сия вер жур я на на л н а о р т к ые е ельн л ит полн алы до атери ма инете каб u r ом . r в Личнна сайте e w b w m w . 1 s e p t e

Журнал для тех, кто преподает No.12 и изучает английский язык eng.1september.ru Учебно-методический журнал Английский язык

A lovely thing about Christmas is that it’s compulsory, like a thunderstorm, and we all go through it together. Garrison Keillor

Christmas Shopping

декабрь 1september.ru 2015 АНГЛИЙСКИЙ ЯЗЫК Подписка на сайте www.1september.ru или по каталогу “Почта России”. Индексы: 79002 (бумажная версия), 12630 (CD-версия) INSIDE NEWS IN BRIEF выходит How Teachers Can Inspire 1 раз в месяц Издание основано в 1992 г.

Their Learners ...... 3 Главный редактор: Елизавета Богданова PROFESSIONAL DEVELOPMENT Консультанты: Stephen Lapeyrouse, Erin Bouma Dictionary Shopping ...... 4 Научный редактор: Г.Гумовская Корректура: М.Гардер Do You Speak English? ...... 6 Набор, верстка: Г.Струкова How to Test Your Knowledge ИЗДАТЕЛЬСКИЙ ДОМ “ПЕРВОЕ СЕНТЯБРЯ” about Content Teaching in English ...... 8 Главный редактор А.Соловейчик (генеральный директор) METHODS OF TEACHING Коммерческая деятельность Language Learning and Thinking ...... 10 К.Шмарковский (финансовый директор) Развитие, IT и координация проектов Интеллект-карты как способ С.Островский (исполнительный директор) Реклама, конференции и техническое обеспечение формирования метапредметных П.Кузнецов результатов ученика ...... 12 Производство С.Савельев FOCUS ON LANGUAGE Административно-хозяйственное обеспечение А.Ушков Числительные. Виды ...... 14 Педагогический университет Break a Leg! ...... 17 В.Арсланьян (ректор)

Shopping Vocabulary ...... 19 ЖУРНАЛЫ ИЗДАТЕЛЬСКОГО ДОМА: Английский язык – Е.Богданова, Conversation Questions ...... 19 Библиотека в школе – О.Громова, CLASSROOM ACTIVITIES Биология – Н.Иванова, География – и.о. А.Митрофанов, Folk Tales around the World ...... 21 Дошкольное образование – Д.Тюттерин, Здоровье детей – Н.Сёмина, Shopping in London ...... 23 Информатика – С.Островский, The Time to Rhyme ...... 52 Искусство – О.Волкова, История – А.Савельев, Santa's Sack ...... 54 Классное руководство и воспитание школьников – М.Битянова, LESSON PLANS Литература – С.Волков, Mary Poppins Математика – Л.Рослова, Начальная школа – М.Соловейчик, Is Doing Some Shopping ...... 25 Немецкий язык – М.Бузоева, TOPICAL JOURNEY ОБЖ – А.Митрофанов, Русский язык – Л.Гончар, Christmas Shopping ...... 27 Спорт в школе – О.Леонтьева, Технология – А.Митрофанов, SCHOOL THEATRE Управление школой – Е.Рачевский, An Ideal Husband ...... 40 Физика – Н.Козлова, Французский язык – Г.Чесновицкая, TESTS Химия – О.Блохина, Школа для родителей – Л.Печатникова, Five-Minute Tests ...... 45 Школьный психолог – М.Чибисова

PREPARING FOR EXAMS Подписные индексы Money & Shopping ...... 45 По каталогу Почта России: бумажная версия 79002; CD-версия 12630 TEXTS FOR READING Учредитель: ООО «Издательский дом “Первое сентября”» Unforgettable Shopping in Istanbul ...... 49 Зарегистрировано ПИ № ФС77-58393 от 18.06.14 в Роскомнадзоре Eminent Interpreter Viktor Sukhodrev ...... 50 Подписано в печать: по графику 16.09.15, фактически 16.09.15 Отпечатано в ОАО “Первая Образцовая типография” TEACHERS FORUM Филиал “Чеховский Печатный Двор” ул. Полиграфистов, д. 1, Московская область, г. Чехов, 142300 Возможности дополнительных Сайт: www.chpd.ru. E-mail: [email protected] компонентов к новой линии Факс: 8(496)-726-54-10, 8(495)-988-63-76 Цена свободная Заказ № Тираж 19000 экз. УМК Rainbow English (2–11) ...... 56 Адрес редакции и издателя: INFORMATION ул. Киевская, д. 24, Москва, 121165 Телефон: (499) 249-0640 Тел./факс: (499) 249-3138 2015 in Review ...... 58 E-mail: [email protected] Отдел рекламы: (499) 249-9870 www.1september.ru This sign indicates that additional materials can be found in Издательская подписка: (499) 249-4758 Subscriber’s Personal Account on www.1september.ru. E-mail: [email protected] Unless otherwise indicated images in this issue are from shutterstock.com facebook.com/School.of.Digital.Age Dear Reader! NEWS IN BRIEF English The weather outside is frightful, but we are delighted to welcome you to our December issue! 3 December 2015 Since there is no place to hide from the unavoidable HOW TEACHERS CAN INSPIRE approach of Christmas Eve and inevitable fuss marking THEIR LEARNERS the end of the calendar year, we decided to devote our last 2015 issue to the topics which are very likely to oc- cupy our minds in the next few weeks – Christmas and One day at the seminar two teachers met, Shopping. The combination of these two themes was not Some professional skills they wanted to get coincidental. It is our strong belief that in the recent dec- And an interesting topic they began to discuss: ade or two, Christmas has (sadly?) acquired this semantic “How could they inspire their pupils in class?” companion – Shopping; and it is Christmas time when we think most about giving and getting, purchasing and First, what is inspiration, they had to decide: selling, fi nding all the items written in children’s letters “A bright fl ame of interest burning inside, to Santa Claus. So, we are articulating for ourselves what A wish and enthusiasm to fi nd, learn and know, these winter events are all about. Not stop at one point, but to go and go!” Collecting materials for the issue, we were trying to do our best to not only supply you with the topic vocabu- But how to make this zealous fi re burn lary, idiomatic expressions and numerous questions for And how to inspire students to learn? classroom discussions, but to also suggest some thought- The teachers had several clues to exchange, provoking texts tackling the nature of consumerist atti- Tips they themselves used to teach English language: tudes. Thus, our Topical Journey will lead you to explore some well-known and lesser known images of characters “For young learners, great inspiration is FUN: engaged in commercial transactions, as well as to offer Games, riddles and fi ne songs at the lessons are sung. you a couple of practical tips that might turn out to be They study by playing with words, grammar soon, handy in the rush of the fi nal December weeks. And watching in English a nice Disney cartoon.” On the snowy pages of this issue, you will also be able to discover how to check whether you are ready or not to “The early teenagers are interested in do some ‘CLILing’ in your language classroom; to learn about what, we hope, are unusual ways to ‘light the can- Music, computers, new gadgets, chattin’, dle’ of love for the English language in the souls of teach- Browsing the Internet, ‘liking’ friends’ photos, ing professionals, and to explore such notion as learners’ Writing short messages. That’s how it goes. meta-subject results. Being adult teachers, we all remain kids in our souls – Do you want to make your lessons exciting? those who believe in winter miracles. And we are happy Replace paper projects and boring writing! to say that this year there has occured a rather miraculous Power-points and short YOUTUBE lessons, event! Our journal has befriended Dr. Andrew Littlejohn, Writing real e-mails help the pupils to get on. Ph.D (Lancaster), M.A., PGCE, B.A., who has taught Eng- lish, trained teachers and run short courses in a number of They are fond of songs, learn popular words, countries including the UK, Spain, Netherlands, Sweden, Perform on stage, imitating singers they’ve heard . Italy, Mexico, Brazil, Middle East, and elsewhere and who They like participating in intellectual games. is a three-time winner of English-Speaking Union Awards, Winning in BRAIN-RING has very good aims!” presented at Buckingham Palace, for his writings in ELT methodology. Dr. Littlejohn has agreed to share with us his “Now to the eldest, sixteen to eighteen, latest articles devoted to the development of thinking in the Who have learnt a lot but have never been language classes, and we hope that you will enjoy reading To New York, London, Oxford or Washington, the fi rst of his materials. Cambridge, Ottawa, Melbourne or Wellington, Winter evenings are notoriously known for being rather lengthy and nasty, but we hope that the December Never visited British or American parks, issue of English will support your journey through the Squares, palaces, churches and other landmarks, challenges of Christmas time! Never tasted cornbread, fi sh and chips, shepherd’s pies, Elizaveta Bogdanova, Never talked to the English, looking straight in their eyes. Editor-in-Chief Уважаемые подписчики So it’s time to travel abroad and take a look бумажной версии журнала At all famous places from your student book, ! To meet new people, learn what’s on the Earth Все подписчики журнала имеют возможность Your education really worth?! получать электронную версию. Для получения электронной версии: Then return home, think over a future plan, 1) откройте Личный кабинет на портале “Первое Read the requirements and see that YOU CAN!” сентября” (www.1september.ru). “These are very good ways to inspire the children В разделе Газеты и журналы Получение 2) “ / ” But WHO can keep interest high to guide them?” выберите свой журнал и кликните на кнопку “Я – подписчик бумажной версии”. 3) Появится форма, посредством которой вы “Only THE TEACHERS, with priceless wealth, сможете отправить нам копию подписной кви- Who is ready to share, INSPIRED THEMSELVES!” танции. После этого в течение одного рабочего дня By Irina Alexandrovna Kostina,

SPECIAL OFFER! будет активирована электронная подписка на Grammar School No. 625, Moscow весь период действия бумажной. English PROFESSIONAL DEVELOPMENT 4 December 2015 DICTIONARY SHOPPING

Using dictionaries as tools, as sources WHERE can we check the meanings of of new information, as a means of checking any word? Thankfully today an obvious an- one’s own knowledge, or as a treasure trove swer would be ONLINE. The Free Diction- of data is a skill which is often sadly lacking ary is a great website for any age or level. in our daily work. Here are a few examples One can set the desired level at Easy, Hard of the same widespread attitude towards con- or Expert. We can visit it regularly to do the tinuous learning. “I know English already, multiple exercises renewed daily, to read the I don’t need any dictionaries!” says a young article of the day, learn many useful facts, specialist. A variation of the same misplaced and enter any unknown word into the Search confi dence is a question I am asked at times, line. There are also numerous links to vari- “Why do you use a dictionary, don’t you know ous dictionaries and reference sites, forums, English already?” quotes and memorable dates. If teachers and/ or students possess a smartphone or an iPad, Unfortunately, pupils adopt the teacher’s and have a reliable Internet connection at all position, and, once they learn just one mean- times, they can use the online sources as and ing of a word, they never think of checking if when needed. it has any other meanings (or pronunciations), and thus they are completely perplexed when confronted with an unfamiliar usage. I have WHICH dictionary can we recommend seen colleagues blithely mark a correct answer to our students? A good choice is Longman in a school Olympiad work as “incorrect”, and Active Study Dictionary. It includes 45,000 subtract those very important points from a word entries, an interactive CD-ROM, and possible winner. “But I have never seen such a a large section with color illustrations, ex- word!” is the usual amazing reply to my ques- amples of essays, grammar points, various tion “Why do you think this is a mistake?” exercises, word building explanations and Yet those same professionals would practi- study tips. For instance, here is a very clear cally hide in a corner when they have to speak and concise entry devoted to the IDIOMS: in front of a native speaker, for fear of making STUDY TIP. a mistake. When delivering a lecture, a report 1. Always look idioms up in a dictionary and or conducting a workshop, or simply talking make sure you have understood their mean- with some colleagues, I would try to counter- ing. act both the excess self-confi dence and that fear or language barrier. 2. Check if the idiom is informal or slang. If it is, use it with care. 3. Remember that you cannot usually trans- late an idiom directly from one language to another. 4. Learning and using idioms can be fun, but remember not to use too many idioms to- gether, as this may sound strange or unnatu- ral.

We fi nd idiom defi nition and numerous ex- amples on the same page. Is this an important part of a person’s vocabulary? Do people actu- ally use idioms in everyday speech? Yes and yes.

HOW MANY dictionaries does a profes- sional need? This depends on your own aims, on the availability and affordability. Through the years, I took part in various contests, and PROFESSIONAL DEVELOPMENT English 5 December 2015

vark, a burrowing mammal from Southern Africa, and studied the accompanying photo with great interest. Then I saw one of the last entries for A, axolotl, a salamander species native to Mexico, and was forever charmed by its picture. It never fails to bring a smile to my face, though the word itself translates as “water monster”.

WHY it is advisable for EL teachers to keep on using dictionaries and reference books reg- ularly, besides recommending some of them to their students? Any language is a living, constantly growing organism. The process of learning never ends. Your own knowledge received several wonderful books which I use increases, your vocabulary becomes richer, in my work and share with my colleagues. you open up new horizons for yourself and others. There is a practical side to your own • Longman Dictionary of Contemporary continuous professional development. When English includes 230,000 words, phrases you become fascinated by any aspect of lan- and meanings; 165,000 corpus-based exam- guage learning, be it idioms or unusual gram- ples; 3,000 most frequent words in spoken mar constructions, you may explore the topic and written English highlighted. The ac- and then work at it with a student to make a companying DVD is a great tool for regular presentation at a school conference, or to write self-assessment. a competition paper. They may win a contest, • Longman Dictionary of English Language and you will get additional points in your fa- and Culture provides 80,000 word and vor, which may bring about an increase to your phrase entries, as well as over 15,000 cultur- monthly salary. al and encyclopedic entries; it is a dictionary and a reference book rolled into one. WHAT should we do when we do not un- • The Oxford Dictionary of Quotations is an derstand what a native speaker is saying? It unsurpassed, easy to use A to Z source of is all right to ask them either to repeat or to quotes from many works of literature. explain the meaning of an unfamiliar term or • Partridge’s Concise Dictionary of Slang phrase. If there is no opportunity to ask a ques- and Unconventional English helps us tion, we can write it down or try to memorize identify slang, four-letter words and many the expression and later check its meaning in rare expressions. And that is to name but a any available dictionary. few. Most modern children would know the word PIN, though they may not know that it is an abbreviation for Personal Identifi cation Sure, one can type any word, phrase, quo- Number. They may be completely perplexed tation into Google Search or look them up at if asked, as I was, “Has the pin dropped any online dictionary site. But paper diction- yet?” This is actually a conglomerate of two aries have not lost their importance or their idiomatic expressions. “You could hear a pin appeal. They are BOOKS which can be read, drop” which means it was very quiet. “Has leafed through, consulted time and again. We the penny dropped” or “the penny dropped” can rummage around them looking at various means that a secret became public knowledge. colorful illustrations and learn something new How do I know those meanings? When I fi rst each time we hold them in our hands. When I came across them in a book or in speech, I fi rst held The American Heritage Illustrated looked them up in a dictionary. Encyclopedic Dictionary in my hands, for instance, I looked at the listings under the let- By Nina M. Koptyug, Ph.D., ter A. I read one of the fi rst entries, on aard- Novosibirsk English PROFESSIONAL DEVELOPMENT 6 Field Notes December 2015 DO YOU SPEAK ENGLISH?

Not many teachers choose the path of ELT to ex- The two notions, using English and teaching Eng- pose themselves to less than “good language” for their lish, came to be practically inseparable in our pedagog- whole working life. In other words, when choosing a ical minds, and I fi nd it hugely important to ask my- university program, I believe, all of us, chose linguis- self and my readers a simple question: Is there a way a tics because it was what we liked, what we enjoyed. school English teacher can enjoy English once again? We liked the sound of the language, we liked the words Mind you, I am not asking about the development of and that blurring border between the meanings of no- profi ciency, or fi nding new sophisticated ways of pro- tions in different languages. We liked English. We liked fessional development. Just enjoying an activity, which speaking English. But as our teaching careers began, you once liked so much that you decided to build your few of us might have noticed how English and its rich- career on it. ness were gradually pushed away by Teaching English, which is an absolutely different story. SUMMER TIME The reality of teaching involves interaction, cop- Until last summer, I thought that the mission was ing with and facilitating interlanguage – learners’ own impossible. Of course, there are lucky school teachers version(s) of the second language, which they speak who can travel abroad, either on their own or accom- as they learn (TKT Glossary). At times, you may hear panying their students. But for the majority of English teachers complain ‘I’m so tired of English’. But is it school teachers this is, unfortunately, not the case. the language they’re tired of, or the teaching/school- When the 2015 school year was over and the last stu- ing realia built on naturally occurring and unavoidably dents rushed away from the classroom, I, as a normal inaccurate use of language which they are constantly teaching creature, experienced a feeling of great relief. exposed to and which leads to our exhaustion? Silence. I had longed for it so much! Another question to tackle is the following. When But to my huge surprise in a couple of weeks, walk- we, now-teachers, were sitting at our desks in English ing along Moscow summer streets I caught myself with classes, didn’t our own teachers keep saying that we an unexpected desire – I felt like speaking English. At were learning English to use it in our future lives, to ap- that moment, I thought that even an A1 student would preciate communication and cultural diversity, to meet do. At least I will have a justifi able reason to switch to new people and luxuriate the moments of fl uent inter- a different language. action in a foreign language? Did they mislead us? Did The Universe quite quickly responded to my mental- they imagine the picture of their students stuck in the ly articulated demand and sent me an invitation via one classrooms deafened by mispronounced th-w sounds, of the social nets to a speaking club. As I had literally singing ‘have you ever been to London?’ six times a nothing to lose I decided to give the idea a try and at- day and involved in endless conversations about who- tended the event (especially attractive was the location is-doing-what-in-picture-three? I don’t think so. I be- of the club, which was hosted by one of the cosy cafés lieve that our teachers, as we do now, saw us speaking in the city centre). English, communicating, having fun! The signing-in process took no more than a minute: my name, surname, and assumed language level (the fi nal question, as I discovered later, was vital as it al- lowed the organizers to group people according to their language profi ciency). Thirty minutes to get to the place, and the fun began. What I saw when entering the dusky café room made me catch my breath. More than 50 people, of different ages and genres, speaking English! Chatting, laughing. At fi rst, I thought that this was a kind of closed long- established community. But as I learnt later, this was just my false fi rst impression underpinned by natural social anxiety one experiences trying something new. The three hours I spent in the club fl ew by like ten minutes – so interesting and revealing was the experi- ence. The organizer, Kate, as it was promised, grouped PROFESSIONAL DEVELOPMENT English 7 December 2015

WHY CLUBBING The speaking club, as I realized later, creates a nour- people in pairs or triads according to their language ishing social context for language learning – an im- level. For the next 20-25 minutes the people were mensely important factor among those affecting per- free to speak on any topic. If there appeared a diffi - sonal motivation. People who come to the club fi rst of culty in fi nding a topic for conversation, there were all experience the feeling of being among like-minded special theme-cards with thought-provoking and dis- people. They feel that they are respected and valued cussion-inspiring questions. It should be noted that I for the efforts they make. This positively affects their hadn’t noticed anyone using these cards. In fact, what self-perception and helps them to cope with the transi- I was witnessing was a kind of paradise for a language tional stage of acquiring a new language identity (fi nd- teacher – a place where you could observe language ing your new self when communicating in a foreign learners speak effortlessly and enthusiastically without language and thus employing limited, compared to the any monitoring, guiding, pushing or encouragement on mother tongue, verbal tools in interpersonal interac- behalf of the teacher. tion). Moreover, the club format presupposes that the Whenever I started a new conversation, I asked my person who participates will be exposed to a real-life partner a simple question “Why?” “Why do you come situation of meeting new people, and of encountering a here?” The answers varied: “I want to overcome the variety of accents and life experiences. language barrier and to improve my performance in the I had been mentally digesting this extraordinary fi eld- speaking part of an international exam,” said a student; trip for several months before I came to a strong realiza- “I want to develop my speaking skills because I need tion that I will defi nitely recommend that all my students them in my work” replied a middle-aged businessman attend these events and all my trainee teachers go and who regularly travels abroad; “I want to meet new peo- have some language fun there, as well. I don’t think that ple. You know, you can’t just come up to a person in the I can predict who would benefi t more – the students or street and say, ‘Let’s chat’. That would be weird. But I the teachers; I feel that the teachers may fi nd a kind of like communicating. And the speaking club is just the lost paradise there, remembering how that feels – just right place for me,” another middle-aged man replied; speaking and listening, without a constant task of gentle “I want to learn how to communicate with people. I error correction and delayed feedback. fi nd speaking English easier than Russian. Don’t know why,” another student confessed; “I like the atmosphere. A PROFESSIONAL NOTE Though I don’t need any language practice as now I live Not long ago I was invited to deliver a seminar about in Australia, when I come back to Moscow I try to visit refl ective learning and refl ective teaching. At the round- the place, because, you know, people are special here,” up sharing, one of the participants said: “The most im- a PhD student told me; “I love the way people talk here, portant thing I am taking from this seminar is that we I like the atmosphere. It’s a great place to meet interest- should train teachers exactly the same way as we want ing and enthusiastic people!” replied a native American them to teach our children.” In light of this, I assume it speaker who was the last one I interviewed that day. is justifi able to claim that if we want our learners to in- For me as an English teacher these revelations teract using English outside the classroom, if we want sounded unbelievable. I actually saw people using the to promote learners autonomy, it is high time we started language and enjoying it. Of course, the motivation of thinking about our own relationship with the English these people differed. Obviously, the majority of the language OUTSIDE the classroom (preparation to the club attendees had very strong extrinsic motivation lessons doesn’t count as it is about teaching) and get – that is doing something as a means to some sepa- down to speaking with real people in real life! rable outcome, such as gaining a qualifi cation or get- ting a job. However, I was lucky to meet the ones who REFERENCES: seemed to possess intrinsic motivation as well, the ones Griffi ths, C. (Ed) (2012) Lessons from good language learn- who experienced the rewards of learning inherent in the ers. Cambridge: Cambridge University Press TKT Glossary [Online]. Cambridge University Press. Avail- learning process itself; they knew the feelings of per- able at http://www.cambridgeenglish.org/images/22184-tkt- sonal satisfaction and enhanced personal competence glossary.pdf and skill deriving from and sustaining engagement in learning (Csikszentmihalyi in Griffi ths 2012:21). By Elizaveta Bogdanova English PROFESSIONAL DEVELOPMENT 8 December 2015 HOW TO TEST YOUR KNOWLEDGE about Content Teaching in English

Since 1994, Content and Language Integrated Learn- and depth of knowledge of TKT CLIL. To achieve Band ing has established itself as an excellent educational prac- 3, a candidate should get a score of at least 45 – 50 marks tice and has produced a paradigm shift in the teaching of out of 80. foreign languages. Given this new trend, many recently published course books in English as a Foreign Language Here are some practice tasks to get the feel of the teach- include CLIL materials that integrate content, cognition, er’s competences assessed in TKT CLIL. communication and culture into teaching and learning processes. As a rule, they use the so-called soft CLIL, or PRACTICE TASK 1 language-led approach, which means that language teach- For questions 1–7, match the activities with the CLIL ers do not need to have discipline-specifi c content knowl- aims listed A–D. Mark the correct letter (A–D) on your edge. However, in order to maximize the language learn- answer sheet. You will need to use some of the options ing outcomes and the subject learning potential of CLIL, more than once. teachers need to develop a range of specifi c skills and competences. The best way to explore the core features of CLIL aims CLIL is to prepare for the professional exam called TKT CLIL. A. reviewing content knowledge What is TKT CLIL? It is one of the modules of the B. practicing communication skills Teaching Knowledge Test developed by Cambridge Eng- C. developing cognitive skills lish Language Assessment. The module aims at both D. increasing awareness of culture practicing teachers and those who are new to CLIL. The exam tests the knowledge of CLIL-related pedagogical 1. Learners look at pictures of musical instruments and concepts, and the learning, thinking and language skills then group them according to how they think they which are developed across different curriculum subjects. might be played. Candidates should know how to plan a lesson or a series 2. Learners read a text about plants and how different of lessons, and how to use available resources. They are people use them. They underline the uses of plants expected to know a range of activity types and be able which are similar to how plants are used in the region to match different activities with their purposes. A sound where they come from. knowledge of lesson delivery is also tested in the exam. 3. Learners use a search engine to look for informa- This includes such areas as classroom language, scaf- tion about electric cars. They read the text and folding content and language, methods of helping school find three facts they learned about in a previous children to develop learning strategies, as well as ways lesson. of consolidating learning and differentiation. Lastly, can- 4. Without any sound, learners watch a DVD showing didates are tested on their knowledge of assessment for some ways to keep fi t. Once they’ve watched it, they CLIL. describe one way to keep fi t to a partner. Teachers’ knowledge of specifi c curriculum subjects 5. Learners are given six shapes and asked to calculate in science, social science and arts is not assessed. Candi- their areas. They use the methods they’ve done in class dates’ profi ciency in the English language is not assessed to fi nd the answers. either and they are not required to take a profi ciency ex- 6. How green is your school? In groups, learners agree amination before they sit the TKT CLIL. However, can- on what they could do to reduce the energy usage at didates are advised to have at least Level B1 of the Com- school. mon European Framework of Reference (CEFR). 7. Learners fi nd features in the architecture of fi ve build- TKT CLIL consists of 80 objective-format questions ings which are also found in buildings in different parts and candidates have 80 minutes to complete the test. The of their country. task types used are multiple choice, matching, odd one out, ordering and sequencing. Each question carries one Answers: 1. C; 2. D; 3. A; 4. B; 5. A; 6. B; 7. D. mark, so the maximum mark is 80. Results are reported in four bands and there is no pass or fail. At Band 4, a candi- (From Kay Bentley ‘The TKT Course. date demonstrates extensive knowledge of TKT CLIL. A CLIL Module’ Cambridge University Press, candidate who has achieved Band 3 demonstrates breadth 2010, p. 100) PROFESSIONAL DEVELOPMENT English 9 December 2015

PRACTICE TASK 2 C. Read the text about jazz music, then complete the mind For questions 1–6, look at the cognitive skills and the map by adding the main features of jazz. three activities listed A, B and C. Two of the activities de- velop the cognitive skill. One activity does NOT. Which 5. Sequencing activity does NOT develop the cognitive skill? A. Place these machines on the timeline to show when they were invented. 1. Comparing B. Agree which jobs in ancient Egyptian times are similar A. Write down some facts about how fossil fuels are to jobs in our country today. used. C. Look at the events leading up to the war and decide B. Tell your partner three differences between coal and how they followed one another. oil. C. Look at the table about coal and oil and then list some 6. Evaluating similarities about how they are produced. A. Finish the drawings of the quadrilateral shapes. Find a partner and suggest one improvement. 2. Predicting B. Look at your group’s pie charts. Write down where you A. What could happen if the artist changes the perspec- found the information and agree what you will write tive? under the charts. B. Scan the article and fi nd out when the building design C. Compare the graph in your course book with the one will be completed. you drew. What would you change to make the inter- C. With a partner, guess which objects won’t be represent- pretation of your data clearer? ed in the cave painting. Answers: 1. A; 2. B; 3. A; 4. C; 5. B; 6. B. 3. Reasoning A. Label the electrical components in the picture and then (From Kay Bentley ‘The TKT Course. copy the circuit diagram. CLIL Module’ Cambridge University Press, B. Look at the animal word bank, then decide how you 2010, p. 25) could group the animals in a Venn diagram. C. Study the life cycle of a fl owering plant and then ex- To sum up the series of four articles devoted to Content plain to a partner how the seeds germinate. and Language Integrated Learning, we can state that CLIL encourages teachers to re-evaluate their role as language 4. Classifying teachers, and TKT CLIL helps them scale new heights in A. Put the musical instruments into different sets. What their professional development. features do they have in common? B. Decide how these pieces of music could be grouped By Ludmila Kozhevnikova, and explain the reasons for your grouping. Associate Professor, Samara State University English METHODS OF TEACHING 10 December 2015 LANGUAGE LEARNING AND THINKING Andrew Littlejohn is a teacher trainer, academic and author. He is author of many ELT courses including Primary Colours and Cambridge English for Schools (CUP) and First Choice (Lehrmittelverlag, Switzerland). His website www.AndrewLittlejohn.net provides many free resources for language teachers. Email: [email protected]

Judging by the promotional ‘blurb’ on the back of many ANALYSING CLASSROOM WORK new coursebooks for primary school learners, there is no If we want to engage young learners’ cognitive abilities in a doubt that the role of ‘thinking’ in language learning is now systematic way, we need to be able to analyse and categorise exer- fi rmly recognised. Courses routinely claim to “improve cises and tasks so we can identify the nature and level of challenge memory and concentration”, “develop thinking and crea- involved. This will enable us to select or adapt tasks, and perhaps tivity”, and help children to “become smart”, all the while sequence them so that we can develop a ‘syllabus of cognitive building effective second language competence. It was not work’ in addition to our usual syllabuses of grammar, vocabulary, always this way, of course. For many years, language teach- skills, etc. The following are some concepts I have found useful in ing emphasised ‘habit formation’ and mechanical, behav- my work in designing materials and tasks for young learners – al- iourist approaches as the basis for an effective methodology. though they can be equally applied to any age of learner. We can see the legacy of this in many classrooms around the world where drills, substitution tables, listen and repeat, Content: carrier or learning? patterned sentence writing and similar techniques are all still Often, language teaching tasks can seem very ‘thin’ in terms in active use. These exercise types can of course play an im- of content. Frequently, children are expected to forget (eventu- portant and useful role in teaching but we now recognise that ally) the topic or information that they are working with, and to ‘cognitive engagement’ is not only absolutely necessary for simply remember the language used to talk about that topic or sustained learning, but it is part of the educational respon- information. Examples of this are the storylines in dialogues, sibility of the teacher. In this article, I want to show how or reading texts about fi ctional characters, etc. Such storylines we can analyse classroom activities to reveal the amount of and characters can, of course, have an important role in provid- cognitive engagement involved so that teachers can design ing child-friendly materials for young learners, but they show or adapt accordingly. In my next article, I will show some the distinction between ‘carrier content’ (i.e. topics, stories, etc) practical examples of how we can engage learners’ cognitive which are used to ‘carry’ the ‘learning content’ (i.e. the con- ability more fully in language learning. But fi rst we need to tent that the learners are expected to retain – in this case, the consider why we should do this. language). Ideally, in common with other mainstream subject areas, there should be no difference between carrier and learn- REASONS FOR COGNITIVELY ENGAGING WORK ing content in what children are working on – everything that There are many reasons why cognitive involvement is im- they do in the classroom should be worth knowing or doing in portant in language learning, and why we need to distance our- its own right. Once again, CLIL work is based on removing this selves from mechanical, repetitive methods of teaching, but distinction, in that children are expected to learn – and be as- here I will name just three key reasons. In the fi rst place, we sessed on – both language and curricular content. know that the more cognitively involved someone is, the more motivated and engaged they are. Many learners, of all ages, Mental operation frequently complain that language classes are boring. Teachers In addition to the role of content in learning, we can also often sense this and use ‘fun’ activities such as songs, games look carefully at what the children are actually asked to do and such like to add excitement to the classroom. Yet, the ef- with that content. Littlejohn (2011) shows examples of ana- fect of these devices is often temporary, and once completed, lysing primary school language teaching materials, using a motivation levels drop back once again. Secondly, it is a long framework. Part of this framework tries to reveal the nature of established principle in educational psychology that the more the cognitive work involved in a task or exercise, by examin- learners are required to think about something they are doing, ing what the child is expected to do in order to successfully the deeper and longer-lasting their learning will be. Thirdly, accomplish it. although language teaching has traditionally been seen as What is the learner required to do? outside ‘mainstream teaching’, and has not therefore been re- – Turn-take: initiate / respond quired to ‘educate’, current thinking has shifted to insist that – Mental operation language teaching does indeed have an educational role. The emergence of CLIL work, for example, is very much part of Any exercise or task, of course, asks children to ‘respond’, this shift, with ‘cognition’, as one of the ‘Four Cs’ (along with but the distinction drawn out by ‘Turn-take’ in the analytical communication, content and culture), a key requirement for framework is the extent to which the children are asked to classwork. supply their own ideas and use their own language (‘initiate’) METHODS OF TEACHING English or simply repeat ideas and language supplied to them (‘re- spond’). The following, for example, could be categorised as a ‘respond’ task, in that the answers to all of the questions are likely to be in the reading text supplied to them: 11 December 2015

Example 1 1. Which dinosaur was the tallest? Bloom’s Taxonomy 2. Which dinosaur was the fastest? There are many different ways to classify cognitive work in 3. Which dinosaur was the heaviest? education, but one of the most well-known of them is Bloom’s 4. Which dinosaur was the smallest? Taxonomy (originally from 1956, but here shown from the Similarly, a task such as the following is another ‘respond’ 2000 revision). This arranges cognition into different levels, task as it contains all that is needed to complete it. as a free-standing analysis, enabling us to talk about ‘lower order’ and ‘higher order’ thinking in the abstract. It is not dif- Example 2 fi cult, however, to see how this can map onto different kinds of classroom work in language teaching. Picture of a room 1. The _____ is next to the wall. For example in language teaching: 2. The _____ is on the table. 3. The _____ in the bag. 4. The _____ is under the picture. Creating Create a poster showing your ideas for a recycling scheme. Evaluating Giving opinions on a character in a story. On the other hand, the following task can be labelled as an Analysing Working out a language rule from some sentences. ‘initiate’ task as it requires a lot more from the children, in that Applying Following a grammar rule to complete sentences. Understanding Answering comprehension questions. they need to supply both the ideas and the language to talk Remembering Matching words to a picture or gap. about those ideas. Interestingly, the task simply involves an inversion of the standard ‘comprehension questions’ pattern. Bloom’s Taxonomy is intended to be cumulative, in that the higher levels necessarily entail the lower levels (for ex- Example 3 ample, ‘evaluating’ obviously entails ‘understanding’), but in language teaching we have the advantage that learners always 1. Look at these elephants. What questions can you ask have at least two languages at their disposal (their fi rst lan- about them? guage and the second language they are learning). Using this Picture of elephants in India. fact allows us to enrich language tasks by compensating for 2. Read the text. Does it answer your questions? limitations in the children’s second language by drawing on Short text about Indian elephants. their abilities in their fi rst language. For example, even almost Similarly, these kinds of questions cannot be answered by complete beginners can be asked to ‘notice’ aspects of the lan- simply repeating the content of the story text. guage and try to work out a rule. In this case, ‘analysing’ can be done in the fi rst language to work out a rule, before ‘apply- Example 4 ing’ it in the second language, making us free of the implied 1. Do you think Raad is a nice person? Say why. hierarchy in Bloom’s Taxonomy. 2. What do you think Susi thinks about Raad’s idea? 3. Do you think Susi is brave? PRACTICAL IDEAS FOR COGNITIVE ENGAGEMENT 4. What can Susi say to her friend? By using the concepts I have set out, we can take practical Analysing the mental operation required by a task involves steps to design classroom work so that it is consistently more working out what the children need to do cognitively in order cognitively engaging. The carrier content/ learning content to complete the task. In some cases, this may involve several distinction can help us select worthwhile topics as content for different mental processes. Looking back at the examples, we language tasks. The analysis of mental operation can help us might say the following about them. move beyond simple recall and reproduction, while an appli- cation of Bloom’s Taxonomy can enable us to sequence cogni- Example 1 tive development and make use of mental abilities which we – fi nd and repeat information from the text know the children will have from their fi rst language. In the Example 2 next article, I will show how these principles can be applied in – recall vocabulary item practice, to produce cognitively engaging and enriching tasks Example 3 for primary school learners. – use background knowledge – use language to express own questions REFERENCES – match supplied information to own questions Anderson, Lorin W., Krathwohl, David R., eds. 2000. A Taxono- my for Learning, Teaching, and Assessing: A Revision of Bloom’s Example 4 Taxonomy of Educational Objectives. Allyn and Bacon. – make value judgements Littlejohn, Andrew. 2011. In Tomlinson, B. (Ed.) Materials De- – express own opinions using own language velopment in Language Teaching, 2nd Edition. Cambridge Univer- – hypothesize sity Press. Available at www.AndrewLittlejohn.net This kind of analysis shows the clear differences between the limited cognitive engagement required by Examples 1 and This article was fi rst published in IATEFL C&TS Digital, 2, compared with Examples 3 and 4. Issue 2, 2015. English METHODS OF TEACHING 12 December 2015 ИНТЕЛЛЕКТ-КАРТЫ как способ формирования метапредметных результатов ученика

Федеральные государственные образовательные стан- Интеллект-карты, ассоциативные карты, карты мыслей, дарты нового поколения заставляют несколько по иному карты памяти – это те же самые проекты, к которым дети взглянуть на акценты педагогической деятельности. Наря- привыкли с начальной школы. Но интеллект-карты, в от- ду с предметными достижениями и личностным развитием, личие от стандартных проектов, имеют четкую структуру. выделена такая группа достижений, как метапредметные Это рисунок или схема, у которой есть центральная часть результаты ученика. При таком подходе изменяется оценка (ядро) и ответвления (стрелочки, веточки). Оформляется эффективности урока. Если раньше ценилось только знание она в цвете. Вся информация должна быть представлена в пройденного учебного материала, то сегодня – умение не- виде ключевых слов, знаков, символов. стандартно мыслить, перерабатывать информацию, интер- При использовании интеллект-карт ребенок действует претировать ее, анализировать, осуществлять свободное вза- следующим образом. Главную тему своей записи помещает имодействие со сверстниками и учителями, быть социально- в центре листа. Записывает только ключевые слова, кото- ориентированным, активным, глубоко мыслящим, творче- рые располагает на ветвях, расходящихся от главной темы. ским человеком. Учащиеся должны обладать такими спосо- Обязательно использует цветные карандаши, т.к. цвет дает бами деятельности, которые будут применимы как в школе, наглядность. Поскольку рисование является любимым за- так и при решении проблем в реальной жизни. Эти способы нятием многих детей в начальной школе, то можно добав- деятельности должны быть освоены не только на одном кон- лять картинки. Таким образом, все самое главное по одной кретном уроке, а на базе всех учебных предметов. теме располагается на одном листе. Рисунок можно оки- Сегодня наши дети сталкиваются с огромным потоком нуть взглядом, увидеть общее, сфокусироваться на деталях. информации. Но вряд ли кто-то из них может запомнить ее Карты памяти включают ассоциативное мышление у детей. в полном объеме, вряд ли кто-то может переработать ее за Это помогает увидеть суть написанного. короткое время. Немногие могут управлять ею и выбирать Данная техника формирует у учащихся умение работать из этого потока самое необходимое. Именно метапредмет- с информацией, осуществлять ее поиск, анализ, обобщение, ные результаты, являющиеся связующим звеном между выделение главного и его фиксацию; помогает логически всеми школьными предметами, могут помочь нашим детям выстраивать последовательность своих мыслей, учит вы- освоить большой объем информации. делять главное и второстепенное; учит планировать свое В связи со всем вышесказанным возникает вопрос: как речевое поведением в цело и применительно к различным найти такие методы обучения, которые облегчили бы уча- жизненным ситуациям; формирует проектные умения. Дети щимся не только “школьную”, но и реальную жизнь? Как учатся общаться, примеряя на себе различные социальные сделать так, чтобы знания, наполняющие голову ученика, роли, работать в парах и группах. В процессе построения имели смысл, четкую форму, структуру, осознавались не интеллект-карты ребенок учится самонаблюдению, само- как мертвая информация, а как то, что ему действительно контролю и осваивает навыки рефлексии. Техника построе- нужно для жизни? ния карт памяти помогает повысить метапредметные ре- Учителем английского языка я работаю более 10 лет. На зультаты ученика. протяжении этого времени я всегда старалась использовать Построение карт нашего ума – это универсальный способ, такие способы и методы обучения, которые облегчали бы который можно использовать на всех ступенях обучения. В жизнь детей в школе и вне ее стен. На использование ме- начальной школе дети представляют интеллект-карты в виде тода обучения, о котором пойдет речь дальше, меня под- рисунков. Рисование является одним из любимых занятий толкнули мой пятилетний ребенок и моя младшая сестра у детей 6–10 лет, и очень трудно переоценить достоинства (учитель начальных классов). Однажды, перебирая бумаги этого вида деятельности. Оно развивает мелкую моторику, в письменном столе дочери, я обнаружила ее рисунок. В се- эстетический вкус, творческие способности ребенка, способ- редине альбомного листа было изображено солнышко. На ствует формированию гармоничной личности. нем написаны слова “Мои родные”. От солнышка отходили Нередко на средней ступени обучения снижается общий лучики с подписями всех наших родственников, которые интерес школьников к учению. Школа перестает быть для сопровождались картинками. ученика центром его духовной жизни. Актуальной потреб- На тот момент я, как любая мать, довольная тем, что мой ностью возраста становится потребность в самоутвержде- ребенок нарисовал красивый рисунок и научился писать нии. Интеллект-карты – это отличный способ самовыраже- целыми словами, не увидела педагогической значимости ее ния, формирования собственной индивидуальности, спо- творения. Все на свои места расставила моя сестра, учитель соб найти свое “Я” и свой собственный стиль. Этот способ начальных классов. Она рассказала мне о том, что мой ре- может разнообразить ежедневные уроки, которые кажутся бенок просто попытался отобразить все самое важное для детям в этом возрасте скучными и неинтересными. нее. Дочка нарисовала то, с чем у нее ассоциируется вся В старшей школе, где у детей уже практически сформи- наша семья. Выражаясь научно, она обобщила и системати- рованы информационно-коммуникативные умения, можно зировала информацию по определенной теме на одной ин- применять электронный способ построения интеллект- формационной панели. Этот незамысловатый рисунок был карт. Сегодня существует огромный выбор компьютерных наглядным примером графического отображения ее знания. программ для построения карт наших мыслей. Самая про- Это была интеллект-карта. стая программа – FreeMind. Бесплатный веб-сервис для English создания ментальных карт, организации мозгового штурма METHODS OF TEACHING – SpiderScribe.net и др. Хотелось бы представить несколько примеров построе- ния интеллект-карт из собственного опыта работы на раз- 13 ных ступенях обучения. December 2015

Начальная школа неты?” (воспитательная работа). Учебник English для Тема: “I am …” – “О себе” (формирование навыков моно- 7 класса, В.П. Кузовлев / Учебник Enjoy English для 8 класса, логической речи). Учебник Happy English.ru для 2 класса, М.З. Биболетова. К.Кауфман.

Старшая ступень Тема: “The Rights of the Children” – “Права ребенка” (фор- мирование навыков чтения с полным пониманием текста). Учебник English для 10–11 классов, В.П. Кузовлев. Средняя ступень Тема: “My Friends” – “Мои друзья” (формирование навы- ков диалогической речи). Учебник Enjoy English для 5 клас- са, М.З. Биболетова.

Из всего вышесказанного можно смело сделать вывод, что реализация принципа метапредметности с использованием интеллект-карт позволяет научить ребенка находить знания и умело их использовать.

Источники. 1. Федеральный государственный образовательный стандарт началь- ного общего образования. – Стандарты второго поколения. – М., Просвещение, 2010. 2. Кондаков А.М. Стандарты второго поколения. Концепция федераль- ных государственных образовательных стандартов общего образо- вания/Под ред. А.М. Кондакова, А.А. Кузнецова. – М., Просвещение: 2008. 3. Бьюзен Т. и Б. Супермышление/Пер. с англ. Е.А. Самсонов. – 2-е изд. – Мн.: ООО “Попури”, 2003. – (Серия “Живите с умом”) 4. Tony Buzan. Mind Maps for Kids. (Электронный ресурс) 5. Артемова Л.Ф., Болдырева О.А., Корниенко Н.Г., Мерненко А.П., Введение ФГОС основного общего образования. Методические ре- комендации для учителей иностранных языков. – Воронеж: ВОИП- КиПРО, 2012.

Елена Петровна Рязанцева, Тема: Project “Who are WE? The Friends or the Enemies of МКОУ Петровская СОШ, the Planet?” – Проект “Кто мы? Друзья или враги Пла- р.п. Перелешинский, Воронежская область English FOCUS ON LANGUAGE 14 December 2015 ЧИСЛИТЕЛЬНЫЕ. ВИДЫ

В английском языке, как и в русском, числительные подраз- 100 a (one) hundred деляются на: 1,000 a (one) thousand 1. Количественные (Cardinal Numerals), которые обозначают 1,000.000 a (one) million количество предметов: one – один, two – два, three – три. 1,000,000,000 a (one) billion 2. Порядковые (Ordinal Numerals), которые обозначают поря- док номеров при счете или место, которое предмет занимает Образование количественных числительных в ряду: fi rst – первый, second – второй, third – третий. 1. Количественные числительные от 1 до 12 представля- Числительные, которые служат для выражения простых и де- ют собой простые независимые слова. Начиная от 13 до сятичных дробей, называются дробными (fractional numbers): 19 включительно, количественные числительные обра- 1/2– a (one)half; 1/8 – one eighth; 5/6 – fi ve sixths; 2,25 – two зуются путем прибавления к числительному суффикса point two fi ve; 0,25 – nought point two fi ve. -teen. four + teen = fourteen (14) Таблица образования и написания количественных eight + teen = eighteen (18) и порядковых числительных но: fi ve + teen = fi fteen (15) Количественные Порядковые three + teen = thirteen (13) ! Количественные числительные с суффиксом -teen име- От 1 до 12 ют два ударения: "four'teen. Ударение на последнем сло- 1 One First ге сильнее. Если же числительное употребляется с су- 2 Two Second ществительным, то ударение падает на первый слог, а 3 Three Third второй становится не ударным: 'fi fteen books, 'seventeen 4 Four Fourth tickets. 5 Five Fifth 2. Количественные числительные, обозначающие десятки, 6 Six Sixth образуются при помощи прибавления суффикса -ty к на- 7 Seven Seventh званию единиц: 8 Eight Eighth six + ty = sixty (60) nine + ty = ninety (90) но: Некоторые числительные образуются не по общему 9 Nine Ninth правилу: 10 Ten Tenth two (2), twelve (12), twenty (20) 11 Eleven Eleventh three (3), thirteen (13), thirty (30) 12 Twelve Twelfth four (4), forty (40) От 13 до 19 fi ve (5), fi fteen (15), fi fty (50) 13 Thirteen Thirteenth eight (8), eighteen (18), eighty (80) 14 Fourteen Fourteenth 3. Составные числительные состоят из десятков и единиц. В английском языке они образуются так же как в русском 15 Fifteen Fifteenth , : сначала названия десятков, затем единиц. На письме меж- 16 Sixteen Sixteenth ду десятками и единицами ставится дефис: seventy-fi ve, 17 Seventeen Seventeenth twenty-one. 18 Eighteen Eighteenth ! При образовании числительных свыше тысячи (как по- 19 Nineteen Nineteenth рядковых, так и количественных) каждые три разряда От 20 до 90 (десятки) справа налево отделяются запятой: 3,000; 5,250; 10,726; 1,550,000. 20 Twenty Twentieth 4. Между сотнями (тысячами, миллионами) и следующи- 30 Thirty Thirtieth ми за ними десятками (или единицами) в любом раз- 40 Forty Fortieth ряде при чтении и написании словами всегда ставится 50 Fifty Fiftieth and. 60 Sixty Sixtieth 205 – two hundred and fi ve 70 Seventy Seventieth 357 – three hundred and fi fty-seven 80 Eighty Eightieth 4,006 – four thousand and six 90 Ninety Nineteen 5,560 – fi ve thousand fi ve hundred and sixty От 21 до 99 (отдельные примеры) 6,728,960 – six million seven hundred and twenty-eight thousand nine hundred and sixty 21 Twenty-one Twenty-fi rst 101 – a (one) hundred and one 32 Thirty-two Thirty-second 152 – a (one) hundred and fi fty-two 43 Fourty-three Fourty-third 1,001 – a (one) thousand and one 54 Fifty-four Fifty-fourth 2,325 – two thousand three hundred and twenty-fi ve 65 Sixty-fi ve Sixty-fi fth 15,972 – fi fteen thousand nine hundred and seventy-two 76 Seventy-six Seventy-sixth 234,753 – two hundred and thirty-four thousand seven hundred fi 87 Eighty-seven Eighty-seventh and fty-three 5. Числительные 100; 1,000; 1,000,000 употребляются с не- 98 Ninety-eight Ninety-eighth определённым артиклем а или числительным one. Если 99 Ninety-nine Ninety-ninth число не превышает одной сотни, тысячи или миллиона FOCUS ON LANGUAGE English 15 December 2015

чаще употребляется а: 100 – a hundred – one hundred. Если 22-й – twenty-second же превышает, то чаще употребляется one: 35-й – thirty-fi fth 105 – one hundred and fi ve (a hundred and fi ve) 101 – one hundred and fi rst 1,150 – one thousand one hundred and fi fty 546 – fi ve hundred and forty sixth 6. Числительные hundred, thousand, million, billion при 4. Порядковые числительные обычно употребляются с выражении определенного точного количества не употре- определенным артиклем the, даже если существитель- бляется во множественном числе. ное, которое порядковое числительное определяет, опу- 200 – two hundred скается. 5,000,000 – fi ve million The tenth day came. – Наступил 10-й день. fi ve thousand trees – пять тысяч деревьев The second text is more diffi cult than the fi rst (one). – Второй three million British people – три миллиона британцев текст труднее первого. НО: при выражении неопределённого (неточного) ! Неопределенный артикль а употребляется с порядковы- числа, но очень большого количества сотен, тысяч, ми числительными, если выражает дополнительное зна- миллионов и миллиардов количественные числитель- чение “еще один”. ные hundred, thousand, million, billion употребляют- A second election was fi xed. – Были назначены повторные ся во множественном числе. После них в этом случае выборы. следует существительное с предлогом of: hundreds of I want a second cup of tea. – Я хочу вторую (еще одну) чаш- people – сотни людей, thousands of trees – тысячи де- ку чая. ревьев. ! Это же правило относится и к выражениям со словами Особенности употребления количественных dozen – дюжина и score – два десятка: a dozen pencils – и порядковых числительных двенадцать (дюжина) карандашей, fi ve dozen – пять дю- при обозначении нумерации жин. 1. При обозначении номеров страниц, глав, параграфов, уро- НО: dozens of pens – дюжины ручек (неопределенное ко- ков, упражнений, частей книг, томов порядковые числи- личество). тельные заменяются количественными числительными, следующими за существительными, к которым они отно- Oбразованиe порядковых числительных сятся: page 10 (ten) – страница десятая; chapter I (one) – 1. Порядковые числительные образуются путем прибавле- глава первая; lesson 5 (fi ve) – урок пятый; exercise 2 (two) ния к количественному числительному суффикса -th [θ]: – упражнение два (второе). ten (10) – tenth (10-й) ! В русском языке в таких случаях обычно употребляются seven (7) – seventh (7-й) порядковые числительные. Не исключено такое употре- ИСКЛЮЧЕНИЯ: бление и в английском языке, например: the ninth chapter 1 – три первых числительных: – девятая глава. one (1) – fi rst (1-й) I have read the second book. – Я прочел вторую книгу. two (2) – second (2-й) Сравните: three (3) – third (3-й) the tenth page (10-я стр.) – page ten (стр. 10-я) 2 – образование следующих порядковых числительных the second chapter (2-я глава) – chapter two (глава 2-я) сопровождается не по общему правилу (выпадение букв, the fi rst part (1-я часть) – part one (часть 1-я) чередование звуков): the seventh lesson (7-й урок) – lesson seven (урок 7-й) fi ve (5) – fi fth (5-й) Open your books at page 10. – Откройте книги на стр. 10. eight (8) – eighth (8-й) (нумерация) nine (9) – ninth (9-й) Read chapter two. – Читайте вторую главу. (нумерация) twelve (12) – twelfth (12-й) I have done the sixth exercise. (по счету, по порядку) – Я 3. При образовании порядковых числительных, обозначаю- сделал шестое упражнение. (по счету, по порядку) щих десятки, конечная у заменяется на i и прибавляется I have done exercise six. – Я сделал упражнение шестое. суффикс -eth: (нумерация) twenty (20) – twentieth (20-й) 2. Количественные числительные (а не порядковые) упо- seventy (70) – seventieth (70-й) требляются также в номерах автобусов, трамваев, и т.п., ! При выражении порядковых числительных в цифрах к домов, квартир, комнат, кабинетов, аудиторий, размеров ним прибавляются последние две буквы порядкового чис- обуви и предметов одежды, рядов в театре (кинотеатре) лительного: и т.д. В русском языке в этих случаях употребляются как 1-й – fi rst = 1st 21-й – twenty-fi rst = 21st порядковые, так и количественные числительные (обра- 2-й – second = 2nd 42-й – forty-second = 42nd тите внимание на отсутствие артикля в таких случаях в 3-й – third = 3rd 63-й – sixty-third = 63rd приведенных ниже примерах): 4-й – fourth = 4th 80-й – eightieth = 80th I usually take bus (tram) No.6 (number six). – Я обычно езжу 3. При образовании составных порядковых числитель- на шестом номере автобуса (трамвая). ных происходит замена только последнего количе- She lives in apartment No.10 (apartment ten). – Она живет в ственного числительного соответствующим порядко- квартире 10. (Она живет в десятой квартире.) вым. Первое остается без изменения, т.е. эти числи- The conference will take place in room No. 17 (number тельные образуются так же, как и соответствующие им seventeen). – Конференция будет проходить в аудитории русские: 17 (в семнадцатой аудитории). English FOCUS ON LANGUAGE 16 December 2015

I wear size thirty-seven shoes. (слово size ставится перед EXERCISES цифрой) – Я ношу тридцать седьмой размер туфель. I. Fill in the gaps with ordinal and cardinal numbers in ! По данному правилу образуются названия номеров актов English. в пьесах, спектаклях, серии фильмов и т. д.: act two. 1. We have breakfast at ______o’clock. (8) А также номера рядов в театре, кинотеатре: row six, row 2. It is the ______time he comes here. (8) fi fteen. 3. I have bought ______books. (4) Нумерация томов книг, музыкальных альбомов: volume 4. This is the ______book I am reading this month. (4) two – том второй; volume ten – альбом десятый. 5. You must do this exercise the ______time. (2) 3. Порядковые номера королей, царей и т.п. в письменной 6. I have seen ______of my friends. (2) речи изображаются римскими цифрами, которые читают- 7. He is in the ______form. (7) ся как порядковые числительные с определенным арти- 8. He has learnt English for______years. (7) клем. 9. I have worked on this for ______hours. (3) Peter I (Peter the First) – Петр I (Петр Первый) 10. You will fi nd the answer in the ______lesson. (3) Elizabeth II (Elizabeth the Second) – Елизавета II (Елизаве- 11. Monday is the ______day of the week. (1) та Вторая) 12. There is only______cake left. (1) В устной речи используются порядковые числительные с 13. The______part will be for him. (10) артиклем the: Peter the First, Elizabeth the Second. 14. ______of his soldiers were killed in the battle. (10) Так же обозначается Первая мировая война (World War I, 15. ______is a good number. (5) the First World War) и Вторая мировая война (World War II, 16. My son is in the ______form. (5) the Second World War). II. Choose the correct variant. Вопросы “сколько?” 1. As a result of piracy, companies lose an estimated minimum of Вопросы, которые начинаются со слов “How many?” или ______dollars a year. “How much?” (“сколько?”), имеют следующий порядок a) four billion c) four billion of слов: b) four billions d) four billions of 2. England is only one of ______nations of the British Isles. I II III IV V VI a) four c) the four Вопро- Дополне- Вспо- Подле- Смыс- Другие b) fourth d) the force ситель- ние (су- мога- жащее ловой члены 3. ______eggs were burnt to avoid bird fl u. ное ществи- тельный глагол предло- a) Dozens c) Dozen of слово тельное глагол жения b) Dozens of d) Dozen в ед.ч./во 4. I’m afraid there’s no your size, we’ve got only ______. мн. ч.) a) size 4th c) size 4 th How water does a horse drink one day b) the size 4 d) the size 4 much 5. The city is expecting extra tourists to celebrate ______Сколько воды выпивает лошадь за один день? anniversary. How books do you bring to a) it’s three hundredth many school b) its third hundredth Сколько книг ты приносишь в школу? c) its three hundredth

Вопросы “Сколько лет?” III. Translate the sentences. Чтобы спросить о возрасте человека, нужно строить пред- 1. Откройте учебник на странице тридцать и прочтите тре- ложение следующим образом: тье предложение. 2. – Когда ты родился? Двадцать пятого марта тысяча девятьсот восемьдесят I II III – третьего года How old (сколько лет)? Сказуемое в нужном подлежащее . числе 3. В настоящее время королевой Великобритании является Елизавета Вторая. How old are you (they)? 4. В Москве более пятисот библиотек. How old is he (she)? 5. Я ем уже пятое мороженое. 6. Том разговаривает на трех иностранных языках. Чтобы назвать возраст человека, нужно строить предложе- 7. Тысячи человек были уволены с завода в пятницу. ние следующим образом: 8. Мы получили двести пятьдесят писем. 9. Мне было семь лет, когда я потерял своего любимого I II III мишку. Подлежащее Сказуемое Число обозначаю , - 10. Тринадцать лет назад мои родители поженились. щее возраст I am ten (years old). By Katerina Merkulova He (she, it) is ten (years old). We (you, they) are ten (years old). See keys in additional materials. FOCUS ON LANGUAGE English 17 BREAK A LEG! December 2015 Перед Новым Годом люди всегда настроены на ве- Если же вещь (или человек) приносит неудачи, их на- селый и благодушный лад. Давайте же и мы поищем зывают непривычным для нас по звучанию словом jinx: что-нибудь необычное и забавное на ниве изучения ан- He is a jinx. = He brings the evil eye on me. – У него глийского языка. Поговорим сегодня об американских дурной глаз. суевериях. Don’t tell everyone about your success – you may jinx До этой темы у изучающих обычно просто не доходят yourself. – Не рассказывай всем о своих успехах – ты руки, однако понимание таких деталей немало облегчает можешь сглазить. нам общение. Итак, сначала рассмотрим приметы, кото- рые нам хорошо знакомы. И еще раз напоминание о том, как непросты для нас A black cat crossing your path brings you bad luck. – английские предлоги: Черный кот, перешедший дорогу, приносит неудачу. По Unlucky at cards – lucky in love. – Не везет в картах – древнему поверью ведьмы могли принимать обличье ко- везет в любви. шек, отсюда и особое подозрение к черным кошкам. Hanging a horseshoe over the door brings you good luck. Здесь английский язык очень тонко отражает оттенки; – Подкова, висящая над дверью, приносит счастье. я специально подобрал такую пару выражений: Как и у нас, эта примета относится скорее к сельской lucky at the races – везет на скачках (напр., игроку, т.е. жизни – в городах подкову негде взять и некуда вешать. как бы со стороны); Breaking a mirror (or spilling salt) might hurt you. – Раз- lucky in the race – везет в гонке (напр., жокею). битое зеркало или просыпанная соль могут принести беду. В случае с солью есть некие контрмеры – надо Теперь о непривычных нам суевериях. быстро подобрать щепотку из просыпанного и бросить Вот стишок, который знают здесь все дети: Step on a через левое плечо. crack, break your mother’s back. We knock on wood three times mentioning our good Люди понимают его не так буквально: наступишь на fortune. – Мы стучим по дереву три раза, упоминая свою трещину (в тротуаре) – навлечешь болезнь на кого-то из удачу. (Обратите внимание на предлог, связанный со сло- близких. вом “стучать”). Есть разные объяснения этой приметы; Нельзя также открывать зонтик в помещении, а по бо- одно говорит, что добрые духи живут в стволах деревьях лее умеренной версии, только держать его открытым над и мы как бы просим их защитить нас. головой – это принесет несчастье тем, кто там живет. Все знают, что когда человек чихает, американцы сра- Что же касается злых духов, то есть одна примета – зу откликаются: Bless you! Оказывается, было поверие, про хлеб и соль – которая, как я понимаю, отлична от на- что душа человека может “выскользнуть из тела” при шей . В России хлебом и солью встречают гостя, а здесь чихании. Люди, соответственно, хотят благословить (и их дарят хозяевам, въезжающим в новый дом. значит защитить) чихающего. You give the family a gift of bread and salt to stop evil spirits from entering a new home. И еще о плохих приметах. Never take the last piece of food on a plate. Это не Давайте приведем несколько слов на тему везения. просто вопрос воспитанности – поверье гласит, что у Прилагательные lucky – unlucky, существительные человека будут неприятности в семейной жизни, (а не- good luck – bad luck: женатый человек долго не женится). He was in an accident last week. It’s bad luck. – Он попал Never give a knife as a gift. – Не дарите ножи (и другие в аварию на прошлой неделе. Ему не везет. острые предметы). У последней пары есть синонимы: fortune – misfortune Для того, чтобы такой дар не повредил вашей друж- (or bad fortune). Слово fortune обладает еще двумя значе- бе, его следует символически (за мелкую монету) выку- ниями: судьба; богатство, состояние. пить. Если совсем худо идут дела, есть и такое выражение: You should not step on a shadow. – Не надо наступать на a streak of bad luck – полоса невезения. (чью-то) тень. Американец может сказать: Считалось, видимо, что тень связана с душой чело- You bring misfortune upon yourself. – Tы навлекаешь на века. себя несчастье. Spilling milk will bring seven days of bad luck. – Злые People believe that some things – a horseshoe, a духи приходят на запах молока – что-то мне не кажется rabbit’s foot, an acorn – may bring you luck. – Люди ве- это очень убедительным. Посмотрим лучше на тонкости рят, что некоторые вещи – подкова, заячья лапка, желудь перевода (русский язык различает то, чего “не видит” ан- – могут принести удачу. Слово talisman звучит немного глийский): возвышенно, но в английском для таких вещиц есть бо- to spill milk – разлить молоко; to spill salt – рассыпать лее земное и очень красивое название – a lucky charm. соль. English FOCUS ON LANGUAGE 18 December 2015

Нам сегодня понадобится еще и слово spell (сходство Еще одно такое же поверье: pulling a wishbone until it чисто внешнее, ничего общего в их значениях нет). Оно breaks – потянуть за куриную дужку вдвоем; у кого оста- интересно вот чем. У него три значения, и все они отно- нется большая косточка – тот и загадывает желание. Как сятся к разным уровням изучения английского. видите, даже специальное слово появилось в языке. На начальном этапе необходимо разобраться с раз- ными оттенками первого значения – здесь нет единого И еще одна счастливая примета – подобрать булавку с перевода: пола. Есть и стишок, совсем уж невзыскательный: spell (v) – называть по буквам; писать See a pin, pick it up. How do you spell your name? – Как пишется ваше имя? All the day you’ll have good luck. He is very good at spelling. – Он очень грамотно пишет. Когда вы желаете человеку удачи, злые духи могут spelling rules – правила правописания подслушать и что-нибудь напортить. Чтобы их обма- нуть, говорят наоборот: Break a leg! (В отличие от на- Второе значение (оно нам и нужно по теме) появля- шего “Ни пуха! – К черту!”, устоявшегося ответа нет). ется позже: Учтите только, что эта традиция исходно относилась spell (n) – чары (и добрые и злые) только к актерам, волновавшимся перед выходом на сце- A witch cast a spell on her. – Ведьма напустила на нее ну; английскую фразу употребляют не так широко, как свои чары. русскую. This speaker is able to cast a spell on the audience. – Этот оратор может заворожить аудиторию. И, наконец, чисто новогодняя примета – New Year’s He has fallen under her spell. – Он попал под ее гипноз. resolution – но это не просто желание, а скорее зарок на- чать в чем-то новую жизнь: И, наконец, на продвинутом этапе приходится разби- The most popular New Year’s resolution nowadays: I’ll раться и с 3-м значением: go on a diet this year! spell (n) – период в несколько дней И в отличие от других желаний – это можно произ- Visit us for a spell. – Погостите у нас несколько дней. носить вслух, не сглазите. a spell of bad weather – полоса плохой погоды; a cold Unlike other wishes, you let everybody know what you spell – похолодание want and you are not jinxing yourself. От добрых чар рукой подать до исполнения заветных И, в завершение, я добавлю одно пожелание от себя: желаний. The best of luck to you, folks! Wishing on a star – загадать желание “на звезду”; очень важное в английском выражение – оно попало в Виталий Левенталь песни и в детскую считалку: Из книги Star light, star bright “Занимательный английский” First star I see tonight I wish I may, I wish I might Продолжение следует. Get this wish I wish tonight. Желание сбывается, если загадано “на первую звезду” т е ту что первой попалась вам на глаза fi ( . . , – the rst one Адрес в Москве для получения других по- that catches your eye). Для того, чтобы желание сбылось, собий В.Левенталя – его ни в коем случае нельзя произносить вслух. на сайте: www.EnglishMadeSimple.com FOCUSFOCU ON LANGUAGE English 19 December 2015

CONVERSATION QUESTIONS

• Do you enjoy shopping? Why/why not? • Who does the shopping in your family? • Why do people go window-shopping? • How often do you go shopping? SHOPPING VOCABULARY • Where do you go shopping most often? • What types of shops do you like to visit? Afford: To have enough money to purchase an item or pay for a service. • What is your favorite place to shop? Aisle: A long walkway with items for sale on either side. • Do you prefer large supermarkets or small Bag: A carrying aid with handles and usually made from plastic or re- local shops? Why? cycled material. • What is your favourite shop? Baggy: When an item of clothing is excessively loose. • Do you always have a shopping list? Bakery: A shop which provides people skilled in preparing and selling pastries, cakes and bread. • Do you spend a lot of money when you go Barcode: A small square fi lled with lines which when scanned by a com- shopping? puter provides an item’s name and price. • Would you like to work in a shop? Bargain: The price of an item that is considered to be of very good value. • What do you dislike about shopping? Basket: A hand-held square-shaped mesh container usually made from • Do you like to go shopping alone or with either metal or plastic which is used to hold items. friends? Best before: The date before which an edible item is most delicious. Brand: The name of a product made by one particular company, which is • What time of day do you think is best to do often associated with a certain price and quality. your shopping? Why? Butchers: A shop which provides people skilled in preparing and selling • How do you prefer to pay, in cash or by meat. card? Buy: An act of providing payment for goods. • Have you ever bought anything on the In- Card machine: A machine which communicates with the customer’s bank ternet? for the purpose of paying for goods or services. • Was it a good experience? Cash: A rectangular piece of paper often known as a note which is used for payment of goods or services. • Do you like Internet shopping? Cashier: A person who calculates the total cost and receives payment for • What kinds of things do you buy online? the goods. • What is your opinion of the security of buy- Change: A quantity of money to be returned to the person paying for ing things on the Internet? goods or services usually when payment has been made with bank- What are the advantages and disadvan- notes which total more than the amount requested. • tages of Internet shopping? Cheap: The cost of something considered to be reasonable and easily affordable. • Have you ever bought anything from a cat- Chemist: A shop which sells general and personally prescribed medication. alogue? Cheque: A rectangular piece of paper which serves as a method of pay- • Have you ever bought anything from a ment after the amount is written and signed by the account holder. door-to-door salesperson? Clearance: A time when most items are reduced usually due to the shop • When did you last buy anything? closing down. Closed: A time when the product or service is not accessible to customers. Coin: A small thin piece of metal which is usually round and used for pay- ment of goods or services. Convenience store: A shop easily accessible to the general public that sells most things. Credit/Debit card: A rectangular piece of thin plastic often with an elec- tronic chip which is used fo pay for goods or services. Customer: A person who pays for goods or services. Delivery: Transportation of items from the shop to the customer’s pre- ferred address. Discount: A reduction in the original price of a product. Estate agent: A shop which provides people skilled in selling land and property. Exchange: An act of returning a previously purchased unwanted item and receiving another in its place. Expensive: The cost of something considered to be excessive or unaf- fordable. English FOCUS ON LANGUAGE

20 Faulty: An item which does not satisfy its description or cannot fulfi l its December 2015 purpose. Fit: When an item of clothing is suitable for the size of the body. Fitting cubicle: A small room used for changing clothes. CONVERSATIONAL QUESTIONS Florist: A shop which provides people skilled in cutting and arranging fl owers. Gift voucher: A rectangular piece of thick paper which represents money and can be used to buy goods to the value printed on its front. Hanger: A triangular shaped piece of metal or plastic used to hold clothes in storage. Label: A piece of paper printed with a description and attached to the item. Loyalty card: A card provided by an establishment similar to the size of a credit card which is often used to collect points which can be ex- changed for rewards. Luxury items: Items which are fashionable but not a necessity. Open: The time when the product or service can be accessed and paid for. Packaging: A protective material usually plastic or cardboard which sur- rounds the product prior to purchase. Price: The monetary value of a particular item. Purchase: An act of providing payment for goods. • What was the last thing you bought for Purse: A container usually used by women for holding bank cards, cash yourself? and occasionally coins. Quality: The standard expected of a particular item. • Do you prefer shopping in malls, markets Queue: The act of people standing behind one another to wait for a ser- or streets? vice. • What are the advantages and disadvan- Receipt: A long slip of paper which details items bought and provides for tages of shopping centres? proof of purchase. • What are the advantages and disadvan- Refund: A return of the price paid which is usually subject to company tages of big department stores? policy. • What is the difference between ‘going Sale: A time where certain items are lowered from their original price. shopping’ and ‘doing the shopping’? Sales assistant: A person who ensures a comfortable shopping experi- ence for the customer, usually by serving their needs and informing • When is the best time to go shopping? them of current offers. • Do you know anyone who is a shopaholic? Scales: A machine which weighs items to assist with calculating the price • How do shops try to attract customers? of a product. A device securely attached to a product to deter thieves. • How important is good customer service Security tag: when you are shopping? Self-service: A machine used by customers to serve and pay for items by themselves. • Do you compare prices at different stores Shelf: A horizontal, strong piece of material used for displaying items. when you shop? Shop: A designated space which offers goods or services for payment. • Have you ever bought second-hand goods? Shopper: A person who visits a shop with the intention of buying an • Do you think it is a good idea for shops to item. open seven days a week? Showroom: A building which has the purpose of displaying cars for pur- chase. • Do you think shops should be closed on A measurement of something usually described as large, medium Sundays? Size: or small. • What would be different if they were? Stock: A quantity of a particular product held by a shop. • What do you think of supermarkets that are Supermarket: A large shop with many departments which sells a wide open 24 hours a day? range of items. • What do you hate most about shopping? Till: A machine used to keep cash received from customers and to provide change if necessary. • Have you ever made a complaint about Travel agent: A shop which provides people skilled in arranging trips and something you bought? holidays. • What can you do when you have bought Trolley: A large rectangular-shaped mesh container usually made of metal something faulty? How can you complain? which has wheels and is used to hold items. • What is ‘shoplifting’ and do you think it is a Use by: The date when an edible item should be consumed by. big problem these days? Wallet: A pocket-sized fl at container usually used by men for holding bank • How can shops prevent shoplifting? cards and cash. Window shopping: The act of browsing products without the intention Do you think that people in the future will • to buy. do their shopping in the same way we do now? Source: http://www.excellentesl4u.com

Submitted by Tatyana Makhrina Compiled by Tatyana Makhrina CLASSROOM ACTIVITIES English 21 FOLK TALES December 2015 AROUND THE WORLD

A BAG OF GOLD B. What verb (in what tense) could go in the gaps to tell the From France story? There was a kind-hearted king who would do anything for his 1. The king ______a bag of gold under the stone. people. One day he left his castle and noticed that his people were 2. The king or stone were ______for making the becoming lazy. They didn’t want to do anything for themselves or crossroads unsafe. for each other. The king wondered if there was anyone in his king- 3. The man with the donkey and cart had diffi culty ______dom who would go out of their way to help their neighbours. around the stone. So he made a plan. Late one night, the king went to the cross- 4. The sun was going ______when the young girl came. roads of the two main roads of his kingdom. There he rolled a huge 5. The young girl had to keep ______the stone until it stone right in the middle of the way. Then he secretly placed a bag began to roll. of gold under the large stone. 6. People should ______to help each other. The next morning he hid near the road to watch. First a woman came by on her way to market. Because of the big stone she had C. Connect the word on the left with its correct defi nition on the to walk in the mud at the side of the road. “Someone should really right. move that stone,” she said angrily. a. neighbours where two streets cross each other Next two students passed by on their way to school. “What a b. to deserve to say someone is responsible bother,” they cried. “Why doesn’t the king move that rock out of for doing something wrong the road? Can’t he see that it isn’t safe?” c. to blame someone or something that is truthful A man with a donkey and cart then came to the crossroads. It d. wise people who live nearby was diffi cult for him to get around the large stone and it took him an e. edge to fall down after losing your balance extra half-an-hour. He complained loudly, “No one can even travel f. honest to earn through effort or character in our kingdom anymore without having stones in their way.” g. crossroads someone who understands many things And so it continued all day long. Some people blamed the king or the h. to trip a place where something begins or ends stone. Some even hit and cursed the stone as they walked around it. As the sun was about to set, a young girl passed by. When she D. Answer these comprehension questions: saw the stone she stopped. “I’d better take it out of the road,” she 1. What did the king do? ______said. “Somebody might pass by here in the dark and not see the ______stone. They might trip over it and hurt themselves.” 2. Why did he do it? ______The girl pushed and pushed the stone but it was very heavy. A ______man walking by said, “Let the king take care of that.” He didn’t 3. Where did he put the stone? ______offer to help her but kept going down the road. Still the girl kept ______pushing until at last the stone began to move and it rolled over the 4. Why did he put a bag under the stone? ______edge of the road and down a hill. ______It was then that she saw the hidden bag of gold the king had left 5. Why did the king hide? ______there. “I don’t know who this money belongs to or why it was put ______here,” she said. 6. What kind of person was the young girl? ______Now the king, who was behind a tree, came out. He was so ______happy to fi nd one person in his kingdom who thought about other 7. What do you think she did with the gold? ______people and someone who acted to do good without leaving it to the ______king. He thanked the girl and took her to his castle for a big party. 8. What is a good example? ______Everyone in the kingdom agreed that she deserved all the gold. ______They felt a little bit ashamed that they had not thought of moving 9. Do you think people can change their bad habits? ______the stone themselves and that they had complained. From that day ______on, the people of the kingdom began helping each other instead of waiting for the king to do things for them. E. WORD PUZZLE. Fill in the correct word in each sentence ending in “y” . ACTIVITIES 1. One man came to the crossroads with a ______. A. Find the antonyms in the right-hand column and connect them 2. A woman spoke ______about the stone in her way. with a line. 3. The king hid the bag of gold ______. a. kind-hearted easy 4. Why was the stone hard for the girl to move? It was ______b. behind openly ______. c. safe hurt 5. How did the king thank the girl at the castle? He gave a _____ d. secretly praise ______. e. help hard-working 6. Who should move the stone out of the crossroads? ______f. diffi cult show ______. g. push mean 7. The king saw that the people in his kingdom were getting _____ h. hide proud ______i. complain dangerous j. ashamed pull F. Bonus Question (don’t look at the text) k. lazy in front of How many people failed to move the stone? ______English CLASSROOM ACTIVITIES 22 December 2015

LAZY JACK 3. What do you think she feels about him at the end of the story? From England Why? There was once a boy named Jack who lived with his ______mother. They were very poor, but Jack did little to help her. ______One Monday morning she lost patience and told him to go to 4. Do you think Jack can think for himself? Why or why not? work or he would have to leave. So Lazy Jack decided to do ______something. ______On Tuesday he went to work for a neighbour. He was paid a 5. If you can’t think for yourself, what do you have to do/be? penny and held it in his hand. But on his way home, he lost it. ______“Not only are you lazy,” his mother told him, “but you are stupid, ______too. You should have put it in your pocket.” “I’ll do it next time,” 6. Will Lazy Jack make a good husband? Why or why not? replied Jack. ______Well, on Wednesday he went to another neighbour to work ______and was given a jar of milk for his labour. Lazy Jack did what his mother advised and put it in his jacket pocket. Of course it spilled B. Fill in the Story Chart: all the way home. “Dear me!” said the old woman. “What are you PROBLEM SOLUTION RESULT thinking? You should have carried it on your head.” “I’ll do it next Mother is poor and son Jack must get a job Jack gets a job. time,” said Lazy Jack. Jack is lazy. or leave home. On Thursday, Jack went to work for a dairy farmer and was giv- en cream cheese as a payment. He put the cream cheese on his head Jack receives a Next time he should Milk spills in and started home. Soon the cheese was spoilt: part of it lost and penny but loses it. put it in his pocket. his pocket. part of it matted in his hair. “What a fool you are!” said his mother. “You should have carried it carefully in your hands.” “I’ll do it next Milk spills in Jack’s Next time he should ______time,” promised Jack. pocket. ______Lazy Jack went to a baker on Friday to work. The baker paid him with a large cat which Jack tried his best to carry in his hands. The ______Next time he should ______cat scratched him so badly that Jack had to let it go and went home ______Jack marries the empty-handed. His mother cried, “You silly fellow! You should girl and becomes have tied it with a string and dragged it behind you.” “I’ll do it next a gentleman time,” said Jack. On Saturday morning Jack went to the butcher to work. The C. Complete the Wordsearch (19 words): butcher gave him a shoulder of mutton in payment. So, Jack took P L S C R A T C H E D O mutton lovely the meat, tied it with a string and then pulled it behind him in the F O O L M P J A R W O K payment spilled dirt all the way home. It was no good when he handed it to his C V G P U R V T S P N E jar marry mother. She served him cabbage for dinner. “You are such a ninny!” A E P A T I E N C E K Q cabbage patience she said. “You should have carried it on your back.” “I’ll do it next B L C Y T Z F X U N E D lad scratched time,” Jack told her. B Y R M O E N I N N Y A ninny fool Well, on Monday, Lazy Jack went to another farmer who gave A D R E N D I R T Y H I labour dairy him a donkey for his trouble. Now, though Jack was a pretty strong G O U N F M L A B O U R penny dirt lad, he still found it diffi cult to carry the donkey on his back. He E M P T Y H A N D E D Y empty-handed cat fi nally got it in position and started walking slowly home with his S P I L L E D M A R R Y prize prize. He walked past a rich man’s house and the daughter hap- D. Complete this story by adding the correct prepositions where pened to be looking out the window. The girl was lovely, but she needed: of, to, for, with, off, in, out, by, on, after, behind. couldn’t hear or speak. Her father promised to marry her to the There was once a boy named Jack. He lived ______his mother fi rst fellow who could make her laugh because he thought that and she told him to go to work. On Tuesday he carried ______could help her. his penny ______his hand ______his way home, but lost it. He The sight of Lazy Jack with the poor beast on his back, legs went to work on Wednesday and got a jar ______milk and this sticking up and kicking in the air was so comical that she began time, put it ______his pocket, where it spilled. laughing. Soon she could talk and hear again. Next, Jack worked ______a dairy farmer ______Thursday The happy father joyfully married her to Jack, who now became and was paid cream cheese ______his work. He carried it home a rich gentleman. Jack and his wife lived with his mother in a fi ne ______his head and made a mess. Then, on Friday, the baker paid new house. ______him ______a big cat which he tried to carry ______his hands. He got scratched and the cat ran away. So, ______Saturday, ACTIVITIES when the butcher gave him a shoulder ______mutton, Jack tied it A. Comprehension Check ______a string and pulled it ______him ______the way home. 1. How many words does Jack’s mother use to describe him? On Monday, Lazy Jack was given a donkey ______his ______trouble and he tried to put it ______his back. Finally, he got it ______position and set ______for home. He passed ______the 2. What does she think of her son? home of a rich man, made his daughter ______laugh, married her ______and became a rich gentleman. ______By Erin Bouma CLASSROOM ACTIVITIES English 23 SHOPPING IN LONDON December 2015

You want to go shopping in Oxford Street, London. Before you enter Oxford Street, answer the questions. 1. How long is Oxford Street from end to end? J. one and a half kilometres H. two and a half men O. one and a half miles 2. When do many shops open on Sunday? A. The shops aren’t open on Sunday. F. They open at 12 o’clock. Y. They open at 10 am. 3. When can you go shopping late at night in Oxford Street? I. on Tuesdays H. on Thursdays B. on Saturdays 4. Oxford Street is said to be the...

C. longest shopping street in the world. Photo: Padmayogini / Shutterstock.com B. dirtiest shopping street in England. 13. What is HMV? A. busiest shopping street in Europe. R. a huge souvenir shop S. the most famous soccer specialist Now enter Oxford Street. You get off the Tube at Marble T. the largest music and home entertainment store Arch and walk along Oxford Street on the left-hand side in 14. Who can fi nd clothes at High and Mighty? the direction of the Tube Station Tottenham Court Road. Q. kings and queens 5. What do the letters KFC mean? T. big or tall men F. Knives For Children X. rich old men K. Kentucky Fried Children 15. What can you do at Halifax? T. Kentucky Fried Chicken P. book a hotel 6. What can you buy at Superdrug? Q. play computer games and surf the Internet Z. alcohol and cigarettes R. get more money to continue your shopping tour S. medicines M. supernannies Now you cross the street and continue your shopping tour 7. What can you buy at Russell and Bromley’s? on the opposite side of Oxford Street. O. shoes for men and women 16. You are very hungry now and want to eat noodles. Where D. clothes for children do you go? U. Chinese food A. to Mr Topper’s 8. What’s the name of the huge shop between Orchard L. to China Express Street and Duke Street? I. to Italian Suit P. Marks and Spencer 17. After the noodles, you want some sweets. Where do you N. Monsoon go? X. Selfridges R. to I Love London 9. What can you buy at The Body Shop? U. to Vegas Gold L. trendy clothes for your body L. to Gob Stoppers K. body tattoos 18. The batteries of your camera are dead. Where can you D. bath and beauty products buy new ones? 10. What is Debenhams also called? E. at GNC V. Britain’s most expensive department store A. at Clarks W. England’s oldest department store O. at Jessops S. Britain’s favourite department store 19. How many seats and how many fl oors has the McDon- 11. What can you buy at H Samuel next to Zara? alds got? E. jewellery and watches N. 320 seats and 3 fl oors F. mobile phones O. 560 seats and 7 fl oors G. books P. 560 seats and 4 fl oors 12. What can you buy at Schuh? 20. What can you buy at Mango? E. trendy shoes F. tropical fruit F. German food C. cocktails G. sweets and chocolate P. clothes for women English CLASSROOM ACTIVITIES 24 December 2015

21. What can you buy at The Orange Shop? 6. What can you buy at Superdrug? H. mobile phones S. medicines P. fruit juice 7. What can you buy at Russell and Bromley’s? Z. paint O. shoes for men and women 22. What can’t you eat at Garfunkel’s? 8. What’s the name of the huge shop between Orchard B. steaks and burgers Street and Duke Street? S. sushi X. Selfridges P. pizza and salads 9. What can you buy at The Body Shop? 23. Now it’s time for an ice-cream. Where do you go? D. bath and beauty products Y. to Ernest Jones 10. What is Debenhams also called? X. to Thorntons S. Britain’s favourite department store O. to Ben’s Cookies 11. What can you buy at H Samuel next to Zara? 24. You want to buy Harry Potter in English. Where do you E. jewellery and watches go? 12. What can you buy at Schuh? E. to Swarovski E. trendy shoes R. to Waterstones 13. What is HMV? K. to Starbucks T. the largest music and home entertainment store 25. You have arrived at the last shop. What can’t you buy 14. Who can fi nd clothes at High and Mighty? there? T. big or tall men E. pizza 15. What can you do at Halifax? G. souvenirs R. get more money to continue your shopping tour L. gifts 16. You are very hungry now and want to eat noodles. Where do you go? Have you found all the shops and answered all the ques- L. to China Express tions? With the help of the letters next to the correct boxes, 17. After the noodles, you want some sweets. Where do you fi nd the solution to the puzzle below. The numbers under go? some of the boxes will help you. L. to Gob Stoppers 18. The batteries of your camera are dead. Where can you buy new ones? I love □□□ □□□ □□□□□ O. at Jessops 4 21 18 20 19. How many seats and how many fl oors has the McDon- □□ □□□□□□ □□□□□□! alds got? 8 24 25 N. 320 seats and 3 fl oors 20. What can you buy at Mango? Now You – Answer the questions P. clothes for women Which shop is your favourite shop on Oxford Street? 21. What can you buy at The Orange Shop? Why? H. mobile phones Where would you have your lunch break? And where would 22. What can’t you eat at Garfunkel’s? you go for a snack or something to drink? S. sushi What souvenirs would you buy for your parents / your 23. Now it’s time for an ice-cream. Where do you go? friends / yourself? O. to Ben’s Cookies 24. You want to buy Harry Potter in English. Where do you Solutions go? 1. How long is Oxford Street from end to end? R. to Waterstones O. one and a half miles 25. You have arrived at the last shop. What can’t you buy 2. When do many shops open on Sunday? there? F. They open at 12 o’clock. E. pizza 3. When can you go shopping late at night in Oxford Street? I love all the shops on Oxford Street! H. on Thursdays 4. Oxford Street is said to be the... Source: A. busiest shopping street in Europe. http://www.streetsensation.co.uk/oxford/os_intro.htm 5. What do the letters KFC mean? T. Kentucky Fried Chicken Submitted by Tatyana Makhrina LESSON PLANS English MARY POPPINS 25 IS DOING SOME SHOPPING December 2015 Урок в 5-м классе

Цель урока: развитие коммуникативной компетенции Let’s listen to the dialogues prepared by your classmates and на основании активизации навыков устной речи. guess where each dialogue takes place. Оснащение урока: раздаточный материал с заданиями, Match the dialogues and the shops. There are two names УМК “English-V” Верещагина И.Н., Афанасьева О.В. of the shops which you don’t need to use. Dialogue 1 ______ЭТАПЫ УРОКА Dialogue 2 ______I. Подготовка к речевой деятельности Dialogue 3 ______Teacher: Glad to see you! Is everything OK? Let’s begin. Dialogue 4 ______How’s the weather today? Dialogue 5 ______Ответы: The weather is fi ne! Shame about the weather! Dialogue 6 ______

Teacher: What do you like doing when the weather is cold a) at the butcher’s (warm)? b) at the grocer’s c) at the fi shmonger’s Ответы учащихся: d) at the baker’s 1) I like playing outdoors if the weather is sunny. In winter I e) at the dairy like playing hockey. In summer I like riding a bike. f) at the greengrocer’s 2) If the weather is bad I prefer staying at home and watch- g) at the sweet shop ing TV or reading a book. h) at the confectionary

Teacher: Though it’s a wonderful day for walking in the Dialogue 1 park, we have to do some shopping. (It is not a good Mary: I am going to buy vegetables, cheese and, of course, day for walking.) We will go shopping. Our fridge is some sausages. Some children like them more than choc- empty. So we will go to different shops or departments olate… Oh, there’s the greengrocer’s over there. if we go to a big shopping center. Greengrocer: Good morning, madam. What can I do for you? II. Актуализация знаний Mary: I want a large cabbage, please, and half a kilo of car- 1) Let’s check if you are ready for shopping. Do you know rots. They are very healthy for children’s eyes and teeth. the names of the shops? What can you buy in each of them? Greengrocer: Yes, madam. You are right. But some children What can you buy at the baker’s? prefer to buy chips and sweets. They don’t think about What can you buy at the bucher’s? their health. Anything else? You buy sweets at the greengrocer, don’t you? Mary: Some fruit, please, six of those oranges and a kilo of Where can you buy cottage cheese? these green apples. They are not as sweet as red apples. Where can you buy fi sh and caviar? Greengrocer: Any grapes, madam? Where will you go if you want to buy fruit and vegetables? Mary: No, nothing else, thank you. (at the greengrocer’s) (Работа с упр. № 10 стр. 102) 2) As we are going shopping, we have to know how different Dialogue 2 products are packaged. Mary: I’ve got a long shopping list today. There’s only a Continue the rows and write usual word combinations for the little fl our and sugar left at home. names of products we buy in different shops. Grocer: Good morning, madam. What can I do for you? 1. a jar of ______, ______, ______Mary: I want a bag of fl our and a bag of sugar. 2. a bottle of ______, ______, ______, ______Grocer: You should buy two bags of fl our, madam. Children 3. a carton of ______, ______like cakes, pies and pancakes. 4. a packet of ______, ______Mary: Don’t you think cakes, pies and pancakes are harm- 5. a kilo of ______, ______, ______ful to children, so they mustn’t eat them every day. Only 6. a loaf of ______sometimes, not very often. 7. a bar of ______Grocer: Flour and sugar… Anything else? Mary: A bag of rice and a bottle of oil. And you are right: III. Контроль навыков диалогической речи и аудиро- give me two bags of fl our. I’ll make biscuits for the chil- вания dren. Your home task for today was to prepare dialogues: Mary Grocer: Don’t be in a hurry. I’ll put all these in our plastic Poppins at different shops. bag. (at the grocer’s) English LESSON PLANS “shopping verbs”: buy, pay, sell, try on Buy-bought- Pay-paid- Sell-sold- Try-tried- 26 bought paid sold tried December 2015

Dialogue 3 Mary: Children don’t want to have meat for supper every day. I’m going to buy some fi sh. IV. Обучение грамматическим навыкам Shop assistant: Good morning, madam. What can I do for you? На доске записаны предложения. Mary: I want to buy some fi sh. Don’t take that knife! Shop assistant: We have the freshest fi sh in the town. Don’t 1) Take this clean knife! 2) Take this clean one! you think that fi sh is tastier than meat? These black jeans are too big. Mary: I think that both fi sh and meat are tasty. (Показывает 1) Show me those blue jeans, please! 2) Show me those blue на рыбу.) That fi sh looks very good. How much is it? ones, please! Shop assistant: Four pounds. Anything else? Maybe some caviar? Teacher: What is the difference between sentence 1 and sen- Mary: Not today. Thank you. (at the fi shmonger’s) tence 2? Which sounds better?

Dialogue 4 Анализируя примеры, дети сами приходят к формули- Shop assistant: Good morning, madam. What can I do for you? ровке правила: Mary: I need two cartons of yoghurt… Pupil: We use one/ones in place of countable nouns. One for Shop assistant: Which fl avour: with strawberry or orange? singular, ones for plural. Mary: Natural. My children don’t like sweet yoghurt. And a Teacher: What shall we do if a noun is uncountable? Look at carton of cream, please. this example: Don’t buy that milk! Buy this fresh milk. Shop assistant: Have a look at this cottage cheese! Children (Buy this fresh.) should eat dairy products for breakfast. Cottage cheese Pupil: We don’t use one in place of uncoutable nouns. is good for their health. Mary: You are right. I’ll take it. (at the dairy) (Работа с упр. 9, стр. 112.)

Dialogue 5 V. Совершенствование лексико-грамматических на- Mary: Two pounds of sausages, please, and some of your выков. Выполнение упражнений best pork. Sorry, I’m in a hurry. 1) Make the sentences complete using one or ones where Butcher: In a hurry? That’s a pity. Two pounds, did you say… necessary. Mary: Right. 1. I don’t want to buy this shirt. Please, show me another Butcher: I have a very nice piece of pork. It is not fat. Have ______. a look. 2. I don’t like this skirt. I’d like to have that ______. Mary: That looks very good. How much is it? 3. Don’t drink that milk! Take this fresh ______. Butcher: Well, fi ve pounds fi fty. So that comes to eight 4. Which shoes do you like best? The black ______. pounds with the sausages. Is that right? 5. Which jeans are you going to buy? Those blue Mary: Yes, thank you. ______. Butcher: Anything else. Maybe some beef? Growing chil- 2) Задание в формате ГИА dren must eat beef. Преобразуйте слово так, чтобы грамматически и Mary: Not today. You are right about beef. But not today. I лексически оно соответствовало тексту. have already bought fi sh. (at the butcher’s) Mary Poppins is doing some shopping with the (1)______(CHILD). She has a long (2)______Dialogue 6 (SHOP) list. They (3)______already ______(BE) to the Baker: Good afternoon madam. What can I do for you? grocer’s and have bought sugar, salt and rice. They have been Mary: I’d like to buy some bread, sweets and chocolates. to the baker’s and have bought two (4)______(LOAF) of Baker: Sorry, madam. We have only bread on sale but we white bread. Now she (5)______(WANT) to buy some have a lot of different kinds of bread. Brown bread, whole meat. wheat or white bread? Mary: Brown. It’s more useful than white. VI. Подведение итогов урока (что делали и для Baker: How many loaves would you like? чего?) Mary: One. Ответы учащихся. Комментированное выставление Baker: Shall I put it in a plastic bag? оценок. Mary: Yes, please… (at the baker’s) Домашнее задание: Describe your last visit to the sweet shop. Use your imagination (p. 109, ex. 28). Лексико-фонетическая пауза Fill the table. Find rhyming second and third forms of By Youdif Boyarskaya, School No. 814, Moscow the verbs from the box. Catch, make, tell, tie, lie, spy, teach, think, bring, fi ght See keys in additional materials. TOPICAL JOURNEY English

27 Christmas December 2015 Shopping “

Let’s be naughty and save Santa the trip. “ Gary Allan The excellence of a gift lies in its appropriateness rather than in its value. Charles Dudley Warner

Christmas is a season not only of rejoicing but of refl ection. Winston Churchill

To perceive Christmas through its wrappings becomes more diffi cult with every year. E. B. White

Santa is our culture’s only mythic fi gure truly believed in by a large percentage TOPICAL JOURNEY of the population. It’s a fact What are your thoughts on shopping? ...... 28 that most of the true believers are under Christmas Discussion ...... 28 eight years old, and that’s a pity. Shopping Discussion ...... 29 Chris Van Allsburg One-Day Holiday Shopping ...... 30 Four Ways Coupons Manipulate Christmas can have a real melancholy aspect, ‘cause it packages itself as this idea Spending Habits – Watch Out! ...... 30 of perfect family cohesion and love, and you’re The Story of a Simple Soul ...... 32 always going to come up short when you The Old Curiosity Shop ...... 32 measure your personal life against the idealized Looking for Alaska...... 33 personal lives that are constantly thrust Shopaholic ...... 34 in our faces, primarily by TV commercials. The Standard of Living ...... 34 Dan Savage The Associate ...... 35 The Driving Forces Christmas renews our youth by stirring our wonder. The capacity for wonder has been called of Consumer Society ...... 36 our most pregnant human faculty, for in it are Buy Nothing Day ...... 36 born our art, our science, our religion. Christmas Shopping Discussion ...... 37 Ralph W. Sockman Shopping Crossword ...... 38 English TOPICAL JOURNEY 28 December 2015 What are your thoug

CHRISTMAS DISCUSSION Here is a great way to practice your conversational American English. Read STUDENT A’s QUESTIONS (Do not show the comments by native English speakers about shopping. The words and idi- these to student B) oms you may not know are highlighted in red and defi nitions are given. Read 1) What is Christmas? the passages once and review the defi nitions. 2) Is Christmas the same today as it was 100 years ago? A: I like shopping very much. I like to go from one shop to another. If I want 3) What’s the best Christmas you’ve ever to buy a pair of shoes or a shirt, I go to at least three different shops to pick had? 4) Is there anything stressful about Christ- the best one both in quality and price. Shopping is a very relaxing activity mastime? and I enjoy doing it. 5) Is Christmas better in the cold North- Defi nitions: ern Hemisphere or on a beach in the pick: choose Southern Hemisphere? quality: degree of excellence 6) Have your feelings towards Christmas activity: exercise changed since you were a child? 7) What do you usually do on Christmas B: I don’t like shopping in a mall. I think it’s a waste of time. Whenever I go Eve and Christmas Day? shopping, I go with a very distinct purpose in mind. I just don’t like linger- 8) What is your favourite Christmas song? ing around shops and stores for no reason. Once I get to the shop, I go in, 9) What do you know about Santa get what I need, and get out of there as quickly as I can. Claus? Defi nitions: 10) How do you feel when Christmas is mall: shopping center over for another year? waste of time: loss of time; not a good use of time distinct: defi nite STUDENT B’s QUESTIONS (Do not show linger: stay somewhere without aim these to student A) for no reason: aimlessly 1) What does Christmas mean to you? 2) Is Christmas too commercial nowa- days? C: Going to the grocery store is something that I despise. It takes twenty min- 3) Should people go to church at Christ- utes to get there and twenty to get back. You spend at least half an hour in mas? the store itself. If there is a long line at the cashier, then you may waste 4) Is it important to buy presents at Christ- another fi fteen to twenty minutes as well. mas? Defi nitions: 5) What do you usually eat at Christ- despise: hate mas? line: queue 6) Do you think Christmas is the best holi- cashier: an employee who handles money in a store day of the year? 7) How should a very traditional Christ- mas be spent? D: I like to go shopping in a mall or a big department store. You can get every- 8) What do you want for Christmas? thing you need under one roof. The best solution is to do one big shopping 9) What do you dislike about Christmas- every month. You can save a lot of money buying everything you need for time? the whole month like meat, mineral water, and washing liquids, for exam- 10) Would you like to spend Christmas in ple, and store them for when you need them. I hate not being able to do another country? something because I have run out of staple items. Defi nitions: under one roof: in one location run out of something: have no more of something staple items: basic food products

E: I like to go shopping in small stores because the atmosphere is always friendlier. We are lucky to have a small grocery store less than two minutes away from our fl at, and the lady who runs it is very kind and helpful. I al- ways seem to end up having a good chat with her before I leave. Shopping there has become a small but very important aspect of our daily routine. Defi nitions: run something: operate something end up doing something: fi nd oneself in a situation which was not planned aspect: a particular side of something

Sources: http://www.eslmania.com TOPICAL JOURNEY English 29 ughts on shopping? December 2015

F: Shopping irritates me and puts me on edge. When there are many people in front of me in line, I grow impatient. I go mad when the person in front of me buys twenty different things and acts like there’s nobody behind him. And there I am with only one item in my hand waiting and suffering until he is done with his shopping. When I get to the cashier, there are 10 people in front of me; but when it’s my turn, there’s no one behind me. I get angry with myself for picking the wrong line. Defi nitions: put somebody on edge: make somebody nervous grow impatient: get tired of waiting go mad: get very angry act like: behave like item: article, product suffer: feel pain; experience something unpleasant when it’s my turn: when I am next in the line G: I love window shopping. I usually do it on Sunday afternoons when the stores are all closed, but the sun is still out. This is a great opportunity to get some fresh air and see what is being displayed in the store windows without being hassled by salespeople. SHOPPING DISCUSSION STUDENT A’s QUESTIONS (Do not show fi De nitions: these to student B) sun is still out: sun is still shining 1) What springs to mind when you hear hassle: bother; annoy the word ‘shopping’? 2) Is shopping a real hobby? H: I like to do the shopping quickly. I buy things with a single purpose in 3) Why do women like shopping more mind. I go straight to the item I want to buy, and I don’t look at other items than men? while I do that. That’s why I don’t like shopping with women. They are 4) When’s the best time to go shopping? easily distracted and often want to browse and look at everything. 5) Do people always need the things they Defi nitions: buy when they go shopping? go straight: go directly 6) Do you prefer going shopping alone or item: article, product with friends? distract: take attention away 7) Which is better, shopping in shops or browse: take a leisurely look around shopping online? 8) Have you ever experienced “trolley I: I only go shopping when I know I have plenty of time. For me it is a slow, but rage” when shopping? enjoyable experience. I like walking through the aisles and looking at every- 9) What’s the worst shopping experience thing thoroughly, so the next time I want something I know where to fi nd it. I you’ve ever had? 10) Is shopping an addiction? How can it always remember where I have seen a particular item that I need. It’s mainly be cured? the price that sticks in my head and I know where I can get these things the cheapest. I know by heart how much things cost and which shops carry them. STUDENT B’s QUESTIONS (Do not show Defi nitions: these to student A) aisle: long narrow passage 1) Do you like shopping? thoroughly: carefully and completely 2) Is window shopping a total waste of particular: special, different from others time? that sticks in my head: that I remember 3) When did shopping become so popu- know by heart: know from memory lar? 4) Do you prefer shopping in malls, mar- carry: offer for sale kets or streets? J: I always bring a shopping list with me when I go shopping. The reason 5) What’s at the top of your shopping is that if I don’t write down what I need to buy, I will inevitably forget list? something by the time I get to the store. This practice of taking a list with 6) Would you like to go on a shopping holiday? me only evolved, however, after many years of not getting everything I 7) In which store[s] would you like to go needed when I went to the store. on a shopping spree? Defi nitions: 8) What is the thing you forget most often inevitably: surely, undoubtedly when you go shopping? practice: habit 9) Do you like going shopping in other evolve: develop gradually countries? 10) What’s the difference between ‘going esldiscussions.com shopping’ and ‘doing the shopping’? English TOPICAL JOURNEY 30 December 2015 One-day Holid

FOUR WAYS COUPONS 8 a.m. MANIPULATE SPENDING Fuel up. It’s hard to shop sensibly when your blood sugar is crashing, so HABITS – WATCH OUT! skip the bagels, the donuts, and the sugary breakfast cereals, says Keri Glass- Every Wednesday and Sunday – if man, a registered dietitian in New York City and the author of The Snack Fac- you subscribe to a paper – you generally tor Diet. Choose a meal loaded with fi ber, protein, and healthy fats – like oat- receive a healthy dose of coupons. Eve- meal made with skim milk and almonds. rything from soups to toilet paper to deli Don’t dress just for comfort. When people are feeling insecure, they meats are frequently included in the pile. tend to buy more, according to Darren Dahl, a professor of applied mar- With open arms, many clippers sift through keting research at the Sauder School of Business, in Vancouver. So nix fi the mass to nd a couple deals. the sweats and the sneakers if they make you feel frowzy and opt for Some people collect them, place them in something stylish, like cute flats or an on-trend top, that boosts your self- binders, and combine coupons with store deals. Websites and shows like The Krazy Coupon confidence. Lady and TLC’s Extreme Couponing examine, Download an upbeat playlist. “Holiday music makes us nostalgic. We lin- research, and fi nd incredible coupon-based ger in the store and buy more to capture that warm, fuzzy feeling,” says Martin deals. Everyone seems to love coupons! Lindstrom, the author of Brandwashed. Outsmart the shops blasting “Jingle You should be concerned. Bell Rock” by donning your earbuds and listening to songs with a beat faster Coupons are developed by vast market- than your resting heart rate, which is, on average, about 70 beats a minute. ing and advertising teams for corporations. Those tunes will keep you moving quickly and effi ciently through the stores. The advertising industry as a whole is esti- One good track: Katy Perry’s “Firework” (124 beats per minute). Find addi- mated to be in the hundreds of billions, and a tional song suggestions at jog.fm. signifi cant portion is outlined for couponing. But subtly, clipping those weekly coupons Get dibs on discounts. Before you leave the house, download the free apps affects the psychological decision making in offered by your favorite retailers or check out their websites for announce- the supermarket. Here are 4 ways that cou- ments, coupons, and the latest information on sales. Smartphone users can use pons manipulate your spending habits. the no-cost app ScanLife to scan a product’s barcode and fi nd out which local or online establishment has the best price. 1. Clip, Cause Cognitive Dissonance Head out solo. Unconsciously, people tend to mimic one another. That Every time you clip a coupon, your mind means if your girlfriend stocks up at the kitchen-supply store, you’re more buys a product. Even though you haven’t likely to do so, too, says Lindstrom. So just say no to a shopping companion gone out and purchased the item, to clip a today. You can share deals with friends by using the free My Shopping Circle coupon, it’s a commitment of time and ac- tion. This has a direct effect on your wallet. app, which notifi es them about sales you see (and vice versa). A powerful psychological effect that can occur when you clip a coupon: cognitive 9.30 a.m. dissonance. If, for instance, you decide Stop at the bank… Curb impulse buys by leaving your credit cards at to clip a coupon and then later question home. Shopping with cash cuts your overall outlay by 23 percent, according whether you really need the product, this to Lindstrom. Avoid the ATM and go to a teller so you can request larger bills, may lead to dissonance. Essentially, this is such as 50s or 100s. You will be less likely to break them on unnecessary a distress associated with spending the ef- purchases. fort to clip a coupon that you now might not …Then hit the mall. Since the main entrance may have a lavish display use. For many people, they’ll use a coupon just because they clipped it – regardless if enticing you to spend, come in through a side door or the food-court entrance. it’s the cheapest option once they get to the Avoid unplanned detours by using the free FastMall app, which contains full store or not. maps of more than 1,250 malls nationwide. Buy less expensive stuff fi rst. And here’s why: once you shell out for something costly, your brain loses perspective on what’s a good price, says Scott Huettel, an associate professor of psychology and neuroscience at Duke University, in Durham, North Carolina. So once you’ve paid $250 for a PlayStation 3, doling out $40 instead of $30 for a Lego set may no longer faze you.

1 p.m. Eat lunch. Recharge by choosing a protein-rich salad with chicken or a turkey-avocado wrap. (Carbohydrate-laden picks, like pizza and fries, will make you want to nap.)

2 p.m. Perk yourself up. A few hours trolling the mall can get anyone down. But you’re more likely to make good buying choices if you stay in a pleas-

Sources: http://www.realsimple.com/work-life/money/money-planning/christmas-shopping TOPICAL JOURNEY English 31 iday Shopping December 2015

ant mood, because you’ll more 2. Exposure Predicts Spending carefully consider the pros and Exposure is the key to purchasing a cons before making a decision, product. What a simple conclusion, right? says Paul M. Herr, a professor Well, stores know that the more face time of marketing at Virginia Tech, you have with a product, the more likely you are to buy it. If the exposure begins prior to in Blacksburg, Virginia. So treat entering the store, you’re effectively being yourself to an inexpensive man- primed for the future purchase. icure at a salon or a free chair With coupons, your eyeball sees the prod- massage at Brookstone. uct at home. If you clip it out, you are further Skip lines. When possible, intensifying the duration of the exposure. pay for your purchases in less More time in front of you equals more money crowded areas of the store, like for the grocer and advertiser. How easy! the men’s-underwear or home- furnishings department. Other- 3. Is that really any cheaper? One of the most important reasons that wise, while you’re waiting, you people clip coupons is to save money. Ironi- just might pick up something on cally, this may not actually lower your shop- a whim. ping bill. Coupons are not usually offered for Steer clear of attractive generic, store-brand merchandise or fresh salespeople. You’re more produce. Instead, they’re frequently marketing likely to buy something from a name brand items that already have a built-in sales associate who is easy on premium. This added cost often voids any dis- the eyes. Research shows that count associated with using a coupon. people tend to trust folks whom It’s very important to pay careful atten- tion to the coupon you’ve clipped out. At a fi they nd physically appealing, says Dahl. So ask yourself, do you like the store, you need to look for generic items, looks of the sweater or the handsome clerk holding it? and then compare them to the name brand Get in, get out. The longer you listen to a sales pitch, the more likely you item for the coupon. All of this takes a level are to hand over the cash, according to Dahl. of vigilance and time that many don’t have or care to have at the grocery store. For 6 p.m. both time and money, just buying generic Multitask at dinner. Meet your spouse or friends for dinner at a restaurant items is normally the best bet. that offers gift-card freebies, like T.G.I. Friday’s. At that chain, you can buy your college-age son or a friend a $50 gift card for the holidays and get a $10 4. Coupons are getting smarter. Smartphones, apps, and online coupon credit to apply toward your dinner then and there. sites are increasingly digging into your spending habits. Your rewards credit card, 8 p.m. frequent shopper card, and web browsing Back at home, search for discount codes. Look for your favorite e-tailers history may be leeching your data to third- at FreeShipping.org, RetailMeNot.com, and CouponCabin.com to see if free party companies. These organizations shipping or other discounts are available. Or simply shop the clothing-and- then will compile and predict what you accessories sites Zappos.com, Endless.com, and Piperlime.com – they never want. They’re so accurate that Target can charge for domestic shipping. tell when you’re pregnant, about to have a Cash in your rewards. Assess which credit-card partnerships and rewards child, and/or the ages of your children. By using these predictive tactics, compa- programs you are eligible for. Consider using points to buy gift cards or make nies can practically read your mind. If they online purchases through the card’s rewards site. Doing so could land you a know all your purchases and habits, cou- discount or earn you more points. pons can be created that make you look at Buy toys online. Instead of scouring the often ransacked shelves of big-box new, similar products. These choices may retailers, such as Target and Toys“R”Us, head to their websites. Bonus: at this cost more over time, but offer a great deal time of year, you can often land free shipping with a purchase over a certain at fi rst. If you like the newer product more, amount. the system has worked and you’re hooked. Be a little sneaky. “Just as you’re about to fi nalize an online purchase, Now, the money is theirs to reap. cancel the order,” says Lindstrom. “If you’ve previously shopped the site, the It’s not that coupons are always bad or merchant should have your e-mail address, and you may get a message within more expensive than generic brands, but minutes touting a discount code.” Or contact a site’s live-chat associate and they can sometimes change your spending ask for a discount. This simple action could save you about 15 percent off the habits for the worse. Moreover, think about price tag, says Robert Pagliarini, the founder of RicherLife.com, a fi nancial all the time that’s necessary to clip those website. coupons and fi nd the special savings – this All done! Now kick back with a glass of your favorite something. adds up. If you spend your time making more money and buying generic, this could http://frugaling.org/coupons-manipulate-spending-habits actually be smarter in the long run! English TOPICAL JOURNEY G 32 December 2015 The Story of a THE OLD CURIOSITY SHOP Charles Dickens (1812–70) In his novel Kipps: The Story of a Simple Soul (1905), which was the au- thor’s own favourite work and is regarded as his masterpiece, G.W.Wells Among the novels written by Charles Dickens, The Old Curiosity Shop, published deeply explores the world of grand shops. Having experienced the horrors of in instalments from 1840 to 1841, was apprenticeship in his youth, he couldn’t help using such precious stuff in his unusually popular. When the London ship fi ction. He portrays the world of shops both from inside and outside. Arthur, was bearing the fi nal instalment to New or Arti Kipps, a youngster of fourteen and a nephew of shopkeepers, is sent York, the readers burning with impatience to Emporium, a grand bazaar to be trained as a draper. And there “the Moloch stormed the wharf to get the news about Little Nell, the central character. of Retail Trade got hold of him”. Being very poorly educated, Kipps “was The young girl and her grandfather indistinct in his speech, confused in his mind, and retreating in his manners.” were the residents of a peculiar shop Following the tradition of Dickens, Wells is radically satirical while attacking that had worthless merchandise. Pieces the inadequate institution of shop apprenticeship: of old furniture, weird toys, ugly statues “Apprenticeship is still the recognised English way to the distributing – anything that the public would hate, the store had. The crumbling house was branch of the social service. If Mr. Kipps had been so unfortunate as to have located in the slums of London, on a dirty, been born a German, he might have been educated in an elaborate and costly lonely, and obscure street. special school (…) to fi t him for his end – such being their pedagogic way. He might...” But why make unpatriotic refl ections in a novel? There was nothing “pedagogic” about the methods used for “shaping a lad”. In the Folkestone Drapery Bazaar, Mr. Shalford, the employer, “encoun- tered the abashed and awestricken Kipps with the praises of his system and himself. He spread himself out behind his desk with a grip on the lapel of his coat and made Kipps a sort of speech. ‘We expect y’r to work, y’r know, and we expect y’r to study our interests’, explained he in the regal and commercial plural. ‘Our system here is the best system y’r could have. I made it, and I ought to know. I began at the very bottom of the ladder when I was fourteen, and there isn’t a step in it I don’t know. Not a step.” The boy was intimidated by the magnifi cent surroundings: “A vast interminable place it seemed to Kipps, with unending shining counters and innumerable faultlessly dressed young men and presently Houri- like young women staring at him. Here there was a long vista of gloves dan- gling from overhead rods, there ribbons and baby-linen. A short young lady in black mittens was making out the account of a customer, and was clearly confused in her addition by Shalford’s eagle eye.” All the clerks reacted with fear and exaggerated obedience to the employ- Today, there is a real shop that might er’s Napoleonic eyes. have been the inspiration for Dickens’s Wells makes apprenticeship sound like real slavery: description of the antique one. It dates to the sixteenth century, but this name “The indentures that bound Kipps to Mr. Shalford were antique and com- was added after the novel was released. plex: they insisted on the latter gentleman’s parental privileges; they forbade It is considered an architectural heritage Kipps to dice and game; they made him over body and soul to Mr. Shalford for and, despite its name, it is functioning as seven long years, the crucial years of his life.” an upmarket men’s and women’s shoe The living conditions were dreadful: the apprentices ate “chiefl y bread boutique. For admirers of the great novelist, the building has a special charm. and margarine, infusions of chicory and tea-dust, colonial meat by contract at The shop did not see many customers, three-pence a pound, potatoes by the sack, and watered beer.” but there was a drama behind it that ended Kipps “was also allowed to share a bedroom with eight other young Eng- in disaster. lishmen, and to sleep in a bed which, except in very severe weather, could be made with the help of his overcoat and private underlinen, not to mention newspapers, quite suffi ciently warm for any reasonable soul.” As for training, fi rst of all Kipps was acquainted with the “voracious system of fi nes” that followed any negligence on his part. “Quite soon he knew how to tie up parcels; … where goods were kept in Mr. Shalford’s systematised shop; to hold his hands extended upon the counter and to repeat such phrases as ‘What can I have the pleasure...?’ ‘No trouble, I ‘ssure you,’ and the like; to block, fold, and measure materials of all sorts; to lift his hat from his head when he passed Mr. Shalford abroad, and to practise a servile obedience to a large number of people.’

Photo: Thinglass / Shutterstock.com George Herbert Wells (1866-1946) TOPICAL JOURNEY English 33 f a Simple Soul December 2015 LOOKING FOR ALASKA But he was not taught anything really worth knowing. He did not under- John Green (b.1977) stand the use of half the goods he saw sold. They were to him no more than fi Even in the USA, a country where laws things heavy and dif cult to handle in bulk. Feeling miserable, he failed to seem to be observed strictly, you can do imagine “that mysterious happy world in which the customer dwells”. Kipps something illegal. In this case a teenager, just hurried from one heavy load to another dreaming of some comfort in an a prep boarding school student easily man- “overcoat, spare undershirt, and three newspapers [on his bed]. So he had at ages to get what she and her friends need: least the chance of learning the beginnings of philosophy.” cigarettes and alcohol. Wells knew what he was talking about when he described the hard labour of young apprentices and their feelings. No matter what the boys did, they were constantly belittled and nagged. Ironically, the most diffi cult thing was to do nothing, “and not stare dis- concertingly at customers”. Kipps “plumbed an abyss of boredom, or stood a mere carcass, with his mind far away, fi ghting the enemies of the Empire, or steering a dream ship perilously into unknown seas. To be recalled sharply to our higher civilisation by some bustling senior’s ‘Nar then, Kipps. _Look_ alive! Ketch ‘old’.” As for the customers, they were sacred. “Sometimes people would stay long after the shop was closed… – it is al- ways ladies do this sort of thing – and while they loitered, it was forbidden to touch a wrapper, or take any measures to conclude the day until the doors closed behind them.” For the apprentices such delays were like torture: “death and disfi gurement was the least they wished for them.” No wonder the youngster felt unhappy: “A vague self-disgust, that shaped itself as an intense hate of Shalford and all his fellow-creatures, fi lled the soul of Kipps during these periods of storm and stress. He felt that the whole business was unjust and idiotic, but the why and the wherefore was too much for his unfortunate brain.” “‘Coosa Liquors’ entire business model Soon Kipps learned there was no way out and he was trapped: is built around selling cigarettes to minors “When you get too old to work they chuck you away,” his senior told him. and alcohol to adults.” Alaska looked at fi me with disconcerting frequency when she “Lor! you nd old drapers everywhere – tramps, beggars, dock labourers, bus drove, particularly since we were wind- conductors – Quod. Anywhere but in a crib.” [quod – prison; crib – shop] ing through a narrow, hilly highway south Kipps began to realize “how the great, stupid machine of retail trade had of school, headed to the aforementioned caught his life into its wheels, a vast, irresistible force which he had neither Coosa Liquors. It was Saturday, our last strength of will nor knowledge to escape. This was to be his life until his days day of real vacation. ‘Which is great, if all you need is cigarettes. But we need booze. should end. No adventures, no glory, no change, no freedom...” And they card for booze. And my ID blows. “Night after night he would resolve to enlist, to run away to sea, to set fi re But I’ll fl irt my way through.’ …There stood to the warehouse, or drown himself...” a plywood gas station that no longer sold Wells takes pity on his character and Kipps gets a bit of luck when he inher- gas with a faded sign bolted to the roof: its a large house and a fortune from a grandfather he had never met. Following COOSA LIQUOS: WE CATER TO YOUR SPIRITUAL NEEDS. the advice of Benjamin Franklin, though he has not heard of him, – “keep your Alaska went in alone and walked out shop and the shop will keep you” – he sets up a bookshop and becomes quite the door fi ve minutes later weighed down happy. by two paper bags fi lled with contraband: three cartons of cigarettes, fi ve bottles of fi In the short story A Catastrophe Wells expresses his sympathy for another wine, and a fth of vodka…” shopkeeper, Winslow, who we fi nd in a desperate situation. “The little shop Looking for Alaska is the author’s fi rst was not paying.” – goes the fi rst sentence. The wholesale dealers with a char- young adult novel, published in March acteristic name Helter, Skelter & Grab are expecting their pay on a certain date 2005. It won the 2006 Michael L. Printz which is inexorably approaching but there is not enough money in the shop to Award from the American Library Asso- ciation. During the week of July 29, 2012, pay the debt. Worried to death about his failing business, he goes to bed but Looking for Alaska broke into the New York there, “waiting for him, nudging him gently, until about midnight he was hope- Times best seller list at number ten in Chil- lessly awake, sat Black Care.” dren’s Paperback, 385 weeks (more than All of a sudden blessing comes to Winslow in disguise, though in a very seven years) after it was released. ugly disguise. Despite its reputation, it is hard to imag- ine this novel suitable for English classes By Olga Sventsitskaya in Russia. English TOPICAL JOURNEY Sophie Kinsella 34 December 2015 Shopaholic

THE STANDARD OF LIVING Frugality. Simplicity. These are my new watchwords. A new, uncluttered, (1941) Zen-like life, in which I spend nothing. Spend nothing. I mean, when you Dorothy Parker (1893–1967) think about it, how much money do we all waste every day? No wonder I’m in a little bit of debt. And really, it’s not my fault. I’ve merely been succumbing Parker was an American poet, short to the Western drag of materialism – which you have to have the strength of story writer, critic and satirist, and here she elephants to resist. At least, that’s what it says in my new book. describes a peculiar way of shopping in the You see, yesterday, when Mum and I went into Waterstone’s to buy her brilliant short story. The fi ve-page story describes the lives paperback for the week, I sidled off to the self-help section, and bought the and habits of two friends, Annabel and most wonderful book I’ve ever read. Quite honestly, it’s going to change my Midge. They are young and good-looking life. I’ve got it now, in my bag. It’s called Controlling Your Cash by David E. and know it. They work in the same offi ce Barton, and it’s fantastic. What it says is that we can all fritter away money as stenographers with a very modest in- without realizing it, and that most of us could easily cut our cash consumption come and dream of things which are big by half in just one week. and beautiful. Their favourite game is “Sup- In one week! pose someone dies and leaves a million You just have to do things like make your own sandwiches instead of eating dollars to you and it’s stated in the will that in restaurants and ride a bike to work instead of taking the tube. When you start you must spend every nickel of it.” They prefer to play the game on Fifth Avenue be- thinking about it, you can save money everywhere. cause “the great shop windows stimulated And as David E. Barton says, there are lots of free pleasures which we for- the two players to their best form.” get because we’re so busy spending money, like parks and museums and the simple joy of a country walk. It’s all so easy and straightforward. And the best thing is, you have to start out by going shopping! The book says you should begin itemizing every single purchase in a single normal spending day and plot it on a graph. It stresses that you should be honest and not suddenly curtail or alter your spending pattern – which is lucky, because it’s Suze’s birthday on Thursday and I’ve got to get her a present. So on Monday morning, I stop off at Lucio’s on the way into work and buy an extra large cappuccino and a chocolate muffi n, just like I usually do. I have to admit I feel a bit sorrowful as I hand over my money, because this is my last ever cappuccino and my last ever chocolate muffi n. My new frugality starts tomorrow – and cappuccinos aren’t allowed. David E. Barton says if you have a coffee habit you should make it at home and take it into the offi ce in a fl ask, and if you like eating snacks you should buy cheap cakes from the supermar- ket. “The coffee merchants are fl eecing you for what is little more than hot water and polystyrene,” he points out and I suppose he’s right. When they walk through Fifth Avenue But I will miss my morning cappuccino. Still. I’ve promised myself I’ll fol- with leisure, they admire the displays in the low the rules of the book – and I will. windows and imagine buying anything they As I come out of the coffee shop, clutching my last ever cup, I realize I don’t fancy but not too common like a silver-fox actually have a fl ask for coffee. But that’s OK, I’ll buy one. There are some coat. A glittering pearl necklace at the jew- lovely sleek chrome ones in Habitat. Flasks are actually quite trendy these eler’s makes them stop. They fi nd the cour- days. I think Alessi might even do one. Wouldn’t that be cool? Drinking coffee age to go in and “price it”. What they hear out of an Alessi fl ask. Much cooler than a takeaway cappuccino. surpasses all their expectations and they So I’m feeling quite happy as I walk along the street. When I get to Smith’s leave the shop confused and subdued. They keep very quiet for a while, but then I pop in and stock up on a few magazines to keep me going – and I also buy a they recover their usual spirit and continue sweet little silver notebook and pen to write down everything I spend. I’m go- their game with some alteration: ing to be really rigorous about this, because David E. Barton says the very act “They walked on. Slowly the disdain of noting down purchases should have a curtailing effect. So when I get into went, slowly and completely as if drained work, I start my list. from them, and with it went the regal car- Cappuccino – £1.50 riage and tread. Their shoulders dropped Muffi n – £1.00 and they dragged their feet; they bumped Notebook – £3.99 against each other, without notice or apol- Pen – £1.20 ogy, and caromed away again. They were silent and their eyes were cloudy. Magazines – £6.40 “Suddenly Midge straightened her back, fl ung her head high, and spoke, clear and Which makes a grand total so far of… £14.09. strong. TOPICAL JOURNEY English 35 December 2015

‘Listen, Annabel,’ she said. ‘Look. Sup- pose there was this terribly rich person, see? You don’t know this person, but this person has seen you somewhere and wants to do something for you. Well, it’s a terribly old person, see? And so this person dies, just like going to sleep, and leaves you ten million dollars. Now, what would be Gosh. I suppose that’s quite a lot, bearing in mind it’s only 9.40 in the morn- the fi rst thing you’d do?’” ing. Dorothy Parker could be sarcastic like But the notebook and pen don’t count, do they? They’re like course require- no other author but she never lost her ments. I mean, how on earth are you supposed to note down all your purchases sympathies with hard-working people like without a notebook and pen? So I subtract both of those, and now my total these girls, no matter how funny they could comes to… £8.90. Which is much better. sound. Anyway, I’m at work now. I probably won’t spend anything else all day. Oh God, though. Somehow, spending nothing is absolutely impossible. THE ASSOCIATE First of all, Guy from Accounts comes round with yet another leaving present John Grisham (b. 1955) to give to. Then I have to go out and get some lunch. I’m very restrained with This short dialogue is also about shop- my sandwich – I choose egg and cress, which is the cheapest one at Boots, and ping. Just the few names of prestigious de- I don’t even like egg and cress. signers tell us a lot about the strict, though David E. Barton says that when you make a real effort, particularly in the unwritten dress code rules of a powerful early stages, you should reward yourself, so I pick up some coconut bath oil mega law fi rm. from the Natural range as a little treat. Then I notice there are double Advan- Kyle and Dale are young associates who tage points on the moisturizer I use. have just got their desirable positions and I love Advantage points. Aren’t they a wonderful invention? If you spend are working long hours to keep them. enough, you can get really good prizes, like a beauty day at a hotel. Last Christ- “Dale Armstrong arrived promptly at sev- en, her usual time, and though she looked a mas I was really canny – I let my points build up until I’d accumulated enough bit sleepy, she was put together as always. to buy my granny’s Christmas present. What happened in fact was, I’d already Evidently, the bulk of her fat salary was be- built up 1653 points – and I needed 1800 to buy her a heated roller set. So I ing spent on designer clothing, and Kyle… bought myself a great big bottle of Samsara perfume, and that gave me 150 looked forward to the daily statement. extra points on my card – and then I got the heated roller set absolutely free! ‘You look great today,’ Kyle said with a The only thing is, I don’t much like Samsara perfume – but I didn’t realize that smile. until I got home. Still, never mind. ‘Thank you.’ The clever way to use Advantage points – as with all special offers – is to ‘Prada?’ spot the opportunity and use it, because it may not come your way again. So I ‘Dolce&Gabbana.’ ‘Killer shoes. Blahniks?’ grab three pots of moisturizer and buy them. Double Advantage points! I mean, ‘Jimmy Choo.’ it’s just free money, isn’t it? ‘Five hundred bucks?’ Then I have to get Suze’s birthday present. I’ve already bought her a set of ‘Don’t ask.’” aromatherapy oils – but the other day I saw this gorgeous pink angora cardigan in Benetton, and I know she’d love it. I can always take the aromatherapy oils back or give them to someone for Christmas. So I go into Benetton, and pick up the pink cardigan. I’m about to pay… when I notice they’ve got it in grey as well. The most perfect, soft, dove-grey angora cardigan, with little pearly buttons. Oh God. You see, the thing is, I’ve been looking for a nice grey cardigan for ages. Honestly, I have. You can ask Suze, my mum, anybody. And the other thing is, I’m not actually on my new frugal regime yet, am I? I’m just monitor- ing myself. David E. Barton says I should act as naturally as possible. So really, I ought to act on my natural impulses and buy it. It would be false not to. It would ruin the whole point. And it only costs forty-fi ve quid. And I can put it on VISA. Look at it another way – what’s forty-fi ve quid in the grand scheme of things? I mean, it’s nothing, is it? So I buy it. The most perfect little cardigan in the world. People will call me the Girl in the Grey Cardigan. I’ll be able to live in it. Really, it’s an investment.

From The Secret Dreamworld of a Shopaholic English TOPICAL JOURNEY 36 December 2015 The Driving Forces o

BUY NOTHING DAY If asked the question, “What is the society we live in today like?” the over- November 27th 2004 is Buy Nothing Day whelming majority would come up with certain notions before considering in the UK. Before you read the article, use anything else: technology, progress, consumerism. And this depiction would your imagination and try to guess what Buy be pretty true, for our society has really made a huge step forward over the Nothing Day is all about. last couple of decades or so. A lot has changed not only in our life and daily routine, but in our outlook and perceptions altogether. Buy Nothing Day started in 1993 and is now an international event that takes place in more than 55 countries. It is a simple idea to challenge consumer culture and ask people to stop shopping for 24 hours. Buy Nothing Day encourages people to think about what they buy and the pos- sible effects the product may have on the environment and developing countries. For example, if you buy a new pair of trainers, do you know where they were made and if the people who made them are treated well by the company? According to the organisers of Buy Nothing Day, shopping itself isn’t harm- ful but what we buy can be. They claim that in the rich western countries 20% of the world population consume 80% of the earth’s natural resources. They want consumers to think more about what they buy and to ask themselves some ques- tions before buying anything new. Here are some of the questions to put on your In this day and age our whole philosophy is different. For one thing, we’ve check list: shifted our values from perennial noble standards of behavior to principles in • Do I need it? line with our aspiration for making a profi t. This is not to throw the blame at • How many do I already have? every ambitious enterprising high-fl ier out there, of course, and it shouldn’t • Will I use it a lot? be an overgeneralization. It would obviously be too much to assert that this • Will it last a long time? is the only all-absorbing tendency, but still it does exist and does infl uence us • Could I borrow it from a friend instead? greatly, sometimes without our being aware of it. Indeed, if we were to carry • Is it recyclable? out a survey and canvass people for their opinion of what they hold important This year in the UK Buy Nothing Day is these days, respect, honesty and integrity are still most likely to top the list. on Saturday November 27th. There will be Nevertheless, this is often either a delusion, a conscious choice of an image to some events in town centres to celebrate project, or a touch of hypocrisy, an innocent embellishment, bending the truth the event and to encourage shoppers to just a little. have a day off and buy absolutely nothing! Consumerism, which we know as a fairly modern concept, is a term coined as early as the 19th century to denote an ideology that encourages the acquisi- When you have read the article, answer tion of goods and services in ever-increasing amounts. It is claimed that the these questions: phenomenon is highly benefi cial for the economy of any country, and while • How long has Buy Nothing Day exist- that seems incontestable, it leaves a peculiar trace on our life, our habits and ed? our values. • What is the idea of Buy Nothing Day? And this everlasting, unfl agging desire to achieve a higher social standing • Does your country have Buy Nothing which often translates into wealth and abundance of luxury objects, and a bet- Day? If so, what happens? ter standard of living have engulfed our world. Some might say we no longer If not, do you think it would be success- see kindness and genuineness, recognize talent or praise honest achievement ful in your country? unless there’s a fl ashy exterior. Conversations among teenagers along the lines • Do you think you could buy nothing at all of “God, how long have you had this phone? It’s ancient. I’ve changed three for 24 hours? last generation iPhones since you got that one” are becoming more and more • Do you ever ask yourself any of the common. questions before you buy something Fortunately, there isn’t such an abysmal disparity, but if there are those who new? feel strongly enough about it to broach the subject, it cannot be completely

Compiled by Tatyana Makhrina Sources: http://www.britishcouncil.org; http://www.esolcourses.com TOPICAL JOURNEY English 37 s of Consumer Society December 2015

disregarded and has and will continue to be somewhat of an issue. Our mass culture has extensively demonstrated that over the years starting from Abba’s world-famous hit Money to Shania Twain’s Ka-Ching, and the examples are numerous. Another thing is that this drive to prosper, with your achievements mea- sured in fi gures and invested in an excessive, superfl uous number of unheard- of luxuries, has often inevitably meant an orientation towards the West, which triggered not just indiscriminate borrowing, but practically adopting a whole new social arrangement. Paradoxical as it may be, what seems to be over- looked and not paid due attention in pursuing those social policies is that some may be very culture-specifi c and typical of some particular lifestyle and men- tality. There remains the possibility that this or that innovation may not fi t or CHRISTMAS SHOPPING assimilate well into our unique world, and may simply prove incompatible DISCUSSION with it. Consequently, materialism and profi t-making, the need to produce Discuss these questions with a partner. more and more and fl ood us with all possible goods and luxury items have 1) Do you enjoy Christmas shopping, or obsessed our market-leaders. This may be justifi ed and presented as an expan- do you fi nd it a chore? 2) How early do you do your Christmas sion of our horizons and widening of our scope, of participating in the global shopping? world instead of remaining isolated. After all, that’s what globalization is all 3) Who do you buy Christmas presents about, and the fact that there is a force this powerful bringing us together can’t for? be anything but a blessing. 4) Have you ever shopped online for The fl ipside of it, though, is that in many ways this consumerism leads to Christmas presents? corruption, self-indulgence to which we yield under the pressure of the modern 5) Do you give your Christmas gifts in world. Permissiveness, while broadening horizons implies not only democ- bags, or wrap them in paper? racy and freedom of thought and personal choice, easily leads to a blurring of 6) Which member of your family is the former ideals. This boom in productivity and vast availability, an unrestricted hardest person to buy for? Why? 7) Which member of your family is the supply of all imaginable commodities or intangible goods have become the easiest person to buy for? Why? primary driving forces of consumerism. An endless striving for additional 8) What was the best Christmas present wealth and personal welfare leads to discontent with what we already have as you ever received? Why? soon as we snatch a glimpse and see that there is more to be gained, are part of 9) What was the worst Christmas present human nature. There’s nothing much to be done about that, and no one is say- you ever received? Why? ing we should go back in time, but it’s up to us to realize when to stop, think 10) Have you ever returned a Christmas and reassess our values. present and exchanged it? 11) Have you ever bought Christmas presents in the sales, to put away for the next year? 12) Have you ever given hand-made Christmas presents to people? 13) When do you usually fi nish your Christ- mas shopping? 14) Do you feel Christmas has become too commercialised? 15) What are you hoping to get for Christ- mas this year?

Compiled by Tatyana Makhrina

Gracheva Marianna, teacher of English, Russian Foreign Trade Academy English TOPICAL JOURNEY 38 December 2015 Shopping Crossword

ACROSS: DOWN: 2. If an item is on sale you get a ______. 1. You said $43.99, ______? 4. Having lots of space. 3. The total ______$55.47. 6. Money that you carry on you. 4. Not expensive and not cheap. 7. $700.00 ____ a pair of pants. That’s expensive! 5. I’ll ______a check. 8. It’s more affordable _____ the other one. 9. Would you like to ______it on your credit card? 10. Cozy. 11. Here’s your ______and your change. 14. How ______is it? 12. The hamburger is not as healthy ______the veg- 15. It’s ______to install. etarian sub. 16. The tie ______your shirt. 13. I like your sweater. It ______on 18. Something you leave if your waiter was good. you.

19. ______that’s $25.00. 17. Money that the government collects.

1. right; 3. comes to; 4. reasonable; 5. write; 9. put; 11. receipt; 12. as; 13. looks good; 17. tax 17. good; looks 13. as; 12. receipt; 11. put; 9. write; 5. reasonable; 4. to; comes 3. right; 1. DOWN:

2. discount; 4. roomy; 6. cash; 7. for; 8. than; 10. comfortable; 14. much; 15. easy; 16. matches; 18. tip; 19. so 19. tip; 18. matches; 16. easy; 15. much; 14. comfortable; 10. than; 8. for; 7. cash; 6. roomy; 4. discount; 2. ACROSS: ANSWER:

Source: www.bogglesworldesl.com

Submitted by Tatyana Makhrina журнал Английский язык – Первое сентября

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SCENE 1 Sir Robert Chiltern: What makes you leave your brilliant На балу у Сэра Роберта Чилтерна. Vienna for our gloomy London, Mrs. Chevley? Is it poli- tics or pleasure? Guest 1: What a tedious party we are having today! Mrs. Chevley: Politics is my only pleasure. Guest 2: Horribly tedious. Never know why I come here. Lady Markby (to Mrs. Chiltern): You have married a mod- Never know why I go anywhere nowadays. el husband, dear Gertrude! I wish I could say the same Guest 3: Neither do I. It puts one on a level with the com- about myself. mercial classes. Mrs. Chiltern: But, Lady Markby, Sir John is so intelli- Guest 1: I come here to have some serious purpose in life. gent. Sir Robert Chiltern: How long are you going to stay in Гостья 2 и Гостья 3 смеются. London, Mrs. Chevley? Mrs. Chevley: My stay in London depends on you, Sir Rob- Guests 2 and 3: I don’t see anybody here who one could call ert. a serious purpose. Sir Robert Chiltern: Seriously? Guest 4: Imagine, being under-secretary of Foreign affairs at Mrs. Chevley: Quite seriously. the age of forty. That’s good enough for anyone, I should say. Роняет веер и удерживает Сэра Роберта Чилтерна, ко- Guest 5: Yes, Mr. Chiltern has power, power over others. торый наклоняется, чтобы поднять его. Power is the only thing worth having, the only pleasure one is never tired of. Mrs. Chevley: I realize that I am talking to a man who made Guest 6: Yes, Robert Chiltern is a perfect example of the his fortune by selling a cabinet secret to a stock exchange English type of intelligence. I hardly think that there is speculator. something in common between our husbands and him. Sir Robert Chiltern: What do you mean? Mrs. Chevley: I mean that I know the origin of your wealth SCENE 2 and your career, and I have your letter, too. Lady Markby (to Mrs. Chevley): Sir Robert Chiltern has had Sir Robert Chiltern: What letter? a brilliant career and he has married a most admirable Mrs. Chevley: The letter you wrote to Baron Arnheim, tell- wife. Lady Chiltern is a woman of the highest principles, ing him the government secret. though her dinner parties are rather dull sometimes. Sir Robert Chiltern: That is not true! Sir Robert Chiltern: Good evening, Lady Markby! Mrs. Chevley: You thought the letter had been destroyed? Lady Markby: Good evening, Mr. Chiltern! How foolish of you! It is in my possession and I’m go- Sir Robert Chiltern: I hope you have brought Sir John with ing to sell it. you? Sir Robert Chiltern: What do you want? Lady Markby: Oh, I have brought a much more charm- Mrs. Chevley: The price I ask for the letter is your public ing person than Sir John. Let me introduce you to Mrs. support of Argentine Scheme. Chevley. Sir Robert Chiltern: Argentine Scheme, heh, Argentine Sir Robert Chiltern: Pleased to meet you, Mrs. Chevley. Scheme! But I cannot do what you ask me because it’s Mrs. Chevley: Pleased to meet you, Sir Robert Chiltern. impossible! Mrs. Markby: Mrs. Chevley has just arrived from Vienna. Mrs. Chevley: You must make it possible. Sir Robert Chiltern: My God! What brought you into my life? Mrs. Chevley: Circumstances.

Миссис Чевли идет к двери.

Sir Robert Chiltern: Don’t go! I will give you any sum of money!

Миссис Чевли поворачивается к Сэру Роберту Чилтерну.

Mrs. Chevley: You are not rich enough, Sir Robert, to buy back your past. You made your fortune out of one canal. You must help me to make my fortune out of another. Sir Robert Chiltern: If I refuse? Mrs. Chevley: Then… you are ruined! Suppose when I leave the house, I drive to some newspaper offi ce and SCHOOL THEATRE English 41 December 2015

Mrs. Chiltern: But not you, Robert. You have never let the world spoil you. You have always been ideal. Oh, be that ideal still. Don’t kill my love for you! Don’t kill that…

SCENE 3 Дома у Горинга.

Goring: Any letters, Phipps? Phipps: Yes, My Lord. Here it is. give them the scandal and the proof of it. You know, Sir Robert, what newspapers are like today. Фипс отдает письмо Горингу.

Сэр Роберт Чилтерн в шоке падает на колени и хвата- Goring: Phipps, when did this letter arrive? ется за голову, представляя, какие будут последствия. Phipps: It was brought after your Lordship went to the Появляются воображаемые мальчишки, продающие га- club. зеты. Горинг открывает конверт. Paperboy 1: News! Latest news! Scandalous news! Shame- ful origin of Robert Chiltern’s fortune! Goring: Lady Chiltern’s handwriting. That’s rather curious. Paperboy 3: State secret sold for a tremendous sum of mon- “I want you, I trust you, I’m coming to you. Gertrude”. ey! 10 o’clock. She should be here soon. Paperboy 2: 100,000 pounds received for a secret letter! Phipps, there is a lady, coming to see me this evening. Success bought at great price! Show her into the drawing room when she comes. No one else is to be admitted, you understand? Мальчишки уходят. Phipps: Of course, as you wish. Mrs. Chevley (to Phipps): I was told Lord Goring is at Sir Robert Chiltern: Stop! Stop! I consent! home. Mrs. Chevley: Thank you, Sir Robert! I knew we could Phipps: His Lordship asked you, Madam, to be kind enough come to an agreement! to wait in the drawing room.

Сэр Роберт Чилтерн уходит. Появляется Миссис Чил- Фипс уходит. Миссис Чивли замечает письмо, берет его терн. и читает.

Mrs. Chevley (to Mrs. Chiltern): What a charming house you Mrs. Chevley: I wonder what woman he is waiting for to- have, Lady Chiltern! I have spent a wonderful evening! It night? Who on earth is writing to him on pink paper? “I was so interesting getting to know your husband. want you, I trust you, I’m coming to you. Gertrude”. Mrs. Chiltern: Why did you wish to meet my husband, Mrs. Chevley? Крадет письмо и уходит. Выходит Лорд Горинг, садит- Mrs. Chevley: I wanted to interest him to support the Argen- ся за стол. Появляется Сэр Роберт Чилтерн. tine Scheme in the House tomorrow. Mrs. Chiltern: But that scheme can never have my hus- band’s support! Mrs. Chevley: I assure you it’s all settled. I don’t regret my tedious journey from Vienna. Good evening, Lady Chil- tern.

Миссис Чевли уходит. Появляется Сэр Роберт Чил- терн.

Sir Robert Chiltern: You look so beautiful tonight, Ger- trude. Mrs. Chiltern: Robert, it’s not true. You are not going to lend your support to the Argentine Scheme. You de- scribed it as the most dishonest in political life. Sir Robert Chiltern: Gertrude, politics is a very complex business. Sooner or later one has to compromise. English SCHOOL THEATRE 42 December 2015

Sir Robert Chiltern: My dear Arthur, what a piece of good luck seeing you at home. Goring: But the fact is, I’m… I’m horribly busy tonight, Robert. Sir Robert Chiltern: Arthur, my wife has discovered ev- erything! Goring: Really? Who told her? Sir Robert Chiltern: Mrs. Chevley herself! (Снимает шляпу и в ярости бросает ее на пол.) The woman I love knows that I began my career with a dishonest act. I don’t know what to do, Arthur. You are the only friend I can trust.

Заходит Фипс. Sir Robert Chiltern: I insist on going into this room! Goring: For God’s sake, don’t! I… I forbid you to enter Goring: Oh, will you excuse me for a moment, Robert? that room! Sir Robert Chiltern: Certainly. Сэр Роберт Чилтерн отталкивает Горинга в сторону и Горинг отходит в сторону. врывается в комнату.

Goring: When that lady calls, tell her I am not at home. Goring: Great heavens! His own wife! Phipps: But that lady is waiting in that room, my Lord. В ярости, Сэр Роберт Чилтерн врывается в комнату. Горинг ужасается. Sir Robert Chiltern: What explanation have you got for the Goring: Oh, what a mess I am in! (Успокаивая себя.) But I presence of that woman here?! think I shall get through it. Goring: Robert, that woman is… is stainless. She came here Sir Robert Chiltern: Arthur, tell me what I should do. to save you, Robert! She loves you! Goring: Hm… Robert, you love your wife, don’t you? Sir Robert Chiltern: I love her more than anything in the Истерично смеется и внезапно останавливается. world! Goring: So what’s the problem then? Sir Robert Chiltern: You are mad! Let her remain your mis- Sir Robert Chiltern: But I have been defamed in her eyes. tress! You are suited to each other… She has found me out, Arthur. She has found me out! She has found me out! Уходит в ярости. Goring: But she will forgive you. Why shouldn’t she forgive you? She loves you, Robert! Goring: Robert, let me explain all!

Стул падает в другой комнате. Входит Миссис Чевли.

Sir Robert Chiltern: What is that? Mrs. Chevley: Good evening, Lord Goring. Goring: Nothing… Goring: Mrs. Chevley!? Great Heavens… May I ask you Sir Robert Chiltern: I heard a chair fall in the next room. what you are doing in my drawing room? Someone has been listening?! Mrs. Chevley: Merely listening. I have a perfect passion for Goring: Robert, you are too excited, sit down. There is no listening through keyholes. one there. Goring: I guess you have come here to sell Robert Chiltern’s letter, haven’t you? Горинг старается успокоить Сэра Роберта Чилтерна и Mrs. Chevley: To offer it to you on conditions. сажает его на стул. Сэр Роберт Чилтерн резко встает Goring: What is your price for it? и направляется к двери. Mrs. Chevley: Money is not what I want. Goring: So what do you want then, Mrs. Chevley? Sir Robert Chiltern: Arthur, let me see for myself. Mrs. Chevley: Why don’t you call me Laura?

Горинг не дает пройти Сэру Роберту Чилтерну. Тянется к Горингу, но он отталкивает ее.

Goring: No, no. Goring: I don’t like the name. SCHOOL THEATRE English 43 December 2015

Goring: I am going to ask my servant to call the police. Phipps! Mrs. Chevley: Oh, don’t do that! I will do anything you want…

Горинг перестает звонить в колокольчик и в ожидании протягивает руку Миссис Чевли.

Goring: Anything? Give me Robert Chiltern’s letter. Mrs. Chevley: Here it is.

Горинг берет письмо и разрывает его на части.

Mrs. Chevley: But you used to like it. Arthur, when I saw Mrs. Chevley: Please, give me a glass of water. you at the party at the Chilterns’ last night, I knew you Goring: With pleasure. Phipps, a glass of water, please. were the only person I had ever carried a torch for. I will give you Robert Chiltern’s letter, if you promise to Появляется Фипс и подносит стакан с водой Миссис marry me. Чевли, и уходит. Goring: Are you serious? Mrs. Chevley: Quite serious! Mrs. Chevley: Could you help me with my cloak, Arthur? Goring: Hmph… by the way, I have found a pearl necklace. Goring: Certainly. Phipps, the box, please! Горинг помогает Миссис Чевли надеть накидку. Заходит Фипс c коробкой с ожерельем. Mrs. Chevley: I fi nd that Gertrude Chiltern’s dying speech Phipps: Here it is, sir. and confession has strayed into my pocket. Goring: What do you mean? Горин демонстративно достаёт ожерелье. Mrs. Chevley: I mean that I’m going to send Robert Chil- tern the love letter his wife wrote to you tonight. Mrs. Chevley: Oh, how happy I am to get it back. I lost it Goring: Love letter?! last night. It was… a present. Mrs. Chevley: “I want you, I trust you, I’m coming to you Goring: A present… Won’t you wear it? Gertrude!” Mrs. Chevley: Certainly, if you put it on. Миссис Чевли уходит, смеясь. (Горинг надевает на Миссис Чевли ожерелье. Она под- ходит к зеркалу и любуется собой. Goring: You wretched woman! Must you always be thiev- ing?! Mrs. Chevley: It looks nice on me, doesn’t it? Goring: Yes, much better than when I saw it last. SCENE 4 Mrs. Chevley: When did you see it last? Играет “Серенада” Шуберта. Появляется Сэр Роберт Goring: Oh, ten years ago, on Lady Berkshire, from whom Чилтерн, читает письмо. you stole it. Mrs. Chevley: What do you mean? Sir Robert Chiltern: “I want you. I trust you. I’m coming Goring: I mean that you stole that jewellery from my cousin, to you Gertrude…” (Появляется Гертруда.) Gertrude, Mary Berkshire, to whom I gave it when she was mar- dear, do you really love me? ried. Gertrude: Certainly, I do, my love. Sir Robert Chiltern: Are you really ready to forgive me? Горинг берет колокольчик. Gertrude: Of course I am, my dear. Sir Robert Chiltern: Oh my Lord, I am the happiest man Mrs. Chevley: It is not true!! in the world. Goring: You know it is true. The End Горинг звонит в колокольчик.

Goring: Phipps! By Irina Gurgenidze, School No. 1282, Moscow Mrs. Chevley: What are you going to do?! Photos taken by the author. Педагогический университет «Первое сентября»

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Five-Minute Tests 1 I

Use the word given in capitals to form a word MONEY & SHOPPING or a verb form that fi ts the sentence. Dear Mum and Dad! LISTENING I ______already (1)______(BE) in Brighton 1. Listen to the story about two friends. Answer the questions. for two weeks now. I’m (2)______(TER- ANN & MARY RIBLE) busy right now. In the morning we Ann’s mum gives her a free hand in choosing her own clothes. Mum be- have (3)______(WE) classes. After classes lieves that Ann can spend money wisely. She can buy things by herself. But we usually go (4)______(SIGHT). I’ve al- Ann likes to go shopping with Mum. So when Ann needs clothes they go to ready visited the (5)______(MANY) places the shop together. of interest. By the way, I was in Harrods yes- Mary and her mum always have arguments about choosing things. Mary’s terday. Although there are sales on, prices are (6)______(REASONABLE). not practical. She doesn’t think twice before buying this or that thing. So Love, Mary’s mum doesn’t give her a free hand in buying clothes. Mary’s mum Anna thinks it’s silly to spend money on whatever comes up. Key: 1. have already been; 2. terribly; 3. our; QUESTIONS: 4. sightseeing; 5. most; 6. unreasonable. 1. Who has a free hand in choosing things to buy? 2. Who can spend money wisely? 2 I 3. Who can’t buy things by herself? Complete these sentences by using the correct 4. Who buys whatever comes? word and word combination from the box. Use 5. Who isn’t a practical shopper? each word (or word combination) once only. 6. Who doesn’t like to go shopping with her mum? department, sell, shop assistant, window, 7. Who likes to go to the shop with her mum? display, run, choosing clothes, price 8. Who argues with her mum about choosing things? I dream (1)____ a shop of my own one day. 2. You will hear a boy talking about his family’s shopping day. For ques- It will be a shop for teenagers. I will name my tions 1-4 choose the best answer according to the text. shop Liza after the name of my favourite maga- Saturday is our family’s shopping day. We buy food and other necessi- zine. I will (2)____ things that teens like. There ties. won’t be horrible dresses and skirts that my But, we always have arguments. My father thinks that we should buy only granny wore when she was young. I will have Russian goods. “By buying Russian goods we help our economy,” he always young (3)_____. They will be able to give pro- says. I agree with my dad’s argument in favour of Russian goods. fessional advice and to help teens in (4)______. My mother, on the other hand, prefers brand name goods. She believes There will be different (5)______in my shop. they are better quality. Mum wants to buy Colgate toothpaste, but dad wants And teens will be able to fi nd everything they to buy the New Pearls toothpaste and so on. But everything ends up peace- like: trendy clothes, computer games, CDs, fully. We buy different items to please everybody. sweets, books, gifts, and toys. There won’t be very high (6)______. Shop (7)______will be My younger sister Olga is mad about brand name things, too. She likes bright and attractive. buying things which are popular with others. She wants to fi t in and to be just like her friends. I buy popular things only if I like them. If I like Key: 1. to run; 2. sell; 3. shop assistants; 4. choos- something without a brand name, I go ahead and buy it. I think it’s more ing clothes; 5. departments; 6. prices; 7. window important to have your own style in choosing what to wear and how to displays. wear it. 3 E

1. Dad prefers to buy Russian items because Fill in a few or a little. A. they are reliable. Fred is at the supermarket now but he is B. the Russian economy is helped. very upset. He put (1)___oranges, (2)___ap- 2. Mum prefers to buy brand name goods because ples, (3)___milk, (4)____ice cream, (5)___eggs A. they are better quality. into his bag. He also put (6)___onions, B. she likes buying things which are popular. ª (7)____ bananas, (8)___rice, (9)___cheese, ª English TESTS PREPARING FOR EXAMS

3. The day ends peacefully because A. the family agree with dad’s arguments. 46 B. they buy both Russian and foreign goods. December 2015 4. Olga thinks that it’s important A. to be just like her friends. B. to have her own style in choosing what to wear. Five-Minute Tests 3. You will hear six people talking in fi ve different situations. Match (10)____ lemons, (11)____ fi sh, and (12)____ each speaker 1–5 with one of the statements from the list A–G. Use each meat. He was going to pay for these foods but letter only once. There is one extra statement which you don’t need to couldn’t fi nd his money. He had left it at home. use. No wonder he’s upset. 1. I bought a watch that stopped when I wore it in the shower. I therefore Key: 1. a few; 2. a few; 3. a little, 4. a little; 5. a took it back to the shop and asked the assistant to replace it. But the as- few; 6. a few; 7. a few; 8. a little; 9. a little; 10. a sistant said he was unable to do that because there was no guarantee that few; 11. a little; 12. a little the watch was waterproof. I think he should have told me that when I bought it. 4 E 2. I purchased a sweater which shrunk after one washing and now doesn’t Fill in pound(s), ounces, a loaf, packet(s). fi t me. It had no instruction telling me how to wash it. Ann came from school. She was going to 3. I bought boots last week and the fi rst time I wore them they leaked. On cook Shepherd’s Pie. She opened the fridge. Monday it suddenly started to rain while I was outdoors, and they let But there were no foods she needed according water in immediately. The shop sold me the boots without warning me to the recipe. Ann sat down and wrote out a that they were not waterproof. shopping list. She needed two (1)____ of meat, 4. The boots started leaking the fi rst day I put them on – you can see where three (2)____ of oil, a half (3)____ of peas, the water came in, because there are discoloured spots, just here, you and one (4)____ of tomatoes. Besides, there see. So I really think you should give me a new pair. I mean, they were was little bread, butter and tea at home. So she quite expensive, after all. wrote: (5)____ of bread, two (6)____ of butter, 5. I was in a department store with my grandchildren and was horrifi ed to and two (7)___ of tea. discover that the children’s section is on the third fl oor and there was Key: 1. pounds; 2. ounces; 3. pound; 4. pound; only one lift. You can imagine the queue of mothers with push-chairs 5. a loaf; 6. pounds; 7. packets. trying to get into it. 6. You know I once found the most amazing bargain. There was a pair of 5 I Dolce Gabbana boots at 90 per cent off! Only my credit card was up to my limit. But I didn’t give up. I went round my fl at, and searched in all Match the words and expressions in English my pockets and bags, and I gathered up all my coins… and guess what? with their Russian equivalents. I had enough money! 1) an amount a) молочный магазин 2) a dairy b) несколько/немного 3) half c) мало A. I was shocked. 4) a few/a little d) примерять B. They let water in immediately. 5) few/little e) узкий C. Now it is too small for me. 6) to try sth on f) домашний D. These are fashion boots. 7) to try sth out g) предпочтительнее E. I asked the assistant to replace it. 8) narrow h) пробовать F. I really think you should give me a new pair. 9) rather i) половина G. I could get the boots. 10) domestic j) количество

Key: 1. j; 2. a; 3. i; 4. b; 5. c; 6. d; 7. h; 8. e; 9. g; 10. f. Speaker 1 2 3456 Statement 6 E READING Think of the word which best fi ts each space. 4. Six sentences have been removed from the text. Choose from the sen- – Can I help you? fi – Yes, please. I’m (1)______for a book. tences A-G the one which ts each gap. There is one extra sentence which – What kind of book (2)______you like? you don’t need to use. – Fairy (3)______with pictures. For my Ok. Don’t panic. I’m in charge. I am the adult. Not my two-year-old brother. He is six. daughter. Only I’m not sure she realizes this. “Minnie, darling, give me the – What (4)______this one? pony.” (1)______– Grimm’s Fairy tales? It’s (5)______what I “Poneeee.” Minnie grips the toy pony more tightly. wanted. I’ll take it. “No pony.” “Mine!” she cries hysterically. “Miiiiine poneee!: Key: 1. looking; 2. would; 3. tales; 4. about; 5. Aargh. I’m holding about a million shopping bags, my face is sweating, just. and I could really do without this. By Youdif Boyarskaya, It was all going so well. (2)______Minnie and I were heading School No. 814, Moscow towards Santa’s Grotto, and I only stopped for a moment to look at a doll’s PREPARING FOR EXAMS English house. Whereupon Minnie grabbed a toy pony off the dis- play and refused to put it back. (3)______“Minnie.” I let go of the reins and put my arms round her 47 December 2015 so that she feels safe and secure, just like Nanny Sue rec- ommends in her book, Taming Your Tricky Toddler. “Minnie darling, I love you very much,” I say in a gentle, crooning she said I shouldn’t have let my little girl open it, and spill voice, “and it would make me very happy if you gave me the it, and wanted to charge me for it. I insisted on seeing the pony. That’s right, give it to Mummy…” (4)______manager, and he didn’t charge me, but he didn’t see any need My fi ngers are closing around the pony’s head… Ha. Skills. to take any action about moving the bottles to another shelf, I’ve got it. (5)______either. “Minnie!” Minnie wrenches the pony out of my arms and So the danger remains for the other children. makes a run for it across the shop fl oor. “Minnie!” I yell. I grab my carrier bags and leg it furi- 1. A customer is complaining about supermarkets ously after Minnie, who has already disappeared into the Ac- A. selling dangerous products in bottles with a tip-up top tion Man section. bottles. As I catch up with her , I’m panting. “Give me the pony!” B. not keeping products that are dangerous to children out I try to take it, but she’s gripping it like a limpet. “Minnie, of their reach. we’re not buying it,” (6)______“It’s just a silly toy,” I C. not stacking dangerous products on the bottom shelf. say impatiently. “What’s so special about it, anyway?” 2. Which of the following is not true according to the text? And for the fi rst time I look properly at the pony. Wow. A. The girl opened the bottle. Actually… it is pretty fab. B. She spilled some of the contents on the fl oor. “You really don’t need a pony, Minnie,” I say – but with C. Some of the liquid got into her eyes. slightly less conviction than before. I’ve just noticed the sad- 3. The assistant at the cash desk dle. Is that genuine leather? And it has a proper bridle with A. argued that she shouldn’t have let her little daughter buckles and the mane is made of real horse hair. And it comes take the bottle. with a grooming set! For forty quid this isn’t bad value at all. B. was angry but apologized. Oh my God, I love this pony. C. didn’t charge the woman and apologized. 4. The woman wants A. And now I’m in the middle of Pony-gate. A. the manager to be punished. B. I say in my best fi rm manner. B. the assistant at the cash desk to be punished. C. I try to sound calm and assured, like Nanny Sue off the C. staff to be more careful about stacking products like telly. that. D. I can’t help looking around to see if anyone’s observed my expert parenting. VOCABULARY E. I’ve nearly done it. Numbers F. I mean, not that I’m going to give in. 6. Write these fi gures in words. G. I’ve been round the whole shopping mall and bought all the fi nal items on my Christmas list. number words number words 3 2075 123456 13 5,000,000 13th 24 November 1904 5. Read a letter of complaint of inadequate facilities in 12 5/01/2000 shops for parents with children and choose the best answer 112th 100% for questions 1-4. 1/2 2x2= …. I’m writing because I think supermarkets should be 1/4 120:4= more careful about stacking products that are dangerous 3/4 74-46= to children. I was in a supermarket with my three-year-old 375 0.25 daughter, in the aisle where they were selling cleaning prod- ucts. And while I was putting some washing up liquid in my 7. Complete these proverbs and sayings with an appropri- basket, my daughter got hold of a bottle of bleach from the ate number word. bottom shelf and opened it in a second. It had a fl ip-up top, 1. A good beginning is ______the battle. not a screw top, so any small child could open it. 2. When ______know it, all know it. She spilled some of the contents on the fl oor, and I was 3. _____ is a company, but ______is none. lucky to get it away from her before any of it got into her eyes 4. _____ heads are better than _____. or onto her skin. On the bottle it said quite clearly: Warning: 5. ______blacks do not make a white. Irritant Keep out of the reach of children. 6. To kill _____ birds with _____ stone. I took the bottle to the assistant at the cash desk and told 7. Saying and doing are ______things. her that the bottle shouldn’t have been on the bottom shelf 8. Never do things by______. where a small child could reach it. They should put products 9. ______eyes see more than _____. like that on the upper shelves. But, instead of apologizing, 10. A wonder lasts but ______days. (Все приедается.) English PREPARING FOR EXAMS 48 December 2015

11. _____of one and _____ a dozen of the other. (Шесть With Coke,” and “The Pause That REFRESH одного и полдюжины другого, т.е. одно и то же.) (15)______,” Coca-Cola gained widespread RECOGNIZE USE OF ENGLISH (16)______. 8. Use the word given in capitals to form a word or a verb form that fi ts the sentence. 10. For questions 1-20, read the text below and think of POCKET MONEY the word which best fi ts each space. Use only one word in I think that parents should give pocket money to their each space. (1)______(CHILD). They can give it every day or once THE CENTRAL DEPARTMENT STORE a week. If children get (2)______(THEY) pocket mon- (TSUM) ey once a week they learn to count before spending it. But At fi rst it was called “Muir and Merrilees” and Chekhov, I think it is (3)______(GOOD) to give a little money (1)_____ visited the shop very often, named two his dogs every day. (2)_____ honour of its owners. These two men (3)______As for me, I (4)______(NOT SPEND) all my pocket from Scotland and came (4)____ Russia in the 14th century. money: I save it up to buy presents for my (5)______At fi rst they founded a commercial company in Saint Peters- (NEAR) and ______(DEAR). burg, and (5)_____ moved to Moscow (6)_____ they started Once when my parents (6)______(NOT HAVE) money a millenary. Soon the two Scotsmen began selling (7)____ on their credit cards, I said: “Look! I (7)______(SAVE) up only wholesale, but retail as well. Their shop became the fi rst all my pocket money for a new smartphone. I can give it to shop not only (8)_____ the rich people, but also for the mid- you.” I felt very important at that moment. dle class (9)____ society. The goods presented there (10)______of the best qual- 9. Read the text. Use the word given in capitals at the end ity; shop assistants were very polite, and (11)_____some- of each line to form a word that fi ts in the space in the same one did not like something he bought, he could immediately line. exchange (12)____. As far as children were concerned, a COCA-COLA visit (13)_____ the department store was a real holiday for Coca-cola devotees might be SURPRISE (14)_____, because they found a large number of toys. (1)______The fame of the shop spread all (15)______Russia and to learn that the world’s best- KNOW every citizen could receive (16)______catalogues free. (2)______In 1900 there was a big fi re in the department store, leav- soft drink was (3)______drink ORIGIN ing (17)______the walls remaining. Soon a (18)____ build- as a medicine. ing was erected (19)____ its place and the elevators installed Concocted in 1886 by Atlanta PHARMACOLOGY there were a real sensation. (4)______(20)______the Revolution the shop became the property John S. Pemberton, the syrupy MIX of the state and the previous owners were dismissed. (5)______of Kola nuts, coca (6)______, LEAF 11. Match the two lines of dialogue to form exchanges. caffeine, and other 1. I hate shopping. I can never choose what I really want. ingredients was said to cure HEAD _____ (7)______and 2. I don’t do shopping by myself. ______dyspepsia and was (8)______for SELL 3. I’d like to cook borsch for dinner. ______fi ve cents a 4. Can you buy things by yourself? ______glass. A year (9)___ Pemberton LATE 5. Let’s go to the market stalls for vegetables and fruits. sold the rights to the ______syrup formula – the precise recipe CLOSE is still a (10) ______a. Oh, we’ve got few vegetables. Shall I go to the greengro- cer’s? guarded secret – to another b. Do you? I don’t. Shopping is my favourite pastime. pharmacist, Asa G. c. I’m afraid I can’t. Besides, we’ve got a lot. Candler, who (11)______SUCCESSFUL d. I think I can, but Mum thinks differently. marketed the brew e. Neither do I. I can buy alone very few things. CDs or as a (12)______drink. With REFRESH sweets. Mum buys things for me. advertising, distinctive (13)______, and such PACKAGE By Youdif Boyarskaya, catchy slogans School No. 814, Moscow as “Have a Coke and a Smile,” GOOD “Things Go (14)__ See keys in additional materials. TEXTS FOR READING English UNFORGETTABLE 49 SHOPPING IN ISTANBUL December 2015

Shopping in Istanbul is one of the delights of a visit to the city with its numerous modern stores, bazaars and outlets. But being in Istanbul and not going to Kapaliçarşi or Covered Ba- zaar (also called Grand Bazaar) is the same as to travel to Paris and not see the Tour Eiffel or coming to Moscow and missing a trip to Red Square. Our m/s Estonia often called at Istanbul port with Russian tourists and we docked at Karakoy passenger berth near Galata Bridge. In Istanbul all roads go to Kapaliçarşi or Grand Bazaar. To reach the famous place one has to cross the Golden Horn going along Galata Bridge, then to cross several streets and, after a 30-minute walk, come to one of eighteen gates of Bazaar. This historic market was built by Sultan Mehmed II ten years after the conquest of Constantinople in 1453. During its long history, them for a cup of coffee or “bardak of tea” (a glass of tea). The the bazaar suffered an earthquake in 1894 and two fi res, in 1943 Turkish word “bardak” sounds like a rude Russian word which and in 1954. It was restored and the bazaar’s roof was covered means “brothel”. with lead. I used to like drinking tea from Turkish bardaks. Their cubic The Covered Bazaar occupies 31,000 square metres. Here, capacity is 100 grams. They have a special shape – a narrow in a labyrinth of 65 narrow streets, are located about 4,000 bottom and a widen top. In the Bazaar you can always see many shops. The Grand Bazaar is a small town in itself. There are 12 10–12-year-old boys continually carrying trays with tea-glasses. small mosques, dozens of restaurants and tea houses, 18 drink- Within seconds they can appear in front of a shop if its owner ing fountains, two banks, a police station and one public toilet. asked them to bring tea. Opening times are Monday–Saturday 8.30–19.30. It is closed Tea and coffee are good communicative mediums. During on Sundays and Bank Holidays. tea drinking, the seller will give you his business cards with In this labyrinth of shops, each trade has its place and the the shop’s address and ask you to distribute them among your great variety of goods offered there is something to suit every friends and recommend his shop to them. taste and purse. The carpet shop presents eye-catching arrange- Another peculiarity of the venders is that they never quote ments of vivid colours and intricate designs. very high prices to people who are coming home from the bazaar, I’ve found that tourists always want to buy the best souvenirs as they know the ropes and will simply laugh at the vender. of the country they visit. The best souvenirs are the genuine I’ve noticed that Turkish sellers are good linguists. They eas- products of ancient Turkish crafts, such as the hand-painted ce- ily pick up useful phrases in many languages, including Rus- ramic plates and the hand-beaten copper and brassware, trays, sian. They also appreciate it if a foreigner tries to speak their water ewers and cauldrons, which make beautiful decorative Turkish mother tongue. pieces. There are also many embroidered bags and cushions Being many times in Istanbul and other places of Turkey, I made in traditional Anatolian designs and bright colours. Also, decided to learn Turkish. As for phonetics, it is very easy be- something memorable to take home are the vases, bowls and cause all Turkish sounds are pronounced like Russian ones. It other objects in beautiful fi ne green or gold onyx, or pipes cov- helped me a lot in dealing with shopkeepers. Here is a usual ered with the local soft white meerschaum stone. scene: I come into a shop and say: “Nasyl seniz!” (How are There are gaily embroidered blouses in raw cotton, ideal for you?) summer wear, and headscarves edged with hand-embroidered The man smiles in a friendly way. lace. There is also an abundance of leather and suede goods. It – Luften, this jacket. Ne kadar? (Please, this jacket. How is worth looking in the very centre of the Bazaar – in the Old much?) Bedesten (this was the place where they began to build the cov- The vender is thinking about the price and tells it. ered bazaar). Here visitors can see an endless array of antiques – Yok. Chock pahaly! (No. It is too expensive.) and souvenirs: copperware, lamps, arms, jewellery, silver and I am looking at other merchandises and the shopkeeper goes glassware, bracelets, earrings, as well as chains worked in in- to the street door and asks a boy to bring two bardaks of tea. tricate designs. We are drinking strong dark tea and the cordial host compli- Besides the merchandise attracting people, some come to see ments me for my excellent Turkish and asks to try the jacket “the small town in itself”. Its old customs and habits have not on. changed very much. It is usual to bargain with vendors. At fi rst I agree and again ask: “Ne kadar?” a buyer will hear an excessive price for the item he wants to The shopkeeper reduces the price by half. acquire. But he knows that bargaining is a must and suggests I still don’t agree. his own price which can be three times lower. Negotiations may The man gives a deep sigh and tels me the acceptable price. last several minutes and, at the end, reach a reasonable price and We agree on the price. The bargaining is a success. I leave the both parties will be pleased with one another. Grand Bazaar together with a crowd of shoppers. The Bazaar resembles an ant-hill – only with very noisy ants. Later, I read the statistical data: every day from 25,0000 to People talk in different languages. Sellers call to future custom- 40,000 people come to this huge market. ers, shouting in English, French, and Turkish. I often heard how venders shouted in Russian looking at nice and beautiful Rus- Evgeny Kunitsyn, sian women: “Natasha! Zakhodi!” Former Purser of m/s Estonia All Russian women and girls are called “Natasha” in the Bazaar. Venders like to talk with their clients and often invite Photo by the author English TEXTS FOR READING 50 December 2015 EMINENT INTERPRETER VIKTOR SUKHODREV

On May 16, 2014 the media broke the sad news of the death old. His mother worked for a Soviet trade mission to London. of 81-year-old Viktor Sukhodrev. His name was as famous as They lived far away from the centre and Viktor stayed at home that of Khrushchev, Gromyko, Brezhnev, Gorbachev and many under the care of neighbours living upstairs. There were only of the Soviet and Russian leaders. English children with whom he played and grown-ups with Sukhodrev was their interpreter at numerous meetings and whom he was on friendly terms. He also helped a postman to negotiations with the world’s powerful rulers. Being a well-ed- deliver letters. ucated linguist and skilled interpreter, he quite often amended In 1945 he and his mother returned to Moscow. Victor fi n- slips of tongues, incongruous and more of the words of well- ished school and entered an institute for foreign languages. Af- known Russian politicians, the slurred utterance of Brezhnev, ter graduating, he joined the diplomatic service and in 1956 as well as the convoluted eloquence of Gorby. began working for the inscrutable foreign Minister Andrey It was a great piece of luck: I had an opportunity to meet this Gromyko. In 1959, Viktor was chosen to accompany Nikita outstanding and talented person at the beginning of his career. Khrushchev on his fi rst visit to the US. In September 1960 the m/s Baltika where I was a purser, set I asked him if it was diffi cult to translate Nikita Khrushchev. sail from Baltiysk to the US with 156 passengers – delegates “It is very captivating,” he answered at once. from the USRR, Ukraine, Belorussia, Hungary, Bulgaria, and I could not imagine during our conversation that soon, thanks Romania. We were headed for New York to take part in the Fif- to my interlocutor, a miracle would happen and I myself would teenth session of the General Assembly of the United Nations. translate Nikita Khrushchev’s speech for American journalists Premier Nikita Khrushchev headed the Soviet delegation, his at the same time with Viktor Sukhodrev. That’s how it hap- personal interpreter was Viktor Sukhodrev. pened. The Baltika docked in New York City on September 19 Victor was a 27-year-old, slim man of medium height with and stayed there for three weeks. Thanks to Gromyko, fi ve crew thick dark hair brushed back. He was a social mixer. I often saw members were permitted to attend the sessions of the General him talking with different people, playing typical ship game Assembly. To get visitors’ tickets. seamen had to come to the “shuffl e board” or as we called it “deck hockey”. He was a Soviet representation attached to the UN. It was a three-storey keen photographer and had a new miniature model camera, a mansion, with a balcony situated at the corner of 68th street and “chaika” with capacity of 72 shots. He was interested in the his- Park Avenue. I and the ship’s doctor, Nikolay Fedorov, came to tory of the ship and her voyages to different countries. the Mansion almost every day. When we received our tickets, He told me that he had wanted to become an interpreter we hurried to the UN. According to the rules of the General since his childhood. He went to England when he was 6 years Assembly, all visitors, reporters, cameramen were allowed to

September 1960. The Atlantic Ocean. V.Sukhodrev is second on the left. Photo by the author. TEXTS FOR READING English 51 December 2015

balcony. Nikita spoke in a loud, booming voice, gesticulating and sometimes screaming out some words. Viktor, however, spoke in a low voice and kept cool. Most of the people, stand- ing far away from the balcony, could not hear the words of translation. “What did he say? What did he speak about?” the journalists asked each other. Many of them stood on tiptoe craning their necks toward the orator. I translated some words said by the Premier to a man stand- 18 September 1960. E.Kunitsyn, V.Sukhodrev (right). ing nearby. And all at once a dense group of reporters surround- Photo by the author ed me. They were all ears. gather within 30 minutes in a spacious vestibule in front of the The Soviet leader touched many subjects. main auditorium and socialize with the members of the delega- “The State department limited my travels in New York. I am tions. We greeted our former passengers. When we saw Viktor, allowed to go only to the UN General Assembly. I’ll offer to he always came to us and we shook hands. move the General Assembly to Moscow from New York and Once he said to me: “If you come a little bit earlier to our guarantee all members freedom and sincere friendliness of our residence at Park Avenue tomorrow, you will see something people, not as it is organized here.” interesting.” I translated his words. The next morning, the doctor and I walked along streets of Khrushchev stopped for a second and then said, “Look! Manhattan and stopped not far away from Park Avenue before Here they are!” streetlights and joined a crowd of pedestrians waiting to cross At that moment a group of seven people appeared on the the street. At that moment, a truck loaded with a lot of plac- opposite side of the residence milling around with placards: ards stopped nearby. The driver and his assistant commenced “Khrushchev is a murderer!”, “Nikita, go home!” The word hurridly to distribute the signs among the pedestrians, handing “murderer” was in red colour. each one a fi ve dollar banknote and asking to hold the plac- Khrushchev commented: “They are not real protesters. They ards within one hour. The placards said: “Khrushchev is a mur- are poor unemployed people and do it for dollars”. derer!”, “Nikita, go home!” Only fi ve people agreed to hold The press conference was over. The audience dispersed. them. Journalists made haste to their offi ces. The doctor and I re- We proceeded on our way and soon saw many people gath- ceived our tickets and headed to the UN. There we met Viktor ered near the Soviet Mansion. The entrance was blocked by and he said: “I saw you in the crowd surrounded by the people. police and the small sguare near the balcony was packed with Was it interesting for you to translate Nikita Sergeevich? It was a hundred cameramen and reporters. Those who were lucky very captivating, wasn’t it?” enough to stand near the balcony had poles with microphones …I met with Viktor several times in Moscow. Many years attached to them that were lifted high in the air. We wormed our later he published a memoir My Tongue is My Friend and pre- way into the crowd and found ourselves rather far away from sented it to me. the balcony. In the preface to his book, the author writes that he wished There were rumours going around that the Soviet leader to express his emotional experiences, his attitude towards the might appear on the balcony. Though at that time he was at events of which he had been the eyewitness during his almost daggers with the U.S. State Department, Khrushchev was ex- 50-year interpreting career. He gives apt testimonials to Rus- tremely popular and on friendly terms with American journal- sian and foreign politicians from Khrushchev to Gorbachev; he ists. They liked his happy face, his good-natured, witty person- personally knew eight US presidents, and he also interpreted at ality and undiplomatic behaviour. Refreshingly, he said what he the meeting involving Harold Wilson and Margaret Thatcher. felt and thought, using many proverbs and maxims. He portrays the conduct of popular politicians at dinners and In a few minutes Khrushchev and his interpreter Viktor ap- cocktail parties. peared on the balcony. Nikita was wearing a white shirt with Ukra- His memoir can serve as a handbook for young linguists who nian-type embroidery, while Viktor was dressed in a dark suit. want to become translators and interpreters. The author disclos- Casting a glance at the crowd, Khrushchev said, “ I under- es a little-known side of the interpreting profession. When all stand, that you have to earn your living. Fire your questions!” talks and chats at close quarters are over, the interpreter must as The audience was delighted. soon as possible fi x in writing everything that had been said and The fi rst query was, “Mr. Khrushchev, will you start grow- mentioned. It is a demanding accomplishment. The entries will ing a beared, when Fidel Castro shaves his beard?” become fundamental documents for different governmental de- “I am afraid, your life expectancy will not let you eyewit- partments which will use them in their subsequent work. ness this event!” This memoir is much in demand by historians. The crowd burst out laughing. The beginning of the spontaneous press conference was a Evgeny Kunitsyn, success, but not its sequel. There were no microphones on the former purser m/s Baltika English CLASSROOM ACTIVITIES 52 December 2015 THE TIME TO RHYME

МОЙ НОВЫЙ ГОД Увы, на улице мне не становится легче. Уже поздно, Привет! Меня зовут Дейв Смит и мне 16 лет. Я живу но густую фиолетовую violet ['vaIqlIt] дымку ночи раз- в Вене, столице Австрии. Приближается очередной Но- рывают яркие всполохи всех цветов. Сверкают оранже- вый год, и меня это очень раздражает. Ведь из года в год вые фонари, фальшивые Санта Клаусы спешат к детям в ничего не меняется! Накануне праздника бабушка вяжет своих алых scarlet ['skRlIt] одеяниях outfi t ['aVtfIt]. Ин- knit [nIt] спицами новый свитер, дедушка сидит sit [sIt] тересно, в странах с жарким климатом climate ['klaImIt] за столом и редактирует edit ['edIt] материал для следу- Санта Клаусы тоже расхаживают в своих шубах? Не- ющего номера своей газеты. Мой младший брат сидит на большой оркестр расположился прямо посередине ули- ковре carpet ['kRpIt] и возится с новогодним ведерком цы. Музыканты дуют в начищенные до блеска трубы bucket ['bAkIt], полным конфет. Папа рассказывает ему trumpet ['trAmpIt], ударяют hit [hIt] в литавры, бьют о том, как, натягивая удила bit [bIt], уже несутся в наши в серебряные барабаны. Как все ярко и шумно! И даже края олени Санты и везут заваленные подарками сани. нахохлившиеся от холода синички – и те в ярких жел- На столе красуется большая миска с рождественским тых перышках, как будто принарядились к празднику. Я печеньем biscuit ['bIskIt], но брать его просто так нельзя поднимаю глаза к небу. Там, переливаясь яркими огня- – я должен, как маленький, спросить разрешения permit ми, пролетает то ли ракета rocket ['rPkIt], то ли комета ['pWmIt] у мамы. А через час нас посетит visit ['vIzIt] ее comet ['kPmIt]. сварливая сестра. Она будет допрашивать нас с братом, Не зная, куда спрятаться от этого вездесущего празд- хорошо ли мы вели себя в уходящем году. А у нее-то ка- ника, угрюмый и молчаливый tacit ['txsIt], я бреду по кие заслуги merit ['merIt]? Остаток вечера все проведут ярко освещенным lit [lIt] улицам Вены и смотрю себе за столом, собирая пазл. И чем только их привлекает этот под ноги. Я иду и вспоминаю свое детство. Ведь когда- набор kit [kIt] разноцветных картонных кусочков bit то, когда я был маленьким мальчиком, это был мой лю- [bIt]? Что за радость? Эх, жалко, что зимой не работают бимый favourite ['feIvqrIt] праздник. Я вспоминаю мой аттракционы в венском парке Пратер, а то я бы пошел костюм пирата pirate ['pQIrIt] с черной повязкой – я по- сейчас покататься на автодром circuit ['sWkIt] – вот та- вязывал ее, как будто вместо правого глаза у меня пустая кое времяпрепровождение мне подходит fi t [fIt]! глазница socket ['sPkIt]. Как-то на Новый год мне по- Всё! Надоело! Я не хочу быть лицемером hypocrite дарили шлем helmet ['helmIt] викинга, а в другой раз – ['hIpqkrIt] и изображать радость от предстоящего празд- лук со стрелами и с мишенью target ['tRgIt]. И я очень ника. Ведь именно в этот Новый год я впервые чувствую дорожил этими подарками. себя марионеткой puppet ['pApIt] в чьей-то красочной, Однако сегодня я как будто превратился в Алису в но такой бессмысленной постановке! И в этой постанов- Стране Чудес. Деловитые кролики rabbit ['rxbIt] и ке мне приходится подчиняться submit [sqb'mIt] чужо- игры в крикет cricket ['krIkIt], ямы pit [pIt] и верши- му сценарию. Не бывать этому! И плевать spit [spIt] я ны summit ['sAmIt], и непонятно, зачем все это. Может, хотел на мнение окружающих. У меня и так уже голова Новый год – это детский праздник, и я вырос из него? раскалывается split [splIt] от звяканья новогодних ко- Да, я немного завидую covet ['kAvIt] моему младшему локольчиков – это невыносимо! Любому терпению есть брату, который с детской непосредственностью радуется предел limit ['lImIt]! Рискуя испортить брекеты bracket наступлению Нового года. ['brxkIt] на зубах, я скрежещу grit [grIt] ими, и, пока Я прошел уже квартала два, как вдруг вижу – прямо со мной не случился нервный припадок fi t [fIt], хватаю передо мной на снегу лежит кошелек wallet ['wPlIt]. Пер- куртку, бегу к выходу exit ['eksIt] и без сожаления по- вая мысль у меня мелькает нехорошая. Я думаю – вот, кидаю quit [kwIt] дом. повезло! Я извлеку из находки личную private ['praIvIt] CLASSROOM ACTIVITIES English 53 December 2015

выгоду profi t ['prPfIt]! Деньги мне пригодятся! Потом я climate ['klaImIt] климат пугаюсь – ведь меня могут обвинить в краже, в том, что я comet ['kPmIt] комета совершил commit [kq'mIt] преступление. Меня призна- commit [kq'mIt] совершать, творить ют admit [qd'mIt] виновным culprit ['kAlprIt], и я никак covet ['kAvIt] жаждать, завидовать не смогу доказать, что просто нашел кошелек на улице, credit ['kredIt] кредит, честь, доверие а не украл его. И как я буду оправдывать acquit [q'kwIt] cricket ['krIkIt] крикет; сверчок свой поступок Все решат что у меня нет ни чести ? , credit culprit ['kAlprIt] виновник, преступник ни достоинства Только не это ['kredIt], . ! edit ['edIt] редактировать Наконец я успокаиваюсь и принимаю единствен , - exit ['eksIt] выход но верное решение надо искать хозяина этого ко – - favourite ['feIvqrIt] любимый шелька. Поначалу я даже представить себе не могу, fi t [fIt] подходить; пригодный, достойный где его искать. Я ведь не знаю ни точный accurate fi t [fIt] припадок ['xkjVrIt], ни даже приблизительный approximate grit [grIt] скрежетать; песчинка [q'prPksImIt] его маршрут. Что ж, надо напрячь свой helmet ['helmIt] шлем ум wit [wIt] – чем я хуже всем известных сыщиков? hit [hIt] удача Кошелек явно детский, внутри лежит набольшая сум- hit [hIt] ударять ма денег и билет ticket ['tIkIt] на трамвай. Кошелек hypocrite ['hIpqkrIt] лицемер еще не занесло снегом, значит, хозяин обронил его [It] оно здесь всего несколько минут minute ['mInIt] назад. it набор комплект Наверное, ребенок шел с родителями за покупками kit [kIt] , вязать и… И, держа кошелек в руках, я пулей bullet ['bVlIt] knit [nIt] предел граница влетаю на раскинувшийся неподалеку рождествен- limit ['lImIt] , освещенный зажженный ский базар market ['mRkIt]. lit [lIt] , Вбежав на базар, я останавливаюсь, перевожу дух market ['mRkIt] рынок, базар spirit ['spIrIt] и начинаю осматриваться. Недалеко от merit ['merIt] заслуга, достоинство входа у прилавка с куклами я вижу горько плачущую де- minute ['mInIt] минута вочку лет десяти. Она выворачивает свои карманы pock- outfi t ['aVtfIt] одеяние, снаряжение et ['pPkIt] один за другим, она явно что-то ищет и не permit ['pWmIt] разрешение, пропуск находит. Я подхожу к ней и показываю кошелек. Как же pirate ['pQIrIt] пират она радуется! На всякий случай я прошу ее перечислить, pit [pIt] яма что лежит в этом кошельке. И сомнений не остается – pocket ['pPkIt] карман передо мной его хозяйка. Какая удача hit [hIt]! Я смог private ['praIvIt] личный, частный подарить столько радости маленькой незнакомой девоч- profi t ['prPfIt] выгода, польза ке – вот оно it [It]. Чудо! puppet ['pApIt] марионетка Вручая девочке ее кошелек, я вдруг понимаю, в чем quit [kwIt] оставлять, покидать главный секрет secret ['sJkrIt] Нового года. В этот rabbit ['rxbIt] кролик праздник чаще, чем в обычные дни, случаются чудеса, и rocket ['rPkIt] ракета эти чудеса можем делать мы сами! Вернувшись домой, я scarlet ['skRlIt] алый тихонько пробираюсь к своей кровати и ныряю под одея- secret ['sJkrIt] секрет ло blanket ['blxnkIt]. Какой же все-таки это добрый и sit [sIt] сидеть чудесный праздник – Новый год! socket ['sPkIt] глазница spirit ['spIrIt] дух, настроение; спирт точный accurate ['xkjVrqt] spit [spIt] плевать оправдывать acquit [q'kwIt] split [splIt] раскалываться признавать впускать admit [qd'mIt] , submit [sqb'mIt] представлять; подчиняться приблизительный approximate [q'prPksImIt] summit ['sAmIt] верх, вершина печенье biscuit ['bIskIt] tacit ['txsIt] молчаливый удила bit [bIt] target ['tRgIt] мишень кусочек bit [bIt] ticket ['tIkIt] билет одеяло blanket ['blxnkIt] trumpet ['trAmpIt] труба брекеты на зубах bracket ['brxkIt] ; violet ['vaIqlIt] фиалка, фиолетовый скобка, заключать в скобки visit ['vIzIt] визит, посещать bucket ['bAkIt] ведро wallet ['wPlIt] кошелек bullet ['bVlIt] пуля wit [wIt] ум, остроумие carpet ['kRpIt] ковер circuit ['sWkIt] трасса, автодром Ксения Зайцева English CLASSROOM ACTIVITIES 54 December 2015 SANTA’S SACK Speaking Activity

Classroom Activity: whole class interaction Language Level: intermediate, upper-intermediate, advanced Age: 10+ Time: 30 minutes Target: speaking practice, learning phrasal verbs Anticipated Problems: As far as the activity involves the whole class at a time the teacher might be short of time to follow all the mistakes the students might be making during the discussion. Therefore, it is advisable that the teacher should take notes while listening to what the students say. Procedure: The teacher plays the role of Santa. He/she brings a sack with cards and says that these cards are Santa’s presents for students. Each student takes out one card which contains an object and a phrasal verb and has to explain why he/she deserves to get this particular present using the given phrasal verb. The explanations should be given by all students for one picture. Santa (the teacher) decides whose statement is the best and gives the present to this student. For example: I think that I deserve to have this iPhone because I need to contact my friends who I always hang out with. It will help me to know where they usually get together. CLASSROOM ACTIVITIES English 55 December 2015

By Anastasia Pozhidaeva, Moscow English TEACHERS FORUM 56 December 2015 Возможности дополнительных компонентов к новой линии УМК Rainbow English (2–11)

Как известно, современные условия препода- пертизе полученных знаний. В этом аспекте вклю- вания в разных учебных заведениях могут суще- чение в линейку Rainbow English учебных пособий ственно отличаться. Школы в ряде случаев имеют под названием “Диагностика” представляется весь- больший или меньший резерв учебного времени. В ма своевременным. Выполнение заданий, нацелен- этой связи встаёт вопрос о том, как приспособить ных на получение данных о том, в какой степени существующие учебные материалы к условиям ра- учащиеся овладели соответствующими умениями, боты, не входящим в рамки стандартного планиро- приобрели необходимые компетенции, помогает вания. учителю провести необходимый мониторинг. Од- Возьмём в качестве примера УМК для начальной нако предназначенные на уроки английского языка школы (2, 3 и 4 классы) Rainbow English, вышедшие 2 часа в неделю в начальной и 3 часа в основной в издательстве “Дрофа”. Все три вышеупомянутые школе вряд ли дадут учителю возможность пред- учебно-методических комплекта рассчитаны на то, ложить своим классам проделать все включённые в что уроки английского языка проводятся два раза в эти сборники задания. Их выбор будет зависеть от неделю. Если же та или иная школа имеет возмож- конкретных условий, что, естественно, может сни- ность организовать уроки чаще, к примеру, по три зить работу по изучению предмета. часа в неделю или больше, значит ли это, что учите- Во время проведения методологического семина- лям придётся непременно обращаться к сторонним ра в рамках форума “Профессиональный стандарт дополнительным материалам или выбирать другую педагога” 26.08.15 доктор педагогических наук, учебную линейку? профессор К.С. Махмурян в своём докладе “Новые К счастью, УМК последнего поколения, как пра- компетенции учителя иностранного языка – новые вило, имеют достаточно сложную и разветвлённую задачи” особо выделила требование разноуровне- структуру. Так, в комплект Rainbow English помимо вого обучения на всех ступенях школы, в том чис- традиционных учебника, книги для учителя, рабочей ле с помощью электронной среды. Серия Rainbow тетради, программы и аудио-сопровождения входят English даёт возможность должным образом отве- также так называемый лексико-грамматический тить на эти вызовы времени. Так, разработанный практикум и диагностические материалы. В четвёр- авторами линии лексико-грамматический практи- том классе УМК располагает также книгой для чте- кум позволяет предлагать школьникам индивиду- ния, разделённой на шесть достаточно объёмных альные задания, ориентированные на различные уроков. Кроме того, создаётся сборник контроль- уровни подготовки. ных и проверочных работ, отражающих содержа- Что же касается книги для чтения, отметим, ние учебников. Таким образом, учитель получает что помимо разнообразных текстов, она помогает возможность ещё и ещё раз обратиться к пройден- учителям инсценировать со своими учащимися не- ному, позволить учащимся взглянуть на изученный давно прочитанные сказки. Инсценировки на ино- материал с несколько иной точки зрения, потрени- странном языке являются общепризнанным сред- ровать их в использовании тех или иных языковых ством повышения мотивации к изучению предме- явлений. Излишне говорить, насколько важно в та, позволяют в игровой форме, исподволь заучить изучении иностранного языка иметь резерв вре- целый ряд лексических единиц и грамматических мени именно для закрепления знаний и шлифовки структур. умений. Не будет преувеличением сказать, что от Все упомянутые здесь инструменты находят- этого, главным образом, и зависит успех препода- ся в руках учителя, работающего по УМК серии вания нашего предмета: он определяется не столько Rainbow English. Более того, все они созданы в широтой охвата материала, сколько практикой, то одном ключе, увязаны друг с другом и представля- есть выполнением конкретных действий на изучае- ют собой единое целое. Надеемся, что учителя най- мом языке. дут их полезными для своей работы. В связи с появлением нового профессионально- го стандарта педагога в процессе обучения особое Ольга Васильевна Афанасьева, внимание начинает уделяться отслеживанию и экс- Ирина Владимировна Михеева TEACHERS FORUM English 57 December 2015 English INFORMATION 58 December 2015 2015 IN REVIEW

BOOKSHELF Keep Trying! ...... № 2 The Collected Short Stories by Roald Dahl ...... № 4 We're All Set! ...... № 3 Flower Fairies Books ...... № 7–8 Глаголы (Past Simple, Past Continuous) ...... № 3 They Have Loved Reading and Writing ...... № 9 Глаголы (Future Simple, Future Continuous) ...... № 4 "If Only..." ...... № 9 I really mean it! ...... № 4 One to One ...... № 10 Feelings and Emotions Vocabulary ...... № 4 How Children Fail ...... № 11 English Words for Emotions ...... № 4 CLASSROOM ACTIVITIES Don't Give Up! ...... № 5-6 Brain-Ring...... № 2 Глаголы (Present Perfect Tense) ...... № 5-6 William Blake ...... № 4 Vocabulary Related to Culture ...... № 5-6 Folk Tales around the World ...... № 5-12 Idioms Using Nationalities and Countries ...... № 5-6 Цветы – логотипы стран ...... № 7–8 Take It Easy! ...... № 7–8 Headed for Flowers ...... № 7–8 Глаголы (Past Perfect Tense) ...... № 7–8 Викторина (10–11-й класс) ...... № 9 Flower Quiz ...... № 7–8 Letters of Application ...... № 9 Flower Idioms ...... № 7–8 The Art of Science ...... № 9 Глаголы (The Future Perfect Tense) ...... № 9 Fun Classroom Activities! ...... № 10 Take Your Time! ...... № 9 Wardrobe. Crossword ...... № 10 How Often Do You Hedge? ...... № 9 Shoes. Crossword ...... № 10 College Terms ...... № 9 The Time to Rhyme ...... № 10 Science Vocabulary ...... № 9 Fashion Show Organizer ...... № 10 Academic Vocabulary ...... № 9 Money Activities ...... № 11 Fashion Vocabulary ...... № 10 Empire of English ...... № 11 Fashion Idioms ...... № 10 Shopping in London...... № 12 Conversational Questions ...... № 10, 12 Santa's Sack ...... № 12 I'm Stuffed!...... № 10 DISCOVERING THE WORLD Глаголы (Future in the Past) ...... № 10 Field Trip–Quest ...... № 7–11 Глаголы (Subject-Verb Agreement) ...... № 11 FOCUS ON LANGUAGE Do As You Think Fit ...... № 11 Perfect Match ...... № 1 Money Proverbs & Idioms ...... № 11 Местоимения ...... № 1 Числительные. Виды ...... № 12 Photo Vocabulary ...... № 1 Break a Leg! ...... № 12 Russian-English Vocabulary ...... № 1 Shopping Vocabulary...... № 12 Глаголы (Present Simple and Present Continuous) ...... № 2 FOR YOUNG LEARNERS Art Vocabulary ...... № 2 The Time to Rhyme ...... № 1, 4–9, 11–12 Art Idioms ...... № 2 Задания и упражнения ...... № 1–2 Art Conversation Questions...... № 2 Контроль навыков (2 класс, III четверть) ...... № 3 INFORMATION English 59 December 2015

Итоговая аттестация "A Picture Is Worth a Thousand Words" ...... № 1 за курс начальной школы ...... № 3 Виды работы с фотографиями Творческие задания как элемент подготовки на уроках английского языка ...... № 1 к итоговой аттестации ...... №3 Descriptions ...... № 1 GOOD NEWS A picture is worth a thousand words – About the Courses of Yakut TESOL ...... № 1 but which words? ...... № 1 Music Battles with Time Headed The Very First Time: Before, During by London Sinfonietta ...... №2 and After Your First-Ever Lesson ...... № 2 Per Aspera Ad “Astra”: Breaking Through Describing Pictures...... № 2 to International Standards ...... № 3 Getting Ready for the Unifi ed State Exam: Контроль навыков (2 класс, IV четверть) ...... № 5-6 New Strategies ...... № 3 10th Anniversary of E-Teacher Programme Как писать эссе на английском языке ...... № 3 in Russia: Alumni Conference ...... № 7–8 Раздел “Письмо” в формате ЕГЭ ...... № 3 INFORMATION Подготовка диалога на английском языке 2015 in Review ...... № 12 в формате ГИА ...... № 3 LESSON PLANS Technological Aids for Introverts ...... № 4 Фото. Урок английского языка в 5-м классе ...... № 1 Mixed Ability...... № 4 Seeing Is Believing ...... № 2 Emotional Intelligence and ELT ...... № 4 Фрида Кало: “Да здравствует жизнь” ...... № 2 Технология моделирования английских “Russia – England. предложений с помощью ГрамИКа ...... № 4 We Are Different, but Also Alike” ...... № 3 The Maximum Minimum ...... № 5-6 Robin Hood. Урок для 8–9-х классов ...... № 3 От Мурома до Камелота ...... № 5-6 Word Formation The First Authentic Try...... № 5-6 (УМК “Countdown to FCE”, Unit 3) ...... № 3 Analysing Poetry...... № 7–8 The Five Senses. Lessons for Younger Learners...... № 4 Metacognition as a Tool for Developing "Use Less Stuff!". Урок в 10-м классе ...... № 4 a Gifted Learner...... № 7–8 A Portrait of a Politician ...... № 5-6 Herbert Puchta on Emotional Engagement An Orchid at Home ...... № 7–8 for Adult Learners: Overview of the Talk ...... № 7–8 Seaweed and Beaches...... № 7–8 Использование технологий сотрудничества Books vs Computers ...... № 9 в режиме Academic Controversy для овладения Fashion ...... № 10 умениями критического мышления ...... № 9 Advertising ...... № 11 What Is CLIL and How to Use It Mary Poppins is Doing Some Shopping ...... № 12 in Your Language Classroom ...... № 9 METHODS OF TEACHING Settling Into a New Country... of Formal Writing ...... № 9 English First! ...... № 1 Количественные и порядковые числительные ...... № 9 The More Languages We Speak ...... № 1 Teaching CLIL to Young Learners ...... № 10 English INFORMATION 60 December 2015

How to make the usually boring dictations How Much Do You Know about Cultures the best part of the English lesson? ...... № 10 around the World ...... № 5-6 "Musee des Beaux Arts" ...... № 10 Flowers ...... № 7–8 Teaching CLIL at Secondary School ...... № 11 Academic World ...... № 9 How to Help English Learners Fashion ...... № 10 Read More Quickly ...... №11 Префиксы ...... № 11 Language Learning and Thinking ...... № 12 Money & Shopping ...... № 12 How to Test Your Knowledge PROFESSIONAL DEVELOPMENT about Content Teaching in English ...... № 12 Time to Lie ...... № 1 Интеллект-карты как способ формирования Arts and Crafts...... № 2 метапредметных результатов ученика ...... № 12 Divide Et Docere...... № 3 NEWS IN BRIEF Feeling Too Much ...... № 4 "Descriptive Camera" Prints a Word Picture Addressing Internal Cultural Issues ...... № 5-6 of Your Photos ...... № 1 Swimming in the Garden: A Non-traditional ...... № 7–8 Has the Imagination Disappeared Approach to Professional Development ...... № 7–8 from Lego? ...... № 2 Speaking Metaphorically ...... № 7–8 Teaching Exam-Based Writing Skills ...... № 3 The Seasons for New Horizons in EAP Writing ...... № 9 A-levels: Schools Uncertain Over Choices, E-Merging Forum 5. Says Ucas ...... № 3 British Council, Moscow ...... № 9 Social-Emotional Teaching via Email ...... № 4 Common Sense and Lesson Planning ...... № 9 Cultural Diversity ...... № 5-6 The Importance of Reading ...... № 10 How to Use Brain Science to Engage Students Following the Trend ...... № 10 after the Holidays...... № 7–8 Gallimaufry, Hodgepodge and Jumble: How to Ace Lesson Observations...... № 9 The Importance of Professional Reading ...... № 11 Top Questions Teachers Are Asked Being Pragmatic ...... № 11 at Job Interviews...... № 10 Dictionary Shopping ...... № 12 We Are Too Quick to Label Children ...... № 11 Do You Speak English? ...... №12 How Teachers Can Inspire Their Learners ...... № 12 SCHOOL THEATRE PREPARING FOR EXAMS Jane Eyre ...... № 1 Photo ...... № 1 The Mystery of the Eastern Stars ...... № 2 Photography ...... № 1 The Squire's Daughter ...... № 4 Prepare to... Describe a Photo ...... № 1 Cinderella ...... № 5-6 Fine Arts ...... № 2 Flowers in the British Garden ...... № 7–8 Exercises ...... № 3 The Great Gatsby ...... № 10 Feelings ...... № 4 Prince & Pauper ...... № 11 Контрольно-измерительные материалы ...... № 4–6 An Ideal Husband ...... № 12 INFORMATION English 61 December 2015

TEACHERS FORUM The World of Art ...... № 2 Talk to People! ...... № 5-6 Exam Preparations ...... № 3 Возможности дополнительных компонентов Feelings & Emotions...... № 4 к новой линии УМК Rainbow English (2–11) ...... № 12 Cultural Studies ...... № 5-6 TESTS Flowers ...... № 7–8 Five-Minute Tests ...... № 1-12 Academic World ...... № 9 TEXTS FOR READING Fashion ...... № 10 The Power of Pictures ...... № 1 Money ...... № 11 Lewis Carrol the Photographer ...... № 1 Christmas Shopping ...... № 12 This Picture Is a Legal Document...... № 2 YOUTH ENGLISH SECTION To Love and to Cherish...... № 2 Want to get into photography? ...... № 1 Museum of Andrey Rublyov...... № 2 Essay: Is Photography Art? ...... № 1 A Visit to Donskoi Monastery ...... № 2 Life Through a Camera: Castles in Britain...... № 2 From War to Nixon ...... № 1 St. Petersburg Cathedrals ...... № 2 Tsaritsyno ...... № 2 The Bronze Horseman ...... № 2 I Want to Tell You ...... № 2 When the New Moon Holds the Old Moon in Its Arms ....№ 4 "To Have or Have Not" ...... № 2 Teacher Stress, Well-Being "We Come from the YES-Club. and Stress Management ...... № 4 Living in the YES-Club" ...... № 4 The Wonders of Armenia ...... № 5-6 The Vision of the World of an Autistic Teenager ...... № 4 That Quality in Song ...... № 5-6 The First Visit to England ...... № 5-6 City Rainbow Metamorphoses...... № 5-6 I Am Not Tired of England...... № 5-6 Herbs, Oils and Aroma Therapy ...... № 7–8 Francis Bacon and the Art of the Past ...... № 5-6 Notes for Choirs...... № 7–8 Broadening Horizons ...... № 5-6 Bees ...... № 7–8 A Polite World ...... № 5-6 The Arts in the World of Academia ...... № 9 The Aliens around Us ...... № 7–8 Religion & Science ...... № 9 The Relationship Between Moscow and British Parks The Mind...... № 9 Through the Art of Gardening ...... № 7–8 Looking Fashionable ...... № 10 Cheating Culture...... № 9 Money Rules the World ...... № 11 Eccentricity as a Peculiar Turn Of Elephant and Coins ...... № 11 of the English Character ...... № 10 Wrong Bridge ...... № 11 The F.S.B. Rule or Today's Must-Haves ...... № 10 Unforgettable Shopping in Istanbul ...... № 12 Fashion ...... № 10 Eminent Interpreter Viktor Sukhodrev ...... № 12 I Was a Child Model ...... № 10 TOPICAL JOURNEY Guinness Record Book of Vilva ...... № 11 The Art of Photography...... № 1 A Coin ...... № 11 English РЕКЛАМА 62 ǖǺǹǶǿǼDZǹǾǹȇDZ ǻǼDZǴǸǿȅDZǽǾǮǬ

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ǖǺǹǾǼǺǷȈǹǺ-ǴdzǸDZǼǴǾDZǷȈǹȇǵ ǾDZǽǾ ǔǷǷȊǽǾǼǬȂǴǴ ǔǹǾDZǼǬǶǾǴǮ ǔǾǺǯǺǮȇDZ ǾDZǽǾȇ ǰǷȋ ǶǺǹǾǼǺǷȋ dzǹǬǹǴǵ

ǎǴǰDZǺ ǏǴǻDZǼǽǽȇǷǶǬ

ǞDZǽǾǺǮȇDZ dzǬǰǬǹǴȋ Ǯ ǺǾǶǼȇǾǺǵ Ǵ dzǬǶǼȇǾǺǵ ȀǺǼǸDZ • «ǎȇǭǺǼ ǺǾǮDZǾǬ» • «ǝǺǼǾǴǼǺǮǶǬ ǰǬǹǹȇȁ ǻǺ ǶǬǾDZǯǺǼǴȋǸ» • «ǎǮǺǰ ǰǬǹǹȇȁ» • «ǎȇǭǺǼ Ǵdz ǹǴǽǻǬǰǬȊȅDZǯǺ ǽǻǴǽǶǬ» • «ǎȇǰDZǷDZǹǴDZ ǺǭȆDZǶǾǬ» • «ǜǬǽǻǺǷǺDzDZǹǴDZ ǰǬǹǹȇȁ ǹǬ ǼǴǽǿǹǶDZ» • «ǝǺǻǺǽǾǬǮǷDZǹǴDZ ǺǭȆDZǶǾǺǮ» • «ǎǺǽǽǾǬǹǺǮǷDZǹǴDZ ǻǺǽǷDZǰǺǮǬǾDZǷȈǹǺǽ ǾǴ ǰǬǹǹȇȁ» РЕКЛАМА English 63 ǩǠǟ ǴdzǰǬǾDZǷȈǽǾǮǬ «ǐǜǚǠnj»

ǞǴǻȇ ǩǚǜǺǮ ǛǼǴǸDZǼȇ ǴǹȀǺǼǸǬȂǴǺǹǹȇȁ ǺǭȆDZǶǾǺǮ

ǝǷǬǵǰ-ȄǺǿ ǔǷǷȊǽǾǼǬȂǴȋ

ǻǺdzǮǺǷȋDZǾ ǻǼǺǽǸǬǾǼǴǮǬǾȈ ǾDZǸǬǾǴȃDZǽǶǴ ǽǮȋdzǬǹǹȇDZ Ǯ ǾDZǶǽǾDZ ǩǠǟ ǿǮDZǷǴȃǴǮǬDZǾǽȋ ǻǼǴ ǹǬDzǬǾǴǴ ǹǬ ǹDZDZ ǽDZǼǴǴ ǴdzǺǭǼǬDzDZǹǴǵ Ǵ ȃǬǽǾǴ ǭǺǷȈȄǴȁ ǶǺǷǷǬDzDZǵ

njǹǴǸǬȂǴȋ ǔǹǾDZǼǬǶǾǴǮ

ǸǺǰDZǷǴǼǿDZǾ ǰǬDZǾ ǮǺdzǸǺDzǹǺǽǾȈ ǰDZǾǬǷȈǹǺ ǴdzǿȃǴǾȈ ǺǭȆDZǶǾ ǼǬdzǷǴȃǹȇDZ ǽǺǭȇǾǴȋ Ǵ ǻǼǺȂDZǽǽȇ

ǎǴǰDZǺ

ǮȇǽǺǶǺǯǺ ǼǬdzǼDZȄDZǹǴȋ (HD), ǻǺǽǾǬǮǷDZǹǹȇDZ Ǵ ǽǹȋǾȇDZ ǴdzǰǬǾDZǷȈ- ǽǾǮǺǸ «ǐǜǚǠnj», ǰDZǸǺǹ- ǽǾǼǴǼǿȊǾ ǼǬdzǷǴȃǹȇDZ ǽǺǭȇǾǴȋ/ȋǮǷDZǹǴȋ/ ǺǻȇǾȇ ǭDZdz ǺǾǼȇǮǬ ǺǾ ǺǭǼǬdzǺǮǬǾDZǷȈǹǺǯǺ ǻǼǺ- ȂDZǽǽǬ Ǵ Ǯ ǺǾǽǿǾǽǾǮǴDZ ǸǬǾDZǼǴǬǷȈǹǺ-ǾDZȁǹǴȃDZ- ǽǶǺǵ ǭǬdzȇ

ǛǺǷǹǺDZ ǽǺǺǾǮDZǾǽǾǮǴDZ ǻǼǴǶǬdzǿ ǘǴǹǴǽǾDZǼǽǾǮǬ ǺǭǼǬdzǺǮǬǹǴȋ Ǵ ǹǬǿǶǴ ǜǠ ȱ 1559 ǺǾ 8 ǰDZǶǬǭǼȋ 2014 ǯǺǰǬ

www.efu.drofa.ru Talking Turkeys! Be nice to yu turkeys dis christmas Cos turkeys jus wanna hav fun Turkeys are cool, an turkeys are wicked An every turkey has a Mum. Be nice to yu turkeys dis christmas, Don’t eat it, keep it alive, It could be yu mate an not on yu plate Say, Yo! Turkey I’m on your side.

I got lots of friends who are turkeys An all of dem fear christmas time, Dey say ‘Benj man, eh, I wanna enjoy it, But dose humans destroyed it An humans are out of dere mind, Yeah, I got lots of friends who are turkeys Dey all hav a right to a life, Not to be caged up an genetically made up By any farmer an his wife.

Turkeys jus wanna play reggae Turkeys jus wanna hip-hop Havey you ever seen a nice young turkey saying, ‘I cannot wait for de chop’? Turkeys like getting presents, dey wanna watch christmas TV, Turkeys hav brains an turkeys feel pain In many ways like yu an me.

I once knew a turkey His name was Turkey He said ‘Benji explain to me please, Who put de turkey in christmas An what happens to christmas trees?’ I said, ‘I am not too sure Turkey But it’s nothing to do wid Christ Mass Humans get greedy and waste more dan need be An business men mek loadsa cash.’

So, be nice to yu turkey dis christmas Invite dem indoors fe sum greens Let dem eat cake an let dem partake In a plate of organic grown beans, Be nice to yu turkey dis christmas An spare dem de cut of de knife, Join Turkeys United an dey’ll be delighted An yu will mek new friends ‘FOR LIFE’.

By Benjamin Zephaniah

АНГЛИЙСКИЙ ЯЗЫК Подписка на сайте www.1september.ru или по каталогу “Почта России”. Индексы: 79002 (бумажная версия), 12630 (CD-версия)