastern or western shore of the Mediterranean sea?

Task 4 Match the following words with their definitions.

farsah ornaments made of gold, silver etc. traffic a group of people and animals traveling across caravan movement along a road shore length measure trade coast line ancient business of a particular kind life style very old jewellery way of living Task Ь Discussion. In small groups discuss the following questions. • Why did the Grand Silk Road become the reason of war and conflicts? Do you agree or disagree with the opinions of the other groups.

28 Task 6 Debate Choose one of the following statements and share your opinion 1 .Geographical position influences development of Kazakhstan 2. Despite transferring the capital to Astana, Almaty remains the centre of cultural and economic importance

Lesson 3 Raising Children in Kazakhstan

Task 1 Answer the questions. 1. Who gave you your name? 2. What does your name mean? 3. What are popular names in your country? 4. Have you heard of any strange names? 5. What traditions do you know connected with children?

Task 2 Skim the text and find the answers to the following questions. 1. What do the names “Mynzhasar” and “Toksanbay” stand for? 2. What names are considered to be “offensive”? 3. Why did people give their children funny and strange names? 4. What tradition did our grandparents follow to protect children from death? 5. Who participated in the ritual? 6. What presents did parents bring to buy their child back?

Raising Children in Kazakhstan Kazakhs believe that a person's name foretells and determines his or her future. Children were named by the names of their famous fathers and ancestors such as: Zhanibek, Abylai, Abai, Ybrai, or Shokan. There are also wishing names like: Mynzhasar (live a thousand years), Zhuzbai (a hundred years), and Toksanbai (ninety years) indicate the wish for a long and wealthy life. But there are also so-called «unpleasant» names like Kushikbai (puppy) or Ayubai (bear). This tradition has an explanation to it. In the old times, when the medical knowledge was limited and life conditions were tough, baby death rate was quite high. Nomadic people tended to blame the evil forces and spirits for that. The idea was to give funny or strange names to babies (people would laugh when hearing them) as protection from evil spirits or evil people. An evil person or a spirit would be distracted by the name of the child rather that paying attention to the child himself. That was

29 a very common in the families whose babies had not survived. For this reason babies were also named Tursyn (may he live) or Toktasyn (may he stay). Families that had no boys gave the name to a girl with a certain wishful meaning: Ultuar, Ulbolsyn (may she be followed by a boy). There was also a tradition of buying a child “satyp alu”. In many Kazakh families children died young. The couples whose children died young didn’t know what to do. Nobody understood the reasons for their death. Of course, the death of a child was very sad and gloomy. How might a family protect their dear creature from death? There was a traditional way to do that. They should conduct a "buying" ceremony. For this purpose an old woman was required. The lady would approach the house where the family lives at night. She shouts loudly: «I found the thieves who have stolen my baby! Give me my child back!» The old woman wears a tom dress and looks like a witch. In her hands she carries a stick with an eagle’s and owl’s claws. The couple pretends to be scared and puts the baby into her hands. The old woman takes the baby to her house, but the mother continues to nurse the baby periodically during the day-time. After sometime the parents of the «stolen» baby put on some old clothes and appear as beggars in front of the old lady's house. They carry their kettle, a harp of wood and three or four sheep to the old woman’s house in order to buy their baby back. The old woman would meet them at the door and give them flat bread. The «beggars» would refuse to take it and ask to buy their baby back. In the Koran the scriptures implore everyone to pity beggars, to be kind to them and not refuse genuine requests. This is why the couple has come to the old woman in rags, as the old woman cannot refuse their request. She returns the baby head-first for when a baby is delivered from his/her mothers uterus, the head also appears first. Kazakhs believed that a human bom head-first would die standing, which was highly valued. The old woman gives the baby head-forward, meaning she hopes the baby would live a long life. Meanwhile, the baby’s parents would leave everything they brought: sheep, kettle and a harp of wood. That was one of the strategies to protect children from dying.

Task3 The following nouns appear in the text. What are their derivatives?

noun adjective verb Death Explanation Protection

30 Life Request Beggar Blame Task 4 Can you find any synonyms to the following words?

Tradition, to steal, to refuse, baby, witch, thief, to appear, wealthy, purpose, to return ______

TaskS Discussion Speak on the following questions in small groups. Why do traditions existing for so long die out? Are there any traditions in your country appeared not long ago? Do you agree or disagree with the other groups? Why or why not? Task 6 Comment on the following Kazakh proverbs. Can you find any English equivalents to them? 1. Daughter follows mother’s deeds, son follows father’s deeds. 2. Mother’s happiness is a child, child’s happiness is a game. 3. Don’t break a growing tree’s branch, don’t beat a small child.

Lesson 4 Kazakh Traditions

Task 1 Are these sentences true or false? Change any false sentences to make them true. 1. Period of mushel jas is 14 years. 2. Besyk is a bed for a baby. 3. The Kazakhs give their best clothes to friends when they reach mushel jas. 4. Shashu is a ritual of presenting flowers. 5. Kumys is a national drink with the Kazakhs.

Task 2 Read the text and give an appropriate title for it 1. Boys and ages. 2. Life style of a boy. 3. Kazakh life periods.

31 4. Important dates in a man’s life.

Mounting ashami. After the age of seven Kazakh boys were increasingly encouraged to imitate their fathers by taking a stick and imitating riding a horse and watching how their fathers led the cattle to grazing. As far as girls were concerned they caught butterflies, made dolls staying mostly at home. An ashami is kind o f a saddle. It was made of wood according to the boy’s size. On the front and the back it had support or backing, but it had no stirrup. There was a soft pillow inside. The father put the ashami on a horse and then placed his son on it Before that he would bind his son’s two legs in order to keep him from falling. Gradually the boy learned how to ride without his father’s help. Almost half of a male Kazakhs life was spent on a horse. Later on the boys were taught to bear cold and hot weather, to bend a bow and to defend their aul from enemies. Tokym kagu, bastan. Soon after Ashami, or near the age of ten, the boy would ride his young horse on his first long trip. His parents would wait for him and arrange tokym kagu, which means «waiting for the boy arriving soon» from the trip. They would invite quests while the father prepared bridle, stirrup and breastplate all to be fastened to the saddle and saddle girth. Kozy jasy. After the age of ten a boy would be considered to be on kozy jas because at this age his parents would trust him to graze a lamb. It would be the beginning of labor training. Kazaks from early times were concerned to bring up their children to be industrious. From an early age the boy could help his father to feed and graze cattle. In such way he might become healthy and strong. It is still necessary in the rural places of Kazakhstan to bring up boys to be able to look after the cattle. Koi jasy. When a boy reached fifteen years old he was considered to be ready for the koi jas — a time when he would be trusted to graze the family sheep without supervision. The koi jas period lasted from age fifteen to twenty five and during that age he could marry. To successfully perform koi jas duties the teenager has to be able to graze a flock of sheep in rainy windy oj sunny weather as well as to protect them from wolves and wild dogs. This was a difficult task, but the ultimate task for a young male. Jhylky jasy. The age of twenty five symbolized entering the period of youth and strength. In early times, zhigits of one clan were sometimes charged to drive off another clan’s cattle in the case of an intertribal feud. To protect the livestock only the strong zhigit of twenty five to forty years of age were trusted to graze the important animals. It was also their duty to graze the animals in periods of windy winter weather, when starving packs of wolves were also likely to attack sheep as well as horses.

32 Patsha jasy. There were no tsars among Kazakhs but there were khans who were the equal to tsars. According to the Muslim lows even if a person was wise and clever enough to be monarch or tsar, that could not be allowed if the man wasn’t yet forty. For K azakhs this age patsha jasy was likened to the development of a sharp sword — it took that long to be polished or to become respectable and clever enough to become a khan, sultan or the holder of some other honorable position like of a'poet or a hero.

Task3 Match the following words with their definitions.

ITo ride a) Part of a horse’s equipment over the head 2 Clan b) Seat for a person on a horse 3 Cattle c) Respected head leader 4 Saddle d) Take cattle somewhere to eat grass 5 Bridle e) Hungry 6 To graze f) A group of relatives 7 Zhigit g) Cows and bulls, etc. 8 Starving h) Weapon with a long steel blade 9 Khan i) Travel on an animal 10 Sword j) Young man

Task 4 Underline the correct alternatives in the following sentences about the text. 1. Girls / boys mostly stayed at home. 2. At the age of seven / ten starts a period of mounting ash ami. 3. Kozy jas is known as the period when a boy is able to graze a cow / a lamb. 4. During koy jas /kozy jas a boy is allowed to get married. 5. A person is allowed to be a khan when he is over thirty /forty. 6. Only during patsha jas a zhigit could make a knife /a sword himselt.

Task 5 In small groups discuss the following questions. 1. Why did men play a leading role in a society in the past? 2. Why are there no definite periods of a Kazakh woman’s life? 3. Does the sex discrimination exist in our modem society?

Task 6 Debate on the following statement.

33 The men’s and women’s roles in the home are changing under the force of circumstances.

Lesson 5 National Clothes

Task 1 Which o f this statistics about the Kazakh headwear do you think is true? 1. Clothes were made o f camel’s, horse’s, cow’s skin. 2. Saukele is a head covering for married women. 3. The Kazakhs used gold and silver to decorate clothes. 4. It took three months to make a saukele. 5. Married women had different head covers.

Task 2 Read the text and check your guesses.

Kazakh Women Headwear In Kazakh national dress, national skills and creativity are clearly reflected. It possesses nomad influences in materials and style. Kazakhs have always cherished the use o f the skins and furs o f animals. The outer clothing was made of furs o f wild and domestic animals. The clothes had the following names: janat ton - raccoon fur coat, kara tulki ton - black- brown fox fur coat, kamshat boric - beaver cap, bota ton - a coat from baby camel's skin, jargak ton- a coat made from young horse skins, and others. When manufacturing clothes, beading and precious stone embroidery were commonly applied. Mainly geometrical and plant patterns, as well as contour iconic images, for example, hunting scenes, were used in embroidery. Kazakh women's wedding head coverings are notable. They are called saukele. They were especially beautiful till the end o f the 19th c, and some cost as much as a thousand roubles or the equivalent o f 100 fine horses. They have metallic open work, a diadem (sometimes it was made o f gold with inlay of semi-precious stones or coral and pearl beading and so on), pendants hanging from the temple, and chin adornments. A fabric was used to cover the body of the saukele; on that fabric metallic plates o f different configurations were attached. In the jacks of these plates precious and semi-precious stones were inlaid. The nape part of the ancient saukele was decorated with a sculptured image o f a fish head, a symbol o f well-being. A

34 wide band of expensive fabric, with a brocade of gold threads sewn on it, was hung on the nape. The most skilful cutters, embroiderers (women), and jewellers took part in manufacturing of the saukele. To make such a head gown took a whole year or more. Many saukeles are kept in Omsk museums, the museum of Tatarstan (Kazan'), Kasteev memorial museum (Almaty) and others. At present the saukile js not worn unlike other traditional costumes. Married women had other head covers. Till the birth of the first child, the wife wore her marriage head cover, which was tall (up to 70 cm), cone- shaped, and decorated with precious stones and fur. In the past this head cover showed her social position. After the birth of the first child till she died, the wife had a special head cover of white cloth, made of two parts: the lower, kimeshek, had an opening for the face, and the upper part was a turban. In some areas of Kazakhstan, the kimeshek was replaced by a white shawl with a turban, with varying forms in different regions. It is still worn by older women.

Task3 Read the text again and answer the questions. 1. What was Kazakh outer clothing made of? 2. What patterns were used in embroidery? 3. What head cover did young women wear on their wedding day? 4. How saukeles were decorated? 5. How long did it take to make a saukele? 6. How long did women have to wear saukele? 7. What is kimeshek?

Task 4 Match the word from column A with the word from column В to make a phrase. A______В Precious threads head costumes traditional coverings fur stone social position gold coat geometrical patterns ____

Task 5

35 Read the text again. Which is the best summary o f the text? Prove your choice. 1. Kazakhs paid much attention to head cover o f a woman. Decorations played an important role in making head wear. 2. Head wear reflected the status o f a woman. You could judge wealth of a woman according to her head cover.

Task 6 Discussion “Abroad many universities have their own uniforms. It is planned to introduce uniforms in universities of Kazakhstan”. Divide into two groups. Group A must think of five arguments that support the innovation. Group В must think o f five arguments against it. When you are ready, each group must present their ideas to the class.

Lesson 6

Wonders of Kazakhstan

Task 1 ' Answer the following questions. 1. What are wonders of the world? 2. What new wonders were included into world wonders? 3. What wonders of Kazakhstan would you include in this list? 4. If you have a chance what part of Kazakhstan will you visit first? 5. What are the most popular places with tourists visiting Kazakhstan?

Task 2 Read the text and find information about the following: 1. Where can you find Charyn? 2. Where is the Valley of Castles? 3. How long is The Zailiysky Alatau? 4. What is the highest peak of The Zailiysky Alatau? How high is it? 5. Where can you see cheetah?

Places to Visit

36 Visitors from any part of the world can find a place in Kazakhstan that will remind them of their home countries. These are the most amazing ones. Charyn. Everyone who has happened to see Charyn says that it clearly deserves visiting. The site is named after a small river that originates from the glaciers of the Zailiysky Alatau and empties into the Ili River. Charyn is famous for its magnificent canyon which is second in size only to the Grand Canyon in Arizona, USA. The fantastic panorama of the Charyn Canyon would make you feel like you are a space traveller exploring another planet. The canyon's walls, up to 300 m high, have been exposed to wild winds, heavy rains and extreme temperatures for thousands of years. You can see there the ruins of ancient fortresses, mythical creatures, and even armies ready for battle, hence the fancy names given to these places: "the Valley of Castles", "Witch Ravine", "Devil's Ravine", etc. Over 300 birds, 20 amphibians and over 800 arthropods inhabit Charyn. Zailiysky Alatau. The northern end of the Tien Shan system, the Zailiysky Alatau comprises a number of peaks, intermountain troughs and a tract of plain. The Zailiysky Alatau extends eastward between the Chu and the Chaiyn for 380 km. There are 22 peaks with a height greater than 4,500 m. Special mention is given to Mount Talgar, which is higher than Europe's highest peak Mont Blanc (5,017 and 4,807 m, respectively). The Zailiysky Alatau is a place of great charm, and is one of the most promising areas in South Kazakhstan in terms of tourist industry development. As you climb to 2,000 m above sea level or higher, you will be fascinated at the breathtaking view of the plain below and clouds curling at your feet. From the plain, the mountains look like a wall hiding half of the world. It is indeed an unforgettable spectacle. Bayanaul. An amazing hill country called “Bayanaul” is located in the northeast part of the Sary-Arka steppe. In Kazakh, Bayanaul means “rich, happy mountains”. It is a combination of fantastic rocks, mysterious caves, pine forests with mushrooms and berries. Bayanaul is not only one of the most beautiful places in Kazakhstan; once this land was the scene of many legends and important historical events, and is sacred to the Kazakh people. As you come to Bayanaul, you will understand why this land is so celebrated. The everlasting change from cold to hot, strong winds and geological processes created beautiful natural formations. Some of them are true granite "sculptures": "the Stone Head", "the Dove", and others. The

37 lakes of Jasybai, Sabandykol and Toraigyr are like mirrors in the precious rim of the mountains. A few years ago Bayanaul received the status of a National Park, so the beauty of this land will be preserved for generations to come. For centuries, people celebrated the healing climate of Bayanaul in poetry; many children's recreational camps and rest homes have been built on the shores of its lakes. Ustyurt. The amazing Ustyurt plateau is located in the western part of Kazakhstan. Like the famous Charyn Canyon. The surface of Ustyurt is perfectly flat, as if it was sliced by a gigantic knife, with steep ledges on the edge (up to 400 m high). It is an unforgettable experience to walk across this vast plain and suddenly see the land in front of you literally collapsing hundred of metres down. Ustyurt stands like a fortress guarding the western steppe between the Caspian and the Aral Seas. These solitary places with a harsh climate are the habitat of some endangered animals such the Ustyurt mouflon. The other animals inhabiting Ustyurt are the honey badger, the hedgehog, the caracal and the sand cat The rarest animal of Central Asia, the cheetah, sometimes can be seen there hunting jeyran and saiga antelopes. The unique wildlife of Ustyurt is protected by the government.

Task3 Work in pairs. Give a proper title for the text.

Task 4 Find the synonyms to the following words using the text.

To flow, flat land, investigate, save, expensive, very large, to stretch, hole in a mountain

TaskS Match wonders of the world with the places they were found.

Pyramids of Egypt a) Babylon 605-562 BC Hanging Gardens b) Rodoss island 304 BC Statue of Zeus c) Olympia 430 BC Colossus of Rhodes d) Turkey 353 BC Temple of Artemis e) Ephesus 550 BC Mausoleum at Halicarnassus f) Gese 2600 BC Lighthouse g) Alexandria 280 BC

38 Task 5 Discussion Work in groups. Then compare your answers with the opponent group. 1. What are the principles to choose world wonders? 2. Make a list of modem world wonders.

Task 6 Debate Scientists offer to include the Golden Man into the list of World wonders. What is your attitude towards this fact?

Lesson 7

Family life Task 1 Which of these words would you expect to be in the text?

Violence Divorce Tradition Bride Community Vote Workplace • Purchase Behavior

Task 2 Now read the text and tick the words mentioned in it to see how well you did.

Marriage A variety of forms of marriage existed among the Kazakhs. The most widespread was marriage via matchmaking and purchase of the bride for a kalyn (bride-price). One form of arranged marriage was the so-called cradle-betrothal, in which the fathers of the future bride and groom negotiated their marriage immediately following the birth of the children. One of the most ancient forms o f marriage among the Kazakhs was abduction, in which, under certain circumstances, the young man abducted his future wife either with her agreement or without it. A necessary condition of Kazakh wedding was the custom of recompense payment, the kalyn, from the groom's family to the father of

39 the bride. In general, the bride-price consisted of livestock. In response to the bride-price, the bride brought a rich dowry to the home of her intended, which by tradition obligatorily included a yurt. The wedding ceremonies began with the matchmaking, at which the size of the bride-price and the order of its payments were agreed upon. From this moment on the preparation of the dowry was set into motion in the bride's home. As a rule, the parents carried out the selection of the bride, since frequently the bride and groom did not know each other. Only after payment of part of the bride-price could the groom "secretly" visit the bride. After the payment of the kalyn, the wedding day (toy) was designated. Usually the groom first came to the bride's aul, where the wedding ceremony took place with the aid of a mullah. This was followed by festivities at which various ceremonial songs were sung and everyone was treated to kumys. The bride departed from her own aul and set off for the groom's home accompanied by the groom and numerous relatives. When the bride approached the groom's home, she covered her face. Those who gathered for the celebration, generally the groom's relatives, sang songs called bet ashar (uncovering the face). They also sang songs in which the obligations of the young wife were enumerated. Then one of the groom’s young relatives raised the veil slightly from the bride's face with a small stick. At this time, those who gathered counted the gifts for the bride-inspection. In the wedding celebrations of the Kazakhs, many ceremonies bear a religio-magical character, for example the showering of the newlyweds with sweets and the "uniting" ceremonies—the drinking of water by the bride and groom from one cup, for instance. The ceremonies associated with the wedding are generally preserved today, but sometimes, especially in the cities, so-called youth weddings are organized. At these the acquaintances and relatives simply gather with the bride and groom around a common table, and lavish refreshments are presented. In recent years, however, there has been a tendency toward returning to traditional wedding ceremonies. Still rather widespread, especially in rural areas, is marriage through abduction. This is today only an imitation of abduction, however, since the girl, as a rule, willingly goes to the groom's home. In such instances, the wedding is arranged immediately. The groom's parents ask forgiveness from the bride's parents, who give it. After the wedding the bride's dowry is brought. Among the Kazakhs a young wife must behave very modestly; she does not have the right, especially at first, to call her husband's relatives by

40 name, especially the older ones, or show them her face; she must make way for them, let them pass by, and do other acts of obedience. These taboos, for the most part, are kept even today.

Task 3 Match the words with their definitions. Groom Something that is forbidden because o f the strong religious Bride or social custom Kalyn Property or money that a bride’s father gives to her husband Dowry A man who is getting married Abduction Payment from the groom’s family Taboo Woman on her wedding day Obedience Doing what one is told to do Taking somebody away illegally, using force

Task 4 Fill the gaps in the sentences using these key words and phrases from the text

| Obligations, aul, cradle betrothal, bet ashar, dowry, taboo, veil.

1. A tradition o f uncovering the face is called .... 2 ... is when parents arrange marriage of their children just after their birth. 3 ... is a community o f relatives living together in one place. 4. During the wedding ceremony groom’s relatives show the bride’s face by raising... S.... include livestock and sometimes a yurt. 6. It is ... to call husband’s relatives by their names 7. Bride’s ... are enumerated in songs

TaskS Read the text again and answer the following questions.

1. When can a groom see his bride for the first time? 2. Who is a bride accompanied by when she leaves her aul? 3. Who usually starts the wedding ceremony? 4. What does a uniting ceremony include? 5. When is the reason of asking bride parents' forgiveness?

41 6. How does a married woman show her obedience?

Task 6 Discussion

Parliament is passing legislation to permit Polygamy. Is Polygamy acceptable in a modern society? What is your point on polygamy? Do you accept it? Give your reasons.

Task 7 Debate on the following statement Simplifying the procedure of adoption leads to orphans’ number decrease.

2.2 Great Britain Lesson 1

Royal family Task 1 Answer the following questions 1. What famous people of Great Britain do you know? 2. Who is the head of the country? 3. Who is the head of the government? 4. What is the residence of the Queen? 5. Who belongs to the Royal family? 6. Who will be a King or a Queen after Elizabeth П?

Task 2 Find an appropriate answer to the following test. 1)What it the surname of the Royal Family? a)Buckingham b)Windsor c)Kensington 2)Which member of the Royal Family is next in line to the throne? a)Prince Charles b)Prince William c)Prince Andrew 3)What’s the name of the Queen’s official residence in London? a)The Tower of London b)Buckingham Palace c)Westminster House 4)Which member of the Royal Family died on 31 st August 1997? a)Lady Diana b)The Queen Mother c)Princess Margaret 5)Which sport do Prince Charles and his sons like to play? a)Waterpolo b)Golf c)Polo 6)Which of the following things does the Queen not have?

42 a)Number plates on her cars b)Money in her handbag c)A vote at general elections

Task3 Read the text. PRINCE WILLIAM .

The elder son and heir of the Prince and the late Princess of Wales was born on June 21, 1982. The boy was christened William Arthur Philip Louis Windsor. Both parents wanted William, and later Harry, to have as normal a childhood as possible. Unlike previous heirs to the throne, who were educated at home by private tutors at the same age, William's formal education began at the age of three at Mrs Mynor’s Nursery School. It continued at Wetherby, a nearby preparatory day school, where emphasis was placed on music and manners. At first, Princess Diana was against sending William to boarding school. Prince Charles equally did not want his son to suffer as he had at Gordonstoun. But for reasons of security, a compromise was reached. Aged eight, William was sent to Ludgrove Preparatory School in Wokingham. His school reports revealed his talent on the sports field, where he impressed as a rugby and hockey team captain. At 13, William was sent to Eton College. His housemaster Dr Andrew Gailey, a respected constitutional historian and music lover from Northern Ireland, has taken William under his wing educationally and emotionally, and has been an important influence as William has sought to rebuild his life. Having proven to be the fastest junior swimmer at Eton in 10 years, from this term William will captain the swimming team, holding the title of Joint Keeper of Swimming. His duties include team selection, greeting visiting teams, keeping records, training new boys. William has also been appointed secretary of the renowned Agricultural Club, and recently received Eton’s Sword of Honour, the school's highest award for a first-year army cadet. “My boy’s got a good brain,” Diana would note proudly, “considering how hopeless both his parents were.” And close to the first anniversary of his mother’s death, William, who had gained three GCSE passes the previous year, received a further nine GCSEs with top A* and A grades in English, history and languages, and Bs for other subjects including maths and science. He returned for his final year at Eton on September 8 to take geography, English and history of art at A level. Like any other teenager, the second-in-line to the throne listens to techno music, selects all his own clothes, and enjoys playing computer

43 games. For his seventeenth birthday, William was given a VW Golf car by Charles. Being tall, elegant and self-assured, William has become the focus of much female attention — which embarrasses him terribly. He has chosen to socialise only with girls from families known to him. His circle includes Lady Iona Douglas Home, Holly Branson, Emilia D’Erlanger and Zara Simmonds, among many other attractive young women. “William has so much sheer personal confidence for his age, but it has absolutely nothing to do with his position,” observes one Royal insider. William always seems to know where he’s going and he always gets what he wants.” As he reaches adulthood, Prince William has already demonstrated that he possesses the maturity, sensitivity and strength he will need to rise to his destiny as the future of the Monarchy.

Task 4 Match the words on the left with those on the right to make collocations.

Private cadet Boarding field Sport tutor Team heir Throne school Personal confidence army captain

Task 5 Discussion Imagine you are the Queen /King for a day. What would you do? Where would you go? Who would you meet? You have all the money you need and all the people you need to help you plan your ideal day. Morning: Afternoon: Evening: Night:

Task 6 Debate on one of the positions which is close to you and prove it.

1. The main reason for having a Royal Family is to attract more tourists to a country.

44 2 .1 would hate to be a member of a Royal Family. 3 .1 would love to be a member of a Royal Family. 4. Countries that have Royal Families should be proud of them. 5. Royal Families spend too much public money. 6. Royal Families are an important part of a country’s history.

Lesson 2

The UK today Task 1 Which of these statistics about the UK do you think are true? 1. On average, women live ten years longer than men. 2. 75 per cent of men between 55 and 64 are overweight. 3. Over two-thirds of women go to work. 4. Nearly a third of the population live on their own. 5. Over three-quarters of the population get up before 8 a.m. during the week.

Task 2 Read the text and check you guesses.

The Way People Change Their Lifestyle In The Uk

Let's start with some good news - people live longer nowadays. The bad news for the government is that it has to pay out more in pensions. On average, people live for 78 years (75 for men and 80 for women) - in 1911 it was only 52! It is because we have a healthy lifestyle? Maybe. More people see smoking as a health hazard; only a quarter of the population smokes compared to half 30 years ago. People eat more fruit and less fat but about three-quarters of men and two-thirds of women between 55 and 64 are seriously overweight. More people work than ever before - 79% of men and 69% of women have jobs. And people earn three times more than 50 years ago - but the difference between rich and poor people is bigger. The most important growth area for jobs is in computers. Young people certainly see qualifications as important to get a good job. The percentage of 16-18 year- olds in education went up from 35% to 55% in the 1990s. And did you know, the British work the longest hours per week in Europe? That's an average of 45.7 hours for men and 40.7 hours for women. Traditional family and home life is changing. In fact, nearly a third of the population lives alone and there are fewer marriages nowadays. Each year, almost a quarter of a million babies are bom in England and Wales to

45 parents who are not married. Women are having children later and 29 is now the average age for having a baby. Young people are staying with their parents longer than before, mainly because it is expensive to get a place to live. The proverb 'Early to bed, early to rise' seems a good description of the British lifestyle. On weekdays, most people get up before 8 a.m. and go to bed before midnight. Main meal times are from 8 a.m. to 9 a.m. (breakfast), at 1 p.m. (lunch) and between 5 p.m. and 9 p.m. (dinner). What do people do in the evenings? Are the Brits a nation of coach potatoes? On average, they watch TV for 25 hours a week. Children and teenagers watch less TV than 25-44 year-olds but spend five times longer on computers, mainly playing computer games. The biggest Internet users are the 16-24 year-olds - on average they are online for four minutes a day. Task 3. Read the text again and answer these questions. 1. Why are people living longer? 2. What job area is growing fast? 3. Why are young people staying with their parents longer? 4. Why do some people think the UK is a nation of'couch potatoes'? Task 4 Discussion - Did any information about the UK surprise you? Compare it with Kazakhstan. - Do you think you do the same things your parents did 20 years ago? Discuss it with your classmates. - Are you satisfied with your lifestyle today?

Look through the list of jobs and put them into 3 columns. Which column is larger? Comment on it.

Jobs for men Jobs for women Jobs for both

Accountant, doctor, teacher, nurse, bank manager, tax inspector, police officer, post officer, chef, farmer, worker, plumber, road inspector, pilot, artist, engineer, judge, attorney, electrician, computer programmer, soldier

46 Which of these jobs will you choose to have and which one will you never have and why?

Task 5. Debate Marriage is an obstacle to get a promotion in one’s job. Divide into two groups. Group A must think, of five arguments that support the statement above. Group В must think of five arguments against the statement. When you are ready, each group must present their ideas to the class.

Lesson 3 Citizenship Task 1 Key words Skim the text to find words with these definitions. 1. Someone who travels to another country in order to find work. ______{Para I) 2. Someone who has the right to live permanently n a particular country and has the right to the legal and social benefits of that country.______(Para2 ) 3. A plan or suggestion, especially a formal one, that a group has to consider.______(ParaS) 4. To be an important part of something.______(Verb, para 4) 5. To do some work without getting paid.______(Verb, para 5) 6. Happening or existing now.______(Рагаб) 7. Someone who has recently started to live or work somewhere, or who has just arrived in a place. ______(Para 8) 8. The fact that very different people or things exist within a group or place.______(Para 10) 9. Feeling that someone or something cannot be trusted. (Para 11) 10. A gradual change or development that produces a particular result.______(Para 13 )

Task 2

47 Which of these words would you expect to be in a text about citizenship and immigration? Tick your choices. National violence ' vote p a y report judge plane community points democracy neighbour extremism differences passport workplace integration

Task 3 Now read the text to see how well you did.

Rules to Make Migrants Integrate 1 Government ministers want to introduce national British day as part of a ‘citizenship revolution’. They also want to toughen rules for migrants and to instill community pride in all 18-year-olds. 2 They intend to give every teenager in the UK a citizenship pack when they are old enough to vote, and say that migrants should only be able to become British citizens if they can demonstrate good behaviour and willingness to integrate. 3 The national day would be a public holiday, similar to Australia Day in Australia. The proposals come from the communities secretary, Ruth Kelly, and the immigration minister, Liam Byrne. They would also like to introduce citizenship ceremonies for anyone who wants to come to live n the UK. 4 Some of the ministers’ ideas are likely to feature in new report. The prime minister-in-waiting, Gordon Brown, is very much in favour of some of the ideas. 5 Another idea is to improve links between veterans and young people. The citizenship pack for 18-year-olds would provide information on democracy, volunteering and civic duties such as jury service. Young people could reduce their student loan repayments if they volunteer for community work. 6 Mr Byrne and Ms Kelly say that the current settlement policy for new migrants is “difficult to understand and unclear ”.In future, new citizens would gain points for the length of time they have spent in the country, for bringing new investment into the UK, for passing English tests, for demonstrating their knowledge of the UK, for doing civic work

48 and for living in a law-abiding way. Points would be deducted for anti­ social behaviour and for criminal behaviour. 7 The ministers continued, “This form of points system would be the basis of a clearer relationship between the citizen and the state. An easy to understand contract such as this would encourage integration and demonstrate a clearer sense in which British citizenship is earned.’" 8 Local government should also provide citizenship deal for newcomers, setting out their responsibilities to be good neighbours, as well as heir access to English language training and employment, say the ministers. 9 A ‘life in Britain — good neighbour contract ’ would be provided to all migrants from inside and outside the EU, including those that stay temporarily. The contract would be introduced alongside identity cards. The ministers also agree that councils should spend less on translation services and more on English language teaching. lOThe ministers warn that after 40 years of diversity, Britain ’s communities are no longer looking outwards and celebrating what they have in common, instead, they are beginning to look inwards, stressing their differences and divisions. 1 IThe threat to integration comes both from Islamist extremism and also groups like the British National Party. Mr. Byrne said that, “We risk seeing a more divided society, more suspicious of each other and no longer coming together around shared goals. We need a stronger sense of why we live in a common place and have a shared future.” Mr Byme admitted that the large number of eastern European migrants had proved a “shock to the system ”. 12He aid new migrants needed to do more to “help them understand British values and its way of life.’’ He added: “We need to make it clearer that citizenship isn’t simply handed out, but is something which is earned. ’ 13The ministers say new trends are dividing Britons in the workplace, the family, the media and new technology. They insist migration has brought benefits, but say that the changes are happening too quickly

Task 4 Are these sentences True (T) or False (F) according to the text? Change any false sentences to make them true. 1. Britain already has a national day. 2. British people can vote from the age of sixteen. 3. Government ministers want to introduce citizenship ceremonies. 4. The ministers would like more people to do volunteer work.

49 5. The current settlement policy for new immigrants is easy to understand. 6. Minority groups in Britain are becoming more integrated into society. 7. British society s becoming divided. 8. Ministers say citizenship shouldn’t be easy to obtain. 9. A lot of migrants from eastern European countries have recently arrived in Britain.

Task 5 Odd word out Which word doesn’t fit into each word-group? Put a cross next to it. Prove

Government words Legal/official words Words to describe people and their status council Policy Teenager newcomer workplace student Prime Minister contract media party goal veteran Minister report 18-year-old

Task 6 Collocations Match the words on the left with those on the right to make collocations from the text. civic system jury policy settlement loan points duty student behaviour provide information pass service criminal tests

Now complete the sentences using the collocations. 1. The government are hoping to introduce a new for immigrants. 2. Many people no longer have a sense of______. 3. You have to go to court to do______. 4. Is it a good idea to use a ______to decide who can stay in a country?

50 5. Many websites______on different countries and their immigration policies. 6. I don’t have any money and I still haven’t managed to pay off my

7. Is there a connection between______and drugs?

Task 7 Discussion Does your country have a national day? If yes, how would you explain it to a visitor? If no, choose a date for a new national holiday. Give reasons why you would choose this date. Does your country require new immigrants to take a citizenship test? What subjects would you include when writing questions for a citizenship test? Is nationalism a good or a bad thing? Tty to think of different instances where national pride is acceptable or not acceptable.

Lesson 4 St. Patrick’s day Task 1 Answer the questions 1. When is St Patrick’s Day? 2. Why is this day celebrated as St Patrick’s Day? 3. Where is it celebrated? 4. When was St Patrick bom? 5. What happened to St Patrick at the age of 16? 6. What did the saint see as his ‘calling’? 7. What is a shamrock? 8. What use did St Patrick make of the shamrock? 9. What is a leprechaun? 10. What should you do if you meet a leprechaun? 11. Where is the blarney stone and what is special about it? 12. What does the word ‘blarney’ mean today? 13. Did St Patrick drive all the snakes out of Ireland? 14. What should you wear on St Patrick’s Day? 15. What do children do on St Patrick’s Day? 16. What do people traditionally eat on St Patrick’s Day? 17. What do pub owners do on St Patrick’s Day?

Task 2 Skim the text and check your guesses about St Patrick’s Day.

51 St. Patrick’s Day

St. Patrick is the patron saint and national apostle of Ireland. He was born in the fourth century and is famous for bringing Christianity into Ireland. St. Patrick’s Day is a very well known Irish national holiday, which is celebrated not only in Ireland but all around the world. It falls on the 17th of March. St. Patrick was born to wealthy parents in the late fourth centuiy. Until the age of 16 years old, he thought of himself as a pagan. He was kidnapped and sold as a slave at this age by Irish marauders. It was during this capture that he turned to God. He managed to escape after being a slave for six years and then studied in a monastery in Gaul for 12 years. This was when he knew that his ‘calling’ was to try and convert all the pagans in Ireland into Christianity. St. Patrick went from monastery to monastery, successfully converting people to Christianity. The Celtic Druids were very unhappy with him and tried to arrest him several times but he always managed to escape. After 30 years of being a missionary in Ireland, he finally settled down in a place called County Down. He died on the 17th of March, AD 461. Shamrocks, leprechauns and the blarney stone are associated with St. Patrick’s Day. Shamrocks are three-leaved clovers found growing in patches on grass. You are thought to be lucky if you find a four-leaved clover, so do keep it if you ever come across one! Leprechauns are little Irish fairies, and they are thought to work as shoe-makers for other fairies. The Irish say that if a leprechaun is caught by a human, he will reveal where he hides his pot of gold. On this day, pictures of shamrocks and leprechauns are hung everywhere. Some people even dress up as leprechauns complete with their big green hats! The village of Blarney is situated northwest of the Irish village of Cork. Blarney comes from the Irish word ‘An blama’, meaning the plain. Lamey Castle is a very famous castle in this village and is 90 feet tall. The world famous Blarney Stone is on the top story. It is said that if one kisses this stone, one will be given the gift of eloquence, meaning to have beautiful speaking abilities. Nowadays, the word blarney means the ability to influence and coax with fair words and soft speech without offending. Legend also says that St. Patrick could raise people from the dead. He is well-known for driving the snakes out of Ireland, although many people dispute how true this is! Another great story was how he used the shamrock, with its three leaves, to explain the Holy Trinity (the Father, the Son and the Holy Ghost) to his followers.

52 St. Patrick’s Day is celebrated world-wide with people dancing and singing in Irish pubs, watching St Patrick’s Day parade, drinking ‘green’ beer, wearing green clothes and juts generally having a good time. Children in Ireland have a tradition of pinching their friends who don’t wear green on this day! Corned beef and cabbage is what most people have on this day. Another popular dish is Irish soda bread and potato pancakes. Irish pub owners go crazy on this day, putting green food colouring into their beers and traditional Irish Guinness Stout is a sell out in all Irish pubs! People also drink lots of Irish coffee, which is made with warm whiskey, sugar, coffee and topped off with whipped cream. Sounds delicious? It is!

Task3 Are these sentences True (T) or False (F) according to the text? Change any false sentences to make them true. 1. St Patrick's day is celebrated on the 17th of March. 2. St Patrick was a slave owner. 3. You are lucky if you find a four-leaved clover. 4. Leprechaun is a wild animal. 5. Leprechaun can help you to find gold 6. If you kiss Blarney Stone you will be beautiful. 7. People say that St Patrick could make dead people «alive. 8. Children pinch friends if they don’t wear green. 9. Irish people drink coffee made with whiskey and cream.

Task 4 Match the following words with their definitions. Capture catch marauder tasty dispute fairy pinch flat place delicious hard drink plain thief whiskey discuss leprechaun hurt escape hide

Task 5 Discussion. Comment on the following Irish proverbs in small groups - Better the coldness of a friend than the sweetness of an enemy. - Let your anger set with the sun and not rise again with it.

53 Task 6 Debate. Parliament is planning to introduce St Patrick’s Day in Kazakhstan. Divide into two groups. Group A must think of five arguments that support the statement above. Group В must think of five arguments against the statement. When you are ready, each group must present their ideas to the class.

Lesson 5 Teenagers Task 1 Look at the adjectives below. Which words describe young people? Which ones describe older people?

Wise adolescent rebellious dynamic knowledgeable skeptical innovative shallow moody

Task 2 In your opinion, in what ways do the following reflect the values and concerns of young people? recent films modem art television programmes

Task3 Read the text. Which is the best summary of the text? 1 Culture is dominated by the concerns of young people. This is a bad thing because this culture is shallow and lacks a sense of history. 2 The vibrant, energetic culture of young people is transforming our society and culture, making it more profound and meaningful.

We're All Teenagers There is a strange phenomenon. Britain is getting older. In fact, the population is older now than it has been for over a century. Yet at the same time our culture has never been more adolescent. Young people may be a dwindling minority, but they exercise an extraordinarily powerful influence on the cultural stage, from television and newspapers to film and art. The turning point, of course, was the 1960s. Until then, young people were largely ignored in a culture that was stiflingly middle-aged.

54 A generation, who were brought up in very different conditions from those of their parents, rebelled in a way that remains unprecedented in western society. It is not difficult to explain or understand the 60s. The young were a product of the long postwar boom, not war and unemployment, and the baby boom lent them exceptional demographic weight. What is far more difficult to comprehend is why our culture, in the decades since, has become progressively more infantile. It is as if the 60s gave birth to a new dynamic, which made young people the dominant and permanent subjects of our culture. It started with the birth of pop music as a youth genre, but the concerns and attitudes of the young generation have since permeated areas that were never adolescent. One only has to think of Britart, for example, whose motif has been the desire to shock, or film, whose preoccupation with violence as spectacle is driven by the appetite of the young, to see how powerful these adolescent values have become. It is not that they are simply negative or offer nothing: on the contrary, there is much to be admired in their energy, skepticism and commitment to innovation. But they are also characterised by transience and shallowness, a desire to shock for shock's sake, and a belief that only the present is of value. A culture that succumbs to adolescence is a culture that is drained of meaning and experience, not to mention history and profundity. But why is it happening? It can be argued that the 60s unleashed a new cultural dynamic, which is still working its way through society. A new mindset was formed, which gave priority to the young. It is plausible to suggest that parents and grandparents who themselves were the rebels of the 60s are more inclined to respect, and defer to, the sensibilities and demands of youth. And this tendency has been reinforced by a new technological dynamic, manifest in the internet, mobiles and the like, which has left older generations feeling a little left out, and lent credence to a misplaced technological determinism among the young. There is more than a grain of truth in all this. But as the proportion of young people steadily declines, one would still expect the sheer weight of growing age to assert itself. So far there is absolutely no sign of this. In fact, extraordinarily, the opposite is happening. The underlying reason for all this could not be more fundamental. It concerns the western condition. For over half a century we have only known prosperity, never experienced mass unemployment, never fought wars except on the edges at other people's expense, never known the extremes of human existence, comfortable in a continent that has enjoyed, for the most part, a similar existence and, having turned its back on grand visions, opted for the quiet life. Yet it is extremes, personal or political or both, that teach us the meaning of life. Without

55 them, the excesses of the young provide a little of the excitement otherwise lacking. The outcome is a growing shallowness. Britart may shock, but it hardly provides us with a deeper insight into the human condition. Hollywood movies may entertain, but they barely ever enlighten. An adolescent culture is one that lives on the surface, unencumbered by memory, light on knowledge and devoid of wisdom.

Task 4 Read the text again and complete the sentences with the correct ending. 1 The tastes and concerns of young people are dominant... a. because there are more young people nowadays. b. despite the fact that there are more old people nowadays.

2 Key factors in the social and cultural change that began in the 1960s were... a. economic prosperity and peace b. unemployment and hard work

3 The concerns of young people... a. are only reflected in pop music b. are reflected in many areas of the arts

4 According to the writer, youth culture... a. is negative and dull b. is only interested in the present

5 According to the writer, our culture is shallow because... a. life is too easy b. life is demanding and hard

Task 5 Choose the correct definition for the words from the text. 1 dwindling a. getting bigger b. getting smaller

2 stiflingly a. unencouragingly b. encouragingly

b.ЬаЬ у botim a. increase in the birth rate b. decrease in the birth rate

56 4 motif a. repeated idea b. shape

5 transience a. lasting a long time b. lasting a short time

6 succumbs a. loses the fight against something b. wins the fight against something

7 plausible a. incredible b. believable

8 manifest a. clearly shown b. unclear

9 opted b. lost b. chose

10 devoid a. lacking b. possessing

Task 6 Debate. ‘Teenage culture is shallow, transient and lacks a sense of history.’ Divide into two groups. Group A must think of five arguments that support the statement above. Group В must think of five arguments against the statement. For example Group A Young people like watching reality TV programmes like Big Brother — they are only interested in celebrities Group В Some young pop stars write great songs which say profound things about life and love When you are ready, each group must present their ideas to the class. Have a class vote. Find out who agrees, and who disagrees with the statement.

Lesson 6

57 National Clothes Task 1. Answer the following questions. 1. What national clothes are there in your country? 2. Do you wear them every day? 3. What do young people prefer to wear in your country? 4. Do you follow fashion trends? 5. Task 2. Match the words with their definitions. Kilt A metal or plastic fastener for a belt Garment To cover smth or somebody in material Buckle A jacket for official occasions Strap National Scottish clothing To wrap A cut in the clothing Tuxedo A piece of clothing Pride To pay for using smth. for short time Slit A narrow middle part of the human body Waist A feeling of pleasure at your own achievements To hire A strip of leather used for fastening Task 3. Read the text. Kilt The Scottish kilt displays uniqueness of design, construction, and convention which differentiate it from other garments fitting the general description. It is a tailored garment that is wrapped around the wearer's body at the natural waist around the front and back and across the front again to the opposite side. The fastenings consist of straps and buckles on both ends, the strap on the inside end usually passing through a slit in the waistband to be buckled on the outside. A kilt covers the body from the waist down to just above the knees. The history of the kilt stretches back to at least late 16th century Scotland. However, the nationalism of that tradition is relatively recent. It was only in the early 19th century that the kilt was adopted by Lowlanders and the Scottish Diaspora as a symbol of national identity. People from other countries with Celtic connections, some Irish, Cornish, Welsh and Manx, have also adopted tartan kilts in recent times.. The kilt first appeared as the great kilt, a full length garment whose upper half could be worn as a cloak draped over the shoulder, or brought up over head as a cloak. The small kilt or walking kilt (similar to the 'modern1 kilt) did not develop until the late 17th or early 18th century, and is essentially the bottom half of the great kilt

58 Today most Scotsmen regard kilts as formal dress or ceremonial national diess. Although there are still a few people who wear a kilt daily, it is generally owned or hired to be worn at weddings or other formal occasions, much the same way as tuxedos in America, and may be worn by anyone regardless of nationality or descent. For formal wear, kilts are usually worn with a Prince Charlie. Kilts are also used for parades by groups such as the Scouts, and in many places kilts are seen in force at Highland games and pipe band championships. Certain regiments/units of the British Army and armies of other Commonwealth nations (including Australia, Canada, New Zealand and South Africa) still continue to wear kilts as part of dress or duty uniform, though they have not been used in combat since 1940. Kilts are considered appropriate for ceremonial parades, office duties, less formal parades. In recent years, kilts have also become increasingly common in Scotland and around the world for casual wear. It is not uncommon to see kilts worn at Irish pubs in the US. The kilt is associated with a sense of Scottish national pride and will often be seen being worn, along with a football top, when members of the Tartan Army are watching a football or rugby match.

Task 4. Are these sentences True (T) or False (F) according to the text? Change any false sentences to make them true. 1. Welsh people adopted kilt as a national cloth in the 19 century. 2. First kilt was like a long dress. 3. Kilts are never worn daily. 4. A small kilt was developed in the 1?7 century. 5. You can’t hire a kilt for ceremonies. 6. You can see people wearing kilts even in America.

Task S Answer the following questions. 1. When did the history of a kilt begin? 2. How long is a modem kilt? 3. What is the national Scottish instrument? 4. Where is a kilt still considered to be a uniform? 5. Are kilts worn only by men?

Task 6 Discussion. Work in groups. Then compare your answers with the opponent group. Young people nowadays do not value national clothes and neglect to wear even on holidays. What are the reasons for this? How much is dress code important in your society? How much is it important for you to follow fashion trends?

Task 7 Debate on the given statement.

Unisex clothes erase borders between women and men Divide into two groups. Group A must think of five arguments that support the statement above. Group В must think of five arguments against the statement.

Lesson 7

Task 1 Ask and answer these questions with another student:

1. Where was the World Cup in 2006? Which country won? 2. What does the winner’s flag look like? Is it a tricolour? Does it have an emblem, or a coat of arms? 3. Which country’s flag is flying here? 4. Was your country’s flag flying in the World Cup in 2006? If yes, did many people wave the flag during the competition, or wear clothes in the flag’s colours?

Task 2 Read the text and decide which of the following is the best title for it and prove your choice. 1. World Cup flags 2. World Cup 2006 flags 3. Flags from around the world

During the World Cup in 2006 many English people started to fly the English flag. There were flags from car windows, from the top of houses and in the street. English flags were eveiywhere. Some people thought it was great because it made everyone feel happy. Other people thought it was terrible. They said flags from car windows were dangerous, and flags

60 on houses didn’t look good. However, during World Cup month England was a sea of red and white! Before 1996 English people usually waved the British flag during football matches, but now they wave the English flag. This is because during the 1996 European Football Championship England played against Scotland. English football supporters didn’t want to wave the ‘Union Jack’ because it includes the Scottish flag. However, the Union Jack was flying at the World Cup, but not for England. It’s in the Australian flag. Sweden, who was in group В with England, has a different opinion of their flag - they fly it all year round. In private gardens, in public parks and in town the blue and gold Swedish flag is a familiar sight all the time, not just during the World Cup. What about other flags that were flying in the World Cup in 2006? Well, they included the only two flags which haye writing on them that can be easily seen: the flags of Saudi Arabia and Brazil. The former is in Arabic, and the latter is in Portuguese. In fact, because of the religious words on the Saudi Arabian flag it can’t be used on T-shirts etc. The flagpole is on the left of the flag so that the writing can be read from left to right. In addition, there’s a sword on this flag. But it wasn’t the only flag in the competition with a weapon on it. The Angolan flag includes a machete - a large heavy knife. However, the only country with a modem weapon on it wasn’t in the competition: Mozambique’s flag includes an AK-47. Only two national flags are square and one of those was flying in the World Cup in 2006: the flag of Switzerland. Symbols for the ICRC include a red cross on a white background (a reversal of the Swiss flag) a red crescent and, since 2005, a red crystal. Only one country was flying the Islamic crescent: Tunisia. The oldest tricolour, the flag of the Netherlands, was flying as well as the French tricolour. The latter influenced the flag designs of Costa Rica, Italy and Mexico - all seen flying in the World Cup in 2006. In addition there were no less than ten other countries which had flags of three different coloured bands, either horizontal or vertical. But one tricolour flag will not be seen again after the World Cup. Just before the competition Serbia and Montenegro decided to become independent states. So their football team represented a country that no longer existed. And Paraguay’s red, white and blue may have the most common colours, but it’s unique among national flags. This is because it’s got two different sides. On one side is the national coat of arms but on the reverse side there’s a different emblem.

61 But my favourite flag, the only one with 5 sides, didn’t appear in any German stadium. That’s because the Nepalese are much more interested in cricket than football!

Task 3 Read the text again and answer the following questions. 1. What colour is the English flag? 2. The Union Jack is made from 3 countries’ flags. Name two of them. 3. Which country has a blue and gold flag? 4. Which two countries’ flags have writing on them? 5. What language do they speak in Brazil? 6. How many countries’ flags in the competition had a weapon on them? 7. What colour is the cross on the Swiss flag? 8. How many flags were tricolour in the World Cup 2006? 9. What are the three most common colours for flags? 10. Which countries in the reading did not play in the World Cup in 2006? 11. How many flags, which are unique is some way, are mentioned in the reading?

Task 4 Vocabulary

The following adjectives appear in the text. What is the object that they. describing and where is the object? An example is done for you.______adjective what? where?

terrible flags everywhere in England dangerous familiar religious modem Islamic horizontal common reverse Task 5 Represent the flag of your country. What does each element mean?

62 Task 6 Debate on the following statement. “Black colour is not acceptable in flags.”

2.3 The USA Lesson 1 Prominent people of the USA Task 1 Answer the following questions 1. When did slavery end in the United States? 2. Did the end of slavery mean that blacks and whites were treated equally? 3. Do you know the meaning of segregation? 4. Why do you think Martin Luther King, JR. was able to persuade people that things had to change in the United States?

Task 2 Read the text and check your guesses.

Martin Luther King, JR. Martin Luther King, JR., helped black people in the southern United States win equal rights. King was bom in Atlanta, Georgia, on January 15, 1929/ As a young boy, he loved books and was a good speaker. After graduating from collage in 1948, King trained to be a minister like his father. During that time, he learnt about Mahatma Gandhi, the Indian leader, and his belief in nonviolent protest. King then went to Boston University where he studied to be a doctor of theology. He met Coretta Scott there. They were married in 1953 and had four children. In 1955, King became the minister of a Baptist church in Montgomery, Alabama. He knew that black people were not treated fairy in the south and wanted to try to change that. He met Ralph Abernathy, another minister, there. They worked together to help black people. Some people did not like what King and his followers were doing. In 1957, someone bombed his home and his church. He was put in a jail many times for protesting how people were treated. He was also stabbed. But he never used violence and asked his followers not to use violence.

63 King was famous for the speeches he gave to persuade people that things must change. He inspired black and white people to fight for the fair treatment of blacks. In 1963, King gave his most famous speech to thousands of people in Washington, DC. It is called his “I have a dream” speech. King led many protest marches in the American south during the 1960s. He won the Nobel Peace Prize in 1964. He also wrote two books about black people’s struggle for the same rights as white people. King knew he might be killed one day by someone who did not like what he did. He was shot and killed on April 4, 1968, in Memphis, Tennessee. Today, people are still inspired by the speeches he gave and by his courage to fight for what he believed in without using violence.

Task3 Are these sentences True (T) or False (F) according to the text? Change any false sentences to make them true. 1. Martin Luther King,Jr. had the same profession as his father. 2. King studied religion at the university. 3. King believed in using violence to make changes. 4. In the 1950’s, black and white Americans were treated equally. 5. Many people tried to hurt King.

Task 4 Answer the following questions according to the text. 1. What did Dr. King learn from the Indian leader, Mahatma Gandhi? 2. What did King want to change in the United States? 3. In what ways did people try to stop King’s work? 4. How did King inspire people to work for change? (Give two things King did.) 5. What was Dr. King’s most famous speech? 6. What kind of books did he write? 7. What prize did he received for his hard work? 8. When and how did Martin Luther King, Jr. die?

Task 5 Choose the best alternative to the underlined words 1. King trained to be a minister. a) traveled by rail b) studied c) fought

2. He believed in nonviolent actions.

64 a) fighting b) doing nothing c) peaceful

3. He studied to be a doctor of theology, a) religion b) law c) education

4. In the 1950’s in the U.S., black people were segregated from white people. a) hurt b) together c) separated

5. King tried to persuade people that thing had to change, a) convince b) force c) march

6. King’s speeches inspired people to work for change, a) fought b) encouraged c) trained

7. King’s home was bombed and someone once tried to stab him. a) explosion b) shoot c) cut with a knife

8. King had a lot of courage. a) money b) bravery c)education

9. He wrote two books about the black people’s struggle, a) fight b) treatment c) church

10.King led many protest marches in the 1960’s. a) parades b)music concerts c) demonstration walks

Task 6 Questions for discussion. 1. Have you ever heard Dr. King’s famous “I have A Dream” speech? 2. “I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their heart.” This quotation comes from the “I have A Dream Speech”. Explain it in your own words. 3. Do you think that Dr. King’s dreams have become a reality? 4. Do you believe it is possible to make great changes in society without violence. 5. What other great leaders have believed in non-violent protest?

65 Lesson 2

Native Americans Task 1 Answer the questions 1. What is a tribe? 2. How many American tribes can you name? 3. Why did most of the native tribes disappear? 4. What states do they live? 5. What is an Indian reservation?

Task 2 Read the text Cherokee Cherokee is the largest Native American group in the United States. Formerly the largest and most important tribe in the Southeast, they occupied mountain areas of North and South Carolina, Georgia, Alabama, and Tennessee. The Cherokee language belongs to the Iroquoian branch of the Hokan-Siouan linguistic stock (see Native American languages). By the 16th cent., the Cherokee had a settled, advanced culture based on agriculture. Hernando De Soto visited them in 1540. They were frequently at war with the Iroquois tribes of New York but proved generally valuable allies for the British against the French. Soon after 1750, smallpox destroyed almost half the tribe. Formerly friendly with Carolina settlers, they were provoked into war with the colonists in 1760, and two years followed before the Cherokee sued for peace. In 1820 they adopted a republican form of government, and in 1827 they established themselves as the Cherokee Nation, with their capital at New Echota, in N Georgia, under a constitution providing for an elective principal chief, a senate, and a house of representatives. Literacy was aided by the invention of a Cherokee syllabic alphabet by Sequoyah. Its 85 characters, representing the syllables of the Cherokee language, permitted the keeping of tribal records and, later, the publication of newspapers. The 1830s discovery of gold in Cherokee territory resulted in pressure by whites to obtain their lands. A treaty was extracted from a small part of the tribe, binding the whole people to move beyond the Mississippi River within three years. Although the Cherokee overwhelmingly repudiated this document and the U.S. Supreme Court upheld the nation's autonomy, the state of Georgia secured an order for their removal, which was accomplished by military force. President Andrew Jackson refused to intervene, and in 1838 the tribe was deported to the Indian Territory (now in Oklahoma). Thousands died on the march,

66 known as the “Trail of Tears,” or from subsequent hardships. Their leader at this time and until 1866 was Chief John Ross. The Cherokee made their new capital at Tahlequah (Okla.), instituted a public school system, published newspapers, and were the most important of the Five Civilized Tribes. In the U.S. Civil War their allegiance was divided between North and South, with large contingents serving on each side. By a new treaty at the close of the war they freed their black slaves and admitted them to tribal citizenship. In 1891 they sold their western territorial extension, known as the Cherokee Strip; in 1902 they approved the division of the reservation into allotments; and in 1906 tribal sovereignty was abolished. Tribal entities still exist, however, and many Oklahoma Cherokee live on tribal landholdings. With a 1990 population of about 370,000, the Cherokee, while scattered, are by far the largest Native American group in the United States. Close to 6,000, descendants of the few who successfully resisted removal or returned after the removal, live on the Eastern Cherokee (Qualla) reservation in W North Carolina.

Task3 Are these sentences True (T) or False (F) according to the text? Change any false sentences to make them true. 1. The Cherokee have their own language. 2. The Cherokee were friendly to their neighboring tribe the Iroquois. 3. Many people from the Cherokee tribe died of an incurable disease. 4. Discovery of gold brought great harm to the Indian tribes. 5. The Cherokee’s capital was in Oklahoma. 6. The reason of war between the South and the North was religion. 7. The Cherokee is the largest native group in America.

Task 4 Replace the underlined word with the most appropriate word from the box. Be careful with verbs: they should be in an appropriate form.

allow sovereignty treaty allotment government occupy destroy permit deport abolish______1. The United States of America covers most of the Northern America continent. 2. The government allowed Native Indians to live only on certain territories. 3. People from the Old World broke many historical monuments of the Indians. 4. Authorities gave Native groups with land in certain states. 5. Authorities restricted Native Americans to use their own language. 6. People living illegally are sent back from the country. 7. Slavery was ended in 1807 in Britain. 8. Indians refused to leave their territories. 9. The USA declared its independence in the 18th century. 10. Peace agreement was the best way out for Indians.

T ask 5 Role play It’s now your turn to create your own speech. Read the situation on your card. You can write a draft of your speech but don’t write every word, just an outline of what you’re going to say. Situation Student A You are a fourth year student at Iowa University (Saun). You are not allowed to pass finals by Mr. Stones. You think that the reason is your colour of skin. You come to the dean’s office to discuss this problem. Student В You are a Dean of Business department. You are already aware of the problem from Mr. Stones. You should listen to all the people and take a right decision. Student С You are a 60 year old teacher of Management, Mr. Stones. You are not satisfied with one of your students as he failed pre-exam test Your aim is to prove that the reason of dismissal is lack of knowledge not race discrimination. Student D You are a group mate of Saun. You are his close friend who believes that Saun is a perspective student but Mr. Stones does not give him a chance to show his abilities. Student E You are Mr. Stone’s colleague. He was your teacher. You have never mentioned that he differentiated people by their skin colour. You should prove that Saun can not catch up with the group.

Task 6 Discussion. Work with your partner and share your ideas with him on the following situation. The elections of 2008 were the most intriguing in the history of the USA. For the first time in a political life the opponents were a black American

68 and a woman. Does this fact show that the USA is a real democratic country? Prove you point

Task 7 Debate Comment on the following statement. There never was a good war, or a bad peace (Benjamin Franklin 1706- 1790)

Lesson 3 Transportation in the USA

Task 1 Answer the following questions. 1. How do you get to the university? 2. Is there Underground in your city? 3. What is the cheapest means of transport in your city? 4.

Task 2 Read the text Means of transport Since the 1800's, when a vast network of railroads was laid to connect the United States from coast to coast, the transport of items (and people) has been a priority on our country. Today, there are well maintained Interstate Highways that run from state to state, and a person can drive continuously from coast to coast, or from Canada and Mexico, and to most locations in between. State roads are also maintained and connect smaller towns and cities to the Interstate Highways (think of it as a huge web, with the Interstate highways the main strands, and the state highways the smaller, interconnecting ones). Local farm roads or county roads fill in the network at the rural level. And Americans do use these roads, as they travel to work, on vacation, to visit family and friends, or for leisure time activities. In fact, it may seem in some large cities that people are always driving somewhere, and the major roads are literally packed with people during "rush hour" (the morning and evening hours when most people are going to and then returning from work). Most large cities will have some form of public transportation or transit, such as bus lines, subways, or commuter trains. For instance, in

69 New York city and the suburbs of Washington, DC, many people take commuter trains and subway trains (underground trains) from the outlying regions into the city to work during the day, then return on the train in the evening. There is often parking at the station in the outlying city or town, and people will go to their car from the train station and drive home. All major cities have some form of bus transportations. Typically, these routes will be differentiated by color code (such as a "blue" or "green" route, for example) and by route numbers. A "blue 10" route may be different from a "green 10 route". It is important to check a bus schedule that will tell you the times that the buses come to the terminals or to the bus stops (small covered benches at the side of the street along the route). Many buses will stop at a bus stop every ten or fifteen minutes, but they may be going different routes, which is why checking the number (and color) is important. Soon you will be able to memorize a route and schedule that you use frequently, and will know that the 8:10 am blue bus with the number 15 is the one that goes near your work. Some people travel by airplane for business reasons: for instance, if an important business meeting or conference is in another state, then your business may pay for you to fly there. Often your work will make the arrangements. If you are flying for private reasons, you can contact an airline agency directly, or a local travel agent to help with making a reservation. Normally once reservations are made, they cannot be changed without paying a fee or percent of the original fare. Sometimes certain days of the week and/or certain times of day will have lower fares than others, so be sure to compare rates for different flights to the same destination. Prices may also vary between airlines. And normally the further ahead a flight is booked, the cheaper it is. Increased security at airports has been a topic in recent news, and if you choose to fly, you will need to have your luggage and carry bags x- rayed and checked before traveling at security points near the entrances to departure gates. You may choose to carpool to work with others. In carpools, people take turns driving, and usually several people go in one automobile to save on gas (and to cut down on pollution). One advantage of carpooling in some large cities is that there are special carpool lanes that you can use when driving if there are two or more passengers in the car. These lanes often move more quickly than the normal lanes during rush hour.

Task 3 Match the words with their definitions.______frequently 1 in the countiyside ~~]

70 route a place to which somebody is going flight an agreement to keep something passenger way from one place to another destination a journey made by water rural person traveling in a bus, train etc. reservation often

Task 4 Answer the following questions. 1. What transport do people use in New York? 2. Why is it important to know the colour of the bus? 3. What does the fee for the flight depend on? 4. What procedures do travelers have to get through before traveling? 5. What is carpool?

Task S Discussion In small groups discuss the following statement. , Do you agree or disagree with this statement: “Underground will not solve the problem of traffic jam in Almaty”.

Lesson 4

Famous Cities Task 1 Answer the following questions. 1. Have you ever been to New Orleans, Lousiana? 2. Do you know what is New Orleans famous for? 3. Do you know what Mardi Gras is? 4. What is a nickname? Do you know the nickname for New Orleans? 5. What do you know about Hurricane Katrina?

Task 2 Read the text New Orleans New Orleans often has been called the most unique city of the USA. It is one of the oldest cities and is located in the state of Lousiana. The Mississippi River winds around and through it. New Orleans is famous for its food, its architecture, its celebrations and especially its music. It is said to be the birthplace of jazz. For years it has been a popular destination for tourists from around the world particularly at Mardi Gras time. New Orleans was named after Philippe II, Duke of Orleans, Regent of France. Because the city was on the Mississippi River, it became an important port for shipping, and played a large role in the slave trade. By 1840, with more than 100,000 residents, New Orleans was one of the largest cities in the country. By the early 1900s, New Orleans was an exiting place. Its nickname, “The Big Easy”, was thought to have come from musicians who said how easy it was to find work. Others said it meant the city was more carefree than the city of New York, nicknamed “The Big Apple”. New Orleans was built mostly on higher ground along the river. A drainage and pump system, devised by an engineer a Baldwin Wood, allowed the city to grow into low-lying areas. But by the late 1900s, people realized that these low-lying areas were at risk. In 1995, a flood from heavy rain proved that the pumping system was not good enough. In August 2005, Hurricane Katrina caused the worst civil engineering disaster in American history. Floodwalls failed, and 80% of New Orleans flooded. Even though most residents had been evacuated before Katrina hit, thousands who stayed behind had to be rescued, many by helicopter. More than 1500 people died. Most of the city has reopened to residents, but some badly damaged areas still are not ready to be lived in. Before Katrina destroyed so much of the city, 485,000 people lived in New Orleans. In June 2006, the population was less then 230,000. Workers continue to clean up and rebuild this special city.

T ask 3 Are these sentences True (T) or False (F) according to the text? Change any false sentences to make them true. 1. New Orleans’ nickname is “The Big Apple”. 2. New Orleans got its name from the tide of a French nobleman. 3. In the mid 19 century, New Orleans was one of the biggest cities in the U.S. 4. People in low-lying areas of New Orleans were always very safe because of an excellent pumping system. 5. Many people left New Orleans before Hurricane Katrina hit.

Task 4 Answer the following questions according to the text. 1. What is New Orleans famous for? 2. Why did New Orleans grow to become a big American city by the mid 1800’s? 3. How did New Orleans get its nickname?

72 4. How was the city of New Orleans able to grow from its original high ground along the river to low-lying areas? 5. What warning did New Orleans have that its pumping system was not good enough? 6. What happened to New Orleans during Hurricane Katrina? 7. What is the condition of New Orleans today?

Task S Match the words with their definitions. Unique having the possibility of danger wind title of a member of a noble or royal family architecture save from danger destination think of, plan, create duke move in a curving or twisting way port terrible situation slave only one of its kind; very special, not like others drainage harbor; place where ships dock devise overflow of water at risk design and style of buildings flood move people away from a place of danger evacuate person who is owned by someone and forced to work place rescue a person is going to disaster emptying water or making dry

Task 6 Discussion questions 1. There are two words in the article that refer to royal tittles. Try to think of as many other words as possible that refer to members of a royal or noble family. 2. What is Mardi Gras? Have you ever been to a Mardi Gras celebration or seen one on television? If so, describe it. Besides New Orleans, what other city is very famous for its Mardi Gras celebrations? 3. Have you ever experienced a hurricane? If so, describe it. 4. Do you think that the American government did enough to help the victims of Hurricane Katrina? Explain your answer. 5. Do you think that New Orleans will once again become a very popular tourist destination? Why or why not?

73 L esson 5 Extreme education Task 1 Fill the gaps in the sentences using these key words and phrases from the text. Attitude, admission, appropriate, zero, tolerance, mentor, achievement, disadvantaged behaviour, proficient, strict. 1. If you are______, you do not have the same advantages as other people. 2. If you are______at something you have learned, you are skilled at it. 3. A person’s ______is the way in which he or she follows basic social rules. 4. A person’s ______is the way they show their feelings or opinions about something, especially as shown by their behaviour. 5. If a rule is ______, people must obey it completely. 6. A ______is an experienced person who helps someone with less experience. 7. Academic ______at school consists of the things children succeed in doing well. 8 . is permission to join an institution like a school or a college. 9. If something i s ______, it is suitable or right for a particular situation. 10 . is a situation in which all offences, even the most minor, are strictly punished in accordance with the law or a set of rules. Task 2 Look in the text and find the answers to these questions as quickly as possible. 1. How many hours a day do pupils study in US ‘small’ or ‘charter’ schools? 2. What percentage of children at the North Star Academy get free meals? 3. How many charter schools are there in the US? 4. How many children are on the waiting list for the North Star Academy? 5. How many pupils normally attend charter schools? 6. How many children at the Kipp Academy can read music?

74 Extreme Education For some people it is extreme education: 10-hour days, contracts with parents and very strict rules on behaviour in small, 200- pupil academies. The result in a new type of school in the US is 100% acceptance of college, test results as good as those in private schools, and teenagers from New York’s South Bronx district who play the viola like their neighbours in Manhattan. James Verrilli, principal of the North Star Academy in Newark, America’s second poorest city, said: “These kids know drugs. These kids know crime and violence. Their fathers are in jail. We have a school culture here which is very different from the attitude they have when they first walk through the door. It’s a culture that tells them they can go to college.” At the North Star Academy children like Charism and Queen- Ama smile politely as they shake your hand and welcome you in. About 85% of pupils are African-American and 90% get free school meals. Last year 80% got ‘proficient or advanced’ grades in maths, compared with just 28% in the local neighbourhood school. This was above the state average. Pupils work in silence with a professionalism they have learned during a three-day process. From the beginning pupils are taught to speak clearly, answer questions in full sentences and look the teacher in the eye. Parents have to sign a three-way contract with their child and the principal, and must promise to participate themselves. When a child’s homework isn’t handed in by 8am, there is a phone call home. When the parent doesn’t turn up for a meeting, their child is not allowed back into school until they turn up. There are signs saying ‘No excuses’ on the walls: “I was working until 11 last night. I’m tired, but I know I’ve got to work,” says one 11-year-old, as she finishes up her homework over breakfast. “Even my mother’s gone back to school since I’ve been here.” Pupils are tested every six weeks and their results are examined carefully. “As a principal of a small school I know how every child is progressing and how they are behaving,” says Mr Verrilli. He also sits in on classes himself, observing the students and writing notes for the teachers North Star and other small schools like it have developed from the charter school movement in the US. The 3,500 charter schools are independent schools, funded by the state, and allowed more freedom to set policies, including their admissions procedures. North Star runs a lottery for admissions and has 1,800 children on the waiting list. Parents have to put their child’s name into the lottery; three times more girls apply than boys. Mr Verrilli strongly rejects the idea that his students might not be the ones most in need. “It’s quite wrong to say that parents from disadvantaged backgrounds don’t care about their kids’ education. 95% of parents just want a better education for their children. “We’re not taking the best kids. I’m defensive about that. It’s something a lot of people say. How hard is it to put your child’s name down on a piece of paper?” he said. Every child who attends the Kipp (Knowledge is Power Programme) academy in south Bronx, New York, plays in its orchestra, the best school orchestra in New York. Every child can read music. Shirley Lee, a director of the Kipp academy in the Bronx, says the school works because there is a consistent structure throughout the school. “The truth and reality is that kids like structure,” she said. “It’s about telling them what’s appropriate and them learning when to use it. I wouldn’t talk to you like I am now if I was out in some of these areas. But if we teach them to look in my eyes when I’m speaking to them, they will use that if they get stopped by the police and that will protect them.” In the UK, there is a growing political debate about the differences in academic achievement between rich and poor in schools in big cities. A recent report highlighted the growing gap in achievement and the government is trying to deal with this problem. Three London academies are experimenting with small school principles and last week a group of British teachers in training visited the US looking for methods they could use to deal with the problems o f‘complex urban education’. Ark, a UK educational charity, is taking key components of the small school model into London academies. Lucy Heller, managing director of Ark, says: “It’s small schools, strict rules on behaviour and a firm belief that inner city children can be just as successful.” The UK schools minister says small schools can teach disadvantaged children the skills that middle class children take for granted: “High ambition, zero tolerance of failure, an expectation that children will go to university and that schools will give them the education to go to university.” Ark is also helping to fund the 30 ‘Future Leaders’ group on the school leadership training scheme visiting the US. The trainees are expected to take some of the ideas they experience in the US back home to the UK. Many Of them think it will be difficult to transfer the model to the UK, however. They talk about the fact that most of the US schools are middle schools, for 10-14 year-olds. The model has been tested less

76 in the secondary school age group (11—18). They also ask where the money to fund smaller schools will come from, though others point out the fact that in the US facilities are basic. “They don’t even have interactive whiteboards,” says one of the group’s mentors. “They just teach. Small schools might not be practical in the UK, but what I really want these new school leaders to take back is the sense of culture in these schools.”

Task 3 Are these sentences True (T) or False (F) according to the text? Change any false sentences to make them true. 1. Newark is the poorest city in the US. 2. Pupils at the North Star Academy are better at Maths than kids in the local neighbourhood school. 3. Pupils have to look teachers in the eye when they speak to them. 4. If a pupil doesn’t hand in their homework by 8am, the school calls their parents. 5. Pupils have a test every six days. 6. Mr Verrilli doesn’t go into classrooms himself. 7. More girls apply to go to North Star than boys. 8. The UK is planning to start academies like the US charter schools.

Task 4 Match the following words with their definitions. grade high level advanced ask officially for something principal school for special training to examine harmful attitude admission correct education entering a school violence training and instruction apply to test knowledge or ability appropriate head of a college or school academy class in a school

TaskS Fill the gaps in these phrases from the text using prepositions. Check your answers in the text. 1. look someone______the eye 2. hand in homework______8am 3 . the waiting list 4. care______their kids’ education 5. the difference______rich and poor 6. to deal______a problem 7. take something______granted 8. where will the money come ?

Task 6 Discussion Do pupils achieve better results in schools with strict rules? Would you like to attend such a school? Why? / Why not? 1. Look at the following quotes. Comment on one of them. "Society produces rogues, and education makes one rogue cleverer than another." -Oscar Wilde "Children enter school as question marks and leave as periods." - Neil Postman "We are shut up in schools and college recitation rooms for ten or fifteen years, and come out at last with a bellyful of words and do not know a thing." - Ralph Waldo Emerson "The founding fathers in their wisdom decided that children were an unnatural strain on parents. So they provided jails called schools, equipped with tortures called education." - John Updike

Task 7 Debate on the given question: "How can we improve this country's educational system?". Share, the ideas with other students choose 5 best solutions of the problem.

Lesson 6 American music Task 1. Before you read. Which rap Singers or groups do you know? Are there any in your country?

Task 2. Match the words with the definitions.______[ Crime______I drawings or writing on the wall______

78 drug addiction the situation of not having a job I graffiti an action which is punishable by law 1 slums dependence on drugs street gangs an area of poor living conditions unemployment groups of young people who cause trouble

Task 3. Read the article and answer these questions. 1. Where did Hip Hop begin? 2. Why did middle-class people move out of the Bronx? 3. Who were the Black Spades? 4. Why is Jamaica important in the history of rap? 5. Do many people still do break dancing? 6. Name two things that influenced Hip Hop fashion. 7. Why were the group Run-DMC important?

From the History of Rap Many people think rap music is a fad which they hope will go away. However, it has been around for over 20 years. To understand it, you need to know about 'Hip Hop' culture. This includes graffiti, break dancing and the attitude and dress of the people of this sub-culture. Everything points to the Bronx area in New York City as the origin of Hip Hop. The Bronx underwent major changes in the 1960s. Enormous apartment buildings were built for the growing population and these soon turned into slums. Well-off middle-class people moved out of the area and poor black and Hispanic families moved in. Crime drug addiction and unemployment were big problems. Young people formed street gangs, such as the Black Spades, and many future rappers were gang members at some time of their lives. One thing which affected the Hip Hop culture was gang graffiti. Street gangs wrote graffiti to mark their territory and to assert their identities. Meanwhile, something was happening in Jamaica which had an enormous influence on Hip Hop. The DJs there performed as well as played music. For example, one DJ, Duke Reid, dressed in a gold crown [ and a long cloak. But more important than the way they dressed was the I fact that they talked over the records. They shouted to the dancers in time with the rhythm of the music - the first form of'rapping'. When rapping started in New York, new dances were invented. First, there was break dancing. This often involved spinning your body around on the floor but it is no longer popular. Later, the electric boogie appeared.

79 With this, the dancers moved like robots, twitching their bodies in time to the music. Nowadays, there is free style - dancers just do what they want! If you look at the fashions of the 'Hip Hop' culture, you can see the choice of clothes was influenced by the way of dancing. You needed loose clothes to do break dancing. Also, you need comfortable shoes and trainers seemed the best style. The fashion for trousers hanging below the hips has a different origin. Unfortunately, a lot of young people from the Bronx have had prison experience. Prisoners have to remove their belts so they can't use them as weapons. As a result, prisoners would walk around with their jeans hanging low. When these young men were released, they brought this habit to their neighbourhood. And this style became popular with many young men who didn't realize where it came from. Today, rap music is popular with audiences of all ethnic groups. The music industiy has taken it over. 'Run-DMC' were the first black rap group to become popular with a mass white audience. Even though they dressed as if they came right off the street comer, this was not true. They came from middle-class families. In fact, they were never deprived of anything and they were never in a gang!

Task 4. Match the words to make compound words from the text. 1. rap a) culture 2. break b) off 3. sub- c) music 4. under d) industry 5. well- e) went 6. middle f) dancing 7. drug g) addiction 8. music h) class

Task 5. Discussion Work in groups. Discuss these questions. Compare your answers with other groups. 1. Do you like rap music? Is it popular with young people in Russia? 2. Do you know any rap songs? What are they about? 3. What do your parents think of rap? What sort of music do they like?

Lesson 7 American family values Task 1. Before you read. Would you like to be a millionaire? Why or why not?

80 Task 2. Read the text. Are the statements true or false? 1. Michael Owen was happier when he was poorer. 2. British people are happier than in the past. 3. Millionaires and very poor people are often unhappy. 4. Ralph Crow has not got much money. 5. It's a good thing to have friends. 6. A lot of money makes you very happy.

Does money really make you happy?

Michael Owen won over nine million pounds on the lottery three years ago. At first, life was fantastic and Michael had some fun - he spent a lot of money on a big house and five new cars. Then the problems started. Some friends began to ask him for money. He had a lot of arguments with his wife and they divorced. Now he says, 'I haven't got any friends and I feel lonely. Life was better when I didn't have much money.' Many people think that money brings happiness. However, according to Professor Mark Dean, this is not true. In Britain, we are richer but unhappier than fifty years ago. The USA is the richest country in the world but Americans are not the happiest people in the world. Professor Dean has found that very poor people and very rich people are unhappier than those in between. For example, very poor people in the developing world live in overcrowded houses without any running water and with no electricity. However, there are also many millionaires with personal problems. A lot of young people who get rich very quickly are at risk. Because of this, a few young millionaires are changing their lifestyles. Ralph Crow, a multi-millionaire computer analyst from Washington, is an example. His house shows no signs of his wealth. There is a small garden and there are only two cars parked outside his house. 'I want my kids to live a normal life,' says Ralph. So what can make us happy? According to Professor Dean, you should have one close relationship and some close friends. You should do a little sport and have a lot of contact with other people. Other people make you happy, not money!

Task 3. Match the words to make phrases from the text. 1. have a) rich 2. feel b) life 3. bring c) relationships 4. get d) arguments

81 5. a normal e) happiness 6. close f) lonely Make your own sentences with the phrases.

Task 4. Discuss in groups things in your life that make you happy. Share the information with other groups.

Task 5 Debate on one of the following sayings and share your ideas. Money makes the world go round Money is the power, power is the money

2.4 City Lesson 1 Tips for visitors Task 1 Before you read. 1. What ancient cities in Kazakhstan do you know? 2. What cities played an important role in the past? 3. What cities in Kazakhstan have you visited and which of them made the greatest impression on you?

Task 2 Read the text and choose the best title for it. 1. Visiting Turkestan. 2. Ancient centre of Kazakhstan. 3. The second Mecca of theEast.

Hazrat-e Turkestan (modern name Tiirkistan), a city in the southern region of Kazakhstan, near the Syrdarya river, is where the capital of ancient Kangju was located prior to being moved to Zhe’she. It has a population of 85,600 and is situated 160 km (100 miles) north-west of Taraz (Aulie-Ata) on the Trans-Aral Railway between Ak-Mechet (Perovsk) to the north and Tashkent to the south. Tiirkistan is the most historic city in Kazakhstan with an archaeological record dating back to the 4th century. To the Chinese it was known as Beitian. Later it was known as Yasi or Shavgar. It was an important trade centre. The name Hazrat-e Turkestan literally means "the Saint (or Blessed One) of Turkestan" and refers to Khoja Ahmad Yasavi, the great Sufi Shaikh of Turkestan, who was born here at the turn of the 11th century AD, and is buried in the town. Under his rule the city became the most

82 important centre of learning for the people of the Kazakh steppes. In the 1390s Timur erected a magnificent domed Mazar or tomb over his grave, which is without doubt the most significant architectural monument to be found anywhere in Kazakhstan. The city still attracts thousands of pilgrims. According to local tradition, three pilgrimages to Tiirkistan are said to be equivalent to one hajjj to Mecca, although this is not widely accepted elsewhere in the Muslim World. The Saint was held in such respect that the city was even known as the Second Mecca of the East, and it is of enormous importance for Muslims in Kazakhstan. Other important historical sites include a medieval bath-house and four other mausoleums, one to Timur's granddaughter and three to Kazakh khans (rulers). Modern-day Tiirkistan has a population of 85,600 people, almost all of whom are ethnic Uzbeks. The population rose by 10 percent from 1989- 99, making it the second-fastest growing town in Kazakhstan, after the new capital Astana. Turkestan may be reached by train from Almaty, in a journey of nearly 20 hours. The road trip from the nearest airport at Shymkent takes about two hours.

Task 3 Work with a partner. Find words which go with the following definition 1. magnificent a) business of buying, selling and exchanging goods 2. monument or services. 3. pilgrimage b) hole in the ground for a dead body. 4. trade c) to have authority over smb. or smth., to govern. 5. grave d) extremely good or beautiful, splendid. 6. to rule e) building or statue to remind people of a person or event. f) journey made by a person to a holy place.

Task 4 Now using the words from task 3 complete the sentences. 1. You can find a ... to a great Kazakh poet Abay in Semey. 2. Kazakhstan was ... by the Russian Empire till the nineteenth centuiy. 3. Every Muslim must go on a .. .to Mecca at least once. 4. Bayterek is a ... building that attracts tourists visiting Astana. 5.... of Mashur Zhusup is situated in Bayan aul region. 6. Slavery ... was one of the leading sources of income in the USA.

83 Task 5 1. Find these fifteen items of city lexis. Church, deserted, downtown, drugstore, hectic, historic, hospital, packed,

К L о L н R N X Н С А Q НН V z U LС LW и Z J L D к О S и EE W A О А D ND W М н S С W D A V T Н Т М R D МF F р н в E M P U А ND G и О V J I и W S U J С S О W S N G W Н т R т E С R D о Р и О R I S N АС F R G N С АО F F Т R р Т L Н S T I L С I Р L V А Т N РО м X E F К С Р R О J Е С т S О R А D E A NW О ТN W О D F А Н Е D PY X РS В R и в и S А и S S С ITС Е Н Е X с А J W Y I H I S т о RIС D R F О L Z в E M H W RК S N J ТS N К Q к 2. Now divide the words into three different categories, a) places in a city, b) parts of a city, and c) adjectives to describe a city.

Task 6 Now write the words next to their definitions. 1. This is part of a city that is outside the city center. .. ■ 2. You can borrow books and CDs here.______3. You can leave your car here.______4. You can keep your money here.______5. You can find shops and sometimes a cinema here.______6. You can see exhibits and learn things here.______7. You can buy medicine here.______. 8. You can buy books here.______9. The government of the city works here.______I 10. You can buy food and drink here.______j

Look at the above definitions. Can you write similar definitions for these places?

a restaurant, a bar, a post office, a school, a train station

84 Task 7 Discussion 1. Work in pairs. Student A describes a city in Kazakhstan and student В identifies it. Sample city descriptions:

- Now it is a large industrial centre and a transportation center. In 1930s a great amount of beetroot was grown here; in afterwar period phosphorites of high quality were mined here; this led to the development of industry in this town. Some enterprises of light, chemical and food-processing industries are established here. There are a lot of trees and gardens in the town. This town is situated on Talas river. Its population is 307,000 people. It is the most ancient town of КZ as it is known since the 6th century. It was a big trading centre on the Grand Silk Route. The town decayed after the invasion of Mongols and revived only in the late 18th century.(Taraz) - The architects and constructors of this town were awarded a gold medal for creating a town with ample greenery and water in difficult conditions. As for its beauty the town goes along with some resorts on the shore of Black Sea. Apartment houses are built from shell rock; their appearance is beautiful and they are comfortable inside. Apartments are ventilated through and people living there don’t feel so much the desert climate of this area. There are many bushes, small parks and flower gardens in the town. The characteristic feature is that there are no suburbs, no private houses and no temporary constructions there. This town was founded as a completely new town in 1963. It is a port on the Caspian Sea.( Aktau)

2. State your preference for one thing or another and say why. If you have no preference (I like or hate both) you must still give reasons. When you are in a city, which do you prefer... Public transport or travelling by car? Shopping or sighseeing when you visit a city? Going to a restaurant or having a picnic in a city park? Living in the city or living in the country? Living downtown or in the suburbs?

Lesson 2

Troubles of megapolice

83 Task 1 Fill the gaps using these key words from the text: commuter road rage shoot-out irritable tense disruption stationary potholed neglect shanty town

1. If a vehicle is______, it isn’t moving. 2. A ______f is a fight in which guns are used. 3 . is a situation in which something cannot continue because of a problem. 4. A ______is an area in which poor people live in badly built houses made of wood, metal or other thin material. 5. is a situation where drivers behave violently towards other drivers. 6. If a road or street is______, it is foil of holes. 7. If you______something, you don’t look after it properly and you don’t pay any attention to it. 8. If you are______, you become angry or impatient very easily. 9. A ______is someone who travels regularly to and from work. 10. If you are______,you feel nervous and you cannot relax.

Task 2 What do you think? The article gives advice on what to do if you are stuck in a traffic-jam. Which three of these six pieces of advice do you think will be given? 1. read a newspaper 2. close your eyes 3. take deep breaths 4. do a crossword puzzle 5. eat a snack 6. punch someone

Task3 Now read the text and check your answers.

Car boom leaves Almaty ine one big jam The capita] city of Kazakhstan, Almaty, has great problems with traffic. The situation is so bad that psychiatrists have now begun to give advice to drivers about what to do when they are in a traffic jam. The

86 advice includes the following: eat a snack, read a book, do a pfossword, listen to music but don’t punch or shoot anyone. The number of car owners in Almaty has increased dramatically and the result of this has been blocked highways and side-streets that are jammed from early morning until late at night. Entire districts are paralyzed and the situation is driving some drivers crazy. Doctors say the stress is causing both physical and mental damage and is leading to more cases of road accidents. People who try to avoid the traffic jams by leaving home at 6 a.m. have been warned that they may suffer from lack of sleep, which will reduce productivity, make them nervous. People are feeling more and more anxious and tense, the former head of the Kazakhstan Society of Psychiatry, told the daily newspaper “ Kazakhs tanskaya Pravda”. A psychologist, Hasan Danyarov, said that the disruption in mental processes was making people less open to criticism. With no obvious solution, people have been advised that when they are sitting in a traffic jam they should have a drink or something to eat and occupy their minds with music, a book, newspaper or crossword. The rapid increase in vehicle ownership in Kazakhstan is the result of huge number of car loans from the banks. Last year car sales doubled to 600,000. There are no new roads so the extra traffic streams into secondary streets that have been neglected for years. Almaty lies in a long narrow valley between skyscrapers and poor suburbs. In the hot sun it can appear to be the site of a battle against both geography and climate. The government has started a programme of building branches and metro lines, but many of these are unfinished, including a branch connecting the eastern and western parts of Almaty, the central part of the city with the airport, which means that drivers have to take detours through hillside barrios. Everyone agrees that the traffic jams are getting worse every month. Taxi drivers say their income has fallen dramatically. “It’s impossible. If someone asks to go into especially heavy traffic I say no because it will take up half my day,” said Aman Zhusupov, a local taxi driver. President Nursultan Nazarbayev has criticized former infrastructure ministers but has praised the present minister for doing a good job. He is also looking abroad for help.

Task 4

87 Comprehension check Are these statements True or False according to the text? 1. Traffic jams in Almaty are not as bad as in other parts of the world. 2. The jams are caused by a rapid increase in car ownership. 3. There is no simple solution to the problem. 4. The government has a lot of money from the sale of oil. 5. Taxi drivers are earning more money now. 6. There is a new bridge linking the centre with the airport. 7. The president has criticized the work of the current infrastructure minister.

Task 5 Vocabulary opposites. Replace the underlined words with their opposites. Check your answers in the text. 1. increase productivity______2. increase slightly______3. gradual increase______4. very small profits______5. getting better______6. light traffic______7. too much sleep______8. a long wide valley______

Task 6 Vocabulary Find these words or expressions. 1. A word meaning a street that is not a main street, (line 6) 2. A word for blocked, (line 7) 3. A verb meaning to increase quickly (line 17) 4. A word meaning a very tall building containing offices or flats, (line 20) 5. A word meaning a way of going from one place to another that is not the shortest or the usual way. (line 24) 6. A word meaning a poor district in a city, (line 25)

Task 7 Discussion Do you have traffic jams in your town or city? What are the best ways to avoid such jams in the future? Lesson 3

Ecological problems Task 1 Complete the sentences using the following words. Pollution, environment, wastes, depositories, protection, destroy, mine. 1. Air ... is a great problem of industrial cities like Pavlodar, Karaganda and Semey. 2.... are often thrown into rivers and lakes. 3.Chemicals ... ozone layer. 4.Law about ... forces industrial enterprises to install filters in order to protect the air. 5.Coal ...can be found in Karaganda and Ekibastuz. 6. ... is deep holes, tunnels made in the earth from each ore is taken. 7.Environmental ... is one of the main topics discussed in the Parliament now.

Task 2 Which of these statistics about environment do you think are true? 1 .About 90 % of plants around drillings have disappeared. 2.The ground is polluted by breaks in oil pipes. 3. Due to the pollution the numbers of fish increases every year. 4. Oil-processing enterprises try to avoid environment protection action. 5.Mazut is one of the main pollutants in Western Kazakhstan.

Task3 Now read the text and check your answers.

The Environment Of Oil-Producing Regions The oil industry is intensively developed in Kazakhstan but not all oil producing enterprises at present observe the environment protection legislation of the Republic of Kazakhstan. Abnormal pollution of atmospheric air is occurring with the burning of casing-head gases. Oil floods and oil from oil depositories pollute the soil. At the exploring, drilling and exploitation fields of hydrocarbon sources, 70-80% of plants around each drilling within a radius of 500-800 m have disappeared. The land area polluted with oil from deserted, exploratory oil wells is significant In Atyrau oblast more than 1.3 mln hectares of land have been polluted by mazut. On some oil fields the thickness of such mazut-spoiled ground is as much as 10 metres.

89 In Mangistau oblast about 4,000 hectares of land have been polluted with mazut. There are 580 oil depositories containing 279,773 tons of oil: 148 technological and 432 emergency ones. In 1999 alone 755 breaks in oil pipes occurred. The ground was polluted by 1756.56 tons of oil. In addition, a huge amount of layer and mine water are wasted during oil production. For example, 1 billion cubic metres of water were wasted by the oil fields in Atyrau oblast. The situation became severe in the pre-Caspian region due to a flood from units of the oil and gas complex. Due to the pollution of seawater, the numbers of fish, seals and waterfowls all decreased. Nevertheless, oil-processing enterprises are canying out environment protection action. During 1999, for example, 13 oil depositories were destroyed, 17.06 hectares of land were cleaned of mazut and 12397.5 tons of oil products were pumped out of oil depositories. At the Tengiz field 897 hectares of land were restored and transferred to other lands. Task 4 Answer the following questions according to the text 1.How deep does mazut go through the ground? 2. When did the most dangerous catastrophe happen? 3.Why do the fish die out in the pre-Caspian region? 4.1n what way do enterprises clean the ground? 5.How much of land has already been cleaned? Task 5 Work out definitions to the following words, land hectare fish enterprise to decrease to bum to disappear plant Task 6 Discussion Speak about your city. What problems does it face? Is there any environmental problems? How does the municipal government try to solve them? Task 7 Debate Do you agree or disagree with each of the statements below? 1 .Government is planning to introduce more strict measures for enterprises that throw wastes.

90 2.Greenpeace movement fights for the rights of animals and rejects to wear furry clothes.

Lesson 4 Endangered destinations Task 1 Match these key words with the definitions. devastation 1. To vanish, to go and never return, (para 1) landmark 2. Opposite of common. Unusual, (para 1) rare 3. Damage and destruction affecting a large area or a lot of people (para 2) disappear 4. A famous building or object that you recognize easily, (para 3) at risk 5. Another way of saying in danger, (para 3) diverted 6. A poisonous silver liquid metal (used in thermometers). (para 4) marine life 7. When the course or way has been changed, (para 5) mercury 8. Things that live in the sea. (para 5) Regency 9. Very old. (para 5) gloom 10. Relating to buildings, (para 6) ancient 11. A period in history - the time from 1811 to 1820 before George IV became King of England, (para 7) architectural 12. Bad depressing news, the feeling of having no hope, (para 8)

Task 2 Read the text and 500 Places To See Before They Die

The first guidebook of Mast chance' holidays will be published tomorrow for travellers who want to visit the most across the world. Frommer’s 500 Places To See Before They Disappear lists places where it is still possible to see rare animals, special landscapes and cultural sights. Holly Hughes, one of the authors and a former executive editor of Fodor's Travel Publications, said: “We all know about devastation brought on by climate change and humans. But this book is a list of last-chance destinations that travellers can visit — if they go soon — for possibly the last time.” According to Hughes and co-author Larry West, a journalist, more than 20 of Britain’s best-loved landmarks have a place in their book. The

91 Tower of London and Greenwich Maritime Museum, for example, are at risk from rising sea levels which could cause the River Thames to flood. Hughes suggests that tourists go to the Everglades in southern Florida. This ecosystem which is filled with rare animals, birds, fish and plants is disappearing very quickly. Already half has been lost to farms and towns. Low water levels and pollution have put the rest of the Everglades at risk. “The number of birds has fallen by 93 per cent and many of the fish and even the alligators who still live there have high mercury levels in their blood,” said Hughes. The Dead Sea may only be a tourist destination for another thirty years. By then, says Hughes, “it could be completely dry, because the rivers that run into it are being diverted”. Marine life around the Falkland Islands is in great danger from pollution. The Nazca lines in Peru, one of the world’s most interesting and mysterious ancient sites, may disappear as too many roads are being built. Many trees are cut down to build the roads and this leads to floods and mudslides. New York’s Little Italy, which was made famous by films such as The Godfather and Mean Streets, is also in danger as the districts around it grow. Tourists should also visit some of Britain’s ancient architectural treasures which, she says, are in danger of falling down because there is no money to save them. Strawberry Hill, Sir Horace Walpole’s building in west London needs £8m. One of the oldest churches in England. St Mary’s, in Stow in Lindsey, Lincolnshire, needs £3m. Another London landmark, Battersea power station, becomes more run-down every day as government, property developers and the local people argue about its future. Hughes also suggests a trip to Kentish Town, north London, to visit Little Green Street, one of the last complete Regency streets in London. Further north, the Holdemess coast, in East Yorkshire, loses nearly 6ft (1.8 metres) a year due to rising sea levels caused by climate change and man, she said. West points out that the guidebook’s message is not all gloom. “Some of the destinations can be saved”, he said. “We have to learn from our mistakes because the planet is poorer every time we allow something beautiful to die.”

Task 3 Are these statements true (T) of false (F) according to the text? 1. The co-authors of the book are a journalist and an editor. 2. The book lists the 500 most endangered birds and animals. 3. Part of the film The Godfather was filmed in New York.

92 4.93% of alligators in the Everglades have high mercury levels in their blood. 5. Little Green Street is a district of New York. 6. The Nazca lines are on the Falkland Islands. 7. The Greenwich Maritime Museum is near the River Thames in London. 8. There is no hope for any of the places mentioned in the book. 9. The Dead Sea could be dry within 20 years. 10. If you are quick you will still be able to visit the places mentioned in the book.

Task 4 Comprehension check Match the sentence halves to find information from the text. 1. The two authors of the book are ... a) ... in Little Italy, New York. 2. The book lists the 500 most... b)... to visit the places mentioned in the book. 3. Part of the film The Godfather was filmed ... c)... in Florida have too much mercury in their blood. 4. Fish and alligators in the Everglades ... d )... within 30 years. 5. Little Green Street is a beautiful Regency street... e) ... a journalist and an editor. 6. The Nezca lines in Peru are in danger because ... f)... is near the River Thames in London. 7. The Greenwich Maritime Museum ... g)-. too many new roads have been built. 8. The Dead Sea could be dry ... h )... in north London. 9. There is still hope for many of the places listed ... i)... endangered tourist destinations. 10. If you are quick you will still be able ... j) ... in the book.

Task 5 Discussion Explain the statement in your own words: "Changing the face of the land the people are changing themselves".

Task 6 Debate Where is the Aral sea situated? What problems does it face? What are the ways solve them?

93 Lesson 5 Carnival in Rio de Janeiro Task 1 Why do people visit these places?

Brazil To see a bull fight France To visit pyramids China To look at the Eiffel Tower Kenya To relax on a world famous Copacabana beach Spain To walk along the Great China Wall Egypt To find a Dingo dog and kangaroo Italy To participate in a safari Australia To look at the Coliseums Task 2 Skim the text to see if these sentences are True (T) or False (F)? 1. Carnival is celebrated in summer. 2. The Rio Carnival officially opens with the parade. 3. The Queen of Carnival is chosen by her beauty. 4. The parades were stopped during World War П. 5. The samba songs are always the same every year. 6. Nudity is officially allowed.

Although Carnival (Camaval in Portuguese) is celebrated in towns * and villages throughout Brazil and other Catholic countries, Rio de Janeiro has long been regarded as the Carnival Capital of the World. Foreign visitors to it alone number around 500,000 every year. Rio Carnival is a wild 4 day celebration, 40 days before Easter. It officially starts on Saturday and finishes on Fat Tuesday with the beginning of Lent. It usually happens in February, the hottest month in the Southern Hemisphere, when the Rio summer is at its peak. It begins with the crowning of the Fat King (King Momo), who is presented with a giant silver and gold key by the city's mayor. King of Carnival (King Momo) "Momo" is the name of the god of mockery in the Greek mythology, and according to Carnival tradition, King Momo should be jolly and as big as a house. Legend suggests that he was expulsed from the Olympus to come and settle down in Rio, the City of Carnival. The Rio Carnival officially opens with the delivery of the key of the city to King Momo. The Queen of Carnival is chosen by contest based on her beauty, self-assurance, sociability, ease of expression, congeniality and samba

94 abilities but all in all she must have the "carnival spirit". The 2nd and the 3rd place candidates in the contest are named the Princesses of Carnival. The Portuguese first brought the concept of "celebration or carnival" to Rio around 1850. They acquired unique elements deriving from African and Amerindian cultures. The black slaves became actively involved in the celebrations. They were able to be free for three days. Nowadays the slums' black communities are still the most involved groups in all the carnival preparations and they are the ones for whom Rio Carnival means the most By the end of the 18 century the festivities were enriched by competitions. People would not just dress up in costumes but also perform a parade accompanied by an orchestra of strings, drums and other instruments. The parades were halted during World War II and started again in 1947. By then the main competition took place downtown on Avenida Rio Branco. Preparation for the Samba Parade starts month in advance the year preceding Carnival, as each samba school mobilizes thousands of supporters who will create the various parts of the school's display. First of all, the theme of the year is chosen. Then the school's samba song of the year is selected through competition, while the school's Carnival Designer creates the ideas of the costumes and the floats. When ready, the sketches move into production. By December, the rehearsals begin and, in time for Christmas, the schools' annual samba songs are recorded and released to the record shops. Each year each school chooses a different theme for the Samba Parade. It can be celebrating a particular period or some famous figures of the Brazilian history, highlight a special event or talk about anything really what might move the spirit and imagination; like a special animal or one of the elements, like water or fire, etc. The school has to illustrate the chosen theme through all its work - the samba times, especially written for that year’s theme, the richly decorated floats and the costumes of their 3,000 to 5,000 parading members designed by the school's Carnival Designer. The parade of every school is highly organized and designed. They line up in a unique way to present their pageant. The schools are divided into a number of sections and each section has a number of wings of about 100 people wearing the same costume. Sometimes even 2 wings (app. 200 people) have the same costume. The costumes are extremely imaginative, colorful, elaborate and detailed. They are truly original, designed and made from scratch each year. They have mirrors, feathers, metallic cloth, silk and sometimes gems

95 or coins. These costumes take months to make. The work starts roughly 8 months in advance. Each samba school has its own distinctive colors (of its flag) and costume style. The biggest and most elaborate costumes are worn by the main floatees (destaques), members chosen with honor by the samba schools to wear these special costumes. Even though complete nudity is not officially allowed, sometimes floats carry topless or almost-naked beauties, male and female, wearing only body paint, lots of glitter and a smile.

Task 3 Match the words with their definitions. Carnival Day when Christians celebrate resurrection of Christ Easter National dance Lent Public festival Samba People who is owned by forced to work for another Slaves The period of forty weekdays before Easter Float Public entertainment in which historical events are acted Pageant A low vehicle use for showing things in a procession

Task 4 Read the text again and complete the sentences.

Greek, carnival designers, floatees, slaves, keys, samba song 1. Momo is the name of the ... god. 2. The city's mayor presents ... to a King of Carnival. 3...... of the year is selected through competition. 4. During the Carnival ... became free from their owners. 5. Samba school’s parades are organized by ... . 6. ... wear the biggest and most beautiful costumes.

Task 5 For each of the six questions choose the one correct answer. 1. In my town people______a traditional festival every year. a) celebrity b) celeiy c) celebrate d) celebration 2. Festivals often start with a long______through the streets.

96 a) march b) walk c) procession d) stroll 3. In national festivals people often wear the traditional ______from their country. a) costume b) clothes c) outfit d) suit 4. Which of the following is not a festival? a) film festival b) pagan festival c) religious festival d) birthday festival 5. On the 4 th of July, the U.S.A. celebrates______day. a)independence b) independense c) indepen danse d)independence 6. The most popular Hindu festival is ‘Diwali’, also known as ‘The Festival of a) darkness b) lights c) love d) heaven

Task 6 Discussion Answer the questions. Have you ever participated in any festivals? If yes, how did you feel about it? If no, what pageant would you like to take part in? What festivals are held in your city? Which of them are the most popular and why?

Task 7 Debate on the following statement

97 1. Arranging festivals and holidays nowadays is a complete waste of money. 2. Nowadays teenagers lack a sense of traditions.

Lesson 6 Branding and Brand names Task 1 Skim read the following text.______The name is the most important element of a successful brand. Packaging changes, advertising changes, products even change but brand names never change. Where do great brand names come from? All different sources, they may come from family names or perhaps the inventor’s favorite color or animal or sometimes the names are just completely made up. For example, McDonald’s is a family name, Adidas was created from the inventors name Adi Dassler, Volvo means “to roll” in Latin and KODAK was completely made up by the inventor George Eastman because he thought it was unusual and different.______

Task 2 Discuss the following questions in pairs: 1. Why are brand names important? 2. Name three different sources of brand names. 3. Do you think brands are important? Why? 4. Do you have a favorite brand? What is it and why do you like it?

Task3 Can you guess where the following brand names came from? Match the brands in the box with the correct text below. 1. Toyota 2. Chanel no. 3. Rolls Royce 4. Reebok 5. Nike 6. Nivea a) From the Latin word meaning, ‘snow-white’. b) This was the fifth perfume made by the same company. c) Named after the Greek Goddess of Victory d) Originally a Japanese family name Toyoda. The inventors changed one letter to make it easier to pronounce overseas. e) Named after an African Gazelle

98 f) The family names of two men, one a motor enthusiast and the other an engineering genius.

Task 4 Rank your favorite brands from 1-10(1 = like the most, 10 =like the least) and explain your choice. 1 2 | 4 I 6 7 8 9 10

Task 5 In pairs invent a new product and give it a name. Think about the following points: • What is special or unusual about your product? • Why would people want to use or buy it? • How does the name relate to the product? Once you have chosen the name for your product prepare a short oral presentation to give to the rest of the class. In your presentation you should describe your product and explain how and why you chose its name. Both of you should speak in the presentation.

Here are some useful phrases that may help you with your presentation: We would like to introduce our new invention... We chose the name ... because... You can use it to... If you can’t think of any ideas for a new product use one of these ideas. 1. A thick slimy green jelly soda drink 2. A flying schoolbag that you can control by remote control 3. An alarm clock that switches off when you shout at it 4. A television computer 5. A digital watch with a built in mobile phone and mini computer. . 6. A new digital homework personal organizer Lesson 7 Accommodati on

Task 1 Answer the following questions 1. Is your living arrangement an important factor in your success as a student. 2.What types of accommodations do you know? 3.Where do you prefer to live in a university hostel or private accommodations?

Task 2 Read the text. Find out all types of accommodation of the UK. Make up a table:

types of accommodation advantages disadvantages I II

Good living arrangements is an important factor in your success as a student in the UK. When you live in comfortable accommodation that meets your needs, you are better able to study and relax properly and can make the most of your time here. Universities and many colleges own and run their own accommodation for their students. There are several kinds: - halls of residence — large buildings for large numbers of students - houses for small groups of students - flats for married students or students with families In a hall of residence you live in a study bedroom (either by yourself or with another student) and you expect to have a bed, bed-linens, storage space for your clothing, a desk, a desk lamp, a chair and perhaps some bookshelves. Your room might also include a bathroom and/or a telephone. It’s a great way to get to know other students, you’ll be close to your study facilities, and it will give you time to get to know the local area before you start searching for other accommodation. Private accommodation may be owned and run by organizations (such as charities) or by individuals (landlords or landladies). There are several types available: - student hostels - lodgings

100 - flats and houses Hostels generally rooms for single students, and a few also provide rooms for married ones. Many hostels provide meals, and some provide cooking facilities so you can prepare your own food. As with university or college accommodation, staying in a hostel allows you to grow familiar with an area and decide where you would like to look for other accommodation. Furnishings and facilities may be of a simpler standard than in some other types of accommodation. Living in ‘lodgings’ means that you rent a room in someone’s home. The home could belong to anyone: a single person or a married couple, young people or elderly ones; or a family with children. You have your own room to yourself, but you’ll probably have to share the bathroom. Your host may provide meals, or else you will have access to the kitchen to prepare your own. You need to adapt your lifestyle to the customs and routines of the household, so you have less independence than in some other types of accommodation.. This is a popular option for groups of two or more students who are willing to share costs. A self-contained, furnished flat or house, usually with living room, kitchen, bathroom, bedroom(s), and sometimes a dining room. You'll have to sign a legal agreement with the landlord or landlady and you may have to pay an initial deposit as security, in case you break or damage anything. Depending on the arrangement, you and your friends may also need to pay the heating and electricity bills, and you’ll almost certainly have to pay the telephone bill. Most students in this type of arrangement also choose to share their food costs. You and your friends will have lots of independence, and splitting your costs this way can sometimes be even cheaper than other types of accommodation. Sometimes it’s hard to find a suitable flat or house near the college or university, so you may have to travel further to get to classes.

Task 3 Skim the text to see if these sentences are True (T) or False (F)? 1. Every university in UK has its own accommodation for students. 2. You are not allowed to prepare food in a hostel.

101 3. Lodging is a room in a hostel. 4.You must sign a document with a landlady to rent her flat.

Task 4 Match the words with their definitions. Landlord Man from whom one rents a room Accommodation A place for someone to live in Arrangement An agreement Facilities Services or pieces of equipment that are provided for people To provide To supply To rent To pay money regularly to use a house that belongs to someone To share To give a part of something to someone else Cost Price paid for a thing damage Harm, loss Task 5 Discussion Where do you prefer to live (you can use 3 arguments during discussion) University hostel Private accommodation + 1. Good place to start + 1. Lots of independence 2. Close to your study facilities 2. a very comfortable arrangement - 1. Too noisy. - 1. It is far from the university. 2. Furnishing are standard and dull 2. Less contact with your friends. Task 6 Debate Divide into two groups. Group A must think of five arguments that support the statement above. Group В must think of five arguments against the statement. “Students who live in a university hostel are more involved in social university life”.

102 L iterature

1. Hewings M. Advanced grammar in use. - Cambridge University Press. 2006.-295 p. 2. Michael Vince. Advanced language practice. — Macmillan publishers limited, 2005. — 326 p. 3. Macmillan essential dictionary. — Macmillan publishers limited, 2003. - 861 p. 4. www.onestopenglish.com. 5. www.macmillanenglish.com.

103 Appendix A

L esso n 1

Mobile phones

Task 1 Look at the first two columns of the chart below and the different reasons people use their mobile phones.

Reasons people use phones Reasons you use Conversation your mobile or text phone message

To let their people know where they are

To flirt with someone

As a clock

To play games

Just to say hello

To arrange to meet friends

To find out about the cinema or football results

Task 2

Now fill in the grid for you. You may write either your own reasons or choose from the first column. Number the empty boxes 1-7 with 1 being the most frequent reason you use your mobile phone. If you don’t have a mobile phone then fill in the table with your neighbour. Now decide for each reason whether you speak to someone or whether you send a text message. Circle either conversation (C) or text message (TM) in each box.

104 Task 3 Dialogue reconstruction

You are now going to look at a telephone conversation. • In pairs put the pieces of paper into the correct order. | When you’ve finished check your order with the pair sitting next to you. • What is the relationship between the two people? • What is the main reason for the telephone call? • Now practice reading the dialogue in your pairs.

“Hello”

“Hi Sophie, it’s Justin.”

“Hi. How are you?”

“Fine thanks. Listen I haven’t got long because I’ve got a maths class in a minute. I just wanted to see if you are still coming tonight.”

“I'm not sure. I think my mum wants me to stay in tonight. We’re going to my aunt’s house tomorrow and we have to leave really early.”

“Why, where does she live?”

“Miles away!”

“Well, what about if you came early and then my dad could give you a lift home at about ten. Most people are coming around seven anyway and it would be cool if you came.”

“Ok well, let me speak to my mum and I’ll text you later.”

“Ok, cool.”

“See you later.”

“Yeah, bye.”

105 Task 4 Role-play

It’s now your turn to create your own telephone conversation. Read the situation on your card and ask about any words you don’t understand. •You can write a draft of your telephone conversation but don’t write every word, just an outline of what you’re going to say.

You need to cancel a trip to the cinema because your grandmother is coming for dinner.

Arrange with a good friend to go shopping on Saturday at the shopping centre.

You phone your best friend the morning of his/her birthday.

Phone your parents to ask them if you can be late for dinner to stay for an extra drama class after school.

Tell your friend that you’re going to be late meeting them because of a train strike.

Phone your friend to find out where they are. You’ve been waiting for them in a cafe for twenty minutes.______

Task 5 Text messages

• What do you think the following words / messages mean? • Can you think of any other words or short messages you use in your own language? • Can you use the same ‘codes’ in English?

GR8 С u 18r BFN HowRU THNQ XLENT

106 Task б Text writing In pairs write your own message to another pair in the class. • First of all write it in English and then translate it into a text message. Send it to someone in the class. When you receive a message write a reply.

Contexts for messages: ______You need to cancel a trip to the cinema because your grandmother is coming for dinner.

Arrange with a good friend to go shopping on Saturday at the shopping centre.

Text your best friend the morning of his/her birthday.

Contact your friend to say that you’re going to be late meeting them because of a train strike.

Send a text message to your friend to find out where they are. You’ve been waiting for them in a cafe for twenty minutes.

Lesson 2 Young people and television

Task 1 Pair Work Student A Start reading the text aloud allowing time for your partner to write the missing words. Then listen carefully to your partner and write the words that are missing from your text.

(Text A) Children’s Television Viewing Habits in КZ Parents and teachers throughout the country often express concern about According to recent statistics, teenagers watch between 2.5 and 3.2 hours of television every day. Peak viewing times for teenagers are between nine and eleven o’clock. ______, when the

107 programmes are specifically aimed at children, the viewing figures are much lower. Boys watch more science fiction and sport. . They are affected by the images they see and they find role models in their favourite programmes. which programmes are suitable or unsuitable.

Young people and television

Student В Start by listening carefully to your partner and writing the words that are missing. Then change roles and you read the next part of the text allowing time for your partner to complete the missing words.

(Text B) Children’s Television Viewing Habits in KZ the amount of hours that children spend in front of the television.______Many children watch television in the mornings over breakfast but most viewing takes place after school in the evenings. They watch cartoons, music programmes and quiz shows. Between the hours of four and six, Girls watch more drama series, music and fashion programmes. Television plays an important part in the lives of children.______What parents and their children have to consider is how much time should be spent watching television and______

Task 2 Television questionnaire Read your completed texts again and answer the following three questions. 1. How many hours a day do teenagers in KZ spend watching television? 2. What time of the day does most viewing take place? 3. Do boys end girls watch the same kind of programmes?

108 Task 3 Complete a questionnaire about you and your partner’s television viewing habits. Compare your answers and discuss the questions where you have different responds.

You Your partner

1. Do you watch television every day? 2. Have you got a television in your bedroom? 3. Do you ever watch television before going to school? 4. Do you think you watch too much television? 5. Does anybody restrict your television viewing? 6. Do you have a favourite television channel? 7. Do you watch more television at the weekend? 8. Do you watch educational programmes? 9. Would you find it easy to stop watching TV for a week? lO.Do you think children in your country watch too much TV? Task 4 Role play

Here is your role card. The other students in your group must not see your card. Study the TV programme guide with your group. You are going to discuss the programmes and try to agree on what to watch. Remember you must take on the role on your card and forget about what you’d really like to watch!

Role card 1 You are a fifteen-year-old teenager. You like action films and sport programmes. You don’t mind factual programmes like the News or documentaries but you hate soap operas and romantic films. You like films that are violent. You think they are exciting.______

109 Here is your role card. The other students in your group must not see your card. Study the TV programme guide with your group. You are going to discuss the programmes and try to agree on what to watch. Remember you must take on the role on your card and forget about what you’d really like to watch!

Role Card 2 You are a parent. You like anything that is funny. You don’t like violence on TV. You like all sport except football. You love music and documentaries. You prefer watching programmes that last less than an hour because you always have a lot of things to do.______

Here is your role card. The other students in your group must not see your card. Study the TV programme guide with your group. You are going to discuss the programmes and try to agree on what to watch. Remember you must take on the role on your card and forget about what you’d really like to watch!

Role Card 3 You are a grandparent. You like to watch documentaries and soap operas. You always fall asleep in films. You don’t like sport very much but you like football. You like watching television programmes that make you laugh.______

Here is your role card. The other students in your group must not see your card. Study the TV programme guide with your group. You are going to discuss the programmes and try to agree on what to watch. Remember you must take on the role on your card and forget about what you’d really like to watch!

Role card 4 You are a fourteen-year-old teenager. You love sport and all films. You hate documentaries and news programmes. You don’t mind comedy programmes. You don’t like soap operas unless they are about young people. ______

110 Lesson 3 Parts Of Great Britain Task 1 Answer the following three questions.

1. Can you label the different countries of the United Kingdom on the map below? 3. Do you know the names of their capital cities? 2. What words / phrases do you associate with each of these countries? Make a list below.

Task 2 Work with a partner. Find the answers to these questions about the different UK countries as quickly as you can.

ТаякЗ Work with a partner. Find words or phrases which go with the following definitions (the words appear in the text in the same order as the definitions) About England Paragraph 3 1) someone who is very famous and people think represents a particular idea Paragraph 4 2) difficult to define or see clearly 3) a set of questions that you ask a large number of people

About Northern Ireland Paragraph 2 4) a way of thinking about things 5) to deliberately avoid a person, place or activity Paragraph 4 6) to form two very different groups that are completely opposite to each other 7) a generalization, not based on specific facts and maybe not completely correct (2 words)

About Scotland

111 Paragraph 1 8) very impressive or beautiful Paragraph 3 9) to arrange a special event and provide the buildings and services needed Paragraph 6 10) very successful

About Wales Paragraph 3 11) to be a characteristic that makes something clearly different from other similar things Paragraph 6 12) the place where a sports team is based and plays most of its games

Now use the correct form of one of these words to complete the following sentences 1. London______the 2012 Olympic Games. 2. Madonna has been a pop______since the 1980s. 3. Britain was divided on the Iraq war. Opinions were completely

4. Manchester United’s ______is the Old Trafford stadium, just 3 kilometres from the centre of Manchester. 5. Some people think that British people are cold and unfriendly, but it’s a very______. Actually, the people I’ve met have been very nice. 6. I argued with my brother and he hasn’t called me since. I think he me. 7. Internet businesses had some problems in the 1990s, but now sites like EBay, Amazon and Yahoo! are______again. 8. People questioned in a recent ~~ '______said that they spent on average 3 hours a day watching TV. 9. This website______from other similar sites by the quantity of up-to-date information it contains. 10.1 think that people from the capital city have very different ideas from people who live in the countryside. It’s a completely different

11. From our hotel window, you can see the mountains and the sea. It’s a view. 12. The town centre has all the usual shops. There’s nothing different or original. Really, it’s ______from any other British town.

112 Text: About Northern Ireland Great craic, live music and the Ulster fry Where it is Northern Ireland is part of the UK but is physically separated from mainland England, Wales and Scotland by the wild and sometimes treacherous Irish Sea. Northern Ireland has sea to the north and east, and borders the Republic of Ireland on the west and south, making it the only UK country with a European border. Unsurprisingly these physical characteristics affect the mindset of its population, and it is not unusual to find some people who feel simultaneously a UK citizen, and Irish citizen and a European citizen. Alternatively, others shun their UK identity and embrace their Irishness, and many others insist on being ‘British’ and ignore their Irish neighbours. In a population of 1.5 million nearly 60% are under 40, making it a country with an influential youth culture. Religion and identity Identity tends to be polarised according to the religious divide - Protestants tend to see themselves as ‘British’ and part of the UK (except when the Irish rugby team is in action and allegiance conveniently switches!), and Catholics tend to embrace the Irish identity and an all- Ireland ethos. As with any such sweeping statement there are many exceptions to the rule, and Northern Ireland is home to many people of other religions and cultural identities. There are also a huge number of people from both the Protestant and Catholic communities who value each other as friends and fellow citizens, and to whom religion takes a back seat. Language In common with the UK, people in Northern Ireland speak English (with a distinctive, hard to mimic accent). There also exist the lesser-used languages of Irish and Ulster Scots and many associated cultural activities. Political devolution Northern Ireland shares the Westminster government with the UK but has had its own devolved Assembly, currently suspended, with local control over various issues including education and arts. The population waits for local politicians to come to agreement so that the Assembly can be reinstated as independence from Westminster is valued. Stereotypes Stereotypical images of Northern Ireland often centre on its troubled and violent past: bombs, shootings, brutality, along with the more positive:

113 building the Titanic, the Giants Causeway World Heritage Site, linen industry and musicians such as Van Morrison and Ash.

Text: About Wales______Language, rugby and the millennium stadium Living in Wales Wales is a land of rugby, singing and beautiful scenery situated on the western side of the UK. Its population is just under three million which is about 5% of the total UK population. The main cities are Cardiff, the capital city, Swansea and Newport. Wales was ruled directly from London until 1999 when the first elections to the Welsh National Assembly were held. The Assembly has some powers specific to people in Wales and can make decisions on areas such as education and health. Wales remains part of the UK and Members of Parliament (MPs) from Welsh constituencies continue to have seats in the UK Parliament at Westminster. Laws passed by Parliament in Westminster still apply to Wales. Language The Welsh language is probably the most important thing that distinguishes Wales from the rest of the UK. Welsh (or Cymraeg) is one of Europe’s oldest languages and is spoken by one in five Welsh people. This number doubles among children and teenagers which shows that the language is very much alive among the young. Road signs and other signs are in both English and Welsh. The language is at its strongest along the Llyn Peninsula in North-West Wales, where 75 per cent of the population speak Welsh. Towns, villages and cities in Wales often have both a Welsh and an English name and Wales is home to one of the longest place names in the world Llanfairpwllgwyngyllgogerychwymdrobwllllantysiliogogogoch which means St Mary's (Church) by the white aspen over the whirlpool, and St Tysilio's (Church) by the red cave! Sport and culture Wales is also known for its ‘Eisteddfodau’ which are festivals celebrating Welsh language, art, culture and heritage and which include an eclectic mix of music, dance, drama, debate and cultural competitions. Most people know of the annual National Eisteddfod which is held alternately in North and South Wales and the International Eisteddfod which is held in Llangollen, but there are Eisteddfodau of varying sizes held in towns and villages-throughout the land. The national sport is very much rugby union and the national team are sometimes known as the Dragons as a red

114 dragon appears on the national flag of Wales. The home ground is the Millennium Stadium at Cardiff Arms Park in Cardiff. ______

Text: About Scotland Festivals, lochs, shopping and beaches Living in Scotland Where it is Scotland is the UK’s most northern country and has around 790 islands off its coasts - 130 of which have people living on them. Scotland is well known for its stunning landscapes, beautiful beaches and lochs, which are fresh water lakes. There are over 600 square miles of lochs in Scotland including the most famous one, Loch Ness. It has a population of just over five million people which is about 8.5 per cent of the whole UK population. Over 2 million of these live in Glasgow and Edinburgh, and almost half of Scotland's population live in the Central Belt, where both the largest city (Glasgow) and the capital city (Edinburgh) are located. Festivals and music Scotland also hosts one of the biggest arts festivals in the world. This is commonly known as the Edinburgh Festival but is actually made up of a 1 number of different festivals which happen at different times of the year, though many do take place in August and September. Many people have heard of the Fringe Festival, but there are also the International Festival, the Film Festival, the Children’s Festival and the Edinburgh Mela which1 is an intercultural festival. Musically it has recently produced bands Travis and Franz Ferdinand and other famous Scots include Ewan McGregor, Sean Connery and IK Rowling. Political devolution In July 1999 the Scottish Parliament was opened, the first for over 300 years as Scotland had been governed from London. Scottish Parliamentary responsibilities include health, education and local government. Stereotypes Stereotypical images of Scotland often focus on things like tartan, kilts, heather and haggis as well as the scenery. These are a\\ still a part of the country but contemporary Scotland is building a name for itself in other areas, such as its thriving computer games industry______

Text: About England I Diverse society, football and food \ Where it is

115 England is perhaps the country most people first think of when they think I of the United Kingdom. It borders both Scotland and Wales and almost 50 million people live there, which is over 80% of the UK’s total population. Major cities include London (the capital), Birmingham, Sheffield, Leeds, Newcastle, and Manchester. London is one of the most well-known cities in the world and for many is representative of the whole of England, if not the whole of the UK. Other icons include football, actors Jude Law and Kate Winslet, Bridget Jones, pubs and beer. But for most these represent the whole of the UK, not just England. Indistinct identity? Many of the people in our survey, either English by birth or now living here, commented that it was very difficult to distinguish between English and British culture and identity. People found that they often identify more with other things than with England as a country. These other things include: the place or region in which they live, whether it be a major city or one of the English counties such as Yorkshire, Devon or Northumberland; the UK as a whole; or the religious or ethnic community they are from.

Task 4 Role play Divide into 4 groups, choose and read one of the texts below. Text A

Scotland: National icons If you had to choose one thing to represent Scotland what would it be? It would be a white sandy beach on the North West coast of Scotland. I think this area of Scotland is forgotten about and it’s beautiful.' 'Don’t think one thing or person could accurately represent the whole nation. But if pushed, fish suppers.' 'The Firth of Clyde, where the lowland and the highlands meet and the ships that shaped the industrial city of Glasgow came to and fro.' 'The scenery and the Lochs represent the natural beauty of Scotland.' The culture of Scotland If you’re asked about the culture of Scotland what kinds of things do you say? Everyone who answered this question seemed enthusiastic about the shopping opportunities to be had in Scotland two biggest cities - not to mention the social life! - 'It seems to have improved greatiy in recent years within Scotland and also how it is perceived by others. It is very varied with the main cities

116 bare cafe culture... and chib music scene. On the other hand the highlands and islands have not changed greatly...’ -‘Scotland is a county which only has two really good cities for going out in and shopping in my opinion! - Edinburgh and Glasgow. The shopping in Glasgow is excellent and there are plenty of pubs and clubs to choose from Edinburgh is becoming a better shopping city with the likes of Harvey Nics being added. Edinburgh has loads going on with music, film and literature, especially when the festival is on. lenjoy living in Scotland a, it only takes halfan hour to get to the country fiwnwhere I |lve. However, I do think that a lot of Scots are quite narrow .«* ‘lima* is™ * is significant throughout the UK th Г к ( ^ a lot - 1 think this ttndlyaadgenerouT^lte Wh°!e’ Scots ™ very

now - Edinbursh ^ S ^ a l e ^ eeCOn0myinhOW^ - U , e

Glaseow for

®d «шШ ! "* COU™y «VbOUt 30 n M r Ш »

a r e vwth «afidsnS*4, With a ^ 2 * !»d ®V reakinto-

117 -wonderful natural recreational facility -representative of the beautiful landscape and scenery across Northern Ireland.’ ‘I’m afraid it would probably be the good old Ulster Fry, plenty of potato bread and soda bread dipped in egg. Yum. Why? Because it is perfect for that other thing Northern Ireland is known for - curing the morning after the night before.’ ‘Going up Cavehill on a sunny day. You can see right across Belfast. Cavehill is also special being the inspiration apparently for Gulliver’s Travels as it looks like a giant lying down on the landscape sleeping.’ ‘The cranes at Harland and Wolff. A distinct feature of Belfast which encompasses not just the past but stability in the face of major difficulties.’ The culture of Northern Ireland What one thing represents Northern Ireland for you? ‘The Mountains of Moume because -immortalised in song -wonderful natural recreational facility -representative of the beautiful landscape and scenery across Northern Ireland.’ ‘I’m afraid it would probably be the good old Ulster Fry, plenty of potato bread and soda bread dipped in egg. Yum. Why? Because it is perfect for that other thing Northern Ireland is known for — curing the morning after the night before.’ ‘Going up Cavehill on a sunny day. You can see right across Belfast. Cavehill is also special being the inspiration apparently for Gulliver’s Travels as it looks like a giant lying down on the landscape sleeping.’ ‘The cranes at Harland and Wolff. A distinct feature of Belfast which encompasses not just the past but stability in the face of major difficulties.’ Text С______English national icons If you had to choose one thing to represent England what would it be? 'London - the Royal family and London (landmarks) remain the iconic image for visitors.' 'Buckingham Palace.' 'London — our capital city and a great example of the old and the new combining together to make a world class city.' 'Football.' 'St George’s cross — his flag is associated with the national football team. 'Manchester. Birthplace of the computer, Industrial Revolution,

118 Emmeline Pankhurst Local and friendly but quirky and full of the old Cromwell attitude (go against them Royals, do your own thing). Music: The Smiths and Morrissey, Joy Division, New Order, Happy Mondays, Stone Roses. Exactly!’ 1 think it would be the centre of Manchester. Within a few miles of the Town Hall you have a microcosm of the entire country: Victorian industrialisation, stunning countryside, thriving modem and traditional culture and leisure, urban deprivation and cuisine from every continent. Oh. and pubs and football clubs as well.' The album by One Giant Leap, as it says so much about who we are and where we come from, with particular respect to our place in the world.' 'St George: What else is there that isn’t British?' The culture of England If you’re asked about the culture of England what kinds of things do you say? England perhaps differs from the other countries of the UK in that it is much harder to identify culture that is specifically English rather than British. This can be seen in some of the responses given which range from Morris Dancing (distinctly English) through to attitudes and activities that could relate to anywhere in the UK and probably many other countries - for example a love of eating out but an over reliance on junk food! 'Nostalgia, living in the past on previous successes, parochial.’ ’Morris dancing, football, football hooligans, beer louts, pretty country.' Traditions, architecture, history, the Royal family, museums and galleries, sport, pop music, fashion, the BBC.' 'Annual 2 week holidays, small homes with small gardens, love of pets, openness and intimacy with partners...high percentage of single parent families. Families are very child focussed and children are given rights which in other countries would be accorded adults only. Love of eating out, clubbing and boozing. Little interest in (learning) other world languages but love of other cultures’ food. English people it seems don’t make for very good cooks and eat junk food a lot... Being young is perhaps seen as more desirable than being 35+.' 'Westminster, the English language, international power.' 'Very diverse in terms of values, living standards and interests...There is a wealth of activities to keep us busy. Surprised and delighted that reading seems to be getting a look in these days...We are more open to different culinary experiences and this is a passive as well as an active interest - I love this. I feel that a lack of community has led to massive interest in reality shows as we don’t often have local drama to push |

119 our noses in. We love to see dysfunctional behaviour in others and act as moralists. We are personality/celebrity obsessed and this brings out the judgmental in us.1 'English culture is generally quite anti-establishment — there’s a big tradition in our arts that attempts to question and challenge authority. Even in the language, there’s a playful attitude — puns, irony, sarcasm. We like one thing to mean a lot. Musically, it’s where a lot of innovation happens - new forms, experiments. Social life is similar. There’s an attitude to drinking etc. that isn’t very healthy - going against common sense - binge drinking and talking about binge drinking.' 'Culture is all pervasive and almost impossibly diverse in England. There are thousands of forms of cultural pursuit, many of which we pursue to globally recognised levels. For me, the most important elements are film and television, music, sport and architecture.' 'Creative society, multi cultural with much new creativity stemming from the meeting of different cultures, particularly in music, literature and I enterprise.'______■j

TEXT D Wales: National icons If you had to choose one thing to represent Wales what would it be? It seems as if the Millennium Stadium is set to become Wales’ best known landmark if the enthusiasm of the Welsh for the building is anything to go by! ‘Millennium Stadium — instantly recognisable as a Welsh landmark’1 'Millennium Stadium - a fantastic innovative stadium (the first in the UK with a sliding roof) in the heart of the Welsh capital and where the religion of rugby takes place' Millenium Stadium - best stadium in the UK. Built at a fraction of the cost of Wembley, has hosted key events of the other home nations, big concerts, and symbolises successful regeneration.' The mountain of Snowdonia which reflects the strength of the Welsh nation without being overpowering’ 'Mountains- Snowdonia, Brecon Beacons' The culture of Wales If you're asked about the culture of Wales what kinds of things do you say? When we asked this we were immediately told about sport, music and food! ‘Sport (rugby), singing, pub culture’ ‘Rugby (or rugbi in Welsh) is the national sport, passion and religion —

120 games against the English are particularly savoured! Music and song - both popular, Stereophonies etc, and more classical, Bryn Terfyl and Katherine Jenkins.’ ‘Rugby mad people — the mood of the nation can depend on the Wales team’s results. In recent years Wales has produced several good bands (Manic Street preachers, Catatonia, Stereophonies) which has movedaway from the stereoptypical Tom Jones label (although we still like Tom Jones).’ Friendly, welcoming people. Modem vibrant society yet still retaining much of the Welsh tradition’ ‘Food — lava bread (seaweed), welsh cakes, bara brith (tea Bread), welsh lamb and beef. A very popular and trendy restaurant in Cardiff is the Armless Dragon serving Welsh dishes)’______

Two students are a professional couple or friends (they can decide on their occupations) who wish to emigrate to the UK. They haven’t yet decided where in the UK they want to live.

Prepare a short presentation aimed at persuading the couple to come to ‘their’ UK country. Choose one spokesperson from your group to give the presentation, - Use the role cards to prepare your presentations. - Give the couple a few minutes to take a decision. - Finally, the couple gives and explains their decision.

Role cards______You are a professional couple, or friends, who want to emigrate to the UK. You haven’t decided where you want to live. Think about what you are looking for. You should consider: • Job opportunities * Culture - the arts, sport etc. * People and attitudes • Quality of life s Anything else that is important to you in deciding where to live Think of some questions to ask the representatives of each country.

You represent England. You have to persuade a professional couple to come and live in England instead of one of the other UK countries. In your group, prepare your arguments. Think about: I Job opportunities______

121 • Culture — the arts, sport etc. • People and attitudes • Quality of life • Anything else that might persuade the couple to come to your country. Be ready to give a presentation about England and answer the couple’s questions______

You represent Scotland. You have to persuade a professional couple to come and live in Scotland instead of one of the other UK countries. In your group, prepare your arguments. Think about: • Job opportunities • Culture — the arts, sport etc. • People and attitudes • Quality of life • Anything else that might persuade the couple to come to your country. Be ready to give a presentation about Scotland and answer the couple’s questions______

You represent Wales. You have to persuade a professional couple to come and live in Wales instead of one of the other UK countries. In your group, prepare your arguments. Think about: • Job opportunities • Culture — the arts, sport etc. ■ People and attitudes • Quality of life • Anything else that might persuade the couple to come to your country. Be ready to give a presentation about Wales and answer the couple’s questions______

You represent Northern Ireland. You have to persuade a professional couple to come and live in Northern Ireland instead of one of the other UK countries. In your group, prepare your arguments. Think about: • Job opportunities • Culture — the arts, sport etc. ■ People and attitudes • Quality of life • Anything else that might persuade the couple to come to your country. Be ready to give a presentation about Northern Ireland and answer the couple’s questions______

122 Lesson 4

Mobile phones in our life

Task 1. Answer the following questions. | Have you got a mobile phone? - Do you think mobile phones are useful?

Task 2. Read the article and make a list of advantages and disadvantages of using mobiles.

Mobiles Change Us And Our Life

I am standing in a queue at the supermarket. The woman in front of me is talking on her mobile while the shop assistant is filling her bags. I’ll say something if she doesn't stop soon. No, I won4. My phone's ringing too. If it's my boyfriend. I'll tell him he's late again! 'Oh, it's you Mum. Well, I'm just Why are we so addicted to mobile phones? There are now over forty million people in Britain with mobiles and if the present trend continues, every man, woman and child in Britain will soon have one - or two, or three! They can be expensive and are possibly bad for us. You can spend a fortune if you use your mobile a lot. According to some scientists, if we go on using mobiles, we'll cook our brains. Some people even think that radiation from mobiles causes cancer. Psychologists sat we are becoming dependent on mobiles. Dr Oscar Jones talks about 'phoneliness' - in modem society we are lonely, so if people ring up or send text messages, we feel wanted. Teenagers are among the biggest users of mobiles, and 'texting' is creating a new language full of abbreviations such as How RU?' In Japan, surveys show teenagers are reading less and mobile use is affecting the marks of secondary school students. A big problem in England is crime. Last years many English teenagers were victims of mobile phone theft As technology improves, mobiles can do more and more. If you have one of the new multimedia mobiles, you can log on the Net pay for things, play games, interact with TV programmes and take photos to send to your friends. Very tempting, isn't it? If I have the money next month. I'll get one of those new ones with a camera... Г11 be able to send photos of the supermarket queue to my boyfriend. And if I get one with an Internet connection, I

123 won't have to come to this supermarket at all. I'll sit at home and order everything with my mobile. What a good idea!

Task 3. Read the article again. Which of these statements are true?

1. Over fifty million people in Britain use mobiles. 2. Mobiles cause cancer. 3. We use mobiles because we want more communication. 4. The use of text messages is changing the English language. 5. Mobile phones contribute to reading more. 6. The latest mobiles are very versatile.

Task 4 Match the words to make phrases from the text.

1, phone a) theft 2. create b) language 3. саше c) cancer 4. present d) trend 5. spend e) fortune 6. affect f) marks

Make your own sentences with the phrases

Task 5 Vocabulary Choose the correct definition for the words from the article. 1 queue a. stand in row b. sit in row

2 improve a. make better b. make worse

3. interact a. contact b. conduct

4 .survey a. show b. research

5.trend a. tendency b. model

124 Lesson 5

Travelling by water

Task 1 What is the difference between? a ship and a dinghy, a boat and a catamaran, a vessel and a yacht?

Task 2 Answer the following questions. Have you been on board a boat? Where did you sail to? Do you think a coastguard has a boring job? Does the idea of being a crew member on a boat that’s sailing around the world interest you?

Task3 Now read the text to see if the title suits the story. Give your own alternatives.

Mystery When a yacht was found off the east coast of Australia without its crew, journalists immediately started to compare it with the Mary Celeste. But is there justification for comparing the two events? The case of the Mary Celeste may not have become so well-known if Arthur Conan Doyle of Sherlock Holmes fame hadn’t used it for one of his stories. In fact many people confuse the fiction of the Conan Doyle story with the facts. It was he who changed her name to Marie Celeste and said that there was warm food ready on the table including steaming cups of tea. He also said that the ship was in excellent condition. This was not the case. The Mary Celeste was spotted by the captain of the Dei Gratia, a ship that had left New York a week later on a similar route from the States to Italy. Both ships had liquid cargo. The former had 1701 barrels of industrial alcohol on board whereas the latter had 1735 barrels of petroleum. The two captains knew each other. In fact, the two men had dined together before the Mary Celeste set sail on 7 November 1872. Captain Morehouse was surprised to see Captain Briggs's ship drifting although she was flying no distress signals. He knew that on board were seven crew members, Captain Briggs, his wife Sarah and their two-year-old

125 daughter Sophia. He tried to make contact but there was never any reply. After two hours of observing the ship he sent a small boat with some of his crew over to investigate. Although the vessel was found to be in a good seaworthy condition, all was not as it should have been. First of all there was a lot of water between the decks and everything was soaking wet, including the captain’s bed. There were things missing, for example the sextant and the marine chronometer. Not only marine equipment but papers were missing too, although the captain’s logbook remained. This suggests that the ship was deliberately abandoned, but in a rush - oil skin boots had been left behind. Captain Morehouse’s explanation was that they had left quickly because they thought the ship was sinking, Importantly, there were no lifeboats on board either and ropes were found hanging over the side. One thick rope was found tom. Captain Morehouse said it appeared that the boat had been launched but attached to the ship. However, there had been gale force winds and torrential rain the days before they found the ship. If the crew and passengers were in the lifeboat it could easily have broken away. It’s much more difficult to stay afloat in a small boat in bad weather. The passengers could have drowned or floated out to see to die of hunger and thirst. In addition the galley was in a terrible state. The cooking pots and pans were all over the place and the cooking stove had been knocked over. The cargo was untouched although when it eventually arrived at its destination, nine of the barrels were found to be empty. This could link to the fact that the hatch to the cargo was open. Leaking alcohol may have caused fumes and the captain may have worried there could be an explosion — another plausible reason for leaving the ship. The possibility of a mutiny has always been considered unlikely, Captain Briggs was a highly respected seaman with an excellent reputation, as was his second-in-command. The boat, a 12m catamaran, had been bought just a week before by skipper Derek Batton, 56, and Peter and James Tunstead, brothers aged 69 and 63. She left Airlie Beach on 15 April 2007 and was spotted drifting in calm waters three days later by a patrol aircraft. Unable to communicate with the Kaz 11, a rescue helicopter winched down a man the following day, he found a table set for a meal but nobody on board. Not only was food ready but there were a couple of laptops on, and the crew’s mobile phones, sunglasses, wallets and cameras were there. The boat engine was in neutral and the lights were on. Apart from a tom sail there no problems. After authorities stopped searching for the men the families spent thousands of dollars hiring helicopters and boats to scour the sea and the 74

126 nearby Whitsunday Islands. They reluctantly called off their search after three weeks. There was speculation that the men had jumped out of the boat to push her off a sandbank, but then the wind set the boat free leaving the men stranded. Whatever happened, the disappearance of the crew is one more maritime mystery.

Task 4 Decide if the following sentences are facts or theories about the M ary C eleste case.

theory fact 1 The Mary C eleste was found on 14 November 1872. 2 There were ten people on board the Mary Celeste. 3 The ship was deliberately abandoned. 4 Everybody left the ship quickly. 5 The captain and crew thought the ship was sinking. 6 There were ropes hanging over the side of the ship. 7 At least one of the ropes had been attached to the lifeboat. 8 The lifeboat broke away from the ship. 9 It’s more difficult to be in a storm in a small boat than a ship. 10 The passengers drowned or died of thirst pr hunger. 11 Some of the barrels of alcohol were empty. 12 Alcohol leaked from the barrels. 13 The leaking alcohol caused fumes. 14 The captain thought the boat was in danger of exploding.

Task 5 Match the words with their definitions below.

sail a small boat. cargo to travel somewhere by boat / A large piece of strong cloth fixed to a tall dinghy pole on a boat. rope a type of very thick string that can be used for tying or pulling things. things that are sent by ship, plane, train or truck. Task 6

127 Debate. Comment on the following statement. Traveling teaches more than anything else. Sometimes one day spent in distance is better than 10 years at home (A. France, philosopher)

Lesson 6 Cooking in britain

Task 1 Think of as many national or typical dishes as you can under the following headings:

Kazakhstan UK Other countries

Task 2 Discussion questions • Have you tried any of these dishes? Which ones? Did you like or dislike them? • What is your favourite food? What is your least favourite? • What is the strangest food you have ever eaten? Did it taste good or bad? • Do you like trying new foods? • Are there any foods that you wouldn’t eat as a child that you eat now? • T)o you prefer your own country’s food or other kinds of food? Has your country ‘adopted’ many foods from other countries? • I f you were living abroad, which food would you miss most from this country?

T»sk 3 Vocabulary exercise In pairs think of a food to match each adjective.

Tastes Textures Adjective Example Adjective Example

sour soft Sweet hard

128 salty chewy

b'tter crunchy

bland crispy

strong smooth

hot creamy

spicy flaky

T£ sk 4 Now read the following clues and guess what food/dish is being described.

CLUES This food is soft and it tastes sweet. It is made from cream, sugar and fruit or chocolate. It is eaten very cold, usually in summer. This food is crunchy and it can be salty or sweet. It is often eaten in the cinema. T his food is hard on the outside, but usually soft in the middle. It is very versatile and is used to make lots of sweet and savoury dishes. In the UK people also eat it on its own for breakfast or in a sandwich. This food is usually hard and crunchy, and it is red or green in colour. People often use it to make desserts, e.g. pies. Write some more clues of your own and see if your partner or the rest of t> s class can guess which food you are describing.

T*sk5

Read the following article about cookery programmes and their effect on British cuisine.

| /ve Brits becoming more adventurous in the kitchen?

129 What comes into your mind when you think of British food? Probably fish and chips, or a Sunday dinner of meat and two vegetables. But is British food really so bland and uninteresting? Despite a reputation for less-then-spectacular cuisine, Britain is producing more and more top class chefs who dominate our television screens and whose recipe books frequently top the best seller lists. 1 • s thanks to these TV chefs rather than any advertising campaign that E litons are turning away from meat-and-two-veg and ready-made meals and becoming more adventurous in their cooking habits. It seems that TV programmes have the power to bring a higher profile to cooking and are wielding real influence on what people cook at home. According to a new study from market analysts, 1 in 5 Britons claim that v atching cookery programmes on TV has encouraged them to try different food. Almost one third say they now use a wider variety of ingredients than they used to, and just under 1 in 4 (24%) say they now buy better quality ingredients than before. One in four adults say that TV chefs have made them much more confident about expanding their culinary knowledge and skills, and young people are also getting more interested in cooking. With an increasing number of male chefs on TV, i' 5s no longer ‘uncooF for boys to like cooking. The UK’s new obsession v. ith food is reflected through television scheduling. Cookery shows and documentaries about food are broadcast during prime time evening slots. Ь-iany of the new celebrity chefs promote modem ‘fusion cuisine’, which btends classic ‘British’ cooking with international and exotic influences. E ven the chefs themselves are younger, more beautiful and much more experimental, such as Nigella Lawson and Jamie Oliver. Jamie Oliver v. as only 23 when he first appeared on British television screens. More f an 4 million people tuned in to his popular show ‘Jamie’s Kitchen’. The show began as an experiment and turned into a phenomenon. Jamie gave h mself nine months to take a team of unemployed 16 to 24- year-olds, v ith virtually no previous experience of cooking, and transform them into top class chefs to work in his new restaurant in East London, ‘Fifteen’. .1 imie left school himself without formal qualifications and believes that Vi ith a passion for food, anyone can become a good cook. ‘Fifteen’ has b ecome a hit in London and is booked up months in advance, j imie Oliver has proved to be a huge inspiration for British people. The r cent survey finds that the number of those sticking to a traditional diet i - slowly declining and around half of Britain’s consumers would like to r. nange or improve their cooking in some way. There has been a rise in _t. ie number of students applying for food courses at UK universities and

130 colleges, such as those offered by the School of Culinary Art at South Trafford College. Having been ridiculed for centuries for its mediocre cuisine, is Britain now competing with countries such as France and Italy in the field of culinary excellence?______

Task 6 Decide whether the following statements are true or false: 1. Britain is starting to get a reputation for bad cuisine. 2. Advertising campaigns are encouraging British people to try new foods. 3. The most popular TV chefs in Britain are younger and more charismatic than they used to be. 4. ‘Jamie’s Kitchen’ is a TV programme about ordinary people who set up their own restaurants with no cooking experience. 5. Jamie’s restaurant ‘Fifteen’ will be opening in several months time. 6. The traditional British diet may be dying out.

Task 7 Questions for discussion • Apart from popular cooking programmes, can you think of any other reasons why people may be changing their cooking and eating habits in Britain? Think about the following factors: - Travel - Health - Vegetarianism - Ingredients available

| Have there been many changes in your country? Are there any ‘new’ foods? • Do you ever cook? If so, what do you like to cook? • Would you like to train to work in Jamie Oliver’s restaurant, ‘Fifteen’? Why/why not?

Task 8 Read these reviews written about a variety of restaurants in London. Write down any new vocabulary or phrases which can be used to describe restaurants.

The Ritz Food: traditional British or fusion cuisine Price per person: £80 This spectacular palace-style dining room is famous as one of London’s most luxurious, romantic restaurants. It's hard to resist splashing out on the exquisite 5-course menu. The staff are discreet and extremely polite.

131 It’s hardly surprising that the clients are a mixture of celebrities, business executives and wealthy tourists. Come here for a memorable dining I experience, which will certainly do damage to your bank account! Yo sushi! Food: Japanese Price per person: £10-15 The best known sushi place in town. This restaurant is great both for its raw fish and its kitsch Japanese decor. Service is efficient and speedy. You can eat delicious sushi for a few pounds, serve yourself unlimited beer, select food from a conveyor belt and even have a relaxing head massage! Sometimes there are karaoke nights here. This restaurant is bright and unromantic but great fun. Amaretto Food: Italian Price per person: £15-20 A family-owned restaurant that has faithful clients coming back again and again. Amaretto offers classic Italian food in warm and friendly surroundings. Whatever time you come here, this restaurant is always busy and lively. The pizzas and pasta dishes are well recommended as being tasty and excellent value for money. Great for families or big groups of friends. Levant Food: Lebanese/Middle Eastern Price per person: £20-30 An exotic Middle Eastern restaurant which is perfect for a romantic evening. The atmosphere is moody and intimate, with lots of candles, soft cushions and coloured glass lanterns. When you find the entrance, hidden away down a small street, you are greeted by luscious plants and the smell of incense and exotic perfumes. The menu offers a feast of authentic Lebanese food for people who like to try something new and unusual. If you stay late, you will even be able to watch a belly-dancing show! The George Inn Food: traditional British pub food Price per person: £5-10 A dark and smoky pub, which was built in 1780. Come here if you want to taste traditional English fish and chips or steak and kidney pie in a lively atmosphere. The food isn’t great, the service is slow, but this pub serves a good range of beers and ales. Food for Thought Food: vegetarian______

132 Price per person: £5-10 This tiny colourful vegetarian restaurant and takeaway offers food free of chemicals, pesticides and preservatives. The food is good and the menu changes every day, but this place is also great if you just want a coffee-Don’t come here at busy times if you want a slow, leisurely meal. Cafe Sol Food: Mexican Price: £20-30 Caf<: Sol is a great place to go at any time. Enjoy authentic Mexican cuisine at lunch time (watch out for the chilli!) or go for a drink and a dance when it gets dark. The atmosphere is always buzzing and vibrant, and the food is reasonably priced. On a Saturday night, the young crowds in Cafe Sol are usually very loud and merry after sampling the extensive list of tequilas! The Hard Rock Cafe Food: Tex-Mex and burgers Price per person: £10-20 A genuine celebration of rock ‘n’ roll! This is the original Hard Rock Cafe, here since the 1970s, and it’s the first ever theme restaurant. The queue to get in is legendary. You can’t make reservations and you will find a queue almost all day long, every day of the year. But this actually adds to the memorable experience. Once in, there’s good food and a great atmosphere, created by rock music, dim lighting and walls covered in rock memorabilia.

Task 9 Questions for discussion In pairs answer the following questions: 1. Which of these restaurants would you most like to go to? Why? 2. Which one would you least like to go to? Why? 3. Choose one of these restaurants for: - A birthday night out with friends - A family meal - A first date - A quick lunch Explain your choices 4. Do you prefer to eat at a restaurant or at home? 5. What is the best restaurant you have ever been to? Why did you like it? 6. Have you ever had a bad experience at a restaurant?

133 Task 10 Creative task. Design your own restaurant.

Imagine you are going to open your own restaurant. In groups prepare a brief presentation describing your restaurant, using the following headings: - Size - Type of food - Drinks - Atmosphere - Music - Clientele - theme/entertainment

Extra Task Food Proverbs and Quotes Read the quotes and proverbs about food and answer these questions: • What is the meaning or implication o f each proverb/quote? • Which proverbs or quotes do you agree with? • Are there any which you disagree with? • Which is your favourite? • Do you have any proverbs in your own language which refer to food or diet? Food Quotes La Rochefoucauld ‘To eat is a necessity, but to eat intelligently is an art.’ ‘Stomach: A slave that must accept everything that is given to it, but which avenges wrongs as slyly as does the slave.’ Emile Souvester ‘Part of the success in life is to eat what you like and let the food fight it out inside.’ Mark Twain ‘The discovery of a new dish does more for human happiness than the discovery of a new star.’ Cervantes ‘Strange to see how a good dinner and feasting reconciles everybody.’ Samuel Pepys ‘Kissing doesn’t last: cookery does.’ George Meredith ‘Cooking is like love. It should be entered into with abandon or not at all.’ Harriet Van Home ‘Fish, to taste right, must swim three times — in water, in butter and in wine.’ Virginia Woolf ‘There is no such thing as a little garlic.’ George Bernard Shaw ‘I didn’t fight my way to the top of the food chain to be a vegetarian.’

Food Proverbs

134 ‘An apple a day keeps the doctor away.’ ‘You are what you eat.’ ‘Hunger is the best sauce in the world.’ ‘Even were a cook to cook a fly, he would keep the breast for himself.’ ‘One cannot think well, love well, sleep well, if one has not dined well.’ ‘A smiling face is half the meal.’ ‘Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for life.’ ‘There is no sincerer love than the love of food.’

Lesson 7

The american cultural invasion Task 1 Name one of each of the following. Tell your partner about them, and say what you think of them.

1 An American TV programme that is popular in your country. 2 An American movie that is popular in your country at the moment. 3 Your favourite American movie star. 4 An American play that was recently performed in your country.

Task 2 American cultural product is popular all over the world. Some people think, however, that too much of it has a negative effect on the culture of other countries. What do you think? Discuss the questions below.

1 Do you think that TV stations in your country should be obliged to show a high percentage of home produced programmes, or do you think they should be allowed to show whatever they want, even if most of it is American?

2 Do you think that cinemas in your country should show home produced movies rather than Hollywood ones, even if fewer people want to go and see them?

135 3 Would you rather go and see a play about issues in your country, starring actors from your country, or well-known American plays starring famous Hollywood stars? Why?

T a sk 3 Reading You are going to read a newspaper article about how American plays now dominate London’s theatre district - the West End. Look at the sentences below and check you understand all the words. Then read the passage and decide which are true and which are false, in the writer’s opinion. 1 American plays are not as good as the publicity for them claims. 2 Only theatre in Britain is dominated by American product. 3 Both Britain and the United States should support writers and actors from their own countries. 4 American plays should be banned from Britain. 5 There are twice as many American movies as there are European ones on British TV. 6 The themes of British and American plays are very similar. 7 American plays are more glamorous than British ones. 8 The people who decide which plays and films we watch should choose to show things from other countries, not just the United States.

American dominance in the West End by Michael Billington

A Overrated, overhyped and over here, American fare dominates the West End, the television and British cinemas. We hear a lot about London theatre's domination by stars. Less noticed has been its surrender to the stars and stripes. Whole weeks now go by in which, as a critic, I see nothing but American product and I learn far more about life in Manhattan or the midwest than Manchester or Midlothian. But that is merely a symbol of a far wider phenomenon in which Britain's cultural and political agenda is increasingly set by the world's one surviving superpower. В Some will argue that this is merely a healthy symptom of cultural free trade and of a historical tit-for-tat. Britain has long dominated Broadway; now American theatre is getting its revenge. But I share the view of critic Robert Brustein, who argues, from an American perspective, that the anglicising of New York theatre "has not only worked to exclude the best work coming out of Europe, but has also managed to eclipse our

136 native traditions". I am not asking for the erection of cultural barriers, simply a measure of moderation and a recognition that both Britain and America need to nurture their native talent. What really appals me is Britain's capitulation to American economic and cultural power. It's hard to find a non-American film at the local cinema. Only last week 34 of 46 movies on mainstream television were American, while only one came from continental Europe. American fast-food chains and coffee shops cover the country. And now there is even talk of the Booker prize, which has done an immense amount to stimulate British, Irish and Commonwealth writing, being open to American fiction at the behest of a financial services company. С Does it matter? Isn't this merely a symptom of the new globalised era in which we all live? Without descending into little-Englandism, I think it matters deeply, because we are increasingly cutting ourselves off from other sources of supply and neglecting our native strengths. In purely theatrical terms, we would much rather do a mediocre American play than a good one from Europe, Africa, Australia or Canada. And the traditional British belief that theatre is a means of analysing society as well as exploring character is in danger of being eroded by the American fixation with personal psychology. American plays habitually ask, "Why am I not happy?" British plays, at their best, ask, "What's wrong with the world?" None of this means that I want to prohibit the best American work: I still want to see great American plays like The Producers, Edward Albee's The Goat and Mary Zimmerman's Metamorphoses in Britain. What I am against is the lazy belief that everything American is invested with a glamour and radical edge lacking in Britain. D For what it's worth, my own observation, after a week recently spent in New York, was that articulated by Jonathan Freedland in the Guardian's opinion pages: America is a society that currently stifles genuine debate and dissent. And, although I saw a handful of good shows in New York theatre, I came away convinced that our slavish submission to everything American is unwarranted. We are in danger, given the current artistic deluge, of becoming the 51st state. It's high time our cultural arbiters woke up to the fact that there is a world elsewhere.

T-isk 4 Reading 2 Read the passage again and match each brief summary below to the paragraph being summarized.

137 1 Americans should encourage culture produced in their country, in Britain, local culture should be encouraged, rather than buying in to American culture, often for economic reasons. 2 Britain is wrong to import so many American plays because, although some are good, the United States is not open to discussing many issues at the moment, and British plays, or plays from other countries, may well be better. 3 There are too many American films and plays on in Britain, many of which are not that good. This is typical of how American culture influences many aspects of British society. 4 It is important to worry about this trend because we are in danger of not seeing plays from countries other than the United States, and of discouraging British plays which address very different issues from American plays. Task 5 Vocabulary in context Match the verbs from the passage on the left to their definitions on the right.

Erode put into words Set stop from expressing Stifle make less Nurture help to grow and develop Stimulate put in place Neglect ignore Articulate encourage

Task 6 W hich of the verbs in the list on the left above best collocate with which set of nouns below? 1 oeliefs values confidence 2 dissent debate comment 3 an opinion a point of view an observation

4 .he agenda the table

5 youth talent creativity

6 jnterest creativity writing

138 7 strengths your health children

Task 7 Follow-up Think of a film or play from your country or culture. In what ways is it typically different from an American film or play? Think about the following. 1 The story. 2 The setting. 3 The style of acting. 4 The message or theme. 5 The budget.

Talk to your partner.

Lesson 8 Shopping in America Task 1. Before you read. Who shops for food in your family? How often do they go shopping? Where do they buy the food from?

Task 2. Read the text about food shopping. Which different ways of shopping for food does it mention? New Markets Making a long trip to the supermarket and queuing for hours used to be the normal weekly routine for British and American shoppers. But since the 1990s, there is a better way to get your groceries. Supermarket shopping on the Internet has boomed in the UK and the USA. The major supermarkets have their own websites, and if you order on-line with them, for a small extra sum such as $8/ £5 the supermarkets will do your shopping for you and deliver it to your door. If you shop with them regularly, they'll 'remember' your favourite items so you can order them next dme without searching for them! These days thousands of people in the UK and the States regularly do their supermarket shopping in this way. In contrast, in many rural areas of Britain there has been a return to the traditional outdoor market. Farmers’ markets, where farmers sell their products directly to the customer, had practically died out in Britain because of the attraction of the large supermarkets, but they have been resurrected recently, both to help farmers

139 make more profits, and to provide customers with ‘real’ food again, such as fresh meat, eggs, vegetables and preserves. Organic food has become very popular, and some producers run a ‘box service’, where they deliver a weekly box of fruit and vegetables to your door. Customers can’t select the food — they just receive whatever is in season — but it is guaranteed to be fresh and free from chemicals, and now you can often order these on-line too!

Task 3. Underline the correct alternatives in the following sentences about the text.

1. I t is cheap/ expensive to order your supermarket shopping o n -lin e and have it delivered. 2. Superm arket websites can/ ca n ’t remember what you have ordered in th e p a s t . 3 . Farmers’ markets have always been well-supportedV have recently become popular again. 4. Organic food has a lot of/ no chemicals in it. 5. The customer/producer decides what fruit and vegetables are used in a ‘box service’.

Task 4. Match the following words with their definitions.

1. To boom a) to promise 2. to die out b) every day items of shopping 3. groceries c) growing naturally at a particular time of year 4. to guarantee d) to grow veiy quickly 5. in season e) to disappear completely 6. preserves f) to organize 7. to resurrect g) preserved fruit and vegetables, particularly jam 8. to run h) to make alive again something that was dead

Task 5. Discuss in pairs. What are the advantages and disadvantages of getting your food from: a) a supermarket b) a smaller shop or a market?

140 Think about: Price, choice of products, quality of products, ecological reasons Appendix В

Text 1

Pancake day Pancake Day is the popular name for Shrove Tuesday, the day preceding the first day of Lent. In medieval times the day was characterized by merrymaking and feasting, a relic of which is the eating o f pancakes. Whatever religious significance Shrove Tuesday may have possessed in the olden days, it certainly has none now. A Morning Star correspondent who went to a cross-section of the people he knew to ask what they knew about Shrove Tuesday received these answers: “It’s the day when I say to my wife: ‘Why don’t we make pancakes?’ and she says, ‘No, not this Tuesday! Anyway, we can make them any time.’” “It is a religious festival the significance of which escapes me. What I do remember is that it is Pancake Day and we as children used to brag about how many pancakes we had eaten.” “It’s pancake day and also the day of the student rags. Pancakes - luscious, beautiful pancakes. I never know the date — bears some relationship to some holy day.” The origin of the festival is rather obscure, as is the origin of the custom of pancake eating. Elfrica Viport, in her book on Christian Festivals, suggests that since the ingredients of the pancakes were all forbidden by the Church during Lent then they just had to be used up the day before. Nancy Price in a book called Pagan’s Progress suggests that the pancake was a “thin flat cake eaten to stay the pangs of hunger before going to be shriven” (to confession). Holidays and traditions in English — speaking countries. In his Seasonal Feasts and Festivals E. O. James links up Shrove Tuesday with the Mardi Gras (Fat Tuesday) festivals or warmer countries. These jollifications were an integral element of seasonal ritual for the purpose of promoting fertility and conquering the malign forces of evil, especially at the approach of spring.” The most consistent form of celebration in the old days was the all- over-town ball game or tug-of-war in which everyone let rip before the traditional feast, tearing here and tearing there, struggling to get the ball or rope into their part of the town. It seems that several dozen towns kept up these ball games until only a few years ago.

142 Е. О. James in nis book records instances where the Shrove Tuesday celebrations became pitched battles between citizens led by the local church authorities. Today the only custom that is consistently observed throughout Britain is pancake eating, though here and there other customs still seem to survive. Among the latter, Pancake Races, the Pancake Greaze custom and Ashbourne’s Shrovetide Football are the best known. Shrovetide is also the time of Student Rags.

Text 2

Columbus and his voyages In the early modem period, the voyages of Christopher Columbus initiated European exploration and colonization of the American continents. Christopher Columbus was a navigator and an admiral for the Crown of Castile whose voyages to America are of great significance in western history; particularly his original voyage of 1492, although he did not actually reach the South American mainland until his third voyage in 1498. Columbus' discovery of the Americas subsequently led to the major sea powers in Europe sending expeditions to the New World to build trade networks and colonies and to convert the native peoples to Christianity. Pope Alexander VI divided "newly discovered" lands outside Europe between Spain and Portugal along a north-south meridian 370 leagues west of the Cape Verde islands (off the west coast of Africa). This division was never accepted by the rulers of England or France. (See also the Treaty of Tordesillas that followed the papal decree.) Departure of the first voyage from the port of Palos, by Evaristo Dominguez, in the municipality of Palos de la Frontera. On the evening of August 3, 1492, Columbus departed from Palos de la Frontera with three ships. They were property of Juan de la Cosa and the Pinzon brothers (Martin Alonso and Vicente Yanez), but the monarchs forced the Palos inhabitants to contribute to the expedition. Columbus first sailed to the Canary Islands, which were owned by Castile, where he restocked the provisions and made repairs. While securing provisions from the island of La Gomera, Columbus received word that three Portuguese caravels had been seen hovering near El Hierro with the supposed intention of capturing him. However, on September 6, 1492 the westward voyage began without incident.

143 On September 6, he departed San Sebastian de la Gomera for what turned out to be a five-week voyage across the ocean. Three days into the journey, on August 6, 1492, the rudder of the Pinta became broken and unhung, rendering the ship disabled. The owners of the ship, Gomez Rascon and Christoval Quintero, were suspected of sabotage, as they and their ship had been pressed into service against their will. The captain of the Pinta, Martin Alonso Pinzon, was able to secure the rudder temporarily with cords until the Canary Islands could be reached on August 9, 1492. Here the fleet repaired the Pinta and re-rigged the Nina's lateen sails to standard square sails. As described in the abstract of his log made by Bartolome de Las Casas, on the outward bound voyage Columbus recorded 2 sets of distance figures. He reported the shorter distances to his crew so that they would not worry about sailing too far from Spain. However, according Oliver Dunn and James Kelley, this was a misunderstanding by Las Casas. Columbus did report two distances each day but one was in measurements he normally used, the other in the Portuguese maritme leagues used by his crew.' On September 8, 1492, Columbus observed that the needle of his compass no longer pointed to the North star, a phenomenon which had never before been recorded in Europe. The needle instead had varied a half point to the Northwest, and continued to vary further as the journey progressed. Columbus keenly reasoned that the needle didn't point to the North star, but to some invisible point on the Earth. His reputation as a profound astronomer held weight with the crew, and his theory alleviated their alarm. He at first made no mention of this, knowing his crew to be prone to panic with their destination unknown, but after several days his pilots took notice with much anxiety. A legend is that the crew grew so homesick and fearful that they threatened to sail back to Spain. The route of first voyage of Columbus in the Caribbean. This map shows the Spanish-given names by which Columbus would have known these places. After 29 days out of sight of land, on October 7, 1492, the crew spotted shore birds flying west, and they changed direction to make their landfall. A later comparison of dates and migratory patterns leads to the conclusion that the birds were Eskimo curlews and American golden plovers. Land was sighted at 2 a.m. on October 12, by a sailor named Rodrigo de Triana (also known as Juan Rodriguez Bermejo) aboard Pinta. Columbus would later assert that he had first seen the land and, thus, earned the reward of 10,000 maravedis. Columbus called the island (in

144 what is now The Bahamas or the Turks and Caicos) San Salvador, although the natives called it Guanahani. Exactly which island in the Bahamas or Turks and Caicos this corresponds to is an unresolved topic; prime candidates are Samana Cay, Plana Cays, Grand Turk, or San Salvador Island (named San Salvador in 1925 in the belief that it was Columbus' San Salvador). The indigenous people he encountered, the Lucayan, Tamo or Arawak, were peaceful and friendly. Columbus proceeded to observe the natives and how they went about. Columbus also explored the northeast coast of Cuba (landed on October 28) and the northern coast of Hispaniola, by December 5. Here, the Santa Maria ran aground on Christmas morning 1492 and had to be abandoned. He was received by the native cacique Guacanagari, who gave him permission to leave some of his men behind. Columbus founded the settlement La Navidad and left 39 men. On January 15, 1493, he set sail for home by way of the Azores. To achieve that goal, "He wrestled his ship against the wind and ran into a fierce storm." In his first journey, Columbus visited San Salvador in the Bahamas (which he was convinced was Japan), Cuba (which he thought was China) and Hispaniola (where he found gold). Leaving the island of Santa Maria in the Azores, Columbus headed for Spain, but another storm forced him into Lisbon. He anchored next to the King's harbor patrol ship on March 4, 1493, where he was told a fleet of 100 caravels had been lost in the storm. Astoundingly, both the Nina and the Pinta were spared. Not finding the King John in Lisbon, Columbus wrote a letter to him and waited for the king's reply. The king requested that Columbus go to Vale do Paraiso to meet with him. Some have speculated that his landing in Portugal was intentional. Relations between Portugal and Castile were poor at the time. Columbus went to meet with the king at Vale do Paraiso (north of Lisbon). After spending more than one week in Portugal, he set sail for Spain. Word of his finding new lands rapidly spread throughout Europe. He reached Barcelona on March 15, and the Monument a Colom commemorates his arrival. He was received as a hero in Spain. He displayed several kidnapped natives and what gold he had found to the court, as well as the previously unknown tobacco plant, the pineapple fruit, the turkey and the sailor’s first love, the hammock. He did not bring any of the coveted East Indies spices, such as the exceedingly expensive black pepper, ginger or cloves. In his log, he wrote "there is also plenty of aji, which is their pepper, which is more valuable than black pepper, and all the people eat nothing else, it

145 being very wholesome" (Turner, 2004, Pll). The word aji is still used in South American Spanish for chili peppers. Columbus's report to the royal court in Madrid was extravagant. He insisted he had reached Asia (it was Cuba) and an island off the coast of China (Hispaniola). His descriptions were part fact, part fiction: "Hispaniola is a miracle. Mountains and hills, plains and pastures, are both fertile and beautiful...the harbors are unbelievably good and there are many wide rivers of which the majority contain gold...There are many spices, and great mines of gold and other metals...".

Text3

Abandoned ship 20 April 2007

Yesterday afternoon coastguards in Australia began searching for three men. The air and sea rescue operation included 12 planes and four boats. The search began after a boat was found with no crew. The 12-metre Kaz 11 left Arlie Beach on IS April and was sailing around the coast of Australia. On board were the skipper Derek Batten, 56, and brothers Jim and Peter Tunstead aged 69 and 63. All three are experienced seamen. The men bought the boat last week, they wanted to sail for six to eight weeks around the north to western Australia. However, only three days later, a plane spotted the boat off the coast of Queensland. The pilot couldn’t see any people so he tried to make contact but there was no reply. Yesterday morning a rescue helicopter sent a crewman down to the Kaz 11 to have a look. He found that the boat was in good condition. One of the sails was tom but everything else was normal. The table was set and there was food ready to eat. There were two laptop computers on, mobile phones and sunglasses were on the table - but there was nobody on the boat. There were also life jackets and emergency equipment on the boat The dinghy was also there. The only thing missing was the crew. The pilot of the rescue helicopter said, “It’s almost like they just walked off the boat.” He also said that the lights were on and the engine was on too. So what happened? A spokesperson said, “It was very windy when the men left on Sunday but this was normal and not a problem. It was good sailing weather. Everything on the boat was in a good state, nothing was

146 knocked over. However, there were three fenders on the side of the boat. These are put out when another boat comes near. To me it looks like the\ left in a hurry. Perhaps they went on another boat.” However, why the crew left their boat and what happened to them next is a mystery. The search continues.

Text 4

Kazakh clothing Men had various head covers. They wore various skull caps, and summer and winter hats. The summer hats - kalpak - were sewn of fine thread, were mostly white and had ancient traditional decoration. Winter men's hats were round with fur trim. Men also wore interesting ushanka hats with a fox fur neck flap. There is also the bashlyk, an old hat made of camel fur (later cloth); it was worn over other head covers. It protected against dust, sun, rain and snow. Many elements of national dress were made of leather, armiachin, felt and other materials. Cotton and silk were purchased in Central Asia. When Kazakhstan became part of Russia, Russian manufactured goods became popular, including cloth. Kazakhs sewed traditional forms of clothes from Russian materials (chintz, heavy cloth, buckram and velveteen). Rich Kazakhs often used woolen cloth (sukno), felt, silk, and brocade). The traditional outer clothes allowed free movement during long trips in the saddle, were warm in the winter and cool in the summer. The clothes for men and women were broad, long and tied at the waist with a sash. Both men and women wore wide shirts with vertical openings in front, and loose trousers gathered at the ankles (sharovar). The upper clothes of men included a jacket, loose sleeves gathered at the wrist, and cloaks. Fur coats were for the rich. The poor made do with tulups. Kamzols were light and lined with camel fur and s e w n from purchased wool cloth (sukno), brocade and felt Cloaks were s e w n from textiles and Bukhara silk. In the winter, a warm lining of camel or sheep fur was attached. A shekpen sewn from sukno prepared from camel wool was worn over the shoulders. Men wore warm jackets made of ca nel wool gathered when their coats were trimmed. Women wore old blouse-skirts, and at the end of the 19th c, they were gathered at the waist A frill was sewn to the skirt, and embroidered with a galloon. Young women and girls wore a bib over the dress made from sukno or felt with embroidery, a galloon and silver badges. Upper dress of women w a s like that of men - the same kamzol, sleeveless shirts, cloaks, and leather belts. The women's dress was more colorful and detailed. Girls wore striped skull caps of bright silk or felt in the summer, and round caps of fur

147 in the winter with eagle owl feathers. From the late 19th с girls started to wear red scarves tied at the back. Winter boots were high with a wide shin cover, worn over felt stockings. Summer boots had heels. Old women wore socks turned up. The shoes of young women were decorated with beads and embroidery. Old people preferred soft heelless boots. They wore leather galoshes over them Poor and shepherds wore felt boots with leather soles, and the poorest wore leather sandals with leather soles tied to the legs with small straps. Decorations were varied - wonderful applique work was sewn on clothes, hats and shoes. Women wore gold, silver, copper, bronze, coral, pearl and colored glass. Bracelets, earrings and necklaces - flat forged rings and furs. Decorations were important. Rings, depending on the tradition form, had various names, for example the ring "bird's claw". Necklaces were made from pearl, coral and beads. The waist was especially decorated for both men and women. Embroidery included silver badges and others.In the 19th c, traditional dress began to change. Instead of wide, long-sleeved tunics, shorter, more comfortable outfits were worn. Kazakhs living in cities started to wear city clothes like Russians and Tatars, wearing fur- lined coats, valenki and Russian boots. By the 1920s traditional dress had changed dramatically. Kazakhs now mixed with many other peoples, especially Russian. The transition in dress proceeded in fits and starts. Clothes of city and rural people became more and more urban and purchased. Elements of traditional costumes made at home were maintained only by old people and shepherds and herders. The latter spent long periods in the saddle in harsh conditions, so they continued to wear winter fur trousers, tulups, lined cloaks, fur tanki, and boots with warm wool stockings.

Text 5

Highlights of Kazakhstan Southern Kazakhstan has plenty of places that can compete world famous sites of our planet. At first, the country has many natural sites where you can enjoy untouched beauty of nature and landscapes. Ancient architecture sites that are spread through the region will amaze you with their shapes and stories. People of different origin and lifestyle living in this part of the world will become heroes of your best pictures. In any city of Southern Kazakhstan you have a choice interesting spots you can visit in one day. Many sites are located inside the cities or even across the street from your hotel. To take a full advantage of your visit

148 you should hire a professional guide who will show you places from the v йгу correct angle. Let’s check how much do you know about Kazakhstan? Can you find th„‘ appropriate definitions to the sights given in column A.

B* M :deo - Ruins of once great city which attempted to resist Mongolian invasion. Zenkov Cathederal Three beautiful alpine lakes full of king’s trout, lies amid the unspoiled coniferous, mixed forests and alpine meadows at the altitude from 1800 to 2500 metres. 7. kistan- A valley with a natural accumulation of about 4000 unique petroglyphs. It feels like in ancient open-air art gallery. Счугаг - City with accumulation of historical sights including the great mausoleum of Khodja Akhmed Yassavi. S firam - It is a mighty fortress, now in ruins, which was one of the most famous cities in the Syr Darya region. L i g Almaty Lake - A shining mirror reflecting the sky and mountains on its surface, surrounded on all sides by magnificent mountain peaks. Koi-Sai lakes - Beautiful Russian Orthodox church inside Almaty considered as world highest all-wood building. Tf*.mgaly Tash - Located near Almaty gorgeous mountain valley with an ice skating complex and dam protecting city from floods. Слагуп Canyon - A vast territory on the southeast of Kazakhstan with unspoiled nature, abundance of wildlife and vegetation, known for its Singing Sands and Beshatyr Saka burial mounds. Aliyn Emel - One of the most fascinating highlights of Southern Kazakhstan - the first nature reserve in Central Asia obtained the status of UNESCO biosphere reserve in 1934 Ausu-Djarbagly - Majestic nature, using winds and water as it's tools has created a beautiful scenery of Castle Valley.

149 Text 6

Economy of Kazakhstan In the pre-Revolutionary period the Kazakhs were prominent on the Eurasian Steppe, leading nomadic and seminomadic life-styles. Their chief occupation was livestock raising; the animals were kept in pastures year- round. These pastures were divided according to season—summer, spring/fall, and winter, based on when grass was sufficient, in turn depending on climatic conditions. The summer pastures were located in the north, in the steppe zone, with abundant, lush grass. It was impossible to remain there during the winter, however, as the huge amount of snow would not permit the livestock to graze. Therefore the nomadic livestock breeders were required to move with their herds far to the south to the desert and semidesert zones in the winter, where vegetation flourished after the autumn rains and where there was little snow. Sometimes the migration reached upwards of 1,000-1,500 kilometers. En route, the nomads would stay for a short while at the spring/fall pastures when they were migrating to the north in the spring and to the south during the fall. Such a migratory system was quite widespread among the Kazakh nomads and seminomads; it has been designated "meridianal" in the literature. In the mountainous regions the nomadic and seminomadic Kazakhs passed the winter in the valleys of the mountain rivers and ravines, where there was little snow, whereas in the summer they and their herds went high into the mountains to the alpine and subalpine meadows. This type of migration is called "vertical." The particular nomadic life-style determined the specific makeup of the herd. The domesticated animals had to withstand travel during the lengthy migration and, crucially, had to be able to procure food for themselves from under the snow during the winter. The horse was most suited to these conditions and was thus highly prized among the Kazakhs. The horse was also the main transport and riding animal, able to cover a long distance in a relatively short time. The horse also supplied kumys, which has been revered since the days of the Scythian nomads. Horse meat was also considered most tasty and nutritious; horse hair was used in the preparation of strong, thick ropes. In early childhood the Kazakh nomad was given a colt, which she or he called by name, looked after, and by the age of 5 to 7 was already riding. Adult Kazakhs, both men and women, were spectacular riders; so great was there skill that several researchers noted that the rider seemed to become one with the horse. The importance of the horse in the life of the Kazakh nomads is further attested by the fact that instead of "to the left" the

150 K a z a k h s say "mounting side" (minar yak): instead of "to the right" they say "whip[-holding] side" (kamshi yagt). From as early as the Scythian-Sak period, nomadic livestock breeders have revered the horse as a totemic animal. Sheep have no lesser significance to the Kazakh nomads and seminomads. As with the horse, the Kazakhs had-their own particular breed of heep, which was well suited to the conditions of year-round pasturing without warm refuge during the winter. "Fatty-tail" sheep were particularly prized—that is, sheep that instead of a tail had a large fatty growth that re a c h e d a weight of 10-16 kilograms. Kazakhs get all that is necessary for life from sheep. From its wool they make felt, with which they cover the traditional nomadic dwelling, the yurt, and make felt carpets decorated with multicolored ornamentation. They cover the earthen floor in the yurt with th e se carpets. In the winter the Kazakhs put stockings of thin felt in their boots for warmth. Felt is also used as a saddlecloth. F ro m sheepskins, which the Kazakhs, as a rule, process themselves, they sew warm coats, hats, and sometimes men's trousers. The pelts of domestic animals, including sheep, are sent to market. A minority of Kazakhs also rai e goats, from which they also get milk, meat, wool, and pelts. Camels serve as the basic beast of burden among th e Kazakh nomads and seminomads. During the migrations they load all domestic goods on th em , including the dismantled parts of the yurts. Kazakhs keep fewer ca «ess no more than fifty to sixty camels; other households, the poorer on<.s, have no more than three or four—that is, only as many as are rer .ired to transfer all domestic items during the migrations. In several ret ons of Kazakhstan—on the Mangyshlak Peninsula, for example—the Kazakhs drink shubat (the sour milk of camels), which is their preferred be. ' rage. Camel’s wool is valued for its great warmth. Like the horse and thr sheep, the camel is highly esteemed by the Kazakhs. Muslims view it as a holy animal. The Kazakhs also raise cattle. Among the nomads, it is true that there ar< only a few, and often none, because they are not suited for long and rapid migrations and are not capable of procuring food for themselves from underneath the snow. Relatively more cattle are found among the se> u nomads, who, in contrast with the nomads, undertake shorter mi< rations and prepare hay for the livestock to eat during winter. Cattle are nc only a source of milk, meat, and leather; they are also the principle be ist of burden in agricultural endeavors. In general, the Kazakhs grew a variety of grains: wheat, millet, a lit rye, barley, and others. At present Kazakh fanners, for the most part.

151 raise the best kinds of wheat: the so-called hard (durum) wheats. The cultivation of rice, peas, com, and industrial crops, especially cotton and tobacco, is widespread. In the south of Kazakhstan, the cultivation of fruits and vegetables is developing. In a number of regions of Kazakhstan where the conditions are suitable for irrigation agriculture—along large rivers and lakes, for example, or in foothill regions where streams abound—the Kazakhs have always practiced agriculture. Food. Kazakhs make butter and various types of curds and cheese from sheep's milk. The most widespread is' a dry cheese from sour milk, kurt. It is one of the chief means of nourishment for the average Kazakh in the winter months, when there is no milk. The Kazakhs always boil sheep or cow's milk; only mare's milk is used fresh and, in this case, always soured. The most beloved and widespread Kazakh dish is boiled lamb, in Kazakh bes barmak ("five fingers," since the Kazakhs, like many other Eastern peoples, eat with their hands). They give the specially prepared lamb's head to the most esteemed guest. Division of Labor. The community is divided into smaller units, auls, which consist of closely related families headed by the senior member, an aksakala ("white beard"). Usually this is the father, although the adult married sons head the other households. After the father’s death, his oldest son becomes head of the aul. The households of the aul cooperate in many labor-intensive activities, such as tending the livestock. The most difficult jobs necessitate the strength of many workers; for example, the shearing of sheep in spring and fall requires the combined efforts of the households and auls of the entire nomadic community. At present, Kazakhs are trying to preserve the traditional forms of the family, especially in rural areas; under urban conditions, this is obviously more difficult

Text 7 Domestic unit (kazakhstan) Among nomadic Kazakhs the small, individual family predominated, consisting, as a rule, of a married couple, their unmarried children, and elderly parents. In accordance with custom, the oldest son was able to marry first, followed by the other sons in descending order of age. The father allotted livestock (enshi) to the married son and in this way created a new household (otay). According to the ancient customs of the minorat, the youngest son was not allotted a household, even after marriage. He remained the heir to the ancestral hearth. Among the seminomadic and settled Kazakhs, there were extended families in which several closely

152 related families lived in one household. Usually this was the family of the head of the household, as well as his married sons, and, after his death, the families of his married brothers. As a rule, however, after the death of the household master, the married brothers parted company. The daughters went to live with the families of their husbands after marriage. Elements of patriarchal relations were preserved in certain ways, however. Married sons, even when they had their own individual households, did not break ties with the paternal household completely. Many labor-intensive tasks, such as pasturing of livestock, shearing of sheep, preparation of felt, and so on, were accomplished through the efforts of several households with close relations along paternal lines. This was especially important in defending livestock and pastures from the encroachment of others. Such a unification of families, the basis of kinship ties, is called in the literature a "family-kin" group. In Kazakh, these groupings are called bir ata baralary (children of one father). If a family- kin group was called Koshenbaralary, for example, then their ancestor was called Koshen, and the families of this group had heads who were grandsons and great-grandsons of Koshen. Among the Kazakhs, such family-kin groups formed communities. The heads of families were considered close relatives up to the fourth or fifth generation. Socialization. The Kazakhs attach great significance to the birth and raising of children. A Kazakh family is not considered happy without children, especially sons—the continuers of the clan. There are many customs and ceremonies associated with birth and raising of children. These customs arose from centuries of experiences and from the Kazakh worldview. Thus, they protected a pregnant woman from the evil eye with the aid of amulets and did not allow her to leave the house alone at night; weapons, wolves' teeth, eagles' bills, and owl talons were forbidden wherever she lived. All this was necessary to protect her from impure forces. The pregnant woman herself had to observe a multitude of taboos. In order not to tangle the child's umbilical cord, for example, she could not step over the staff for raising the dome of the yurt (bakan), the device for catching horses (к и г и к ), rope (

153 seen as especially festive because the danger is deemed to have passed. Only women gather at this celebration. Kazakhs accustom children to work from an early age. They teach a boy to ride a horse at age 3 and to tend it and other livestock at age 5 or 6. The shaving ceremony, strongly upheld in modem times, is conducted when a boy has reached age 3 to 10. Girls are taught to sew, embroider, and carry out other household activities. In the past, Kazakhs believed that at age 13 to 15 they were ready for independent life and could have their own family; at present girls marry at age 16 to 18.

Text 8 Religious beliefs and practices The Kazakhs are Sunni Muslims. Islam began to appear in southern Kazakhstan in the eighth to ninth centuries, after the Arab conquest of Central Asia. After the foundation of the Kazakh khanate in the fifteenth century, Islam became the predominant religion among the Kazakh people. Its influence was especially strengthened after the Russian colonization of the Kazakhs in the eighteenth to nineteenth centuries because the czarist government attempted to solidify its position in Kazakhstan through Islam. During this period many mosques were constructed and madrasahs (Islamic secondary schools) opened. Pre-Islamic beliefs—the cults of the sky, of the ancestors, and of fire, for example—continued to a great extent to be preserved among the common people, however. The Kazakhs believed in the supernatural forces of good and evil spirits, of wood goblins and giants. To protect themselves from them, as well as from the evil eye, the Kazakhs wore protection beads and talismans. Shamanic beliefs were widely preserved among the Kazakhs, as well as belief in the strength of the bearers of this cult—the shamans, which the Kazakhs call bakhsy. In contradistinction to the Siberian shamans, who used drums during their rituals, the Kazakh shamans, who could also be men or women, played (with a bow) on a stringed instrument similar to a large violin. At present both Islamic and pre-Islamic beliefs continue to be found among the Kazakhs, especially among the elderly. Following the severe Soviet persecutions, in which the mullahs were annihilated, there are few today who have received special religious training. For this reason, literate elderly people who know the prayers fulfill the role of mullahs in rural areas. Quite frequently these are school teachers on pension or other people with higher education.

154 Death and Afterlife. The Kazakhs observe funerary rites that are a mixture of Muslim customs with рге-Islamic beliefs. Mainly the relatives and neighbors of the deceased take part in the funeral ceremonies; they place the deceased, washed and wrapped in a white shroud, into a separate yurt specially put up for this event and do not leave him or her unattended for a single minute until the burial. Those who gather for the funeral pray under the guidance of a mullah. The women bemoan the deceased. The mourners bring the deceased to the cemetery on special stretchers; after further prayers, they lower the body into the grave and bury it. Among the Kazakhs, as among many other Eastern peoples, women are not allowed at the cemetery. After interment, ablutions are enacted at home and the clothing of the deceased is distributed to funeral participants; refreshments are prepared for all. Near the yurt of the deceased they set up a spear with a mourning flag, which is red if the deceased was a young person, black if middle-aged, and white if elderly. They do not remove this spear throughout the entire period of mourning—that is, the whole year. Funeral banquets for the deceased are held on the third, seventh, and fortieth days. Kazakhs observe the first anniversary funerary feast especially solemnly, with as many people as possible coming together. For this day, they slaughter the favorite horse of the deceased, whose mane and tail they had shaved on the day of it's master's death. They also slaughter a good deal of other livestock for the feast. This anniversary funeral banquet is celebrated quite ceremonially; many people gather—representatives come from various tribes and clans, sometimes several hundred people. For this reason, they set up many additional yurts and organize equestrian races, the victors receiving rich prizes. At present the Kazakhs are attempting to preserve all customs and ceremonies associated with the funerary rites. The Kazakhs set up domed monuments on the graves, frequently mausoleums of stone, adobe bricks, and clay. The simpler grave constructs are clay or brick fences in a rectangular shape, or sometimes simply a pile of stones with a pole to which they attach bundles of horse hair. They also make sacrifices at the graves, laying bones of animals on them.

155 Text 9

Art of Kazkahstan Oral folk art is widely developed among the Kazakhs: songs, epic tales, folktales, heroic epics, and so forth. The Kazakhs greatly value their performers: the storytellers (zhyrsy) and improvisational poets (akyn). Several of these achieved great popularity, including Bukharzhyrau Kalmakanov (1693-1787) and the improvisational poet Makhambet Utemisov (1803-1846), who along with his friend Isatay Taymanov led the Kazakh uprising in the Bukeevsky Horde in 1836-1837. The work of the eminent Kazakh educator and scholar Chokan Valikhanov (1835-1865), who painstakingly gathered and attentively studied the national poetic works of the Kazakhs, had great significance for the development of Kazakh literature. Kazakh written literature took shape under the influence of Russian literature in the second half of the nineteenth century. The renowned pedagogue Ibray Altynsarin (1841-1889) made-a great contribution to the development of Kazakh literature as well. He created the first Kazakh chrestomathy for Russian/Kazakh schools and published his own works, those assembled by him from the national oral literature, and translations from Russian. Abay Kunabaev (1845-1904) was also a prominent figure of the Kazakh literary movement. From the beginning of the twentieth century a plethora of Kazakh poets and writers has produced works in Kazakhstan. Among them are the giants of Kazakh literature Mokhtar Auezov (1897-1961), Saken Seyfullin (1894-1939), Beymbet Maylin (1894-1939), and others. The modem Kazakh writers are successfully continuing the traditions of Kazakh national art and of the founders of Kazakh literature. The folk music traditions are an inseparable part of the spiritual culture of the Kazakh people: the songs, the vocal accompaniment of the professional improvisational poets, the instrumental works, and so on. Popular musical instruments include the dombra, a "plucked" string instrument, and the kobyz—an instrument played with a bow. The favorite wind instrument is the sybyzgy, in the shape of an elongated flute; as for percussion instruments, the dauylpaz, a small drum, is favored. Since the second half of the nineteenth century, new musical instruments have appeared: the accordion and the violin. In the twentieth century professional musical arts have arisen and developed greatly among the Kazakhs. In 1934 the first musical performance took place, and in 1935 the Kazakh State Philharmonic opened. In 1937 the Abay State Academic Theater of opera and ballet opened.

156 Formerly there were no professional theatrical arts among the Kazakhs. Only in the beginning of the twentieth century and during the years of Soviet dominance did amateur forms of Kazakh theater begin to grow. The first Kazakh theater opened in 1926 in Orenburg (at that time the capital of the Kazakh Republic). At present, Kazakh drama and theatrical arts, as well as the national cinema, have achieved-a great deal of success in a short period of time. Until recently the decorative arts of the Kazakhs have focused mainly on the details of Kazakh dwellings, clothing, and other everyday objects. One can find original Kazakh ornamentation on teased and unteased carpets, strips, the yurt, and felt coverings. Kazakh women decorate their clothes and embroider. Woodworking, leatherwork, and metalwork have occupied places of distinction within the Kazakh national arts, but a professional decorative arts industry developed only in the twentieth century. Moreover, the first professional artists in Kazakhstan were Russians. The openings of the Kazakh State Artists Gallery in 1935 and the Artistic-Theatrical Gallery in 1938 played a large role in the development of art in Kazakhstan. The communications media have greatly expanded, including print, radio, and, in recent times, television. Academics have developed intensively in the course of the twentieth century; this includes the study of a variety of disciplines from mathematics and mechanics to various social sciences. In Kazakhstan today there are hundreds of scientific institutions where tens of thousands of scholars work. There is also a Kazakh Academy of Science.

Text 10 Location of Kazakhstan The territory of the Kazakhs, known as Kazakhstan, is quite large. It stretches from the Balkhash Lowlands in the east to the Ural River in the west (about 3,000 kilometers) and from the Syr Darya and Chu river systems and the Tobol River in the south to the Imum and the Irtysh rivers in the north (about 2,000 kilometers). Basically the region consists of steppe, desert, and semidesert lands, which in the east and southeast are bounded by the Altai and Tianshan massifs. In the extreme northwest are the southern marshes of the Common Syrt; in the south the wide, flat Pre- Caspian Lowlands and. further on, the desert peninsula of Mangyshlak. The Ural River flows almost all the way across the Common Syrt and the Pre-

157 Caspian Lowlands, emptying into the Caspian Sea. To the west, Europe begins at the UraJ Mountains, and Asia is to the east. The Mangyshlak Peninsula, along with the low mountain ridges of the Aktar and Karatar, is distinguished by deep hollows, the deepest of which—Karagie—is 132 meters below sea level. To the east from Mangyshlak there extends the desert plateau of Ust Urt. Both of these places are now used by the Kazakhs for winter pasturage. To the northeast lie the Pre-Caspian Lowlands bordering the spurs of the Urals and the low mountain massif of Mugogzhari. Further east lie the Turgay plateau and, south of it, the Tuvan Lowlands filled by the desert of Kyzylkum. To the north of the Aral Sea are the sandy massifs of the great and small Balger. The desert of the Pre-Aral Kanakum is north of the Aral Sea. The Aral Sea has recently become well known, as it is gradually growing shallow and creating an ecological crisis. Since ancient times, the Kazakhs have used this region for winter pasturage for their cattle. Further to the east, the Kazakhs occupy the southern region of the western Siberian plain, to the south of which spreads the fme summer pasturage that the Kazakhs affectionately call the Sary-Arka. Yet further to the south is the desert of Betpak-Dala. The Chu River, its waters flowing from the west, separates the southern part of Betpak-Dala from the sands of Muyunkum. From the southeast to the northwest the land is framed by the mountain ridges of the Karatay. To the east of the Betpak-Dala Desert lies Lake Balkhash and, to the south of the lake, the well-known province of Gemirechye, or, as the Kazakhs call it, Jetys. The wide variation in the landscape and variable distances from the oceans have led to a climate that is basically continental but with marked regional variation. In the north the winters are cold and long, with temperatures dipping to as low as -45° C. In the central regions winters are moderate, and in the south they are gentle and short, almost without snow. Summers are dry and range from warm in the north to hot in the south. Precipitation is rare almost everywhere other than the mountains, and especially so in the desert regions, where it is less than 10 centimeters per year. Only in the foothills and mountains is rainfall plentiful, ranging from 40 to 160 centimeters per year. Winds blow across the entire region; in the steppe lands these winds turn into severe snowstorms (Jburari) in the winter, and in the fall (and less often in the summer) into dust storms. The variations in topogaphy and climate have also produced marked variation in the distribution of water sources. Although there are about 85,000 lakes, many are in the mountains in the north, with hardly any in the desert and semidesert regions. The water level in lakes and rivers rises and falls markedly with the seasons, and during droughts some dry up completely in

158 the summer months. The water in the great majority of lakes is saline. Fresh water is found only in the steppe lands and the mountains and in the flatland along the major rivers and lakes. The two seas—the Caspian and Aral—and the largest lakes, including Balkhash, are isolated basins. Only major rivers such as the Ishim, Irtysh, and Tobal cross the Kazakh region and extend into other regions. The flora is diverse. Many varieties of grain (feather grass, wormwood, and tipchak—an oatlike grass that grows in steppes and deserts) flourish in the steppe in the north; the main summer pasturage is found here. Wormwood and grasses predominate in semidesert regions. Most of Kazakh territory is desert covered by drought-resistant bushes, small brush, and different grasses called salt grass {solyanka). In the sandy deserts are sand wormwood, sage, acacias, and haloxyon (saksaul). In the flatland are tugamye woods, and around the lakes reeds are found in abundance. The foothills are covered with poppies and tulips. Higher up in the mountains are bushes and mixed woods of aspen and birch and, even higher, coniferous forests. In the forest belt, fed by the glacial streams, are alpine and subalpine meadows with a rich variety of flora. The soil in Kazakhstan is mostly fertile. In the north it is chernozem, to the south chermits soils are most common, and in the desert regions there is a mix of red-brown, grey-brown, and sandy soils. Agriculture in the desert regions requires irrigation. As with the flora, there is also a rich variety of fauna including 155 varieties of mammals, 480 of birds, 49 of reptiles, 11 of amphibians, 150 of fish, and many invertebrates.

Text 11 Settlement As of 1989, 16,538,000 people live in Kazakhstan, of which 57 percent are urban dwellers and 43 percent rural residents. The capital of the republic, Alma-Ata, was founded in 1854 and is situated at a height of 700- 900 meters by the northern slopes of the Zailiiski Altai range; its population is 1,132,000. There are 82 cities and 132 urban-type settlements in Kazakhstan. The 17 provinces (oblasts) include 218 rural and 33 urban districts. In the cities Kazakhs live in large apartment buildings, paying monthly rent, as well as in houses of the rural type, which, in general, they own. In the rural settlements and auls of rural areas, Kazakhs live in houses of their own construction. A portion of rural dwellers use houses built for them on collective or state farms. At the present time, measures are being undertaken toward the privatization of all housing. A distinguishing feature

159 of the Kazakhs living in rural preas is the retention of the traditional transportable dwelling—the yurt—in several regions of Kazakhstan (the Mangyshlak Peninsula, the areas around the Syr Daiya, etc.), even up to the present. The yurt is a round, collapsible dwelling consisting of a wooden frame covered in felt. The basis of the frame is several sliding wooden lattices (kerge), which fold up when collapsed. The bigger these lattices are, the bigger are the yurts themselves. Long curved poles (uuk) are attached to these lattices from above, the sharp upper ends of which are put into a wooden hoop (shangyrak). Thus the roof of the yurt has a dome­ shaped appearance. In one place between the lattices Kazakhs fasten a wooden bivalved door frame. A flap of felt on the hoop of the yurt’s dome is tied back to form an opening for smoke from the hearth, which is traditionally positioned in the center of the yurt, slightly closer to the door. Today yurts are used mainly during the summer. They serve as dwellings chiefly for families of shepherds who set off with their herds for the summer pastures. Other rural inhabitants set up yurts near their homes in the summer.The entire internal space of the yurt is strictly arranged according to tradition. Opposite the door by the wall is the zhuk, where trunks filled with household items are stacked; during the day the bedding is also piled up there. The place in front of the zhuk is considered the most honored (tor). The most esteemed guest occupies this spot and, in the event no guest is present, the master of the yurt does so. The floor of this area is covered with fleece carpets or even fur bedding over the usual felt. The woman’s half of the yurt is located to the left of the tor, where she stores household tools and food supplies as well as the large skin bag (saba) for kumys (a beverage prepared from sour mare’s milk). The bedding of the master and his wife is located nearer to the tor. The area to the right of the tor is considered the male half, where the horse harness, saddle, and the master’s tools are found. Closer to the door is the place reserved for the younger members of the family, including sometimes even a married son. The door of the Kazakh yurt always faces south. Kazakhs still try to preserve the traditional layout of the yurt’s interior as much as possible. Among the settled and semisettled Kazakhs (among the latter during their winter camp), permanent dwellings are found, differing according to the climatic conditions of the vast Kazakh homeland and depending on the influence of neighboring settled peoples. Thus, among the northern Kazakhs, a permanent dwelling in a yurtlike form was originally widespread, as is common among peoples of western Siberia. In the south and west of Kazakhstan, the ancient form of dwelling was the adobe cottage. In the middle of the nineteenth century, however, quadrangular buildings with flat roofs covered with earth and turf appeared. As a rule,

160 these were built without a foundation and had an earthen floor, which was covered with felt and carpets. They utilized turf, adobe bricks, wood, and stone as building materials. Today the rural dwelling of the Kazakhs is a rather large accommodation with several rooms. Usually there is a room for the elderly, in which they maintain the traditions particularly-strongly. There is also a guest room with modem furnishings. The kitchen is set off separately. Even now, however, the whole life of a family is spent in a single room, especially during the winter. Many rural homes have their own steam heating. Despite the predominance of a nomadic or seminomadic life-style among the Kazakhs, they did construct a large number of “cult” monuments—funerary buildings. The Mazar of Shaikh Ahmad Yasavi in the town of Turkestan. Built by Timur in the 1390s The seventh century A.D. Chinese writer Yan Shigu described the Wusun as: "A“ong the various Rong in the Western Regions, the Wusun's’shape was the strangest; and the present barbarians who have green eyes and red hair, and are like a macaque, belonged to the same race as the Wusun.” Round the year 105 B.C. the Chinese ambassador Zhang Qian came to the Wusun with suggestion that they should return to the East and in alliance with the Chinese resume their struggle against the Xiongnu, but was coldly received at the kunmo's’camp and found no response. In the second century the Wusun completely detached themselves from China, and Xiongnu in formidable numbers crossed Jeti-su in their migration from Mongolia to the west The place of the Huns was taken by the Xianbei, who conquered all the Huns lands to the Wusun possessions. In the fourth century the Xianbi ruler Yulu conquered the ancient Wusun lands. From the end of the 4th century to the middle of the 6th ‘he Jeti-su subordinated to the [Rouran]. The raids of the Rouran forced Wusun to abandon the plains of the Jeti-su for the mountains of Tianshan. After this the name of Wusun as independent people disappeared from history, and as is well-known, their name has survived only in the name of the great Kazakh horde (the Uysun). In the sixth century A.D. Jeti-Su, formerly the land of the Wusun, became the centre of the Western Tiirkic Kaganate, and as such remained in all successive nomad states in the western part of Central Asia. Chinese, Arab and Persian sources draw a comparatively clear picture of the grouping of the Turkic tribes after the fall of the Western Turkic Kaganate. In the Jeti-su alone remained Ttirgeshes. They had two

161 tribes: Tukhshi (Tukhsi) and Azes, Azes are identical with the people Az mentioned in the Orkhon inscriptions. At that time was mentioned the Yasi pass on the road from Fargana to Barskhan. In the second half of the 8th century supremacy in the Jeti-su passed to the Karluks. Another reference to the Yasi pass came from 1370es, on the road to Uzgand. In the 1598 the Uzbek khan Tevek Ktil took the towns of Tashkent and Yasi, already also called Hazrat-e Turkestan.

Text 12

Akhmet Baytursinuli Akhmet Baytursinuli (Kazakh: Ахмет Байтдосынулы; Russian: Ахмет Байтурсынов) (January 28, 1873 — December 8, 1937) was a Kazakh intellectual who worked in the fields of poetry, linguistics and education. Baytursinuli was bom in what is today Kostanay Province, and was educated at the Orenburg Teachers' School. After graduating in 1895, Baitursynov held teaching positions in a number of cities in Kazakhstan, including Aktobe, Kostanay and Karkaralinsk. The same year as his graduation, Baytursinuli published his first article, "Kirgizskie primety i poslovitsy" ("Kazakh Omens and Proverbs") in a regional newspaper. While living in Ural city in 1905, he collaborated with other Kazakhs to form the Kazakh wing of the Constitutional Democrat Party. His involvement in politics probably led to his 1909 arrest and exile from the Steppe regions. After being exiled, he went to Orenburg. During his exile, he wrote articles for Ay Qap. He also served as the chief editor of Qazaq, the Kazakh newspaper there, and published "Qyryq Mysal" ("Forty Proverbs"). His other significant publication of this time was a Kazakh translation of Ivan Krylov's fables. In 1911, Baytursinuli published his first work of a distinctly political nature — Masa ("Mosquito"). When the Russian Revolution of 1917 occurred, Baytursinuli returned to the steppes and began to work with the Alash Or da political party. With them, he fought for the Kazakhs to have an independent state. He began to work with the Bolsheviks in 1920 when they established their dominance over the region. He served as a Member of the Committee of Deputies of the Constituent Assembly and as Deputy Chairman of the Revolutionary Committee of the Kazakh Krai, as well as Commissioner of Enlightenment. In these capacities, he helped to reform education and to establish the first university in Kazakhstan.

162 Another of Baytursinuli's significant accomplishments was his adaptation of Arabic script for the Kazakh alphabet. However, in 1937, Baytursinuli was arrested for hiding "bourgeois nationalist sentiments” and summarily executed. This had resulted in an outcry, which was quickly and bloodily silenced. To this day, he is held in great regard in Kazakhstan, but is viewed as somewhat tragic figure, signifying the extent of the numbers of authors, poets and thinkers who have perished due to the Soviet repressions. Baytursinuli's work is part of the curriculum for high school education system of Kazakhstan.

163 Appendix С

Quizes

Topics: Holiday English For each of the six questions choose the one correct answer. 1. When you arrive at the airport, the first thing you do is go to ______a) reception b) the check-in desk c) the departure lounge d) the arrival desk 2. It’s boring going on holiday with you, all you want to do is ______on the beach. a) take the sun b) sunbathe c) take a sun bath d) have a bath in the sun 3. Which of the following is NOT holiday accommodation? a) guesthouse b) I’m youth hostel c) В & В d) borstal 4 .1 love going away, but there’s no place like______a) house b) the office c) home d) my bed 5. It was the best holiday ever! We had a ______of a time! a) fish b) shark c) whale d) great 6. The nearest town was 80 km away, I mean really in the middle of a) nowhere b) somewhere c). anywhere d) everywhere Holiday English - Answers 1. a) You find a reception in an office or hotel.

164 b) Correct. Go to the ‘check-in desk’ and show your ticket. c) Go to the departure lounge after you check in. d) The ‘arrival desk’ is not correct 2 a) ‘Take the sun’ is not correct. b) Correct. ‘Sunbathe’ is the verb which describes lying in the sun to get brown. c) ‘Take a sun bath’ is not correct. d) ‘Have a sun bath’ is not correct. 3. a) A guesthouse is a small hotel. b) Youth hostels offer cheap accommodation especially for young people. c) В & В stands for bed and breakfast and is similar to a guesthouse. d) Correct. Borstal is a place where young criminals are sent rather than to prison. 4. a) One of the words completes the expression — but ‘house’ is not the correct one. b) One of the words completes the expression — but ‘the office’ is not the correct one. c) ‘There’s no place like home’ means being at home is my favourite place. d) One of the_words completes the expression — but ‘my bed" is not the correct one. 5. c) ‘We had a whale of a time’ means we had a fantastic time. 6. a) We can describe an isolated place as

Topic: University life For each of the six questions choose the one correct answer. 1. Which of the following is NOT correct? "I cant come out tonight, I have to my essay tomorrow morning and I've only just started it!" a) hand in b) hand out c) submit d) give in 2. Professor Abdykarimov’s a great speaker. Although there are 150 people listening to his______, you feel like he's talking directly to you. a) presentation b) lecture c) seminar

165 d) tutorial 3. Which informal verb means 'to study very hard' "I'll really have to the books this weekend." a) study b)read c) hit d) learn 4. What do you call a weekly meeting of students and a tutor, who come together to discuss an aspect of the course? a) A presentation b) A lecture c) A seminar d) A tutorial 5. A: 'I'm finding the course really difficult' B: 'Well why don't you discuss it with your tutor when you have your ______on Thursday?" a) presentation b)lecture c) seminar d) tutorial 6. I think Mayra just could cope with the workload of university and a young family, maybe______was the most sensible decision she could have made. a) dropping off b) dropping in c) dropping to d) dropping out

University life - Answers 1 . You can 'hand in', 'submit' or 'give in' an essay. b) When something is 'handed out' it is distributed, e.g. Could you hand out these papers to the class please? Correct. 2. a) A presentation is usually given by one student to other members of the course and a tutor who then go on to discuss the issues raised. b) In a lecture, the professor or lecturer talks to a large group of students in a lecture theatre. The students listen and take notes and may ask questions at the end. Correct. c) In a seminar, a small group of students meets with their tutor on a weekly basis to discuss an aspect of the course.

166 d) A tutorial is a one-to-one meeting with a tutor to discuss the student's progress on the course and whether they are having any problems. 3. a) You can study a book, but which verb means to study hard? b) You can read a book, but which verb means to study hard? c) If you flit the books' you study very hard — note that this is used more in American English and is informal. Correct d) Which verb means to study hard? 4. c) In a seminar, a small group of students meets with their tutor on a weekly basis to discuss an aspect of the course. Correct. 5. d) A tutorial is a one-to-one meeting with a tutor to discuss the student's progress on the course and whether they are having any problems. Correct. 6. a) If you 'drop off, you fall asleep "I dropped off in the middle of his boring lecture" b) If you 'drop in', you call at someone’s house. "I thought I'd drop in as I was passing" c) Drop to' is not correct. d) If you leave a course without completing it you drop out. Someone can also be a college 'drop-out'. Correct.

British Food Quiz In pairs try to guess the right answer for each question. 1. Which of these do the British eat most of in Europe? a. crisps and chocolate b. fresh fruit and vegetables c. sausages 2. What is the most popular food in Britain? a. fish and chips b. pizza c. curry 3. What is ‘haggis’? a. a cocktail made from whisky and fruit juice b. a type of fish eaten in Scotland c. a Scottish dish made from sheep’s stomach and innards 4. Stilton, cheddar and double gloucester are all kinds of:

167 a. apple b. pig с. cheese 5. What do most British people have for breakfast'? a. toast and cereal b. cappuccino and croissant c. fried eggs and bacon 6. Who invented the sandwich and why? a. The Earl of Sandwich — he wanted food which he could eat with one hand while gambling b. Lord Sandwich — he wanted food which he could take for a picnic in the countryside c. Queen Elizabeth I - she wanted food which could be prepared quickly for guests 7. What is a ‘kebab’? a. a type of pub b. Turkish fast food c. A hot drink 8. Which of the following ingredients would not be a possible ingredient of a British pudding? a. pig’s blood b. chocolate c. lettuce 9. Which of these do you find in a pub in Britain? a. lager b. cider c. bitter (trick question) 10. What is ‘chicken tikka masala’? a. a type of salad b. a type of Chinese food c. a curry 11. How many vegetarians are there in the UK today? & 3-4 thousand b. 300-400 thousand c. 3-4 million 12. Where do people eat deep-fried chocolate bars? a. Scotland

168 b. Japan c. Wales 13. When are toffee apples eaten in the UK? a. Christmas b. Halloween c. Easter 14. What is the difference between these things? a. ‘chips’ and ‘French fries’ b. ‘crisps’ and ‘chips’ c. ‘fizzy drink’ and ‘soda’ 15. When did the first curry house open in Britain? a. 1809 b. 1919 c. 1969

How much do you know about Scotland? 1. What is the capital of Scotland?

• Edinburgh • ■ Aberdeen • Glasgow • Dundee 2. What is the official language of Scotland?

3. What is Scotland's longest river?

• Forth • Tay • Clyde . Spey 4. In 1603, following the death of Queen Elizabeth I, which Scottish monarch ascended to the throne of England?

• Mary Queen of Scots • Elizabeth П • James VI

169 Charles I

5. What is the largest freshwater loch (or lake) in Scotland?

• Loch Ness • Loch Awe • Loch Fyne • Loch Lomond

6. In 1411, one of the oldest Universities in the world was founded in Scotland. Which one?

• Glasgow • St.Andrew's • Strathclyde • Edinburgh

7. What is the highest peak in Scotland?

• Ben Nevis • Cairngorm ■ Ben Lomond

8. Who led the Jacobite rebellion in 1745?

• William Wallace • Bonnie Prince Charlie • Flora McDonald • Robert the Bruce

9. In the infamous 'Massacre of Glencoe', which two clans were involved?

• McLeods and Campbells I McLeods and Frasers • MacDonalds and Campbells • MacDonalds and Camerons

10. What is the official Scottish currency?

• Pound ■ Dollar • Shilling • Groat

170 Check your answers 1. Glasgow is the largest city, however Edinburgh is the capital. 2. Gaelic is still used by a small percentage of the population, mostly in the North and West, but the official language is English. 3. The River Tay is 117 miles long. The River Spey, famous for its distilleries, is second longest at 10 miles. 4. James VI of Scotland (James I of England), son of Mary Queen of Scots became the first king following the TJnion of the Crowns'. 5. Loch Lomond. The Loch Ness 'monster* inhabits he second largest Scottish loch! 6. St. Andrew's. Glasgow University was founded in 1451, Edinburgh over 100 years later, and Strathclyde was founded in the 20th century! 7. Ben Nevis is the highest mountain peak (4,406 feet). 8. Bonnie Prince Charlie. William Wallace (also known as Braveheart) led his popular revolt in the late I200's and early 1300's. 9. In 1692, the MacDonalds and their settlement in Glencoe were laid waste by the Campbells. 10. Pound;. In addition to the bank of England, banknotes from three Scottish banks are legal: Bank of Scotland, Royal Bank of Scotland and the Clydesdale bank.

Extra task

Ideas for project work 1. Use the pictures and descriptions of popular tourist attractions in London to make a presentation in class. 2. Make a tour guide brochure about the USA, Australia or Canada. Look for information on the Internet. 3. Make up a quiz similar to the one in this unit to test your class-mates’ knowledge of different countries. Topic: Takeaway food For each of the six questions choose the one correct answer. 1. In British English we buy food to ‘take away’, but in the US they buy it a) to go b) to carry c) to lift d) to eat out 2. Which of the following is not correct? a) fast food b) junk food c) food to go

171 d) rubbish food 3. Which of the following is sweet (not savoury)? u) pizza b) a taco c) a doughnut d) sushi 4. I know they’re not very healthy, but 1 love sausages - especially in a a) hot cat b) hot mouse c) hot dog d) hot horse 5. Another word for chips is ______fries. a) German b) Italian c) English d) French 6. Which of the following is the odd-one-out? a) ketchup b) mustard c ) soy sauce d) chopsticks

Takeaway food - Answers 1. a) Correct. In the US you can say ‘I’d like it to go please’ b) To carry is not the right answer c) To lift is not the right answer d) To eat out is to eat in a restaurant. 2. a) We talk about takeaway food as fast food. b) If you want to say that fast food is not very healthy, you can call it junk fo o d . c) Fast food is also ‘food to go’ (especially in the US) d) Correct. If you want to describe fast food as unhealthy, we say junk fo o d . 3 . a) Pizza is savoury Italian food b) A taco is savoury Mexican food. c) Correct. A doughnut is sweet, often filled with chocolate or jam. d) Sushi is from Japan and made with raw fish.

172 4. a) Hot cat is not correct. b) Hot mouse is not correct. c) Hot dog is correct. d) Hot horse is not correct. 5 . a) ‘German fries’ is not correct. b) ‘Italian fries’ is not correct. c) ‘English fries’ is not correct. d) ‘French fries’ is the other word for ‘chips’. 6. a) Ketchup is another word for tomato sauce. b) Mustard is a type of spicy sauce that you put on your hamburger or hot dog. c) Soy sauce is a salty sauce that you sometimes put on food from Asia. d) Correct. You use chopsticks to eat your food, the others are all sauces to put on your food.

Task 1 I. In this word square there are 15 hidden American states. They are

С м ID А НО А МL М и о н I О L О К L А Р А I N о О S А Р R А I В RА N RО F S М I S N В Y М EG RF W I L К Е S L I С А ЕL Е С S А N N А S TDG О О Н и S W Н N S I G О R R I в D I н D о С О N I IG DО К р W и и и W DА А I S D о Р R Т ТW А Y N н А W А I I

Task 2 Crossword Guess the words and you’ll have the city where the Declaration о Independence was signed.

173 1. The flag of the USA known as “the Star-... Banner”. 2. Lake, one of the Five Great Lakes. 3. “Presidents’State”. 4. City in Texas where J.Kennedy was killed. 5. Political institution which represents states. 6. New York City’s street which is famous for its theaters. 7. The youngst American President to be elected. 8. A branch of the power of the government. 9. Place where the US Congress meets. 10. River which flows into the Atlantic Ocean. 11. The 16th American President who was shot in the Ford’s Theater. 12. A nickname of the USA.

Task3 Circle the names of American States. NEWMEXICOLORADOIIIOWASHINGTONEBRASKANSASOUTHD AKOTALABAMAINEVADARKANSASOUTHCAROLINALASKARIZ ONA 2.There are last letters of the names of American States. Guess their full names. a ) ______b) ______i H______d)

174 О О ANA ANA КА МАКА М A IA IA AS AS

I. British and American English American British Russian Apartment Flat квартира Bathtub Bath ванна Elevator Lift лифт We have British words: can you find their American equivalents a)dn b)sweets c) biscuit d)maize e)tube/underground f)cineraa g)shop h)petrol i)lony j)main road k)postbox l)football m)holiday n)surname o)autumn p)mum q)postman

Find British synonims to American words and translate them. American British 1 .mailman 2.mailbox 3. vacation 4.can 5.com 6.last name 7.mom 8.gasoline 9. store 10. truck 11 .movies 12.fall 13.highway 14.soccer IScandy 16.subway /metro 17.cookie

175 II. Puzzle Unscramble these states. The first letter is capitalized. With the numbered letters, fill in the spaces to get the motto below. liC a n ia fo r____1 _ rasbNeak 2__ orgiaGe 3___ wloa _ 4 raloCodo 5__ walaDere 6__ vaNeda _ 7 taMonna ____ 8___ daFrilo ____9_____ taUh JO asnsaK П sTeax 12 Motto:

1 .Highland in the west of the USA. 2. The capital of the USA. 3. State, river. It is famous for its canyons. 4. Texas is rich in___. 5. Country which has sea-border with the USA. 6. American central lowland. 7. The smallest state is ____ Island. 8. The agricultural product which is grown in the USA. 9. State which was bought from Spain. 10. Country which borders on the USA in the South. 11. Lake which is between the USA and Canada. 12. The biggest state of the USA. 13. State in the Pacific Ocean. 14. Country which borders on the USA in the North.

CLASS ACTIVITIES

6 SPEAKING ACTIVITIES FOR THE FIRST DAY OF CLASS

The following are six quick activities that can be used for first classes. Some are quite well known but with variation. All have been tried and tested in the class to get students talking quickly. The level and time needed for each activity is included in parentheses.

176 1. In common (Elementary 10-20 minutes) Ask students to sit in pairs. Tell them to find five things they have in common and three things they don’t have in common. When they are done, set each pair with another to do the same (five things the two pairs have in common, three they don’t have in common). 2. Tel! me about me (Pre-Intermediate, 30 minutes) Bring in some things to class that have information about you (your passport, your latest plane or train ticket if you have one, a book that you like, pictures of your loved ones etc.) Give students different things of yours and tell them to work together to build an idea of what you are like as a person. They must do this orally. Get them to tell you about you after five minutes. Then they do the same activity with each other (they can use the contents of their wallet or purse). 3. Make the Rules (Intermediate, 30-45 minutes) There are two ways of doing this well-known activity. 1 1. Conduct a whole-class discussion on what the rules of classroom behaviour should be for both the teacher and the students. When you are finished, write the rules on a large piece of paper and display it in the classroom. 2 2. Divide the students into two groups. Have one group draft rules for students, and the other group draft rules for teachers. When they are finished, have students from each group pair up with someone from the other group to tell them their rules and make suggestions. Re-form the original groups to write a final draft based on the suggestions. Suggest some rules yourself. Post the rules in the classroom.

4. A good way to learn English is... (Intermediate, 10-20 minutes) Give students the following sentences on the whiteboard or on an overhead projector. Tell them they can agree, disagree or change the sentences. Below are some examples. You can add your own. This can lead into a class discussion about how to leam a language, as well as past experiences learning a language. A good way to leam English is... 1 1. In class with a professional English teacher. 2 2. In a cafe with a native speaker of English (not necessarily a teacher) 3 3. Living in a country where people speak English.

177 I 4. Doing business in English. 2 5. Watching films and TV in English. 3 6. Repeating what the teacher says in class. 4 7. Keeping a notebook of new words. 5 8. Doing some English homework (writing or reading) very often. 6 9. Having lots of tests in class to help us remember. 7 10. Using a bilingual dictionary all the time. 8 11. Reading in English. 9 12. Speaking English with other students in the class.

5. Variations on the Name Whip (All levels, 5-15 minutes) The Name Whip is a quick activity for everyone to get to know each other’s names. One person starts by saying “My name is...”. The next person continues, naming the first person and then themselves, “His name is ..., my name is ...” and so on until the last person has to name everybody. You can vary this by adding more information at the end. Here are some ideas. 1 1. My name is Maria and I like... 2 2. My name is Carlos, when I was a child they called me Carlitos (nicknames) 3 3. My name is James and I am ... (job) 4 4. My name is Pavel and I am ... (dream job)*

* When you finish this name whip get students in pairs to find out from each other what their real jobs are and why they would like that dream job. 6. Funny Holidays (Intermediate +, 30 minutes) Use the cards on the next page. Make enough copies so that each group of 12 students have a set of cards. Students take a card in turn. If it says truth then they must tell a true story about a past holiday. If they choose a card with a destination or holiday already on it, they must talk about an imaginary holiday they took there. Encourage them to make it as fanciful and detailed as possible. The group must guess which is true and which is false.

178 OTHER FIRST CLASSES. Take a look at the following lessons that appear in www.onestopenglish.com. They are also suitable for first classes, or early in the year. Names (in the American Vocabulary Section - Students learn the vocabulary of names, look at some popular names in English and talk abut their own names. Intelligence (in the Metaphors Section) - Students leam some of the metaphors for talking about intelligence in English and leam about Multiple Intelligence Theory and Learning Styles. They can then take a test on the Internet to find out what their intelligences and preferred learning styles are. Speaking in Circles (in the Lesson Share competition archives) This activity gets students practising typical getting to know you questions from international English oral exams but can be used in any intermediate class.

FUNNY HOLIDAYS CARDS

You went on a cruise in Tell the You went hiking in the the Caribbean TRUTH mountains

You went on a You went to London for an canoe trip in Tell the TRUTH intensive English course Canada

Tell the You went to New York Tell the TRUTH TRUTH City

You watched TV all You went to You won a holiday in holiday. You didn’t go Australia to Hollywood and Los out once. visit family. Angeles

179 Contents

Introduction...... 3 Modem reading approaches...... 5 Theories of reading...... 5 Text characteristics...... 7 Using text constructively...... 13 Reading for information...... 18 Interacting with texts...... 21 Making reading communicative.... 25 Kazakhstan...... 25 Great People of Kazakhstan...... 25 The Grand Silk Road...... 27 Raising Children in Kazakhstan__ 29 Kazakh Traditions...... 31 National Clothes...... 34 Wonders of Kazakhstan...... 36 Family Life...... 39 Great Britain...... 42 Royal Family...... 42 The UK Today...... 45 Citizenship...... 47 St. Patrick’s day...... 51 Teenagers...... 54 National Clothes...... 58 Flags...... 60 The USA...... 63 Prominent People of the USA...... 63 Native Americans...... 66 Transportation in the United States 69 Famous Cities...... 71 Extreme Education...... 74 American Music...... 78 American family values...... 80 City...... 82 Tips for visitors...... 82 Troubles of Megapolice...... 85 Ecological problems...... 89 Endangered Destinations...... 91 Carnival In Rio De Janeiro...... 94 Branding and Brand Names...... 98 Accommodation...... 100 103 104 142 164 А.Т. Каббасова, А.Е. Байлильдина

COMMUNICATIVE ENGLISH FOR NON LINGUISTIC MAJORS

' Учебно - методическое пособие

Технический редактор Д.Н. Айтжанова Ответственный секретарь А.Т. Темешова

Подписано в печать 28.06.2011г. Г арнитура Times. Формат 29,7 х 42 1А. Бумага офсетная. Усл.печ. л. 8,29 Тираж 300 экз. Заказ № 1627

Издательство «КЕРЕКУ» Павлодарского государственного университета им. С.Торайгырова 140008, г. Павлодар, ул. Ломова, 64 Ст.преп. Каббасова А.Т. Ст.преп., магистр филологии Байдильдина А.Е.

Кафедра практического курса иностранных языков

Communicative English for non linguistic majors

Утверждено на заседании кафедры « A f » 0 3 2011 г. Протокол № Э_

Заведующий кафедрой X Б. К. Жумабекова

Одобрено учебно-методическим Советом ФФЖиИ <Ш» о4 2011 г. Протокол № S

Председатель УМС ______Е. Н. Жу манку лова

СОГЛАСОВАНО Декан ФФЖиИ______Ж. Т. Сарбалаев « 2011 г.

Нормоконтролер ОМК С. Баяхметова у,/Я» ОЪ 2011 г.

ОДОБРЕНО Начальник ОП и МОУП А / А. А. Варакута« /9» г?Г"2011 г.