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Keep in Touch Correct.P65 Ministry of Higher and Secondary Special Education Uzbekistan State University of World Languages Matthew Barclay Gulbakhor Ibragimova Yayra Abduraimova COURSE BOOK Tashkent 2005 www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi Editor in chief Professor Gulandom Hisomovna Bokieva Editor Doktor Abbos Turcunovich Iriskulov c Ozbekiston Davlat Jahon Tillari Universiteti www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi Table of Contents Introduction UNIT 1....... 8 UNIT 2....... 27 Pearls of the World Live and Learn Samarkand Communicative Language Learning Bukhara Paying for an Education Khiva Foreign Study UNIT 3....... 43 UNIT 4....... 53 Sports and Games Cities History of the New york, Paris, Olympic Games Champions and Tokyo and Championshi ps How to Play Chess Urbanization Tashkent Before and After Independence UNIT 5....... 69 UNIT 6....... 86 Literature Stress in Modern life www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi Greek Mythology Causes of Stress Love for Poems Effects of Stress A Good Story Solutions for Stress is Hard to Find UNIT 7....... 107 UNIT 8....... 128 Space Travel The Silver Screen Black Holes Hollywood and Bollywood Famous Astronauts Fame and Vanity Life on Mars ? Cultural Imperialism UNIT 9....... 150 UNIT 10....... 161 Beauty of Language Discoveries and Inventions American vs. The Human Genome British English Idioms X - Rays Fast Speech Chewing Gum www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi INTRODUCTION To the Teacher Keep in Touch is the direct continuation of the textbook for the first year students, Get in Touch. It contains a variety of activities and exercises centered around lively and useful topics. It gives students the opportunity to practice their English with concrete objectives while learning more about the world around them. It has been especially designed with the Uzbek language learner in mind. Uzbek names, places and topics have been used in texts and exercises throughout the book. The theory being that if students feel that they are included in a textbook, they will be more involved in their studies. Pair and group works give students the chance to improve their English through communication with each other. Hence, the role of the teacher may be somewhat different from what you are used to. As students engage the textbook and each other, the teacher should not take this as an opportunity to grade yesterdays exams. Rather, as students grapple with the books content and exercises, teachers should unobtrusively move from group to group, monitoring their progress, providing additional instruction and help, and offering encouragement and praise. Although it may seem daunting at first, teachers should find the communicative approach underling this book more rewarding as learners actually enjoy studying English. Each unit includes authentic listening and reading texts and dialogues that create the possibility of using them out of the class. The aim and the focus of every unit is to increase students four skills; reading, speaking, listening and writing. Clear, step- by-step instructions given for every activity make the tasks easily understandable. 5 www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi Organization of the Textbook The textbook consists of ten thematically centered units, listening materials and answer keys. Every unit includes three main chapters. Each chapter has several different sections: Vocabulary, Grammar, Speaking, Reading, Listening and Writing. Vocabulary sections are presented by giving Vocabulary Notes or Vocab Boxes and are enriched with exercises and word puzzles to help students practice new words and strengthen their use of what they have learned. Grammar sections are one of the most challenging parts of the book. The grammar rules, given in the tables and Information Boxes, are followed by the oral and written activities to increase students accuracy and linguistic competence. Writing sections in this book are little different from writing sections of the first book. The main focus of the writing sections in this book are to teach students the elements of academic writing, particularly, the organization of an essay: To the Student As a language learner you are required to work on your listening and writing as well as speaking and reading skills simultaneously. For this purpose, Keep in Touch will serve you as a good practice book. It contains ten units based on the very interesting and useful topics that can inspire you to learn more. While its content may seem serious for an English language textbook, we hope you will find the books somewhat controversial topics as a refreshing change from the more lighthearted content of typical in English language teaching course books. Reading texts, given in the units, are not only sources of improving your reading skills but also wells of very interesting, 6 www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi useful information. Generally, the texts are graded from easy to difficult in each unit. Thus, the last text in each unit is typically the longest and most demanding. We have tried to include a variety of text types, including informal postcards and notes as well as literature and academic expository prose. Exercises and crosswords provide you with challenges to practice and test what you have learned. Since the answer key is included, the book can also serve as a self-study English course, perhaps ideally suited for a small group of language learners wanting to improve their language skills together. Pair work and group work is one of the foundations of this course. Our assumption when writing this book was that students learn from each other as well, if not better, than from a teacher. Moreover, having you work with each other, you will have more opportunities to use English in class. Instead of waiting for your turn, you will be speaking, reading, writing, etc., almost every minute. While this may be more exhausting than what you are used to, we hope that keeping you busy will make you a more fluent and confident speaker of English. Project work makes up a small but important part of your individual work. At the end of most units, you are given the chance to delve deeper into the units theme and conduct research on a topic of your choice. While the reports and oral presentations may seem intimidating at first, it is just such work that will be expected of you if you study at an American university. 7 www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi UNIT 1 PEARLS OF THE WORLD Samarkand I. PRE- LISTENING Work with your partner and share your knowledge about these places. Sherdor Madrasa Shohi Zinda, Samarkand Samarkand 8 www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi Ulughbek Observatory Registan, Samarkand Samarkand II. VOCABULARY Exercise 1 A. Work individually and write definitions and/or synonyms for any words you know (or think you know) the meaning of. 1. deposit (v) to put in, to place______________________ 2. repository ______________________________________ 3. discipline ______________________________________ 4. foundation ______________________________________ 5. magnificent ______________________________________ 6. calculate ______________________________________ 7. striking ______________________________________ 8. majestic ______________________________________ 9. portal ______________________________________ 10. arch ______________________________________ 11. exquisite ______________________________________ 12. prayer ______________________________________ 13. threshold ______________________________________ 14. discrepancy ______________________________________ 15. trim (with) ______________________________________ 16. facade ______________________________________ 17. resemble ______________________________________ 9 www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi B. Form a group of 3-4 students and share your definitions. Write down the new definitions your partners give you. C. Finally, look up any words you still dont have definitions for in a good dictionary. Write these last definitions in the blanks above. Exercise 2 A. To help you remember them, place the words from the list into categories. Be prepared to explain why you categorize these words as you do. Words Architecture (Your own) (Your own) of praise words B. Share your categories with another student. For any words you categorized differently, explain your reasons to your partner. Exercise 3 A. Working individually, fill in the blanks with suitable words. If more than one word is possible, give all variants. 1. Museums are ________________________ of a nations history and culture. 2. Madina _________________her mother very closely. But the only __________ is that her mother has a big mole on her nose. 3. Baroque architecture is famous for its elaborate ________________ on the front of buildings. 10 www.ziyouz.com kutubxonasi www.ziyouz.com kutubxonasi 4. Do you remember a woman at the party whose hat was ______________ with the fur? She is my mother. 5. The door was opened slowly. Andrew wanted to run, but when he saw that his father was standing on the ____________________ of the house, his body was frozen with fear. His father had died a month ago. 6. Friday is an important _____________ day in Islamic world. 7. The _____________ designs of furniture attracted everybodys attention in the exhibition. 8. Some insects _______________ their eggs in the ground. 9. The ______________ of Bibikhonim Madrasa is decorated with ____________ mosaics and ornaments. 10. The dress that I am
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